Causal Asymmetry Analysis in the View of Concept-Cognitive Learning by Incremental Concept Tree

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

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When Students Learn Better: Physical Education Teachers and Their Students Perceptions Employing the Cognitive Learning Instructional Model

PsycEXTRA Dataset ◽

10.1037/e548052012-273 ◽

2007 ◽

Author(s):

Marina I. Salvara ◽

Jozsef Bognar ◽

Balazs Fugedi

Keyword(s):

Physical Education ◽

Cognitive Learning ◽

Physical Education Teachers ◽

Instructional Model

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Penggunaan Media Pembelajaran Berbasis Android untuk Meningkatkan Hasil Belajar Kognitif Siswa

Edugama: Jurnal Kependidikan dan Sosial Keagamaan ◽

10.32923/edugama.v5i2.972 ◽

2019 ◽

Vol 5 (2) ◽

pp. 104-111

Author(s):

Dian Puspita Eka Putri

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Multimedia Learning ◽

Cognitive Learning ◽

Field Studies ◽

Research Subjects ◽

School Students ◽

Increase Student Achievement ◽

Post Test ◽

Test Result

This study aims to review the effectiveness of using android-based multimedia learning to improve achievement cognitive learning outcome of students. The research method is the analysis of field studies. The focus in this research is Multimedia which can influence cognitive learning outcomes of students. data obtained in this study from the literature and direct field observations. The research subjects were high school students in Yogyakarta. The result of analysis and discussion of research indicate that there is the influence of multimedia learning to increase student achievement, which is indicated by increasing post-test result than before not using multimedia learning. Posttest value is greater than pretest.

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STUDENTS' MOTIVES FOR COMMUNICATING WITH THEIR INSTRUCTORS AND AFFECTIVE AND COGNITIVE LEARNING

Psychological Reports ◽

10.2466/pr0.87.7.830-834 ◽

2000 ◽

Vol 87 (7) ◽

pp. 830 ◽

Cited By ~ 20

Author(s):

MATTHEW M. MARTIN

Keyword(s):

Cognitive Learning

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THE EFFECTIVENESS OF PRACTICUM KIT AS A LEARNING MEDIA TO TRAIN SPS ON REACTION LAW

JCER (Journal of Chemistry Education Research) ◽

10.26740/jcer.v3n2.p35-41 ◽

2020 ◽

Vol 3 (2) ◽

pp. 35

Author(s):

Sigit Trimayanto ◽

Dian Novita

Keyword(s):

Data Analysis ◽

Research And Development ◽

Learning Outcomes ◽

Test Data ◽

Reaction Rate ◽

Cognitive Learning ◽

Science Process Skills ◽

Is Research ◽

Post Test ◽

The Media

This study aims to produce the Practical KIT along with its devices that are effectively used as learning media to train students SPS on the sub material of the Reaction Rate Law. The method used in this study is Research and Development design. The research instrument used consisted of a sheet of pre-test and post-test. Data analysis was carried out in descriptive quantitative to determine the effectiveness of Practical KIT along with the devices developed. The media is said to be effective if it meets 2 requirements, namely the percentage of classical completeness <85% and N-gain value <0.3. The developed media has been declared effective as indicated by the increase in the value of cognitive learning outcomes in the "Medium" and "High" categories with 100% classical completeness, an increase in the value of science process skills of students after using the Practical KIT media. "With classical completeness reaching 91.67%.

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Pengaruh Pembelajaran Daring Berbantuan Laboratorium Virtual Terhadap Minat dan Hasil Belajar Kognitif Fisika

JARTIKA : Jurnal Riset Teknologi dan Inovasi Pendidikan ◽

10.36765/jartika.v3i2.288 ◽

2020 ◽

Vol 3 (2) ◽

pp. 351-359

Author(s):

Egidius Dewa ◽

Maria Ursula Jawa Mukin ◽

Oktavina Pandango

Keyword(s):

Online Learning ◽

Learning Outcomes ◽

Random Sampling ◽

Cognitive Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Virtual Labs ◽

A Value ◽

Virtual Lab ◽

Learning Interest

Abstrak: Tulisan ini bertujuan untuk mengetahui pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap minat belajar fisika peserta didik dan mengetahui pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap hasil belajar kognitif fisika peserta didik. Jenis penelitian ini adalah quasi eksperimen dengan desain eksperimen one group pretest posttest. Sampel penelitian ini adalah peserta didik kelas X MIPA 1 yang berjumlah 33 orang yang ditentukan dengan teknik simple random sampling. Instrumen yang digunakan dalam penelitian ini adalah tes hasil belajar kognitif dan angket minat belajar peserta didik. Hasil analisis data dapat disimpulkan bahwa ada pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap minat belajar peserta didik dengan nilai sig (2-tailed) lebih kecil dari 0,05 (0,0063 < 0,05) dan ada pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap hasil belajar kognitif peserta didik dengan nilai sig (2-tailed) lebih kecil dari 0,05 (0,000 < 0,05) Abstract: This article aims to determine the influence of online learning with virtual labs on the learning interest of students ' physics and to know the influence of online learning with virtual labs on cognitive learning outcomes of student physics. This type of research is a quasi experiment with the experimental design of one group Pretests posttest. This research sample is a student of class X MIPA 1 which amounted 33 people determined with simple random sampling technique. The instruments used in this study are cognitive learning results test and Angket learning interest learners. Data analysis results can be concluded that there is a virtual lab-assisted online learning influence to the learning interest of learners with a value of sig (2-tailed) smaller than 0.05 (0.0063 < 0.05) and there is a virtual lab-assisted online learning influence to the outcome of the students ' cognitive learning with a sig (2-tailed) value smaller than 0.05 (0.000 < 0.05).

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