scholarly journals Komparasi model pembelajaran earth science community dan grup investigasi pada scientific approach

2019 ◽  
Vol 6 (2) ◽  
pp. 117-125
Author(s):  
Jailani Husain Saleh ◽  
Muhsinatun Siasah Masruri
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Earth Science ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Aspect ◽  
The Earth ◽  
Science Community ◽  
The Difference

Tujuan penelitian ini untuk (1) menguji perbedaan hasil belajar model earth science community dan group investigation (GI); (2) menguji perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar visual; (3) menguji perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar auditorial;  dan (4) menguji interaksi pengaruh antara model pembelajaran dan gaya belajar siswa terhadap hasil belajar geografi. Penelitian ini menggunakan metode kuasi eksperimen dengan desain faktorial 2x2. Populasi dalam penelitian ini adalah seluruh siswa SMA Negeri di Kota Kupang yang tersebar pada 12 sekolah. Teknik sampling yang digunakan adalah Simple Random Sampling dan terpilih 2 sekolah sebagai subjek penelitian. Hasil penelitian menunjukkan: (1) tidak terdapat perbedaan hasil belajar model earth science community dan GI pada aspek kognitif  dengan p = 0,374 > 0,05; pada aspek afektif dengan p = 0,645 > 0,05, dan pada aspek psikomotor dengan p = 0,969 > 0,05; (2) terdapat perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar visual, pada aspek kognitif dengan p = 0,009 < 0,05; pada aspek afektif dengan p = 0,014 < 0,05 dan pada aspek psikomotor dengan p = 0,024 < 0,05;  (3) terdapat perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar auditorial, pada aspek kognitif dengan p = 0,042 < 0,05; pada aspek afektif dengan p = 0,026 < 0,05 dan pada aspek psikomotor dengan  p = 0,017 < 0,05; (4) terdapat interaksi pengaruh model pembelajaran dan gaya belajar siswa terhadap hasil belajar geografi, pada aspek kognitif dengan p = 0,008 < 0,05, pada aspek afektif  dengan p = 0,004 < 0,05 dan pada aspek psikomotor dengan p = 0,006 < 0,05. AbstractThis study aims to test: (1) the difference in the learning outcomes through the earth science community and group investigation (GI) models, (2) the difference in the learning outcomes through the earth science community and GI models among students with the visual learning style, (3) the difference in the learning outcomes through the earth science community and GI models among students with the auditory learning style, and (4) the interaction of the effects of the learning models and the students’ learning styles on the geography learning outcomes. The study employed the quasi-experimental method with a 2x2 factorial design. The research population comprised all students of state senior high schools (SHSs) in Kupang city in 12 schools. The sampling technique was the simple random sampling technique and 2 schools were selected as the research subjects. The results of the study are as follows. (1) There is no difference in the learning outcomes between the students learning through the earth science community and GI models in the cognitive aspect with p = 0.374 > 0.05, in the affective aspect with p = 0.645 > 0.05, and in the psychomotor aspect with p = 0.969 > 0.05.(2) There is difference in the learning outcome through the earth science community and GI models among the students with the visual learning style in the cognitive aspect with p = 0.009  < 0.05, in the affective aspect with p = 0.014 < 0.05, and in the psychomotor aspect with p = 0.024 < 0.05. (3) There is difference in the learning outcome through the earth science community and GI models among the students with the visual learning style in the cognitive aspect with p = 0.042 < 0.05, in the affective aspect with p = 0.026 < 0.05, and in the psychomotor aspect with p = 0.017 < 0.05.(4) There is  interaction of the effects of the learning models and the students’ learning styles on the geography learning outcomes in the cognitive aspect with p = 0.008 < 0.05, in the affective aspect with p = 0.004  < 0.05, and in the psychomotor aspect with p = 0.006 < 0.05.

scholarly journals Pengaruh media pembelajaran terhadap hasil belajar ekonomi ditinjau dari gaya belajar siswa SMA Negeri

2018 ◽  
Vol 5 (2) ◽  
pp. 105-114
Author(s):  
Dewi Nurwidayanti ◽  
Mukminan Mukminan
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Random Sampling ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Instructional Media ◽  
Power Point ◽  
Media Power

