scholarly journals Improving Learning Outcomes and Science Process Skills Through the Project Based Learning (PJBL) Model Class IV SDN 2 Suroyudan

2021 ◽  
Vol 3 (4) ◽  
pp. 80
Author(s):  
Ika Ovita
Keyword(s):  
Learning Outcomes ◽  
Research Data ◽  
Project Based Learning ◽  
Process Skills ◽  
Saving Energy ◽  
Science Process Skills ◽  
Fourth Grade Students ◽  
Quantitative Data Analysis ◽  
Class Average ◽  
Class Iv

<em>This study aims to improve learning outcomes and science process skills on the Always Saving Energy Theme through the Project Based Learning (PJBL) learning model in class IV Semester 1 SD Negeri 2 Suroyudan. The subjects in this study were fourth grade students of SD Negeri 2 Suroyudan, totaling 32 students. This research is a Classroom Action Research conducted in two cycles in each cycle consisting of two meetings. Each cycle includes planning, implementing actions, observing and reflecting. The research data were analyzed using quantitative data analysis. To obtain data on students' science process skills, they used observation sheets and science process skills questionnaires, while to obtain data on learning outcomes in this study, the evaluation sheets were given in each cycle. Based on the results of the study, students' science process skills in cycle 1 were 34%, increased to 94% in cycle 2. student learning completeness in cycle 1 was 75% with an average class of 80 increased to 100% with a class average of 92.81 in cycle 2. From these results, it can be concluded that through the application of learning with the Project Based Learning (PJBL) model can improve learning outcomes and science process skills on the Always Saving Energy Theme in class IV Semester 1 SD Negeri 2 Suroyudan in 2019/2020.</em>

scholarly journals THE IMPLEMENTATION OF LC7E MODEL ON SCIENCE PROCESS SKILLS TO FOURTH GRADE OF SD NEGERI 2 KEBUMEN

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Astika Krisnawati ◽  
Kartika Chrysti Suryandari ◽  
Muhamad Chamdani
Keyword(s):  
Life Cycle ◽  
Learning Outcomes ◽  
Science Learning ◽  
Fourth Grade ◽  
Learning Outcome ◽  
Learning Cycle ◽  
Process Skills ◽  
Science Process Skills ◽  
Fourth Grade Students ◽  
Qualitative Descriptive

<p>The study aimed to determine the effectiveness LC7E (Learning Cycle 7E) model on science process skills to fourth grade students of SD Negeri 2 Kebumen to the theme of animal life cycle and environmental protection. It was collaborative classroom action research (CAR) carried out in one cycle. It consisted of planning, implementation, observation, and reflection. The subjects were 18 fourth grade students of SD Negeri 2 Kebumen. The data were analyzed by qualitative descriptive. It concludes that Learning Cycle 7E (LC7E) model improves science process skills and natural science learning outcomes of fourth grade students. The increasing of science process skills was 37%, students learning outcome was 33.89%, and NGain was 57.14%.</p><p> </p>

scholarly journals Implementation of Project Based Learning Student Worksheets to Improve Students' Science Process Skills on Environmental Pollution in High Schools

2021 ◽  
Vol 5 (1) ◽  
pp. 130
Author(s):  
Raja Razak Setiawan ◽  
Suwondo Suwondo ◽  
Wan Syafii
Keyword(s):  
High School ◽  
Data Collection ◽  
Environmental Pollution ◽  
Research Data ◽  
Project Based Learning ◽  
Process Skills ◽  
Development Research ◽  
Science Process Skills ◽  
Medium Increase ◽  
Is Development

This study aims to determine the improvement of students' science process skills through the application of Project Based Learning based LKPD on environmental pollution material for Class X Senior High School. This research was conducted at MAN 1 Kuantan Singingi. The method used in research is development research (Research and Development). Sources of research data came from 25 students of class X IPA 3. Research design using one group pretest posttest only. Data collection obtained from the preetest and posttest results of the student's Science Process Skills instrument. The results showed that the students' science process skills experienced an increase in the posttest results, from 63.5 to 83.5 with a medium increase (N-Gain 0.54). From the research results, it can be concluded that LKPD based on project based learning can be used as a medium for learning biology in high school.

