Literacy: Jurnal Pendidikan Ekonomi最新文献

{"title":"UPAYA MENINGKATKAN MOTIVASI BELAJAR EKONOMI SISWA KELAS XI IPS 1 MELALUI MODEL PEMBELAJARAN KOOPERATIF TEKNIK BERKIRIM SALAM DAN SOAL","authors":"Fadly Pesik, A. Rooroh, Amelda Sakul","doi":"10.53682/jpeunima.v5i1s.8698","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8698","url":null,"abstract":"ABSTRAK \u0000Penyelenggaraan pendidikan pada hakekatnya memiliki tujuan utama untuk menghasilkan dan menguasai ilmu pengetahuan, teknologi, dan seni. Di samping itu pula menghasilkan lulusan dan anak didik yang bisa mengikuti perkembangan zaman. \u0000Tujuan Penelitian ini adalah untuk Meningkatkan motivasi Belajar  Ekonomi Kelas XI IPS melalui Model Pembelajaran Kooperatif, yang digunakan pada penelitian ini adalah Penelitian Tindakan (action Research) yang terdiri dari 2 (dua) siklus, dan setiap siklus terdiri dari: Perencanaan, Pelaksanaan, Pengamatan, dan refleksi. \u0000Hasil penelitian menunjukkan bahwa Model Pembelajaran Kooperatif Teknik Berkirim Salam dan Soal dapat meningkatkan motivasi belajar siswa kelas XI IPS 1 SMA Negeri 1 Tondano pada materi ajar Ekonomi. Hal ini tergambar berdasarkan data hasil belajar siswa berdasarkan hasil ulangan harian I pada siklus I, 30 siswa (76,92%) dinyatakan tuntas dan 9 siswa (32,07%) dinyatakan  tidak  tuntas.  28  orang  siswa  dinyatakan  tuntas  secara  individual  karena  telah mencapai  skor    75%.    Ketuntasan  klasikal  belum  diperoleh  karena  dalam  1  kelas  belum memperoleh skor 85%. Namun berdasarkan hasil ulangan harian siklus  II, seluruh siswa dinyatakan tuntas secara individual maupun secara klasikal, karena telah mencapai skor ≥75% yang berarti siswa telah tuntas secara individu dan ≥85% yang berarti siswa telah tuntas secara klasikal \u0000Kata Kunci : Motivasi Belajar, Model Pembelajaran Kooperatif             \u0000  \u0000  \u0000ABSTRACT \u0000The provision of education essentially has the main objective of producing and mastering science, technology and art. Apart from that, it also produces graduates and students who can keep up with the times. \u0000The aim of this research is to increase motivation for learning economics for Class and reflection. The results of the research show that the Cooperative Learning Model for Sending Greetings and Questions Techniques can increase the learning motivation of class XI IPS 1 students at SMA Negeri 1 Tondano on Economics teaching material. This is illustrated based on data on student learning outcomes based on the results of the first daily test in cycle I, 30 students (76.92%) were declared complete and 9 students (32.07%) were declared incomplete. 28 students were declared complete individually because they had achieved a score of 75%. Classical completion has not been achieved because in 1 class a score of 85% has not been achieved. However, based on the results of the daily tests in cycle II, all students were declared complete individually and classically, because they had achieved a score of ≥75%, which means students have completed individually and ≥85%, which means students have completed classically. \u0000Keywords: Learning Motivation, Cooperative Learning Model \u0000 ","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UPAYA MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA DALAM PELAJARAN EKONOMI BISNIS MELALUI PENERAPAN PROBLEM BASED LEARNING PADA SISWA KELAS 12 OTKP SMK N 4 BITUNG TAHUN PELAJARAN 2022/2023","authors":"Reynold Stenly Tendean, J. Wuisang, Linda Rumbayan","doi":"10.53682/jpeunima.v5i1s.8709","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8709","url":null,"abstract":"ABSTRAK \u0000Penelitian ini bertujuan untuk mengetahui efektivitas penerapan model pembelajaran Problem Based Learning (PBL) dalam meningkatkan hasil belajar materi Titik Pulang Pokok pada siswa kelas XI SMK Negeri 4 Batuputih. