scholarly journals Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Tingkat Tinggi dan Hasil Belajar Siswa Kelas V SD

2020 ◽  
Vol 5 (4) ◽  
pp. 503
Author(s):  
Risky Priliani Puspitasari ◽  
Sutarno Sutarno ◽  
I Wayan Dasna
Keyword(s):  
Learning Outcomes ◽  
Model Problem ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
High Ability ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong><strong> </strong>This research aimed to find out the differences HOTS and learning outcomes between Problem Based Learning model and conventional, uses types of research a quasi-experimental. The results of this study indicate that: There is a significant difference HOTS between experimental class students and control class students, there is a significant difference HOTS between high-skilled students and low-ability early students, there is no interaction between Problem Based Learning model and HOTS, there were significant differences in learning outcomes between experimental class students and class students control, there is no significant difference in cognitive learning outcomes between high-ability early students and low initial ability students, there is no interaction between the Problem Based Learning model and the initial ability to the learning outcomes of students.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui perbedaan HOTS dan hasil belajar antara model <em>Problem Based Learning</em> dan konvensional dengan menggunakan jenis penelitian <em>quasi experiment</em>. Hasil penelitian menunjukkan ada perbedaan yang signifikan HOTS antara siswa kelas eksperimen dan kontrol, ada perbedaan yang signifikan HOTS antara antara siswa berkemampuan awal tinggi dan rendah, tidak ada interaksi antara model <em>Problem Based Learning</em> dan kemampuan awal terhadap HOTS, ada perbedaan yang signifikan hasil belajar antara siswa kelas eksperimen dan kontrol, tidak ada perbedaan yang signifikan hasil belajar antara siswa berkemampuan awal tinggi dan rendah, dan tidak ada interaksi antara model <em>Problem Based Learning</em> dan kemampuan awal terhadap hasil belajar.

scholarly journals The Effect of TGT Model on Student Cognitive Learning Outcomes: The Concept of Relay Running

2021 ◽  
Vol 13 (3) ◽  
pp. 2595-2606
Author(s):  
Albertus Fenanlampir
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Control Group ◽  
Game Based Learning ◽  
Data Collection Instrument ◽  
Quasi Experimental ◽  
Achievement Test Score ◽  
And Control ◽  
Cognitive Learning Outcomes

TGT cooperative type learning, as a game-based learning methodology, provides opportunities for students to develop skills in group interactions in small groups and work together with others. The world of learning today needs phenomena like this. This study aimed to determine the effect of the TGT cooperative type learning model on students' cognitive learning outcomes on the topic of relay running. This quantitative study was a quasi-experimental pretest-posttest design. The samples involved were 70 students from two different experimental and control classes. The data collection instrument in this study was 10 essay test questions validated and tested. The results showed an effect of the TGT cooperative type learning model on students' cognitive learning outcomes. The achievement test score for the TGT group was 81.67, while the control group was 75.75. It implies that the TGT group performed superior in cognitive learning outcomes when compared to the control group. Thus, it is concluded that the TGT cooperative type learning model can be recommended in improving students' cognitive learning outcomes on the concept of relay running.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI

2020 ◽  
Vol 11 (2) ◽  
pp. 175
Author(s):  
Ni Kadek Dewi Novianti ◽  
Handoko Santoso ◽  
Agil Lepiyanto
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Cognitive Learning Outcomes

The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik

scholarly journals Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Dominggus Rumahlatu ◽  
Kristin Sangur ◽  
Sintje Liline
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
T Test ◽  
Paired Samples ◽  
Significant Difference ◽  
Complex Instruction ◽  
Dependent Samples ◽  
Scientific Attitudes ◽  
Cognitive Learning Outcomes

Complex Instruction Team Product (CITP) learning model is one of the creative-innovative learning models which is assumed to be able to empower scientific attitudes and learning outcomes of students. This study aimed to determine students’ scientific attitudes and cognitive learning outcomes by implementing CITP learning model. This research used one-group pretest-posttest design. The sample was 18 tenth graders of academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. The data was analyzed using N-Gain test which then continued with dependent samples t-test. This result indicated that the highest achievement of students’ scientific attitudes were honesty and creativity (54). Meanwhile, the N-Gain score of students' cognitive learning outcomes was 0.61. In addition, the results of paired samples t-test show that there was a significant difference (p<0.05) between the students’ cognitive learning outcomes before and after the application of CITP learning model. This means that the application of CITP learning model can improve students’ scientific attitudes and cognitive learning outcomes.

scholarly journals Implementing AMETTA (Active, Joyful, and Unstressed) in Increasing Learning Activity and Outcomes

