Efektifitas Modul Tematik Berbasis Qur’an dan Hadist Dengan  Buku Paket Tematik Terhadap Hasil Belajar dan Karakter Religius Siswa Kelas 4

The module is one of the teaching material media that is intact and systematic. This study aims to determine the effectiveness of teaching thematic modules based on the Qur'an and Hadith with the thematic package book on the 4th class religious character in SDN Janti 2 Tarik Sidoarjo. The type of research is experimental research with samples taken by class 4 A (experimental class with thematic learning module based on qur'an and hadith) and 4 B (control class with thematic package book). The data were obtained from the students' learning outcomes of the cognitive and affective aspects of my dream ideals by analyzing using SPSS program statistics. The result of cognitive domain using SPSS Independent Samples Test shows the significance of 0.000 <0,05 then Ho is rejected so it can be concluded that there is effectiveness of thematic teaching module based on qur'an and hadith with thematic package book to the result of fourth grade student learning at SDN Janti 2 Pull Sidoarjo. Likewise, the affective domain results show the percentage of 90% so it can be concluded to increase students' religious kararkter. Learning module has a high influence, seen from the cognitive domain learning results obtained by an average score of 80, while affective domain average value 4. For thematic package books have a lower effect because of the cognitive domain learning results obtained an average of 75, while affective domains result in an average value of 3.

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A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

Bangladesh Journal of Medical Science ◽

10.3329/bjms.v20i4.54142 ◽

2021 ◽

Vol 20 (4) ◽

pp. 833-839

Author(s):

Raisa Nazir Ahmed Kazi ◽

Mirfat Mohamed Labib El Kashif ◽

Manjur Kolhar

Keyword(s):

Learning Outcomes ◽

Medical Science ◽

Affective Domain ◽

Assessment Methods ◽

Cognitive Domain ◽

Digestive Physiology ◽

Traditional Lecture ◽

Lecture Session ◽

Affective Domains ◽

Different Levels

Background: -Video-based teaching, a distance learning tools is widely beingused in the present COVID-19 pandemic. Present study compares cognitive and affective domains learning outcomes between traditional and video-based physiology lecture. Methods and material: -A total of 25female students of Applied Medical College, Prince Sattam bin Abdul Aziz University, kingdom of Saudi Arabia during 2019 were selected for the study. Physiology course consist of 45 credit hours in a fifteen-week semester. Students were evaluated by various methods for different levels of cognitive and affective domains between traditional method of endocrine physiology lecture session and video-based digestive physiology lecture session. Marks obtained by each student in all the assessment methods of cognitive and affective domains were calculated to get a total mean score and expressed in percentage and compared between the traditional and video-based physiology lecture. Results: -The total mean score for all the assessment methods of the cognitive domains in the digestive physiology lecture with video was 70% and endocrine lecture without video was 50%.The total mean score for affective domain in the digestive physiology lecture with video was 80% and endocrine lecture without video was 50%.Cognitive domain show no major difference between traditional endocrine physiology and video-based digestive physiology lecture, while student performance was good for affective domain in the lecture supported by video. Conclusion: -Video-based teaching helps the learner to achieve objectives of the different levels of affective domain compared to cognitive domain as well as compared to traditional lecture with no video. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.833-839

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The Implementation of Scaffolding Game Media To Improve Student Learning Outcomes In SDN 27 Pontianak

JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN ◽

10.26418/jp2d.v3i2.105 ◽

2020 ◽

Vol 3 (2) ◽

pp. 61

Author(s):

