scholarly journals PENINGKATAN HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA MENGGUNAKAN MODEL QUANTUM TEACHING

2017 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Winda Maharani
Keyword(s):  
Learning Outcomes ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Teaching Model ◽  
Grade Student ◽  
Model Learning ◽  
Test Sheet ◽  
The Third ◽  
Analysis Technique

Abstract: The problem of this study is the low of the third grade student learning outcomes at Gunung Mekar Elementary School in Mathematics. The results of preliminary observations showed that 58.82% of students have not reached the passing grade and the learning has not been implemented optimally. The aim of this study is for increasing the outcomes of student’s mathematics learning by using Quantum Teaching Model. The kind of this study is a classroom action research, with the data collection’s form is the test sheet. The analysis technique used in this study is a quantitative analysis technique. The results of this study shows that the implementation of Quantum Teaching Model could increase the student’s learning outcomes. The percentage of student’s mastery learning outcomes increased from the first cycle to the second cycle with the percentage of the first cycle is 64.70% (category quite well) and increased to 82.35% (the excellent category) in the second cycle.               Keywords: quantum teaching model, learning outcomes, mathematics Abstrak: Masalah dalam penelitian ini adalah rendahnya hasil belajar siswa kelas III SD Negeri 2  Gunung Mekar pada mata pelajaran matematika. Hasil observasi awal menunjukkan bahwa 58,82% siswa belum mencapai KKM dan pembelajaran belum dilaksanakan secara optimal. Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa dengan menerapkan model quantum teaching. Jenis penelitian ini adalah penelitian tindakan kelas, alat pengumpul data penelitian berupa soal test. Teknik analisis yang digunakan dalam penelitian ini adalah teknik analisis kuantitatif. Hasil penelitian menunjukkan bahwa penerapan model quantum teaching pada pembelajaran matematika dapat meningkatkan hasil belajar siswa. Persentase ketuntasan hasil belajar siswa meningkat dari siklus I ke siklus II dengan persentase siklus I sebesar 64.70% (kategori cukup baik) dan meningkat menjadi 82.35% (kategori sangat baik) pada siklus II.Kata kunci: model quantum teaching, hasil belajar, matematika

scholarly journals Upaya Meningkatkan Hasil Belajar Matematika melalui Pendekatan Scientific dengan Pembelajaran Cooperative Learning pada Siswa Kelas IV Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 29-37
Author(s):  
Riduan Febriandi
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
The Third ◽  
Analysis Technique ◽  
Fourth Grade Students ◽  
Scientific Approach ◽  
Learning Data

This study aims to improve mathematics learning outcomes of fourth grade students through the Scientific approach with cooperative learning in SDN 58 Lubuklinggau. This type of research is Classroom Action Research (CAR). This study uses a scientific approach to Cooperative Learning. Data obtained from the results of research, observations in learning using Scientific approaches with cooperative learning. The data analysis technique uses descriptive qualitative. The results showed that student mathematics learning outcomes have increased. This is supported by the use of the Saintifk approach with cooperative learning which emphasizes 5 aspects namely observing, asking, trying, reasoning and communicating. The increase in average student learning outcomes can be seen from the results of the initial reflection of 43.66 in the first cycle rose to 71.43, the second cycle rose to 76.84 and in the third cycle rose to 81.72. In the initial reflection of the percentage of completeness of 21.43% or 6 of 28 students, in the first cycle increased to 50% or 14 of 28 students, then in the second cycle increased by 60.71% or 17 of 28 students and in the third cycle increased by 85 71%. It can be concluded that there is an increase in Mathematics learning outcomes through the Scientific approach with cooperative learning in grade IV elementary school students.   Keywords: Math Learning Outcames, Scientific Approach, Cooperative learning

scholarly journals PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR PESERTA DIDIK

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Laila Hidayah ◽  
Satrio Wicaksono Sudarman ◽  
Ira Vahlia
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Learning Models ◽  
High Learning ◽  
Analysis Technique ◽  
And Mathematics ◽  
Better Than

The study aims to find out 1) whether or not there is an effect of the Reciprocal Teaching model on students' mathematics learning outcomes. 2) which ones have good mathematical learning outcomes between those who have high, moderate learning independence. 3) interactions between Reciprocal Teaching and conventional learning models. The data analysis technique uses hypothesis testing of two-way anava with unequal cells. Research conclusions: 1) There is an influence of mathematics learning outcomes between those who learn using the Reciprocal Teaching and conventional learning models. 2) Mathematics learning outcomes that have high learning independence are better than those with moderate learning independence and mathematics learning outcomes that have moderate independence are better than those with low learning independence. 3) There is an interaction between Reciprocal Teaching and conventional learning models and learning independence on mathematics learning outcomes in those who have high, medium and low learning independence.