2021 ◽  
Vol 13 (1) ◽  
pp. 144-155
Author(s):  
Yenni Hasnah ◽  
Pirman Ginting ◽  
Selamat Husni Hasibuan
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Learning Activity ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
And Control

This research aims to analyze the learning model's practice and its effect on increasing student activity and learning outcomes in listening subjects. This study employed quasi-experimental research with a non-equivalent control group design. The data were gained using observation and tests. It is analyzed by reflection and statistical test of SPPS. The results show that the application of the AMETTA learning model effectively develops student learning activities and outcomes. The result of hypothesis testing with sig. (2-tailed) was 0.033 (˂ 0.05) It indicates that Ho is rejected. Thus, there is a significant difference between the average student learning outcomes in the experimental and control classes. In other words, the application of AMETTA learning model has a significant effect on students’ learning outcomes.

scholarly journals The Effect of Problem Based Learning Models in Online Learning Settings on Student Cognitive Learning Outcomes in History Subjects

2021 ◽  
Vol 5 (1) ◽  
pp. 148
Author(s):  
Megiridha Loppies ◽  
Aip Badrujaman ◽  
Sarkadi Sarkadi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

This study aims to examine the effect of problem-based learning models on the achievement of student learning outcomes in History subjects. This research was conducted at Pusaka 1 Jakarta Senior High School. The method used in this research is quantitative quasi-experimental with a nonequivalent control group design model. The population in this study were all students of class XI IPS as many as four classes at SMAS Pusaka 1 Jakarta. The research sample was determined by purposive sampling technique to determine one class as an experimental class using a problem-based learning model and another class as a control class using conventional learning models. The results of hypothesis testing using the t test, obtained tcount = 9.25,> from ttable = 1.99. Thus, Ho is rejected and Ha is accepted, so it can be concluded that there is a significant influence between problem-based learning models in online learning settings on cognitive learning outcomes of class XI IPS at SMAS Pusaka 1 Jakarta on History Subjects.

Talking Stick Learning Model Test on Biology Students Cognitive Learning Outcomes

2021 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
Ika Rosenta Purba
Keyword(s):  
Experimental Design ◽  
Learning Outcomes ◽  
Model Test ◽  
Cognitive Learning ◽  
Learning Model ◽  
Biology Students ◽  
Quasi Experimental ◽  
Biology Learning ◽  
Cognitive Learning Outcomes

The talking stick learning model is a learning model that allows students to be active and creative so that Students cognitive learning outcomes can be achieved. This learning model basically uses the help of a stick, but in practice it can be combined with appropriate learning media. In this case, the researcher only used the stick as a test of the talking stick learning model on Studentscognitive learning outcomes. The method of testing this model used a quasi-experimental design with a One-group pretest-posttest design with 3 trials. The results of the research proved that the second (71.56) and third (78.44) experiments have reached the KKM (> 70). This proves that the talking stick learning model can improve Students cognitive biology learning outcomes.

scholarly journals IMPLEMENTASI MODEL PROBLEM BASED LEARNING BERBANTUAN ALAT PERAGA UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR FISIKA SISWA KELAS VIII SMPN 22 MATARAM

2015 ◽  
Vol 3 (1) ◽  
pp. 27 ◽  
Author(s):  
Baiq Ewik Jiniarti ◽  
Hairunnisyah Sahidu ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Model Problem ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Average Score ◽  
Average Value ◽  
Implementation Problem ◽  
Classroom Action Research

This research is a Classroom Action Research (CAR) which aims to increase the students activities and physics learning outcomes with implementation problem based learning model assisted by props in grade VIIIA SMPN 22 Mataram. This classroom action research conducted by two cycles, with each cycle consisting of two meetings. Action research consists of four stages: planning, implementation, observation and evaluation, and reflection. The implementation of classroom action research was successful because it obtained an average score of students learning activities from the first cycle to the second cycle was on active criterion to be very active with average scores of 16,875 to be 22,75. Cognitive learning outcomes of students with the average value of the first cycle of 74,13 with classical completeness 73,91% increased with the average value of second cycle of 79,35 with classical completeness 86,96%. Affective students learning outcomes from the first cycle to the second cycle with an average value of 66,195 to 78,95 on the criteria good enough to be good. Psychomotor students learning outcomes from the first cycle to the second cycle an average value of 71,63 to 85,655 are the criteria enough skilled become skilled. Thus, this research can be concluded by implementation of problem based learning model aided by props can increase students activities and learning outcomes of phyics grade VIIIA  SMPN 22 Mataram.

scholarly journals Pengaruh Media E-Modul Berbasis Flipbook pada Model Problem Based Learning (PBL) Terhadap Motivasi dan Hasil Belajar Peserta Didik Kelas XII SMA Negeri 1 Wajo (Studi Pada Materi Pokok Sifat Koligatif Larutan)