Lidia Muri

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Activities ◽

Average Score ◽

Questionnaire Response ◽

Average Value ◽

Research Collection ◽

Thematic Learning ◽

Improve Student Learning

The study aimed to describe the implementation of scaffolding game media to improve learning outcomes of thematic learning in VI-grade at SDN 27 Pontianak (Pontianak 27 State Elementary School). The research method used by researchers was descriptive. The form of research was Classroom Action Research. Data collection techniques in this study were observed and questionnaire responses of students. Research collection tools in the form of observation sheets. This research was conducted for two cycles. The results of this study included the ability of teachers to plan learning using scaffolding game media, namely cycle I (85.81%), increased 9.94% in cycle II (95.75%) with an average value of 87.41% (category very good). The ability of teachers to implement learning in the first cycle (76.19%) increased by 16.27%, and the second cycle to 92.46% with an average value of both cycles of 92.46% (very good category), an increase of 16, 27%. The first cycle learning activities with an average of 76.45% increased by 14.84% in the second cycle with an average value of 89.07%, the average score of the second cycle learning activities 81.65% (once category) and the questionnaire response positive students as much as 85.93% (very good category). The first cycle learning outcomes test with an average value was 76.45, and the second cycle was 79.48%, the average value of the learning outcomes test was 77.97% (good category), and an increase of 30.3%. Based on data analysis of student learning outcomes, shows that the use of Scaffolding Game media can improve student learning outcomes.

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PENERAPAN MODEL BELAJAR COOPERATIVE SNOWBALL THROWING DALAM PEMBELAJARAN TEMATIK KELAS 1

Educreative : Jurnal Pendidikan Kreativitas Anak ◽

10.37530/edu.v5i2.24 ◽

2020 ◽

Vol 5 (2) ◽

pp. 258-268

Author(s):

Nur Laely

Keyword(s):

Learning Outcomes ◽

Learning Model ◽

Average Score ◽

Test Results ◽

Average Value ◽

The Third ◽

Class 1 ◽

Learning Test ◽

Thematic Learning ◽

Academic Year

Thepurpose of this study was to determine the Application of Cooperative Snowball Throwing Learning Model in Thematic Learning Class 1 at MIN 3 Banyumas Academic Year 2019-2020. The type of research data used in this study is a quantitative-qualitative approach (mexing method). The subjects of this study were class I MIN 3 Banyumas Lessons in 2019-2020 totaling 33 students. The techniques used in data collection are interview, documentation, observation and test techniques. The results showed that the application of the Cooperative Snowball Throwing Learning Model could improve the thematic learning outcomes at MIN 3 Banyumas in 2019-2020. This can be proven by the learning outcomes for each cycle. In cycle I, the average score of student learning test results was 67.73, the lowest score was 45.00 and the highest score was 90.00. This is known by comparing the pre-cycle value with the value of Cycle I, the test results where the value of Cycle I is greater than the pre-cycle of the average value, namely: 67.73> 55.30. Whereas in the second cycle, the average test score was 75.91, while the lowest score was 55.00 and the highest score was 95.00. this can be known by comparing the value of the first cycle with the second cycle, the test results in which the value of the second cycle test is greater than the first cycle with an average value of 75.91> 67.73. And in the third cycle it can be seen that the average value of the test results is 83.79, while the lowest value is 65.00 and the highest value is 100.00.

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Penerapan Model Belajar Cooperative Snowball Throwing dalam Pembelajaran Tematik Kelas 1

Educreative : Jurnal Pendidikan Kreativitas Anak ◽

10.37530/edu.v5i2.95 ◽

2020 ◽

Vol 5 (2) ◽

pp. 258-268

Author(s):

Nur Laely

Keyword(s):

Learning Outcomes ◽

Learning Model ◽

Average Score ◽

Test Results ◽

Average Value ◽

The Third ◽

Class 1 ◽

Learning Test ◽

Thematic Learning ◽

Academic Year

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Profil Pengetahuan Dan Proses Kognitif Peserta Didik Pada Sub Materi Vertebrata

Quagga : Jurnal Pendidikan dan Biologi ◽

10.25134/quagga.v13i1.3368 ◽

2020 ◽

Vol 13 (1) ◽

pp. 14

Author(s):

Widia Narasanti Agustin ◽

Purwati K Suprapto ◽

Vita Meylani

Keyword(s):