scholarly journals Upaya Peningkatan Hasil Belajar Siswa Melalui Model Pembelajaran Project Based Learning Dengan Berbantu Google Meet

2021 ◽  
Vol 3 (4) ◽  
pp. 92
Author(s):  
Ismiyatin Ismiyatin
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Cognitive Domain ◽  
Car Model ◽  
Analysis Technique ◽  
Spiral Model ◽  
Improve Student Learning

<p><em>The objective of this study was to improve student learning outcomes through the application of the Project Based Learning model. The type of research is classroom action research (CAR). The CAR model used was the C. Kemmis &amp; Mc Taggart spiral model which was carried out in 2 cycles. Data collection techniques are test techniques and non-test techniques. The research instrument using questions and observation sheets. The data analysis technique used is comparative descriptive. Based on the results of the study, it was shown that the cognitive domain of mathematics learning outcomes based on the percentage of completeness of pre-cycle, first and second cycle learning outcomes was 40.7%; 70.4%; 88.9%.</em></p>

scholarly journals IMPLEMENTASI MODEL PENDEKATAN BRAIN GYM UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA

2021 ◽  
Vol 1 (4) ◽  
pp. 288-297
Author(s):  
PARTO PARTO
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Model Learning ◽  
Brain Gym ◽  
The Third ◽  
Learning Mathematics ◽  
Learning Conditions ◽  
Principles Of Learning ◽  
The Brain

This study aims to determine whether students' mathematics learning outcomes increase after teaching and learning activities are carried out using the Brain Gym approach model (brain exercise). This study used a qualitative approach model and was conducted at SD Negeri Kebalen 05, Babelan District, Bekasi Regency with three cycles. In the first cycle, some students were not familiar with learning conditions using the Brain Gym approach model (brain gymnastics) so that action was taken by explaining the principles of learning with the Brain Gym approach model. On the other hand, the teacher as a collaborator in this research has not been maximal in implementing the Brain Gym approach model. In the second cycle, students and teachers (collaborators) have begun to understand the implementation of the Brain Gym approach model learning and show quite satisfactory results as well as in the third cycle. This can be seen from the results of observations of students and teachers that lead to the Brain Gym approach model. From the results of observations, student activity increased from 52% in the first cycle, 72% in the second cycle, and to 82% in the third cycle. Meanwhile the results of daily tests showed an increase, namely: in the first cycle with KKM 55.00 completed with an average of 63, cycle II KKM 65.00 an average of 71.4 and in the third cycle KKM 65.00 an average of 80.6 . From the results of the research in cycles I, II, and III, it was concluded that the implementation of the Brain Gym approach model could improve student learning outcomes and activities in learning mathematics in class IV.1 SD Negeri Kebalen 05, Babelan District, Bekasi Regency. ABSTRAKPenelitian ini bertujuan untuk mengetahui apakah hasil belajar matematika siswa meningkat setelah dilaksanakan kegiatan belajar mengajar dengan menggunakan model pendekatan Brain Gym (senam otak). Penelitian ini menggunakan model pendekatan kualitatif dan dilakukan di SD Negeri Kebalen 05 Kecamatan Babelan Kabupaten Bekasi dengan tiga siklus. Pada siklus pertama sebagian siswa belum terbiasa dengan kondisi belajar menggunakan model pendekatan Brain Gym (senam otak) sehingga dilakukan tindakan dengan memberi penjelasan tentang prinsip-prinsip pembelajaran dengan model pendekatan Brain Gym. Di sisi lain guru sebagai kolaborator dalam penelitian ini juga belum maksimal dalam mengimplementasikan model pendekatan Brain Gym. Dalam siklus kedua siswa dan guru (kolaborator) sudah mulai memahami implementasi pembelajaran model pendekatan Brain Gym dan menunjukkan hasil yang cukup memuaskan begitu juga pada siklus ketiga. Hal ini dilihat dari hasil observasi terhadap siswa dan guru yang mengarah kepada model pendekatan Brain Gym. Dari hasil observasi, aktivitas siswa meningkat dari 52% pada siklus I, 72% pada siklus II, dan menjadi 82% pada siklus III. Sementara itu hasil ulangan harian menunjukkan peningkatan yaitu: pada siklus I dengan KKM 55,00 tuntas dengan rata-rata 63, siklus II KKM 65,00 rata-rata 71,4 dan pada siklus III KKM 65,00 rata-rata 80,6. Dari hasil pelaksanaan penelitian siklus I, II, dan III disimpulkan bahwa implementasi model pendekatan Brain Gym (senam otak) dapat meningkatkan hasil belajar dan aktivitas siswa dalam pembelajaran matematika pada kelas IV.1 SD Negeri Kebalen 05 Kecamatan Babelan Kabupaten Bekasi.

