scholarly journals PENGARUH MODEL PEMBELAJARAN DAN JENIS PENILAIAN FORMATIF TERHADAP HASIL BELAJAR IPA SISWA SMPN

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Ni Ketut Rapi
Keyword(s):  
Science Learning ◽  
Formative Evaluation ◽  
Junior High ◽  
Teaching Model ◽  
Inquiry Teaching ◽  
Learning Achievement ◽  
Multi Stage ◽  
Conventional Teaching ◽  
Significant Difference ◽  
The Difference

Abstrak: Penelitian bertujuan untuk mendeskripsikan perbedaan hasil belajar IPA antara siswa yang mengikuti model pembelajaran inkuiri dan model pembelajaran konvensional, perbedaan hasil belajar IPA antara siswa yang mengikuti pembelajaran dengan PBK dan pembelajaran dengan penilaian konvensional, dan pengaruh interaksi antara model pembelajaran dan jenis penilaian formatif terhadap hasil belajar IPA. Penelitian ini menggunakan metode eksperimen semu. Populasi penelitian adalah siswa kelas VII SMPN Singaraja pada semester ganjil tahun ajaran 2015/2016 sebanyak 2398 siswa. Pengambilan sampel dilakukan dengan teknik multi stage, jumlah sampel 120 siswa. Instrumen pengumpulan data menggunakan tes bentuk objektif, dengan reliabilitas tes = 0,8770, sedang analisis data menggunakan teknikanava dua jalur. Hasil penelitian ini menunjukkan: 1) terdapat perbedaan hasil belajar IPA antara siswa yang mengikuti model pembelajaran inkuiri dan model pembelajaran konvensional, 2) terdapat perbedaan hasil belajar IPA antara siswa yang diberi penilaian berbasis kelas dan yang diberi penilaian konvensional, terdapat pengaruh interaksi antara model pembelajaran dan jenis penilaian formatif terhadap hasil belajar IPA. Kata kunci: model pembelajaran, jenis penilaian formatif, hasil belajar IPATHE INFLUENCE OF THE TEACHING MODEL AND THE FORMATIVE EVALUATION TYPE ON THE STATE JUNIOR HIGH SCHOOL STUDENTS’ SCIENCE LEARNING ACHIEVEMENT Abstract: The objectives of this study were 1) to describe the difference in the Science learning achievement between the students taught using the inquiry teaching model and those taught using the conventional teaching model; 2) to describe the difference in the Science learning achievement between the students joining the teaching with class-based evaluation and those joining the teaching with the conventional evaluation; and 3) to describe the influence of the interaction between the teaching model and the formative evaluation type on the Science learning achievement. This study used the quasi experimental design. The population was grade VII students of state junior high schools in Singaraja in the odd semester of 2015/2016 academic year consisting of 2,398 students. The sample consisting of 120 students was drawn using the multi-stage sampling technique. The data were collected using the objective test, with the reliability coefficient of 0.8770. The data were analyzed using the two-way anova. The findings showed that: 1) there was a significant difference in the Science learning achievement between the students joining the inquiry teaching model and those joining the conventional teaching model; 2) there was a significant difference in the Science learning achievement between the students given the class-based evaluation and those given the conventional evaluation; and 3) there was an influence of the interaction between the teaching model and the formative evaluation type on the Science learning achievement. Keywords: teaching model, formative evaluation type, Science learning achievement

scholarly journals Everyone Is A Teacher Here Effect on Science Learning Achievement Based on Critical Thinking Skills

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Riska Oktalia ◽  
Astuti Wijayanti ◽  
Tias Ernawati
Keyword(s):  
Critical Thinking ◽  
Science Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Method ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning Achievement ◽  
Significant Difference ◽  
The Difference

