scholarly journals Student Response - Based Learning: A Strategy for Improving Student Participation in Learning

2020 ◽  
Vol 16 (1) ◽  
pp. 42-52
Author(s):  
Karpin Karpin ◽  
Ai Mahmudatussa’adah
Keyword(s):  
Learning Process ◽  
Student Participation ◽  
Research Problem ◽  
Student Response ◽  
Class Discussion ◽  
Student Responses ◽  
Process Learning ◽  
Peer Discussion ◽  
Individual Vote ◽  
C Value

In the context of 21st century learning, to achieve meaningful learning processes, one of the important elements is interaction. Student response - based learning can be used to actively involve students in the learning process. The study focused on stages of the learning process based on student responses and student responses to the learning. Formulation of the research problem is following: (1) how are the stages of the learning process based on student responses to increasing student participation in learning ?; (2) how is the student response to student response based learning? The research objectives are: (1) increasing the active participation of students in learning through conditioning the learning environment; and (2) describing the steps of the student response-based learning process. The research conducted is a research development. Conclusion of the results of the study: first, the stages of the student response-based learning process (learning model syntax) are (a) uploading teaching materials; (b) Question Individual Vote; (c) Peer Discussion; (d) Second Vote; (e) Whole-class Discussion. These learning steps can increase student participation in learning. Second, students generally give positive responses to student response based learning. A positive response is given to the factor of the variable (a) explanation; (b) facilitation; (c) value; (d) positivity; (e) distraction; and (f) participation.

scholarly journals Pengaruh Model Pembelajaran Discovery Learning Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas IX SMP Negeri 5 Sumbul

2018 ◽  
pp. 62-74
Author(s):  
Verawaty Sihotang
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Hypothesis Test ◽  
Learning Model ◽  
Discovery Learning ◽  
Student Response ◽  
Mathematical Concepts ◽  
Student Responses ◽  
Significance Level ◽  
Quasi Experimental

This study aims to determine the ability to understand the mathematical concepts of students who take part in learning with the discovery learning model higher than the ability to understand the mathematical concepts of students who follow conventional learning and student responses to the discovery learning model. This research was conducted at 5 Sumbul Junior High School in  2017/2018 Academic Year. The sample in this study was class IX-1 as an experimental class as many as 35 people and class IX-2 as a control class of 35 people. The research method used was the quasi-experimental method with the design of pretest-posttest control in group design. Hypothesis test results show at the significance level = 0.05 the value of t count = 4.964> t table = 1.667. So that H0 is rejected and Ha is accepted, which means that the ability to understand the mathematical concepts of students who take part in learning with the discovery learning model is higher than the comprehension abilities of students who take conventional learning. The results of the questionnaire analysis of student responses to the discovery learning model were obtained: (1) 98.57% of students were interested; (2) 96.67% of students stated that there were benefits obtained; (3) 75% of students stated that there were no obstacles experienced during the learning process; and (4) 84.76% of students hope that the discovery learning model is used in the learning process. This shows that the positive student response to the discovery learning model.

scholarly journals Description of Student Responses Toward the Implementation of Problem-Based Learning Model in Physics Learning

2021 ◽  
Vol 6 (1) ◽  
pp. 30
Author(s):  
Tanti Tanti ◽  
Dwi Agus Kurniawan ◽  
Weni Sukarni ◽  
Erika Erika ◽  
Roro Hoyi
Keyword(s):  
Learning Process ◽  
Qualitative Data ◽  
Problem Based Learning ◽  
Learning Model ◽  
Student Response ◽  
Student Centered ◽  
Student Responses ◽  
Physics Learning ◽  
Quantitative And Qualitative Research ◽  
Explanatory Sequential Design

In essence, the orientation of the 2013 curriculum is an increase and balance between attitudes, skills, and cognitive competencies. However, the current learning process is generally teacher-centered. so that through the use of a learning model that is following the 2013 curriculum it is expected to be able to make the learning process student-centered. This research was conducted at SMA Negeri 8 Muaro Jambi on students of class X IPA 3 which aims to determine student responses when given a Problem-Based Learning model during the physics learning process. This research uses a mixed-method with an explanatory sequential design that combines quantitative and qualitative research systematically. Quantitative data in the form of a questionnaire student responses to problem-based learning model consisting of 20 statements and qualitative data in the form of interviews with students. Based on the results of the study it was found that the level of student response to the learning model was categorized quite well with a percentage of 56.5%. Based on the results of the study, it was found that the use of problem-based learning models in learning physics can increase student activity and improve student skills. This can be proven by seeing the students' responses in quite a good category. Through problem-based learning model students also feel responsible for formulating, analyzing, and solving problems. So that learning physics is more meaningful for students.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAM BASED LEARNING DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 724
Author(s):  
Suryani M. Laune ◽  
Asri Arbie ◽  
Abd. Wahidin Nuayi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Response ◽  
Learning Tools ◽  
Student Activities ◽  
Average Percentage ◽  
Process Learning ◽  
Team Based Learning ◽  
Quality Learning

