scholarly journals METODE DEDISCERTA MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA

2017 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Santie Destiari
Keyword(s):  
Reading Comprehension ◽  
Classical Method ◽  
Learning Activities ◽  
Learning Activity ◽  
Reading Problems ◽  
Poor Reading ◽  
The Core ◽  
Lecture Method ◽  
Good Reading ◽  
The Right

Pada umumnya penyebab rendahnya kemampuan membaca pemahaman siswa, karena pembelajaran membaca pemahaman yang kurang menarik dengan menggunakan cara klasikal, yaitu guru menyuruh siswa membaca wacana lalu menjawab pertanyaan. Cara klasikal tersebut membuat siswa papan atas semakin pandai, sedangkan siswa papan bawah tidak menunjukkan perubahan kemampuan membacanya apalagi memahaminya. Penelitian ini bertujuan agar situasi pembelajaran lebih menarik dan menyenangkan, sehingga siswa lebih mudah mengenal, memahami, dan mengingat kosakata juga kalimat yang menggunakan huruf kana.Ada pun metode penelitian ini yaitu Metode Dediscerta yang  merupakan kolaborasi Metode Demonstrasi, Metode Diskusi, Metode Ceramah, dan Metode Tanya Jawab. Metode Dediscerta digunakan pada kegiatan inti dalam pembelajaran bahasa Jepang dengan kegiatan membaca wacana sebagai kegiatannya. Metode Demonstrasi digunakan ketika melatih pelafalan, pemahaman, dan mengingat kosakata/kalimat dengan menggunakan kartu gambar, kartu huruf, slide. Metode Diskusi digunakan ketika siswa dalam kelompok membahas wacana. Metode Ceramah digunakan ketika guru menjelaskan hal-hal penting yang berhubungan dengan pola kalimat dan aturan kegiatan. Selanjutnya, Metode Tanya Jawab digunakan ketika latihan tanya jawab, dan membuat kesimpulan pembelajaran.Hasil penelitian ini menyatakan bahwa metode Dediscerta yang digunakan pada pembelajaran dengan kegiatan membaca wacana menjadikan siswa papan bawah khususnya, memiliki keterampilan dan kemampuan membaca pemahaman dengan mendapat nilai yang cukup memuaskan terlihat dari hasil evaluasi, nilai di atas KKM.Sebagai solusi untuk memecahkan masalah pembelajaran membaca pemahaman di sekolah, metode Dediscerta adalah metode yang tepat untuk meningkatkan kemampuan membaca pemahaman siswa. Artinya, metode ini memberi keyakinan bahwa membaca pemahaman bisa diatasi oleh semua pihak dengan sikap dan tindakan yang tepat solusi persoalannya.  In  general, students with poor reading comprehension appear because the method used by the teacher in reading lesson is considered as less attractive. Moreover, some teacher tends to use a classical method, such as asking the students to read a passage, then, they have to answer the question related to the passage.  In this case, the students who have a good reading skill tend to get  smarter due to the use of this classic method, whereas the students with poor reading comprehension are still left  behind. Therefore, this study is conducted in order to make learning activities to be more  fun and attractive for the students. Thus, the students are more able to recognize, comprehend,  and remember the vocabulary or the sentence by using kana.The method used in this study is called Dediscerta. This method is a collaboration of the Demonstration Method, Discussion Method, Lecture Method, and FAQ Method. Dediscerta Method is used during Japanese lesson where reading the passage becomes the core in  learning activitiy. Demonstration Method however, is used when the students are practicing their  pronunciation,  comprehension, as well as their recognition related to  vocabulary or sentence by using a picture card, a letter card, or a slide. Discussion Method is used when the students are divided into several groups, and they have to discuss the given passage. The next method which is Lecture Method, is used when the teacher explains a number of important points related to the grammar rules, and the regulation of that learning activity. The last method called FAQ is used at the end of learning activity where the students are allowed to ask and give a comment, and to summarize their learning activities in that day.The results of this study show that the use of Dediscerta Method in reading activities has been improving the students' reading comprehension, especially for those who have reading problems. The improvement of students' comprehension and recognition are proved when their results are above the expected grade. Therefore, Dediscerta Method is considered as a good guidance for improving the students' reading comprehension. In this sense, this method has indicated that reading problems among the students could be solved by anyone once they recognize the core of the problem, and once they know the right action to solve it. 

