scholarly journals KETERAMPILAN PROSES SAINS, GAYA BELAJAR, DAN HASIL BELAJAR FISIKA

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 170
Author(s):  
Sri Nur Susilawati ◽  
Ma'ruf Ma'ruf ◽  
Ahmad Yani
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Process Skills ◽  
Science Process Skills ◽  
Physics Learning ◽  
Skill Test ◽  
Ex Post ◽  
Ex Post Facto ◽  
Skills Learning

Abstract. This study is an ex-post facto research that is correlational analysis that aims to analyze the significance of the relationship between science process skills and learning styles with students' physics learning outcomes. The population in this study were students of class XI SMA Negeri 8 Gowa. The research instrument used was a science process skill test instrument, a learning style questionnaire and a physics learning achievement test. The results showed that there was a significant relationship between science process skills and learning styles with the physics learning outcomes of XI MIPA students of SMA Negeri 8 Gowa. Keywords: science process skills, learning styles, learning outcomes Abstrak. Penelitian ini merupakan penelitian ex-post facto yang bersifat analisis korelasional yang bertujuan untuk menganalisis signifikansi hubungan antara keterampilan proses sains dan gaya belajar dengan hasil belajar fisika peserta didik.  Populasi dalam penelitian ini adalah peserta didik kelas XI SMA Negeri 8 Gowa. Instrumen penelitian yang digunakan adalah instrumen tes keterampilan proses sains, angket gaya belajar dan  tes hasil belajar fisika. Hasil penelitian menunjukkan terdapat hubungan yang signifikan antara keterampilan proses sains dan gaya belajar dengan hasil belajar fisika peserta didik kelas XI MIPA SMA Negeri 8 Gowa. Kata Kunci: keterampilan proses sains, gaya belajar, hasil belajar

scholarly journals PENGARUH GAYA BELAJAR DAVID KOLB (DIVERGER, ASSIMILATOR, CONVERGER, ACCOMMODATOR) TERHADAP HASIL BELAJAR SISWA PADA MATERI PENCEMARAN LINGKUNGAN

Biosfer ◽  
2017 ◽  
Vol 10 (1) ◽  
pp. 9-16 ◽  
Author(s):  
Eka Putri Azrai ◽  
Ernawati Ernawati ◽  
Gita Sulistianingrum
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Hypothesis Test ◽  
David Kolb ◽  
Ex Post ◽  
Psychomotor Learning ◽  
Survey Technique ◽  
Ex Post Facto ◽  
One Way Anova

Learning style is a complex way that someone feels most effective and efficient in learning. David Kolb divides learning style into four groups, there are diverger, assimilator, converger, and accommodator. The research aimed to know the influence of David Kolb’s learning style (diverger, assimilator, converger, accommodator) to students learning outcomes in Environmental Pollution. This research was conducted at 105 Senior High School of Jakarta on April - May 2016. The method that used in this research was Ex Post Facto with survey technique. The sample determination for each learning styles based on learning style groups that have less number of students. The sample that used for each learning styles was 11 students. Based on this research, these four learning styles have different average learning outcome. Prerequisite test showed that data normally distributed and homogenously. Based on the hypothesis test used one-way ANOVA, known that cognitive, affective, and psychomotor learning outcomes have Fcount > Ftable, so that H0 was rejected on 0,05 significant level. It means there is influence of David Kolb’s learning style (diverger, assimilator, converger, accommodator) to students learning outcomes in Environment Pollution.

Hubungan Gaya Belajar dengan Hasil Belajar Matematika Peserta Didik Kelas IV SD Negeri

2022 ◽  
Vol 9 (2) ◽  
pp. 1-12
Author(s):  
Atika Suri ◽  
Lilik Sabdaningtyas ◽  
Muhisom Muhisom
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Mathematics Learning ◽  
Ex Post ◽  
Fourth Grade Students ◽  
Ex Post Facto ◽  
Mathematics Student ◽  
And Mathematics ◽  
The Relationship

The problem in this research is the low mathematics learning outcomes of students. The purpose of this study was to determine the relationship between learning styles and mathematics student learning outcomes. This type of research is quantitative with the ex-post facto correlation research method. The data collection techniques used were questionnaires and documentation. The population in this study were 112 class IV students, with a sample of 53 students. Hypothesis testing uses the Pearson product-moment correlation test. The results of the study of the two variables X and Y show a positive relationship with a correlation of 0.42 on moderate criteria, and it can be concluded that Ha is accepted, that there is a relantionship between learning style with the mathematics learning outcomes of the fourth-grade students of SD Negeri 2 Sumberejo.

