scholarly journals The Effect of Macrozoobenthos Diversity Module based on Problem-based Learning on Junior High School Students’ Environmental Attitudes

2021 ◽  
Vol 10 (3) ◽  
pp. 400-406
Author(s):  
S. Sueb ◽  
J. Damayanti
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Environmental Attitudes ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Learning Modules ◽  
Life Problems ◽  
Quasi Experimental ◽  
And Control

It is necessary to build students’ responsibility character when dealing with life problems such as environmental pollution. Because there is much pollution, it is important for students to analyze the condition of the polluted environment because they are expected to overcome the problems. The effort made is to teach students using problem-based learning modules. This module contains material of macrozoobenthos diversity as bioindicators of river water quality. This study aims to determine the effect of macrozoobenthos diversity as a bioindicator module based on problem-based learning on students’ environmental attitudes. The research design is quasi-experimental using a nonrandomized control group pretest-posttest design. The sample in this study was 60 students divided into experimental class and control class. The test results showed that the significance value for PBL modules is 0,016 ≤ 0.005, so the hypothesis is accepted. There is a difference between students who use the PBL module, which improves students’ environmental attitudes than science textbooks. Students’ initial environmental attitudes also influence it.

scholarly journals Teaching Solar System Topic through Predict-Observe-Explain-Apply (POEA) Strategy: A Path to Students’ Conceptual Change

2019 ◽  
Vol 4 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Ugi Supriatna ◽  
Achmad Samsudin ◽  
Ridwan Efendi
Keyword(s):  
High School ◽  
High School Students ◽  
Solar System ◽  
Junior High School ◽  
Junior High ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Difference

The misconception of the Solar System topic is still found in students so that it becomes one of the obstacles in the learning process. The purpose of this study is to analyze the effectiveness of the implementation of Predict-Observe-Explain-Apply (POEA) learning to change the junior high school students' conception in the Solar System topic. Quasi-experimental research with the non-equivalent control group design was conducted in one of the private junior high schools in Bandung city. Samples were selected based on the test of the average significance of the pretest score of the population. Furthermore, 30 students of the experimental class and 32 students of control class were selected. The research instrument, which consisted of 15 four-tier diagnostic test questions about Solar System were used to collect data before and after treatment. The tests were analyzed quantitatively by using the Mann-Whitney statistical test to determine the significance of the difference in the acceptable conception changes (Acceptable Change) of students in the experimental class with changes in the conception of students in the control class. The results of the research show that the implementation of POEA learning is significantly more effective than POE learning in changing the conception of Solar System topic. The findings of this study can be an alternative for junior high school teachers in planning learning about the Solar System, especially in an effort to change students' misconception about the Solar System.

Effect of Environmental Problem-based Learning on the Indonesian EFL Students’ Environment-related Vocabulary Mastery and Writing Ability

2017 ◽  
Vol 7 (8) ◽  
pp. 608
Author(s):  
Dyah Christina Iswandari ◽  
Johannes Ananto Prayogo ◽  
Bambang Yudi Cahyono
Keyword(s):  
High School Students ◽  
Environmental Problem ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Writing Ability ◽  
Quasi Experimental ◽  
Efl Students

This study aims at examining the effect of environmental problem-based learning (PBL) on the environment-related vocabulary mastery and writing ability of Indonesian EFL students. Previous studies showed that problem-based learning is a student-centered learning approach that affects students’ learning positively and significantly. This study employed a quasi-experimental design by involving two classes of senior high school students, each consisted of 30 students. One class was assigned to be the experimental group and treated with environmental PBL, while the other class was assigned to be the control group and taught conventionally. A vocabulary test was used to measure the students’ environment-related vocabulary mastery, while a hortatory writing test was used to examine the students’ writing ability. The data were analyzed by using independent sample t-test. The results of the study showed that the students who were taught by using environmental PBL improved their environment-related vocabulary mastery and their writing ability significantly. The PBL approach is then recommended for future teaching and research. Nevertheless, before implementing this approach, other teachers and future researchers should consider the readiness of the curriculum, the students, and the school infrastructure.

scholarly journals The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy

2021 ◽  
Vol 13 (8) ◽  
pp. 4320
Author(s):  
Wen-Jye Shyr ◽  
Ying-Ming Hsieh ◽  
Ching-Huei Chen
Keyword(s):  
High School Students ◽  
Intrinsic Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Learning Performance ◽  
Control Group ◽  
School Students ◽  
Learning Interest ◽  
And Control

This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group.

scholarly journals METODE PEMBELAJARAN KOPERATIF UNTUK KESIAPAN BELAJAR MATEMATIKA SISWA MTS

2019 ◽  
Vol 3 (1) ◽  
pp. 10-19
Author(s):  
Nurrul Khotimah ◽  
Adi Adi Heryadi
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Control Group ◽  
School Students ◽  
Learning Readiness ◽  
And Control