scholarly journals Peningkatan Aktivitas Belajar Dan Kemampuan Membaca Teks Eksplanasi Melalui Model Inside Outside Circle Siswa Kelas VIII-F SMP Negeri 1 Mojoanyar

2020 ◽  
Vol 5 (2) ◽  
pp. 101-108
Author(s):  
Inawati
Keyword(s):  
Student Learning ◽  
Reading Ability ◽  
Reading Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Value ◽  
Eighth Grade Students ◽  
Good Reading ◽  
Class Average

Abstract: Reading ability of explanation text of grade VIII SMP students did not fulfill the MMC. The students were less enthusiastic in reading comprehension. Moreover, the learning method was still fetched up all standing  in lecturing method. The students were passive, they just listened to what the teacher delivered. This fact encouraged teachers to develop the learning methods which stimulated students’ interest in reading explanation text. The researcher made serious  effort to apply the Inside Outside Circle learning model. The aim was to improve learning activities and reading ability of explanation text. The object of this research was the eighth grade students of SMP Negeri 1 Mojoanyar Mojokerto. The method in this study used two cycles, each cycle consisting of four stages, namely planning, implementing, observing, and reflecting. The research instrument used tests and non-tests. The results of the study in the Inside Outside Cicle model were: (1) the average level of learning activity was 60.00% (quite active category), to 86.88% (active category), an increase of 26.88%, (2) the average value -The class average of 72.53 becomes 77.69, an increase of 7.57%, (3) students whose grades are low, there is an increase in the value of 30.43%, (4) the number of students who achieve very good reading skills increases by 3.13%, ( 5) completeness of student learning increased  21.88%. From this, it can be seen that there is an increase in student learning activities from being less active in reading to being more active. Meanwhile, the increase in reading skills can be seen from the increase of test scores. Thus the application of the Inside Outside Circle learning model can improve learning activities and reading ability of Explanation text. Keywords : Learning activities,Reading ability of Explanation Text, Inside Outside Circle Learning Model   Abstrak: Kemampuan membaca  teks Eksplanasi siswa  SMP kelas VIII  belum memenuhi KKM. Siswa kurang bergairah dalam membaca   pemahaman . Apalagi metode pembelajaran   masih terpaku metode ceramah. Siswa bersikap pasif , hanya mendengarkan  yang disampaikan guru. Kenyataan ini mendorong guru mengembangkan metode  pembelajaran   yang dapat  merangsang siswa tertarik membaca Teks Eksplanasi. Penulis berupaya menerapkan model pembelajaran Inside Outside Circle. Tujuannya adalah untuk meningkatkan aktivitas belajar dan kemampuan membaca teks Eksplanasi. Objek penelitian ini adalah siswa kelas VIII SMP Negeri 1 Mojoanyar Mojokerto. Metode dalam penelitian ini  menggunakan dua siklus, masing-masing siklus  terdiri empat tahap yaitu  perencanaan, pelaksanaan, pengamatan, dan refleksi. Instrumen penelitian menggunakan tes dan nontes. Hasil penelitian pembelajaran  model Inside Outside Cicle  :  (1) rata-rata tingkat aktivitas belajar  sebesar 60,00% (kategori cukup aktif),  menjadi 86,88% (kategori aktif),  terjadi kenaikan 26,88%, (2) nilai rata-rata kelas  72,53 menjadi 77,69 naik 7,57% ,(3) siswa yang nilainya rendah , ada peningkatan nilai 30,43%,(4) jumlah siswa yang meraih kemampuan membaca amat baik  meningkat 3,13%  ,(5) ketuntasan belajar siswa meningkat  sebesar 21,88%. Dari sini terlihat  adanya peningkatan aktivitas belajar siswa dari yang kurang aktif  membaca menjadi lebih aktif. Sedangkan dalam peningkatan kemampuan membaca terlihat dari meningkatnya nilai ulangan. Dengan demikian  penerapan model pembelajaran Inside Outside Circle dapat meningkatkan aktivitas belajar dan kemampuan membaca teks Eksplanasi. Kata kunci : Aktivitas belajar, Kemampuan Membaca Teks Eksplanasi,  Model Pembelajaran Inside Outside Circle.  

scholarly journals The Development of Problem Solving-Based Learning Modules on Economic Activity Materials for Class VII Students of Marsudi Siwi Catholic Junior High School

