GALERY WALK DALAM AKTIVITAS BELAJAR: PENELITIAN TINDAKAN KELAS DI MADRASAH IBTIDAIYAH

This study aims to determine the effect of the application of the Gallery Walk model to improve student learning activities on art subjects of ornamental motifs in 5th grade MI Al-Manar Cianjur. This research uses classroom action research method consisting of two cycles, each cycle there are two actions with the stages of activity planning, action, observation, and reflection. The results of the study: for cycle 1 and cycle 2 there are two actions, then the results of both actions are accumulated. Based on the data analysis, the result of the research shows that there is influence from the application of Gallery Walk method to the improvement of student learning activity seen from the percentage of measurement of pre cyclical learning activity of 28.07% with low criterion. Cycle 1 of 62,6% with a good criterion, while cycle 2 equal to 83,3% with a very good criterion. Based on the findings it can be seen that the implementation of Gallery Walk can improve student learning activities on subjects SBK subject of decorative motif type.

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ADAPTASI MODEL PEMBELAJARAN MAKE A MATCH DENGAN TALKING STICK UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VIII SMP NEGERI 15 DUMAI

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v3i2.6855 ◽

2019 ◽

Vol 3 (2) ◽

pp. 248

Author(s):

Nursian Nursian

Keyword(s):

Social Sciences ◽

Student Learning ◽

Action Observation ◽

Learning Model ◽

Research Subjects ◽

Learning Achievement ◽

Mastery Level ◽

Class Viii ◽

Improve Student Learning ◽

Planning Action

This study aims to improve their learning achievement after using the adaptation of the learning model to make a match and talking stick in a Social Sciences subject at SMP Negeri 15 Dumai. This research is collaborative classroom action research with stages of planning, action, observation, and reflection. This research was conducted at SMP Negeri 15 Dumai with research subjects of class VIII students with a total of 26 students. The results showed that the adaptation of the learning model make a match and talking stick was able to increase the average student learning, indicated by the fact that in the first cycle the implementation of learning reached 78.08 and in Cycle II it was achieved. 87.31 increase student learning activeness, indicated by the fact that in Cycle I 60.23%, and in cycle II 94.32% and improve student learning achievement, indicated by the fact that in the pre-cycle the percentage of students who attained mastery level was 34, 62% (9 students) and students who did not reach the mastery level were 65.38% (17 students); in the first cycle the percentage of students who reached the mastery level was 73.08% (19 students) and students who did not reach the mastery level were 26.92% (7 students); in Cycle II the percentage of students who reached the mastery level was 88.46% (23 students) and students who did not reach the mastery level were 11.54% (3 students). Based on the results of the study, it can be concluded that the adaptation of the learning model make a match and talking stick is able to improve the learning achievement of social subjects in class VIII students at SMP Negeri 15 Dumai.

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Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

JAREE (Journal on Advanced Research in Electrical Engineering) ◽

10.12962/j25796216.v1.i2.23 ◽

2017 ◽

Vol 1 (2) ◽

Author(s):

Moch Sukardjo ◽

Lipur Sugiyanta

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Interactive Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Learning Activity ◽

Quality Level ◽

Learning Material ◽

Improve Student Learning

Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is implemented thoroughly. The only way to get test with high quality results is to start testing at the beginning of the design process and continuously testing each of the next steps. This research performs usability testing on of website by using WAMMI criterion (Website Analysis and Measurement Inventory) and will be focused on how convenience using the website application. Components of Attractiveness, Controllability, Efficiency, Helpfulness, and Learnability are applied. The website in Multimedia Interactive Learning for Mathematics SMK Class X can be in accordance with the purpose to be accepted by student to improve student learning outcomes. The results show that WAMMI method show the usability value of Multimedia Mathematics SMK Class X is about from 70% to 90%.

