Indonesian Journal of Educational Development (IJED)

AUTHENTIC ASSESSMENT ON STUDENTS' SPEAKING SKILLS IN PROJECT-BASED LEARNING FORM OF DIGITAL STORYTELLING

Natasya Hadi Permatasari

Authentic assessment of the appropriate assessments to be applied in PJBL. The progress of the times is getting more modern for the application of PJBL for speaking skills. So, the researcher researched to obtain data that applied authentic assessment of PJBL for speaking skills using digital storytelling. In SMAN 1 Dawarblandong teachers measure their students' ability in PJBL using digital storytelling obtained by using this authentic assessment. Many students in class XI still experience a lack of pronunciation, and fluency, making less interesting videos, all of which can be measured using authentic assessment. The purpose of this research is to find out the steps in PJBL using digital storytelling and the application of authentic assessment for PJBL using digital storytelling. This study used qualitative data and analyzed using qualitative techniques. To overcome this problem, teachers must be broad-minded and creative as well as innovative and always update regarding assessments that are suitable for application in the learning to be taught. The results of student and teacher observations revealed the authentic assessment the English teachers applied English teacher applied authentic assessment: determining the assessment indicators, monitoring the Instagram of students who have tagged the teacher for assessment, providing an assessment, and evaluating the results of the assessment.

Application of the Role Playing Learning Model to Improve Character Playing Skills in Drama Performance of Class VIII C SMP Negeri 5 Denpasar Students

Gede Sidi Artajaya SIDI

This study was aimed to (1) describe the effective steps of learning model using role playing, (2) describean increasing in the students’skill that played a character by applying a role playing and (3) describe the students' response to the application of the role playing learning model. Subjects in this study were 38 students in VIII C and teachers who teachs in that classroom. The object of this study wasthe steps in the implementation of learning model by using role playing, improved the out come sand the responses to the application of the role playing learning model. This study was used classroom based action research design. Data collection methods were used in this study was the observation method, test methods and methods of inquiry/questionnaire. Results of this study was in dicated that (1) there were several steps of role playing learning models that must be taken by the teacher to improve the students played a characterin the drama, (2) the implementation of role-playing learning model can improve the ability of the students who played a characterin a drama, and (3) students responded positive lyrelated to the application of role playing learning model.

AUTHENTIC ASSESSMENT ON STUDENTS' SPEAKING SKILLS IN PROJECT-BASED LEARNING FORM OF DIGITAL STORYTELLING

Natasya Hadi Permatasari Hadi Prayitno

Authentic assessment of the appropriate assessments to be applied in PJBL. The progress of the times is getting more modern for the application of PJBL for speaking skills. So, the researcher researched to obtain data that applied authentic assessment of PJBL for speaking skills using digital storytelling. In SMAN 1 Dawarblandong teachers measure their students' ability in PJBL using digital storytelling obtained by using this authentic assessment. Many students in class XI still experience a lack of pronunciation, and fluency, making less interesting videos, all of which can be measured using authentic assessment. The purpose of this research is to find out the steps in PJBL using digital storytelling and the application of authentic assessment for PJBL using digital storytelling. This study used qualitative data and analyzed using qualitative techniques. The subjects of this study were 2 teachers, class XI IPS 1 and XI IPS 3 SMA Negeri 1 Dawarblandong. To overcome this problem, teachers must be broad-minded and creative as well as innovative and always update regarding assessments that are suitable for application in the learning to be taught. The results of student and teacher observations revealed the authentic assessment the English teachers applied English teacher applied authentic assessment: determining the assessment indicators, monitoring the Instagram of students who have tagged the teacher for assessment, providing an assessment, and evaluating the results of the assessment.

Keywords: authentic assessment; project-based learning; speaking skills; digital storytelling.