Learning Outcomes ◽

Cognitive Process ◽

Cognitive Domain ◽

Average Score ◽

Factual Knowledge ◽

Knowledge Domain ◽

Average Value ◽

General Material ◽

Cognitive Knowledge ◽

The Many

Abstrak: Penelitian ini bertujuan untuk mengetahui profil pengetahuan kognitif peserta didik dalam pembelajaran biologi mengenai sub materi vertebrata. Jenis penelitian ini merupakan penelitian kualitatif deskriptif. Pengumpulan data dilakukan dengan memberikan instrument hasil belajar mengenai sub materi vertebrata yang dikerjakan oleh 30 peserta didik kelas X MIPA. Dilakukan pula wawancara bersama guru biologi dan beberapa peserta didik untuk mendapatkan keabsahan data dari soal tes yang sudah dikerjakan. Tes hasil belajar mencakup beberapa indikator dalam dimensi kognitif, yaitu dimensi ranah pengetahuan kognititf yang terdiri dari K1 dan K2, serta dimensi ranah proses kognitif yang terdiri dari C1-C5. Data dianalisis dengan cara mencari rata-rata nilai dan rata-rata skor dari masing-masing indikator pada ranah kognitif. Berdasarkan hasil analisis, diperoleh data sebagai berikut: 1) Dimensi pengetahuan kognitif peserta didik lebih baik pada pengetahuan faktual;2) Dimensi proses kognitif yang dikuasai oleh peserta didik adalah pada C1 (proses mengingat), sedangkan yang kurang dikuasai oleh peserta didik adalah pada C4 (proses menganalisis); 3) Penguasaan konsep peserta didik pada sub materi vertebrata yaitu materi yang dianggap mudah oleh peserta didik merupakan materi yang bersifat umum karena berkaitan dengan kehidupan sehari-hari, diantaranya yaitu mengenai pengertian vertebrata, pembahasan mengenai hewan pisces, dan materi mengenai seputar reptile; 4) Kesulitan peserta didik dalam mempelajari sub materi vertebrata adalah dalam segi mendalami materi, karena banyaknya jenis hewan vertebrata yang harus dikuasai oleh peserta didik. Dan dalam segi menganalisis berbagai macam hewan vertebrata membuat peserta didik kesulitan untuk dapat memahami bentuk soal cerita mengenai hewan vertebrata yang ada dalam kehidupan sehari-hari.Kata kunci: PengetahuanKognitif; Proses Kognitif; Sub Materi Vertebrata�Abstract: This study aims to determine the cognitive knowledge profile of students in learning biology about vertebrate sub material. This type of research is a descriptive qualitative research. Data collection was carried out by giving learning outcomes instruments about vertebrate sub material which was done by 30 students of Class X math and science. Interview tests were also carried out with biology teachers and some students to get the validity of the data from the test questions that had been done. The learning outcomes test includes several indicators in the cognitive dimension, namely the cognitive knowledge domain consisting of K1 and K2, as well as the cognitive process domain consisting of C1-C5. Data were analyzed by finding the average value and the average score of each indicator in the cognitive domain. Based on the analysis results, the following data are obtained: 1) Dimensions of cognitive knowledge of students are better on factual knowledge; 2) Dimensions of cognitive processes that are mastered by students are at C1, while those less mastered by students are at C4; 3) Mastery of the concept of students in vertebrate sub material, namely material that is considered easy by students is general material because it relates to everyday life, including the understanding of vertebrates, discussion of animal pisces, and material about reptiles; 4) The difficulty of students in learning vertebrate sub material is in terms of deepening the material, because of the many types of vertebrate animals that must be mastered by students. And in terms of analyzing various kinds of vertebrate animals, it makes it hard for students to understand the form of story problems about vertebrate animals that exist in everyday life.Keywords: Cognitive Knowledge; Cognitive Process; Vertebrate Sub Material�

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PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK KELAS XI MIPA

Jurnal Riset Fisika Edukasi dan Sains ◽

10.22202/jrfes.2019.v6i1.3464 ◽

2019 ◽

Vol 6 (1) ◽

pp. 30-40

Author(s):

