Effects of different teaching strategies on students’ psychomotor learning outcomes during volleyball lessons

2021 ◽  
Author(s):  
Francesco Sgrò ◽  
Michele Barca ◽  
Rosaria Schembri ◽  
Roberto Coppola ◽  
Mario Lipoma
Keyword(s):  
Learning Outcomes ◽  
Teaching Strategies ◽  
Psychomotor Learning

scholarly journals Service Learning: Mengintegrasikan Tujuan Akademik Dan Pendidikan Karakter Peserta Didik Melalui Pengabdian Kepada Masyarakat

Bakti Budaya ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 143
Author(s):  
Endah Setyowati ◽  
Alviani Permata
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Teaching Strategies ◽  
Social Problems ◽  
Teaching Approach ◽  
Vulnerable Groups ◽  
Academic Goals ◽  
State Discrimination ◽  
Sustainable Peace

Service learning is a teaching approach that combines academic goals and the character educationthrough community service activities. Teaching strategies through knowledge, experiences, andreflections applied in an interdiciplinary course provide opportunities for students to relate knowledgedirectly from the classroom to community problems with their participation as volunteers in a specifedcommunity. Te community which is chosen as a target group was ftted to the lecture materialswhich emphasized on issues of state discrimination against vulnerable groups and impacts of decreasingenvironmental quality on sustainable peace. Te learning outcomes which is set at level of students'awareness of social problems are measured by changes in perceptions of issues faced by target groupsbefore and after students doing a community service through periodic journal reports.

scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI

2020 ◽  
Vol 11 (2) ◽  
pp. 175
Author(s):  
Ni Kadek Dewi Novianti ◽  
Handoko Santoso ◽  
Agil Lepiyanto
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Cognitive Learning Outcomes

The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik

scholarly journals PENERAPAN STRATEGI RECIPROCAL TEACHING PADA PEMBELAJARAN KIMIA UNSUR DENGAN SISWA SEBAGAI MODEL DALAM UPAYA PENINGKATAN HASIL BELAJAR KELAS XII-IA SMA NEGERI 3 SURABAYA

2017 ◽  
Vol 1 (2) ◽  
pp. 90
Author(s):  
Slamet H.Purwanto ◽  
Muslimin Ibrahim ◽  
Sri Poedjiastoeti
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Strategies ◽  
Chemical Elements ◽  
Student Learning Outcomes ◽  
Reciprocal Teaching ◽  
Learning Tools ◽  
Student Responses ◽  
Group Design

This research to implemented of reciprocal teaching strategies with student as a model in the chemical elements to improved student learning outcomes. This research used pretest-postest group design, as the researched target was a XII-iA grade SMA Negeri 3 Surabaya. The instrument used is a sheet implemented plan, tests, and questionnaires. Techniques of data analysis was used to learn the application of the device by calculating the percentage and analysis of student learning outcomes, if student responses used student percentage opinion. The results on this research (1) includes complex plan-oriented learning tools to students reciprocal teaching as a model for 88,95% and categorized well, (2) average student learning outcomes of both groups was 79.47, (3) the results of student responses showed 64% agreed and 32% most agreed if the reciprocal teaching strategies used in the study of chemical elements. Based on the above results the strategy of reciprocal teaching well performed, the results of both groups increased student learning, and as well as the students had a good response on reciprocal teaching strategies in the teaching of chemical elements. Penelitian ini bertujuan menerapkan strategi reciprocal teaching dengan siswa sebagai model dalam materi kimia unsur untuk meningkatkan hasil belajar. Desain yang digunakan dalam penelitian ini adalah pretest postest group design, sasaran penelitian adalah siswa kelas XII-iA SMA Negeri 3 Surabaya. Instrumen yang digunakan terdiri atas lembar keterlaksanaan perangkat, tes, dan angket. Teknik analisis data yang digunakan yaitu menghitung persentase keterlaksanaan, analisis hasil belajar siswa, dan menghitung persentase pendapat siswa. Hasil-hasil dari penelitian ini adalah (1)keterlaksanaan perangkat pembelajaran berorientasi reciprocal teaching sebesar 87,38% dan berkategori baik, (2) rata-rata hasil belajar siswa pada pembelajaran kimia unsur sebesar 79,47, (3) respon siswa sebesar 64% setuju dan 32% sangat setuju jika strategi reciprocal teaching digunakan dalam pembelajaran kimia unsur. Simpulan dalam penelitian ini adalah keterlaksanaan perangkat strategi reciprocal teaching terlaksana dengan baik, hasil belajar siswa meningkat dan siswa memiliki respon yang baik mengenai penerapan strategi reciprocal teaching dalam pembelajaran kimia unsur.

