scholarly journals APPLICATION OF CONTEXTUAL TEACHING LEARNING TO LEARNING RESULTS IN UNDERSTANDING THE LIFE ENVIRONMENT IN SMP NEGERI 2 SUKODONO

2017 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Elan Artono Nurdin ◽  
Fahrudi Ahwan Ikhsan ◽  
Fahmi Arif Kurnianto ◽  
Bejo Apriyanto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Junior High ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Environmental Problems ◽  
Learning Activities ◽  
Learning Activity ◽  
Teaching Learning ◽  
Student Discussion

Based on observations  made on 5 April in the class VIII-B State Junior High School Sukodono diketahuibibly that 75% of students that geographical social studies subjects boring because too many concepts that should be memorized they lack understanding of the benefits of geography lessons for real life, and rarely observe out of class. Strong indications that underlie the difficulties of students to understand the material presented among others due to the lack of ability of students in solving problems IPS Geography. It can be seen from the activity as well as student learning outcomes that show there are only 2 or 5% of students who look active, while others are less active, and the ability of students in solving problems there are only 5 students who can solve the problem well. The ability of students in solving the problem is still lacking this can be seen from the observation that there are only 4 out of 40 students or 10% who can solve the problem while 90% still need guidance and practice in solving problems. To overcome the problem of learning quality, then compiled geography learning by implementing learning berbasismasalah to improve activity and learning outcomes of students in understanding environmental issues. The purpose of this study is to describe whether the problem-based learning can improveaktivitas and student learning outcomes in solving environmental problems in junior high Negeri 2 Sukodono. This research is a classroom action research carried out in 2 action cycles. In this study the data obtained in the form of student learning activities, the value of the discussion, and the value of student learning outcomes. Student learning activity is measured based on the improvement of the average percentage of student learning activity and the level of success of the action, then the result of student discussion based on the score of the result of discussion result, while the student's learning outcomes are measured based on the value of the test result conducted at the end of the cycle. The instruments used are test questions, student activity observation sheets and field notes and documentation. The results showed that with the implementation of problem-based learning can improve the activity and learning outcomes of students in understanding the environmental problems of SMP Negeri 2 Sukodono indicated by the increase of student learning activities from 65.07% (enough) in the first cycle increased to 76.67% (good) on cycle II. Increase of student discussion result can be know the average score result of student discussion equal to 57,18% (enough) in cycle I increase to 76,5% (good) in cycle II.Peningkatan student learning outcomes can be known from the average test scores on each the end of the cycle of 67.92% (enough) in the first cycle increased to 71.1% (good) in cycle II. Based on the above study of IPSgeography subject teachers in geography learning needs to be done by using problem-based learning modelkarena is very supportive for critical thinking skills and menimgkatkan intelligence and learning outcomes. keywords       : Contextual Teaching Learning, Learning Activity, Learning Outcomes PDF

scholarly journals APPLICATION OF DISCOVERY LEARNING TO INCREASE ACTIVITY AND STUDENT LEARNING RESULTS IN UNDERSTANDING THE LIFE ENVIRONMENT IN SMP NEGERI 2 SUKODONO

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Bejo Apriyanto ◽  
Elan Artono Nurdin ◽  
Fahrudi Ahwan Ikhsan ◽  
Fahmi Arif Kurnianto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Junior High ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Environmental Problems ◽  
Discovery Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Student Discussion

Based on observations  made on 5 April in the class VIII-B State Junior High School Sukodono diketahuibibly that 75% of students that geographical social studies subjects boring because too many concepts that should be memorized they lack understanding of the benefits of geography lessons for real life, and rarely observe out of class. Strong indications that underlie the difficulties of students to understand the material presented among others due to the lack of ability of students in solving problems IPS Geography. It can be seen from the activity as well as student learning outcomes that show there are only 2 or 5% of students who look active, while others are less active, and the ability of students in solving problems there are only 5 students who can solve the problem well. The ability of students in solving the problem is still lacking this can be seen from the observation that there are only 4 out of 40 students or 10% who can solve the problem while 90% still need guidance and practice in solving problems. To overcome the problem of learning quality, then compiled geography learning by implementing learning berbasismasalah to improve activity and learning outcomes of students in understanding environmental issues. The purpose of this study is to describe whether the problem-based learning can improveaktivitas and student learning outcomes in solving environmental problems in junior high Negeri 2 Sukodono. This research is a classroom action research carried out in 2 action cycles. In this study the data obtained in the form of student learning activities, the value of the discussion, and the value of student learning outcomes. Student learning activity is measured based on the improvement of the average percentage of student learning activity and the level of success of the action, then the result of student discussion based on the score of the result of discussion result, while the student's learning outcomes are measured based on the value of the test result conducted at the end of the cycle. The instruments used are test questions, student activity observation sheets and field notes and documentation. The results showed that with the implementation of problem-based learning can improve the activity and learning outcomes of students in understanding the environmental problems of SMP Negeri 2 Sukodono indicated by the increase of student learning activities from 65.07% (enough) in the first cycle increased to 76.67% (good) on cycle II. Increase of student discussion result can be know the average score result of student discussion equal to 57,18% (enough) in cycle I increase to 76,5% (good) in cycle II.Peningkatan student learning outcomes can be known from the average test scores on each the end of the cycle of 67.92% (enough) in the first cycle increased to 71.1% (good) in cycle II. Based on the above study of IPSgeography subject teachers in geography learning needs to be done by using problem-based learning modelkarena is very supportive for critical thinking skills and menimgkatkan intelligence and learning outcomes. key words       : Discovery Learning, Learning Activity, Learning Outcomes PDF