Afni Karmilawati ◽

Aidhia Rahmi

Keyword(s):

Learning Outcomes ◽

Affective Domain ◽

Cognitive Domain ◽

Learning Material ◽

Control Data ◽

Physics Learning ◽

Physics Students ◽

Student Activity ◽

Group Control ◽

Affective Domains

The background of this research not all students like physics learning. This is caused by students' lack of understanding of physics learning material. The students' incomprehension can be seen when the learning process takes place, some students are embarrassed to ask even though basically the students do not understand the material presented by the teacher in front of the class. This type of research is Quasi Experiment with research design in the form of Design Group Control. Data on physics learning results are seen in two domains, namely the cognitive and affective domains. In the cognitive domain, the average experimental class has an average of 67.37 while the class has an average of 60.76. Learning outcomes in the affective domain obtained from the assessment of student activity sheets had an average of 79 in the experimental class and 74 in the control class. Based on the results of the analysis of hypothesis testing with the F test, it was found that t count = 1.64, and t table = 2.00, where if –t table < t count < t table then the hypothesis is rejected. So it can be concluded that the use of cooperative learning model type Group Investigation does not affect the learning outcomes of physics students of class XI MIPA SMAN 1 Enam Lingkung.

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Improving Critical Thinking Skills and Learning Outcomes of 4th Grade Students Through Discovery Learning Model

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v6i1.2348 ◽

2021 ◽

Vol 6 (1) ◽

pp. 13

Author(s):

Wahyu Rizaldi ◽

Mawardi Mawardi

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Average Score ◽

Average Value ◽

Analysis Technique ◽

Thematic Learning

Lack of critical thinking skills in students is a problem faced in thematic learning at SD Negeri 2 Kedungrejo. Therefore, it had an impact on low learning outcomes. From this problem, this study aims to improve critical thinking skills and learning outcomes through discovery learning model. Classroom Action Research (PTK) was used in this study. While the data collection instruments included observation sheets, test questions, and questionnaires. The data analysis technique used a comparative descriptive technique. The subjects of this study were 22 4th grade students of SD Negeri 2 Kedungrejo. The results of this study indicated an improvement of critical thinking skills and students’ learning outcomes. This can be proven by the average value of students' critical thinking skills in cycle I of 54.67% and increased again in cycle II by 69.84%. Whereas for students’ learning outcomes, in cycle I showed students’ average score of 70. Moreover, it increased by an average value of 80 in cycle II. To sum up, these results showed that applying discovery learning model in the online learning process were able to improve students’ critical thinking skills and learning outcomes.

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PENERAPAN INQUIRY LEARNING BERBASIS LINGKUNGAN UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR TEMATIK

NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran ◽

10.35568/naturalistic.v3i1.273 ◽

2018 ◽

Vol 3 (1) ◽

pp. 269-279

Author(s):

Sohifatul Hayati ◽

Nyoto Harjono

Keyword(s):

Learning Outcomes ◽

Student Learning Outcomes ◽

Average Score ◽

Student Activities ◽

Student Activity ◽

Average Value ◽

The Look ◽

Met Expectations ◽

Indicators Of Success ◽

Thematic Learning

This study aims to increase the activities and thematic learning outcomes through the application of an environment-based Inquiry model. The type of research used is classroom action research in two cycles with the look, think, and act stages. The subjects of the study were grade 4A students of SDN Salatiga 06, totaling 33 students. Data collection techniques used in this study are test and non-test techniques. Nontes technique in the form of observations on student activities, this observation is done by observation, and documentation during the learning process. This research is said to be successful if at least 80% of students get a score of penelitian 75. The results of the study show: (1) The score of pre-cycle activity in grade 4A is 43.77% and the score of completeness of the results of pre-cycle learning of students is 64% with the average score 60.50; (2) The score of student activity in the first cycle was 72.02% and the completeness score of student learning outcomes was 73.50% with an average score of 72.30; (3) Student activity scores in cycle II amounted to 83.50% with an average score of 83.15 and student completeness learning outcomes on a 91% cycle with an average value of 87.25. The data shows that in the first cycle the activity and learning outcomes have not met expectations which means that the indicators of success have not been achieved while in cycle II the activities and learning outcomes are in line with expectations which means that the indicators of success have been achieved.