scholarly journals Improvement of Work Paper Learning Outcomes through Contextual Approaches and Problem-Posing Methods in SMA Negeri 3 Tarakan

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Robertus Romy Siga
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Problem Posing ◽  
Contextual Approach ◽  
Student Activities ◽  
The Third ◽  
Passing Rates ◽  
Analysis Technique

<em>This research aimed to find out the increasing of learning outcomes in the accounting worksheet, the teacher’s activities of instructional management, and the student’s activities in the learning process at XI-IPS1 classes of SMA Negeri 3 Tarakan in the academic year 2019/2020. The type of this research was classified as Classroom Action Research (CAR) by applying the contextual approach and the problem-posing method. Data collection techniques were carried out by observation of the activities of students and teachers in the class, as well as learning achievement tests in each cycle. The data analysis technique used was a descriptive qualitative analysis conducted on teacher activities in the learning process, student activities in learning, and analysis of student learning outcomes.</em> <em>The result of this analysis showed that both teacher’s and student’s activities indicated gradual increases in the three cycles. Student’s learning outcomes also went up in each cycle. The observation of teacher’s activities in the first cycle was 4.04 and become 4.21 in the second cycle, and went up to 4.29 in the third cycle. The observation of student’s activities in the first cycle was 2.95 and become 3.45 in the second cycle and went up to 3.60 in the third cycle. Classically, passing rates in the first cycle were 41.66% and in the second cycle, it increased by 69.44% and went up to 88.89% in the third cycle. The strength in learning by the contextual approach and the problem-posing method were it can improve teacher’s activities, student’s activities, and learning outcomes. While the weaknesses were it needs more time to prepare the subject and the student with inadequacy in the problem-posing unable to follow the lessons. Based on the result of this research it could be concluded, the contextual approach and the problem-posing method are eligible in improving the student learning outcomes in the accounting worksheet.</em>

scholarly journals Peningkatan Hasil Belajar Matematika Melalui Model Make A Match Berbantuan Media Konkret Kelas 4 SD

2019 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Ekka Kurniasari ◽  
Henny Dewi Koeswanti ◽  
Elvira Hoesein Radia
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Research Data ◽  
Observation Data ◽  
Match Method ◽  
Average Value ◽  
Pass Through

Abstrak: Permbelajaran Make A Match berbantuan media konkret terhadap hasil belajar matematika siswa kelas 4 SD Negeri 1 Jipang. Jenis penelitian yang digunakan adalah penelitian tindakan kelas dengan 4 tahap yaitu perencanaan, pelaksanaan, pengamatan dan refleksi Data penelitian diperoleh melalui observasi, dan tes. Data hasil observasi aktivitas guru dan siswa dianalisis dalam ketuntasan belajar secara individu dan klasikal kemudian dijabarkan secara deskriptif. Hasil penelitian menunjukan adanya peningkatan persentase hasil belajar siswa pada siklus I dan siklus II. Hasil belajar yang diperoleh siswa kelas 4, hal ini ditunjukan dengan hasil belajar siswa pada evaluasi mengacu pada kriteria keberhasilan yang sudah ditentukan 65. Nilai rata-rata ketuntasan belajar siswa secara klasikal mengalami peningkatan sebesar 89,39% pada matapelajaran Matematika, dengan rincian pra siklus ketuntasan 42,86% dari 8 siswa yang mencapai keberhasilan dengan rata-rata 57,7, siklus I menjadi 73,43% dari 19 siswa yang mencapai keberhasilan dengan rata-rata 70,42 dan menjadi 89,39% pada siklus II dari 21 siswa yang mencapai ketuntasan belajar dengan rata-rata 80,64. Berdasarkan hasil yang diperoleh dapat disimpulkan bahwa pembelajaran dengan menggunakan model Make A Match berbantuan media konkret dapat meningkatkan hasil belajar siswa kelas 4 SD Negeri 1 Jipang. Abstract: Make A Match method assisted by concrete media on mathematics learning outcomes of 4th grade students at SD Negeri 1 Jipang. The type of the research is used classroom action research which consist of 2 cycles. Each cycle in this reserch pass through 4 stages which are planning, implementation, observation and reflection. The subjects of this study were all students in grade 4. Research data was collected through observation, and tests. The observation data of the teacher and students activities were analyzed in completeness of individual and classical learning and then described descriptively. The results showed an increase in the percentage of student learning outcomes in the first cycle and second cycle learning outcomes by grade 4 students, this is indicated by student learning outcomes on evaluation refers to the success criteria that have been determined 65. The average value of student learning completeness in the classical experience increases by 89.39% in Mathematics subjects, with pre-cycle details completeness of 42.86% of the 8 students who achieved success with average of 57.7, cycle I became 73.43% of 19 students who achieved success with average of 70.42 become 89.39% in cycle II, from 21 students who achieved mastery learning with an average of 80.64. Based on the results obtained, it can be concluded that learning using the Make A Match method assisted by concrete media can improve the learning outcomes of 4th grade students of SD Negeri 1 Jipang.