THE INFLUENCE OF STUDENTS LEARNING STYLE AND LEARNING INTEREST ON THE LEARNING OUTCOMES OF PHYSICS CLASS X IPA DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 9 (3) ◽  
pp. 132-143
Author(s):  
Albert Lumbu ◽  
Bonefasius Y Boy ◽  
Muhamad Akbar
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Significant Influence ◽  
Pearson Correlation ◽  
Physics Learning ◽  
Significance Level ◽  
Pearson Correlation Test ◽  
Learning Interest ◽  
Learning Together

This study aims to determine whether there are: 1) the influence of learning styles on physics learning outcomes, 2) the influence of interest in learning on physics learning outcomes, 3) the influence of learning styles and interest in learning together on physics learning outcomes in class X SMA Negeri 1 Nimboran . This research was conducted at SMA Negeri 1 Nimboran in April - May 2021. The subjects in this study were all 52 students of class X majoring in science and the objects of research were learning styles, interest in learning and physics learning outcomes. The instruments used are questionnaires and documentation. Data analysis was carried out using the Pearson correlation test with a significance level of 0.05 and a regression test which resulted in conclusions as a result of the study. The results showed that, 1) there was a significant influence of learning style on physics learning outcomes with a contribution of 50.8%, 2) there was a significant influence of interest in learning on physics learning outcomes with a contribution of 60.9%, 3) there were significant influence of learning style and interest in learning, together on the learning outcomes of physics with a contribution of 64.3% influence

scholarly journals THE EFFECT OF COOPERATIVE LEARNING MODELS TYPE GROUP INVESTIGATION AND KINESTHETIC STYLE LEARNING TO SCIENCE PHYSICS SKILL PROCESS ON STUDENTS

2014 ◽  
Vol 3 (2) ◽  
pp. 15 ◽  
Author(s):  
Sriutami Kholila Mora Siregar ◽  
Nurdin Bukit
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Direct Instruction ◽  
Physical Science ◽  
Concept Maps ◽  
Process Skills ◽  
Cooperative Group ◽  
Learning Models ◽  
Science Process Skills ◽  
Kinesthetic Learning

The purposes of the research are: to determine differences in the physics skills of students with learning model Cooperative Group Investigation using concept maps and Direct Instruction teaching model, to determine differences in the physical skills of students who have high Kinesthetic Learning Styles and Learning Styles low, to determine the interaction between Models of Learning and Kinesthetic Learning Styles toward physical process skills of students. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation using Concept Maps as a class and the second class of controls implemented Direct Instruction model. The instrument used in this study is physics instrument science process skills in narrative form as many as 13 questions and instrument kinesthetic learning style questionnaire that has been declared valid and reliable. The results were found: there are differences in physical science process skills students are taught by Cooperative Group Investigation learning model using Concept Maps and Direct Instruction teaching model. There are differences in physical science process skills of students who have kinesthetic learning styles and students who have low kinesthetic learning style. Interaction between learning models Cooperative Group Investigation using Concept Maps and kinesthetic learning styles in influencing the physical science process skills of students.

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

scholarly journals PENGEMBANGAN BAHAN AJAR DENGAN MODEL CHILDREN LEARNING IN SCIENCE (CLIS) UNTUK MENINGKATKAN AKTIVITAS DAN KETERAMPILAN PROSES SAINS PESERTA DIDIK

2021 ◽  
Vol 1 (2) ◽  
pp. 61-68
Author(s):  
Lina Hartati ◽  
Mustika Wati ◽  
Suyidno Suyidno
Keyword(s):  
Learning Outcomes ◽  
Materials Science ◽  
Lesson Plan ◽  
Process Skills ◽  
Teaching Materials ◽  
Science Process Skills ◽  
Student Activity ◽  
Science Process Skill ◽  
Addie Model ◽  
Skills Learning