INVESTIGATING THE REPRESENTATION OF MULTIPLE INTELLIGENCES (MI) THEORY IN THE ACTIVITIES OF ESL YOUNG LEARNER’S TEXTBOOK

Istihari

Abstract

The present study aimed at examining how Multiple Intelligences (MI) Theory is incorporated in a specific series of English as a Second Language (ESL) young learner’s textbooks. One textbook and workbook level 3 of Super Minds series were analyzed using a MI checklist from developed by Botelho (2003); Estaji & Nafisi (2014); and Kirgoz (2010) based on the review of the related literature and frameworks of the theory of Gardner (1983). As many as 596 activities were analyzed from the textbook and the workbook. The result showed that the analyzed textbook and workbook primarily addressed verbal/linguistic intelligence (40.60%), also included a fair number of activities related to bodily/kinesthetic (12.42%), interpersonal (11.41%), visual/spatial (11.07%) and logical/mathematical (10.74%) intelligence. Musical (6.71%), intrapersonal (4.36%), and naturalistic (2.68) intelligences were the least dominant types in the textbook and existential intelligence did not particularly exist in the examined activities. It is recommended for the textbook developers that a variety of intelligence types in materials for young learners could be distributed evenly.

Keywords: Multiple Intelligences, English textbooks, primary education, activities

IMPROVING SCHOOL LITERACY AND NUMERACY LITERACY THROUGH BLANDED LEARNING MODEL

Lisna Handayani

The purpose of this research is to quantify and characterise the Blanded Learning model's contribution to the academic literacy and numeracy of fifth-grade elementary school pupils in Singaraja City. The participants in this research were all fifth graders in public schools in Singaraja. This study used a posttest control group design, making it quasi-experimental. School-based reading and math assessments were used to compile the study's data. The MANOVA statistical test was used to analyse the data, and then the efficacy test was conducted. The application of the blanded learning paradigm led to a rise in school literacy among fifth graders in Singaraja City (F = 45.543, p 0.05). The second finding is that the blanded learning approach improved the numeracy literacy of fifth graders in Singaraja city (F = 3, 429, p 0.05). Third, the blanded learning paradigm has led to an increase in school literacy and numeracy literacy among fifth-grade children in Singaraja City (F= 24.045, p0.05).

KURIKULUM PENDIDIKAN IPA DI KANADA

Aripangestu Aji

Purpose This paper presents the uniqueness of the existing curriculum in Canada as a comparison of the implementation of education in Indonesia. The methodology or approach used in this paper uses a library research method or approach, while data collection is carried out by examining and/or exploring several journals, books, and documents (both printed and electronic) as well as data sources. and or other information deemed relevant to the study. Findings in this study Overall, education in Canada has a highly structured and high-quality education system. The main objective of education in Canada is to improve students' academic abilities, prepare students for successful careers and college or university, reinforce democratic values, facilitate lifelong learning, develop students' personality and social skills, emphasize inclusion and diversity, and develop technology and digital skills.

PROSES ADAPTASI GURU MATEMATIKA TERHADAP TEKNOLOGI PEMBELAJARAN PASCA PANDEMI COVID-19

Rosyadi Rosyadi

The purpose of this study is to describe the pedagogical barriers that teachers face when adapting to educational technologies. Use of learning technologies; and the process of adapting math teachers to educational technology post-pandemic Covid-19. The findings of this study are the obstacles that teachers face in adapting to technology, including lack of positive student response, inappropriate electronic devices, decreased student understanding, unbalanced enthusiasm of students and teachers, lack of student motivation, fast filling up of phone memory and learning difficulties affecting staff habits, hard-to-change habits in students, limited teacher-student interaction, unstable Internet network, difficulties for students to develop independently, a limited amount of Internet. The use of learning technology by mathematics teachers in secondary schools in the Indramayu Regency is very diverse, namely PowerPoint, Quizizz, YouTube, WhatsApp, E-Learning, Zoom Meeting, Google Classroom, Google Forms, and Google Meetings. The process of adapting a teacher to learning technology is very diverse, e.g. B. Watching YouTube Tutorials, Watching Google, Following Webinars, Following Tech Advice, Sharing with Partners, Self-Learning, Socializing at School, Easy Adaptation, and Difficult Adaptation. Confusing in the beginning, motivate yourself to be able to do it, you need to be tech-savvy, and be prepared in advance

