scholarly journals ANALISIS KESULITAN BELAJAR DAN PENCAPAIAN HASIL BELAJAR SISWA MELALUI STRATEGI PEMBELAJARAN INKUIRI

2016 ◽  
Vol 35 (3) ◽  
Author(s):  
Izaak H. Wenno ◽  
Katerina Esomar ◽  
Venty Sopacua
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Learning Difficulties ◽  
Descriptive Study ◽  
Learning Activities ◽  
Learning Material ◽  
Achievement Data ◽  
Before And After

Abstrak: Tujuan penelitian ini adalah untuk mengetahui kesulitan belajar dan pencapaian hasil belajar siswa SMA pada materi elastisitas bahan. Penelitian ini merupakan penelitian deskritif dengan sampel kelas XI IPA Negeri 5 Ambon. Data analisis kesulitan belajar diperoleh melalui angket, sedangkan data pencapaian hasil belajar diperoleh dari nilai formatif dan proses yang meliputi nilai kognitif, afektif, dan psikomotor. Data dianalisis dengan teknik statistik deskriptif. Hasil penelitian menunjukkan bahwa selama proses pembelajaran terdapat empat jenis kesulitan, yaitu kesulitan dalam menguasai konsep, mengaitkan hubungan antara konsep, menguasai rumus, dan mengoperasikan rumus saat menyelesaikan soal. Sebelum menggunakan strategi inkuiri, kemampuan siswa menguasai konsep antara 69,2-82,3%. Setelah penggunaan strategi inkuiri, kemampuan siswa meningkat menjadi 90,8%. Kemampuan mengaitkan antarkonsep meningkat menjadi 89,2%. Kemampuan menguasai rumus 87,1%, dan kemampuan mengoperasikan rumus untuk penyelesaian soal 91,3%. Peningkatan hasil belajar juga terjadi pada konsep elastisitas bahan. Strategi pembelajaran inkuri dapat mengatasi kesulitan belajar siswa 4 dan dapat mencapai hasil belajarnya pada materi elastisitas bahan. Kata Kunci: strategi pembelajaran inkuiri, kesulitan belajar, dan pencapaian hasil belajar ANALYSIS OF STUDENTS’ LEARNING DIFFICULTIES AND ACHIEVEMENT IN THE IMPLEMENTATION OF INQUIRY LEARNING Abstract: The purpose of this study is to revealstudents’ learning difficulties and achievement in learning the concepts of material elasticityin class XI SMA. This research belongs to descriptive study done to a sample of class XI IPA4 Negeri 5 Ambon with the total of 39 students. Learning difficultiesdata were obtained through questionnaires before and after the implementation of inquiry learning, while achievement data were obtained from the formative and process values that includes cognitive (student worksheet), affective, and psychomotor aspects duringthe learning activities. The results show that during the process of learning physics in particular on the concept of material elasticity, there are four types of difficulties experienced by students, i.e. difficulty in mastering the concepts, difficulty in establishing links betweenconcepts, difficulty in mastering formulas, and difficulty in operating formulas for solving problems. The results showthat students’ ability to master the concepts ranges 69.2 to 82.3% before applying the inquiry strategy and reaches 90.8% after using the strategy. The ability to link concepts increases to 89.2%. The ability to master the formula reaches 87.1%, and the ability to operate formulas for solving problemsis about 91.3%. The learning outcomes are also improving. Thus, it can be concluded that inqury learning strategies can address students’ learning difficulties and can help students achieve better results in learning material elasticity concept. Keywords: inquiry learning strategies, learning difficult, and learning outcomes

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

scholarly journals Peningkatan Hasil Belajar Bahasa Indonesia melalui Penerapan Strategi Pembelajaran Inkuiri (SPI) Siswa Kelas IV SDN 001 Koto Taluk Kuantan

GERAM ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 57-66
Author(s):  
Elniyeti Elniyeti ◽  
Yuslianti Yuslianti
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Action Observation ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Material ◽  
Student Activities ◽  
Class Iv