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran PBL efektif dalam meningkatkan hasil belajar materi Titik Pulang Pokok pada siswa. Hal ini dibuktikan dengan peningkatan nilai rata-rata hasil belajar siswa dari 71,94 pada pre-test menjadi 79,83 pada post-test. Peningkatan ini sebesar 7,89 poin. Penerapan model pembelajaran PBL dapat membantu siswa lebih mudah memahami konsep Titik Pulang Pokok. Hal ini dikarenakan model pembelajaran PBL mendorong siswa untuk berpikir kritis dalam memecahkan masalah, memahami teori dan praktik ekonomi bisnis secara mendalam, serta mendorong kerja sama dan komunikasi. \u0000Kata kunci: Problem Based Learning, Titik Pulang Pokok, Hasil belajar \u0000  \u0000  \u0000  \u0000  \u0000  \u0000  \u0000ABSTRACT \u0000This research aims to determine the effectiveness of implementing the Problem Based Learning (PBL) learning model in improving learning outcomes in the Homecoming Point material for class XI students at SMK Negeri 4 Batuputih. The research results show that the application of the PBL learning model is effective in improving student learning outcomes on Homecoming Point material. This is proven by the increase in the average value of student learning outcomes from 71.94 on the pre-test to 79.83 on the post-test. This increase was 7.89 points. Applying the PBL learning model can help students more easily understand the concept of Homecoming Points. This is because the PBL learning model encourages students to think critically in solving problems, understand the theory and practice of business economics in depth, and encourage cooperation and communication. \u0000Keywords: Problem Based Learning, Breaking Point, Learning Outcomes","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"119 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN MODEL PROJEK BASED LEARNING UNTUK MENINGKATKAN MINAT BELAJAR SISWA PADA MATA PELAJARAN IPS METERI EKONOMI KREATIF DI KELAS IXA SMP NEGERI 1 SANGALLA SELATAN","authors":".. Dorkas, F. Kawatu, Ferry Slat","doi":"10.53682/jpeunima.v5i1s.8697","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8697","url":null,"abstract":"ABSTRAK \u0000Penelitian ini dilatarbelakangi oleh rendahnya minat belajar siswa kelas IX SMP Negeri 1 Sangalla Selatan khususnya pada mata pelajaran IPS. Dimana permasalahan dalam pembelajaran IPS adalah banyaknya hafalan, materi terlalu banyak, siswa cenderung pasif, aktifitas rendah, hanya sebagai pendengar dan malu bertanya. Penelitian ini bertujuan untuk meningkatakan minat belajar siswa kelas IX  dengan model Project Based Learning pada mata pelajaran IPS materi Ekonomi Kreatif. Jenis penelitian adalah penelitian tindakan kelas kolaborasi yang terdiri dari 2 siklus. Subjek penelitian ini adalah siswa kelas IXA SMP Negeri 1 Sangalla Selatan yang berjumlah 25 orang. Teknik pengumpulan data adalah wawancara, observasi, angket, dan dokumentasi. Data yang dikumpulkan merupakan hasil angket minat belajar kemudian dianalisis dengan teknik deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa model Projek Based Learning dapat meningkatkan minat belajar siswa pada mata pelajaran IPS dapat dibuktikan dengan adanya peningkatan minat belajar siswa mulai dari kondisi awal (prasiklus), siklus I dan siklus II telah mencapai target yang ditargetkan oleh peneliti. Hasil penelitian siklus I diperoleh siswa yang tuntas secara individu sebanyak 20 orang, sedangkan hasil penelitoan siklus II mengalami peningkatan dengan jumlah siswa yang tuntas secara individu sebanyak 25 orang. Berdasarkan hasil penelitian tersebut, pembelajaran dengan menggunakan model Projek Based Learning dapat meningkatkan minat belajar siswa di kelas IXA SMP Negeri 1 Sangalla Selatan. Sehingga  hasil belajar yang diharapkanpun dapat meningkat. \u0000Kata Kunci : Model Project Based Learning, Minat Belajar \u0000  \u0000ABSTRACT \u0000This research was motivated by the low interest in learning of class IX students at SMP Negeri 1 Sangalla Selatan, especially in social studies subjects. Where the problems in social studies learning are a lot of memorization, too much material, students tend to be passive, have low activity, are only listeners and are embarrassed to ask questions. This research aims to increase class IX students' interest in learning with the Project Based Learning model in Social Sciences subjects, Creative Economy material. The type of research is collaborative classroom action research which consists of 2 cycles. The subjects of this research were 25 class IXA students at SMP Negeri 1 Sangalla Selatan. Data collection techniques are interviews, observation, questionnaires