The INTERPRETASI EVALUASI HASIL BELAJAR SISWA DI SMA TAMAN MADYA MALANG

Vini Rahmawati

evaluation that is to find out how far students' understanding of learning material from cognitive, psychomotor and affective aspects. In the evaluation, the teacher assesses the attitude of students in the class, their activeness in class in terms of discussion or cooperation in a group and the last, namely the results of tests in the form of exams to see how students understand the learning material. Based on the results of observations and interviews, the application of the method can not be separated. In general, the scientific method is quantitative, qualitative and mixed research. This method uses data collection techniques obtained by observing the learning environment at SMA Taman Madya, conducting interviews and observing how the teacher performs in front of the class. The school is in the IPS class. In the learning process in the classroom there are times when there is chaos and the class is not conducive due to several factors, including quarrels in class, and group discussions based on the power point results presented by other students. Based on the observations made, it can be concluded that evaluation or assessment is a systematic process that measures the attainment of student learning objectives and the teaching effectiveness of teachers. Early childhood education is an effort to prepare the younger generation to accept and face the current developments in the global era. curriculum is a written plan of teaching and learning that has a certain format.

ETHNOSCIENCE-BASED SCIENCE TEACHING AND LEARNING TO IMPROVE STUDENTS' COGNITIVE LEARNING OUTCOMES: A SYSTEMATIC LITERATURE REVIEW

Tjokorda Gde Putra Wirama

This study addresses students’ low cognitive learning outcomes in natural science subjects caused by several factors, one of which is the students’ inadequacy to analyze and communicate different scientific topics. Ethnoscience-based science teaching and learning, with its direct observation, is therefore viewed as a suitable approach to address the problem as it engages students to identify scientific problems, explain phenomena scientifically, and draw conclusions. The goal of this study is to analyze the importance of the role of ethnoscience-based science teaching and learning in improving students' cognitive learning outcomes. The systematic literature review is selected as the research method. The process of data collection is done through collecting data from many different sources; they are articles and scientific journals indexed by Scopus and accredited journals sinta 1 and 2. The study findings indicate that the ethnoscience-based science teaching and learning improve students' creative and critical thinking skills, and thus increasing the students’ cognitive learning outcomes.

IMPROVING STUDENT SCIENCE LEARNING OUTCOMES THROUGH COOPERATIVE LEARNING: EARLY CHILDHOOD STUDENTS THROUGH SMALL GROUPS

I Made Citra Wibawa — 2023-05-23

The cooperative learning model is one of the learning models currently being developed. This learning model is expected to change and direct students to be better. The purpose of this research is to compare the effect of cooperative learning and conventional learning in their effect on the learning outcomes of elementary school students. This research is a quasi-experimental involving two groups of samples taken randomly. This research involved a sample of 39 grade V elementary school students in clusters 1 and 2 of Marga. Students' science learning outcomes were captured using essay tests and analyzed using independent group t-tests. The results showed that there was a statistically significant effect of cooperative learning and conventional learning on students' science learning outcomes. Thus, cooperative learning is the right learning to use in improving the learning outcomes of elementary school students.

IMPROVING TEACHERS' ABILITY TO DEVELOP INDEPENDENT CURRICULUM TEACHING MODULES THROUGH TRAINING BY SCHOOL SUPERVISORS AT SMK NEGERI 3 TABANAN IN ACADEMIC YEAR 2022/2023

Dewa Made Wardika Yusana

Teachers must be able to plan hands-on lessons in a way that encourages fun, creative, and engaging learning. Teachers at SMK N 3 Tabanan, on the other hand, had made initial observations, and as a result, the Independent Curriculum Teaching Module did not work as expected. The research was done at SMK Negeri 3 Tabanan both online and offline. The Study took place in 2022 between July and August. A total of 86 teachers of SMK Negeri 3 Tabanan participated in this study. School Action Research is a type of self-reflection carried out by educational actors in the educational environment to improve the quality of education, understanding of these practices, and the conditions for their implementation. This research is called School Action Research. Based on the research findings, supervising coaching has the potential to improve teachers' ability to create Independent Curriculum Teaching Modules through training. One indicator of the success of school action research is that 100% of teachers are very good at making Independent Curriculum Teaching Modules.