scholarly journals Penerapan Model Pembelajaran Berbasis Masalah Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa

2020 ◽  
Vol 3 (2) ◽  
pp. 140-154
Author(s):  
Ni Luh Suartini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Design ◽  
Initial Observation ◽  
Two Stages ◽  
Academic Year

This study aims to improve the activities and student learning outcomes of Class IX-G SMP Negeri 5 Amlapura Semester I Academic Year 2018/2019.  The subjects in this study were 22 st grade students, amounting to 22 people;  consisting of 8 male students;  and 14 female students, in the first semester of the 2018/2019 school year.  This study uses a class action research design through two stages.  Student learning activity data is collected by observation sheets, and learning outcome data is collected by multiple choice tests.  Both types of data were analyzed by quantitative descriptive methods.  Before the two stages are carried out, the initial observation activities are conducted by the students' learning activities, and analyzing the questions of UTS Indonesian Language Class IX semester I of academic year 2018/2019.  The activity was carried out to determine the level of initial activity and student learning outcomes before the implementation of the Problem Based Learning model.  The results of this study indicate that the application of the Problem Based Learning design can increase learning activities and Indonesian language learning outcomes of Class IX-G SMP Negeri 5 Amlapura semester I of 2018/2019, namely in the initial observation of low student learning activities, increasing  from an average of 59,77 and completeness 13,63% in the first stage, in the second stage the average student learning activity was 81.25 and the completeness level was 86,36%.  While student learning outcomes increased from an average of 68,18, absorbency of 68,18%, and classical completeness level of 50,00% at initial reflection, increased to an average of 69,09, absorptive capacity of 69,09%, and the level  classical completeness was 59,09% in stage I. In stage II it increased to an average of 77,27, absorbency 77,27%, and classical completeness rate 90,91%. Based on these results the researchers formulated suggestions;  (1) Students are expected to be able to utilize this Learning design to improve their learning activities and outcomes;  (2) Other teachers can apply this learning design, by examining the weaknesses of the results of this study;  (3) Schools can make consideration material as one of the learning design that can be developed to solve learning problems in class;  (4) Other researchers can make the results of this study a relevant research study.

THE EFFECT OF LEARNING COOPERATIVE MODEL JIGSAW ON GEOGRAPHIC LEARNING RESULT

2018 ◽  
Vol 2 (1) ◽  
pp. 75
Author(s):  
Bejo Apriyanto ◽  
Fahrudi Ahwan Ikhsan ◽  
Elan Artono Nurdin ◽  
Fahmi Arif Kurnianto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Environmental Problems ◽  
Study Data ◽  
Learning Activities ◽  
Model Learning ◽  
Average Percentage

Based on observations made on 4 sepetember in class X SMA Islam Lumajang known that 75% of students said that geography subjects boring because too many concepts that must be memorized because they do not understand the benefits of geography lessons for real life, also rarely make observations out class. Strong indications that underlie the difficulties of students to understand the material presented, among others, due to lack of ability of students in solving the problem of Geography. It can be seen from the activity as well as student learning outcomes that show there are only 3% of students who look active, while others less active, and the ability of students in solving problems there are only 7 students who can solve the problem well. The ability of students in solving the problem is still lacking this can be seen from the observation that says there are only 5 of 40 students who can solve the problem while the 90% still need guidance and training in solving problems. To overcome the problem of learning quality, then compiled geography learning by implementing problem-based learning to improve student activity and learning outcomes in understanding environmental problems. The purpose of this study is to describe whether the problem-based learning can improve student activities and learning outcomes in solving environmental problems in class X SMA Islam Lumajang. This research is a classroom action research conducted in 2 action cycles. In this study data obtained in the form of student learning activities, the value of discussion results, and the value of student learning outcomes. Student learning activities are measured by increasing the average percentage of student learning activities. Key Words: Jigsaw Model, Learning Result