This research is a quasi-experiment that aims to know: (1) the difference of science learning achievement between the learning method of everyone is a teacher here with the method of discussion learning (2) the difference of science learning achievement for high and low critical thinking skill (3) the interaction between learning method and the critical thinking skill of the learning achievement of science. Design research using factorial design 2x2. Data collection techniques using test techniques, observation techniques, questionnaires, and documentation. Data analysis techniques for hypothesis testing using a two-way ANOVA test. Based on the results of this research, it can be concluded that: (1) there is a very significant difference the learning outcomes of science between the learning method of everyone is a teacher here with the method of discussion learning (p = 0,000) (2) there is a very significant difference of science learning achievement for high and low critical thinking skills (p = 0,000) and (3) there is a significant interaction between the learning method and the critical thinking skill of the learning achievement (p = 0,040).

scholarly journals The Effect of Value Clarification Technique (VCT) using Contextual Problem Content on Social Attitude and Social Science Learning Achievement of the Elementary School Students

2018 ◽  
Vol 42 ◽  
pp. 00092 ◽  
Author(s):  
Desak Putu Parmiti
Keyword(s):  
Social Science ◽  
Science Learning ◽  
Descriptive Analysis ◽  
Social Study ◽  
Control Group ◽  
School Students ◽  
Social Attitude ◽  
Learning Achievement ◽  
Conventional Teaching ◽  
Significant Difference

This study analyzed and described changes in social attitude and social science learning achievement of the students who learn through value clarification technique (VCT) with contextual problem content and the students who learn through conventional teaching. This experiment or research was conducted at SD Gugus in Buleleng Regency with the population of 503 students. The number of sample for the experiment group was 40 students, and that for the control group was 40 too. The study used social attitude questionnaires and social study learning test to collect the data, while descriptive analysis and inferential analysis were used for analyzing the data. In this study, it was found (1) there was a significant difference in social attitude between the students who learned through VCT with contextual problem content and those who learned through conventional teaching, (Fobs.=6.370), (2) there was a significant different in learning achievement between the students who learned through VCT with contextual problem content and those who learned through conventional teaching, (Fobs.=4.040), and (3) there was a significant difference between social attitude and social science learning achievement simultaneously between the students who learned through VCT with contextual problem content and those who learned through conventional teaching. It means that the effect of teaching with VCT with contextual problem content in social science teaching produce a higher social attitude and social science learning achievement than the conventional teaching. Keywords: Value Clarification Technique (VCT), contextual problem, Social attitude, and learning achievement

scholarly journals Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa

2018 ◽  
Vol 5 (1) ◽  
pp. 116 ◽  
Author(s):  
Wahyu Hardiyanto ◽  
Rusgianto Heri Santoso
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Achievement ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
The Difference

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy  AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

scholarly journals Pengembangan Multimedia Interaktif pada Pembelajaran IPA bagi Siswa Sekolah Dasar Kota Lubuklinggau

2018 ◽  
Vol 1 (2) ◽  
pp. 141-157
Author(s):  
Asep Sukenda Egok ◽  
Tri Juli Hajani
Keyword(s):  
Elementary School ◽  
Small Group ◽  
Field Test ◽  
Science Learning ◽  
Formative Evaluation ◽  
Interactive Multimedia ◽  
Fifth Grade ◽  
Design Validation ◽  
Learning Achievement ◽  
One To One

The study aims at producing the valid, practical, interactive and potential multimedia to teach science to students achievement at the fifth grade elementary school in Lubuklinggau. The procedure of the study was through Rowntree model including three steps, namely planning, developing and evaluation.  The evaluation stepnm used was Tessmer formative evaluation. The result of the material, media and design validation showed that interactive multimedia was valid. In one-to-one test,  the students respond positively toward the interactive multimedia. In tryout step on the small group, it categorized as practical. In the field test, it was categorised as medium with score 79,11. It can be concluded that interactive multimedia was developed in the study was valid,  practical and potential on students science learning achievement at the Elementary School. Keywords : Interactive Multimedia, Science Learning

scholarly journals The Influence of Blending Learning on Undergraduates’ Critical Thinking Disposition: A Quasi Experimental Study