This study aimed to prove cooperative learning in improving mathematics learning readiness of Islamic junior high school (MTs) students. This research was an experimental study with 50 partisipants that devided randomly in two groups, experiment and control. The design of the experiment was a pretest-posttest control group. The experiment was engeged in cooperative learning in mathematics subject and the control group only learned mathematic subject in traditional methods. The instrument was students' readiness questionaire with reliability coefficient of 0.913. The results showed that cooperative learning methods improved the mathematics learning readiness of Islamic Junior High School students. Mathematics learning readiness is important to improved before the students learn mathematics in class.

scholarly journals Pengaruh Pembelajaran Berbasis Masalah terhadap Beliefs Siswa tentang Fisika dan Pembelajaran Fisika

2017 ◽  
Vol 6 (1) ◽  
pp. 23 ◽  
Author(s):  
Tanti Tanti ◽  
Jamaluddin Jamaluddin ◽  
Boby Syefrinando
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Model Building ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Equivalent Control

The aim of this research was to investigate the effect of problem-based learning on students’ beliefs about physics and learning physics. The research design is quasi-experimental, non-equivalent control group design with samples were senior high school students grade XI at SMAN 1 Jambi City. The research used the Colorado Learning Atttudes About Science Survey (CLASS). Through data analysis using ANCOVA Test can be seen that there was no significant result effect of problem-based learning on students’ beliefs about physics and learning physics. The study’s finding indicates that students’ beliefs about characteristic and obtaining knowledge are difficult to change. Nonetheless, the use of various learning models that focus on the formation of the model building on the physics world through problem solving that are contextual and real, as well as providing opportunities for students to actively engage in problem solving can help students develop the belief that they have about the physics from novice-like belief into expert-like belief.Penelitian ini bertujuan menginvestigasi pengaruh penggunaan model pembelajaran berbasis masalah terhadap belief siswa tentang fisika dan pembelajaran fisika. Desain penelitian kuasi eksperimen non-equivalent control group design dengan sampel siswa kelas XI Sekolah Menengah Atas Negeri (SMAN) 1 Kota Jambi. Instrumen penelitian yang digunakan adalah kuesioner the Colorado Learning Attitudes About Science Survey (CLASS). Hasil uji Ancova terlihat bahwa tidak ada pengaruh signifikan penggunaan model pembelajaran berbasis masalah terhadap belief siswa tentang fisika dan pembelajaran fisika. Temuan penelitian mengindikasikan bahwa belief siswa tentang karakteristik dan cara memperoleh suatu pengetahuan sulit untuk diubah. Meskipun demikian, penggunaan berbagai model pembelajaran yang berfokus pada pada pembentukan model (model-building) dari dunia fisika melalui pemecahan masalah-masalah yang bersifat kontekstual dan nyata, serta memberikan kesempatan siswa untuk aktif terlibat dalam pemecahan masalah dapat membantu siswa mengembangkan belief yang mereka miliki tentang fisika dari belief sebagai seorang pemula (novice-like belief) menjadi belief sebagai seorang ahli (expert-like belief).

scholarly journals Constructivism-Based Learning Module for Middle School Students' Creative Thinking on the Interaction of Living Things and Their Environments

2021 ◽  
Vol 5 (4) ◽  
pp. 687
Author(s):  
Yarlis Rosalina ◽  
Yustina Yustina ◽  
Fitra Suzanti
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Control Group ◽  
Research Subjects ◽  
School Students ◽  
Control Group Design ◽  
Learning Modules ◽  
Learning Module ◽  
Living Things

Constructivism-based learning module research aims to analyze the effect of using the module on the creative thinking of junior high school students regarding the interaction of living things and their environment. This quasi-experimental study used the Pretest Posttest Control Group design with the research subjects being grade VII students of SMP Negeri 2 Kampar. At the beginning of the implementation, students were given creative thinking pretest questions, then students studied constructivism-based learning modules and were given posttest questions. The parameters of creative thinking are 4 indicators, each indicator has 5 questions. Hypothesis analysis using t-test. The results showed that the control class has an average pretest of 61.75 (quite creative). Meanwhile, in the experimental classhas an average posttest of 81.25 (creative). The results of hypothesis testing show tcount > ttable with a value of 3.891 > 2.010. In conclusion, the use of constructivism-based learning modules has an effect on increasing students' creative thinking regarding the interaction of living things and their environment.

scholarly journals COOPERATIVE LEARNING TYPE TEAM ASSISTED INDIVIDUALIZED (TAI) BASED ON ABILITY TO BEGINNING OF STUDENTS IN IMPLEMENTATION STRATEGY FOR SOCIAL SCIENCE LEARNING IN CLASS VII SEKAMPUNG JUNIOR HIGH SCHOOL , LAMPUNG

2018 ◽  
Vol 2 (1) ◽  
pp. 89
Author(s):  
Elan Artono Nurdin ◽  
Fahrudi Ahwan Ikhsan ◽  
Fahmi Arif Kurnianto ◽  
Bejo Apriyanto
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Cooperative Team

