scholarly journals Effects of progressive inquiry on cognitive and affective learning outcomes in adolescents’ geography education

2018 ◽  
Vol 6 (2) ◽  
pp. 1-19
Author(s):  
Merja Sinikka Kuisma ◽  
Petri Jouni Kristian Nokelainen
Keyword(s):  
Learning Outcomes ◽  
Affective Learning ◽  
Geography Education ◽  
Progressive Inquiry

scholarly journals Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting

2021 ◽  
Author(s):  
Emily Geraghty Ward ◽  
Kari Bisbee O’Connell ◽  
Alexandra Race ◽  
Ahinya Alwin ◽  
Ajisha Alwin ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Field Experiences ◽  
Affective Learning ◽  
Research Network ◽  
Network Meeting

scholarly journals Level of Creative Thinking Effect Through Multiple Solution Task Type Problem-Solving on Learning Outcomes

2020 ◽  
Vol 5 (1) ◽  
pp. 177
Author(s):  
Muhammad Kris Yuan Hidayatulloh ◽  
Supari Muslim ◽  
Erina Rahmadyanti ◽  
Euis Ismayati ◽  
Nita Kusumawati
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Creative Thinking ◽  
Affective Learning ◽  
Multiple Solution ◽  
Task Type ◽  
Analysis Technique ◽  
Approach Method ◽  
Level Of Thinking

This study aims to: (1) analyze the level of creative thinking possessed by each class XI students of Building Drawing Technique (BDT); and (2) analyze the influence of the level of thinking on the learning outcomes of the cognitive, affective, and psychomotor domains. This type of research is correlational research through a quantitative approach method. The population in this study were all students in building expertise competencies at SMK Negeri 1 Nganjuk which included Geomatics and BDT. The sample used in this study was XI BDT class students. The instrument used in analyzing the level of creative thinking (LCT) is a problem-solving test sheet of the type of multiple solution tasks. The data analysis technique uses a linear regression test. The results of the study concluded that: (1) there were as many as 4 students included in the category of LCT 4 (very creative), there were 12 students included in the category of LCT 3 (creative), there are 11 students included in the category 2 LCT (quite creative), there are no students included in the category of LCT 1 (less creative), and there are as many as 11 students who included in the category of LCT 0 (not creative); (2) there is a significant influence between the level of creative thinking on the cognitive and psychomotor learning outcomes; and (3) there is a very significant influence between the level of creative thinking on the affective learning outcomes of class XI BDT students.

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.

scholarly journals THE CORRELATION BETWEEN SOCIAL INTERACTION AND AFFECTIVE LEARNING OUTCOME OF THE5TH GRADE STUDENTS IN ELEMENTARY SCHOOLS IN KALIWATES SUB-DISTRICT, JEMBER REGENCY

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Dini Sari ◽  
Mutrofin Mutrofin ◽  
Chumi Fitriyah
Keyword(s):  
Social Interaction ◽  
Learning Outcomes ◽  
Affective Learning ◽  
Correlation Study ◽  
Fifth Grade ◽  
Coefficient Of Determination ◽  
Significance Level ◽  
Fifth Grade Students ◽  
The Relationship ◽  
Research Analysis

Social interaction is the relationship between one individual and another individual, one individual can influence other individuals so that there is reciprocity. The better the students' social interactions, the better their learning outcomes will be. Learning outcomes examined in this study are affective learning outcomes. This study aims to reveal whether the better social interaction, the better the affective learning outcomes of fifth grade students in SDN throughout Kaliwates Jember District. The population of this research is the fifth grade students of SDN in Kaliwates Jember District. This study is a correlation study with a population of 182 and a sample of 25 students. The main methods of collecting data are questionnaire and observation. To test the research hypothesis using the product moment correlation formula with the help of SPSS 20 at a significance level of 5%. The results of the research analysis obtained the value of r_count> r_tabel (0.748> 0.266) and the coefficient of determination 56%. This shows that social interaction has a contribution of 56% to affective learning outcomes the remaining 44% is influenced by other factors. It can be concluded that the better social interaction, the better the affective learning outcomes of fifth grade students of SDN in Kaliwates Jember District. Keywords: Social Interaction, and Affective Learning Outcomes

scholarly journals The Effect of Using Netsupport School Software on Environmental Pollution Subject Matter on Student Learning Outcomes

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Zuhair Abdullah
Keyword(s):  
Environmental Pollution ◽  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Hypothesis Test ◽  
Affective Learning ◽  
Student Learning Outcomes ◽  
Mean Value ◽  
Control Group ◽  
Group 2

