scholarly journals Implementation of Flipped Classroom to Improve the Student’s Learning Result in Senior High School Education, A case study: Senior High School 1 SETU BEKASI, INDONESIA

2018 ◽  
Vol 7 (3.36) ◽  
pp. 147
Author(s):  
Halimatus Syakdiyah ◽  
Basuki Wibawa
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Senior High School ◽  
School Students ◽  
Chemistry Learning ◽  
The Difference

Chemistry lesson is one of the lessons considered difficult, especially in middle school students in Indonesia. This also happens in high schools in Bekasi. This study aims at improving the specific learning outcomes on chemistry subject by applying flipped classroom. The increased learning outcome is measured by comparing learning outcomes using an expository method on the same level. The selection of classes applying the flipped classroom and classes using the expository method is done randomly. From the result of the study, the difference in chemistry learning outcomes between students studied using Flipped Classroom and expository learning strategies. Based on the result of calculation is obtained difference in student learning outcomes between students who learn using the Flipped Classroom strategy and students who learn using the expository strategy.  

scholarly journals IMPLEMENTASI PROBLEM BASED-LEARNING (PBL) DAN PENDEKATAN ILMIAH MENGGUNAKAN MEDIA KARTU UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK TENTANG MENGAJAR IKATAN KIMIA

2020 ◽  
Vol 8 (2) ◽  
pp. 69-76
Author(s):  
RAMLAN SILABAN ◽  
FREDDY TUA MUSA PANGGABEAN ◽  
FELIA MUTIARA HUTAPEA ◽  
ESRIDA HUTAHAEAN ◽  
IRVING JOSAFAT ALEXANDER
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Test Instrument ◽  
Chemistry Learning ◽  
Scientific Approach ◽  
Quasi Experimental

This study aims to determine whether there is an influence on the implementation of PBL through a scientific approach that provides a media card for high school students' chemistry learning outcomes. To achieve this goal, quasi-experimental research was conducted using two classes, namely the experimental class and the control class. Data obtained using a validated test instrument in the form of pretest and posttest. The results showed that (1). There was an increase in chemistry learning outcomes from the average pretest 27.2 to 63.95 and 72.5 in the two classes of experiment I and experiment II, respectively. (2). Student learning outcomes that are taught with the Problem Based Learning model and the scientific approach provides higher paired cards than using textbook as a media.

scholarly journals Pengaruh Strategi Pembelajaran dan Motivasi Berprestasi Terhadap Hasil Belajar Siswa SMA

Kappa Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 80-87
Author(s):  
Tsamarul Hizbi ◽  
◽  
Sapiruddin Sapiruddin ◽  
Badrul Wajdi ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
High Achievers ◽  
Low Achievement ◽  
School Students ◽  
Physics Learning ◽  
The Difference

This study aims to determine; (1) The difference between the physics learning outcomes of high school students who were taught using inquiry strategies and those taught with group investigation, (2) The effect of the interaction between learning strategies and achievement motivation on learning outcomes of high school students, (3) Differences in learning outcomes of high school students who have motivation High achievers were taught with inquiry strategy with students who were taught by group investigation., (4) Differences in physics learning outcomes of high school students with low achievement motivation were taught using inquiry strategy with students who were taught with group investigation (1) There were differences in physics learning outcomes for high school students those who were taught with inquiry strategies with students who were taught with group investigation., (2) There was an interaction effect between learning strategies and achievement motivation on the learning outcomes of high school students., (3) There were differences in physics learning outcomes for high school students with high achievement motivation to be studied. show with the Inquiry strategy with students who were taught with group investigation., (4) There was no difference in the results of studying physics for high school students who had low achievement motivation learned by inquiry strategy with students who were taught with group investigation.

scholarly journals Development of Students’ Worksheets Based on Problem-Based Instruction (PBI) of Grade X Senior High School

2020 ◽  
Vol 2 (1) ◽  
pp. 30-43
Author(s):  
Elvira Diana. S ◽  
I Made Arnawa ◽  
Ratnawulan Ratnawulan
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Senior High School ◽  
School Students ◽  
Mathematical Concepts ◽  
Field Notes ◽  
Based Instruction ◽  
Prototype Phase