and documentation. The data collected was the result of a learning interest questionnaire and then analyzed using quantitative descriptive techniques. The results of this research show that the Project Based Learning model can increase students' interest in learning in social studies subjects, which can be proven by an increase in students' interest in learning starting from the initial conditions (pre-cycle), cycle I and cycle II which have achieved the target targeted by the researcher. The results of the first cycle ","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"52 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UPAYA MENINGKATKAN PRESTASI BELAJAR IPS TERPADU DI KELAS IX MTS MUHAMMADIYAH LINGADAN MELALUI PENDEKATAN PEMBELAJARAN LEARNING COMMUNITY","authors":".. Badria, R. Winerungan","doi":"10.53682/jpeunima.v5i1s.8695","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8695","url":null,"abstract":"ABSTRAK \u0000Pelaksanaan pembelajaran di dalam kelas merupakan salah satu tugas utama guru, dan pembelajaran dapat diartikan sebagai kegiatan yang ditujukan untuk membelajarkan siswa. Dalam proses pembelajaran masih sering ditemui adanya kecenderungan meminimalkan keterlibatan siswa. Dominasi guru dalam proses pembelajaran menyebabkan kecenderungan siswa lebih bersifat pasif sehingga mereka lebih banyak menunggu sajian guru dari pada mencari dan menemukan sendiri pengetahuan, ketrampilan atau sikap yang mereka butuhkan. \u0000Permasalahan dalam penelitian ini adalah untuk melihat “Apakah upaya penerapan pendekatan pembelajaran Learning Community mempengaruhui prestasi belajar siswa MTS Lingadan. Tujuan dari penelitian ini secara umum untuk menjelaskan pengaruh model terhadap prestasi belajar siswa MTS Lingadan. \u0000Jenis penelitian adalah penelitian tindakan kelas dengan subjek penelitiannya adalah siswaMTS Lingadan yang aktif pada semester ganjil Tahun Ajaran 2023-2024 dengan jumlah siswa 35 orang yang terdiri dari 16 orang siswa laki-laki dan 19 orang siswa perempuan. Penelitian ini dilakukan dalam 2 siklus. \u0000Hasil pembelajaran kondisi awal IPS Terpadu materi kebutuhan manusia dan kegiatan ekonomi melalui pendekatan learning community diperoleh data dimana pada masa prasiklus mencapai rata – rata 63,33 dan hanya 50 % siswa mencapai nilai 70 atau > 70. Padahal idealnya minimal harus mencapai 100% siswa mendapat 70 atau > 70. \u0000Hasil belajar pada siklus I terdapat kenaikan prestasi belajar berupa rata – rata kelas menjadi 69,89 dan sebanyak 65 % siswa memperoleh nilai tuntas. Nilai terendah adalah 50 dan nilai tertinggi adalah 90.Hasil belajar pada siklus II terdapat kenaikan prestasi belajar berupa rata – rata kelas menjadi 83.3 dan sebanyak 90 % siswa memperoleh nilai tuntas. Nilai terendah adalah 70 dan nilai tertinggi adalah 100.Karena dalam penelitian ini terjadi peningkatan prestasi belajar siswa , maka peneliti berkesimpulan bahwa model pembelajaran learning community sangat cocok digunakan dalam pembelajaran IPS Terpadu \u0000Kata Kunci : Pendekatan Pembelajaran Learning Community, Prestasi Belajar \u0000  \u0000  \u0000  \u0000ABSTRACT \u0000Implementing learning in the classroom is one of the main tasks of teachers, and learning can be defined as activities aimed at teaching students. In the learning process, there is often a tendency to minimize student involvement. The teacher's dominance in the learning process causes students to be more passive so that they wait more for the teacher's presentation rather than searching for and finding the knowledge, skills or attitudes they need for themselves. \u0000The problem in this research is to see \"Do efforts to implement the Learning Community learning approach influence the learning achievement of MTS Lingadan students. The general aim of this research is to explain the influence of the model on the learning achievement of MTS Lingadan students. \u0000The type of research is classroom action research with the research subjects being MTS Ling","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"9 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN MINAT PESERTA DIDIK PADA PELAJARAN EKONOMI MATERI AKUNTANSI KELAS XII SMA NEGERI 1 MANADO","authors":"Tineke Taturu, J. Wuisang, Brons