PENGGUNAAN DIRECT INSTRUCTION MODEL UNTUK MENINGKATKAN HASIL BELAJAR IPA PADA MATERI TUMBUHAN DAN FUNGSINYA SISWA KELAS IV A SDN 015 SUNGAI SALAK KECAMATAN TEMPULING

2016 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Garnawati Siregar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Instructional Improvement ◽  
Mastery Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Fourth Grade Students ◽  
The Subject ◽  
Class Iv

Problems in the Classroom Action Research (PTK) is the low learning outcomes IPA A fourth grade students of SDN 015 Sungai Salak Kecamatan Tempuling. This study addressed the problem by applying direct instrucsion models. The problem of this research is "Is the direct application of the model intruction IPA can improve learning outcomes in grade IV A SDN 015 Sungai Salak Kecamatan Tempuling ?. The purpose of this study is to improve science learning outcomes in class IV A SDN 015 Sungai Salak Kecamatan Tempuling by way of direct intruction models. Direct intruction A model of fourth grade students of SDN 015 Sungai Salak, Kecamatan Tempuling can improve learning outcomes significantly. At first the student learning outcomes pre-cyclye is 36.00 categorized as very unfavorable; in the first cycle was 61.00 with category; and the results of the second cycle is 81.50 with very good category. Mastery learning individually and classical increases; pre-cyclye 4 students and 20.00 (not finished); in the first cycle is 12 students and 60.00% (not finished) and the second cycle is 19 students or 95% (complete). Based on observations of fourth grade students of SDN 015 A Sungai Salak Kecamatan Tempuling, activity in the first cycle an average of 72% or better and the second cycle of activity is 82% or better at all. Students seem to understand the direct intruction models and they can understand the subject matter properly and appropriately. Based on the research results with direct instructional improvement intruction models managed to fix the problem of low student learning outcomes SDN 015 class IV A Sungai Salak Kecamatan of Tempuling. 

UPAYA MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN ALAM DENGAN PENERAPAN METODE DEMONSTRASI SISWA KELAS IV SD NEGERI 010 BANJAR PANJANG KECAMATAN KERUMUTAN

2017 ◽  
Vol 5 (3) ◽  
pp. 307
Author(s):  
Deden Kusdinar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Preliminary Data ◽  
Student Learning Outcomes ◽  
Natural Sciences ◽  
Research Data ◽  
Science Students ◽  
Experience Teaching ◽  
Improving Student Learning ◽  
Class Iv

Based on the author's experience teaching for this in SD Negeri 010 Banjar PanjangKerumutan, and based on observation and early reflections by the author seen low creativityof students in learning that ultimately ends up in the low student learning outcomesthemselves, especially on the subjects of Natural Sciences. After many tests on the midtermturns lower student learning outcomes. Completeness class only reach 50% or 10 out of 20students, KKM for subjects of Natural Sciences which has been set in the class IV SD Negeri010 Banjar Panjang Kerumutan is the number 70. As Judge things that cause children lowvalue, from the aspect of teachers are: teacher always using methods lectures, learningachievement of children have been considered equally by teachers, and the learning processis dominated by the teacher. This research is a classroom action research (PTK). Class actionresearch through the stages of planning, implementation, observation and reflection. Fromthe research data is a result of learning of natural science at the top can be seen learningoutcome science students from the action on the preliminary data for the first cycle to thesecond cycle by improving student learning outcomes that menigkat are significant, the initialdata of students who achieve mastery only 50 % and cycle to the first increase has reached70% and the thoroughness of the class in the second cycle reaches 85%.

IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN TEMATIK TERPADU TEMA INDAHNYA NEGERIKU SUB TEMA KEANEKARAGAMAN HEWAN DAN TUMBUHAN KELAS IV SEMESTER 2 SDN TOMPOMULYO 02 KABUPATEN PATI

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Mudzanatun Mudzanatun ◽  
Eka Kurniasih
Keyword(s):  
Fourth Grade ◽  
Research Data ◽  
Research Approach ◽  
Average Percentage ◽  
Is Research ◽  
Assessment Of Learning ◽  
Learning Evaluation ◽  
Fourth Grade Students ◽  
Thematic Learning ◽  
Class Iv

