You are on page 1of 4

PENYUSUNAN RISET PEMASARAN DAN SISTEM INFORMASI

PEMASARAN
Andi Nita Ayuningsih

Program Studi Pendidikan Ekonomi, STKIP Muhammadiyah Bone, Watampone, 92713,


andinita97@gmail.com

Abstract: A maximum of 8-10 pages of reports, written in the appropriate template


format provided. Abstract A maximum of 200 words containing the introduction, purpose
and result of the study). The report is expected to include an image or table (at least two)
related to the theme of the paper.
Keywords: quality management, ISO, organization (maximum 3 keywords).

Abstrak: Maksimal laporan 8-10 halaman, ditulis dengan sesuai format template yang
diberikan. Abstrak terdiri dari abstrak Bahasa inggris dan Bahasa Indonesia dengan
Maksimal 200 kata yang berisi pendahuluan, tujuan dan hasil telaah). Laporan diharapkan
memasukkan gambar atau tabel (minimal dua) berkaitan dengan tema makalah. Format
sistasi dan daftar pustaka menggunakan format mendeley. Plagiarism maksimal 40% di
cek dengan aplikasi gratis sebagai contoh di https://smallseotools.com/plagiarism-
checker/ . Isi laporan berbahasa Indonesia.
Kata kunci: manajemen mutu, ISO, organisasi (maksimal 3 kata kunci)

1
1. PENDAHULUAN of the control class. This means that the application of
Pendahuluan berisi latar belakang laporan yang REACE learning model can influence the students’
didalamnya berisi landasan serta maksud kegiatan concept of understanding, which is seen in the
penelitian. Ukuran tab paragraph 0,75 cm atau sesui improving students' learning outcomes in experimental
dengan template. class. The result of the calculation based on the
Dunia pendidikan di ajarkan berbagai macam teori, completion of question, the comprehension of the
dimana teori-teori tersebut akan bermanfaat jika di question, and the answering question obtained the
terapkan dalam kehidupan dan dunia kerja. Salah average of the pretest in the control is 17.10 and the
satunya adalah sistem pemasaran. score of experiment class is 18.10, while the average of
the post-test score in the control class is 18.60 compared
to the experiment class, there is a significant increase
2. TINJAUAN PUSTAKA with average score is 25.79. The description of the test
results of students' concept understanding can also be
The REACE learning model is formed from the seen in the following table.
elaboration of REACT learning model (Relating, B. Pembahasan
Experiencing, Applying, Cooperating and Transferring) Based on the result of the observation obtained
with LC learning model (Learning Cycle 5E). The shows that a lack of the students understanding in
REACT learning model is a contextual learning model solving problems that causes average of the students
based on how students learn to gain understanding and have not yet achieved the value of KKM in mathematic
how teachers teach to provide understanding subjects that is 70. In general, this occurs when students
(Purwosusilo, 2014: 33). LC learning model (Learning experience mistakes in solving the problem well and
Cycle 5E) is a learning model that consists of five correctly. One of the strategies to solve that problem is
stages: Engage, Explore, Explain, Elaborate and by applying the learning model of REACE to the
Evaluate. The LC model is a model that provides new experiment class.
concepts or deep understandings that emphasize on The results of data analysis can be seen that in general,
students (Tuna, 2013: 74). from the development of understanding of mathematical
concepts of the experimental class students have
3. DESKRIPSI PERUSAHAAN XXX increased during the implementation of learning model
Dskripsi perusahaan berisi tentang perusahaan, of REACE. Each student is given the opportunity to
termasuk di dalamnya visi dan misi perusahaan cooperate and exchange opinions in groups to test their
diuraikan dengan jelas dan padat. initial knowledge and ideas. The number of ideas that
arise during the discussion adds to students' knowledge
and understanding so as to influence the conceptual
4. PEMASARAN/SISTEM understanding of the subject matter. The average
INFORMASI/DATABASE PERUSAHAAN increase in the test result shows the difference in the
XXX experiment class compared to the control class, which
A. Deskripsi hasil telaah penelitian can visually be seen in the following figure.
The development of students' understanding of
mathematical concepts becomes a benchmark in
research that can be used as learning outcomes. Learning
results obtained through the test. The test is given at the
first and last meeting. The first test in this study is the
pretest test aimed to get the initial score and the
following test is the posttest where the students given
after the treatment, the treatment is the application of
REACE learning model and final test (posttest) aims at
knowing whether after application of the model, the
students’ value increases. Increased understanding of
students can be seen from the evaluation results
provided at the end of the meeting.
The description of the test results of students' concept Fig 3. Bar Chart of The Comparison of Normality
understanding shows that the highest value achieved by Test Results of The Experimental Class and The
the two classes has no too distant difference, where the Control Class
highest value in the experimental class is 94 and the
highest value in the control class is 80. However, the Based on the picture above shows that the average
lowest values achieved by the two classes looks quite value of the post-test of the experimental class (77.36) is
far, that is 54 for the experimental class and 26 for the higher than the average value of the control class (55,
control class. When it is viewed from an average value, 78). The final test result of the experimental class also
the experiment's average value is higher than the average shows that the highest score of students is 94, it is
caused by the learning process; The students are of understanding questions, solving questions and
required to be able to understand and able to think answering questions can be seen in the following figure.
independently in finding general principles based on the
material or data provided by the teacher. The lowest
score is 54, this is due to the students' inactivity in the AVE R A GE SC OR E OF TH E STU D EN TS' C ON C EPT U N D ER STA N D IN G
learning process so that it becomes an obstacle in control class expriment class
understanding the problem so that the learning