Mambu","doi":"10.53682/jpeunima.v5i1s.8714","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8714","url":null,"abstract":"      ABSTRAK \u0000Kurangnya minat peserta didik pada mata pelajaran Ekonomi materi Akuntansi Tahap Pencatatan Akuntasi Perusahaan Dagang pada kelas XII SMA Negeri 1 Manado  Tahun Pelajaran 2023/2024  maka Model Pembelajaran Problem Based Learning sebagai model pembelajaran yang diterapkan untuk meningkatkan motivasi belajar siswa. \u0000Jenis penelitian tindakan kelas yang dilaksanakan  yaitu  dengan dua siklus pembelajaran .Tiap siklus terdiri dari empat tahap, yaitu perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ini adalah siswa kelas XII  IPS 1 SMA Negeri 1 Manado Tahun Pelajaran 2023/2024 yang terdiri dari 36 siswa. Teknik pengumpulan data yang digunakan adalah melalui asesmen Diagnotik,Foematif dan sumatif ,angket, dan dokumentasi, sedangkan instrumen penelitian yang digunakan adalah asesmen,angket dan portofolio . Analisis data yang digunakan yaitu teknik analisis data deskriptif kuantitatif dengan persentase. \u0000Hasil penelitian menunjukkan bahwa:  Model Pembelajaran Problem Based Learning dapat meningkatkan Motivasi  Belajar peserta didik pada pelajaran Ekonomi materi Akuntansi Tahap Pencatatan Akuntansi Perusahaan Dagang, terbukti dari nilai Asesmen Diagnostik,formatif dan Sumatif pada materi Akuntansi sebelum dilakukan tindakan adalah 69,36 dengan persentase ketercapaian KKM sebesar 40,91%, setelah dilakukan tindakan pada siklus I nilai rata-rata mengalami peningkatan sebesar 1,59  %  menjadi 70,95 dengan persentase ketercapaian KKM sebesar 61,90%. Pada siklus II nilai rata-rata siswa meningkat menjadi 93,86 dengan persentase  atau mengalami peningkatan dari siklus I sebesar 22,91 % \u0000Penerapan Model Pembelajaran Problem Based Learning dalam pembelajaran Ekonomi materi  Akuntansi Tahap Pencatatan Akuntansi Perusahaan Dagang mendapatkan respon baik dari siswa kelas XII IPS 1  SMA Negeri 1 Manado. Dari hasil penelitian ini menunjukkan bahwa Model Pembelajaran Problem Based Learning pada pembelajaran Ekonomi materi Tahap Pencatatan Akuntansi Perusahaan Dagang dapat meningkatkan minat peserta didik  pada materi  Akuntansi. \u0000Kata Kunci: Problem Based Learning, Minat Peserta Didik \u0000  \u0000  \u0000ABSTRACT \u0000The lack of student interest in the Economics subject, Accounting material, Trading Company Accounting Recording Stage in class \u0000The type of classroom action research carried out is two learning cycles. Each cycle consists of four stages, namely planning, action, observation and reflection. The subjects of this research were students of class XII IPS 1 SMA Negeri 1 Manado for the 2023/2024 academic year, consisting of 36 students. The data collection techniques used are through diagnostic, descriptive and summative assessments, questionnaires and documentation, while the research instruments used are assessments, questionnaires and portfolios. The data analysis used is quantitative descriptive data analysis techniques with percentages. \u0000The results of the research show that: The Problem Based Learning Model can increase students' Learning Mo","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"41 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"UPAYA MENINGKATKAN HASIL BELAJAR IPS MATERI KETERKAITAN HUBUNGAN KEGIATAN EKONOMI DALAM MEMENUHI KEBUTUHAN MANUSIA MELALUI MODEL PROBLEM BASED LEARNING PADA SISWA KELAS VIII SMP KRISTEN BAITANI LAPANGAN","authors":"Aneke Rawung, J. Wuisang, Amelda Sakul","doi":"10.53682/jpeunima.v5i1s.8692","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8692","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000ABSTRAK \u0000 \u0000 \u0000  \u0000 \u0000 \u0000 \u0000 \u0000Sebelum dilaksanakan tindakan nilai rata- rata pelajaran IPS siswa kelas VIII adalah 66,67. Setelah dilakukan tindakan pada siklus I nilai hasil belajar siswa rata-ratanya adalah 72,89. Selanjutnya pada siklus II rata-rata hasil belajar siswa menjadi meningkat  yaitu 89,48. Sebelum dilakukan tindakan kategori rata-rata hasil belajar siswa berada pada kategori rendah dengan tingkat ketuntasan 44 % dari 27 siswa. Pada siklus I setelah dilakukan tindakan hasil belajar siswa masih berada