2021 ◽  
Vol 3 (2) ◽  
pp. 182-189
Author(s):  
Teodorus Dangga Wewu ◽  
Melisa Wahyu Fandyansari
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Independent Learning ◽  
Learning Activity ◽  
Teaching Materials ◽  
Learning Abilities ◽  
Teacher Guidance ◽  
The Right

Modules are forms of teaching materials that are made in detail with standard language and understood by students, according to age and student learning abilities, so that the level of independent learning can be increased and followed by teacher guidance Responding to the lack of teaching materials, currently it is necessary to use learning models to improve students' learning abilities and can add insight or knowledge that is not boring for students. The right teaching materials in overcoming students' boredom include learning resources in the form of teaching materials. Problem Solving is a teaching and learning activity that scientifically students can think critically, and find solutions in solving a problem. The main purpose of this learning research is to investigate and solve a problem as well as master the learning objectives and be independent in teaching and learning activities in solving problems in learning activities. The type of research used in this research is development research with a Problem Solving approach. This research was conducted for two months starting from February 22, 2021 to April 22, 2021. Based on the results of the research, the results of the presentation of the module developed got a score of 93.47% from material experts and 83.92% from media experts. Based on the results of presentations from media experts and material experts, the developed module is feasible to use.

Social constructivist learning theory and reciprocal teaching to teach reading comprehension

2018 ◽  
Vol 10 (1) ◽  
pp. 70
Author(s):  
Welly Ardiansyah ◽  
Murwani Ujihanti
Keyword(s):  
Reading Comprehension ◽  
Social Constructivism ◽  
English Teachers ◽  
Reciprocal Teaching ◽  
Poor Reading ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Good Reading ◽  
Teaching Learning ◽  
Reading Comprehension Skills

English teachers who teach reading comprehension course surely often give their students reading assignments, for example reading articles, popular press books and/or internet publications. Unfortunately, the results were not satisfying and made English teachers disappointed. This lack of good reading comprehension skills is exacerbated by the central role of reading comprehension required for the success in higher education. One solution to overcome this problem of poor reading comprehension skills is the explicit teaching of reading comprehension strategies to students, specifically, reciprocal teaching (RT). The philosophical root of RT itself is social constructivism which explains how students might acquire knowledge and learn; then, this concept is accumulated with the use of RT strategy to teach reading comprehension course at school. All are clearly discussed, so that the RT could be an alternative reading comprehension strategic choice for all English teachers to teach reading comprehension course at Polytechnic.   Keywords: Social constructivism, reciprocal teaching, learning evaluation.

Sentential Priming of Semantic Information in Good and Poor Young Readers and in Adults

1989 ◽  
Vol 68 (2) ◽  
pp. 343-353
Author(s):  
Anny M. T. Bosman ◽  
Annette M. B. De Groot
Keyword(s):  
Reading Comprehension ◽  
Semantic Information ◽  
Inhibitory Effect ◽  
Facilitative Effect ◽  
Poor Reading ◽  
Young Readers ◽  
The Poor ◽  
Poor Comprehenders ◽  
Good Reading ◽  
Context Dependent

Using Tabossi and Johnson-Laird's technique to test whether 8- to 10-yr.-old children with good and poor reading comprehension differ in use of context while they read, those with good reading comprehension in one study and adults in another showed an inhibitory effect for incongruent context, unaccompanied by a facilitative effect of congruent context. The poor comprehenders in Grade 2 showed a facilitative effect of congruent, context-dependent context.

scholarly journals PENINGKATAN PEMAHAMAN SISWA TERHADAP MATERI PELAJARAN TARIKH MELALUI METODE ROLE PLAYING

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Moh Sofwan Zauri Azizi
Keyword(s):  
Learning Process ◽  
Role Playing ◽  
Learning Activities ◽  
Learning Activity ◽  
Student Activities ◽  
Average Percentage ◽  
Average Value ◽  
Lecture Method ◽  
Observation Method ◽  
Interesting Learning