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Implementasi Metode Hynoteaching Dalam Meningkatkan Mutu Aktivitas Belajar Siswa Di SMAN 7 Denpasar

Jurnal Penjaminan Mutu ◽

10.25078/jpm.v6i1.1204 ◽

2020 ◽

Vol 6 (1) ◽

pp. 68

Author(s):

Ida Bagus Alit Arta Wiguna

Keyword(s):

Student Learning ◽

Learning Process ◽

Research Method ◽

Learning Activities ◽

Learning Activity ◽

Quality Of Education ◽

Television Show ◽

Modern Times ◽

Research Function

The research intend to analysis and find out the application of hypnoteaching method increas of student learning activities in Hindu learning at SMAN 7 Denpasar which will be a hope in improve the quality of education. This study use qualitative research method whose research characteristic adjective in the focus of the research function to find hypotheses in certain cases or limited samples. Hypnoteacing method is part of the application of hypnotic science that can bring students to an atmosphere of relaxation in receive subject matter. The work system of hypnoteaching method is the teacher communicating to students' subconscious by change brain waves from beta to alpha. Hypnosis in learning is not a model of hypnosis that is perceived in television show hypnosis in learning is only try to build conducive and pleasant conditions in the learning process of students not made asleep. In alpha conditions, the concentration of students will be focused, when relaxed the learning process will become more meaningful. Hypnoteaching method is a learning that is suitable to be applied as the development of students' potential in modern times. It can be concluded that the implementation of hypnoteaching method at SMAN 7 Denpasar is very effective in increas student learning activity

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UPAYA PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR SISWA MELALUI PENERAPAN METODE ROLE PLAYING PADA MATA PELAJARAN BAHASA INGGRIS DI MAN 5 SLEMAN

LANGUAGE : Jurnal Inovasi Pendidikan Bahasa dan Sastra ◽

10.51878/language.v1i2.741 ◽

2021 ◽

Vol 1 (2) ◽

pp. 181-191

Author(s):

NOOR HAYANTI

Keyword(s):

Data Collection ◽

Student Learning ◽

Learning Outcomes ◽

Action Observation ◽

Role Playing ◽

Student Learning Outcomes ◽

Learning Activity ◽

The Subject ◽

Written Test ◽

Planning Action

This research is conducted to improve the student learning activity and learning outcomes by using role playing method at MAN 5 Sleman. The improvement of the student learning activity and learning outcomes has been done by using role playing method. This research is classroom action research which was conducted in two cycles. Each cycle consisting of planning, action, observation, and reflection. The subject of this research is the twelve science graders with the total number of students are 29. The data collection techniques used in this study were observation and written test. Observation is used to determine the activeness of students, while test is used to determine learning outcomes. The results showed that by the implementation of the role playing method, the activeness of students from the former condition, cycle 1, and cycle 2 increased. This can be seen from the percentage of activity in the low category that continues to decline from 62,1% - 50,0% - 8,6%, the medium category increased from 34,5% - 43,1% - 53,4% and the high category increased from 3,4% - 6,9% - 38%. An increase also occurred in the score of student learning outcomes. From the former conditioncycle 1 to cycle 2 has increased. Students who completed in the former condition were 20,7% increased to 62,1% in cycle 1 and in cycle 2 increased to 82,8%. The results of this study showed that the implementation of role playing strategy has been successful since there was an increase in students learning activity and learning outcomes. ABSTRAKPenelitian ini dilaksanakan untuk meningkatkan keaktifan dan hasil belajar siswa dengan menggunakan metode role playing di MAN 5 Sleman. Peningkatan keaktifan belajar dan hasil belajar siswa dilakukan dengan menggunakan metode role playing. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari perencanaan, tindakan, observasi, dan refleksi. Subyek penelitian ini adalah siswa kelas XII IPA yang berjumlah 29 siswa. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu observasi dan tes tertulis. Observasi digunakan untuk mengetahui keaktifan belajar siswa, sedangkan tes digunakan untuk mengetahui hasil belajar. Hasil penelitian menunjukkan bahwa dengan penerapan metode role playing, keaktifan belajar siswa dari kondisi awal, siklus 1, dan siklus 2 meningkat. Hal ini terlihat dari persentase aktivitas pada kategori rendah yang terus menurun dari 62,1% - 50,0% - 8,6%, kategori sedang meningkat dari 34,5% - 43,1% - 53,4% dan kategori tinggi meningkat dari 3,4% - 6,9% - 38%. Peningkatan juga terjadi pada skor hasil belajar siswa. Dari kondisi awal, siklus 1 ke siklus 2 mengalami peningkatan. Siswa yang tuntas pada kondisi awal sebesar 20,7% meningkat menjadi 62,1% pada siklus 1 dan pada siklus 2 meningkat lagi menjadi 82,8%. Hasil penelitian ini menunjukkan bahwa penerapan metode role playing telah berhasil karena adanya peningkatan aktivitas belajar dan hasil belajar siswa.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TPS (THINK PAIR SHARE) UNTUK MENINGKATKAN AKTIVITAS BELAJAR IPA BIOLOGI KELAS VIII.5 SMPN 4 MATARAM