<p>This study aims to determine the effect of using NetSupport School software on environmental pollution subject matter on student learning outcomes. This is a quasi-experimental research. The research design <br />used is a posttest only control group design. The research sample consisted of three groups taken randomly. The first group is the control group which does not use learning multimedia, the second group <br />is experiment group 1 which uses an LCD projector, and the third group is experiment group 2 using NetSupport School software. The data collection instruments are in the form of posttest questions and <br />affective questionnaire sheets. The data analysis technique was carried out using the One-Way ANOVA test. The results showed that: 1). hypothesis testing of cognitive learning outcomes showed that there was <br />a significant effect on all groups. Of the three groups, experiment group 2 had the highest mean value. 2). the hypothesis test of affective learning outcomes showed that there was a significant effect on all groups. <br />Of the three groups, experiment group 2 had the highest mean value. Based on these results, it is concluded that the NetSupport School software application has a significant effect on students’ cognitive <br />and affective learning outcomes.</p>

Student and Faculty Perspectives on the Use of Movies in Public Health Pedagogy

2017 ◽  
Vol 4 (2) ◽  
pp. 131-139
Author(s):  
Christopher H. Wade ◽  
Tyler Barrientos ◽  
Marc Macarulay ◽  
Whitney Alderson ◽  
Portney C. Shibale ◽  
...  
Keyword(s):  
Public Health ◽  
Learning Outcomes ◽  
Cognitive Skills ◽  
Core Competencies ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Public Health Workforce ◽  
Cross Sectional ◽  
The Core ◽  
Health Related

Introduction. Movies can be used in public health pedagogy to illustrate concepts and build students’ connection to the material. This study describes the perspectives of undergraduates and faculty on effective strategies for using movies to achieve key public health learning outcomes. Method. In this cross-sectional study, a survey was administered to undergraduate majors in health studies ( n = 109) and faculty who teach health-related courses ( n = 27). The survey included measures of usage and attitudes toward pedagogical applications of movies, which were informed by Bloom’s Taxonomy and the Core Competencies for Public Health Professionals. Results. Students and faculty expressed favorable attitudes toward the use of movies in undergraduate public health education. Additionally, both groups endorsed the usefulness of movies for affective and cognitive learning outcomes, with appraisals of affective learning being significantly higher. Movies were most frequently applied to building the core public health competencies of analyzing public health issues, communicating effectively, relationship building, and cultural competency. Among students, 74% stated that watching health-related movies reinforced their current career trajectory, encouraged them to consider other careers, or changed their choice of career. Discussion. Preparation of the future public health workforce requires students to develop both cognitive skills and an emotional connection to efforts that address health-related challenges. The findings of this study indicate that movies support both types of learning outcomes and therefore deserve further investigation as pedagogical tool in population health instruction.

scholarly journals FLASH CARD MEDIA UTILIZATION TO IMPROVE STUDENT ACTIVITY AND LEARNING OUTCOMES OF FAUNA DISTRIBUTION SUBTOPIC IN CLASS XI IPS I SMA XIN ZHONG SURABAYA

2019 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Felisia Ferra Ristanti ◽  
Fajar Arianto
Keyword(s):  
Elementary Schools ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Graduate Program ◽  
Geography Education ◽  
Distribution Area ◽  
Ministry Of Education ◽  
Flash Cards ◽  
The Media ◽  
Minimum Criteria