pada kategori rendah dengan tingkat ketuntasan 56 % dari 27 siswa. Pada siklus II setelah dilaksanakan tindakan lebih lanjut sebagai hasil refleksi siklus I hasil belajar siswa berada pada kategori sedang dengan tingkat ketuntasan 93 %, dengan jumlah kelulusan 25 siswa dari total jumlah 27 siswa. \u0000Kata Kunci: Kewirausahaan, Kreatif, Pembelajaran \u0000  \u0000ABSTRACT \u0000Before the action was implemented, the average social studies score for class VIII students was 66.67. After taking action in cycle I, the average student learning outcome value was 72.89. Furthermore, in cycle II the average student learning outcomes increased, namely 89.48. Before the action was carried out, the average student learning outcomes were in the low category with a completion level of 44% from 27 students. In the first cycle, after taking action, student learning outcomes were still in the low category with a completion level of 56% for 27 students. In cycle II, after carrying out further action as a result of reflection in cycle I, student learning outcomes were in the medium category with a completion rate of 93%, with 25 students graduating out of a total of 27 students. \u0000Keywords: Entrepreneurship, Creative, Learning \u0000 \u0000  \u0000 \u0000 \u0000","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"24 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING PADA SUB MATERI KETENAGAKERJAAN PADA KELAS X I IPS SMA NEGERI 1 AIRMADIDI TAHUN PELAJARAN 2023/2024","authors":"Yetty Takaonselang, Silfana Oroh","doi":"10.53682/jpeunima.v5i1s.8715","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8715","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000ABSTRAK \u0000Banyak model pembelajaran diterapkan di sekolah-sekolah untuk mengatasi kejenuhan dan meningkatkan kualitas diri siswa. Model pembelajaran Kurikulum 2013 yang memiliki nama, ciri, sintak, pengaturan, dan budaya adalah discovery learning, project-based learning, problem-based learning, dan inquiry learning. Tulisan ini bertujuan untuk mengetahui bagaimana penerapan model problem based learning pada sub materi inti masalah ekonomi/kelangkaan. Problem based learning (PBL) memiliki ciri-ciri seperti pembelajaran dimulai dengan pemberian masalah, masalah memiliki konteks dengan dunia nyata, siswa secara berkelompok aktif merumuskan masalah dan mengidentifikasi kesenjangan pengetahuan mereka, mempelajari dan mencari sendiri materi yang terkait dengan masalah dan melaporkan solusi dari masalah, sementara pendidik lebih banyak memfasilitasi. PBL terdiri atas lima fase, yaitu mengorientasikan peserta didik pada masalah, mengorganisasikan peserta didik untuk belajar, membantu penyelidikan mandiri dan kelompok, mengembangkan dan menyajikan artifak (hasil karya) dan memamerkannya, dan analisis dan evaluasi proses pemecahan masalah. \u0000 \u0000 \u0000 \u0000 \u0000Kata Kunci :  Problem Based Learning, Hasil Belajar \u0000  \u0000  \u0000  \u0000 \u0000 \u0000 \u0000 \u0000ABSTRACT \u0000Many learning models are applied in schools to overcome boredom and improve students' self-quality. The 2013 Curriculum learning models which have names, characteristics, syntax, settings and culture are discovery learning, project-based learning, problem-based learning and inquiry learning. This article aims to find out how to apply the problem based learning model to the core sub-material of economic problems/scarcity. Problem based learning (PBL) has characteristics such as learning begins with giving a problem, the problem has a context with the real world, students in groups actively formulate the problem and identify gaps in their knowledge, study and search for material related to the problem themselves and report solutions to the problem , while educators do more to facilitate. PBL consists of five phases, namely orienting students to the problem, organizing students to learn, assisting independent and group investigations, developing and presenting artifacts (work results) and exhibiting them, and analyzing and evaluating the problem solving process. \u0000 \u0000 \u0000 \u0000 \u0000Keywords: Problem Based Learning, Learning Outcomes \u0000 ","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"130 