JURNAL PIJAR MIPA ◽

10.29303/jpm.v10i2.29 ◽

2015 ◽

Vol 10 (2) ◽

Author(s):

Mahyaeny Mahyaeny

Keyword(s):

High School ◽

Cooperative Learning ◽

Student Learning ◽

Junior High School ◽

Junior High ◽

Action Observation ◽

Learning Model ◽

Learning Activities ◽

Learning Activity ◽

Class Viii

Abstrak: Penelitian ini bertujuan untuk menerapkan model pembelajaran kooperatif tipe TPS (Think Pair Share) untuk meningkatkan aktivitas belajar IPA Biologi siswa Kelas VIII.5 SMPN 4 Mataram. Penelitian dilaksanakan secara kolaboratif dalam bentuk penelitian tindakan. Penelitian ini melibatkan siswa-siswi sebanyak 37 orang. Penelitian dilakukan dalam 3 (tiga) siklus, masing-masing siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi evaluasi, dan refleksi. Keberhasilan dalam penelitian ini tercapai apabila rata-rata skor aktivitas siswa selama proses pembelajaran di kelas 4,00 (sangat memuaskan) dan sebagai tambahan skor aktivitas guru 4,00 (sangat memuaskan). Hasil penelitian menunjukkan hasil belajar siswa pada siklus I rata-rata 2,41 (kurang memuaskan). Sedangkan skor untuk kegiatan guru 3,00 (memuaskan). Siklus II diperoleh data aktivitas belajar siswa 3,01 ( memuaskan) sedangkan kegiatan guru 3,43 (memuaskan).pada siklus III menunjukkan peningkatan dibandingkan dengan siklus sebelumnya. Nilai rata-rata skor aktivitas belajar siswa 4,03 (sangat memuaskan) demikian juga untuk aktivitas guru 4,28 (sangat memuaskan). Kesimpulan dari penelitian ini adalah penerapan model pembelajaran kooperatif tipe TPS (Think Pair Share) dapat meningkatkan aktivitas belajar siswa pada mata pelajaran IPA Biologi kelas VIII.5 SMPN 4 Mataram.Kata Kunci: TPS (Think Pair Share, Aktivitas Belajar.Abstract: This study aims to implement cooperative learning model TPS (Think Pair Share) to increase learning activities of student Class VIII.5 junior high school 4 Mataram. The study involved 37 students. The study was conducted in three (3) cycles, each cycle consisting of the stages of planning, action, observation evaluation, and reflection. The research success indicator showed when the average score of student activity during the learning process in the classroom is 4.00 and score activity of teacher is 4.00. The results show student learning activity in the first cycle an average of 2.41 while scores for teacher activity was 3.00. In the cycle II, students learning activity reached 3.01 while the teachers' activity was 3.43. In the third cycle showed an increase compared to the previous cycle. The average value of student learning activity score was 4.03 as well as for the activities of teachers was 4.28. The conclusion from this study is the implementation of cooperative learning model TPS (Think Pair Share) increase learning activities of student in science subjects biology class VIII.5 junior high school 4 Mataram.Keywords: TPS (Think Pair Share), Activity Learning