ABSTRAKPenelitian ini dilakukan disekolah SMA Negeri 4 Gorontalo dan bertujuan untuk menghasilkan perangkat pembelajaran yang berkualitas dengan menggunakan model Team Based Learning pada proses pembelajaran daring. Perangkat pembelajaran dikembangkan menggunakan model pengembangan ADDIE. Hasil penelitian terhadap perangkat menunjukan bahwa perangkat tersersebut berkualitas. Perangkat pembelajaran ini valid untuk digunakan dengan sedikit revisi Hal ini dapat dilihat berdarkan rata-rata hasil validasi dengan nilai 3,0-3,4. Efektivitas perangkat pembelajaran dapat dilihat dengan peningkatan hasil belajar siswa yang terdiri dari ranah kognitif pada pertemuan satu sampai pertemuan ketiga diperoleh N Gain iRat 0,66, 0,59, 0,51 dengan kriteria N Gain Sedang,  pada tRat diperoleh N Gain 0,7, 0,66, dan 0,61 untuk ranah sikap dengan rata-rata persentase sebesar 80,44%, serta rata-rata persentase ranah keterampilan sebesar 80,17%, dan hasil pengamatan aktivitas peserta didik selama tiga kali pertemuan yaitu sebesar 81,85% dengan kriteria sangat baik. Perangkat pembelajaran dikatakan praktis dilihat berdasarkan rata-rata hasil persentase keterlaksanaan selama tiga kali pertemuan yaitu sebesar  95%,  serta hasil angket respon guru dan peserta didik terkait perangkat pembelajaran pada proses pembelajaran daring mendapatkan respon positif. Kata kunci: hasil belajar; perangkat pembelajaran; team based learning. ABSTRACTThis research was conducted at Gorontalo State High School 4 and aims to produce quality learning tools using the Team Based Learning model in the online learning process. Learning tools are developed using the ADDIE development model. The results of research on the device showed that the device was of quality. Learning devices are said to be valid for use with a slight revision this can be seen based on the average validation result with a value of 3.0-3.4. The effectiveness of learning devices can be seen by the improvement of student learning outcomes consisting of cognitive realms at meetings one to the third meeting obtained N Gain iRat 0.66, 0.59, 0.51 with the criteria N Medium Gain, on tRat obtained N Gain 0.7, 0.66, and 0.61 for the realm of attitude with an average percentage of 80.44%, as well as an average skill realm percentage of 80.17%,  and the results of observation of student activities during three meetings, namely 81.85% with excellent criteria. The learning device is said to be practically seen based on the average results of the percentage of implementation during three meetings, which is 95%, as well as the results of teacher and student response questionnaires related to learning devices in the online learning process get a positive response. Keywords: learning outcomes; learning devices; team based learning.

scholarly journals Pengaruh Model Creative Problem Solving (CPS) Terhadap Kemampuan Berpikir Kritis Matematis Pada Materi Relasi dan Fungsi

2018 ◽  
pp. 36-48
Author(s):  
Sonta Maria
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Learning Process ◽  
Thinking Skills ◽  
Learning Model ◽  
Student Response ◽  
Coefficient Of Determination ◽  
Creative Problem Solving ◽  
Student Responses ◽  
Creative Problem

The purpose of this study was to determine the effect of the Creative Problem Solving (CPS) learning model on students' critical thinking skills in the material relations and functions and student responses to the CPS learning model. This research is a quasi-experiment. The results of the study obtained a regression equation Y = 62.1621 + 15.7094X with a coefficient of determination of 23% which indicates that there is a positive influence. The average value of mathematical critical thinking abilities of students who take part in the learning with the CPS model is 77.87, while expository learning is 62.16. Analysis of student responses to the CPS learning model was obtained: (1) 97.3% expressed interest in the CPS learning model and 2.7% expressed no interest; (2) A total of 98.2% stated that there were benefits obtained by students using the CPS learning model and 1.8% stated that there were no benefits obtained; (3) A total of 90.74% stated that there were no obstacles experienced during the learning process using the CPS learning model and 9.26% stated that they experienced problems; (4) 96.22% expect that the CPS learning model is used in the learning process and 3.78% do not expect to be used. So, it was concluded that the student response was very positive towards the CPS learning model because the percentage that stated the agreement was 95.62% greater than the one who expressed disagreement namely 4.38%.

scholarly journals Development of Technical Drawing Module Based On Projection and Sectional Views Equipped with Lego Block Assembly Media Assistance

2019 ◽  
Vol 1 (1) ◽  
pp. 176-182
Author(s):  
Agung Prijo Budijono ◽  
Wahyu Dwi Kurniawan ◽  
Arda Widyatama
Keyword(s):  
Learning Process ◽  
Student Learning Outcomes ◽  
Development Stage ◽  
Student Response ◽  
Learning Goals ◽  
Initial Design ◽  
Process Learning ◽  
Analysis Task ◽  
Technical Drawing ◽  
Media Assistance

. This research is motivated by the lack of practical learning media in the discussion of projections and pieces in the learning process of technical drawing courses. Referring to the discussion, the researcher made a module "Teaching Drawing Technique Module Main Subjects of Projection and Pieces Equipped with Information Technology Lego Viewer Media Assistance" which later will be a support in the learning process so as to help students individually achieve learning goals in a learning process. Learning media that will be applied in engineering drawing courses, will later be developed using the 4-D development model (four D models) which consists of 4 stages, namely: (1) Define, (2) Design, (3) Development , and (4) Disseminate. The defining stage includes the initial analysis, student analysis, concept analysis, task analysis, and specification of learning objectives. The design phase consists of the preparation of tests, media selection, format selection, and initial design (initial design). At the development stage it consists of module validation by expert lecturers, student response questionnaires, and   about the pretest posttest for students. Whereas the deployment is not carried out due to the limited time of the study. The results showed (1) the module products developed were very feasible to use (2) students showed a positive response to the module developed (3) student learning outcomes improved with good categories.  