AbtrsakPenelitian ini berlatar belakang pada kenyataan bahwa dalam pembelajaran Tarikh, guru masih menggunakan metode ceramah, hal ini membuat siswa bosan dan tidak semangat belajar, sehingga pemahaman materi siswa sangat rendah. Di dalam kegiatan pembelajaran guru tidak menggunakan metode pembelajaran yang menarik sehingga proses belajar siswa kurang kondusif.Penelitian ini merupakan penelitian tindakan kelas (PTK) yang terdiri dari dua siklus. Dengan menggunakan metode observasi aktivitas siswa dan tes sselama proses pembelajaran dengan menggunakan metode role playing. Penelitian ini dilakukan di SMA Muhammadiyah 5 YogyakartaNilai rata-rata pada penerapan metode role playing dapat meningkatkan pemahaman belajar Tarikh, hal ini terlihat dari hasil pra siklus, siklus I, dan siklus II, rata-rata persentase,hal ini terlihat dari rata-rata hasil lembar observasi yang terus meningkat pada setiap siklusnya. Rata-rata aktivitas belajar siswa pada siklus I sebesar 64,00% dan pada siklus II meningkat menjadi 83,88%, sedangkan peningkatan pemahaman siswa dari siklus I ke siklus II sebesar 19,88%.Berdasarkan hasil penelitian tersebut maka dapat disimpulkan bahwa penerapan metode role playing dapat meningkatkan pemahaman materi tarikh.Kata kunci : peningkatan pemahaman, metode Role-Playing, pembelajaran tarikhAbstracThis research is based on the fact that in the learning date, the teacher still uses the lecture method, this makes students bored and not enthusiastic about learning, so that the students' material understanding is very low. In learning activities the teacher does not use interesting learning methods so that the learning process of students is less conducive.This research is a classroom action research (CAR) consisting of two cycles. By using the observation method of student activities and tests during the learning process by using role playing methods. This research was conducted at Muhammadiyah 5 High School YogyakartaThe average value on the application of role playing methods can improve understanding of learning dates, this can be seen from the results of pre cycle, cycle I, and cycle II, the average percentage, this can be seen from the average results of the observation sheet that continues to increase in each the cycle. The average learning activity of students in the first cycle was 64.00% and in the second cycle increased to 83.88%, while the increase in understanding of students from cycle I to cycle II was 19.88%.Based on the results of these studies it can be concluded that the application of role playing methods can improve understanding of date materialKeywords: kognitif improvement, role playing metdhod, Tarikh lesson

scholarly journals Improving Students’ Reading Comprehension through Peer-Assisted Learning Strategy (PALS) at Grade XI. C of MA Pondok Pesantren Daarun Nahdhah Thawalib Bangkinang (PPDN-TB)

2017 ◽  
Vol 4 (1) ◽  
pp. 74-82
Author(s):  
Nurkhairiyah Nurkhairiyah
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Narrative Text ◽  
Learning Activities ◽  
Average Score ◽  
Peer Assisted Learning ◽  
Poor Reading ◽  
Comprehension Ability ◽  
Report Text

Poor Reading comprehension ability of students at grade XI.C of MA PondokPesantrenDaarunNahdhahThawalibBangkinangwas caused by several factors. One of the main factors was the teaching and learning activities in the class that could not help the students to improve their reading comprehension. In this case, the classroom action research was done to explain to what extent the application of Peer-Assisted Learning Strategy (PALS) to improve the students’ reading comprehension and what factors influence the improvement. The research consisted of two cycles with four meetings for each cycle. All of the students had roles as tutor and tutee. Then, the researcher was helped by a collaborator to observe and give advice about the teaching and learning activities in the class. The research findings showed that the application of PALS improved the students’ reading comprehension. The average score of students before the application of PALS was 59.2 of report text and 57.03 of narrative text. Then, it also improved at the end of cycle 1, 65.38 of report text and 65.45 of narrative text, and the cycle 2, 75.8 of report text and 76.9 of narrative text. The improvement was also influenced by some factors, such as: (1) The students’ willingness to do all of the procedures in PALS. (2) The tutoring activities in the class.(3) The teacher’s roles. In conclusion, the application of PALS better improved the students’ reading comprehension in English at grade XI. C of MA PondokPesantrenDaarunNahdhahThawalibBangkinang.

scholarly journals TEACHING READING COMPREHENSION USING GROUP DISCUSSION

2021 ◽  
Vol 4 (2) ◽  
pp. 185
Author(s):  
Muhamad Rizwan ◽  
Cynantia Rachmijati
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Learning Activity ◽  
English Reading ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Good Reading ◽  
Level Of Significance ◽  
Reading Activity

