scholarly journals PENGARUH MODEL PEMBELAJARAN PEER INSTRUCTION FLIP DAN FLIPPED CLASSROOM TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATERI SISTEM EKSKRESI

Biosfer ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 15-19
Author(s):  
Rusdi Rusdi ◽  
Dian Evriyani ◽  
Dwi Khaerunnisa Praharsih
Keyword(s):  
Flipped Classroom ◽  
Cognitive Learning ◽  
Simple Random Sampling ◽  
Learning Outcome ◽  
Learning Model ◽  
Statistical Hypothesis ◽  
Peer Instruction ◽  
Homogeneity Test ◽  
Test Analysis ◽  
Bartlett Test

Achievement of learning process can be seen from student cognitive learning outcome. Learning model plays an important role in student cognitive learning achievement. The introduction and implementation of Peer Instruction Flip model and Flipped Classroom are expected to increase the cognitive learning outcomes of students. The research was conducted in SMAN 6 Tangerang on Mei-Juni 2015. The reseach method used was a quasi experiment. The research sample used was XI MIA 1 (Peer Instruction Flip model) and XI MIA 3 (Flipped Classroom model) and XI MIA 2 (STAD model) who collected by Simple Random Sampling. Prerequisite test analysis of normality was the Kolmogorov-Smirnov and homogeneity test with the Bartlett test. Based on calculation, data obtained was normally distributes and homogeneously. The statistical hypothesis with Anava one way test result on rejected null hypothesis at α 0,05. It can be concluded that there was effect of Peer Instruction Flip and Flipped Classroom learning model toward student cognitive learning outcome in Excretory System material.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF NHT DAN STAD TERHADAP HASIL BELAJAR SIKAP SISWA SMA NEGERI 2 GERUNG

2015 ◽  
Vol 10 (2) ◽  
Author(s):  
I. G. M. R. Aryana ◽  
Agil Al Idrus ◽  
Ahmad Harjono
Keyword(s):  
Cooperative Learning ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Learning Outcome ◽  
Learning Model ◽  
Test Analysis ◽  
Group Design ◽  
Significant Difference ◽  
Attitude Learning ◽  
Student’S Attitude

ABSTRAK: Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar sikap siswa antara kelompok siswa yang mendapatkan perlakuan model pembelajaran kooperatif NHT dan model pembelajaran kooperatif STAD pada pembelajaran biologi sistem pencernaan. Penelitian ini dilaksanakan di SMA Negeri 2 Gerung pada siswa kelas XI jurusan Ilmu Pengetahuan Alam semester genap tahun pelajaran 2014/2015. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan rancangan Type Between Group Design dengan Posttest Only Design. Populasi penelitian berjumlah 44 siswa terdiri atas dua kelas, dimana keseluruhan populasi dijadikan sebagai sampel penelitian. Melalui teknik simple random sampling ditentukan dua kelas eksperimen. Data yang diperoleh dianalisis dengan menggunakan analisis statistik deskriptif yaitu dengan menghitung rata-rata dari jawaban yang diberikan kemudian dinyatakan dalam bentuk angka persentase dari setiap pernyataan. Angka persentase yang menggambarkan sikap pada indikator: rasa ingintahu, tanggungjawab, dan disiplin diuji hipotesisnya menggunakan analisis uji-t dengan bantuan program SPSS versi 20 for Windows. Hasil penelitian menunjukkan bahwa tidak ada perbedaan hasil belajar sikap yang signifikan antara kelompok siswa yang menggunakan model pembelajaran kooperatif NHT dan model pembelajaran kooperatif STAD dimana diperoleh nilai thitung ≤ ttabel (p>0.05) pada setiap indikator sikap. Kata kunci:      Model pembelajaran kooperatif NHT, STAD, hasil belajar sikap siswa.      ABSTRACT: This study aims to determine differences of student’s attitude learning outcomes between groups of students who receive NHT cooperative learning model and STAD cooperative learning model treatment for biology digestive system learning. This research was conducted at SMAN 2 Gerung in class of XI. This study is a quasi-experimental research using Type Between Group Design with Posttest Only Design. The number of population was 44 students consit of two classes, and all member of population used to sample study. By using simple random sampling obtained two classes of experiments. Data were analyzed using descriptive statistical and than with count the average of data, obtained scaling data and than hypothesis was tested using t-test analysis with SPSS version 20 for Windows. The results showed there was no significant difference about attitude learning outcome between the group the of students using NHT cooperative learning model and group of students using STAD cooperative learning model in all indicators of attitude that gained tcount ≤ ttable (p> 0.05). Key words:          NHT cooperative learning model, STAD, model, student’s attitude, learning outcome.

