scholarly journals Perbandingan Hasil Belajar Peserta Didik Menggunakan Problem Based Learning Dengan Contextual Teaching and Learning Dalam Pelajaran Geografi

2020 ◽  
Vol 5 (1) ◽  
pp. 81-85
Author(s):  
Novia Zalmita ◽  
Novra Rizkia
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Learning Models ◽  
Significance Level ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Banda Aceh ◽  
Better Than

Teaching and learning practices today are often found problems such as the use of models that are still minimal and not in accordance with the characteristics of students. Generally teachers teach using only conventional learning models, while the Kurikulum 2013 requires students to be able to think at a high level. This can certainly be achieved by applying learning models such as Problem Based Learning and Contextual Teaching and Learning in the learning process. This study aims to compare the learning outcomes of the two models in Class X Geography in SMAN 5 Banda Aceh. The research method uses a quantitative approach to the type of experimental research that is quasi-experimental design with the initial assumption that learning outcomes taught using Problem Based Learning are better than those taught using Contextual Teaching and Learning. The population in this study were all grade X students at SMAN 5 Banda Aceh. Sampling using a purposive sampling by considering the initial ability of students is the same. Samples were taken as many as two classes totaling 46 students. Hypothesis testing techniques using non-parametric statistical tests according to Mann-Whitney (U test) using the Z test because the sample> 20. The results obtained from the results of the U Test namely Zhitung = 5.81 and at a significance level of 5%, obtained Ztable = 1.65. So it is obtained Zhitung> Ztabel so accept Ha. Thus, it can be concluded that learning outcomes of students taught with Problem Based Learning (PBL) are better than Contextual Teaching and Learning (CTL) in Geography Class X in SMAN 5 Banda Aceh

scholarly journals Keefektifan Pembelajaran dengan Pendekatan CTL dan PBL Ditinjau dari Motivasi dan Prestasi Belajar Matematika

2016 ◽  
Vol 11 (1) ◽  
pp. 25 ◽  
Author(s):  
Husnul Laili
Keyword(s):  
Teaching And Learning ◽  
Mathematics Learning ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
T Test ◽  
Significance Level ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
Contextual Teaching ◽  
Motivation And Achievement

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL) ditinjau dari motivasi dan prestasi belajar matematika siswa, serta membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL ditinjau dari motivasi dan prestasi belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu, yang menggunakan dua kelompok eksperimen. Untuk mengetahui keefektifan pembelajaran dengan pendekatan CTL dan PBL digunakan uji one sample t-test pada taraf signifikansi 5%. Untuk membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL, data dianalisis secara multivariat menggunakan T2 Hotelling dengan taraf signifikansi 5% dan dianalisis lanjut menggunakan uji t univariat dengan kriteria Bonferoni. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan CTL dan PBL efektif ditinjau dari motivasi dan prestasi belajar matematika siswa, dan pembelajaran dengan pendekatan PBL lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari prestasi belajar matematika siswa, tetapi pembelajaran dengan pendekatan PBL tidak lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari motivasi belajar matematika siswa.Kata kunci: CTL, PBL, motivasi, prestasi belajar. The Effectiveness of the CTL and PBL Approaches Viewed from Students’ Motivation and Achievement in Mathematics Learning AbstractThis study aimed to describe the effectiveness of the Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) approaches viewed from students’ motivation and achievement in mathematics learning, and to compare the effectiveness of the CTL and the PBL approach in mathematics learning viewed from students’ motivation and achievement. This study was a quasi-experimental research and used two experimental groups. To find out the effectiveness of the CTL and PBL approach in each variable, the data were analyzed using one-sample t-test what the significance level of 5%. To compare the effectiveness of the CTL and PBL approaches, the data were analyzed using the multivariate T2 Hotelling with the significance level of 5% and followed up by the univariate analysis using the Bonferoni criterion. The results of the study show that the CTL and PBL approaches were effective viewed from students’ motivation and achievement in mathematics learning and the PBL approach was more effective than CTL approach viewed from students’ achievement in mathematics but the PBL approach is not more effective than CTL approach viewed from students’ motivation in mathematics learning.Keywords: CTL, PBL, motivation, learning achievement.

scholarly journals The Effect of Problem Based Learning Models Using Macromedia Flash and Motivation against Student Learning Outcomes on Environmental Pollution Materials