The application of learning methods in each learning will have an impact on learning outcomes and the atmosphere of classroom learning and student activities in learning. One method that can be used is Inquiry Learning Strategies (SPI). This method is used in Classroom Action Research (PTK) Indonesian language learning material Exploring Information from Class IV Adventist Texts of Students in SD Negeri 001 Koto Taluk Kuantan. This study aims to get an idea of ​​how to improve student learning outcomes after using Inquiry Learning Strategies (SPI) methods in Indonesian language material. Exploring Information from the Class IV Adventurer's Texts in SD Negeri 001 Koto Taluk Kuantan. The study uses four steps of PTK, namely planning, action, observation, and reflection. The four components of the research step constitute one cycle. This research was carried out in two cycles. Improved student learning outcomes, in the initial data with an average of 67.1 increased in Deuteronomy Daily I to 75.2 with an increase of 12.1. In Deuteronomy Daily II it increased to 81.9 with an increase of 8.9. Then from individual and classical completeness, in the first cycle the total number of students completed was 10 people at 47.6% and the incomplete 11 people amounted to 52.4%, whereas in the second cycle the number of students who completed 19 people was 90.5%, , while the incomplete 2 people amounted to 9.5%. Thus, it can be concluded that Inquiry Learning Strategies (SPI) can improve the results of Indonesian language learning material Exploring Information from the Class IV Adventist Texts of Students in SD Negeri 001 Koto Taluk Kuantan.

UPAYA MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA KULIAH KONSEP DASAR IPA 2 DI PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR TAHUN AKADEMIK 2013/2014

2014 ◽  
Vol 3 (1) ◽  
pp. 23
Author(s):  
Mahmud Alpusari
Keyword(s):  
Initial Data ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Activities ◽  
Simple Experiment ◽  
Competency Based ◽  
Basic Concepts ◽  
Using Data ◽  
The University ◽  
Daily Test

In line with the competency-based curriculum at the University of Riau, the effort to improvelearning basic concepts of science 2 courses puts emphasis on understanding the concept ofmatter, which is based on students' learning activities through scientific inquiry.Implementation of action research consists of two cycles in PGSD JIP University of Riau onthe odd semester of 2013/2014 with 55 third semester students. Based on the research results,lecturing process by applying the model of inquiry learning, students’ activity increased inwhich in the first cycle all activities are good category except activity I and II are faircategory. Meanwhile students’ activity in first and fourth in cycle II is good category, andvery good category in second, third, fifth, and sixth activity. Temporarily student’s learningoutcomes increased from pre-tests with an average65.45 into 77,0 in daily test I and 77.45onthe daily test II. Improvement from initial data to the first cycle was 11.55, while the datafrom the beginning to the second cycle increased 12 points. In general the improvement ofstudents’learning is possible because the learning model used is inquiry learning so thatlearning becomes active which centered into students by presenting a problem, then studentsare asked to carry out a simple experiment using equipment and tools, using data, arrangingreports, communicating the results of observations based on concepts and learned principles.Keywords: Inquiry, students’ activity, learning outcomes.

scholarly journals Upaya Peningkatan Aktivitas dan Hasil Belajar Kinematika Gerak Lurus Melalui Strategi Siklus Ace Kelas XB SMA Negeri 2 Simpang Hilir

2015 ◽  
Vol 7 (3) ◽  
Author(s):  
Desi Kamilah
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Material ◽  
Physics Learning ◽  
Student Activity ◽  
Test Items ◽  
The Subject

Penelitian ini bertujuan untuk Untuk meningkatkan aktivitas dan hasil belajar fisika siswa dengan menerapkan siklus ACE dalam pembelajaran fisika materi kinematika gerak lurus. Penelitian tindakan dilakukan di SMA Negeri 2 Simpang Hilir Kabupaten Kayong Utara. Subjek penelitian yang akan dilakukan adalas siswa-siswi kelas XB SMA Negeri 2 Simpang Hilir yang berjumlah 34 siswa terdiri atas 13 laki-laki dan 21 perempuan. Instrumen yang digunakan dalam penelitian ini adalah berupa lembar observasi untuk mengukur aktivitas belajar siswa dan soal tes untuk mengukur hasil belajar. Berdasarkan hasil penelitian tindakan kelas yang dilakukan dapat disimpulkan aktivitas siswa dikelas masuk kategori cukup aktif. Hasil belajar siswa dengan siklus ACE mencapai ketuntasan 76,67%. Kata Kunci: pembelajaran fisika, siklus ACE, aktivitas belajar, hasil belajar  Abstract: This study aimed to increase physical activity and learning outcomes of students by implementing ACE cycle in physics learning material straight motion kinematics. Action research conducted at SMAN 2 Simpang Hilir North Kayong. The subject of research will be done adalas students of class XB SMAN 2 Simpang Downstream totaling 34 students consisting of 13 male and 21 female. The instrument used in this study is in the form of sheets of observations to measure student learning activities and test items to measure learning outcomes. Based on the results of classroom action research can be concluded that the activity of students in class is categorized quite active. Student learning outcomes with ACE cycle achieve mastery 76.67%. Keywords: physic lesson, cycle ACE, student activity, learning outcome

