scholarly journals Meningkatkan Keterampilan Komunikasi, Sikap Kerja Sama dan Penguasaan Konsep Siswa Melalui Implementasi Pembelajaran Inkuiri [Enhancing Communication Skill, Teamwork, and Student’s Mastery Concept Through the Implementation of Inquiry Learning]

2021 ◽  
Vol 1 (3) ◽  
pp. 176
Author(s):  
Ita Minar Oktavia Pardosi
Keyword(s):  
Experimental Method ◽  
Communication Skills ◽  
Test Data ◽  
Communication Skill ◽  
Inquiry Learning ◽  
Learning Model ◽  
Quantitative Approach ◽  
Before And After ◽  
Post Test

<div><p class="1eAbstract-text">Communication skills, cooperative attitude and mastery of concepts are very important for students to have. This research aims to know the increasing of communication skills, teamwork and student's mastery concept through inquiry learning model. This research was carried out using a quantitative approach through the experimental method of one group pre-test post-test. Data were obtained through 34 students in one class. The results showed that there were differences in communication skills, cooperative attitudes and mastery of students' concepts from before and after the implementation of inquiry learning, which was known from the increase in average scores and N-gain.</p></div>

scholarly journals The Effectiveness of Simulation Games in Improving Interpersonal Communication among the Scouts of SMAN 1 Wanadadi Banjarnegara

2021 ◽  
Author(s):  
Faishal Ridlwan ◽  
Muhammad Nur Wangid
Keyword(s):  
Experimental Design ◽  
Experimental Method ◽  
Interpersonal Communication ◽  
Communication Skills ◽  
Quantitative Approach ◽  
Average Score ◽  
Research Subjects ◽  
Simulation Games ◽  
Before And After ◽  
Game Simulation

A game simulation can help to improve interpersonal communication skills when the game involves interaction in groups. The lack of communication between the scouts of SMAN 1 Wanadadi Banjarnegara results in activities not running as planned. This study aimed to investigate how interpersonal communication among these scouts could be improved through simulation games. The study employed an experimental method with a quantitative approach and pre-experimental design. The research subjects included nine scouts with the lowest level of interpersonal communication skills. The results showed that there was a difference in the scouts’ interpersonal communication before and after the simulation games were implemented. The average score of the scouts’ interpersonal communication was higher after they played the simulation games (106.67 > 94.33), and this difference was statistically significant. This showed that there was a significant increase in the interpersonal communication skills of scouts after they participated in the simulation games. Keywords: interpersonal communication, simulation games

scholarly journals Effectiveness of DILA Learning Model Application on Applied Physics Course in The Department of Mining Engineering

2019 ◽  
Vol 15 (1) ◽  
pp. 46-51
Author(s):  
F. Fadhilah ◽  
Z. M. Effendi ◽  
R. Ridwan ◽  
M. Alias
Keyword(s):  
Learning Community ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Learning Model ◽  
T Test ◽  
Applied Physics ◽  
Post Test ◽  
Contextual Teaching ◽  
Physics Course