Purpose of this study was to test a model of cooperative team assisted individualizd (TAI) in terms of the initial capabilities junior high school students. The subjects were students of class VII SMP Negeri Sekampung Lampung Province. This study is a quasi-experimental study(quasi-experimental)design Non-Equivalent Control GroupDesign.Learning achievement assessment instruments using essay test. The result of such assessment data is analyzed usingt-test with SPSS16.0 for Windows.The results showed no significant difference model of cooperative team assisted individualizd (TAI) and conventional models in terms of the ability of junior high school students beginning in the implementation of learning strategies IPS. Based on the difference between pretest and post-test showed that the average value gainscore experimental class (45.63) was higher than in the control group (30.02). The results of analysis of test data using independent sample t test showed that the model of cooperative team assisted individualizd (TAI) obtainedvalue probability(p-level) of less than 0.05 is the sig 0.00. Keywords: TAI models, Capability Earlier, Student achievement

Computerized lexis-based instruction in EFL classrooms: Using multi-purpose LexisBOARD to teach L2 vocabulary

ReCALL ◽  
2015 ◽  
Vol 28 (1) ◽  
pp. 22-43 ◽  
Author(s):  
Azizullah Mirzaei ◽  
Masoud Rahimi Domakani ◽  
Sedigheh Rahimi
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Junior High School ◽  
Subsequent Development ◽  
Control Group ◽  
School Students ◽  
Quasi Experimental ◽  
Lexical Items ◽  
Based Instruction ◽  
L2 Vocabulary

AbstractLexis-based views of second or foreign language (L2) teaching place prime importance on the teaching of conventionalized multi-word lexical items, or unanalyzed chunks, as a useful mechanism for fostering learners’ creative production of forms and their subsequent development of L2 competence. This pretest/posttest quasi-experimental study probed the use of teacher-designed multi-purpose instructional lexis software, dubbed LexisBOARD, on L2 learners’ vocabulary achievement in an Iranian EFL (English as a foreign language) context. A cohort of 50 Iranian junior-high-school students participated in the main instructional phase of the study. Instruction on L2 lexical items (e.g., concordances, polywords, or formulaic sequences) was mainly given to the experimental group using LexisBOARD, which was designed to be user-friendly and attuned to learners’ communicative and curricular needs. LexisBOARD offered further practice or feedback affordances through engaging students in lexical exercises (with word partnerships and collocations) for each unit and several quizzes for self-assessment. The control group was only taught using their mainstream EFL textbooks focusing on grammatical rules, discrete vocabulary items with fixed meanings, and reading texts, without any use of corpus-based activities. The results of the groups’ vocabulary test scores indicate that the lexis group significantly outperformed the control group, pointing to the superiority of practicing and learning L2 vocabulary when lexical items are seen in larger, more holistic ways and, especially, when engaging and experimenting with lexis is scaffolded through computer affordances.

scholarly journals The Effect of Assertiveness Skills Training on Reduction of Emotional Victimization of Female High School Students

2015 ◽  
Vol 9 (4) ◽  
pp. 59-64 ◽  
Author(s):  
Seyed Adnan Hosseini ◽  
Mirmahmoud Mirnasab ◽  
Hossein Salimy ◽  
Masumeh Zangiabadi
Keyword(s):  
High School ◽  
High School Students ◽  
Skills Training ◽  
Control Group ◽  
School Students ◽  
Group Data ◽  
Quasi Experimental ◽  
And Control ◽  
Academic Year

The purpose of this study was to determine the effect of assertiveness skills(AS)training on reduction of Emotional victimization in Sanandaj high school female students in iran (Academic year of 2013-14). Thus, 50 students (25 experimental, 25 control) were selected using random clustering sampling. This study was a quasi-experimental design with pretest, posttest and control group. Data was collected using Iranian form of bullying victimization scale. In an assertiveness skills training program, experimental group attended at eight 90-min sessions (one session per week), but control group never attended at any session. Data was examined using ANCOVA in SPSS. The results in  both experimental and follow-up stagesshowed that there was a significant diffrences between pretest and posttest inexperimental group. The findings were suggested that an assertiveness skillstraining program decreased students’ Emotional victimization as an effective intervention.DOI: http://dx.doi.org/10.3126/ijls.v9i4.12679

scholarly journals Pembentukan kompetensi ekologis dengan model pembelajaran kontekstual dan berbasis masalah dalam PPKn di SMP

2017 ◽  
Vol 14 (2) ◽  
pp. 154-165
Author(s):  
Shinta Pertiwi ◽  
Samsuri Samsuri
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
Problem Based Learning ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Contextual Teaching

This research based article was aimed at explaining the effect of Contextual Teaching and Learning and Problem Based Learning on the establishment of Ecological Competence in Civic Education in Junior High School. It was a quasi-experiment research with pretest-posttest control group design. The population was student grade VII of SMP Negeri 2 Surakarta. The sample was chosen randomly, consist of one classroom as experimental group and another classroom as control group. Instrument for collecting data were test, questionnaire, and observation. It can be concluded that the establishment of ecological competence among junior high school students though through contextual teaching and learning are more effective than those who were though by problem based learning and conventional one. It was indicated by the result of one way anova Fcount Ftable (24.0313.11) and P=0.0000.05).

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