scholarly journals PERBANDINGAN HASIL BELAJAR BIOLOGI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH DAN THE POWER OF TWO PADA KONSEP SISTEM EKSKRESI SISWA KELAS XI IPA SMAN 1 SUNGGUMINASA MAKASSAR

2017 ◽  
Vol 4 (1) ◽  
pp. 452
Author(s):  
Nurhikma Ramadhana ◽  
Muslimin Ibrahim ◽  
Rudiana Agustini
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Statistic Analysis ◽  
Group I ◽  
Psychomotor Learning ◽  
Match Type ◽  
The Difference ◽  
Static Group

The study aims at examming 1) the difference of cognitive leraning outcomes between students  who were taught by using cooperative learning model of Make a Match type and the ones taught by using The Power of Two type, 2) the difference of affective learning outcomes between students who were taught by using cooperative learning model of Make a Match type and the ones taught by using the Power of Two type 3) the difference of psychomotor learning outcomes between students who were taught by using cooperative learning model Make a Match type and the ones taught by using The Power of Two type of grade XI students at SMAN 1 Sungguminasa Makassar. The study was a quasi-experiment research which employed the static group pretest posttest design. The study used the experiment group I by implementing cooperative learning model of Make a Match type and the experiment group II by implementing cooperative learning model of The Power of Two type. The instruments of the study were the test of learning outcomes to measure the cognitive learning outcomes, observation sheet to measure affective and psychomotor learning outcomes of the students. Data were analyzed using descriptive statistic analysis and inferential statistic analysis (uji t α = 0,05 ) supported by SPSS 17.0 for windows program. that the result using The Power of Two was higher than the one using The Power of Two.Penelitian ini bertujuan untuk 1) Mengetahui perbedaan hasil belajar kognitif siswa dengan penerapan model pembelajaran kooperatif tipe Make a Match dengan kooperatif tipe The Power of Two pada siswa kelas XI SMAN. 1 Sungguminasa Makassar 2) Mengetahui perbedaan hasil belajar afektif siswa dengan penerapan model pembelajaran kooperatif tipe Make a Match dengan kooperatif tipe The Power of Two pada siswa kelas XI SMAN 1 Sungguminasa Makassar 3) Mengetahui perbedaan hasil belajar psikomotorik siswa dengan penerapan model pembelajaran kooperatif tipe Make a Match dengan The Power of Two pada siswa kelas XI SMAN 1 Sungguminasa Makassar. Jenis penelitian ini adalah quasi eksperimen dengan rancangan The static Group Pretest Posttest Design. Instrumen penelitian berupa Tes Hasil Belajar (THB) untuk mengukur hasil belajar kognitif, dan lembar observasi untuk mengukur hasil belajar afektif dan psikomotorik siswa. Data dianalisis statistik deskriptif dan inferensial (Uji t α = 0,05) dengan bantuan program SPSS 17.0 for windows. Hasil penelitian ini menunjukkan bahwa 1) Hasil belajar kognitif siswa dengan penerapan model pembelajaran The Power of Two lebih tinggi dibandingkan dengan penerapan model pembelajaran kooperatif tipe Make a Match 2) Hasil belajar afektif siswa dengan penerapan model pembelajaran tipe Make a Match lebih tinggi dibandingkan dengan penerapan model pembelajaran kooperatif tipe The Power of Two 3) Hasil belajar psikomotorik siswa dengan penerapan model pembelajaran tipe Make a Match lebih tinggi dibandingkan dengan penerapan model pembelajaran kooperatif tipe The Power of Two.

scholarly journals MODEL PEMBELAJARAN INKUIRI TERBIMBING BERWAWASAN PENDIDIKAN KARAKTER UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Maria Agatha Hertiavi
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Affective Learning ◽  
High Gain ◽  
Learning Activities ◽  
Learning Needs ◽  
Inquiry Skills ◽  
Development Method ◽  
Psychomotor Learning ◽  
Three Stages

  Background: Survey of researchers in SMP N 38 Semarang, it turns out there are still many teachers who use conventional learning methods and combinations of several methods have not involved students' cognitive, affective, and psychomotor aspects. Learning activities are still dominated by teachers. This resulted in students tend to be passive and the classroom atmosphere became teacher centered. To overcome this problem learning needs to be varied so that the learning process activates students more. Method: The study was conducted through the development method (research and development) which consisted of three stages, namely introduction, development, and evaluation. Results: Based on data analysis, cognitive learning outcomes reached 71.4% completeness with the results of the Gain Test of 0.71 (high gain category). Psychomotor learning outcomes achieved 74.60% achievement, achievement of affective learning outcomes was 73.39% while inquiry skills gained 71.52%. Conclusion: Based on the achievement of learning outcomes, it can be concluded that the devices developed are considered effective. Positive responses of students to teaching materials were 86.40%, while the positive responses of students to LKS reached 87.46%. This means that learning devices developed can be applied in learning.

