knowledge which have been mastered by the student at the school.
Taxonomy of learn according to Bloom, Kratwohl and Anita Harrow as following :
8.1 Type of learn result of cognitive, consisted
of
8.1.1 Knowledge, including memory ability about
things which have been learned and on file in memory. The knowledge can reference
with fact, event, interpretation, theorem, theory, principal or method
8.1.2 Understanding,
including ability
catch essence and meaning things which learning.
8.1.3 Applying, including ability apply method,
theorem, to face problem really and newly 8.1.4
Analysis, including ability detail an union into parts so that all structure can be better
known
8.1.5 Synthesis, including ability form new pattern
8.1.6 Evaluation,
including ability
forming opinion about several things pursuant to
certain criterion 8.1.7
b. Type [of] result of learning afektif, consisted of
8.1.8 Acceptance, including sensitivity to certain
matter and the readiness pay attention to the matter mentioned
8.1.9 Participation, including blessing, readiness
pay attention to and participate in a activity 8.1.10
Assessment and determination of attitude, including acceptance to a value, esteeming,
confessing and determining of attitude
8.1.11 Organizational, including ability forming a
assess system as guidance and hold of live 8.1.12
forming of life Pattern, including ability comprehend fully of assess and it forming
become personal life assess pattern. 8.2
Type [of] result of learning afektif, consisted of
8.2.1 Perception, including ability to sorting
description something peculiarly and realize existence of difference among that
something.
8.2.2 Readiness of, including ability place itself in
a circumstance where will be happened one movement or movement series, this ability
include corporeal spiritual and physical activity.
8.2.3 Guide movement, including ability do
movement according to example or imitation movement
8.2.4 Accustomed movement, including ability do
movement without example 8.2.5
Complex movement, including ability do movement or skill consisted of a lot of phase
by fluency, efficient and precisely 8.2.6
Adjustment of movement Pattern, including ability perform change and adjustment of
movement pattern with special conditions going into effect
8.2.7 Creativities including ability think out
movement pattern a newly on the basis of initiative by itself.
From inferential above description that learn achievement is learn result of individual in the
form of behavior change for concerning knowledge, attitude and skill which obtaining of
during following learning activity in certain range of time measured and poured in the form of value
obtained through evaluation to learning teaching process. Go together this research evaluation result
of learning practice of Light Vehicle Technique Skill Competence.
Evaluation of learn result is determination assess result of measurement with certain standard
or reference. Evaluation of learn result the student represent integral part from learning process, to
assess performance of student monitoring process, progress and repair of learn result chronically.
Evaluation of learn result aim to
8.2.1 Knowing how far have been happened by
advancement of learn result at itself of student , as consideration in specifying learn tuition
furthermore.
8.2.2 Knowing success level of student , as
consideration in specifying whether pertinent succeed [assed or not not yet succeed in
going through a learning program.
8.2.3 Specifying master level of student to
competence of certain skill matching with in qualify competence standard.
Implementation of evaluation can be done directly at the time of student do activities of learn,
and also indirectly through evidence of learn result as according to performance criteria. Evaluation
system of curriculum SMK 2004 focused at competency based assessment.
To get confession to competence which have been mastered by student hence one of its way
done a verification. Verification to assessment result of internal party of SMK by external party, in
order to what have been reached by the student can
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certification by work world using graduate, that is corporate world and industrial world.
9. The Research Method
The purpose of this Research is to know image about mechanic aptitude, intrinsic motivation,
service of career tuition contribution to learn result of light vehicle technique skill competence in SMK
Negeri 1 Kota Sukabumi. Therefore research method using in this research is explanatory
survey.
In this research is first independent variable is mechanic aptitude of student X1, as second
independent variable is intrinsic motivation of student X2 and as third independent variable is
service of career tuition X3. As dependent variable is learn result of light vehicle technique
skill competence Y.
As for
technique of
collecting data
instrument used in this research [is]: 1 Test, that is mechanic aptitude test which aim to measure how
big mechanic aptitude have owned by student , data obtained at this mechanic aptitude test used for
processing of variable X1, Questioners. This questioner is the first, used to know how big the
intrinsic motivation of student in following learning
of light
vehicle technique
skill competence, data obtained to be used for processing
of variable X
2
, and the second, used to know how big service of career tuition assist student in
reaching learn result of light vehicle technique skill competence, data obtained to be used to get
variable X
3
, 3 Documentation. Data in this research, that is learn result assessment of light
vehicle technique skill competence of student of school year 20092010. Data obtained to be used
for processing of variable Y.
