HUBUNGAN ANTARA KOMPETENSI PEDAGOGIK GURU AGAMA DENGAN MOTIVASI DAN PRESTASI BELAJAR SISWA DI SMP PGRI 1 CIBINONG

Masruro Masruro

Abstract


Abstract

This study used the descriptive analytic method with the survey technique, which took place in May and June 2012 at SMP (Junior High School) PGRI 1 Cibinong, Bogor District. This study population was students of grade VIII of SMP PGRI 1 Cibinong, Bogor District, amounting to 426 students. Sam­ples taken were 20% of the population numbered 86 students, using the proportional sampling cluster technique. From the results of correlation analysis using the Kendall Tau-b formula, it is shown that most teacher pedagogical competence variables (X), which include sub-variables of mastery of learning theory and principles of educating (X1), ability to conduct educational learning (X3), ability to facilitate potential development of students (X4), ability to communicate effectively, empathetically and politely with students (X5), and ability to conduct assessment and evaluation process and learning outcomes (X6), are significantly correlated with the students’ motivation variables (Y1). Only one sub-variable, namely the implementation of curriculum development PAI (X2), is not significantly correlated positi­vely with students’ learning motivation (Y1). Teacher pedagogical competence (X) is not significantly associated with student achievement in general positively (Y2), but significantly correlated with lear­ning achievement sub-variable, namely as the formative achievement (Y2.1).


Abstrak

Penelitian ini menggunakan metode deskriptif analitik dengan teknik survai yang berlangsung pada bulan Mei sampai Juni 2012 di SMP PGRI 1 Cibinong, Kabupaten Bogor. Populasi penelitian ini adalah siswa kelas VIII SMP PGRI 1 Cibinong, Kabupaten Bogor yang semuanya berjumlah 426 orang. Sampel diambil sebanyak 20 % dari populasi sehingga terdapat 86 orang dengan menggunakan teknik cluster proportional sampling. Dari hasil analisis korelasi menggunakan rumus Tau-b Kendall menunjukkan sebagian besar variabel kompetensi pedagogik guru (X) yang meliputi sub variabel pe­nguasaan teori belajar dan prinsip-prinsip mendidik (X1), kemampuan menyelenggarakan pembelajaran yang mendidik (X3), kemampuan memfasilitasi pengembangan potensi peserta didik (X4), kemampuan berkomunikasi efektif, empatik dan santun dengan peserta didik (X5), dan kemampuan menyelenggara­kan penilaian dan evaluasi proses dan hasil belajar (X6) berhubungan nyata dengan variabel motivasi belajar siswa (Y1). Hanya satu sub variabel, yaitu implementasi pengembangan kurikulum PAI (X2) yang tidak berhubungan nyata positif dengan motivasi belajar siswa (Y1). Kompetensi pedagogik guru (X) tidak berhubungan secara nyata positif dengan prestasi belajar siswa secara umum (Y2), namun berhubungan nyata positif dengan sub variabel prestasi belajar yaitu prestasi formatif (Y2.1).



Keywords


Pedagogical competence; learning motivation; student learning achievement; Kompetensi pedagogik; Motivasi belajar; Prestasi belajar siswa.

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DOI: http://dx.doi.org/10.32729/edukasi.v10i2.157

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