出版社：Program Pascasarjana, Universitas Negeri Yogyakarta (UNY)
摘要：Penelitian ini bertujuan untuk mengetahui besarnya kontribusi tidak langsung dan kontribusi langsung dari motivasi, penguasaan informasi, dan persepsi mahasiswa pendidikan kimia tentang kurikulum 2013 terhadap kesiapan implementasi pada pembelajaran. Jenis penelitian ini merupakan expost facto . Sampel penelitian ditentukan melalui teknik purposive sampling. Data penelitian dikumpulkan melalui angket, penilaian antar teman, serta tes. Data hasil penelitian dianalisis dengan menggunakan analisis jalur ( path analysis ). Hasil penelitian menunjukkan bahwa: (1) motivasi dan penguasaan informasi berkontribusi secara tidak langsung terhadap kesiapan implementasi kurikulum sebesar 20,2%. Kontribusi tidak langsung dari motivasi dan penguasaan informasi mengindikasikan bahwa terdapat pengaruh motivasi dan penguasaan informasi terhadap persepsi. (2) motivasi, penguasaan informasi, dan persepsi mahasiswa pendidikan kimia tentang kurikulum 2013 berkontribusi langsung terhadap kesiapan implementasi kurikulum 13 pada pembelajaran, dengan kontribusi sebesar 54,8%. Hasil ini menggambarkan bahwa kesiapan mahasiswa untuk mengimplementasikan kurikulum 13 dipengaruhi oleh motivasi, penguasaan informasi, dan persepsi mahasiswa tentang kurikulum. Kata Kunci: motivasi, penguasaan informasi, persepsi, implementasi kurikulum. CONTRIBUTION OF MOTIVATION, MASTERY OF INFORMATION, AND PERCEPTION OF CHEMISTRY EDUCATION STUDENTS TOWARDS CURRICULUM 2013 IMPLEMENTATION READINESS Abstract This research aims to find out the direct and indirect contribution of motivation, mastery of information, and chemistry education student’s perception of curriculum 2013 towards its implementation readiness in learning. This research is classified to expost facto. The sample was established using purposive sampling technique. The data were collected through inventories, peer assessment and test, and than were analyzed using path analysis. The results of the study show as follows. 1) Motivation and mastery of information give indirect contribution towards implementation readiness for about 20,2%. Indirect contribution of motivation and mastery of information indicate there are the effect of motivation and mastery of information towards perception. 2) Motivation, mastery of information, and chemistry education student’s perception of curriculum 2013 given direct contribution towards implementation readiness in learning, for about 54,8%. The results show, that the student’s readiness to implementation curriculum is affected by motivation, mastery of information, and student’s perception of curriculum. Keywords : motivation, mastery of information, perseption, implementation curriculum.