scholarly journals PERBANDINGAN HASIL DAN MINAT BELAJAR KIMIA SISWA KELAS X IPA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF SNOWBALL THROWING DAN TALKING STICK PADA KURIKULUM-2013 DI SMAN 10 KOTABENGKULU

Alotrop ◽  
2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rika Juwita Saputri ◽  
Sumpono Sumpono ◽  
Rina Elvia
Keyword(s):  
Cognitive Learning ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
T Test ◽  
Homogeneity Test ◽  
Mean Values ◽  
Average Improvement ◽  
Chemistry Learning ◽  
The Difference

The purpose of this research to determine the difference in learning outcome and interest of students on chemistry learning between class which applied snowball throwing and class which applied talking stick learning model on nomenclatur of  chemical compounds material in curriculum-2013 of  grade X IPA in  SMA Negeri 10 Bengkulu City. Research conducted is a research with the type of quasi experiment. Analysis of the data used are mean values, normality test, homogeneity test, and t-test. Chemistry learning outcome data obtained pretest and posttest value where average improvement value of cognitive learning result for snowball throwing class and talking stick class are 56,970 and 45,606. While the interest of students learning of  both experiment classes procure percentage are 81,567% and 75,373%. The result of t test with significant level (? = 0,05), then got value for tcount   >ttable is 4,734 > 1,669 for learning result and 3,596 > 1,669  for interest learning. The results showed that there were significant differences in learning outcomes and learning interest between classes that applied snowball throwing learning and classes that applied the talking stick learning model.

scholarly journals Differences in The Application of Conceptual Understanding Procedures Model (CUPs) and Concept Attainment Model (CAM) on Student’s Misconception Reduction in Digestive System Material

Biosfer ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 10-19
Author(s):  
Shelena Nugraha R Dewi ◽  
Reduk Nilawarni ◽  
Rusdi Rusdi
Keyword(s):  
Conceptual Understanding ◽  
Digestive System ◽  
Simple Random Sampling ◽  
Statistical Hypothesis ◽  
Homogeneity Test ◽  
Test Analysis ◽  
Optimal Learning ◽  
Concept Attainment ◽  
Kolmogorov Smirnov ◽  
Student Misconception

Students require depth understanding of the concept on dygestive system material, however misconception often happens so that optimal learning isn’t reached. This needs to be taken seriously. The introduction and implementation of Conceptual Understanding Procedures Model (CUPs) and Concept Attainment Model (CAM) are expected to reduce the misconception occur in students. Both models are learning model that requires the involvement and student activity in the learning process and can encourage students to be able to construct a concept. This study aimed to obtain data about differences in the application of CUPs and CAM on student misconception reduction in digestive system material. The research was conducted in SMAN 61 Jakarta on February-March 2015. The reseach method used was a quasi experiment. The research sample obtained after pretest ware students who have misconception on XI MIA 2 (The 1st experimental class with CUPsmodel) and XI MIA 4 (The 2nd experimental class with CAM) who collected by simple random sampling. The instrumen used was a multiple choice objective test accompanied by CRI index. Prerequisite test analysis of normality was the Kolmogorov-Smirnov and homogeneity test with the F test. Based on calculation, data obtained was not normally distributes but homogeneous. The statistical hypothesis with Mann-Whitney test result on accepted null ypothesis at α 0,05. It showed that there was no differences in the application of CUPs model and CAM on student’s misconception reduction in digestive system material.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF NHT DAN STAD TERHADAP HASIL BELAJAR PENGETAHUAN BIOLOGI SISWA SMA NEGERI 2 GERUNG

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
I. G. M. R. Aryana ◽  
Agil Al Idrus ◽  
Ahmad Harjono
Keyword(s):  
Cooperative Learning ◽  
Digestive System ◽  
Simple Random Sampling ◽  
Learning Outcome ◽  
Learning Model ◽  
Test Analysis ◽  
Average Value ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Knowledge Learning