This research is motivated by the lack of knowledge of teachers in the implementation of the curriculum in 2013 on the learning process. Teachers do not understand fully the curriculum in 2013, because of socialization of the service is still lacking.The problem in this study is how the implementation of the curriculum in 2013 of integrated thematic learning on the theme?óÔé¼?ØIndahnya Negeriku?óÔé¼?Ø Sub Theme ?óÔé¼?ôKeanekaragaman Hewan dan Tumbuhan?óÔé¼?Ø class IV in the 2nd half of the fourth grade students of SDN Tompomulyo 02?. The purpose of this study is to investigate the implementation of the curriculum in 2013 on the theme of integrated thematic learning on the theme?óÔé¼?ØIndahnya Negeriku?óÔé¼?Ø Sub Theme ?óÔé¼?ôKeanekaragaman Hewan dan Tumbuhan?óÔé¼?Ø class IV in the 2nd half of the fourth grade students of SDN Tompomulyo 02.This research uses descriptive qualitative research approach that is research data collection in the form of words. Location of the study in 02 Pati SDN Tompomulyo fourth grade 2nd semester.Data sourced words research results. The average percentage of lesson plans prepared by teachers good observer I category with a percentage of 82,21%, a good observer II category with a percentage of 81,77% . The average percentage of the implementation of learning that teachers do a good observer I category with a percentage of 82,19%, a good observer II category with a percentage of 8,.43%. Assessment of learning evaluation conducted after a study showed that six of 21 people there are 10 students or 47,62% to the category of very good, good category there are 5 students with a percentage of 23,80%, good enough category there are 4 students with a percentage of 19,05%, unfavorable category there are 2 students or 9,53%, and there were no students in the category of bad result.Suggestions given to teachers , learners and the school is implementing in order to further develop the learning in the classroom in accordance with the implementation of the curriculum in 2013 .

Application of the Science Process Skill Approach in Improving Student Activities and Learning Outcomes in Science Subjects in Kabuyu Inpres Elementary School

2020 ◽  
Vol 3 (1) ◽  
pp. 14-23
Author(s):  
Ni Made Catri ◽  
Lilies N. Tangge ◽  
Afadil Afadil
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Activity ◽  
Process Skills ◽  
Research Subjects ◽  
Class V ◽  
Science Process Skills ◽  
Percentage Score ◽  
Student Activities

This study aims to describe the increase in activities and student learning outcomes in learning Natural Sciences in class V Kabuyu Inpres Elementary School through the application of the science process skills approach. The method used in this research is classroom action research which consists of 4 stages, planning, implementation, observation, and reflection, with data collection techniques using evaluation tests, observation sheets, and field notes. Research subjects were 27 students. The results showed that using existing instructional devices showed an increase in student and teacher activities. Student learning activity shows the percentage score obtained on the first cycle is 70.05% in the category enough, in the second cycle showed an increase in the percentage score of 90.48% category very good, an increase of 20.43%. Teacher observation activities when applying the material in class I showed a percentage score of 78.33% in the good category, in the second cycle, the percentage score was 95.00% in the very good category, an increase of 16.67%. In the results of the analysis of evaluation tests, the first cycle students showed the percentage of classical completeness 53.70% for the percentage of classical absorption 71.06%, the second cycle showed an increase in the results of the evaluation test evaluation on the percentage of climax completeness obtained 90.74%, and the percentage of absorption laxative results showed 84.96%, KBK increased by 37.04% and DSK increased by 13.90%. Based on the acquisition of these results, it was concluded that the approach to science process skills can improve student learning activities and outcomes in the heat transfer material in class V of Kabuyu Inpres Elementary School in 2018-2019.    

scholarly journals APPLICATION OF THE COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) LEARNING MODEL TO IMPROVE IPS LEARNING OUTCOMES CLASS IV STUDENTS OF SDN 006 SENCANO JAYA

JURNAL RANDAI ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 37-52
Author(s):  
Yusrizal
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Activity ◽  
Student Teams ◽  
The Social ◽  
Fourth Grade Students ◽  
Class Iv

The problem in this research is the low social studies learning outcomes. The purpose of this study was to improve the social studies learning outcomes of the fourth grade students of SDN 006 Sencano Jaya, by applying the Student Teams Achievement Division (STAD) type of cooperative learning model. The hypothesis in this study is that if the cooperative learning model (STAD) is applied, it can improve the social studies learning outcomes of students of SDN 006 Sencano Jaya class. The results showed that the teacher activity in the first cycle of the first meeting showed an average of 70.83%, in the first cycle of the second meeting an average of 83.33%. In the second cycle, the first meeting was 87.50%, in the second cycle the second meeting had an average of 95.83%. Teacher activity in this study increased. Student activity in the first cycle of the first meeting with an average of 58.33% in the first cycle of the second meeting was 70.83%, in the second cycle of the first meeting an average of 75.00% in the second cycle of the second meeting with an average of 91.66%. Student activity in this study also increased. The initial data of social studies learning results showed that only 11 students completed with a percentage of 40.74% who did not complete 16 people or 59.25% of students who obtained a basic score above the minimum completeness criteria standard (KKM). In the UH I who completed 15 people or the percentage of 55.55% who did not complete 12 people with a percentage of 44.41%. At UH II, 24 people or 88.88% who did not complete were only 3 students or with a percentage of 11.11%. Social studies learning outcomes in this study are increasing, so with the application of the Cooperative learning model type Students Teams Achievement Division (STAD).