Application of Creative Problem Solving Learning Model to Improve Learning Outcomes and Learning Activities on Simulation and Digital Communication

2021 ◽  
Vol 5 (1) ◽  
pp. 46-50
Author(s):  
Nurfarida Ilmianah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Male Students ◽  
Learning Activity ◽  
Research Subjects ◽  
The Media

The learning process at this time tends to decrease. This is caused by learning that is less interesting.   The Media and methods as a way to overcome monotonous learning need to be developed to improve the quality of  the student learning outcomes. This study aims to improve the activeness and learning outcomes through the implementation of the Creative Proplem Solving (CPS) learning model. "This study uses classroom action research (PTK) consisting of 4 stages,  the stages namely of planning, implementation, observation and reflection. With  the research  subjects XDPIB2 class students consisting of 34 students, 24 male students and 10 female students. The instrument used was an observation sheet of student learning activities, and a test of student learning outcomes. The results of this study indicate an increase in the average of student learning activities that continue to increase from cycle I to cycle III, it can be seen from the average learning activity of students who continue to increase starting from cycle I in the category of sufficient activity, amounting to 2.44. Cycle II was 3.38 with good category activity and Cycle III increased by 4.31 with very good category activity. Learning by using this CPS can improve student learning outcomes. based on observations on cycles I, II and III. From the three cycles, there was an increase in the average test of student learning outcomes in a row starting from cycle I, II and III was 60.65, 72.85 and 85.24 and only 1 student had a score below 75 of 34 students so that the application of the model CPS learning can improve the activities and learning outcomes of students of SMK Negeri 1 Sidoarjo

scholarly journals Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Moch Sukardjo ◽  
Lipur Sugiyanta
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Quality Level ◽  
Learning Material ◽  
Improve Student Learning

Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is implemented thoroughly. The only way to get test with high quality results is to start testing at the beginning of the design process and continuously testing each of the next steps. This research performs usability testing on of website by using WAMMI criterion (Website Analysis and Measurement Inventory) and will be focused on how convenience using the website application. Components of Attractiveness, Controllability, Efficiency, Helpfulness, and Learnability are applied. The website in Multimedia Interactive Learning for Mathematics SMK Class X can be in accordance with the purpose to be accepted by student to improve student learning outcomes. The results show that WAMMI method show the usability value of Multimedia Mathematics SMK Class X is about from 70% to 90%.

scholarly journals THE APPLICATION OF SSCS TYPE PROBLEM BASED LEARNING TO IMPROVE STUDENT LEARNING OUTCOMES

2019 ◽  
Vol 7 (1) ◽  
pp. 94-108
Author(s):  
Nina Erlina
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Type Problem ◽  
The Subject ◽  
Improve Student Learning

This research discusses the application of the SSCS type problem based learning model to improve student learning outcomes in class X1 AK1 SMKN 1 Sungailiat. The research method used in this study is PTK that is done with the type of search, solve, create, and share (SCSS) in the subject of Accounting material about closing journal. The findings show: 1) the SSCS type problem based learning model can improve student learning outcomes, this can be proven by comparing the test scores in each cycle. 2) this learning model is also able to overcome miss-matches, especially on social concepts that are abstract and require real evidence from real life to brought into the learning process. 3) obstacles encountered related to the application of this learning method namely: a) the teacher involved was not accustomed to using PBL learning models with this type of SSCS before,  so that it had a little difficulty in applying it. After several meetings, the teacher is accustomed to adapt in optimizing their use for learning activities of students in the classroom. b) students want the learning phase and the experiments they do are designed to be more interesting and interactive, and contain examples of real activities that are more related to the material discussed.

PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN TEKNIK EXAMPLE NON EXAMPLE TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIII SMPN 3 BATUKLIANG UTARA

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Lia Andriani ◽  
Taufik Samsuri ◽  
Ida Royani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Teaching Learning ◽  
Cognitive Learning Outcomes

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.

scholarly journals Penerapan Metode Mindscaping dalam Pembelajaran Fisika sebagai Upaya Meningkatkan Hasil Belajar Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 61
Author(s):  
Sri Erdawaty ◽  
Hikmawati Hikmawati ◽  
Kosim Kosim
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Activity Data ◽  
Physics Learning ◽  
The Third ◽  
A Value