This study aims to determine differences of knowledge biology student learning outcomes between groups of students who receive NHT cooperative learning model and STAD cooperative learning model treatment for digestive system. This research was conducted at SMAN 2 Gerung in class of XI. This study is a quasi-experimental research using modified of Type Between Group Design with Pre-posttest design. The number of population was 44 students that using simple random sampling in order to obtain two classes of experiments. Data were analyzed using inferential statistical analysis and hypothesis was tested using t-test analysis with SPSS version 20 for Windows. The results showed: First, there was no significant difference about knowledge learning outcome between the group the of students using NHT cooperative learning model and group of students using STAD cooperative learning model in the substance of Food, Food Healthy Menu, Structure and Function of Cells Network of Human Digestive System, Network Structure System of Ruminant Digestion, and Digestive Disorders Bioprocess Systems that gained tcount ≤ ttable (p> 0.05). Second, a group of students using STAD cooperative learning model has an average value of knowledge learning outcome that is significantly higher than the group of students that use NHT cooperative learning model for Body Mass Index (BMI) and Basal Metallic Rate (BMR) that gained value ttable < tcount (p ≤ 0.05).Keyword: NHT cooperative learning model, STAD cooperative learning model, student’s knowledge learning outcome of biology

scholarly journals PENERAPAN MODEL PEMBELAJARAN TWO STAY TWO STRAY DENGAN MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR KOGNITIF SISWA SMAN 2 SINTANG

2019 ◽  
Vol 4 (1) ◽  
pp. 47-61
Author(s):  
Elida Dewi Pandini ◽  
Dessy Triana Relita
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Learning Model ◽  
Research Approach ◽  
Purposive Sampling ◽  
Independent Variable ◽  
Cognitive Learning Outcomes

Abstract: This research aims to find out how the application of the Two Stay Two Stray (TSTS) model and the Jigsaw learning model on students' cognitive learning outcomes in labor issues material in Indonesia. The independent variable of this study is “Two Stay Two Stray learning model (TSTS) and Jigsaw learning model”, while the dependent variable is “Learning Outcomes”. The research approach used in this research was a quantitative approach. The form of research used in this study was an experiment form with Two Group Pretest Posttest research design. The population in this research were all students of class IX IPS consisting of four classes namely class IX IPS 1, IX IPS 2, IX IPS 3, and IX IPS 4 with the total number of students were 134. The sampling technique used in this study was purposive sampling. Data collection tools used were test questions, observation sheets and documentation. The results showed that There were no significant differences in cognitive learning outcomes between students who used the two stay two stray learning model and the jigsaw learning model with the results of Z_ (count) of 1.72 and Z_ (table) at a significant level of 0.05 were 1.96. Keywords: TSTS Learning Model and Jigsaw, Learning Outcome Abstrak: Penelitian ini bertujuan untuk melihat bagaimana penerapan model Two Stay Two Stray (TSTS) dengan model pembelajaran Jigsaw terhadap hasil belajar kognitif siswa pada materi permasalahan ketenagakerjaan di indonesia. Variabel bebas penelitian ini adalah “model pembelajaran Two Stay Two Stray (TSTS) dan model pembelajaran Jigsaw”, sedangkan variabel terikatnya adalah “Hasil Belajar”. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Bentuk penelitian yang digunakan dalam penelitian ini adalah bentuk eksperimen dengan rancangan penelitian Two Group Pretest Posttest Designs. Populasi dalam penelitian ini adalah seluruh siswa kelas IX IPS yang terdiri dari empat kelas yaitu kelas IX IPS 1, IX IPS 2, IX IPS 3, dan IX IPS 4 dengan jumlah keseluruhan siswa yaitu 134. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah purposive sampling. Alat pengumpulan data yang digunakan adalah soal tes, lembar observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan hasil belajar kognitif antara siswa yang menggunakan model pembelajaran two stay two stray dengan model pembelajaran jigsaw dengan hasil  sebesar 1,72 dan  pada taraf signifikan 0,05 sebesar 1,96. Kata kunci: Model Pembelajaran TSTS dan  Jigsaw, Hasil belajar

scholarly journals MODEL PEMBELAJARAN ELPSA: PENGARUHNYA TERHADAP KEMAMPUAN LITERASI MATEMATIS DAN KECEMASAN BELAJAR

2021 ◽  
Vol 9 (2) ◽  
pp. 156-168
Author(s):  
Eka Patmi Seta ◽  
Suherman Suherman ◽  
Farida Farida
Keyword(s):  
Student Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Literacy Skills ◽  
Homogeneity Test ◽  
Learning Models ◽  
Mathematical Literacy ◽  
Anova Test ◽  
Learning Anxiety

