Pengaruh Strategi Pembelajaran Relating, Experiencing, Applying, Cooperating, Transferring (REACT) terhadap Keterampilan Proses Sains Siswa

This study aims to determine the effect of Relating, Experiencing, Applying, Cooperating, Transferring (REACT) learning strategies on students' science process skills. This research was carried out in SMA Negeri 11 Bekasi City from April to May 2017. The method used in this study was Quasi Experiment, with the Posttest Only Control Design research design. The target population is all students of class X MIA totaling 240 students. The sampling technique used Cluster Random Sampling, and obtained the X MIA 2 class as the experimental class and X MIA 3 class as the control class. Data collection is done by using multiple choice tests to measure 9 indicators of student science process skills. Hypothesis testing using the t test at a significance level α = 1%, obtained tcount = 3.06> t0.99 = 2.38, which means that H0 is rejected, so there is a very significant effect on both groups. So, it can be concluded that the use of REACT (Relating, Experiencing, Applying, Cooperating, Transferring) learning strategies has an effect on students' science process skills.

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Pengaruh Pembelajaran Berbasis Masalah melalui Metode Eksperimen Terhadap Keterampilan Proses Sains Fisika Siswa SMA Negeri 1 Selong Tahun Ajaran 2014/2015

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v1i3.253 ◽

2017 ◽

Vol 1 (3) ◽

pp. 161

Author(s):

Dharmawan Susanto ◽

Sutrio Sutrio ◽

Wahyudi Wahyudi

Keyword(s):

Problem Based Learning ◽

Sampling Technique ◽

Control Group ◽

Process Skills ◽

Control Group Design ◽

Science Process Skills ◽

Significance Level ◽

Academic Year ◽

Experimental Group ◽

Cluster Random Sampling

This study is an experimental aims to finding out the effect of problem based learning through experimental methods on student’s physics science process skills of SMA Negeri 1 Selong academic year 2014/2015. The design of this study used pretest-posttest control group design, while the sampling technique used cluster random sampling. The population of this study is students of grade X Science Program SMA Negeri 1 Selong, while the samples are the students of class X 1 (experimental group) and class X 4 (control group). The instrument of this study is the science process skills test. The result data was analyzed by t-test pooled variant two tails. Obtain values thint = 5.38, ttable = 1.99 at the significance level of 5%. Because - ttable < thint > + ttable, then Ho will be rejected and Ha will be accepted which indicates that there is significant the effect of problem based learning through the experimental method on physics science process skills of students of SMA Negeri 1 Selong academic year 2014/2015.

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The Effect of POGIL Model Toward Science Process Skills and Physics Acquisition of Student

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v7i3.6309 ◽

2019 ◽

Vol 7 (3) ◽

pp. 157 ◽

Cited By ~ 1

Author(s):

Elfrida Toyo ◽

Sudi Dul Aji ◽

Chandra Sundaygara

Keyword(s):

Direct Instruction ◽

Sampling Technique ◽

Process Skills ◽

Guided Inquiry ◽

Science Process Skills ◽

Multiple Choice Tests ◽

A Value ◽

Choice Tests ◽

Quasi Experimental ◽

Instruction Model

This research aims to determine the differences in the Process Oriented Guided Inquiry Learning (POGIL) model toward science process skills and physics acquisition of students. The method used in this study was a quasi-experimental research design with posttest-only involving 64 students as samples. The research sample was chosen based on a purposive sampling technique. Instruments for measuring science process skills in the way of process skills assessment sheets and physics concept acquisition in the form of multiple-choice tests. Data analysis used is two-way ANOVA. The results showed that there were differences in science process skills between students who learned using the POGIL model and students who learned using the direct instruction model with a value of F=10.207 (p>0.05). There were differences in the mastery of concepts between students learning using the POGIL model and students who learned using a direct instruction model with F=17.771 (p>0.05) There is an interaction between the POGIL model and science process skills towards mastery of concepts with a value of F= 5.660 (p>0.05).