There is the fact that the students' learning outcome in Applied Physics course related to the application of the mining industry is unsatisfactory. Based on the results of the final score, the rate of successful students was only around 40%. Moreover, students' understanding application is also not by the desired competencies. In this research, a learning model was developed from the Contextual Teaching and Learning Model (CTL), i.e., DILA model which consists of four syntaxes (Display, Inquiry, Learning Community, and Authentic Assessment). The effectiveness of the DILA learning model was investigated to improve students’ learning outcomes in the Applied Physics course. This research employed the quasi-experimental design where the experimental class was treated by DILA model based on Contextual Teaching and Learning; whereas control class was not treated by the model. Data were obtained from the results of the pre-test and post-test scores; then it was analyzed by a parametric with an independent t-test, related t-test, and the effect size. The results indicate that there was a significant increase in students’ learning outcomes in the experimental class compared to the control class. In conclusion, DILA model can improve students’ learning outcomes in the Applied Physics course effectively.Hasil belajar Fisika Terapan yang diperoleh mahasiswa yang terlihat dari nilai akhir semester dan penerapan pada industri pertambangan pada umumnya tidak memuaskan. Tingkat kelulusan mahasiswa hanya sekitar 40%. Sehingga pemahaman mahasiswa dalam penerapannya juga tidak sesuai dengan kompetensi yang diinginkan. Model DILA merupakan salah satu model pembelajaran yang dikembangkan dari Model Contextual Teaching and Learning (CTL). Model DILA terdiri atas empat sintaks yaitu: Display, Inquiry, Learning Community, dan Authenthic Assessment. Penelitian ini ditujukan untuk mengukur efektifitas Model Pembelajaran DILA guna meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan. Penelitian ini merupakan quasi eksperiment dimana kelas eksperimen diberikan pembelajaran dengan Model DILA berbasis Contextual Teaching and Learning. Data diperoleh dari hasil pre-test dan post-test dan diolah secara parametric dengan t test sample independent dan t test related serta effect sizenya. Hasil penelitian ini menunjukkan bahwa model pembelajaran DILA yang diterapkan pada matakuliah Fisika Terapan di Jurusan Teknik Pertambangan adalah efektif. Ini berarti model Pembelajaran DILA dapat meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan.

ENHANCING STUDENTS’ SCIENCE COMMUNICATION SKILLS THROUGH MORE LEARNING MODEL

2020 ◽  
Vol 10 (1) ◽  
pp. 1844
Author(s):  
Taufanny Putri Pratiwi ◽  
Munasir Munasir ◽  
Nadi Suprapto
Keyword(s):  
Mixed Methods ◽  
Communication Skills ◽  
Mixed Method ◽  
Science Communication ◽  
Communication Skill ◽  
Learning Model ◽  
Physics Learning ◽  
Energy Concept ◽  
Learning Constraints ◽  
Work And Energy

A This study aims to analyze students’ science communication skills in the physics learning process especially in the Work and Energy concept using (Model-Observe-Reflect-Explain) MORE learning models. The research used a mixed method by utilizing test, questionnaires, and interviews with 10th and 11st grade students majoring in science, physics teachers and headmaster. The data was obtained by taking the physics scores of students in the work and energy concept who have received learning with the MORE learning model, then provides a questionnaire containing the obstacles faced by students in learning physics and interviews with students and teachers regarding learning constraints and science communication skills after learning using the MORE learning model. The findings indicated the MORE learning model helps students in practising science communication skills in learning with good student science communication skills will increase students’ understanding of Work and Energy concepts as seen from the students’ scores in the work and energy concept.  Keywords: science communication skill, MORE learning model, mixed methods, physics, cognitive ability                                                                                                                                                           Abstrak                                                                           Penelitian ini bertujuan untuk menganalisis keterampilan komunikasi sains siswa dalam proses pembelajaran fisika khususnya pada materi pembelajaran Usaha dan Energi dengan menggunakan model pembelajaran (Model-Observe-Reflect-Explain) MORE. Penelitian ini menggunakan mixed method dengan menggunakan tes, angket, dan wawancara yang diberikan pada siswa kelas 10 dan 11 jurusan IPA, guru-guru fisika dan kepala sekolah. Pengumpulan data dilakukan dengan cara mengambil nilai fisika siswa yang telah mendapatkan  pembelajaran pada materi Usaha dan Energi dengan model pembelajaran MORE, kemudian memberikan angket yang diisikan kendala-kendala yang dihadapi siswa selama proses pembelajaran fisika dan wawancara dengan siswa dan guru mengenai kendala-kendala selama proses pembelajaran untuk melatihkan keterampilan komunikasi sains dengan menggunakan model pembelajaran MORE. Hasil penelitian yang diperoleh, menunjukkan bahwa model pembelajaran MORE dapat membantu siswa dalam melatihkan keterampilan komunikasi sains dalam pembelajaran fisika. Meningkatnya keterampilan komunikasi sains siswa maka akan meningkatkan pula pemahaman siswa pada materi Usaha dan Energi yang terlihat dari nilai yang diperoleh siswa.  Kata Kunci: keterampilan komunikasi sains, model pembelajaran MORE, mixed methods, fisika, kemampuan kognitif 

scholarly journals PENGARUH MODEL PEMBELAJARAN VAK (VISUALISASI, AUDITORI, KINESTETIK) TERHADAP PRESTASI BELAJAR PAI PADA SISWA DI SDN TLOGOMULYO TEMANGGUNG