scholarly journals EDUTAINMENT WITH COMPUTER GAME AS A CHEMISTRY LEARNING MEDIA

2019 ◽  
Vol 8 (2) ◽  
pp. 1684
Author(s):  
Achmad Lutfi ◽  
Suyono Suyono ◽  
Erman Erman ◽  
Rusly Hidayah
Keyword(s):  
High Schools ◽  
Learning Outcomes ◽  
Computer Game ◽  
Learning Activities ◽  
Chemistry Learning ◽  
Before And After ◽  
Computer Based

Abstract. The research aims to get answers to whether chemistry learning with computer-based games as learning media can create fun learning (edutainment). The study was conducted on students in three high schools in chemistry learning according to plan, during the learning activities were observed by students, before and after learning the learning outcomes tests and student questionnaires were conducted. The results showed that learning activities were 90.4% to 92.0% as expected, 90% to 100% of students stated that learning was fun with games as learning media, and learning outcomes had achieved 93% to 100% classical completeness. These results indicate that the use of computer-propelled games as chemical learning media can create chemical learning that pleases students and can be used by teachers as an alternative to edutainment chemistry learning

scholarly journals Upaya Meningkatkan Teknik Dasar Pasing Atas Bola Voli Mini melalui Bantuan Tutor Sebaya Siswa kelas IV SD Negeri Balongwono Kecamatan Trowulan Kabupaten Mojokerto Tahun 2018/2019

2020 ◽  
Vol 4 (1) ◽  
pp. 93-108
Author(s):  
Sugemi Sugemi
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activities ◽  
Peer Tutors ◽  
Activity Data ◽  
Before And After ◽  
Academic Year

Physical education is basically an integral part of the education system as a whole which aims to develop aspects of health, physical fitness, critical thinking skills, emotional stability, social skills, reasoning and moral action through physical activities and sports. The purpose of this study was to improve learning outcomes for grade V SD Negeri Balongwono, Trowulan District, Mojokerto Regency through the assistance of peer tutors. The research was conducted at SD Negeri Balongwono, Trowulan District, Mojokerto Regency in the first semester of the 2018/2019 academic year, from March 2019 to April 2019. The subjects of this study were GRADE V SD Negeri Balongwono, Mojokerto Regency in the 2018/2019 academic year, namely 26 people who above: 16 boys and 10 girls. Sources of data used in Graderoom Action Research (PTK) are as follows: 1. Data on learning outcomes above, obtained from students; 2. Teacher activity data, obtained from events during the teaching and learning activities in progress; 3. Student activity data, obtained from events during the teaching and learning activities; 4. Data on the implementation of teaching and learning activities with the help of peer tutors, obtained from events during the teaching and learning activities. The data analyzed included quantitative data (by presenting numbers as a measure of achievement), and qualitative data (presenting numbers as a comparison). Data analysis was carried out in a descriptive comparative manner which aims to compare the conditions before and after the learning corrective action was taken. The stages in the action of analyzing data include data reduction, data presentation, and drawing conclusions. Based on the data analysis of the basic technique of passing on mini volleyball for Grade V students of SD Negeri Balongwono, Trowulan District, Mojokerto Regency, 2018/2019 academic year, the following results can be obtained: 1. In the pre-action of 26 students, there were 11 students (42%) who completed learning. 2. At the end of the first cycle of 26 students, there were 19 students (73%) who had finished learning. 3. At the end of the second cycle of 26 students, 23 students (88%) have completed learning. Thus it can be concluded that the application of the peer tutor assistance method can improve the basic techniques of fitting for the V-grade mini volleyball of the V-grade students of SD Negeri Balongwono, Trowulan District, Mojokerto Regency, 2018/2019 Academic Year.

scholarly journals Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

2020 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Kadek Suryati ◽  
I Gede Adnyana
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Material ◽  
Online Application

