scholarly journals Cooperative Learning Model in Science Online Learning for 9th Grade Students

2021 ◽  
Vol 2098 (1) ◽  
pp. 012006
Author(s):  
Shafa Namira Nur Rachmadewi ◽  
Hana Luthfiyah Nurulita ◽  
Rakhil Nur Filhak ◽  
Salsabilla Az Zahra ◽  
Anna Pemanasari ◽  
...  
Keyword(s):  
Online Learning ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Science Learning ◽  
Research Study ◽  
Learning Model ◽  
9Th Grade ◽  
Teaching Learning

Abstract Many instructional strategies play an important role in science learning, especially for cooperative learning. This research study is to observe and analyze how the student cooperates in teaching and learning of science in online learning. This research used qualitative research methods, and observation and interviews as a tool to collect the data. The observations were conducted at an international junior high school in Kota Bandung, included 15 female students and 1 teacher as participants. Instruments of research that we used are the rubric of the teaching-learning process, the rubric of student activity, and the rubric of the cooperative learning model. From the data analysis, the learning model used in this online class meeting is proper enough for it is fulfilled the syntax of cooperative learning. So Cooperative learning models can be a good way to teach much content at a time effectively. However, managing students to be more active is needed in the learning process.

scholarly journals The Application of Cooperative Learning Model during Online Learning in the Pandemic Period

2020 ◽  
Vol 3 (3) ◽  
pp. 1683-1691
Author(s):  
Tiodora Fermiska Silalahi ◽  
Ahmad Fakhri Hutauruk
Keyword(s):  
Online Learning ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Program ◽  
Face To Face ◽  
Cooperative Process

In improving the quality of school education and learning in the future, it is necessary to change the mindset that will be used as the basis for implementing a learning program. What's more in the co-19 pandemic period that requires students to be able to study at home without interacting in class for a while. In the past the learning process was conventional, namely face-to-face in class. But even then, most teaching processes are still dominated by teachers. As a result, teaching and learning activities place more emphasis on teaching and not on learning. Learning activities favor the interests of those who teach. Efforts for learning to be focused on students, it is necessary to apply a cooperative learning model which is a form of change in mindset in learning activities at school. However, during this pandemic, the next challenge is how the cooperative process can take place in the online learning process. The absence of a physical meetup becomes an obstacle that can be minimized by the adaptation of the teacher in the distance learning process. In this case the teacher no longer dominates the learning activities, but rather becomes the facilitator and mediator of the process. The cooperative learning model is designed by giving opportunities to students together to build their own knowledge.

scholarly journals Model Pembelajaran Kooperatif Tipe Numbered Head Together dalam Pembelajaran IPA di SDK St. Maria Imaculata Ende 8 Kabupaten Ende

2020 ◽  
Vol 1 (1) ◽  
pp. 38-46
Author(s):  
Aurelius Fredimento ◽  
Nining Sariyyah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Study ◽  
Learning Model ◽  
The Other ◽  
Instructional Environment ◽  
Learning Achievement ◽  
Instructional Activity

All teachers expect that any teaching and learning process achieve adequate results to its learners. To achieve such an adequate result, it is lucid that the role of the teachers is urgent and essential. Teachers are required to possess initiatives and creativities in exploring various models, strategies, and methods of teaching and learning. Another characteristic required from a teacher is the ability to read, comprehend, analyze, and apply appropriate models, strategies, and methods in every instructional activity. The present research study aims to explore one cooperative learning model named Numbered Head Together (NHT). This learning model is offered as an alternative learning model and expected to create comfortable instructional environment in order to assure maximum learning achievement for the students. The Numbered Head Together explored in this research study was conducted in four phases namely numbering, raising questions, thinking together, and answering the questions. The application of such a model of NHT, as indicated, could increase the learning achievement of the students investigated in this study.  In pre-cycle stage the percentage of the students complete the topic was only 13%, meaning that the other 87% was not complete. When such a model was applied, however, the significant increase was shown by the students. In Cycle 1 the average of the students complete the topic was 60.9%, indicating that only 39.1% was not complete.  In Cycle 2, the average of the complete students reached 91.3% and only 8.7% of the students were not complete. By the last cycle of the application of NHT model, the average peaked at 100%, indicating that all of the students were complete to finish the topic of the lesson. Based on the findings of the study, it is concluded that the application of Numbered Head Together (NHT) cooperative learning model is advantageous in increasing the learning achievement of the four graders at St. Maria Imaculata Catholic Primary School of Ende 8.

scholarly journals EDMODO IN THE CLASS: THE USE OF ONLINE LEARNING IN THE CLASS SEEN FROM STUDENTS' VOICE

2017 ◽  
Vol 1 ◽  
pp. 350
Author(s):  
Mahendra Puji Permana Aji ◽  
Suhartono Suhartono
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Main Concern ◽  
Digital Learning ◽  
Authentic Material ◽  
E Learning ◽  
Teaching Learning ◽  
Use Of Internet

Online learning has been main concern in today’s teaching learning process since the rising use of internet. It offers many variant activities and it becomes new alternative way to communicate among teacher and students. Recently students and teachers are expected to have decent knowledge in digital learning as one way to facilitate their learning process. One form of digital learning is using Edmodo in the class. The e-learning model using edmodo was developed to support teaching and learning process in University of Nusantara PGRI Kediri. This media offers an authentic material that can be accessed anytime and anywhere. This model also gives the external links to get the other resources in the World Wide Web. The external links given is related to a discussion topic or material, and it is to improve the students' knowledge and skill in teaching and learning. Because this media is a e-learning model, the students enjoy when they browse and take a look into the material provided. Some of researchers have done the research on it, yet these studies mostly focus on the teachers’ perception towards its application in their classes. This study is a bit different as it is concentrated on students’ perceptions or voice towards Edmodo application in the class. The aim of this study is to explore students’ perception or students’ voice on online learning particularly Edmodo application in class.