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENGARUH PENERAPAN UNDERSTENDING BY DESIGN,BACKWARD DAN GAMEFIKASI PADA PENINGKATAN BERPIKIR KRITIS PESERTA DIDIK","authors":"Soedjarwo Datunsolang, Iwan Kandori","doi":"10.53682/jpeunima.v5i1s.8712","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8712","url":null,"abstract":"ABSTRAK \u0000Pemahaman Melalui Perancangan (Understanding by Design/UbD) adalah kerangka yang kuat untuk merancang kurikulum, pembelajaran, dan penilaian yang memprioritaskan pemahaman mendalam dan transfer dengan model backward design pada pembelajaran. artikel ini menjelajahi landasan teoritis, prinsip, dan aplikasi praktis yang mengitegrasikan gamifikasi dalam konteks pendidikan. Berdasarkan penelitian di SMA Negeri 4 Kotamobagu, keterkaitannya dengan higher oder thinking skills, serta implikasinya terhadap praktik pembelajaran. Artikel ini juga menyelidiki dampak UbD terhadap hasil belajar siswa dan memberikan rekomendasi bagi pendidik yang ingin mengimplementasikan UbD model Backward yang terintegrasikan gamifikasi secara efektif dalam praktik mengajar mereka \u0000Kata kunci: Understending by Design, Higher Oder Thinking Skills, Backward Design dan gamifikasi \u0000  \u0000  \u0000ABSTRACT \u0000Understanding by Design (UbD) is a strong framework for designing curriculum, learning and assessment that prioritizes deep understanding and transfer using a backward design model for learning. this article explores the theoretical foundations, principles, and practical applications that integrate gamification in educational contexts. Based on research at SMA Negeri 4 Kotamobagu, its relationship with higher order thinking skills, as well as its implications for learning practices. This article also investigates the impact of UbD on student learning outcomes and provides recommendations for educators who want to implement the Backward model of UbD that integrates gamification effectively into their teaching practice. \u0000Keywords: Understending by Design, Higher Level Thinking Skills, Backward Design and gamification \u0000 ","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"127 32","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PENINGKATAN HASIL BELAJAR EKONOMI MELALUI METODE PROBLEM BASED LEARNING ( PBL) SISWA KELAS XI DI SMA KATOLIK ATMAJAYA TOLITOLI","authors":"Mia Apriliawati, Iwan Kandori","doi":"10.53682/jpeunima.v5i1s.8703","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8703","url":null,"abstract":"ABSTRAK \u0000Tujuan penelitian ini adalah untuk mengetahui dengan adanya penerapan pembelajaran problem based learning (PBL) apakah dapat meningkatkan hasil belajar ekonomi pada siswa kelas XI di SMA Katolik Atmajaya Tolitoli. Penelitian yang digunakan yaitu dengan metode penelitian tindakan kelas (PTK) yang dilaksanakan sebanyak II siklus yang masing-masing siklus dilalui menjadi empat tahap penelitian, yaitu: (1) perencanaan tindakan penelitian; (2) observasi tindakan penelitian; (3) pelaksanaan tindakan penelitian; dan (4) refleksi tindakan penelitian. Dalam penelitian ini subjek penelitian adalah seluruh siswa kelas XI IPS SMA Katolik Atmajaya Tolitoli. Siswa kelas XI IPS  yang berisi 20 siswa dengan komposisi 14 siswa perempuan dan 6 siswa laki-laki. Penelitian ini dilaksanakan dengan cara berkolaborasi bersama dengan guru mata pelajaran ekonomi kelas XI. Teknik pengumpulan data menggunakan cara observasi, dokumentasi dan juga tes. Hasil penelitian ini bahwa penerapan pembelajaran problem based learning (PBL) menunjukan adanya peningkatan hasil belajar mata pelajaran ekonomi dapat dilihat dari siswa yang memperoleh nilai lebih dari kriteria ketuntasan minimal (KKM). Dengan dibuktikan sebelum adanya tindakan, persentase hasil belajar siswa hanya (28,57%), setelah dilakukan tindakan siklus I hasil belajar siswa terlihat mengalami peningkatan mencapai (52,38%), dan setelah tindakan siklus II meningkat menjadi (85,71%). Berdasarkan penelitian ini, disimpulkan bahwa metode pembelajaran problem based learning (PBL) dalam pembelajaran ekonomi dapat meningkatkan hasil belajar siswa kelas XI IPS SMA Katolik Atmajaya \u0000Kata Kunci: Hasil belajar, model pembelajaran problem based learning (PBL) \u0000  \u0000ABSTRACT \u0000The aim of this research