2019 ◽  
Vol 2 (4) ◽  
pp. 443-450
Author(s):  
Tiara Arwira Mahdalena ◽  
Retno Dwi Suyanti ◽  
Daulat Saragi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Direct Learning ◽  
Level Of Motivation ◽  
Better Than

This study aims to determine: 1) whether the learning outcomes of students taught with problem-based learning models using macromedia flash are better than students taught with direct learning models, 2) whether the learning outcomes of students who have high motivation are better than students who have low motivation,3)  is there an interaction between the two learning models with the level of motivation in influencing student learning outcomes. This research is a quasi experimental study. The population in this study were all grade VII students of MTs Lab. UINSU Medan Academic Year 2018/2019 which consists of three classes. Samples were selected by cluster random sampling of two classes. . The instrument used was a student learning motivation questionnaire and student learning outcomes test. Data obtained from the research instrument were then analyzed using two-way anova in the SPSS 14.0 for Windows program. The results showed that: Student learning outcomes taught by the problem-based learning model were better than students taught by the direct learning model (sig. = 0.027 <0.05), Student learning outcomes that were highly motivated were better than students who were motivated low (sig. = 0,000 <0.05), There is an interaction between the two learning models with the level of motivation in influencing student learning outcomes (sig. = 0.018 <0.05).

scholarly journals Implementation TANDUR Learning Using GeoGebra Towards Student Learning Result Viewed from Independence Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Ni Wayan Suardiati Putri ◽  
I Wayan Gede Wardika
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Cognitive Domain ◽  
Learning Models ◽  
Significance Level ◽  
Quasi Experimental ◽  
Better Than

The purpose of this study was to determine the effect of the TANDUR learning model assisted by GeoGebra on mathematics learning outcomes in terms of student learning independence which is a quasi-experimental research. The number of respondents in this study were 71 students. Collecting data on learning independence is collected through a questionnaire, and data on mathematics learning outcomes are collected through tests of mathematics learning outcomes in the cognitive domain. Data analysis was performed using two-way analysis of variance (ANAVA) with the help of SPSS, at a significance level of 5%. The results show that the learning outcomes of students who use the TANDUR learning model assisted by GeoGebra are better than the learning outcomes of students who use conventional learning models, student learning outcomes using the TANDUR learning model assisted by GeoGebra are better than using conventional learning models in students who have learning independence high, and the learning outcomes of students who use conventional learning models are better than students who use the GeoGebra-assisted TANDUR learning model for students who have low learning independence.

scholarly journals The Effect of Problem Based on Learning Models Using Macromedia Flash and Motivation Against Student Learning Outcomes on Environmental Pollution Materials

2019 ◽  
Vol 2 (4) ◽  
pp. 326-333
Author(s):  
Tiara Mahdalena Arwira ◽  
Retno Dwi Suyanti ◽  
Daulat Saragi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Direct Learning ◽  
Level Of Motivation ◽  
Better Than

This study aims to determine: 1) whether the learning outcomes of students taught with problem-based learning models using macromedia flash are better than students taught with direct learning models, 2) whether the learning outcomes of students who have high motivation are better than students who have low motivation,3)  is there an interaction between the two learning models with the level of motivation in influencing student learning outcomes. This research is a quasi experimental study. The population in this study were all grade VII students of MTs Lab. UINSU Medan Academic Year 2018/2019 which consists of three classes. Samples were selected by cluster random sampling of two classes. . The instrument used was a student learning motivation questionnaire and student learning outcomes test. Data obtained from the research instrument were then analyzed using two-way anova in the SPSS 14.0 for Windows program. The results showed that: Student learning outcomes taught by the problem-based learning model were better than students taught by the direct learning model (sig. = 0.027 <0.05), Student learning outcomes that were highly motivated were better than students who were motivated low (sig. = 0,000 <0.05), There is an interaction between the two learning models with the level of motivation in influencing student learning outcomes (sig. = 0.018 <0.05).

scholarly journals INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING MODELS AND SOCIAL SKILLS ON STUDENT LEARNING OUTCOMES AT SD NEGERI 101788 MARINDAL I

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Nizmi Putri ◽  
Reh Bungana Br. Perangin-angin ◽  
Daulat Saragi
Keyword(s):  
Social Skills ◽  
Data Analysis ◽  
Experimental Design ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Contextual Teaching

