scholarly journals Physics Learning using Inquiry-Student Team Achievement Division (ISTAD) and Guided Inquiry Models Viewed by Students Achievement Motivation

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
S. H. Sulistijo ◽  
S. Sukarmin ◽  
W. Sunarno
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Sampling Technique ◽  
High Achievement ◽  
Guided Inquiry ◽  
Low Achievement ◽  
Physics Learning ◽  
Study Population ◽  
Physics Model ◽  
Student Team

<p>This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD) and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1) there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2) There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3) There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.</p>

scholarly journals THE EFFECTS OF TRAINING METHODS AND ACHIEVEMENT MOTIVATION TOWARD OF FOOTBALL PASSING SKILLS

2015 ◽  
Vol 1 (2) ◽  
pp. 73
Author(s):  
Abdul Syukur ◽  
Vega Soniawan
Keyword(s):  
Achievement Motivation ◽  
Sampling Technique ◽  
Treatment Method ◽  
High Achievement ◽  
Training Methods ◽  
Training Method ◽  
Low Achievement ◽  
Significance Level ◽  
Study Population

The purpose of this study was to determine the effect of the training methods of structured and play as well as achievement motivation on the passing skills of football. Research was conducted on athletes at the Muspan FC Football School of Padang. This type of research is experimental design was used treatment by the level of 2x2. The study population was all athletes the Muspan FC Football School of Padang, amounting to 134 athletes. Determination of the sample using purposive sampling technique is to set a midlevel athletes aged 13-15 years amounted to 74 athletes. Samples treated in this study were 40 athletes. The data obtained and analyzed by analysis of variance (ANAVA) and two lanes. and subsequently followed by Tuckey's test at a significance level a = 0, 05. The results showed that (1). Results of passing skills of football in the treatment of structured training method (A1) is higher than the results of play method (A2). (2). There is the influence of the interaction between training methods (A) and achievement motivation (B) the passing skills of football. (3). Results of passing skills of football on the treatment method structured exercise high achievement motivation (A1B1) higher than the results of the play method high achievement motivation (A2B1). (4). Results of passing skills of football in the treatment of structured training method low achievement motivation (A1B2) is lower than the play method low achievement motivation (A2B2).

scholarly journals PENERAPAN MODEL PEMBELAJARAN STAD DAN DISCOVERY LEARNING BERBANTUAN MACROMEDIA FLASH UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2020 ◽  
Vol 10 (2) ◽  
pp. 155
Author(s):  
Dewi Syafriani ◽  
Siti Aminah Br Bancin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Reaction Rate ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Student Collaboration ◽  
Study Population ◽  
Student Team

This study aims to determine learning outcomes using the Student Team Achievement Divisions (STAD) model assisted with macromedia flash compared to Discovery Learning assisted with macromedia flash on the reaction rate material. The study population was all students of class XI MIPA MAN 3 Medan. The sampling technique in this study is simple random sampling. The selected sample is Class XI MIPA 1 as an experimental class I which is treated with a Student Team Achievement Divisions (STAD) model assisted by macromedia flash and Class XI MIPA 3 as an experimental class II which is treated with a Discovery Learning model assisted by macromedia flash. This study uses test instruments that have been tested and are valid. Student learning outcomes data are first tested for normality and homogeneity, where the results obtained by both groups of samples are homogeneous and normally distributed. Hypothesis testing uses the Independent Sample T-Test, with the results of the research obtained a significance value of 0.047. Thus, there are significant differences in student learning outcomes taught using the Student Team Achievement Divisions (STAD) model with Discovery Learning assisted by macromedia flash with a result of 14% using the STAD model better than Discovery Learning.Keywords: Learning Outcomes, Student Collaboration, Student Team  Achievement Divisions (STAD), Discovery Learning, Reaction Rate 

scholarly journals “ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5139-5152
Author(s):  
Bilqis Firyal Nabilah Et al.
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Creative Thinking ◽  
Science Achievement ◽  
Thinking Skills ◽  
Control Group ◽  
High Achievement ◽  
Low Achievement ◽  
Study Results ◽  
Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

scholarly journals DEVELOPING LEARNING MATERIALS BASED ON TRAINING WITHIN INDUSTRY (TWI) TO IMPROVE THE BUILDING CONSTRUCTION STUDENT’S LEARNING OUTCOMES

2019 ◽  
Vol 24 (2) ◽  
pp. 80
Author(s):  
Sugiyanto Sugiyanto ◽  
Made Wena ◽  
Isnandar Isnandar
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Conventional Method ◽  
Hypothesis Test ◽  
Building Construction ◽  
High Achievement ◽  
Low Achievement ◽  
Teaching Materials ◽  
Learning Materials ◽  
Academic Year