2021 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Hou Yongmei
Keyword(s):  
Critical Thinking ◽  
Developmental Psychology ◽  
Research Subjects ◽  
Critical Thinking Disposition ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Class B ◽  
Quasi Experimental ◽  
The Difference ◽  
Thinking Disposition

Objective: To explore the influence of blending learning on the critical thinking disposition among undergraduates. Methods: Two undergraduate classes majoring in Applied Psychology with similar level of critical thinking disposition were selected as the research subjects. Class A (106 students) was the experimental class, and class B (131 students) was the control class. During the research period of one semester (four months), the following measures were implemented for the two classes. The control class studied Developmental Psychology under the conventional teaching methods and procedures, while the experimental class studied Developmental Psychology according to the requirements and procedures of blending learning. The two classes were investigated with Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV) at the beginning and end of the course. Results: At the beginning of the course, the total scores of CTDI-CV of the two classes were (217.33 ± 14.90) and (218.31 ± 16.29), respectively, with no significant difference (P > 0.05). At the end of the course, the total scores of CTDI-CV of the experimental class and the control class were (237.84 ± 17.53) and (224.22 ± 17.52), respectively, and the difference was statistically significant (P < 0.001). Conclusion: Blending learning may have a positive effect in improving the critical thinking disposition in undergraduates.

scholarly journals Effectiveness of Metacognitive Instruction on Students’ Science Learning Achievement: A Meta-Analysis

2021 ◽  
Vol 4 (1) ◽  
pp. 43-54
Author(s):  
Ronilo Antonio ◽  
Maricar Prudente
Keyword(s):  
Student Learning ◽  
Science Teachers ◽  
Science Learning ◽  
Meta Analysis ◽  
Metacognitive Strategies ◽  
Effect Sizes ◽  
Learning Achievement ◽  
Metacognitive Instruction ◽  
Significant Difference ◽  
The Individual

This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement.  Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped according to the student’s level of education and the scientific disciplines being studied. However, the obtained positive and large effect sizes suggested that the use and integration of metacognition can be effectively implemented whether students are in the elementary, secondary or tertiary level, be it Biological or Physical Science. Moreover, the metacognitive strategies employed by individual studies are mostly found to be integrated with ICT mainly metacognitive prompts; other practices were student-led metacognitive discussions, concept mapping, metacognitive writing, and metacognitive practice and training. This result establishes the effectiveness of the use and integration of different metacognitive strategies to improve student learning. Thus, science teachers must be equipped with pedagogical knowledge on the implementation and integration of metacognition in classroom instruction.

scholarly journals Nationalism Among Students: A Comparison Between Students of Islamic Junior High School and Students Of Junior High School in Serang Municipality and Serang Regency

Al-Ulum ◽  
2015 ◽  
Vol 15 (2) ◽  
pp. 299
Author(s):  
Anis Fauzi
Keyword(s):  
High School ◽  
Statistical Analysis ◽  
Junior High School ◽  
Junior High ◽  
Student Groups ◽  
Large Group ◽  
Average Value ◽  
Significant Difference ◽  
The Mean ◽  
The Difference

This article aims to explore the nationalism among students Islamic Junior High School (MTs) and Junior High School (SMP) in the District of Serang and Serang Municipality. Statistical analysis show that in order to find a comparison between the national insight MTs and SMP students in research location by using Test 't' to sample a large group. Based this study, it is concluded that there was no significant difference between the nationalistic viewpoint MTs and SMP students in Serang Municipality with MTs and SMP students in Serang District. However, basing on the difference between the average value the mean between the two groups of respondents turned out to mean price MTs and SMP student groups in Serang City (204.235) were slightly larger than the mean price of MTs and SMP school student groups in the district of Serang (203.765).