The purpose of research to determine and describe whether the concept of flash card utilization is able to increase students activity students in learning in Geography subject. Though geography is a very important subject, particularly in determining the ample number of fauna found in Indonesia, which is even categorized as an endemic fauna. In addition, the manner in delivering subtopic which is considered monotonous by relying solely on reading books and summarizing what they have read are two things that are not surprising. Hence, those two facts encourage students not perform geography lessons enthusiastically. Considering the problems that occur, therefore I am interested in engaging the learning media "Flash Card" in delivering Subtopic of fauna distributions, especially in Indonesia. In each of these Flash Cards there is information regarding the fauna, starts from the picture, name, location of the distribution area, and animal characteristics. After performing the learning process engaging Flash Cards, students were divided into several groups and present Indonesia map along with regions name in front of the class. Then, the teacher would provide some questions related to the fauna characteristics and the groups were asked to answer questions by mentioning names and showing the origin of the fauna asked in the map. During this learning, students will likely compete againts other groups, but happened to be a pleasant circumstance without pressure. And at the end of the chapter, students will take a written test related to fauna distribution subtopic. The final result after applying the media "Flash Cards" turned out to be succeesful in improving student learning outcomes, especially upon fauna distribution subtopic in Indonesia at class XI IPS 1 SMA XinZhong Surabaya. As many as 28 students out of 36 students who did not accomplishminimum standard of 75 points, after engaging the media "Flash Card" they decreased up to only 3 students who did not meet the minimum criteria. Thereby, this result indicates that "Flash Card" mediautilization helps students to understand properly, embrace the subtopic adequately, and assist students to obtain better grades. Keywords: Geography Subject, Flash Card, pretest, posttest References Agung, A.A.Gede. (1998). Pengantar Evaluasi Pendidikan. Singaraja: STKIP Singaraja. Anggarwati, A. (2014). Pengaruh Make A Match Berbantuan Media Kartu Gambar Terhadap Hasil Belajar IPS SD.Jurnal (diterbitkan).Universitas Pendidikan Ganesha Astuti,W.(2013). Pengaruh Media Kartu Bergambar Terhadap Hasil Belajar Siswa Pada Materi Jamur di SMA.Jurnal (diterbitkan). Untan. Dimyati & Mudjiono. (2006). Hakikat Belajar dan Pembelajaran..Jakarta: Rineka Cipta Depdikbud.(1995). Metodik Khusus Pengajaran IPS di SekolahDasar. Jakarta: Depdikbud Handayani, F.(2009). Cooperative Learning Type Team Game Tournament (TGT) to increase the Learning Outcome of the Student of Class VII at SMP Negeri 1 PurwodadiPasuruan to Consept Kinds of Form the Earth Surface. Thesis, Geography Education Departement. Post Graduate Program, State University of Malang Hidayat, M, et al. (2008). Development of Geography Education in Elementary Schools. Jakarta: Ministry of National Education. Joni. (1984). Teaching and Learning Strategies. Jakarta: Ministry of Education and Culture Maghfiroh, (2013).Penggunaan Media Flashcard untukmeningkatkanhasilbelajar IPS padaPembelajarantematik di SekolahDasar.Surabaya : PGSD Unesa Ministry of Education and Culture.(1995). Special Methodology for Geography Teaching in Elementary Schools. Jakarta: Ministry of Education and Culture Mugiyanto.(2007). Penggunaan Kartu Konsep untuk Meningkatkan Hasil Pembelajaran Sejarah.Onlineat.http://jurnaljpi.wordpress.com/2007/ 11/14/mugiyanto.(2 Januari 2009). Noor, J. (2010). Metodelogi Penelitian. Jakarta: KencanaPrenada Media Group. Permana.(2015). Penerapan pembelajaran IPS dengan media ular tangga untuk meningkatkan minat belajar siswa. Kediri: Universitas Nusantara PGRI Kediri. Rohani, A. (1997). Media Instruksional Edukatif. Jakarta: Rineka Cipta. Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

scholarly journals Edubox Utilization as Tool For Evaluation of Learning Outcomes Social Studies

2019 ◽  
Vol 4 (1) ◽  
pp. 71-77
Author(s):  
Inggar Carissa Ambarwati ◽  
Kokom Komalasari ◽  
Ridwan Effendi
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Evaluation System ◽  
Positive Impact ◽  
Affective Learning ◽  
Evaluation Tool ◽  
E Learning ◽  
Using Data ◽  
Outcome Tool ◽  
Evaluation Of Learning

This research discusses about E-Learning, which is needed to balanced  Education in this modern era. There is a difference in the implementation of E-Learning in every school, what the researchers found is the evaluation system to get the results of learning the value of knowledge that is done online by using an application called Edubox. This research aimed :(1) To know the student’s response to Edubox utilization as an evaluation tool in SMP Negeri 10 Bandung. (2) To know effective IPS learning outcomes of students after using Edubox class VII SMP Negeri 10 Bandung. (3) To Know the results of the cognitive Social Studies learning of students after using Edubox in class VII SMP Negeri 10 Bandung. This research used qualitative descriptive study methods. The participant of this research is 7 random students in every class, Social Studies teachers and vice-principal as the facilities and infrastructures in the field of management Edubox. The Data collecties by interviews, observations, and documentation, while analyzing data using data reduction, data presentation, data verification. The finding shows that 1) the response of the learner, educators, schools on the existence of Edubox brought a positive impact so that the evaluation can be implemented easily. 2) Edubox presence provide change to students in affective learning outcomes such as attitudes, interests and better self-concepts. 3) Edubox can make the learning results in the form of the knowledge value of the learners increased from the previous results. Therefore, I used Edubox as Social Studied learning outcome tool.

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