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Internalisasi Nilai Anti Korupsi dengan Model Nampe Guna Meningkatkan Perilaku Anti Korupsi Mahasiswa Program Studi Teknik Informatika Universitas PGRI Madiun

Cakrawala Jurnal Pendidikan ◽

10.24905/cakrawala.v15i1.1749 ◽

2021 ◽

Vol 15 (1) ◽

pp. 104-115

Author(s):

Muhammad Hanif

Keyword(s):

Data Analysis ◽

Action Research ◽

Affective Domain ◽

Research Data ◽

Descriptive Statistics ◽

Cognitive Domain ◽

Average Score ◽

Study Program ◽

Average Value ◽

Engineering Study

The purpose of this study is to improve the anti-corruption behavior of students of the Informatics Engineering Study Program at the Universitas PGRI Madiun through the internalization of anti-corruption values ??with the Nampe Model. The research was Classroom Action Research. Data were collected qualitatively by using observation, tests, and non-tests, while the data analysis used descriptive statistics. Based on the research carried out for two cycles, it was found that the anti-corruption behavior of students increased after internalizing the anti-corruption values ??with the Nampe Model. This increase is shown by the assessment of anti-corruption behavior in pre-cycle at 30.4%, increased to 62.2% in cycle 1 and at 78.2% in cycle 2. The average value of all domains also increases, such as; (a) affective domain in pre-cycle at 59.1, cycle 1 at 65.5, and cycle 2 at 75.5 (b) cognitive domain in pre-cycle at 78.9, cycle 1 at 82.4, cycle 2 at 85, 4, (c) psychomotor domain in pre-cycle at 62.44, cycle 1 at 66, cycle 2 at 75.6. The increase in anti-corruption behavior is also shown by the average score of the anti-corruption component in pre-cycle at 62.4, cycle 1 at 66.4, and cycle 2 at 77.1.

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MENINGKATKAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM SOLVING BERBASIS EKSPERIMEN DALAM PEMBELAJARAN FISIKA

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v2i2.3478 ◽

2013 ◽

Vol 2 (2) ◽

pp. 57

Author(s):

Suherman .

Keyword(s):

Problem Solving ◽

Student Learning ◽

Learning Outcomes ◽

Model Problem ◽

Student Learning Outcomes ◽

Affective Domain ◽

Cognitive Domain ◽

Sufficient Criterion ◽

Learning Problem ◽

Average Value

The objective in this study to improve students learning outcomes by using learning model problem solving based experiments in learningphysics. The subjects were students of class XI IA-1 SMAN 1 Stabat totaling 38 people, consisting of 10 men and 28 women. Student learning outcomes inthe cognitive domain in the first cycle the average values posttest obtained 72.95 with N-gain of 37% including the category, the second cycle increasedto 77.30 with N-gain of 43% including the medium category. The number ofstudents who pass the study increased from 63.16% to 86.84% first cycle tothe second cycle. Student learning outcomes in the psychomotor domain ofthe first cycle obtained an average value of 72.11 including sufficient criteriaand the second cycle becomes 77.54 including both criteria. Classicalcompleteness in the first cycle of 52.63% and the second cycle becomes 89.47%. Student learning outcomes in the affective domain, the averagevalues obtained 64.47 including sufficient criterion in the first cycle and thesecond cycle becomes 75.09 including both criteria. Completeness in the firstcycle of 44.74% and the second cycle becomes 94.74%. Conclusion: there isan increase in student learning outcomes in the cognitive, psychomotordomain and affective domain by using learning problem solving basedexperiment.

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