This study aims to analyze: (1) the influence of the Contextual Teaching and Learning Model is higher compared to the Direct learning model; (2) PPKn learning outcomes of students who have high social skills are higher than students who have low social skills (3) interactions between contextual teaching and learning models and social skills in influencing PPKn learning outcomes of grade 4 students. Research in the form of Quasi-Experimental Design with factorial 2x2. The instruments used are PPKn learning results test and Social Skills instrument. Data analysis using two-lane anava. The results showed: (1) There is an influence of Contextual Teaching and Learning Model on the learning outcomes of PPKn students in grade IV SD Negeri 101788 Marindal I; (2) PPKn learning outcomes of students who have high social skills are higher than students who have low social skills; (3) There is an interaction between contextual teaching and learning models and social skills towards the learning outcomes of PPKn Siswa at SD Negeri 101788 Marindal I.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

scholarly journals Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

2018 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Hilmiyah Akib ◽  
Abd. Rauf Ibrahim
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
The People ◽  
Twelfth Grade ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP HASIL BELAJAR PADA MATAKULIAH FISIKA KUANTUM BAGI MAHASISWA CALON GURU

2020 ◽  
Vol 6 (2) ◽  
pp. 278
Author(s):  
Aris Doyan ◽  
Susilawati Susilawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Harmonic Oscillator ◽  
Learning Outcomes ◽  
Physics Education ◽  
Quantum Physics ◽  
Problem Based Learning ◽  
Learning Models ◽  
Model Learning ◽  
Gain Score ◽  
Significance Level ◽  
Group Design

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah terhadap hasil belajar serta peningkatannya. Materi fisika kuantum yang diteliti meliputi lima sub pokok bahasan yaitu: Persamaan Schrodinger, Operator Fisis, Komutator, Persamaan Gerak Heisenberg, dan Osilator Harmonis. Jenis penelitian ini adalah eksperimen dengan desain penelitian pretest and posttest group design. Populasi dalam penelitian ini adalah seluruh mahasiswa pendidikan fisika tahun pelajaran 2018/2019. Pengambilan sampel menggunakan teknik total sampling dengan mahasiswa semester VI A sebagai kelas eksperimen dan mahasiswa semester VI B sebagai kelas kontrol. Hipotesis penelitian diuji menggunakan uji-t dengan pretest and posttest dan peningkatan hasil belajar diuji menggunakan persamaan N-gain. Berdasarkan hasil uji hipotesis untuk hasil belajar fisika kuantum diperoleh nilai thitung (1,91)> ttabel (1,68) pada taraf signifikansi 5%, sehingga dapat disimpulkan bahwa terdapat pengaruh penerapan model pembelajaran berbasis masalah terhadap hasil belajar fisika kuantum bagi mahasiswa calon guru. Selanjutnya peningkatan hasil belajar fisika kuantum terlihat dari skor N-gain tertinggi pada kelas eksperimen terdapat pada sub materi komutator dan osilator harmonis sebesar 72%, sedangkan skor N-gain tertinggi untuk kelas kontrol terdapat pada sub materi osilator harmonis sebesar 60%. Kata kunci: model pembelajaran berbasis masalah;hasil belajar; fisika kuantum ABSTRACTThis study aims to determine the effect of problem-based learning models on learning outcomes and their improvement. The quantum physics material studied includes five sub-subjects, namely: Schrodinger's Equation, Physical Operators, Commutators, Heisenberg's Equation of Motion, and Harmonic Oscillator. This type of research is an experimental research design with pretest and posttest group design. The population in this study were all physics education students for the 2018/2019 academic year. The sample was taken using total sampling technique with the VIA semester students as the experimental class and the VIB semester students as the control class. The research hypothesis was tested using the t-test with pretest and posttest and the improvement of learning outcomes was tested using the N-gain equation. Based on the results of hypothesis testing for the learning outcomes of quantum physics, the tcount (1.91) > ttable (1.68 ) is obtained at the 5% significance level, so it can be concluded that there was an effect of applying problem-based learning models on learning outcomes of quantum physics for prospective teacher students. Furthermore, the increase in learning outcomes of quantum physics can be seen from the highest N-gain score in the experimental class in the commutator and harmonic oscillator sub-material by 72%, while the highest N-gain score for the control class is in the harmonic oscillator sub-material by 60%. Keywords: problem based learning model; learning outcomes; quantum physics.