The lack of availability of teaching materials that can foster student activity causes science process skills to be untrained. Therefore, research is aimed at teaching materials with the Children Learning in Science (CLIS) model is feasible to improve the students’ activities and science process skill. This development design uses the ADDIE model. The trial subjects were 30 students of class XI MIPA 3 SMAN 8 Banjarmasin. Data were analyzed quantitatively. Data collectoin was through validation sheets, observation of lesson plans, activity observation and students' science process skills, learning achievement tests. The results showed; (1) the validation results of lesson plan, worksheet, teaching materials, and assessment test were valid, (2) the implementation of lesson plan was very good, (3) the activities and the students’ science process skills in the category are very good. Other than that N-gain of the learning outcomes of 0.62 are in the medium category. It was concluded that teaching material with the CLIS model is feasible to increase the students’ activities and science process skills.Keywords: activities, teaching materials, science process skillsAbstrakMinimnya ketersediaan bahan ajar yang mampu menumbuhkan aktivitas peserta didik menyebabkan keterampilan proses sains belum terlatih. Oleh karena itu, penelitian ini bertujuan menghasilkan bahan ajar dengan model Children Learning in Science (CLIS) yang layak untuk meningkatkan aktivitas dan keterampilan proses sains peserta didik. Desain bahan ajar ini menggunakan model ADDIE. Subjek uji coba ada 30 orang peserta didik kelas XI MIPA 3 SMAN 8 Banjarmasin. Data dianalisis secara kuantitatif. Pengumpulan data melalui lembar validasi pakar, pengamatan pembelajaran, pengamatan aktivitas dan keterampilan proses peserta didik, serta tes hasil belajar. Hasil penelitian menunjukkan; (1) hasil validasi RPP, materi ajar, LKPD, dan tes hasil belajar berkategori valid, (2) keterlaksanaan RPP berkategori sangat baik, (3) aktivitas dan keterampilan proses sains peserta didik berkategori sangat baik. Selain itu, N-gain hasil belajar kognitif sebesar 0,62 berkategori sedang. Diperoleh simpulan bahwa bahan ajar dengan model CLIS adalah layak untuk meningkatkan aktivitas dan keterampilan proses sains peserta didik.Kata kunci: aktivitas, kelayakan bahan ajar, keterampilan proses sains

scholarly journals THE EFFECT OF LEARNING STYLES FOR ENGLISH SPEAKING SKILL

2017 ◽  
Author(s):  
Abd Ghofur
Keyword(s):  
Standard Deviation ◽  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
Speaking Skill ◽  
English Speaking

Everyone has a dominant learning style that allows them to easily absorb the information it receives. Thispaper is the result of a study corresponding author modalities influence students to absorb information onthe differences in the English speaking skill. This research was conducted in class X SMA N 1 Lamongan.The study design using the ex post facto with a population of 383 and the number of samples 70. The datacollection technique using questionnaires and tests the ability to speak English. Analysis using descriptiveanalysis and ANOVA one lane using parametric statistical methods. This is done because it is based on astatistical test, the normal distribution of research data and homogeneous. The results showed thatstudents who have a visual learning style as many as 32 people, with a mean of 69.56 and a standarddeviation of 12.281. Then students who have auditory learning styles as many as 20 people with a mean of66.10 with a standard deviation of 10.935. While students who have a kinesthetic learning style as manyas 18 people with a mean of 66.28 and a standard deviation of 12.942. The results of data analysis knownthat the significance value (sig.) Of 0.511. This showed that no significant difference in the Englishspeaking skill among students who have learning styles of visual, auditory and kinesthetic.

scholarly journals Pembelajaran fisika dengan metode eksperimen untuk meningkatkan hasil belajar kognitif dan keterampilan proses sains

2016 ◽  
Vol 2 (2) ◽  
pp. 252 ◽  
Author(s):  
Yuliana Subekti ◽  
Ariswan Ariswan
Keyword(s):  
Experimental Method ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Model ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Physics Learning ◽  
Randomized Sampling ◽  
Cluster Randomized

Penelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan hasil belajar aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika siswa dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen. Jenis penelitian ini adalah penelitian quasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X di SMA Negeri 9 Yogyakarta pada semester genap tahun ajaran 2014/2015 yaitu 192 siswa. Sampel dipilih sebanyak dua kelas dengan menggunakan teknik cluster randomized sampling yaitu 64 siswa. Aspek keterampilan proses sains yang diteliti yaitu pengamatan, pelaksanaan penelitian, pengkomunikasian, peramalan dan penyimpulan. Teknik analisis data yang digunakan adalah uji MANCOVA dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan hasil belajar fisika aspek kognitif dan keterampilan proses sains ditinjau dari kemampuan awal fisika pada siswa kelas X di SMA Negeri 9 Yogyakarta dengan model pembelajaran inkuiri terbimbing melalui metode eksperimen.Kata Kunci: model pembelajaran inkuiri terbimbing, metode eksperimen, keterampilan proses sains, hasil belajar aspek kognitif. The Physics Learning with Experimental Methods to Increase Cognitive Aspects of Learning Outcomes and Science Process Skills AbstractThis study aims to investigate whether there is an increase of the cognitive aspects of learning outcomes and science process skills in terms of the first physics ablility with guided inquiry learning model through the experimental method. This type of research is quasi experimental research. The study population was all students of class X in SMA N 9 Yogyakarta in the second semester of 2014/2015 academic year as many as 192 students. The samples were as many as two classes using cluster randomized sampling technique  were 64 students. The aspects of the science process skills were constructing observations, conducting research, communicating, predicting and making inferences. The data were analyzed using MANCOVA with the significance level of 0.05. The results of the study show that there is a significant increase of the cognitive aspect of physics learning outcomes and science process skills in terms of the firts physics ability of the class X students in SMA N 9 Yogyakarta with guided inquiry learning model through the experimental methods.Keywords: guided inquiry learning model, experimental method, science process skills, cognitive aspects of learning outcomes

scholarly journals Kontribusi Gaya Belajar Dan Motivasi Belajar Terhadap Hasil Belajar Bahasa Indonesia

2018 ◽  
Vol 2 (3) ◽  
pp. 257
Author(s):  
Sayu Putri Ningrat ◽  
I Made Tegeh ◽  
Made Sumantri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Fifth Grade ◽  
Statistic Analysis ◽  
Fifth Grade Students ◽  
Ex Post ◽  
Regression Test ◽  
Ex Post Facto ◽  
Academic Year ◽  
Bahasa Indonesia

The aim of this study to know the contribution of learning styles and motivation of learning in result of learning Bahasa Indonesia in fifth grade student of SD Negeri Ularan Seririt Subdistrict in academic year 2017/2018. This study was ex-post facto research with total population as well as sample of 37 people. The data were collected through taking note document tecnique and questionnaire learning style and motivation of learning instrument. The data were analyzed in two steps, with descriptive statistic analysis and inferential statistic analysis through simple regression test and multiple regression test. The results showed that 1) learning style contribute 47.3% toward the result of learning Bahasa Indonesia as subject, 2) motivation of learning contribute 45.3% toward the result of learning Bahasa Indonesia as subject, 3) learning styles and motivation of learning contribute 62.8% in resulting of Bahasa Indonesia. In Contributing learning style and motivation of learning toward resulting of Bahasa Indonesia showed learning style and motivation of learning that was influential in resulting of the study Bahasa Indonesia at fifth grade students of SD Negeri Ularan Seririt Subdistrict in academic year 2017/2018

scholarly journals PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR BIOLOGI SISWA KELAS VIII-6 SMP NEGERI 1 TEBING TINGGI

2020 ◽  
Vol 10 (4) ◽  
pp. 379-388
Author(s):  
Saria Sinaga ◽  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Process Skills ◽  
Science Process Skills ◽  
Average Value ◽  
Skills Learning

The purpose of this study was to improve science process skills and biology learning outcomes of students in grades VIII - 6 SMP Negeri 1 Kota Tebing Tinggi. The type of research used is Classroom Action Research (PTK). This research was conducted in two cycles. To obtain research data, data collection was carried out using qualitative descriptive analysis techniques to determine science process skills and student learning outcomes. The results showed that with the application of the Discovery Learning learning model to improve science process skills and student learning outcomes with the total score obtained in the first cycle of students' science process skills with a percentage of 66%, cycle II increased to 86.66% while learning outcomes which is obtained by students as seen from the average value and value of classical completeness of student learning as follows: by percentage, the average value in the first cycle is 54.40%, the second cycle is 72.40%. While the percentage of classical completeness in the first cycle was 52%, the second cycle was 80%. Thus, the use of the Discovery Learning Learning Model can be recommended to be applied as an alternative learning model in schools. Keywords: Discovery Learning, Skills, Learning Outcomes

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