Abstract: Developing Learning Materials Based on Training Within Industry (TWI) to Improve the Building Construction Student’s Learning Outcomes.This second study aims to test significances differences between (1) using teaching materials with TWI method and the conventional method; (2) the high achievement motivation students and the low achievement motivation students; and (3) learning structures (TWI method and conventional method) and the high achievement motivation and the low achievement motivation toward the students’ learning outcomes. This study is an experimental research for students who take the Bricklaying and Concrete Practice lesson in an academic year. The hypothesis test uses two-way variance analysis (ANAVA) to find out the differences in the mean between cells (A and B). The results showed that there were significant differences in the students’ learning outcome be­tween (1) the TWI teaching materials and conventional method; (2) the students who have the high achievement motivation and the students who have the low achievement motivation. Furthermore, there were significant interactions between factor of giving the vocational work practices and motivation to­ward the students’ learning outcomes.

scholarly journals Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

2017 ◽  
Vol 13 (9) ◽  
pp. 137
Author(s):  
Achmad Buchori ◽  
Punaji Setyosari ◽  
I Wayan Dasna ◽  
Saida Ulfa ◽  
I Nyoman Sudana Degeng ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Direct Instruction ◽  
Cognitive Learning ◽  
High Achievement ◽  
Mobile Augmented Reality ◽  
Low Achievement ◽  
Cognitive Learning Outcomes

The study aims are to determine whether there is a difference in the average learning outcomes between students who are subject to Direct instruction model aided by mobile augmented reality and Direct instruction model supported by non mobile augmented reality. The presence or absence of significant differences in cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation, and low achievement motivation group. There is no interaction between learning strategies and achievement motivation toward cognitive learning outcomes.Population in this research is all student of semester 1 academic year 2016/2017 Sample is taken by using sampling cluster random sampling technique in mathematics education study of Universitas PGRI Semarang. Methods of data collection in this study are obtained by using interview methods, test methods, and method documentation. The results showed that: (a) There were significant differences in cognitive learning outcomes between groups of students treated with direct instructional strategies with MAR and group of students who were treated with direct instruction learning strategies with non-MAR. (B) There is a significant difference of cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation and low achievement motivation group. (C) There is an interaction between learning strategies and achievement motivation toward cognitive learning outcomes.

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 PENGARUH STRATEGI PEMBELAJARAN INKUIRI DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR PELESTARIAN LINGKUNGAN HIDUP

2019 ◽  
Vol 12 (1) ◽  
pp. 62
Author(s):  
Jonson Hulman Siburian ◽  
Samsidar Tanjung ◽  
Abdul Hasan Saragih
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Environmental Conservation ◽  
High Achievement ◽  
Low Achievement ◽  
Environmental Preservation

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar pelestarian lingkungan hidup antara siswa yang diajar  dengan menggunakan strategi pembelajaran inkuiri lebih lebih unggul daripada hasil belajar mengolah pelestarian lingkungan hidup yang diajar dengan menggunakan strategi ekspositori; (2) Mengetahui keunggulan hasil belajar pelestarian lingkunganhidup antara siswa yang memiliki motivasi berprestasi tinggi lebih unggul daripada hasil belajar pelestarian lingkungan hidup siswa yang memiliki motivasi berprestasi rendah; dan (3) Mengetahui interaksi antara strategi pembelajaran dan motivasi berprestasi siswa dalam memberikan pengaruh terhadap hasil belajar pelestarian lingkungan hidup. Metode yang digunakan adalah metode eksperimental gunanya untuk membandingkan mana yang lebih baik antara strategi pembelajaran inkuiri dan strategi pembelajaran ekspositori. Kesimpulan dari penelitian ini adalah: (1). Hasil belajar pelestarian lingkungan hidup yang diajar dengan strategi inkuiri lebih tinggi dari pada hasil belajar pelestarian lingkungan hidup yang diajar dengan strategi ekspositori; (2) Hasil belajar pelestarian lingkungan hidup yang memiliki motivasi berprestasi tinggi lebih tinggi dari hasil belajar pelestarian lingkungan hidup yang memiliki motivasi berprestasi rendah; dan (3). Terdapat interaksi antara strategi mengajar dan motivasi berprestasi  terhadap hasil belajar pelestarian lingkungan hidup. Kata Kunci: strategi pembelajaran inkuiri, motivasi berprestasi, pelestarian lingkunagn hidup Abstract: This study aims to find out: (1) learning outcomes of environmental preservation among students taught using inquiry learning strategies are superior to the results of learning to process environmental preservation taught by using expository strategies; (2) Knowing the superiority of learning outcomes in environmental preservation among students who have high achievement motivation are superior to learning outcomes of environmental preservation of students who have low achievement motivation; and (3) Knowing the interaction between learning strategies and student achievement motivation in influencing learning outcomes for environmental preservation. The method used is an experimental method to compare which is better between inquiry learning strategies and expository learning strategies. The conclusions of this study are: (1). The results of learning to conserve the environment taught by inquiry strategies are higher than the results of learning to conserve the environment taught by expository strategies; (2) Learning outcomes of environmental conservation that have high achievement motivation are higher than learning outcomes of environmental conservation that have low achievement motivation; and (3). There is an interaction between teaching strategies and achievement motivation towards learning outcomes of environmental preservation. Keywords: inquiry learning strategy, achievement motivation, environmental preservation

scholarly journals KONTRIBUSI LINGKUNGAN KELUARGA DAN CARA BELAJAR TERHADAP HASIL BELAJAR SISWA KELAS X

2020 ◽  
Vol 7 (4) ◽  
pp. 167
Author(s):  
Adhitya Hidayat ◽  
Edidas Edidas
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Family Environment ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Student Learning Outcomes ◽  
The Family ◽  
Experiment Control ◽  
Study Population ◽  
Student Team