2020 ◽  
Vol 21 (2) ◽  
pp. 163
Author(s):  
Yusriana Soejana ◽  
Muhammad Anwar ◽  
Sudding Sudding
Keyword(s):  
Learning Outcomes ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
And Control ◽  
Colligative Properties ◽  
Normally Distributed

Penelitian ini adalah penelitian eksperimen semu yang bertujuan untuk mengetahui adanya pengaruh media pembelajaran e-modul berbasis flipbook pada model problem based learning terhadap motivasi dan hasil belajar peserta didik kelas XII MIPA SMA Negeri 1 Wajo pada materi pokok sifat koligatif larutan. Desain penelitian yang digunakan adalah posttest only control group design. Populasi dalam penelitian ini adalah peserta didik kelas XII MIPA SMA Negeri 1 Wajo yang terdiri dari 6 kelas. Pengambilan sampel dilakukan secara random sampling. Kelas yang terpilih sebagai kelas eksperimen yaitu kelas XII MIPA 1 yang dibelajarkan menggunakan media pembelajaran e-modul berbasis flipbook pada model problem based learning dan sebagai kelas kontrol yaitu kelas XII MIPA 6 dibelajarkan menggunakan model problem based learning. Data motivasi belajar peserta didik untuk kelas eksperimen dan kelas kontrol terdistribusi normal dan memiliki varians yang homogen, sehingga dilakukan uji-t dengan α= 0,05 dan dk= 52, diperoleh thitung > ttabel (3,303>1,674). Perhitungan hasil belajar dari kelas eksperimen tidak terdistribusi normal dan kelas kontrol terdistribusi normal, serta kedua kelas berasal dari populasi yang homogen sehingga uji hipotesis yang digunakan yaitu uji statistik non-parametrik, Mann-Whitney dengan α= 0,05 diperoleh Zhitung > Ztabel (8,66 > 1,64). Terdapat pengaruh media pembelajaran e-modul berbasis flipbook pada model problem based learning terhadap motivasi dan hasil belajar peserta didik kelas XII MIPA SMA Negeri 1 Wajo pada materi pokok sifat koligatif larutan. Kata kunci: PBL dan e-modul berbasis flipbook ABSTRACT This research was quasi experiment research that aimed to know the effect of using e-modul based on flipbook media in problem based learning model toward students motivations and learning outcomes in class XII MIPA SMA Negeri 1 Wajo on subject matter of colligative properties solution. Research design was posttest only control group design. Population was students in class XII MIPA SMA Negeri 1 Wajo that consist of six classes. Sample was taken randomly. Experiment class was XII MIPA 1 that learned e-modul based on flipbook media in problem based learning model and control class was XII MIPA 6 that learned problem based learning model without e-modul based on flipbook media. Motivation data in experiment class and control class was normally distributed and it has homogen varians so test-t with ∝=0.05 dan dk=52 was done with tcalculated > ttable (3,303>1,647). For the learning outcome data in experiment and control class was not normally distributed while in control class was normally distributed and it has homogen varians so, parametric test by Man-Withney with ∝=0.05, was done with zcalculated > ztable (8,66>1,64). It can be concluded that there is an effect of e-modul based flipbook on media in problem based learning model toward students motivations and learning outcomes in class XII MIPA SMA Negeri 1 Wajo on subject matter of colligative properties solution. Keywords: PBL and e-modul based on flipbook

scholarly journals PjBL-HOTS learning model: Its application and effect on cognitive learning outcomes, critical thinking, and social attitudes

2021 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Aminah Launuru ◽  
Dominggus Rumahlatu ◽  
Muhammad Nur Matdoan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Social Attitudes ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Cognitive Learning Outcomes

Learning in the digital era 4.0 brings changes for teachers and students. Teachers must prepare innovative digital-based learning to improve students' higher-order thinking skills. This study aims to analyze the effect of the application of the PjBL-HOTS learning model on cognitive learning outcomes, critical thinking, and social attitudes. This type of research is a quasi-experimental research design, which uses a pretest-posttest nonequivalent group design. The study used two classes, namely class X1 as the experimental class while class X2 as the control class. The research instrument is in the form of essay questions to assess students 'cognitive learning outcomes and students critical thinking. Meanwhile, a questionnaire is used to assess students' social attitudes. The data analysis used descriptive and inferential analysis techniques. The inferential analysis used ANCOVA and ANOVA analysis with a significant level of α = 0.05. The results showed that there was an effect of the PjBL-HOTS learning model in improving students' cognitive learning outcomes, critical thinking, and social attitudes. This is because the ability to think critically is always empowered by the teacher at every stage of PjBL

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