IMPROVING TEACHERS' ABILITY TO DEVELOP INDEPENDENT CURRICULUM TEACHING MODULES THROUGH TRAINING BY SCHOOL SUPERVISORS AT SMK NEGERI 3 TABANAN

Dewa Made Wardika Yusana — 2023-05-23

Teachers must be able to plan hands-on lessons in a way that encourages fun, creative, and engaging learning. The research objective was to improve the ability of SMK Negeri 3 Tabanan teachers to develop teaching modules. The results of the supervision and evaluation carried out on the teachers of SMK Negeri 3 Tabanan show that most of the teachers have not been able to develop teaching modules independently, so anticipatory action is needed. This research is a school action research. School Action Research is a type of self-reflection carried out by educational actors in the educational environment to improve the quality of education, understanding of these practices, and the conditions for their implementation. The research was done at SMK Negeri 3 Tabanan both online and offline. The Study took place in 2022 between July and August. A total of 86 teachers of SMK Negeri 3 Tabanan participated in this study. Based on the research findings, supervising coaching has the potential to improve teachers' ability to create Independent Curriculum Teaching Modules through training. One indicator of the success of school action research is that 100% of teachers are very good at making Independent Curriculum Teaching Modules.

REVITALISASI PENGELOLAAN SEKOLAH INTERNASIONAL DALAM KEBIJAKAN KERJASAMA

Putra Pemayun

Penelitian ini mengkaji “Revitalisasi pengelolaan Sekolah Internasional dalam kebijakan kerjasama”. Tujuan penelitian ini untuk mengetahui pengelolaan sekolah internasional dalam kebijakan kerjasama”. Dalam menghadapi era pasar bebas maka terbuka peluang lembaga pendidikan dan tenaga pendidik dari mancanegara masuk ke Indonesia. Dalam SKB ini pengaturan sekolah internasional dilimpahkan kepada Menteri Pendidikan dan Kebudayaan yang kemudian mengeluarkan Keputusan Menteri Pendidikan dan Kebudayaan nomor 0184/O/1975 tentang Pedoman Pelaksanaan Pendirian dan Penyelenggaraan Sekolah Perwakilan Diplomatik, Sekolah Gabungan Perwakilan Diplomatik, dan Sekolah Internasional. Menurut SKB ini, definisi “Sekolah Internasional adalah sekolah asing yang didirikan dan diselenggarakan suatu yayasan yang dibentuk berdasarkan peraturan perundangan Indonesia, untuk keperluan pendidikan dan pengajaran terutama bagi anak-anak warga negara asing bukan anggota perwakilan diplomatik/konsuler sesuatu negara lain di Indonesia.” Pembinaan sekolah ini di bawah pengawasan Pemerintah Republik Indonesia, dalam hal ini Kementerian Pendidikan dan Kebudayaan. Kementerian Pendidikan Nasional menerbitkan Peraturan Menteri Pendidikan Nasional Nomor 18 Tahun 2009 tentang Penyelenggaraan Pendidikan oleh Lembaga Pendidikan Asing (LPA) di Indonesia. Namun pada saat sosialisasi pemberlakuan Permendiknas ini. Dengan terbitnya Peraturan Pemerintah Nomor 17 Tahun 2010, dengan sendirinya Peraturan Menteri Pendidikan Nasional Nomor 18 Tahun 2009, diubah dengan Peraturan Menteri Pendidikan dan Kebudayaan Nomor 31 Tahun 2014 tentang Kerja sama Penyelenggaraan dan Pengelolaan oleh Lembaga Pendidikan Asing dengan Lembaga Pendidikan di Indonesia.Kesimpulan dari penelitian ini :kebijakan yang dibuat memiliki peluang adanya perubahan dalam hubungan sosial, politik dan ekonomi di masyarakat Kota Denpasar dan Kabupaten Badung. Indikator ini berargumen bahwa suatu kebijakan dalam pelaksanaannya pasti melibatkan banyak kepentingan, dan kepentingan tersebut membawa pengaruh terhadap implementasinya. Keberhasilan implementasi kebijakan akan ditentukan oleh banyak variabel atau faktor dan kemudian masing-masing variabel tersebut saling berhubungan satu sama lain sehingga keberhasilan implementasi kebijakan sangat ditentukan oleh model implementasi yang mampu menjamin kompleksitas masalah yang akan diselesaikan melalui kebijakan tertentu.