This study is intended to produce senior high school students' mathematical worksheets based on valid, practical and effective problem-based instruction. Its effectiveness can be seen from the increase in positive activity and student learning outcomes. It is research and development by using the Plomp model by using three stages, namely the preliminary research, development or prototype phase, and assessment phase. The subjects were students of class X SMAN 1 Lembah Gumanti. The research instruments were interview guidelines, field notes, validation sheets, student and teacher response questionnaires, students’ activity observation sheets and learning achievement tests. This research has produced students’ worksheets that are valid, practical and effective. Students and teachers give a good response of students’ worksheet because it helps them in the learning process. Students can learn efficiently and understand the mathematical concepts easily. Students’ worksheet can also motivate students in learning so that there is enhancement between positive activities and learning outcomes.

Evaluation of Learning Cycle 4E-RE to Improve Chemistry Learning of Vocational High School Students

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Pancayani Dinihari ◽  
◽  
Effendy Effendy ◽  
Sri Rahayu Sri Rahayu ◽  
I Wayan Dasna ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Cycle ◽  
Control Group ◽  
Vocational High School ◽  
Research Subjects ◽  
School Students ◽  
Chemistry Learning

This study aimed to examine the effect of the Learning Cycle 4E-RE on the vocational school students’ chemistry learning outcomes in light vehicle engine maintenance subject. The research subjects were 164 Vocational High School (SMK) students majoring in Technology and Engineering, the Automotive Engineering expertise program, consisting of 100 students in the experimental group and 64 students in the control group. The research instrument was a learning outcome test with 30 multiple-choice items with reliability of Kuder-Richardson ρ (KR 20) = 0.837. This study used a quasi-experimental pre / posttest control group design. The mean similarity of the experimental class and the control class was tested from the pretest results using t-test statistical analysis. The research hypothesis was tested using the ANCOVA test with a significance level of 5% (0.05). The results showed that there were differences in the learning outcomes of students who were taught with the Learning Cycle 4E-RE strategy with students who were taught with verification/conventional teaching. Student learning outcomes in the experimental class were higher than those in the control class. The implication of this research is that contextual learning strategies such as the Learning Cycle 4E-RE are suitable for vocational students to improve their learning outcomes. For further research, reflection activities in a learning strategy need to be tested again using different learning strategies and chemistry topics.

scholarly journals Pengembangan Media Pembelajaran Kimia Berbasis Android Pada Materi Termokimia Kelas XI SMA

2021 ◽  
Vol 3 (1) ◽  
pp. 86
Author(s):  
A'in Donasari ◽  
Ramlan Silaban
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Design Development ◽  
School Students ◽  
Implementation Model ◽  
Chemistry Learning

The aim of this research was to know the feasibility and student learning outcomes of chemistry learning media based on android. This research is a type of research and development which is adapted from the ADDIE Analysis, Design, Development Implementation model. The media developed was tested on 30 students of class XI IPA RK Serdang Murni Lubuk Pakam Private High School. The data was collected through the expert validation sheet of student learning outcomes. The data analysis technique used quantitative and qualitative data analysis. The results of the research and the development concluded that: (1) Android-based chemistry learning media for class XI IPA students in this thermochemical material was developed with a 4D model and designed in the form of an application in the form of an android studio with the java programming language. (2) Android-based chemistry learning media for class XI Senior high school’s students have been declared eligible (valid) to be used in thermochemical learning. Eligibility (validity) of Android-based chemistry learning media for high school students of class XI, is found qualitatively based on the evaluation of material expert validators and media experts in terms of the feasibility of content, presentation, language and graphics according to BSNP with a mean of 4.04. (3) Based on the learning outcomes of students who are taught using Android-based chemistry learning media, it is not the same with the KKM value (75) based on the obtained mean of 90.17 with the highest value of 100 and the lowest score of 80.Thus, Android-based chemistry learning media in thermochemical  is suitable for school use.