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EFFECT OF INQUIRY TRAINING LEARNING MODEL DAN CREATIVITY ON SCIENCE PROCESS SKILLS

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v5i1.3706 ◽

2016 ◽

Vol 5 (1) ◽

pp. 44 ◽

Cited By ~ 2

Author(s):

Purnama Silitonga ◽

Mara Bangun Harahap ◽

Derlina .

Keyword(s):

Interaction Model ◽

Sampling Technique ◽

Learning Model ◽

Process Skills ◽

Learning Models ◽

Science Process Skills ◽

The Difference ◽

Model Training ◽

Cluster Random Sampling ◽

Better Than

This study aims: 1) to determine differences in science process skills of students with learning model inquiry training and conventional learning models, 2) to determine the difference science process skills of students who have high creativity and creativity is low, 3) to determine the interaction model of learning inquiry trainingwith creativity of the science process skills. The sampling technique conducted cluster random sampling two classes, where first class as a class experiment with the number of students 32 people applied learning model inquiry training (X-1) and the second class as a class control the number of students 32 people who applied conventional learning model ( X-2). Instruments in this study is the science process skills test and a test of creativity in the form of a description. From these results it can be concluded that: 1) science process skills of students that learned with a learning model inquiry training is better than the students that learned with conventional learning models, 2)science process skills of students with high creativity better than students with creativity is low, 3) there is interaction between inquirylearning model training and creativity in influencing the science process skills of students.

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PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR BAHASA INDONESIA

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v12i2.15227 ◽

2019 ◽

Vol 12 (2) ◽

pp. 126

Author(s):

Farida Nurmalasari ◽

Sahat Siagian ◽

R. Mursid

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Achievement Motivation ◽

Random Sampling ◽

Learning Strategy ◽

Sampling Technique ◽

Accelerated Learning ◽

Significance Level ◽

Cluster Random Sampling ◽

Bahasa Indonesia

Abstrak: Tujuan penelitian ini adalah: (1) mengetahui perbedaan hasil Pembelajaran kelompok siswa yang dibelajarkan dengan strategi pembelajaran berbasis Accelerated Learning dan strategi pembelajaran Direct Intructional pada mata pelajaran bahasa Indonesia, (2) mengetahui perbedaan hasil belajar bahasa Indonesia antara kelompok siswa yang memiliki motivasi berprestasi tinggi dan rendah, dan (3) interaksi antara strategi pembelajaran dan motivasi berprestasi siswa terhadap hasil belajar bahasa Indonesia. Populasi dalam penelitian ini adalah siswa kelas V SD Negeri No 106162 Medan Estate dan SDIT Al-Hijrah 2 Lau Dendang. Teknik penarikan sampel dilakukan dengan cluster random sampling. Teknis analisis ini adalah ANAVA dua jalur pada taraf signifikansi α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) rata-rata hasil belajar siswa yang dibelajarkan dengan strategi pembelajaran berbasis Accelerated Learning lebih tinggi daripada dengan strategi pembelajaran Direct, (2) rata-rata hasil belajar siswa dengan motivasi berprestasi tinggi lebih tinggi dengan motivasi berprestasi rendah, dan (3) terdapat interaksi antara strategi pembelajaran dengan motivasi berprestasi terhadap hasil belajar bahasa Indonesia. Dari hasil analisis data disimpulkan bahwa siswa dengan karakteristik motivasi berprestasi tinggi maka strategi pembelajaran yang tepat digunakan adalah strategi pembelajaran berbasis Accelerated Learning dan siswa dengan karakteristik motivasi berprestasi rendah, maka strategi pembelajaran yang tepat digunakan adalah strategi pembelajaran Direct Instructional. Kata Kunci: strategi pembelajaran, accelerated learning, direct instructional, motivasi berprestasi, bahasa Abstract: The purpose of this study are: (1) to find out the difference in learning outcomes of groups of students who are taught with learning strategies based on Accelerated Learning and Direct Intructional learning strategies in Indonesian subjects, (2) find out the differences in Indonesian learning outcomes between groups of students who have motivation high and low achievers, and (3) the interaction between learning strategies and students' achievement motivation towards Indonesian learning outcomes. The population in this study were grade V students of SD Negeri No 106162 Medan Estate and SDIT Al-Hijrah 2 Lau Dendang. The sampling technique is done by cluster random sampling. The technical analysis is two-way ANOVA at the significance level α = 0.05 followed by the Scheffe test. The results showed: (1) the average learning outcomes of students who were taught with learning strategies based on Accelerated Learning were higher than those with Direct learning strategies, (2) the average learning outcomes of students with higher achievement motivation with higher achievement motivation, and (3) there is an interaction between learning strategies and achievement motivation on Indonesian learning outcomes. From the results of data analysis, it was concluded that students with high achievement motivation characteristics then the appropriate learning strategy used was Accelerated Learning based learning strategy and students with low achievement motivation characteristics, then the right learning strategy used was Direct Instructional learning strategy. Keywords: learning strategies, accelerated learning, direct instructional, achievement motivation, language