2017 ◽  
Vol 11 (1) ◽  
pp. 53-64
Author(s):  
Kartika Hartanti
Keyword(s):  
Learning Model ◽  
Islamic Education ◽  
Class V ◽  
Learning Achievement ◽  
Significance Level ◽  
Average Value ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

This study aims to determine the effect of the application of VAK learning model on the learning achievement of PAI in class V Tlogomulyo Waterford Elementary School. This study was a quasi-experimental study (quasi-experimental). Subjects in this study consisted of 26 students of class V. The data was collected using VAK learning guidelines, test learning Islamic education, observation, documentation, and interviews. The validity of the instrument showing of 10 items proved to be valid all, are the results of the analysis show the reliability coefficient of 0.710 and otherwise reliable. Analysis of the data used in the form of comparative analysis using t-test. The results showed that there are significant implementation VAK learning model significantly to the learning outcomes of Islamic education. It can be seen from the difference in learning achievement Islam shortly before and after the given method VAK, the t value of 0.828 and significance level (p) of 0.05. In addition, an increase in the average acquisition value before application of VAK learning model (pre-test = 71.9) and after application of VAK learning model (post-test = 87.3). This shows an increase in the average value of 15.4. By looking at the difference in the score of the pre test and post test, shows that the VAK learning model is a model of effective learning for learning PAI.

scholarly journals Pengaruh Inkuiri Terbimbing Berbasis Science, Technology, Engineering, Math (STEM) terhadap Penguasaan Konsep Siswa SMA pada Materi Fluida Statis

2020 ◽  
Vol 5 (7) ◽  
pp. 896
Author(s):  
Khusnul Khotimah ◽  
Edi Supriana ◽  
Parno Parno
Keyword(s):  
High School Students ◽  
Experimental Model ◽  
Mixed Method ◽  
Inquiry Learning ◽  
Learning Model ◽  
Guided Inquiry ◽  
School Students ◽  
Before And After ◽  
Static Fluid ◽  
The Subject

<p><strong>Abstract: </strong>The ability to master concepts can be developed with the Guided Inquiry learning model. The purpose of this study is to find out how the STEM-based Guided Inquiry learning model influences the mastery of the concept of high school students on static fluid material. This research was conducted at SMAN 6 Malang class XI, the subject of this study were 34 students. This research is a mixed method embedded experimental model. With the test of mastery of concepts in the form of essays as many as 5 items. From the results of the research conducted showed that there are differences in the mastery of the concept of students before and after getting STEM-based guided inquiry learning on static fluid material.</p><strong>Abstrak:</strong> Kemampuan penguasaan konsep dapat dikembangkan dengan model pembelajaran Inkuiri Terbimbing. Tujuan dari penelitian ini ialah untuk mengetahui bagaimana pengaruh model pembelajran Inkuiri Terbimbing berbasis STEM terhadapa penguasaan konsep siswa SMA pada materi fluida statis. Penelitian ini dilakukan di SMAN 6 Malang kelas XI subjek penelitian ini berjumlah 34 siswa. Penelitian ini berjenis <em>mixed method embedded experimental model</em>. Dengan soal tes penguasaan konsep yang berupa esai sebanyak lima butir soal. Dari hasil penelitian yang dilakukan menunjukkan bahwa ada perbedaan penguasaan konsep siswa sebelum dan sesudah mendapatkan pembelaj<strong>a</strong>ran inkuiri terbimbing berbasis STEM pada materi fluida statis.

scholarly journals Mastery Concept of Harmonic Vibration with Meaningful Instructional Design Learning Model through Experimental Methods

2020 ◽  
Vol 6 (2) ◽  
pp. 199-204
Author(s):  
Mila Armiati ◽  
Ahmad Harjono ◽  
Susilawati Susilawati
Keyword(s):  
Instructional Design ◽  
Experimental Method ◽  
Sampling Technique ◽  
Experimental Methods ◽  
Learning Model ◽  
Harmonic Vibration ◽  
Control Group ◽  
Control Group Design ◽  
Concept Mastery ◽  
Post Test