English as the first foreign language in Indonesia has important learn. Some aspects in leaning  English cover listening, speaking reading and writing. All aspects are crucial for learners to be mastered thus, reading can be the essential aspect of all. In English reading, the difficulties that occur during the lesson is the activity.  It is necessary  for  teachers to establish a good reading activity to cover the teaching and learning activity. The author implemented group discussion to answer the problem in reading activity. The research is established by quantitative method quasi experimental design with pre test and posttest as the instrument of the research. The population is seventh grade students of SMP Negeri 4 CikalongWetan and the sample is 30 students of  7 A as experiment class and 30 students of 7 B as control class. The data collected is analyzed by SPSS using Mann Whitney U test with 0.05 level of significance. The result shows value of significance is 0.010 which is less than 0.05 coefficient level (0.010<0.05) which shows that the null hypothesis is rejected. In conclusion, there is significant difference between students’ reading comprehension in both class.Key Words : Group Discussion, Reading Comprehension

scholarly journals Investigating the white matter correlates of reading performance: Evidence from Chinese children with reading difficulties

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248434
Author(s):  
Natalie Yu-Hsien Wang ◽  
Hsiao-Lan Sharon Wang ◽  
Yi-Chun Liu ◽  
Yi-Peng Eve Chang ◽  
Jun-Cheng Weng
Keyword(s):  
Reading Comprehension ◽  
White Matter ◽  
Word Recognition ◽  
Corpus Callosum ◽  
Reading Difficulties ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Poor Reading ◽  
Medial Frontal Gyrus ◽  
The Right

Purpose Reading comprehension is closely associated with word recognition, particularly at the early stage of reading development. This association is reflected in children with reading difficulties (RD) who demonstrate poor reading comprehension along with delayed word recognition or reduced recognition accuracy. Although the neural mechanisms underlying reading comprehension and word recognition are well studied, few has investigated the white matter (WM) structures that the two processes potentially share. Methods To explore the issue, behavioral scores (word recognition & reading comprehension) and diffusion spectrum imaging (DSI) were acquired from Chinese-speaking children with RD and their age-matched typically developing children. WM structures were measured with generalized fractional anisotropy and normalized quantitative anisotropy to optimize fiber tracking precision. Results The children with RD performed significantly poorer than the typically developing children in both behavioral tasks. Between group differences of WM structure were found in the right superior temporal gyrus, the left medial frontal gyrus, the left medial frontal gyrus, and the left caudate body. A significant association between reading comprehension and Chinese character recognition and the DSI indices were found in the corpus callosum. The findings demonstrated the microstructural difference between children with and without reading difficulties go beyond the well-established reading network. Further, the association between the WM integrity of the corpus callosum and the behavioral scores reveals the involvement of the WM structure in both tasks. Conclusion It suggests the two reading-related skills have partially overlapped neural mechanism. Associating the corpus callosum with the reading skills leads to the reconsideration of the right hemisphere role in the typical reading process and, potentially, how it compensates for children with reading difficulties.

What face familiarity feelings say about the lateralization of specific entities within the core system

2019 ◽  
Vol 42 ◽  
Author(s):  
Guido Gainotti
Keyword(s):  
Temporal Lobe ◽  
Memory System ◽  
Core System ◽  
The Core ◽  
Memory Traces ◽  
Specific Memory ◽  
Target Article ◽  
Temporal Structures ◽  
The Right

Abstract The target article carefully describes the memory system, centered on the temporal lobe that builds specific memory traces. It does not, however, mention the laterality effects that exist within this system. This commentary briefly surveys evidence showing that clear asymmetries exist within the temporal lobe structures subserving the core system and that the right temporal structures mainly underpin face familiarity feelings.

Analisis Motivasi Belajar Siswa SMP Dalam Pembalajaran Outdoor-Modeling Mathematics Berdasarkan Gaya Belajar

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Sofnidar ◽  
Hartina ◽  
Kamid ◽  
Khairul Anwar
Keyword(s):  
Student Behavior ◽  
Mathematics Learning ◽  
Real Life ◽  
Data Retrieval ◽  
Learning Activities ◽  
Learning Activity ◽  
Stimulus Selection ◽  
Learning Behavior ◽  
Research Subjects ◽  
Motor Activities