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Project Based Learning: Pengaruhnya terhadap Keterampilan Proses Sains Peserta Didik di Tanggamus

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v1i3.3599 ◽

2018 ◽

Vol 1 (3) ◽

pp. 243-253

Author(s):

Laila Okta Fitriyani ◽

Koderi Koderi ◽

Welly Anggraini

Keyword(s):

Project Based Learning ◽

Process Skills ◽

Science Process Skills ◽

Average Percentage ◽

Multiple Choice Tests ◽

Average Value ◽

Science Process Skill ◽

Skill Test ◽

Significant Difference ◽

Choice Tests

Abstract: This study aims to find out is there a significant difference between the results of science process skills of students using project based learning with the results of science process skills of students using conventional learning. The research method used was Quasi Experiment. The instrument in this study used a science process skill test, in the form of observation sheets and multiple choice tests. Based on the results of research on the experimental class posttest data showing the results of the average percentage of science process skills, the experimental class received a percentage of 69.84% while the control class received an average value of 39.64%. Then the t-test calculated from the posttest value shows that tcount = 10.17 is greater t table (0.05) = 2, so that tcount> ttable. So it can be concluded that H0 is accepted, meaning that there are influences of science process skills of students using a project-based learning model. And based on the average value of science process skills measured by observation sheet is 79.37% with good categories, and the highest indicator in the experimental class is observing 85.41% and the lowest science process skills are hypotheses which is 75%. Abstrak: Penelitian ini bertujuan untuk mengetahui adakah perbedaan yang signifikan antara hasil keterampilan proses sains peserta didik menggunakan pembelajaran berbasis proyek (project based learning) dengan hasil keterampilan proses sains peserta didik menggunakan pembelajaraan konvensional. Metode penelitian yang digunakan adalah Quasi Eksperimen. Instrumen dalam penelitian ini menggunakan tes keterampilan proses sains, berupa lembar observasi dan tes berupa pilihan ganda. Berdasarkan hasil penelitian data postest kelas eksperimen menunjukkan hasil nilai rata-rata persentasi keterampilan proses sains, kelas eksperimen mendapat persentasi sebesar 69,84% sedangkan kelas kontrol mendapat nilai rata-rata persentasi 39,64%. Kemudian dihitung uji-t dari nilai postest menunjukkan bahwa thitung = 10,17 lebih besar ttabel(0,05) = 2, sehingga thitung > ttabel . Jadi dapat disimpulkan bahwa H0 diterima, artinya terdapat pengaruh keterampilan proses sains peserta didik dengan menggunakan model pembelajaran berbasis proyek. Dan berdasarkan nilai rata-rata keterampilan proses sains yang diukur dengan lembar obsevasi sebesar 79,37% dengan kategori baik, serta indikator tertinggi pada kelas eksperimen yaitu mengamati sebesar 85,41% dan keterampilan proses sains yang terendah adalah hipotesis yaitu sebesar 75%.