PENINGKATAN KEMAMPUAN GURU MENYUSUN MODUL AJAR KURIKULUM MERDEKA MELALUI PELATIHAN OLEH PENGAWAS PEMBINA DI SMK NEGERI 3 TABANAN

Dewa Made Wardika Yusana

Guru harus mampu membuat rencana pelajaran langsung dengan cara yang mendorong pembelajaran yang menyenangkan, kreatif, dan menarik. Guru di SMK Negeri 3 Tabanan sebaliknya telah melakukan pengamatan awal, dan akibatnya Modul Pengajaran Kurikulum Mandiri tidak berjalan seperti yang diharapkan. SMK Negeri 3 Tabanan baik online maupun offline untuk melakukan riset. Studi berlangsung pada tahun 2022 antara Juli dan Agustus. Sebanyak 86 guru dari SMK Negeri 3 Tabanan berpartisipasi dalam penelitian ini. Penelitian Tindakan Sekolah merupakan salah satu jenis refleksi diri yang dilakukan oleh para pelaku pendidikan di lingkungan pendidikan untuk meningkatkan mutu pendidikan, pemahaman praktik tersebut, dan kondisi pelaksanaannya. Penelitian ini disebut Penelitian Tindakan Sekolah. Berdasarkan temuan penelitian, pembinaan pengawas berpotensi meningkatkan kemampuan guru dalam membuat Modul Pengajaran Kurikulum Mandiri melalui pelatihan. Salah satu indikator keberhasilan penelitian tindakan sekolah adalah 100% guru sangat baik dalam membuat Modul Pengajaran Kurikulum Mandiri.

COLLABORATIVE PROJECT-BASED LEARNING: AN ALTERNATIVE PROGRAM TO ACCOMMODATE STUDENTS’ ACTIVE LEARNING IN SPEAKING CLASS

Alviaderi Novianti

This study was motivated by the difficulty of lecturer in inviting and motivating students to be actively involved in English Speaking class, students tend to be passive. There are some factors that might block them from speaking English in class. Many researches revealed that the main problem is psychological factor. Therefore, this study aimed at providing an insight and alternative program of students’ active learning that might be used and implemented by EFL lecturer, especially in English Speaking class. This study used Research and Development (R&D) with ADDIE (analyze, design, develop, implement, and evaluate) design. There were 53 students of higher education involved as research sample. They were selected using total sampling technique. The instrument used in this research were observation sheet and interview. the researchers could find that this collaborative project-based learning approach could facilitate the students to be actively involved in learning as well as give possitive impact to the students’ engagement in learning. They were given space to shout out their ideas, views, and voices comfortably. Students also considered that this approach was not only fun to do but also accustomed them to work together in group to produce something, be responsible, and think critically and creatively in solving the problems.