This research was aim to identify the effect of meaningful instructional design (MID) learning model through experimental methods on mastering the concept of harmonic vibration. This type of research was quasi experiment with nonequivalent control group design with pre-test and post-test. The population was all students class X MIA SMAN 7 Mataram in the academic year 2018/2019 with a purposive sampling technique. Class X MIA 4 was chosen as the experimental class with MID learning model through the experimental method and class X MIA 5 as the control class with conventional learning. Concept mastery data were analyzed using the polled variance t-test. The results of the analysis were tcount>ttable (4.39 > 2.00) at a significant level of 5% which means that Ha was accepted and H0 was rejected. Concluded that there was the effect of the meaningful instructional design (MID) learning model through the experimental method of mastering the concept of harmonic vibration

scholarly journals Improving Year 7 Students' Mathematics Communication Skills by The Discovery Learning Model

2020 ◽  
Vol 10 (2) ◽  
pp. 39
Author(s):  
Ulima Dani ◽  
Tuti Zubaidah
Keyword(s):  
Experimental Design ◽  
Communication Skills ◽  
Quantitative Research ◽  
Mathematics Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Post Test ◽  
Research Population

<p class="BodyAbstract">One way to improve students' communication skills is by applying the Discovery Learning model. It can improve students' communication skills by enabling students to express ideas of their findings. Communication skills can be orally or in writing, and teachers need to motivate students to communicate actively. This study aims to determine Year 7 students' mathematics communication skills by the Discovery Learning model in mathematics learning. This was a quantitative research using a pre-experimental design with a one-group pretest-posttest. This research population was all Year 7 students in the school studied, and the sample was one class that was selected randomly. The research instruments were pre-test and post-test to explore students' communication skills. The results indicated that the Discovery Learning model could improve Year 7 students' mathematics communication skills. It is expected that this research may inform teachers and educators concerning the application of appropriate learning model for enhancing students’ communication skills.</p>

scholarly journals MODEL PEMBELAJARAN BERPIKIR INDUKTIF UNTUK MENINGKATKAN KEMAMPUAN MENERAPKAN VOKAL É, E, DAN EU DALAM MENULIS PENGALAMAN

LOKABASA ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 136
Author(s):  
Elsa Nurlia
Keyword(s):  
Null Hypothesis ◽  
Hypothesis Test ◽  
Test Group ◽  
Learning Model ◽  
Significant Difference ◽  
Writing Students ◽  
Before And After ◽  
Post Test ◽  
Academic Year ◽  
Year 2013

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan siswa menerapkan vokal é, e, dan eu dalam menulis pengalaman. Penelitan ini bertujuan untuk mendeskripsikan: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif; 3) perbedaan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen, serta desain penelitiannya adalah pre-test and post-test group. Berdasarkan hasil penelitian, dapat disimpulkan bahwa: 1) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum menggunakan model pembelajaran berpikir induktif dikatagorikanC (cukup), dengan rata-rata 66,38%; 2) kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 setelah menggunakan model pembelajaran berpikir induktif dikatagorikan B (baik), dengan rata-rata 77,83%; serta 3) ada perbedaan yang signifikan antara kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014 sebelum dan setelah menggunakan model pembelajaran berpikir induktif yang terlihat dari hasil gainnya yaitu 11,45%. Hasil uji hipotesis pun menunjukan > , yaitu4,60 > 2,76 yang artinya hipotesis kerja ( ) diterima dan hipotesis nol ( ) ditolak. Jadi, model pembelajaran berpikir induktif dapat meningkatkan kemampuan menerapkan vokal é, e, dan eu dalam menulis pengalaman siswa kelas VII-I SMP Negeri 29 Bandung tahun ajaran 2013/2014. AbstractThis research is triggered by lack of student ability to apply vocal é, e, and eu in the writing experience. This research aims to describe: 1) the ability to apply the vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning modelof inductive thinking; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking; 3) The differences of ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking. The method used in this research is an experiment quasi and then this research design is the pre-test and the post-test group. Based on the results, it can be concluded that: 1) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before using the learning model of inductive thinking is categorized C (enough), with an average 66,38%; 2) the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 after using the learning model of inductive thinking is categorized B (good), with an average 77,83%, and 3) there is a significant difference between the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014 before and after using the learning model of inductive thinking that can be seen from its gain result is 11,45%. The result of the hypothesis test represents the value >  is 4,60 > 2,76 which means that the working hypothesis ( ) is accepted and the null hypothesis ( ) is rejected. Therefore, thelearning model of inductive thinking can improve the ability to apply vocal é, e, and eu in the writing students experience at class VII-I SMP Negeri 29 Bandung academic year 2013/2014.