The research aims to describe the influence of telegram-assisted blended learning strategies on mathematics learning outcomes in terms of learning styles. This research is a quasi-experimental research using 2x3 factorial design. The respondents taken is the second semester students majoring in informatics engineering at the STMIK STIKOM Indonesia campus. The sampling procedure in this study was a random sampling technique that was started by carrying out the equivalency test of 4 classes taken using the one-way ANOVA test. After that randomly selected, two classes as an experimental class and two classes as a control class. To get instruments that have validity before use, questionnaires and tests are first tested and validated by experts who are experts in their fields. Normality and homogeneity tests are needed as a prerequisite before analyzing the data. The method used to analyze data is two-way ANOVA. The results showed that (1) student mathematics learning outcomes taught with telegram-assisted blended learning strategies were better than conventional mathematics learning outcomes of students taught, (2) the effect of telegraph-assisted blended learning strategies on student mathematics learning outcomes in learning styles. Based on the results of the research that has been carried out, it is recommended that further researchers or educators be able to develop a blended learning strategy as a way to convey learning material so that they can pay more attention to the learning styles of each student and can develop telegrams with more attractive features so that the telegram becomes one of online application for learning media.

scholarly journals Efektivitas pembelajaran kelompok produktif teknik komputer dan informatika yang menerapkan KTSP SMKN

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Achmad Firdaus
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Activities ◽  
Survey Study ◽  
Learning Assessment ◽  
Learning Effectiveness ◽  
Learning Material ◽  
Computer Engineering ◽  
Study Program ◽  
School Based

Penelitian ini bertujuan untuk mendeskripsikan efektivitas pembelajaran kelompok produktif program studi teknik komputer dan informatika yang menerapkan KTSP pada SMK Negeri ditinjau dari: 1) kelengkapan dan kesesuaian perangkat perencanaan pembelajaran; 2) proses pembelajaran, 3) penilaian pembelajaran; 4) respon peserta didik terhadap kegiatan pembelajaran; dan 5) hasil belajar peserta didik. Jenis penelitian adalah penelitian survei dengan populasi penelitian dua SMK Negeri di Kabupaten Hulu Sungai Utara. Berdasarkan hasil analisis dapat disimpulkan bahwa pembelajaran kelompok produktif teknik komputer dan informatika yang menerapkan KTSP sudah efektif. Hal ini juga dilihat dari aspek berikut ini. 1) Hasil telaah kelengkapan dan kesesuaian perangkat perencanaan pembelajaran kelompok produktif baik silabus maupun RPP yang dikembangkan oleh guru berada pada kategori baik. Penyusunan dan pengembangan perangkat perencanaan tersebut sudah mengacu pada standar isi, standar kompetensi lulusan dan sudah sesuai dengan langkah-langkah maupun format KTSP. Namun masih dapat ditingkatkan khususnya pada aspek pengidentifikasian materi pembelajaran, perumusan pengalaman belajar, perumusan indikator pencapaian kompetensi, dan bentuk penilaian yang akan digunakan. 2) Hasil observasi proses pembelajaran berada pada kategori baik. Dengan demikian, proses pembelajaran dapat dikatakan telah sesuai dengan langkah-langkah yang ada pada standar proses. Namun masih dapat ditingkatkan pada aspek penerapan materi terhadap kehidupan sehari-hari, menanggapi pertanyaan peserta didik, dan pembuatan rangkuman materi pembelajaran. 3) Hasil observasi penilaian pembelajaran berada pada kategori tidak baik, karena penilaian yang dilakukan oleh guru hanya pada aspek kognitif. Dengan demikian perlu adanya peningkatan pada prinsip-prinsip penilaian dan pelaksanaan penilaian pada aspek afektif dan psikomotor. 4) Respon peserta didik berada pada kategori baik hal ini mengindikasikan bahwa kegiatan pembelajaran yang dikelola oleh guru mendapat respon yang positif dari peserta didik. 5) Hasil belajar peserta didik dapat dikatakan efektif dan berhasil dengan prosentase ketuntasan belajar sebesar 96,00%. LEARNING EFFECTIVENESS OF THE COMPUTER ENGINEERING AND INFORMATICS PRODUCTIVE GROUP APPLYING THE SCHOOL-BASED CURRICULUM IN STATE VOCATIONAL HIGH SCHOOLAbstractThis study aims to describe the learning effectiveness of the productive group in the computer engineering and informatics study program applying the School-Based Curriculum in state vocational high schools (SVHSs) in terms of: 1) the completeness and appropriateness of the learning kits, 2) the learning process, 3) the learning assessment, 4) the students’ responses to the learning activities, and 5) the students’ learning outcomes. This was a survey study with a population comprising two SVHSs in the regency of Hulu Sungai Utara. Based on the results of the analysis, it can be concluded that learning in the computer engineering and informatics productive group applying the School-Based Curriculum has been effective. It can be seen from the following aspects. 1) The results of the review of the completeness and appropriateness of the productive learning kits consisting of syllabuses and lesson plans developed by teachers are in the good category. The formulation and development of the planning kits already refer to the content standards, competency standards and are in accordance with the steps and School-Based Curriculum format. However, the aspect of identifying learning materials, the learning experience formulation, the formulation of competency achievement indicators, and assessment forms need to be improved. 2) The results of observations on the learning process are in the good category. Thus, the learning process is already in conformity with the process standard. However, the aspects of applying the materials from daily life, responding to the students’ questions, and making a learning material summary need to be improved. 3) The results observations on the learning assessment are in the poor category, because the assessment carried out by teachers focuses only on the cognitive aspects. Thus, the principles of assessment and implementation of assessment in the affective and psychomotor aspects need to be improved. 4) The students’ responses are in the good category. This indicates that the learning activities managed by teachers get positive responses from the students. 5) The students’ learning outcomes are relatively effective and successful with a percentage of learning mastery of 96,00%.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR SEJARAH SISWA JURUSAN IPS SMA NEGERI 2 PEMATANGSIANTAR