10. Research Result
Based on obtained data analysis, can pulled conclusion from above research problems. From
collected data and analysis result as which have been decanted in previous section in outline the
research reply question formulated in research target. Hence from that can be taken decision, as
following :
10.1 Contribution of mechanic aptitude, intrinsic
motivation, and career tuition to learn result of light vehicle technique skill competence
inclusive of into enough category, by price of correlation coefficient R
yx1x2x3
= 0,539. If interpreted marginally meaning mechanic
aptitude contribution, intrinsic motivation, and career tuition to learn result of light vehicle
technique skill competence show positive direction, this where this matter is shown at
the price of regression equation
10.2 Y = 50,597 + 0,152 X1 + 0,156 X
2
+ 1,621 X
3
10.3 so that known correlation among variable X
1
, X
2
, X
3
and Variable Y unidirectional 10.4
Image without learn result learn of student in SMKN 1 Sukabumi for the vehicle technique
competence i] 21 participant inclusive of good passed category, 17 participant inclusive of
very good passed, and 9 participant inclusive of special passed category according to
qualification standard of assess in SMKN 1 Sukabumi.
Average value
of daily
Examination of student at light vehicle technique skill competence, that is 75,68.
10.5 There are relation which are positive and
significant, that is equal to 29,03, its meaning is effective contribution given by
mechanic aptitude, intrinsic motivation, and career tuition to learn result of student equal
to 29,03 for the light vehicle technique skill competence in class 11 SMKN 1 Sukabumi
inclusive in logical category, because in order to the student can succeed in learn process
needed
mechanic aptitude,
intrinsic motivation, and career tuition service
10.6 By known is price F
count
equal to 9,271 hence H
o
refused. The meaning is hypothesis proven, that is there are contribution positive and
significant of mechanic aptitude, intrinsic motivation, and career tuition to learn result
of student at light vehicle technique skill competence in class 11 SMKN 1 Sukabumi.
10.7 Seen from research target, hence the research
about contribution of mechanic aptitude, intrinsic motivation, and career tuition service
to result learn of student at light vehicle technique skill competence can be told to
succeed.
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ENHANCING THE QUALITY OF LEARNING BASIC MATHEMATIC APPROACH FOR PROBLEM BASED
LEARNING THROUGH CONSTRUCTIVISTIC AT THE DEPARTMENT OF HOME ECONOMIC
Neneng Siti Silfi Ambarwati, M.Si., Apt.
Lecturer in Health and Beauty Program, Jakarta State University neneng_ambarwatiyahoo.co.id
Abstract
Pursuant to research result, indicating That constructivistics throughs of applying the method of problem-based learning in management of the subject activity of Basic Mathematic have a positive impact to effectiveness
storey; levels posed Attainment of lecturing at the target through growth of result learn the reality of the participant of lecturing . For Health and Beauty studies program, at the cycle of I, students average value of 66.9,
the final average value of the cycle of II is 70.8 and average student value at the cycle of III is 77.2. While average values During treatment 3 cycles instruction of Basic Mathematic is 71.63 meaning the value was
higher before the Than All That is 60.8. Through this approach of instruction, more student besides also learn motivational level Mathematic student at the subject. Meanwhile for Fashion Design study program, at the cycle
of I, students average value of 66.6, the final average value of the cycle of II is 79.16 and student average value at the cycle of III is 94.33. While average values During treatment 3 cycles instruction of Basic Mathematic is
79.80 meaning the value was higher before the Than All That is 66.6. Through this approach of instruction, more students besides also learn motivational level Mathematic student at the subject and independent for studying
this subject.
Keywords: enhancing, contructivistics, mathematic, problem, based, learning, motivational, home economic.
1. Introduction
The Basic Mathematic subjects is one of the compulsory subjects, which is a fairly difficult
subject for students including those who take majoring in Home economic department. This is
because of the mathematic concept and theory is abstrac and rigid . Besides advanced mathematic
have not been studied continously at the department of Home economic except statistics. So the interest
and motivation to learn Mathematic is minimum.
Home economic Students consists of Catering, Dressmaking and Makeup should take advantage of
logical mathematic, because they have to deal with macro-economic
classes, statistics,
research methodology, basic physics, basic chemistry, the
practice of clothclothing, and management. Based on the observation that the authors have a
negative perception of students about the subjects of Mathematic. This course is considered a
daunting for college students as well as lecture instructors always considered a killer. Resulting
in low spirit of students to attend lectures, because students always feels tense and insecure. It is
characterized by an atmosphere of passive students when learning Mathematic in the classes: listen
more than to respond to or discuss the material being taught lecturer. Classroom interactions
between professors and students in the learning context is at its lowest, so there tends to be one-way
communication. This situation gets worse because the method of teaching Mathematic professor who
conducted the lecture method by using the frequently asked questions, practice problems and
homework as a way to increase students skills in working on problems.
Therefore necessary to increase student interest and ways of teaching materials to suit the
needs and knowledge level of students. Among others,
by changing
teaching methods
conventional with the constructivist approach through Problem Based Learning method. Through
a constructivist approach to student self-directed learning and thinking realistically to construct a
concept that got its own, in hopes of better student retention. One way to train memory is to give
students about cases or problems directly related to the interests of study or daily occurrence. This is
done to further vary the teaching methods, in addition of course to improve and optimize the
ability of lecturers in delivering course material, which is expected to help students to better absorb
the material being taught, so that learning outcomes are achieved can be optimized.
2. Main Content
Based on expert opinions, conceptually Mathematic learning outcomes defined as change of
behavior of cognitive ability obtained by students
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