This research is motivated by the problem of low learning outcomes in the Basic Electricity and Electronics subject at SMK Negeri 1 Sumbar. The purpose of the study was to reveal how much the contribution of the family environment and how to learn about learning outcomes. The research method used in this study is descriptive correlational. The study population 96 people and the sample 49 people. The research sample was determined using simple random sampling technique. The results of data analysis showed that (1) the family environment and the way of learning of students together contributed significantly to student learning outcomes by 37.99%. (2) family environment significantly contributes to student learning outcomes by 23.88%, (3) student learning methods contribute significantly to student learning outcomes by 26.39%. So it can be concluded that he better the family environment and effective and efficient ways of student learning, the higher the learning outcomes. Keywords: Student team achievent division, learning models, learning outcomes, experiment, control

Pengaruh Model Pembelajaran Inkuiri Terbimbing Berbasis Pertanyaan Kritis Terhadap Hasil Belajar Siswa Materi Laju Reaksi

2020 ◽  
Vol 2 (2) ◽  
pp. 97
Author(s):  
Elvi Sayani ◽  
Ani Sutiani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Learning Model ◽  
Guided Inquiry ◽  
Critical Questions ◽  
Model Based ◽  
Chemistry Learning ◽  
Study Population

One of the subject matter of Chemistry in high school, loaded with concepts is Reaction Rate that be better taught through Guided Inquiry based on critical questions. This study aims to determine the learning outcomes learned through Guided Inquiry learning model based on critical questions is higher than Direct Instruction learning model. The study population was all students of class XI MIA SMA Negeri 1 Pantai Cermin which amounted to three classes adds up to 35 to 40 students. The sampling technique in this study was purposive sampling. The selected sample is XI MIA 2 as an experimental class given the treatment of the guided inquiry model based on critical questions and XI MIA 1 as a control class treated with DI model. The results showed student learning outcomes in the experimental class at 86% and in the control class at 75% while student learning activities in the experimental class at 84.6% and in the control class at 72.7%. Hypothesis test results show tcount> ttable (8.4289> 1.668), meaning that H0 is rejected and Ha is accepted, that is the results of student chemistry learning using the GI model based on critical questions higher than learning with DI model.

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Lia Nurmayani ◽  
Aris Doyan ◽  
Prapti Sedijani
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Choice Test ◽  
Guided Inquiry ◽  
Model Learning ◽  
Physics Learning ◽  
Purposive Sampling ◽  
Quasi Experiment

Abstrak - Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar fisika peserta didik. Jenis penelitian ini adalah quasi experiment dengan desain penelitian kelompok non-ekuivalen. Pengambilan sampel menggunakan teknik purposive sampling, sehingga diperoleh kelas XI MIA 1 sebagai kelas eksperimen dan kelas XI MIA 2 sebagai kelas kontrol di SMAN 6 Mataram. Instrumen penelitian berupa tes pilihan ganda sebanyak 30 soal yang telah diuji validitas, reliabilitas, taraf kesukaran, dan daya beda soal. Data hasil belajar kedua kelas tersebut terdistribusi normal dan homogen. Data dianalisis dengan uji Manova. Hasil analisis data menghasilkan signifikansi . Jika ditentukan taraf signifikansi sebesar 0,05 maka 0,016<0,05. Berdasarkan fakta tersebut dapat disimpulkan bahwa ada pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar fisika peserta didik.Kata kunci: model pembelajaran inkuiri terbimbing, hasil belajar.Abstract - The purpose of this study is determine the effect of guided inquiry learning model toward physics learning outcomes of students. This type of research is quasi experiment with non-equivalent group design. Sampling using purposive sampling technique, so that obtained class XI MIA 1 as experiment class and class XI MIA 2 as control class. The research instrument is a multiple choice test of 30 questions that have been tested for validity, reliability, level of difficulty, and different power of problems. The learning data of the two classes is normally distributed. Based on the homogeneity data obtained both homogenous. Data were analyzed by Manova test. Result of data analysis show significance  0,016. If  determined the level of significance 0,05 then 0,016<0,05. Based on these facts it can be concluded that there is influence of guided inquiry learning model toward physics learning outcome of students. Keywords: guided inquiry learning model, learning outcomes.

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