PENGARUH PENGGUNAAN BAHAN AJAR MENGINTEGRASIKAN MSTBK BERBASIS ICT DALAM PEMBALAJARAN FISIKA DI KELAS XI SMA

2019 ◽  
Author(s):  
Akmam Akmam ◽  
Harman Amir; ◽  
Asrizal Asrizal
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Senior High School ◽  
School Grade ◽  
Teaching Materials ◽  
Physics Teaching ◽  
School Students ◽  
High School Grade ◽  
West Sumatra

Physics teaching materials for Senior High School that supporting the development of human resources that is able to adapt to any changes, to solve complex problems, creative thinking and familiar with information technology has not been widely available in senior high schools in West Sumatra. Based on the above, research that aims to determine the effectiveness of the use of Physics teaching materials that integrates Mathematics, Science, Technology, natural disasters, and the noble character (MSTBK) on WEB for Senior High School grade XI and to determine the effect of the use of teaching materials MSTBK on the learning outcomes of high school students in class XI. The quasi-experiment design research was comparing the learning outcome before and after the state of the object being treated. The treatments were using physics teaching materials that developed for teaching learning in Senior High School grade XI. The experiment was conducted at five senior high schools in West Sumatra were divided into 3 levels. The data were analyzed by using a statistical product moment and Anova. The research showed that the physics teaching materials that developed are effectively to improve student learning outcomes in Senior High School grade XI in West Sumatera with a correlation coefficient (r_xy) = 0. 31. Levene Statistic showed the average of the learning outcomes of high school students in grade XI was different, but yet rules Tukey HSD and Bonferroni statistics show that there are not significantly of 0.05 at a significance level in West Sumatra

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Bimbingan Belajar Kimia Bagi Siswa SMA Yang Berdomisili Di Penfui-Binilaka Kupang

2021 ◽  
Vol 4 (2) ◽  
pp. 124
Author(s):  
Maria Aloisia Uron Leba ◽  
Faderina Komisia ◽  
Maria Benedikta Tukan
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Learning Difficulties ◽  
Student Learning Outcomes ◽  
Student Understanding ◽  
Learning Method ◽  
Chemistry Learning ◽  
The Subject

AbstrakBimbingan belajar merupakan salah satu metode belajar dengan cara memberi bantuan berupa penjelasan materi pelajaran secara terstruktur dan perlahan kepada siswa dalam mengatasi kesulitan belajarnya. Kegiatan bimbingan belajar ini bertujuan untuk 1). mengkaji peningkatan pemahaman siswa dalam mempelajari ilmu kimia, 2). mengkaji ketuntasan dari hasil belajar yang diperoleh siswa. Sasaran kegiatan ini adalah tiga siswa SMA kelas X yang tinggal di daerah Penfui – Binilaka, Kupang. Metode pelaksanaan kegiatan ini adalah bimbingan belajar yang meliputi diskusi, penjelasan materi dan latihan soal. Teknik pengumpulan data yang digunakan adalah tes. Data hasil kegiatan ini dianalisis dengan 1). persamaan N-Gain untuk mengkaji peningkatan pemahaman siswa, 2). analisis deskriptif untuk mengkaji ketuntasan dari hasil belajar siswa. Hasil analisis menunjukan bahwa 1). peningkatan pemahaman siswa pada setiap pertemuan tergolong tinggi yang ditunjukan dengan rata-rata nilai N-Gain adalah 0,83, 2). hasil belajar siswa tergolong tuntas yang ditunjukan dengan rata-rata ketuntasan dari hasil belajar siswa adalah 76,02%.Kata Kunci: Bimbingan belajar, kimia, hasil belajar, N-Gain, pembelajaran kimiaAbstractTutoring is a learning method that provides assistance in the form of structured and slow explanation of the subject matter to students in solving their learning difficulties. The purpose of this tutoring are to 1). examines the increase of student understanding in studing chemistry, 2). Examines the completeness of student learning outcomes. The target of this activity are  tree high school stutents class X who live in the Penfui - Binilaka. The methods used in this activity are discussion, explanation of the material and exercises. The technique of data collection used was a test. The data of this activity were analized by 1). N-Gain equation to assess the increase in student understanding, 2). descriptive analysis to assess the completeness of student learning outcomes. The analysis results showed that 1). the increase of student understanding at every meeting was high, which was indicated by the average of N-Gain value was 0.83, 2). the learning outcomes of students was complete, which was indicated by the average completeness of student learning outcomes was 76.02%.Keywords: Tutoring, chemistry, learning outcomes, N-Gain, chemistry learning

Sign in / Sign up

Export Citation Format

Share Document