scholarly journals Use of Learning Video Media to Improve Mathematics Learning Results About Space Building

2020 ◽  
Vol 3 (3) ◽  
pp. 863
Author(s):  
Ni’matul Machmudah
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Instructional Video ◽  
The Third ◽  
Grade Ii ◽  
Classroom Action Research ◽  
Improve Student Learning

<p><em>The purpose of this research is to improve mathematics learning result about space building of grade II. The research conducted was Classroom Action Research (PTK) with 3 cycles, the research place was the unit where the researcher taught. The results of the first cycle were 63.63% of students had passed the KKM, in the second cycle students who passed the KKM were 81.82% and in the third cycle 95.4% of the students passed the KKM. With an increase in the number of students who pass the KKM, the use of instructional video media can improve student learning outcomes in mathematics, especially about building space.</em></p>

scholarly journals The Effect Of The Implementation Of The 2013 Curriculum On Mathematics Learning Outcomes Of N.1 High School Students STU Jehe Pakpak Bharat Regency From 2015 – 2018

2020 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Elsida Aritonang ◽  
Nova Erawati Sidabalok
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Learning Mathematics

Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge

The Effect of the Implementation of the 2013 Curriculum on Mathematics Learning Outcomes of N.1 High School Students Stu Jehe Pakpak Bharat Regency From 2015 - 2018

2019 ◽  
Vol 1 (2) ◽  
pp. 184-193
Author(s):  
Elsida Aritonang
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Mathematical Knowledge ◽  
Mastery Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
School Students ◽  
Learning Mathematics

Based on the list of Mathematics grade X grade students from T.P 2015/2016 to T.P 2017/2018, there can be seen many significant and positive changes with an increase in students' mastery learning from 40.87% to 48.72% to 80.85%. In addition to increased learning completeness, the average student learning outcomes in mathematics also increased. There is a change in the involvement of students to discuss and cooperate with fellow friends in terms of solving problems given by the teacher. Changes in the activity of students to take part in learning mathematics. The seriousness of students in participating in learning has also increased. The activeness of students in answering oral questions has also increased. This is indicated by the increasing number of students who give correct answers. the activeness of students in completing homework is increasing. This is indicated by the increasing frequency of students completing homework on time. The activeness of students to appear in front of the class solving problems on the board also increased. Students begin to believe in themselves and have the ability to solve the problems given. Based on observation, the teacher has a problem where the students are very familiar with the conventional way, the teacher explains in front of the class while students listen, Building a conducive classroom atmosphere by involving students to be more active sometimes inviting a commotion in the classroom where students initially play more than learn. Building a sense of responsibility to students also becomes difficult because students' demands actually become reversed because the teacher explains a little subject matter and students are directed to further develop material insights through discussion activities and so on. The application of the 2013 curriculum also requires students to understand the implementation of the value of the knowledge acquired so that a variety of practical activities are needed as a tangible form of the implementation of students' mathematical knowledge

scholarly journals Influence of Demonstration Methods and Student’s Activity on Learning Outcomes

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Purdiyanto Purdiyanto ◽  
◽  
Rambat Nur Sasongko ◽  
Muhammad Kristiawan ◽  
Ahmad Walid ◽  
...  
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Analysis Technique ◽  
Fourth Grade Students ◽  
Method Approach

This research is motivated by the fact in the field that the fourth-grade students' mathematics learning outcomes are still low in Public Elementery School 16 Bengkulu City. This is presumably, the lack of application of demonstration methods and student activeness towards student learning outcomes. On this basis, this study is focused on discussing mathematics learning using demonstration methods. The problem of this research is the low student learning outcomes and the students' lack of understanding of the broad and perimeter material. The purpose of this study was to determine the effect of demonstration methods and student activeness on mathematics learning outcomes of fourth-grade students of SD Negeri 16 Bengkulu City. This type of research is a quantitative study with an experimental method approach. Data collection techniques using observation, tests and documentation. The data analysis technique used the t test. The result of this research is the demonstration method and student activeness have a significant effect. So it can be concluded that the higher the student's activity, the higher the learning outcomes and the demonstration method as well as the learning outcomes, which means that the working hypothesis (Ha) in this study is accepted, that is, there are differences in student activeness in the control and experimental classes.

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