25.79
achievement is not maximal, but this result is better than

18.83

18.60
the control class which shows the students’ lowest score

17.10
is 26 and the students’ highest score is 80.
In the normality test, the data is normally
distributed by using Kolmogorov Smirnov formula.
Then the homogeneity value is searched by using Fisher
test, obtained F Count as worth of 1,042 with n = 28 at
significant level 95% (α = 0.05) obtained F Table equals p re- test p o st-test
to 1.90. Both groups meet the criteria F Count <F Table Fig 5. The Average Score of Students’ Concept
then both groups of the data are homogeny. Understanding

From the results of the comparison scores of both


classes, the average increase in the average score of the
experimental class increased as much of 6.95 points
compared to the control class which only increased 1.5
points. This indicates that the application of REACE
learning model influences the average value of the
students' concept understanding. Based on the
calculation of the hypothesis test analysis by using t test
independent test obtained t count value 4.192. The
significance level is 95% ( = 0.05) with the number of
Fig 4. Comparison Diagram of The Students' samples (n) is 28, then the value of the t on the student
Concept Understanding of The Experimental Class distribution (t) obtained t table 2,005, which means that
and The Control Class the value of t arithmetic> t table, then H0 was rejected.
So it can be concluded that there is an influence in the
Based on the picture above shows that after doing the implementation of REACE learning model to the
research by applying REACE learning model that aims students’ understanding of mathematical concepts with
to find out a change in understanding the concept of the evaluation result shows that the experiment class was
mathematics on the subject of triangle obtained the higher than the control class, then it means that the
average value of pre-test of the experiment class 56.6. model used was successful because it can improve the
After performing the initial test the treatment was students' understanding. Furthermore, Gain-Test is done
conducted or a learning of using the model learning of to know the improvement of the students learning
REACE with assisted instructional media (props) outcomes. In the learning process shows that the
provided particularly for each group. experimental class included in the medium category
In the learning process, students were divided into 4 because 0.48> 0, 30. While for the control class included
groups with consideration of the highest initial test score in the weak category because 0.09 <g <0, 30. In
of the students as group leaders with the aid of triangle addition, to find out the group’s activeness in the
props consisting of four (4) forms. After the treatment learning process then GPA test was conducted. The GPA
was done, the final test (posttest) was applied where the Test of the experimental class in the pretest obtained
result answer of the students of the experimental class 1,13 which means that the students’ activeness was still
reached the average score of the posttest was 77,36 very low, whereas in the post-test obtained result of GPA
compared with the average score of the pretest was 1,55 which means that the students’ activeness in the
56.50, it showed that there was an increase of 21% after learning process have increased significantly. Based on
applying the REACE learning model. The average score the description above it can be concluded that the
of pre-test of the control class was 51, 29 and the students understanding of mathematical concepts in the
average of the post-test value was 55, 79 or there was experimental class is better than the control class. This is
only an increase as worth of 4.50%. The low score of the achieved because students are able to build their own
students in the control class occurs due to the lack of the knowledge and able to cooperate well in groups during
students understanding in analyzing the questions and the learning process.
one of the most influential factors is the lack of the
teacher’s control in the learning process. The score of 5. SIMPULAN
students' concept understanding that consists of aspects Simpulan