scholarly journals IMPROVING IPS LEARNING RESULTS THROUGH THE APPLICATION OF CLASS IV THINK PAIR SHARE COOPERATIVE LEARNING MODELS IN SD NEGERI 6, SUKAJADI, PEKANBARU CITY

JURNAL RANDAI ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 62-78
Author(s):  
Paridamiwati
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Student ◽  
Fourth Grade Students ◽  
Class Iv

The phenomenon of low student learning outcomes from observations of researchers in the field is caused by several factors, such as: (1) The learning carried out by the teacher still uses conventional learning, namely the teacher lectures in delivering material, questions and answers and assignments, so it does not provide encouragement for students to study seriously ; (2) In delivering learning, the teacher still places students as recipients so that students are passive and only wait for information from the teacher without trying to find it. This can be seen when the teacher asks for students' opinions, only a few students give opinions and ask questions about things that are not understood; (3) This is also due to the lack of teacher knowledge about learning strategies that can activate students; (4) Teachers do not provide opportunities for students to work together in doing their assignments with their friends. This makes researchers feel the need to improve the learning process with efforts made to apply an appropriate learning model, namely the Think Pair Share Type cooperative learning model. This type gives students time to think and respond and help each other. Cooperative learning Think Pair Share is a cooperative learning model that allows students to help each other and cooperate with one another. Through this model students are more enthusiastic in learning so that they can increase the achievement of optimal learning outcomes. The formulation of the problem is as follows: "Does the student learning outcomes increase through the application of the Think Pair Share type of cooperative learning model for fourth grade students of SD Negeri 6 Sukajadi, Pekanbaru City?". The purpose of this study was to determine the improvement of social studies learning outcomes through the application of the Think Pair Share Type Cooperative learning model for class IV SDN 6 Sukajadi, Pekanbaru City. Based on the data that has been presented above, it is concluded that the application of the Think Pair Share (TPS) cooperative learning model can improve social studies learning outcomes for fourth grade students of SD Negeri 6 Sukajadi (the average student learning outcomes through cycle I is 62.25, while in the second cycle the average student learning outcomes of 76.25)

scholarly journals MODEL PBL BERBASIS SIMULASI VIRTUAL DAN PRAKTIKUM, HASIL BELAJAR DAN KETERAMPILAN PROSES SAINS.

Vidya Karya ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 148
Author(s):  
Agung Ma'rufin ◽  
Syahmani Syahmani ◽  
Mella Mutika Sari
Keyword(s):  
Learning Outcomes ◽  
Class Ii ◽  
Class I ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Design ◽  
Class Viii ◽  
And Control

Abstract.  This study aims to determine the differences in learning outcomes and students' science process skills between classes using PBL models based on virtual simulations, PBL models based on practicum, and conventional learning. This quasi-experimental research uses nonequivalent control group design. The population of this research is VIII grade students of MTsN 2 Banjarmasin. The research sample is class VIII E as the control class, class VIII F as the experimental class I, and class VIII G as the experimental class II. Data collection uses test and observation techniques. Data analysis techniques use the Kruskall-Wallis test and descriptive analysis. The results showed that (1) There were differences in knowledge learning outcomes between experimental class I, experimental class II, and control class (2) There were differences in students' science process skills between experimental class I, experimental class II, and control class. Keywords: Problem Based Learning, Virtual Simulation, Practicum, Knowledge Learning Results, Science Process Skills Abstrak. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar dan keterampilan proses sains siswa antara kelas dengan menggunakan model PBL berbasis simulasi virtual, model PBL berbasis praktikum, dan pembelajaran konvensional. Penelitian eksperimen semu ini menggunakan nonequivalent control group design. Populasi penelitian ini adalah siswa kelas VIII MTsN 2 Banjarmasin. Sampel penelitian adalah kelas VIII E sebagai kelas kontrol, kelas VIII F sebagai kelas eksperimen I, dan kelas VIII G sebagai kelas eksperimen II. Pengumpulan data dengan menggunankan teknik tes dan observasi. Teknik analisis data menggunakan uji Kruskall-Wallis dan analisis deskriptif. Hasil penelitian menunjukkan bahwa (1) Terdapat perbedaan  hasil belajar pengetahuan antara kelas eksperimen I, kelas eksperimen II, dan kelas kontrol (2) Terdapat  perbedaan keterampilan proses sains siswa antara kelas eksperimen I, kelas eksperimen II, dan kelas kontrol. Kata kunci: Problem Based Learning,  Simulasi Virtual, Praktikum, Hasil Belajar Pengetahuan, Keterampilan Proses Sains

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