Identifying pedagogy and teaching strategies for achieving nationally prescribed learning outcomes

2016 ◽  
Vol 35 (5) ◽  
pp. 895-909 ◽  
Author(s):  
Clare Delany ◽  
Lauren Kosta ◽  
Shaun Ewen ◽  
Patricia Nicholson ◽  
Louisa Remedios ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Teaching Strategies

Expanding the Teaching Games for Understanding Model: New Avenues for Future Research and Practice

2002 ◽  
Vol 21 (2) ◽  
pp. 162-176 ◽  
Author(s):  
Nicholas L. Holt ◽  
William B. Strean ◽  
Enrique García Bengoechea
Keyword(s):  
Learning Outcomes ◽  
Future Research ◽  
Research Directions ◽  
Research And Practice ◽  
Affective Characteristics ◽  
Teaching Games For Understanding ◽  
Psychomotor Learning ◽  
Considerable Debate ◽  
Future Research Directions ◽  
Games Teaching

There has been considerable debate regarding the delivery and outcomes of games experiences in physical education. In particular, the relative benefits of the Teaching Games for Understanding (TGfU) approach have been compared to traditional skill-drill approaches to games teaching. However, many discussions of TGfU have focused on cognitive and psychomotor learning outcomes, neglecting the affective domain. The purpose of this article is to review TGfU research, to present an extended TGfU model, and to suggest new avenues for future research and practice. Future research directions include consideration of learning with respect to cognitive, behavioral, and affective characteristics.

scholarly journals PENERAPAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR

Vidya Karya ◽  
2019 ◽  
Vol 34 (1) ◽  
pp. 26
Author(s):  
Nursidah Nursidah ◽  
Bambang Suharto ◽  
Rusmansyah Rusmansyah
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Student Activities ◽  
Student Activity ◽  
Psychomotor Learning

Abstract. It has been conducted the research on the implementation of Guided Discovery Learning (GDL) models on salt hydrolysis material. The factors studied were teacher activities, student activities, critical thinking skills, and cognitive, affective, and psychomotor learning outcomes. This study uses a classroom action research design with 2 cycles. The source of the data is 37 students of class XI IPA 1 SMA Negeri 1 Banjarmasin. The research instruments were tests and nontes. The results showed that there was an increase in teacher activity by 35.20%, from 51.13 (quite good) in cycle 1 to 69.13% (good) in cycle II; there was an increase in student activity by 41.19%, from 47.13% (quite active) in the first cycle to 88.88% (active) in cycle II; students' critical thinking skills increase by 27.30%; learning outcomes of cognitive, affective, and psychomotor respectively increased by 23.39%, 40.43%, and 37.62%. Keywords: GDL, critical thinking, learning outcomes   Abstrak. Telah dilakukan penelitian tentang penerapan model Guided Discovery Learning (GDL) pada materi hidrolisis garam. Faktor yang diteliti yaitu aktivitas guru, aktivitas siswa, keterampilan berpikir kritis, hasil belajar kognitif, afektif, dan psikomotorik. Penelitian ini menggunakan rancangan penelitian tindakan kelas (PTK) dengan 2 siklus. Sumber data penelitian adalah 37 orang siswa kelas XI IPA SMA Negeri 1 Banjarmasin. Instrumen penelitian berupa tes dan nontes. Hasil penelitian menunjukkan bahwa terjadi peningkatan aktivitas guru sebesar 35,20%, dari 51,13(cukup baik) pada siklus 1 menjadi 69,13% (baik) pada siklus II; terjadi peningkatan aktivitas siswa sebesar 41,19%, dari 47,13% (cukup aktif)  pada siklus I menjadi 88,88% (aktif) pada siklus II; keterampilan berpikir kritis siswa meningkat sebesar 27,30%; hasil belajar kognitif, afektif, dan psikomotor masing-masing meningkat sebesar 23,39%, 40,43%, dan 37,62%. Kata kunci: GDL, berpikir kritis, hasil belajar

scholarly journals Identifikasi Hasil Belajar Siskomdig Karena Efek POE Dibandingkan PRP Pada Siswa SMK

2019 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Ines Rendra Kusuma ◽  
Setiadi Cahyono Putro ◽  
Dila Umnia Soraya
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
The Difference ◽  
Difference Test

The goals of this research are to find the difference of mean the cognitive and psychomotor learning outcome Simulation and Communication Digital due to implementation of POE learning model compare to learning model PRP . This research is using quasi experimental design through the type of Non-Equivalent Control Group Design. The hypothesist will be tested using Independent Sample of T-test. The result of this research showed that the mean difference test of students' learning outcomes in the cognitive obtained a significance of 0.006, while the psychomotor learning outcomes obtained a significance of 0.000. Based on the results of the average difference, the learning model that is superior to cognitive and psychomotor is the POE learning model. 

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