3
Based on the result of the research, it can be Fourth- And Eighth-Grade Students In An International
concluded that there is influences in the implementation Context. National Center for Education Statistics. Nces
2013-009 U.S. Amerika Serika: Department Of
of REACE learning model. The result of the students’
Education.
learning on triangle subject that is: The average value of Purwosusilo. Peningkatan Kemampuan Pemahaman dan
the post-test of the experimental class (77, 36), the Pemecahan Masalah Matematik Siswa SMK Melalui
control class (55,78) after applying REACE learning Strategi Pembelajaran React (Studi Eksperimen Di
model. This is based on the results of the hypothesis test SMK Negeri 52 Jakarta). Jurnal Pendidikan dan
analysis or t test of the independent test obtained t value Keguruan 1(2)(2014)
4.192. The significant level is 95% ( = 0, 05) with the Qarareh, Ahmed. The Effect Of Using The Learning Cycle
Method In Teaching Science On The Educational
sample number (n) is 28, then the value of the t on the Achievement Of The Sixth Graders Education Science
student distribution (t) obtained t table 2,005, which Faculty, Tafila Technical University, Jordan. Int
means that the value of t arithmetic> t table, then H0 is Journal Edu Sci 4(2)(2012) 123-132.
rejected. So it can be concluded that there is influence in Riska, N., et al. Pengaruh Penerapan Strategi Relating,
the implementation of REACE learning model to the Exprencing, Applying, Cooperating, Treasfering
students’ understanding of mathematical concepts. The Terhadap Kemampuan Pemahamn Konsep Matematika
Siswa. Jurnal Pendidikan Matematika, 3(2)(2014) 44-
evaluation result of students' concept understanding
48.
shows that the experimental class is higher than the Riyanto, A. 2014. Penerapan Srategi Pembelajaran React untuk
control class, the model used is successful in improving Meningkatkan Hasil Belajar Siswa. Jurnal Pendidikan
the students’ understanding of mathematic concepts. Teknik Elektro, 3 (2) (2014) 37- 46.
Saran Sugiyono. 2014. Metode Penelitian Pendidikan (Pendekatan
Based on the result of the research it should be Kuantitatif, Kualitatif, Dan R &D). Bandung: Alfabeta.
Tuna, A & Kacar, A. The Effect of 5e Learning Cycle Model in
suggested to teachers, especially junior high school
Teaching Trigonometry on Students’ Academic
mathematic teachers to apply REACE learning model as Achievement and the Permanence of Their Knowledge.
one of the efforts to help improve students' mathematic Kastamonu University, Educational Faculty Turkey.
learning outcomes. The application of REACE learning International Journal on New Trends in Education and
model takes long time. It is expected to use strategy Their Implications, 4(1)(2013).
plays in the learning process so that the learning will not
become monotonous.

ACKNOWLEDGMENTS (ucapan terima


kasih):
Many thanks to the headmaster of SMP Negeri 1 Kahu
who has provided opportunities and supports on this
research. Thanks also to the colleagues at STKIP
Muhammadiyah Bone in providing support so that this
research is totally completed.

Daftar Pustaka
Handayani, M. Pengaruh Model Pembelajaran Kooperatif Tipe
Two Stay Two Stray Terhadap Pemahaman Konsep
Matematis Siswa. Jurnal Pendidikan Matematika, 3(1)
(2014) 56-60.
Husna, E Fadhila, Dwina, F, Murni, D. Penerapan Strategi
REACT dalam Meningkatkan Kemampuan
Pemahaman Konsep Matematika. Jurnal Pendidikan
Matematika, 3(1) (2014) 26-30.
Mursid,R, Nugrahadi, E. Wahyu, Siagian, S. Model-Based
Learning Entrepreneurship Development Efforts In
The Formation Of Character. International Journal of
Education and Research University of Medan, North
Sumatera-Indonesia, 2(11)(2014) 189-204
Ngatini. Peningkatan Keaktifan dan Hasil Belajar Matematika
tentang Fungsi Melalui Model Pembelajaran
Numbered Heads Together Bagi Siswa SMP. Jurnal
Manajemen Pendidikan, 7(2) (2012) 151-159
Provasik, Stepen. 2011. Highlights From TIMSS 2011
Mathematics and Science Achievement Of U.S.

You might also like