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PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK)

JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN ◽

10.24114/jtikp.v6i1.16934 ◽

2020 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

Etsas Brema Sinulingga ◽

Harun Sitompul ◽

Asih Menanti

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Achievement Motivation ◽

Communication Technology ◽

Random Sampling ◽

Problem Based Learning ◽

Sampling Technique ◽

Significance Level ◽

Information And Communication ◽

Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh Strategi Pembelajaran dan Motivasi Berprestasi terhadap hasil belajar TIK siswa. Populasi penelitian ini adalah seluruh siswa kelas XI SMA Negeri 1 Bilah Hulu, yang terdiri dari 4 kelas dengan jumlah 163 siswa. Teknik pengambilan sampel dengan cluster random sampling. Data penelitian dikumpul dengan menggunakan tes untuk hasil belajar TIK dan angket Motivasi Berprestasi. Analisis data dilakukan dengan anava dua jalur pada taraf signifikansi 5%. Hasil penelitian diperoleh hasil sebagai berikut: (1) hasil belajar TIK kelompok siswa yang diberi pembelajaran dengan Strategi Pembelajaran Problem Based Learning lebih tinggi dibandingkan hasil belajar kelompok siswa yang diberi pembelajaran dengan Strategi Pembelajaran Think Pair Share dengan nilai Fhitung 7,30 > FTabel 3,96; (2) hasil belajar TIK kelompok siswa yang memiliki Motivasi Berprestasi Tinggi lebih tinggi dibandingkan hasil belajar kelompok siswa yang memiliki Motivasi Berprestasi Rendah dengan nilai Fhitung = 16,79 > FTabel = 3,96; (3) terdapat interaksi antara Strategi Pembelajaran dan Motivasi Berprestasi dalam mempengaruhi hasil belajar TIK dengan nilai FHitung kolom – baris (interaksi) lebih besar dari FTabel (FHitung = 12,64 > FTabel = 3,96) pada taraf signifikansi 5%. Kata Kunci: problem based learning, preview question read reflect recite review, motivasi berprestasi, teknologi informasi dan komunikasi Abstract: This study aims to determine the effect of Learning Strategies and Achievement Motivation on students' ICT learning outcomes. The population of this study was all students of class XI of SMA Negeri 1 Bilah Hulu, consisting of 4 classes with a total of 163 students. The sampling technique is cluster random sampling. Research data were collected using tests for ICT learning outcomes and the Achievement Motivation questionnaire. Data analysis was performed with two-way anova at a significance level of 5%. The results obtained are as follows: (1) ICT learning outcomes of groups of students who are given learning with Problem Based Learning Learning Strategies are higher than the learning outcomes of groups of students who are taught learning with Think Pair Share Learning Strategies with Fcount value of 7.30> FTabel 3, 96; (2) ICT learning outcomes of groups of students who have High Achievement Motivation are higher than learning outcomes of groups of students who have Low Achievement Motivation with Fcount = 16.79> FTabel = 3.96; (3) there is an interaction between Learning Strategies and Achievement Motivation in influencing ICT learning outcomes with the F value of column count (row) is greater than FTabel (Fcount = 12.64> FTabel = 3.96) at the 5% significance level. Keywords: problem based learning, preview question read reflect recite review, achievement motivation, information and communication technology

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The Influence Of Inquiry-Stad Learning Strategies (Instad) Toward Science Process Skills And Student’s Achievement In Studying Biology

BIO-PEDAGOGI ◽

10.20961/bio-pedagogi.v1i1.5256 ◽

2012 ◽

Vol 1 (1) ◽

pp. 55

Author(s):

Yasir Sidiq ◽

Puguh Karyanto ◽

Bowo Sugiyarto

Keyword(s):

Learning Strategies ◽

Population Studies ◽

Control Group ◽

Process Skills ◽

Science Process Skills ◽

Randomized Control ◽

And Control ◽

Essay Test ◽

Academic Year ◽

Cluster Random Sampling

Aims of this research are to know the influence of INSTAD learning strategies toward sciences process skills and influence of INSTAD learning strategies toward student’s achievement in studying biology of SMA Batik 1 Surakarta. This research was quasi experiment research using quantitative approach. The research was designed using posttest only randomized control group by using the experimental classes (application of INSTAD strategy) and control classes (conventional learning). Population studies are all students of SMA Batik 1 Surakarta in academic year 2011/2012. Sampling techniques with cluster random sampling, so chosen X-5 as the experiment class and X-4 as the control class. Data was collected using questionnaire, essay test, observation sheet, and document. The data were analyzed by t-test.The conclusion of this research were science process skills was significantly affected by INSTAD and the application of INSTAD has taken effect on student’s cognitive and psychomotor, but hasn’t taken effect on student’s affective achievement in studying biology of SMA Batik 1 Surakarta. Key Words: INSTAD learning strategies, science process skills, biology student’s achievement