P,Pengaruh,Effect PENGARUH EFIKASI DIRI ,AKTUALISASI DIRI DAN LINGKUNGAN BELAJAR TERHADAP MOTIF BERPRESTASI SISWA KELAS XII DI SMA ADHYAKSA I KOTA JAMBI

Tiara ayu lestari

Abstract. This study aims to analyse the effect of self-efficacy, self-actualisation, and the learning environment both individually and collectively on achievement motives in class XII students at Adhyaksa 1 Jambi High School.This research is classified as research with the type of expost-facto using a quantitative approach. The population in this study were all XII grade students at Adhyaksa 1 Jambi High School totalling 134 people, and the sampling technique used was total sampling. The data collection technique in this study used a questionnaire instrument. The data obtained were analysed using descriptive statistical methods using simple regression and multiple regression techniques. The results of this study prove that self-efficacy has a significant effect on student achievement motives with a magnitude of influence of 49.1%. Self-actualisation variables have a significant effect on student achievement motives with a large influence of 49.9%. The learning environment variable has a significant effect on the motive for achievement in students with a magnitude of influence given of 34.2%. The results of multiple regression analysis prove that together the variables of self-efficacy, self-actualisation and learning environment have a significant effect on students' achievement motives with a value of the influence given of 60.4%

IMPLEMENTATION OF MIND MAPPING LEARNING STRATEGIES TO IMPROVE THE CREATIVITY OF STUDENTS IN CLASS XI MIPA 6 SMA NEGERI 1 KUTA UTARA

Ni Kadek Mesy Wulandari Ni Kadek Mesy Wulandari

Abstract. Creativity is one of the 4C skills that is required to be increased in learning cycle in this 21^st century. However, the improvement of students’ creativity in learning cycle has been not completely implemented which is causing lowered creativity of the students. This fact is supported by the average value of creativity obtained by students in class XI MIPA 6 in the pre-cycle, which is 40% (less creative). Based on these problems, the implementation of strategy that is suitable to overcome this problem is mind mapping learning strategies. The type of research used is PTK with a spiral model from Kemmis & Mc. Taggart (1988), which has four stages, namely planning, action, observation, and reflection. Based on the results of the study, it was found that there was an increase in students’ learning creativity after the mind mapping has been implemented as seen from the results of the analysis of the observation sheet which initially was only 40% to 64%, and finally reached 84% in cycle II. The improvement in students' learning creativity was also seen from the increasing to the average value of mind mapping results made by students, which is 78 in cycle I, increasing to 98 in cycle II. Thus, the implementation of mind mapping method was fulfilled and the research hypothesis was proven since the application of mind mapping learning strategies was able to increase the learning creativity of students in class XI MIPA 6 SMA Negeri 1 Kuta.

Kontribusi Sikap Sosial....

Gusti Ayu Sri Mahartini

Tujuan penelitian ini untuk mengetahui dan menganalisis determinasi secara parsial gaya kepemimpinan, motivasi kerja guru dan mind set (pola pikir) terhadap kinerja guru dan untuk mengetahui dan menganalisis pengaruh secara simultan determinasi gaya kepemimpinan, motivasi kerja guru dan mind set (pola pikir) terhadap kinerja guru-guru SD seKecamatan Marga. Populasi adalah seluruh guru SD di Kecamatan Marga yang jumlahnya sebanyak 320. Untuk jumlah pengambilan sampel penelitian, peneliti menggunakan teknik Slovin sehingga diperoleh 76 orang sampel dengan teknik pengambilan sampel metode acak bertahap sederhana (simple multi stage random sampling). Teknik pengumpulan data dalam penelitian ini adalah melalui kuisioner. Dalam menganalisis data penelitian ini menggunakan metode analisis regresi linier dan regresi linear berganda dengan berbantuan program SPSS. Dari hasil penelitian dapat disimpulkan secara parsial untuk variabel gaya kepemimpinan kepala sekolah berpengaruh signifikan terhadap kinerja guru SD seKecamatan Marga dengan nilai sig 0.000<0.05 (signifikan). Variabel motivasi kerja guru juga berpengaruh signifikan terhadap kinerja guru SD seKecamatan Marga dengan nilai sig.=0.001<0,05 (signifikan). Variabel gaya kepemimpinan kepala sekolah juga berpengaruh signifikan terhadap kinerja guru SD seKecamatan Marga dengan nilai sig 0.000<0.05 (signifikan). Secara simultan, ketiga variabel bebas mempunyai hubungan dengan variabel terikat, yaitu kinerja guru SD seKecamatan Marga, yang ditunjukkan dengan koefisien determinasi (R-Square) sebesar 0,650. Hal itu berarti bahwa secara bersama-sama besarnya koefisien determinasi (R-Square) sebesar 0,650 berpengaruh 65% terhadap Kinerja Guru SD.