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Asnewastri . ◽  
R Mursid
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Learning Material ◽  
Significance Level ◽  
Learning History ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dengan ekspositori, (2) hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi lebih tinggi dengan berpikir logis rendah dan (3) interaksi antara strategi pembelajaran dengan kemampuan berpikir logis dalam mempengaruhi hasil belajar Sejarah siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Scheffe. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi dengan strategi  ekspositori, (2) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi dengan berpikir logis rendah, dan (3) Interaksi antara strategi pembelajaran dan kemampuan berpikir logis akan memberikan efek yang tinggi dalam penguasaan materi pembelajaran sehingga hasil belajar Sejarah yang diperoleh tinggi. Kata Kunci: strategi pembelajaran, kemampuan berpikir logis terhadap hasil belajar sejarah Abstract: This study aims to determine: (1) the results of studying history students who are taught by learning strategy elaboration higher with expository, (2) the results of learning history students who have the ability to think logically high is higher by thinking logically low and (3) interaction between learning strategy and logical thinking skills in influencing student learning outcomes History. The method used is a quasi-experimental design with 2 x 2 factorial analysis technique used is the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use test Scheffe. The findings show: (1) there is a significant difference between the results of studying history students who are taught by learning strategies elaboration of the strategy expository, (2) there is a significant difference between the results of studying history students who have the ability to think logically high to think logically low, and (3) the interaction between the learning strategies and ability to think logically will give high effect in the mastery of learning material that learners' achievements obtained History high. Keywords: learning strategies, the ability to think logically to the learning outcomes of history

scholarly journals PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR MATA KULIAH PENGEMBANGAN MEDIA DAN SUMBER BELAJAR

2020 ◽  
Vol 4 (1) ◽  
pp. 31-43
Author(s):  
Muhammad Isnaini ◽  
Nadiroh Nadiroh ◽  
Moch. Sukardjo
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Homogeneity Test ◽  
Education Student ◽  
Learning Material ◽  
Guided Inquiry ◽  
Learning Models ◽  
Media Development

This study aimed to determine the differences in learning outcomes of media development courses and learning material between groups of students who are taught using guided inquiry learning models compared to groups of students who are taught using discovery learning models. Research approaches conducted by researchers using quantitative descriptive methods. The object of research conducted on students in the media development and learning material subject in the one of Study Program at UIN Raden Fatah Palembang. Analysis of the data and formulas used to test hypotheses using t-test which first performed an analysis of the normality of the data, a homogeneity. Based on the measurement results of the Islamic Education student learning outcomes, the researcher can conclude that the discovery learning and guided inquiry learning model influences of learning outcomes. The data analysis and formula used were normality test, homogeneity test and then hypothesis testing. Based on the results of the measurement of learning outcomes, the researcher can conclude that there are differences in learning outcomes using the discovery learning model and the inquiry learning model in the course of media development and learning resources. This is shown from the calculation results, namely the significance value which is below 0.05, which is equal to 0.000. It is hoped that other researchers can develop other studies that focus on other thinking skills such as critical thinking.

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