is to find out whether the application of problem based learning (PBL) can improve economic learning outcomes for class XI students at Atmajaya Tolitoli Catholic High School. The research used was the classroom action research (PTK) method which was carried out in two cycles, each of which went through four research stages, namely: (1) research action planning; (2) observation of research actions; (3) implementation of research actions; and (4) reflection on research action. In this study, the research subjects were all class XI IPS students at Atmajaya Tolitoli Catholic High School. Class XI IPS students contain 20 students with a composition of 14 female students and 6 male students. This research was carried out in collaboration with the class XI economics teacher. Data collection techniques use observation, documentation and tests. The results of this research show that the application of problem based learning (PBL) shows an increase in learning outcomes in economics subjects which can be seen from students who get more scores than the minimum completeness criteria (KKM). As proven before the action, the percentage of student learning outcomes was only (28.57%), after the first cycle of action, student learning outcomes were","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"10 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STRATEGI PEMBELAJARAN PRODUK KREATIF DAN KEWIRAUSAHAAN MELALUI PENDEKATAN EXPERIENTAL DAN COLLABORATIVE LEARNING","authors":"Daniella M. B. Suoth, J. Wuisang","doi":"10.53682/jpeunima.v5i1s.8696","DOIUrl":"https://doi.org/10.53682/jpeunima.v5i1s.8696","url":null,"abstract":"ABSTRAK \u0000  Tujuan penelitian ini untuk merumuskan secara konseptual rancangan prosedur pembelajaran mata pelajaran Produk Kreatif dan Kewirausahaan dengan menggunakan pendekatan experiental dan collaborative learning. Metode penelitian yang digunakan dalam penelitian ini adalah studi literatur menggunakan berbagai sumber seperti artikel, jurnal, dan dokumen lain yang relevan. Penelitian ini menganalis secara konseptual berdasarkan literatur terkait. Temuan hasil penelitian ini menunjukkan bahwa pembelajaran melalui pendekatan experiental dan collaborative learning dapat dilakukan di kelas agar peserta didik mendapatkan pengalaman nyata, mengembangkan pengetahuan dan keterampilan, serta belajar untuk bekerja secara tim dan mengembangkan kemampuan komunikasi dan sosial. langkah pembelajaran mapel PKK dengan mengintegrasikan pendekatan experiental dan collaboration learning adalah: 1) Penyampaian tugas, 2) Pengalaman konkret/concrete experience (CE), 3) Waktu diskusi, 4) Observasi reflektif/reflective observation (RO), 5) Konsepsi abstrak/ abstract conceptualization (AC), 6) Percobaan aktif/active experimentation (AE ),dan 7) Tanya jawab. \u0000Kata Kunci: collaborative learning, experiental learning, pembelajaran kewirausahaan \u0000  \u0000  \u0000  \u0000  \u0000ABSTRACT \u0000   The aim of this research is to conceptually formulate a design for learning procedures for Creative Products and Entrepreneurship subjects using an experiential and collaborative learning approach. The research method used in this research is literature study using various sources such as articles, journals and other relevant documents. This research analyzes conceptually based on related literature. The findings of this research show that learning through an experiential and collaborative learning approach can be carried out in the classroom so that students gain real experience, develop knowledge and skills, and learn to work as a team and develop communication and social skills. PKK learning steps by integrating experiential and collaborative learning approaches are: 1) Submission of assignments, 2) Concrete experience (CE), 3) Discussion time, 4) Reflective observation (RO), 5) Abstract conception/ abstract conceptualization (AC), 6) Active experimentation (AE), and 7) Question and answer. \u0000Keywords: collaborative learning, experiential learning, entrepreneurial learning","PeriodicalId":194100,"journal":{"name":"Literacy: Jurnal Pendidikan Ekonomi","volume":"25 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140263733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}