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PENINGKATAN AKTIVITAS SISWA MENGGUNAKAN LKS BERBASIS PETA KONSEP PADA PEMBELAJARAN IPA SEKOLAH DASAR

Jurnal Cerdas Proklamator ◽

10.37301/jcp.v6i2.16859 ◽

2020 ◽

Author(s):

Siska Angreni ◽

Muhammad Sahnan ◽

Yulfia Nora

Keyword(s):

Data Processing ◽

Student Learning ◽

Concept Maps ◽

Learning Activities ◽

Learning Activity ◽

Science Class ◽

Average Percentage ◽

Student Activity ◽

Improve Student Learning ◽

Class Iv

This research aim to improve student learning activities by using student worksheet based on concept maps of elementary school IV. This type of research is a classroom action research (PTK) consisting of 2 cycles. The instrument used is an observation sheet. Based on the data processing obtained by the average percentage of student activity in cycle 1 70.02% increase in cycle II with the average percentage reached 81.73%. This shows that the use of concept-based LKS can improve student’ learning activity in science class IV subject.Keywords: student worksheet, learning activities

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Improvement of Mathematical Learning Activities And Results Through PBL and Congretting Media in Class 1st Students

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.46156 ◽

2020 ◽

Vol 3 (3) ◽

pp. 1042

Author(s):

Siti Aminah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Action Observation ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Research Subjects ◽

Scientific Approach ◽

The Subject ◽

Improve Student Learning ◽

Planning Action

The researchers made improvements by applying a scientific approach with the Problem Based Learning model and concrete media. This type of research is classroom action research. which consists of two cycles, each cycle carried out with one meeting. Each cycle consists of the planning, action, observation and reflection stages. The research subjects were grade I students of SDN Pende 02. The data collection techniques used test and non-test techniques obtained from observations and documentation. The results of this study are the use of concrete media and problem based learning can improve student learning outcomes on the subject of addition and subtraction of numbers in grade I SDN Pende 02, Kersana District, Brebes Regency. In the first cycle of students who completed there were 14 students, the percentage of classical student learning completeness was 63.63%. In cycle II students who completed an increase of 20 students, students' reading completeness was 90.90%. So it can be concluded that student learning outcomes have increased and are said to be complete.

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Metode Resitasi dan Peningkatan Hasil Belajar Siswa Pada Materi Menulis Teks Editorial di Masa Pandemi Covid 19

Cakrawala Jurnal Pendidikan ◽

10.24905/cakrawala.v15i1.1804 ◽

2021 ◽

Vol 15 (1) ◽

pp. 28-40

Author(s):

Susi Alawiyah Alawiyah

Keyword(s):

Action Research ◽

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Research Method ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Learning Method ◽

Improve Student Learning

This study aims to determine the effectiveness of the application of the recitation learning method on student learning outcomes at SMK Negeri 5 Tangerang Regency. The research method used is a classroom action research method. The population in this study was grade 12 SMK Negeri Tangerang Regency and the sample in this study was grade 12 TKJ1. The results of this study indicate that the recitation learning method is proven to be able to improve student learning outcomes, the percentage of student classical learning completeness increases from each cycle, namely cycle I of 42.31%, cycle II 80.38%, student learning activities in the first cycle have increased, namely cycle I of 63.46%, the second cycle was 73.90% and the teacher's ability in the teaching and learning process in the classroom also increased where in the first cycle it was in the sufficient category in the second cycle it was categorized as good..