Prilaku belajar adalah suatu sikap y ang muncul dari diri siswa dalam menanggapi dan meresponi setiap kegiatan belajar mengajar yang terjadi. salah satu wujud dari prilaku adalah motivasi belajar. Menurut teori behavioristik, belajar adalah perubahan tingkah laku sebagai akibat adanya interaksi antara stimulus (rangsangan) dan respon (tanggapan). Stimulus yang diberikan guru dalam pembelajaran tertuang dalam rancangan aktifitas pembelajaran. Aktivitas pembelajaran merupakan kegiatan yang dirancang guru untuk mewujudkan dan atau menciptkan kondisi belajar siswa (stimulus). Pemilihan aktivitas belajar yang sesuai memungkinkan untuk terjadinya efektivitas pedagogis dalam mencapai tujuan pembelajaran, maupun dapat membentuk prilaku positif siswa (respon) dalam belajar. Desain pembelajaran berbasis outdoor-medelling mathematics memuat serangkain aktivitas kegiatan pembelajaran yang berbassis investigasi konteks masalah outdoor (masalah real life) dengan muatan konten materi modeling mathematics. Pada makalah ini akan membahas prilaku belajar dan bagaimana motivasi terbentuk melaui aktifitas kegiatan pebelajaran outdoor-medelling mathematics yang diklasifikasikan menjadi motoractivities mentalactivities, visualactivities, emotionalactivities, motoractivitie.Melalui metode kulitatif deskriptif, dengan mengambil 20 siswa kelas IX-B SMP N 1 Muaro Jambi yang mempunyai gaya belajar visual, auditorial, dan kinestetik. Setelah pelaksanaan pembelajaran, pengambilan data dilakukan melalui angket, dan lembar pengamatan beserta wawancara ke subjek penelitian. Hasil penelitian menunjukan bahwa aktivitas belajar dalam pembelajaran yang dapat memotivasi siswa belajar matematika adalah visualactivities sebesar 74,16%; motoractivities sebesar 96,67%; mentalactivities sebesar 71,66%; dan emotionalactivities sebesar 73,33%. Berdasarkan hasil analisis yang dilakukan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics matematika yang paling dominan dapat memotivasi siswa belajar adalah motoractivities dengan persentasi 96,67% dengan kriteria sangat baik dan sangat memotivasi siswa belajar matematika dalam pembelajaran luar kelas. Indikatornya adalah melakukan percobaan. Kelebihan aktivitas belajar dalam pembelajaran outdoor-medelling mathematics adalah, aktivitas belajar lebih membuat siswa termotivasi untuk belajar matematika. Siswa menjadi lebih aktif dan interaksi dengan teman sesamanya semakin meningkat juga. Adapun kelemahan aktivitas belajar dalam pembelajaran luar kelas adalah sulit untuk siswa terfokus dalam aktivitas belajar yang sedang dilakukan.   Learning behavior is an attitude that arises from students in responding and responding to each teaching and learning activity that occurs. one form of behavior is learning motivation. According to behavioristic theory, learning is a change in behavior as a result of an interaction between stimulus (stimulus) and response (response). The stimulus given by the teacher in learning is contained in the design of learning activities. Learning activities are activities designed by the teacher to realize and or create the conditions for student learning (stimulus). Selection of appropriate learning activities allows for the occurrence of pedagogical effectiveness in achieving learning goals, and can form positive student behavior (response) in learning. Outdoor-based learning mathematics learning design contains a series of learning activities based on the context of outdoor problems (real life problems) with the content of modeling mathematics material. In this paper will discuss learning behavior and how motivation is formed through the activities of learning activities outdoor-modeling mathematics which are classified into mental activities, visual activities, emotional activities, motor activities. Through the descriptive qualitative method, taking 20 students of class IX-B Muaro Jambi Middle School 1 who have visual, auditory, and kinesthetic learning styles. after the implementation of learning, data retrieval was carried out through questionnaires, and observation sheets and interviews to the research subjects. The results showed that learning activities in learning that could motivate students to learn mathematics were visual activities at 74.16%, motor activities at 96.67%, mental activities at 71.66%, and emotional activities at 73.33 %%. Based on the results of the analysis carried out learning activities in mathematics outdoor-modeling mathematics learning the most dominant motivating students to learn is motor activities with a percentage of 96.67% with very good criteria and very motivating students to learn mathematics in learning outside the classroom. The indicator is to experiment. The advantages of learning activities in outdoor-modeling mathematics learning are that learning activities make students more motivated to learn mathematics. Students become more active and interactions with their peers also increase. The weaknesses of learning activities in learning outside the classroom is difficult for students to focus on the learning activities that are being done.

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