PENGARUH FAKTOR-FAKTOR KINERJA GURU TERHADAP PRESTASI BELAJAR SAINS (KNOWING, APPLYING DAN REASONING) SISWA SMP

TUTI ALAWIYAH, . (2023) PENGARUH FAKTOR-FAKTOR KINERJA GURU TERHADAP PRESTASI BELAJAR SAINS (KNOWING, APPLYING DAN REASONING) SISWA SMP. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

ABSTRAK Prestasi belajar sains siswa merupakan salah satu nilai untuk mengukur keberhasilan siswa dalam belajar. Penelitian ini bertujuan menentukan pengaruh variabel-variabel kinerja guru terhadap prestasi belajar sains domain kognitif knowing, applying dan reasoning siswa. Metode penelitian ini menggunakan metode kuantitatif dengan pendekatan structural equation modeling (SEM) menggunakan SmartPLS 4. Sumber data penelitian dari database Trends International Mathematics and Science Study (TIMSS) tahun 2011 grade 8 pusat penilaian pendidikan, balai penelitian pengembangan kementerian pendidikan dan kebudayaan Indonesia untuk jenjang sekolah menengah pertama (SMP) atau sederajat dengan responden 5795 siswa dan 259 guru di Indonesia yang mengajar sains di sekolah menengah pertama atau sederajat dari 153 sekolah. Hasil penelitian menunjukkan: 1) Terdapat pengaruh langsung negatif yang signifikan antara persiapan topik sains (PR) terhadap prestasi belajar sains (ACH), p-value < 0.001, 2) Tidak terdapat pengaruh langsung positif yang signifikan persiapan topik sains (PR) terhadap metode mengajar (MT), p-value = 0.387, 3) Tidak terdapat pengaruh langsung positif yang signifikan pengembangan professional guru (PD) terhadap prestasi belajar sains (ACH), p-value = 0.353, 4) Terdapat pengaruh langsung positif yang signifikan pengembangan professional guru (PD) terhadap metode mengajar (MT), p-value = 0.006, 5) Terdapat pengaruh langsung positif yang signifikan sumber daya (RS) terhadap metode mengajar (MT), p-value < 0.001, 6)Terdapat pengaruh langsung negatif yang signifikan sumber daya (RS) terhadap prestasi belajar sains (ACH), p = 0.002, 7) Terdapat pengaruh langsung positif yang signifikan penilaian (AS) terhadap metode mengajar (MT), (p-value < 0.001, 8) Tidak terdapat pengaruh langsung positif yang signifikan antara penilaian (AS) terhadap prestasi belajar sains (ACH), p-value = 0.254 , 9) Tidak terdapat pengaruh langsung positif yang signifikan antara metode mengajar (MT) terhadap prestasi belajar sains (ACH), p-value = 0.607. Kata kunci : kinerja guru, prestasi belajar, knowing, applying dan reasoning ************* ABSTRACT Students' science learning achievement is one of the values to measure students' success in learning. This study aims to influence teacher performance variables on science learning achievement in the cognitive domain, application and student reasoning. This research method uses a quantitative method with a structural equation model (SEM) approach using SmartPLS 4. The research data source is from the 2011 Trends International Mathematics and Science Study (TIMSS) database for class 8 educational assessment centers, research centers for the development of Indonesian education and cultural defense to explain junior high school (SMP) or equivalent with 5795 students and 259 teachers in Indonesia who teach science in junior high school or equivalent from 153 schools. The results showed: 1) There was a significant negative direct effect between science topic preparation (PR) on science learning achievement (ACH), p-value < 0.001, 2) There was no significant positive direct effect on science topic preparation (PR) on the method teaching (MT), p-value = 0.387, 3) There is no significant positive direct effect of teacher professional development (PD) on science learning achievement (ACH), p-value = 0.353, 4) There is a significant positive direct effect of professional development teacher (PD) on teaching methods (MT), p-value = 0.006, 5) There is a significant positive direct effect of resources (RS) on teaching methods (MT), p-value < 0.001, 6) There is a negative direct effect that significant resource (RS) on science learning achievement (ACH), p = 0.002, 7) There is a significant positive direct effect of assessment (AS) on teaching methods (MT), (p-value < 0.001, 8) There is no direct effect positive significant difference between assessment (AS) on science learning achievement (ACH), pvalue = 0.254 , 9) There is no significant positive direct effect between teaching methods (MT) on science learning achievement (ACH), p-value = 0.607 . Keywords: teacher performance, learning achievement, knowing, applying and reasoning

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof.Dr. Burhanuddin Tola, M.A. ; 2). Dr. Yuliatri Sastrawidjaya, M.Pd.
Subjects:	Pendidikan > Pendidikan Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Kualifikasi dan Profesionalitas Guru
Divisions:	PASCASARJANA > S3 Penelitian Dan Evaluasi Pendidikan
Depositing User:	Users 17781 not found.
Date Deposited:	15 May 2023 06:09
Last Modified:	15 May 2023 06:09
URI:	http://repository.unj.ac.id/id/eprint/38831

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