[Title: The Implementation of Mindscaping Method in Physics Learning as an Effort to Improve Student Learning Outcomes]. This study aims to improve the activities and outcomes of student physics learning by applying the mindscaping method. This type of research is classroom action research conducted in three cycles. Each cycle consists of planning, action, observation, evaluation and reflection. Student learning activity data is obtained by observation while student learning outcomes data are obtained by giving objective tests at the end of each cycle. The application of the mindscaping method in this study is said to be successful if 85% of students achieve learning outcomes greater or equal to 65, while student learning activities are at least active categories. The results of the study showed an increase in student learning activities each cycle, namely in the first cycle the category was quite active to be very active in the second cycle and in the third cycle. Student learning outcomes can be seen from the classical completeness value which has increased in each cycle, each has a value of 76% in the first cycle, 80% in the second cycle, and 92% in the third cycle. Thus it can be concluded that the application of the mindscaping method has succeeded in increasing the activities and results of student physics learning.

scholarly journals The IMPROVING STUDENT ACTIVITIES AND LEARNING OUTCOMES THROUGH RECIPROCAL TEACHING STRATEGIES WITH AUDIOVISUAL MEDIA

KadikmA ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 14
Author(s):  
Binti Munawaroh
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Student Interest ◽  
Activity Data ◽  
Audiovisual Media

The research is about classroom action research in class XI MIPA 2 SMA Negeri 3 Bondowoso in the 2019/2020 school year. Data collection methods in this research are observation, documentation, and tests. The data obtained are student interest in learning, teacher activities and student learning activities during the learning process and learning outcomes in cycle I and cycle II. Student learning activity data obtained from observations. Student learning activities were analyzed descriptively. While the completeness of students' mathematics learning outcomes was obtained from the postest results. Classical student learning activities have increased in each activity indicator observed from cycle I to cycle II. This can be seen from students who do activity indicators, the percentage increases from cycle I and cycle II, from 73% to 93%. The increase in completeness of student learning outcomes occurred in each cycle, namely 31.5% in cycle I to 89.6% in cycle II. Based on the results above, it shows that the Reciprocal Teaching Strategy with Audiovisual Media can be used as an alternative to learning that can make students more active and can understand mathematical concepts in order to improve learning activities and student learning outcomes.

scholarly journals PENGARUH MODEL PBL DENGAN MEDIA GOOGLE CLASSROOM TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA

2020 ◽  
Vol 6 (2) ◽  
pp. 230
Author(s):  
Nurridha Rahmania Yusuf ◽  
Singgih Bektiarso ◽  
Sudarti Sudarti
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Sound Wave ◽  
Problem Based Learning ◽  
Control Design ◽  
Student Learning Outcomes ◽  
Senior High School ◽  
T Test ◽  
Learning Activities

ABSTRAKPenelitian ini bertujuan untuk mengkaji pengaruh model problem based learning dengan media google classroom terhadap aktivitas dan hasil belajar siswa pada materi gelombang bunyi di SMAN Pakusari. Jenis penelitian ini adalah penelitian eksperimen dengan pretest-posttest control design. Pengumpulan data hasil belajar siswa dari nilai pretest dan posttest, serta aktivitas belajar siswa dari hasil observasi selama kegiatan pembelajaran. Penelitian ini menghasilkan data rata-rata aktivitas belajar di kelas eksperimen lebih besar daripada kelas kontrol, yaitu 66,35% dan 55,31%, dan juga rata-rata hasil belajar siswa dari posttest pada kelas eksperimen lebih besar daripada kelas kontrol, yaitu 60 dan 50. Analisis data menggunakan uji T-Test yang menghasilkan nilai signifikansi aktivitas belajar dan hasil belajar kurang dari 0,05, yaitu 0,017 dan 0,002. Berdasarkan analisis tersebut, dapat disimpulkan bahwa pembelajaran menggunakan model PBL dengan media google classroom berpengaruh signifikan terhadap aktivitas dan hasil belajar siswa pada materi gelombang bunyi di SMAN Pakusari. Kata kunci: model PBL dengan media google classroom; aktivitas belajar siswa; hasil belajar siswa. ABSTRACTThis research aims to assess the effect of problem based learning model with google classroom media on activity and student learning outcomes of sound wave material at Pakusari senior high school. This type of research is experimental research with pretest-posttest control design. Data collection of student learning outcomes are pretest and posttest scores, and student learning activities is from observation results during learning. The result of this research are the average of learning activities in experimental class greater than control class, i.e 66,35% and 55,31%, and also the average of student learning outcomes from posttest in experimental class greater than control class, i.e 60 and 50. Data analysis using T-test which results in significance value of learning activity and learning outcomes of less than 0,05, i.e 0,017 and 0,002. Based on analysis, it can be concluded that learning by problem based learning model with google classroom media has significant effect on student’s activity and learning outcomes on sound wave material at Pakusari senior high school. Keywords: PBL model with google classroom media; learning activities; learning outcomes.

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