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Students’ Integrated Science Process Skills Through CLIS Model

JIPF (Jurnal Ilmu Pendidikan Fisika) ◽

10.26737/jipf.v4i1.945 ◽

2019 ◽

Vol 4 (1) ◽

pp. 39

Author(s):

Emi Sulistri

Keyword(s):

Quantitative Research ◽

Design Research ◽

Sampling Technique ◽

Learning Model ◽

Process Skills ◽

Science Process Skills ◽

Integrated Science ◽

Post Test ◽

Data Collection Technique ◽

The One

This research was conducted for improve students' integrated science process skills such as aspects of interpreting data, formulating hypotheses, planning experiments, and applying concepts through the CLIS learning model. This quantitative research with pre-experimental design uses the one group pre-test post-test design research design. The subjects in this study consisted of 27 students in one of the SMA Negeri on Singkawang City with the sampling technique in the form of a purposive sampling technique. The data collection technique in this study is tests of integrated science process skills that consists of 10 question multiple choice with five reasoned choices previously tested try with a reliability of 0.47 in the sufficient category. The increase in KPS analyzed by N-gain of 0.67 is in the medium category. It can be concluded that the application of CLIS learning model successfully enriching knowledges and can improve students’ integrated science process skills.

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Challenges in perspective of life skills acquisition; implication for placement of life skills in university curriculum

Pedagogy of Physical Culture and Sports ◽

10.15561/26649837.2020.0406 ◽

2020 ◽

Vol 24 (4) ◽

pp. 189-194

Author(s):

Wasim Khan ◽

Salahuddin Khan ◽

Tasleem Arif ◽

Sohail R. Khan

Keyword(s):

Life Skills ◽

Student Athletes ◽

Statistical Tests ◽

Sampling Technique ◽

Simple Random Sampling ◽

Target Population ◽

Skills Acquisition ◽

Significance Level ◽

Khyber Pakhtunkhwa ◽

Educational Curriculum

Background and Study Aim: The main purpose behind the study was to establish the challenges in relation to the acquisition of life skills among university student-athletes of Khyber Pakhtunkhwa. The study assessed the extent to which the concern existing resources, facilitators, and trainer attitude influences life skills acquisition among student-athletes. Material and Methods: Descriptive survey research design was followed to obtain desirable results. The target population of this study consisted of all those who participated in different sport at the university level of Khyber Pakhtunkhwa (KP), Pakistan. Amongst them, we selected a representative sample (n=389 fifty 50% of the total population) with the help of a simple random sampling technique. The Statistical Package for Social Sciences (SPSS) version, 24 was used to code and analyse the data. The hypotheses were tested by applying statistical tests like Step-wise regression and independents sample t-test. The significance level of 0.05 was fixed to accept or reject the set hypotheses. Results: Findings of the study indicated that existing resources, facilitators, and trainer/coach attitude significantly influences life skills acquisition among student-athletes (.001, .001 & .000 < .05). The analysed data revealed no significantly difference regarding extent to which specific challenges such as existing resources, facilitators, and trainer attitude influences the acquisition of life skills (.500, .133 & .149 > .05). Conclusions: The findings of the study revealed that all participants have agreed upon the importance of life skills. Therefore, the life skills course might be considered as an integral part of every educational curriculum of Pakistan. It is suggested that a minimum of 2 hours per week may be included in the educational curriculum of each discipline.

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THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah ◽

10.36768/abdau.v3i1.115 ◽

2020 ◽

Vol 3 (1) ◽

pp. 67-83

Author(s):

Ahmad Abdul Rochim ◽

Siti Bandiah

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Design Research ◽

Learning Strategy ◽

Interactive Learning ◽

Mathematics Learning ◽

Problem Based Learning ◽

Sampling Technique ◽

Analysis Technique ◽

Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

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