scholarly journals Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar siswa SMP

2016 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Abdul Khamid ◽  
Rusgianto Heri Santosa
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Motivation ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Significance Level ◽  
Communication Ability ◽  
Contextual Teaching

Penelitian ini bertujuan untuk menguji keefektifan pendekatan Problem-Based Learning (PBL) dan Contextual Teaching and Learning (CTL) ditinjau  dari kemampuan komunikasi matematis dan motivasi belajar siswa dan manakah yang lebih efektif diantara keduanya. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 1 Margasari Kabupaten Tegal. Sampel penelitian kelas VIII-A dan VIII-H. Untuk menguji keefektifan pendekatan pembelajaran data dianalisis dengan uji one sample    t- test pada taraf signifikansi 5%. Untuk mengetahui perbedaan keefektifan pembelajaran data diukur dengan  uji Hotelling’s Trace pada taraf signifikansi 5% dan selanjutnya digunakan uji independent sample t-testuntuk mengetahui pembelajaran mana yang lebih efektif. Hasil penelitian menunjukkan bahwa: pendekatan PBL dan CTL efektif ditinjau dari kemampuan komunikasi matematis dan motivasi belajar siswa dan pendekatan PBL lebih efektif dibandingkan dengan pendekatan CTL ditinjau dari motivasi belajar siswa, namun tidak lebih efektif ditinjau dari kemampuan komunikasi matematis.Kata Kunci:  pendekatan Problem-Based Learning, pendekatan Contextual Teaching and Learning,   kemampuan komunikasi matematis, dan motivasi belajar siswa. The Effectiveness of PBL Approach and CTL Viewed from Mathematical Communication and Learning Motivation of Students Junior High School  AbstractThis study aims to examine  the effectiveness of Problem Based-Learning (PBL) and Contextual Teaching and Learning (CTL) viewed from students’ mathematical communication ability and learning motivation and which more effective instruction between PBL approach and CTL approach. This study was quasi experiment research. The population covered all grade VIII students of SMP Negeri 1 Margasari in Tegal Regency.  The sample of class VIII-A and VIII-H. To test the effectiveness of the PBL and CTL approaches, the data were analyzed using the one-sample t-test at the significance level of 5%. To determine differences in the effectiveness of mathematics teaching data were analyzed using Hotteling Trace at the significance level of 5% and followed by independent sample t- test to determine which approach was more effective. The results of this study show that: the PBL approach and CTL is effective to increase students’ communication ability and learning motivation and the PB L approach is more effective than the CTL approach viewed from students’ learning motivation but not more effective viewed from mathematical communication ability .Keywords: Problem-Based Learning approach, Contextual Teaching and Learning approach, mathematical communication ability, student’s learning motivation.

scholarly journals THE EFFECT OF MIND MAPPING LEARNING MODEL AND CONTEXTUAL TEACHING AND LEARNING (CTL) TO CONCEPT UNDERSTANDING STUDENTS AT SMP NEGERI 1 PULUNG

EDUPEDIA ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 41
Author(s):  
Dhika Jeviana ◽  
Julan Hernadi
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Learning Model ◽  
Mind Mapping ◽  
Significance Level ◽  
Concept Understanding ◽  
Result Show ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
The Mind

This research aims to know: (1) the effect of Mind Mapping learning model to the concept understanding students (2) the effect of Contextual Teaching and Learning model to concept understanding students (3) which is better between of Mind Mapping Learning Model and Contextual Teaching and LearningModel to concept understanding students.This research a quasi-experimental research with population covering all seventh grade students of SMP Negeri 1 Pulung that is consisted of five classes. From five classes, classes VIIC and VIIE were randomly choosen as the sample. Then two classes were taken randomly to determine the type of treatment to be given. Class VIIC was taught by using the Mind Mapping Learning Model and class VIIE was taught by Contextual Teaching and Learning Model. The data collection techniques were a test while the instrument used to collect understanding concept test.The data collection techniques to know is there any understanding concept students is given of treatment Mind Mapping Learning Model betterthan understanding concept students is given of treatment Contextual Teaching and Learning Model  by t-test.The result show that at the significance level of 0.05, concept understanding students more taught by using the Mind Mapping Learning Model was better  than Contextual Teaching and Learning Model.

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