The purpose of this research was to effect the ELPSA learning model on students' mathematical literacy abilities, determine the effect of student learning anxiety on mathematical literacy skills, and determine the interaction between learning models and anxiety on mathematical literacy skills. This research is a quantitative type of quasi-experimental research. The sampling technique used was simple random sampling. Data were collected through tests and questionnaires. The test uses an essay with comparative material to measure mathematical literacy skills, while a questionnaire was used to determine the categories of student learning anxiety. The pre-requisite test in this study used the normality and homogeneity test. The data analysis technique used the two-way ANOVA test with different cells. Based on the calculation of ANOVA two ways different cells have obtained a test decision that is rejected, is rejected, and is accepted, it is necessary to carry out a further post ANOVA test using the Scheffe method '. The results showed that: there was an effect of the ELPSA learning model on mathematical literacy skills, there was an effect of student learning anxiety on mathematical literacy skills, and there was no interaction between learning models and student learning anxiety on mathematical literacy abilities.

scholarly journals THE EFFECT OF BIOLOGY IN CONTEXT LEARNING ON STUDENT COGNITIVE LEARNING OUTCOME

2019 ◽  
Vol 9 (1) ◽  
pp. 13-21
Author(s):  
Husna Sabila ◽  
Yulilina Retno Dewahrani ◽  
Mieke Miarsyah
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Junior High School ◽  
Junior High ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Homogeneity Test ◽  
Context Learning ◽  
Normalized Gain ◽  
Cognitive Learning Outcomes

Natural Science Education aims to help learners to be able to understand the natural surroundings include process, facts and principles that exist in nature. One of the aspects that support the success of understanding science and the process of learning science is the application of science literacy. The study was aimed to determine the effect of Biology in Context learning on cognitive learning outcome of junior high school student grade VIII in science subject. The research was conducted in Bekasi State Junior High School 2 at the first semester of the 2018/2019. The sampling technique used purposive sampling with a total sample 72 students obtained through the calculation of Slovin formula. The method used is the experimental method, non equivalent control group design. Data collection is done with the instruments of students cognitive learning outcomes. The analysis prerequisite test used is the normality test using Kolmogorov-Smirnov and the homogeneity test using Levene test. Hypothesis tested with the t test and the normalized gain value test. Based on the results of hypothesis test, there is the influence of Biology in context learning on the student cognitive learning outcome. Biology in context learning can improve student cognitive learning outcomes better than guided inquiry learning, which is equal to 66.4% or 0.45 in the calculation using normalized gain.

scholarly journals IMPROVING STUDENT'S COGNITIVE LEARNING OUTCOME THROUGH DISCOVERY LEARNING MODEL IN STRUCTURE AND FUNCTION OF PLANT TISSUES SUBJECT

2019 ◽  
Vol 6 (1) ◽  
pp. 10 ◽  
Author(s):  
Nurhayati Dukomalamo ◽  
Bahtiar Bahtiar ◽  
Arini Zahrotun N
Keyword(s):  
Action Research ◽  
Research Result ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Learning Model ◽  
Structure And Function ◽  
Discovery Learning ◽  
Plant Tissues ◽  
The Subject ◽  
And Function

<p><em>Discovery learning model encourages learners to find new knowledge and to look for the solution of problems or odd situations. The model provides an opportunity for students to actively participate in building knowledge that they would gain during learning. The research aims to improve student's cognitive learning outcome and activities through discovery learning model in the subject of the Structure and Function of Plant Tissues in SMP Negeri (Public Junior High School) 4 Ternate. The research is a classroom action research in the academic year of 2018/2019. The action research is conducted in two cycles. The research result indicates that the application of discovery learning model could improve the cognitive learning outcome and learning activities among students at class VIII-4 of SMP Negeri 4 Kota Ternate in the subject of the Structure and Function of Plant Tissues. </em></p>

The Peer Instruction Flipped Learning Model

2016 ◽  
pp. 285-307
Author(s):  
Troy Faulkner ◽  
Jennifer Green
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Peer Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional Lecture

Peer instruction flipped learning blends the concepts of flipped classroom and peer instruction in order to maximize the strengths of both techniques. Peer Instruction, a student-centered learning approach developed by Eric Mazur of Harvard University, engages students in the learning process through small group discussions. Flipped classroom, credited largely to Jon Bergmann and Aaron Sams, reverses the roles of traditional lecture and “homework” in order to maximize student learning. This chapter discusses the research on peer instruction and flipped learning, the details of implementing the peer instruction flipped learning model, and the benefits of using a peer instruction flipped learning model. This chapter also details one high school's experiences with these strategies.

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