Thesis

THE STUDENT LEARNING SUCCESSFUL MANAGEMENT

(Case Studies on Different Levels of Two Students’ Academic
 Achievement at SD Negeri 5 Parepare)

The ability to manage the learning in the form of planning, implementation, monitoring, and assessment and also the roles of parents makes students who constantly obtain achievement and who do not at SD Negeri 5 Parepare. The objectives of this study were to examine (i) the planning of learning; (ii) the implementation of learning; (iii) supervision of learning; (iv) the evaluation of learning; and (v) the parents’ role on the successfulness of student learning both of the achievement one and lack of achievement one with involving three groups of subject of the study, namely; 1) students groups, 2) teachers group and 3) parents group. This study employed qualitative approach with a case study. Data were through interviews, observation and documentation study with the result revealed that: (i) Planning of student learning with the achievement one, MFH, was in the form of arranging learning schedule by sticking it to the notebook which was done by himself; whereas, the lack of achievement one, AFH,  was in the form of a poster by sticking it to the wall with help of the parents, (ii) The implementation of student learning with the achievement one was conducted by taking notes from the teacher's explanations and answering questions from the students’ book

before being given an assignment from the teacher, Whereas, student with a lack of achievement was conducted by taking notes from the teacher's explanations and answering questions on the student’s book when teacher assignment him, (iii) the supervision of  student learning with the achievement one was conducted  by the teacher by trusting the student fully in working on class assignment and make use of the break-time and the parents would remind the routine activities and have control for the outdoor activity; whereas the supervision of  student learning with lack of achievement was conducted by the teacher by having special supervision to the student in working on the assignment, make use of the break-time, and when the student had interaction in study group, and parents would check the student’s notebook, ask the activities conducted at school, arrange the outdorr and evening activities, (iv) the evaluation of student learning with the achievement one by comparing the learning results and asking the mistake in answering the questions; whereas, the evaluation of student learning with lack of achievement was conducted without reflection on the learning result, and (5) the parents’ role of student with the achievement one as a facilitator and motivator; whereas lack of achievement was conducted by direct communication in any student activities.