Pengaruh tes masuk berdasarkan nilai Ujian Nasional (UN) terhadap prestasi belajar siswa (studi kasus di SMUK St. Bonaventura Madiun)

Mudjijanti, Fransisca (2011) Pengaruh tes masuk berdasarkan nilai Ujian Nasional (UN) terhadap prestasi belajar siswa (studi kasus di SMUK St. Bonaventura Madiun). Widya Warta: Jurnal Ilmiah Universitas Katolik Widya Mandala Madiun, XXXV (02). pp. 19-31. ISSN 0854-1981

Text (Pengaruh tes masuk berdasarkan nilai Ujian Nasional (UN) terhadap prestasi belajar siswa (studi kasus di SMUK St. Bonaventura Madiun)) 2.Fransisca 19-31.pdf Download (248kB)

Abstract

The national examination is aimed to measure learners’ competence achievement in some specific subjects grouped into science and technology in order to assess the achievement of National Standards of Education. In the national examination students try to achieve high scores in the hope that they may pass it and fulfil the requirement, if needed, to continue their study to a higher-level education. The scores in the national exam are the ones obtained by students after they attend a national exam. The scores are measured using standardized tests. The scores which students achieve in the national exam are used as one of passing determinants of students in the entrance selection for the education of higher level. The theory of association indicates that the association factor in learning plays quite important roles, because all old experiences and the new ones are respectively associated into an integrated unit of experiences. Besides, experiences in certain situation may also be associated with other situations, hence enabling the transfer of learning outcomes. Based on the theory of association it can be said that the higher the national examination scores are, the better the academic achievement of students is. The variable of entrance test based on national examination scores is closely correlated with the variable of students’ academic achievement. The variable of entrance test based on national examination scores has a significant influence (18.7%) toward the variable of students’ academic achievement. On the basis of the results of Chi Square Test on the hypothesis saying "there is an influence of the entrance test based on national examination scores toward students’ academic achievement” is not provable.

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