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Penerapan Metode Mindscaping dalam Pembelajaran Fisika sebagai Upaya Meningkatkan Hasil Belajar Siswa

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v6i2.1145 ◽

2018 ◽

Vol 6 (2) ◽

pp. 61

Author(s):

Sri Erdawaty ◽

Hikmawati Hikmawati ◽

Kosim Kosim

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Action Observation ◽

Student Learning Outcomes ◽

Learning Activities ◽

Learning Activity ◽

Activity Data ◽

Physics Learning ◽

The Third ◽

A Value

[Title: The Implementation of Mindscaping Method in Physics Learning as an Effort to Improve Student Learning Outcomes]. This study aims to improve the activities and outcomes of student physics learning by applying the mindscaping method. This type of research is classroom action research conducted in three cycles. Each cycle consists of planning, action, observation, evaluation and reflection. Student learning activity data is obtained by observation while student learning outcomes data are obtained by giving objective tests at the end of each cycle. The application of the mindscaping method in this study is said to be successful if 85% of students achieve learning outcomes greater or equal to 65, while student learning activities are at least active categories. The results of the study showed an increase in student learning activities each cycle, namely in the first cycle the category was quite active to be very active in the second cycle and in the third cycle. Student learning outcomes can be seen from the classical completeness value which has increased in each cycle, each has a value of 76% in the first cycle, 80% in the second cycle, and 92% in the third cycle. Thus it can be concluded that the application of the mindscaping method has succeeded in increasing the activities and results of student physics learning.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA MATEMATIKA [IMPLEMENTATION OF THE COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT TO IMPROVE STUDENTS’ LEARNING ACTIVITIES IN MATHEMATICS]

Polyglot Jurnal Ilmiah ◽

10.19166/pji.v16i2.2441 ◽

2020 ◽

Vol 16 (2) ◽

pp. 282

Author(s):

Bernardinus Dickson Carnegie Maloring ◽

Asihlya Sandu ◽

Robert Harry Soesanto ◽

Jacob S Seleky

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Social Studies ◽

Student Learning ◽

Learning Activities ◽

Learning Activity ◽

Research Subjects ◽

Team Game ◽

Improve Student Learning ◽

Bahasa Indonesia

Based on observations of a grade 10 social studies-track 2 class, students appeared less active in learning. Many students in the class looked sleepy, were too embarrassed to ask questions, did not want to join in discussions with their friends, and were too lazy to do the tasks. This research aims to understand whether the Team Game Tournament (TGT) method can increase the activeness of students. The method of Classroom Action Research is the model Kemmis and McTaggart administered in two cycles. The research was done at a school in Makassar with 25 students from the grade 10 social studies-track 2 as research subjects. The data were collected using mentor observation sheets, students' questionnaires and reflection journals. The results of the analysis show that the students’ activeness in participation, students’ activeness in sharing opinions, and students’ activeness in listening and discussing have reached the standard of success and received a "good" minimum predicate with 68%, 72% and 92% respectively. Over all, the result of this research can be concluded that TGT method can improve student learning activity.BAHASA INDONESIA ABSTRACT: Hasil observasi dalam kelas menunjukkan bahwa siswa kelas X IPS 2 kurang aktif di dalam pembelajaran. Banyak siswa yang tidur-tiduran, malu bertanya, tidak mau berdiskusi dan malas mengerjakan soal-soal. Penelitian ini bertujuan untuk mengetahui apakah metode Team Game Tournament (TGT) dapat meningkatkan keaktifan belajar siswa dan langkah-langkah penerapan metode TGT yang dapat meningkatkan keaktifan belajar siswa. Penelitian tindakan kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus dilakukan di salah satu sekolah di Makassar dengan subjek penelitian siswa kelas X IPS 2. Pengumpulan data dilakukan menggunakan instrumen lembar observasi, lembar angket dan jurnal refleksi. Hasil analisis menunjukan bahwa keaktifan siswa dalam berpastisipasi di dalam kegiatan pembelajaran, keaktifan siswa dalam mengajukan pendapatnya dan keaktifan siswa dalam menjawab soal atau memecahkan soal mencapai standar keberhasilan dan mendapat predikat minimal “baik” dengan presentase secara berurutan yaitu 68%, 72% dan 92%. Hasil penelitian secara keseluruhan dapat disimpulkan bahwa metode TGT dapat meningkatkan keaktifan belajar siswa.

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