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

scholarly journals Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students' Affective Competence in Learning Natural Science

2019 ◽  
Author(s):  
Amrianto Amrianto ◽  
Lufri
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Learning Model ◽  
Discovery Learning ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
Written Test

The 2013 Curriculum emphasizes on active learning pattern. However, based on the questionnaire spread in junior high school 18 Padang, it was gotten the result that teachers still have difficulty in implementing it, especially in affective competence of confidence. The affective competence of confidence will encourage students to be active in learning process, both in asking questions and expressing opinion. In cooperative learning, students are provided a vehicle to increase their confidence through presenting their discussion result in front of the class. By considering this issue, there is an alternative solution that can be used by teacher, which is example non example method. This method is one of cooperative learning method. Besides that, it can support the implementation of scientific approach and discovery learning model in learning process. The scientific approach and discovery learning model are the approach and model recommended in the 2013 Curriculum. Purpose of the research was to know effect of example non example method in scientific approach and discovery learning model on students' affective competence. It was a quasi-experimental research. It was done in junior high school 18 Padang to grade VII students. The instrument used was written test in form of multiple-choice and essay. Technique of data analysis used Mann Whitney U test. It was done by using SPSS software. The finding shows that example non example method in scientific approach and discovery learning model has significant effect on students' affective competence, with sig. value (0.036) &lt; 0.05.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals Meningkatkan Hasil Belajar Siswa Kelas XI IPA-1 SMA Negeri 1 Jorong Melalui Pembelajaran Kooperatif Tipe Somatic Auditory Visual And Intellectual Pada Pokok Bahasan Impuls Dan Momentum

2013 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Dewi Dewantara ◽  
M. Arifuddin Jamal ◽  
Syubhan An'nur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Model ◽  
Model Type ◽  
Classroom Action Research ◽  
Evaluation Sheet ◽  
Observation Results

The low of student’s achievements were indicated because the students were not active and the teacher’s lack of skill. This condition needs a further research in order to improve the student’s achievement through cooperative learning type SAVI in impulse and momentum subject. The specific purposes of this research are to describe: 1) teacher’s skill, 2) the student’s achievements; 3) the students’ participation in the classroom; and 4) the students’ responses. These research were classroom action research that consists of 3 cycles. The instruments were used Lesson Plan, Worksheet, Evaluation Sheet, affective scoring sheet, teacher’s skill and student’s participation observation sheet, and the students’ response observation sheet. The data were acquired by the observation results, questionnaire, and documentation. The results of this research were: 1) The teacher’s skill was improved from 99.21% to 96% and 99.28%; 2) the students’ achievements including cognitive and affective aspects were improved from 81.46% to 88.1%, and 90.96%; 3) The participation of students in teaching and learning process were also increased from 63.67% to 84.43%, and 85.5% in cycle III, 4) the students’ responses during teaching and learning process were very good. According to the results, it can be concluded that the achievements of XI IPA-1 students of SMA Negeri 1 Jorong in learning impulse and momentum were improved after the treatment of cooperative learning model type SAVI.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII SMP

2019 ◽  
pp. 45-59
Author(s):  
Four Marito Marbun
Keyword(s):  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Learning Model ◽  
Student Response ◽  
Coefficient Of Determination ◽  
Mathematical Concepts ◽  
Average Percentage ◽  
Average Value ◽  
Student Teams

The purpose of this study was to determine the effect of the cooperative Student Teams Achievement Devision (STAD) learning model on the ability to understand students 'mathematical concepts and students' responses to the STAD cooperative learning model type. This research method is a quasi experimental method. This research was conducted in State 2 Junior High School of Sorkam at the even semester of the 2016/2017 Academic Year. The sample of this study was class VIIIA as the experimental class and VIIIB as the control class. From the research data obtained a regression equation Y = 74,857 + 8.857X (there is a positive effect). The average value of students' understanding of mathematical concepts learned by the STAD cooperative learning model is 83,714, while the conventional learning model is 74,857. The coefficient of determination is 21.6%, meaning that 21.6% of the influence of the STAD type cooperative learning model on the ability to understand students' mathematical concepts. The results of the analysis of student responses were obtained (1) by 98.2% stating they were interested and the rest not; (2) amounting to 95.05% stating that there are benefits obtained and the rest not; (3) amounting to 86.78% stated that there were no obstacles experienced during the learning process and the rest stated there were; (4) 94.04% hoped the STAD type cooperative learning model was used in the learning process and the rest did not expect. So, it can be concluded that the student response is very positive because the average percentage of student approval responses to the STAD type cooperative learning model is ≥ 85%.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students Of SMPN 1 Ngebel

2017 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

<p>The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel in Schooling Years 2013/2014.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.</p>

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