Research of Teaching Model in Math and Algebra

2021 ◽  
Vol 8 (S1) ◽  
pp. 11
Author(s):  
Yuhua Luo
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Intellectual Ability ◽  
Teaching Model ◽  
Inquiry Teaching ◽  
Disciplinary Knowledge ◽  
Teaching Mode ◽  
Supportive Environment ◽  
And Algebra

Teaching mode based on the intelligent inquiry focuses on guiding students to experience empirical thinking accumulation and developing students’ intellectual ability. Various steps form wisdom learning while concerning the differences in students’ subjects, the combination of the steps will change correspondingly, thereby contributes explicitly to all kinds of the subjects. Therefore, the pursuing goals reflected by the disciplinary knowledge motivate the variation of the teaching model. This article uses technical means as the supportive environment, focusing on the teaching of Math and Algebra in junior high school, and analyzed the application processes of the intelligent inquiry teaching model variants.

Differences and Interactions of language learning with Discourse Competence on students' motivation and achievement in Islamic Junior High School in Brawijaya City Mojokerto and MTs Al Amin Sooko Mojokerto Regency

2018 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Muthoharun Afif
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Discourse Competence ◽  
The Difference ◽  
Social Level ◽  
Motivation And Achievement

Language is expected to help students recognize themselves, their culture and other cultures, express ideas and feelings, participate in societies that use the language, make responsible decisions on a personal and social level, discover and use the analytical and imaginative abilities present in him. The purpose of this research are: 1) To know the difference of students' learning motivation of Islamic Junior High School of Brawijaya Mojokerto and MTs Al Amin Sooko, Mojokerto Regency uses language learning with Discourse Competence. 2) To know the difference of learning achievement of students of Islamic Junior High School of Brawijaya City of Mojokerto and MTs Al Amin Sooko of Mojokerto Regency use language learning with Discourse Competence. 3) To know the interaction of language learning with Discourse Competence on student learning motivation and achievement in Islamic Junior High School of Mojokerto and MTs Al Amin Sooko, Mojokerto Regency. In this research object is students of Islamic Junior High School of Brawijaya City of Mojokerto and MTs Al Amin Sooko Mojokerto Regency Class VII of 150 students and 151 students. of the population members taken as samples were 93 respondents. From the results of the analysis, it is known that: 1) language learning with Discourse Competence has an effect on students' learning motivation in Brawijaya Islamic Junior High School Mojokerto lower than in MTs Al Amin Sooko Mojokerto Regency. 2) language learning with Discourse Competence has an effect on learning achievement in Brawijaya Islamic Junior High School Mojokerto lower than in MTs Al Amin Sooko Mojokerto Regency. 3). There is interaction of language learning with Discourse Competence to student's motivation and achievement in Islamic Junior High School of Brawijaya Mojokerto and MTs Al Amin Sooko Mojokerto Regency

scholarly journals DEVELOPMENT OF EARTHQUAKE DEMONSTRATION TOOL AS A PHYSICS SCIENCE LEARNING MEDIA

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Wuly Gunawan ◽  
M Nor ◽  
Hendar Sudrajad
Keyword(s):  
High Schools ◽  
Teaching And Learning ◽  
Science Learning ◽  
Formative Evaluation ◽  
Junior High ◽  
Development Stage ◽  
Junior High Schools ◽  
Learning Activities ◽  
Validation Score ◽  
The Media

 The creation of interactive learning activities can be influenced by the availability of media and learning resources as a useful tool in teaching and learning activities. The effectiveness of students' absorption of difficult and complicated learning materials can be achieved with the help of the demonstration tool as a media. The purpose of this research is to produce an earthquake demonstration tool, as a valid learning media for use in the learning process of physics in junior high schools. This development research uses the R & D method which was adapted from Nieveen & Folmer with three-phase, namely: preliminary research, development or prototyping phase, and the formative evaluation within the development stage. The evaluation of the validation of the media uses the instrument of validation of the earthquake demonstration tool with 5 indicators and the assessment of validation of the guidebook with 4 indicators. The results of the design of the media obtained the validation score for the earthquake demonstration tool with a score of 4.5 where a very valid category and the handbook obtained a validation score of 4.4 with a very valid category. Based on the results of this research, an earthquake demonstration tool had been successfully made and a guidebook for its use as a physics science learning media is valid and suitable for use in junior high schools.

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