scholarly journals Peningkatan Kemampuan Mahasiswi dalam Berbicara Bahasa Arab di Ma’had Al-Jami’ah UIN Ar-Raniry

2017 ◽  
Vol 16 (2) ◽  
pp. 211
Author(s):  
Abizar Abizar
Keyword(s):  
Random Sampling ◽  
Communication Skill ◽  
Arabic Language ◽  
International Communication ◽  
University Student ◽  
Reading And Writing ◽  
Before And After ◽  
Post Test ◽  
The Right ◽  
The University

Language is means that needs to be mastered well by the students as an academician to support their ability and success in the educational atmosphere. Arabic language as an International communication language has become a compulsory that have to be mastered especially by the university student of Ma’had Al-Jami’ah at Ar-Raniry State Islamic University (UIN Ar-Raniry). Apart from reading and writing, the most important aspect to master this language skill is using Arabic language in daily conversation orally. In this case, Ma’had Al-Jami’ah is the right place to apply the communication skill of Arabic Language. The aim of this research is to know the various programs of Ma’had Al-Jami’ah and its implementation as well as to know the learning result of the students of UIN Ar-Raniry whether before and after implementation of those various programs. The method used in this research was analysis descriptive. The researcher also used random sampling with 454 samples that consist of three batches. The instrument used in collecting data is direct observation, interview, documents analysis, and test. The finding of this research as follows: the implementation of those various program of Ma’had Al-Jami’ah UIN Ar-Raniry could increase the students’ ability in speaking and beneficial also very helpful for them to increase their ability in speaking. In addition, those programs have significant role in order to increase their ability in speaking, it was suited with their pre test and post test analyzed by the researcher. The students who passed in pre test was 63% and failed was 37%, while students who passed in post test was 88% and failed was 12%.

scholarly journals PENINGKATAN PENINGKATAN KETERAMPILAN MENULIS TEKS CERAMAH MELALUI MODEL PEMBELAJARAN CONCEPT SENTENCE

2020 ◽  
Vol 5 (2) ◽  
pp. 262-269
Author(s):  
Willyana Ramlan
Keyword(s):  
Research Finding ◽  
Research Method ◽  
Learning Model ◽  
Teaching Writing ◽  
Model Concept ◽  
Before And After ◽  
Post Test ◽  
The Mean ◽  
Teaching Learning ◽  
Test Result

There were several reasons for conducting this study, students’ seriousness in attending writing speech text were still low and not excited. Therefore, the teacher must choose and apply an effective teaching learning model to improve students’ abilities in writing speech text. This study aims to improve students’ abilities in writing speech text through concept sentence model and investigated students’ responses through teaching writing speech text by using concept sentence model. The quasi experiment is the research method of this study. The control and experiment class were given pre-test and post-test to know the students’ abilities before and after treatment. The questionnaire also used to gain the data about students’ responses through teaching writing speech text by using concept sentence model. The research finding shows that the model concept sentence is effective to improve students’ ability in writing speech text . The indicators of the success of by using SPSS 23.0 are that: (1) the mean of pre-test result in the experiment class was 64,18 and  post-test result in the experiment class was 81,28, meanwhile the mean of pre-test result in the control class was 60,57 and  post-test result in the control class was 71,50; (2) the students’ responses through questionnaires found that the application concept sentence model was very positive.  

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