Development of Physics Learning Module Based on Guided Inquiry with Light Wave Material in Class XI of Senior High School

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Evi Rahmawati ◽  
Irnin Agustina Dwi Astuti ◽  
N Nurhayati
Keyword(s):  
Large Scale ◽  
Learning Strategy ◽  
Student Response ◽  
Average Score ◽  
Small Scale ◽  
Design Development ◽  
Teacher Response ◽  
Student Responses ◽  
Analysis Design ◽  
Scientific Skills

IPA Integrated is a place for students to study themselves and the surrounding environment applied in daily life. Integrated IPA Learning provides a direct experience to students through the use and development of scientific skills and attitudes. The importance of integrated IPA requires to pack learning well, integrated IPA integration with the preparation of modules combined with learning strategy can maximize the learning process in school. In SMP 209 Jakarta, the value of the integrated IPA is obtained from 34 students there are 10 students completed and 24 students are not complete because they get the value below the KKM of 68. This research is a development study with the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The use of KPS-based integrated IPA modules (Science Process sSkills) on the theme of rainbow phenomenon obtained by media expert validation results with an average score of 84.38%, average material expert 82.18%, average linguist 75.37%. So the average of all aspects obtained by 80.55% is worth using and tested to students. The results of the teacher response obtained 88.69% value with excellent criteria. Student responses on a small scale acquired an average score of 85.19% with highly agreed criteria and on the large-scale student response gained a yield of 86.44% with very agreed criteria. So the module can be concluded receiving a good response by the teacher and students.

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

scholarly journals THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY

2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Nizaruddin Nizaruddin ◽  
Farida Nursyahidah ◽  
Nurina Happy
Keyword(s):  
Mathematics Education ◽  
Experimental Design ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
And Control ◽  
Essay Test ◽  
Better Than

This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.

scholarly journals Facilitating Students’ Speaking Task Using YouTube During Covid-19 Pandemic

2021 ◽  
Vol 1 (1) ◽  
pp. 49-54
Author(s):  
Musliadi Musliadi ◽  
Reski Yusrini Islamiah Yunus ◽  
Muhammad Affan Ramadhana
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Likert Scale ◽  
Student Response ◽  
Sampling System ◽  
Learning Resource ◽  
Student Responses ◽  
The Media ◽  
Strongly Agree

This study investigates students' perception of the use of YouTube to facilitate undergraduate students' speaking activities. The method used in this research is descriptive quantitative research. The sampling system is done randomly and takes 40 students as a sample. The questionnaire has two parts, followed by ten questions with five answer choices using a Likert scale covering strongly disagree to strongly agree. The result of the study shows that 80% of students access YouTube because YouTube is very interesting, 75% of students say YouTube is an easy media to access, 80% of students say YouTube can be used as a learning resource (80%), and 85% of students use YouTube as a medium for doing speaking tasks. The student response to the use of YouTube as the media of facilitating students' speaking tasks is very positive, where 72% of students stated they strongly agreed if the practice of speaking through YouTube was applied, and 20% of students agreed. In general, student responses in using YouTube to facilitate students speaking activities in distance learning during the Covid-19 pandemic are very positive.

scholarly journals Pengembangan Media Pembelajaran Pop Up Book Pada Pembelajaran IPS Di Kelas IV SD

2020 ◽  
Vol 4 (3) ◽  
pp. 233
Author(s):  
Elyta Apriliani ◽  
Ana Nurhasanah ◽  
Zerri Rahman Hakim
Keyword(s):  
Data Analysis ◽  
Research And Development ◽  
Learning Process ◽  
Student Responses ◽  
Is Research ◽  
The Media ◽  
Expert Validation ◽  
Class Iv

In the learning process in the classroom, students often find it difficult to understand the material being taught because the use of learning media is not optimal. This study aims to develop pop-up book learning media and to determine the feasibility of the developed pop-up book learning media. The type of research used is Research and Development (R&D) with research and development procedures from Borg and Gall. The instrument used was a questionnaire sheet for expert validation and student responses. Based on the data analysis, the material expert's assessment was 95.6% in the "Very Good" category; the linguist's assessment of 87.5% is categorized as "Very Good"; the media expert's assessment of 94.3% is categorized as "Very Good" and the assessment of the response of students in class IV SD Negeri Secang by 99% is categorized as "Very Good". So that the pop-up book meets the criteria to be used as a learning medium.

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