Pengaruh

Kade Dwi Suarni

This study aims to determine the effect of the tri hita karana-based problem-based learning model on ecological attitudes and science learning outcome.The type of this research is quasi-experimental with a non-equivalent posttest only control group design. The population in this study were 135 students, while the research sample was 61 students. The sampling technique in this study used cluster sampling and random techniques. The independent variable in this study is the problem-based learning model based on tri hita karana, while the dependent variable is ecological attitudes and students' science learning outcomes. The data collection method in this study is the questionnaire method and the test method. Data on ecological attitudes were collected by means of a questionnaire, while data on students' natural science learning outcomes were collected by a science learning achievement test. The data analysis used in this study was Manova. Based on the research that has been done, it is concluded that: 1) there is a significant influence of the Tri Hita Karana-based Problem Based Learning learning model on students' ecological attitudes, with an F count of 142.460 and a significance of 0.000. 2) there is a significant influence of the Tri Hita Karana-based Problem Based Learning learning model on students' science learning outcomes, with F count of 44.372 and a significance of 0.000. And 3) together, there is a significant influence of the Tri Hita Karana-based Problem Based Learning learning model on ecological attitudes and science learning outcomes of students, with an F count of 85.004 and a significance of 0.000.

Pengaruh

Ni Putu Sukma Srijayanti

Penelitian ini bertujuan untuk mengetahui seberapa besar hubungan kompetesnsi pedagogik guru, ekspektasi karir, dan sarana prasarana sekolah terhadap hasil belajar siswa pada kelas VI SD di Gugus III Kecamatan Kediri, Kabupaten Tabanan. Penelitian ini merupakan penelitian ex post facto dengan populasi sebanyak 282 siswa. Penentuan sampel dilakukan berdasarkan Tabel Morgan sehingga diperoleh sampel penelitian sebanyak 162 siswa. Data kompetesnsi pedagogik guru, ekspektasi karir, dan sarana prasarana sekolah dikumpulkan melalui penyebaran kuesioner sedangkan data hasil belajar siswa diperoleh melalui studi dokumen hasil UTS siswa pada semester ganjil. Analissi data menggunakan Regresi Linier berbantuan SPSS 17.00 for windows. Hasil penelitian menunjukkan bahwa: (1) Terdapat hubungan yang signifikan kompetensi pedagogik guru dengan hasil belajar siswa kelas VI SD di Gugus III Kecamatan Kediri Kabupaten Tabanan Tahun ajaran 2022/2023 terbukti dari koefisien korelasi 0,201, t hitung 2,573 dan t tabel 1,980. (2) Terdapat hubungan yang signifikan ekspektasi karir dengan hasil belajar siswa kelas VI SD di Gugus III Kecamatan Kediri Kabupaten Tabanan Tahun ajaran 2022/2023 terbukti dari koefisien korelasi 0,301, t hitung 3,964 dan t tabel 1,980. (3) Terdapat hubungan yang signifikan sarana prasarana sekolah dengan hasil belajar siswa kelas VI SD di Gugus III Kecamatan Kediri Kabupaten Tabanan Tahun ajaran 2022/2023 terbukti dari koefisien korelasi 0,328, t hitung 4,363 dan t tabel 1,980. Sehingga, dapat disimpulkan bahwa terdapat hubungan yang signifikan kompetensi pedagogik guru, ekspektasi karir, dan sarana prasarana sekolah dengan hasil belajar siswa kelas VI SD di Gugus III Kecamatan Kediri Kabupaten Tabanan Tahun ajaran 2022/2023.