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar ekonomi pada siswa yang menggunakan media pembelajaran power point dengan media konvensional pada kelompok siswa dengan gaya belajar visual dan gaya belajar auditorial. Penelitian ini merupakan penelitian eksperimen dengan desain faktorial 2 x 2, menggunakan tes awal (pretest) dan tes akhir (posttest). Penelitian dilakukan di SMAN 4 Yogyakarta dan SMAN 9 Yogyakarta. Populasi penelitian adalah seluruh siswa kelas X SMA Negeri 4 dan SMA Negeri 9 Yogyakarta. Sampel penelitian sebanyak 83 siswa yang diambil dengan teknik simple random sampling. Teknik analisis data menggunakan analisis deskriptif dan uji beda anova dua jalur. Hasil penelitian menunjukkan: Terdapat perbedaan hasil belajar siswa yang pembelajarannya menggunakan media power point dan media konvensional dimana rerata hasil belajar dengan media power point lebih tinggi dibanding menggunakan media konvensional baik itu pada kelompok gaya belajar visual dan kelompok gaya belajar auditorial. Terdapat interaksi antara media pembelajaran dan gaya belajar dalam mempengaruhi hasil belajar Ekonomi.Kata kunci: media pembelajaran, gaya belajar, hasil belajar ekonomi THE EFFECT OF INSTRUCTIONAL MEDIA TOWARD ECONOMIC LEARNING OUTCOMES JUDGING FROM LEARNING STYLES OF SENIOR HIGH SCHOOLAbstractThis study aims to determine differences in economic learning outcomes in students using learning media power point with conventional media in visual style student groups and students auditory style. This research is an experimental research with 2 x 2 factorial design, using pretest and final test (posttest). The research was conducted at SMAN 4 Yogyakarta and SMAN 9 Yogyakarta. The population is all students of class X SMAN 4 Yogyakarta and SMAN 9 Yogyakarta. The sample of research is 83 students taken with simple random sampling technique. The technique of data analysis using descriptive analysis and difference test of two-way ANOVA. The results showed: There are differences in learning outcomes of students who learn by using power point media and using conventional media where the average of learning outcomes with power point media was higher than using conventional media in the visual learning style group and the learning style group. There is a significant interaction between learning media and learning style in influencing the learning result of Economics.Keywords: instructional media, learning style, learning outcomes

scholarly journals IDENTIFIKASI GAYA BELAJAR MAHASISWA

2016 ◽  
Vol 15 (1) ◽  
pp. 56
Author(s):  
Jeanete Ophilia Papilaya ◽  
Neleke Huliselan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Guidance And Counseling ◽  
Auditory Learning ◽  
Study Population ◽  
Survey Results

The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.

scholarly journals PEMBELAJARAN DARING MATEMATIKA BERBANTUAN GOOGLE CLASSROOM DITINJAU DARI GAYA BELAJAR PADA MASA PANDEMI

2021 ◽  
Vol 9 (3) ◽  
pp. 333-342
Author(s):  
Yunti fahrulia Subekti
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Control Group ◽  
Homogeneity Test ◽  
Control Group Design ◽  
Normality Test

The purpose of the study was to determine the differences in mathematics learning outcomes and the effectiveness of google classroom-assisted learning in terms of learning styles on students' mathematics learning outcomes. This research used an experimental research method with a randomized pretest-posttest control group design. Sampling using a simple random sampling technique. The population of this research is the seventhgrade students of one of the public junior high schools in Sleman. The sample of this study amounted to 54 students consisting of class VII C and VII D. The data collection techniques used in this study were tests and questionnaires. The data analysis techniques used in this study were normality test, homogeneity test, similarity test, and hypothesis testing. The results of the study show that: (1) there are differences in learning outcomes in bold learning assisted by google classroom; (2) bold learning assisted by google classroom is more effective in terms of visual learning styles; (3) bold learning assisted by google classroom is not more effective in terms of auditory and kinesthetic learning styles.

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

scholarly journals The effect of CTL learning model and learning style on the historical learning outcomes

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Inda Syahra ◽  
Sarkadi Sarkadi ◽  
Nurzengky Ibrahim
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Auditory Learning ◽  
School Year

This study aims to obtain the influence of learning models and learning styles on historical learning outcomes. Students are given a CTL and conventional learning model by measuring visual learning styles and auditory learning styles. This type of research is a quantitative study using an experimental method with a 2 x 2 factorial design. The population is all students of class X 2019/2020 school year. The sampling technique used is multistage random sampling. Class X-A as an experimental class and grade X-B  as a control class with a total of 70 students construct validity is analyzed by the correlation between items using Product Moment Correlation, and Cronbach's alpha formula tested reliability. The results showed that learning outcomes with the CTL learning model were higher than conventional learning models. While student learning outcomes using visual learning styles are more effective than auditory learning styles. There is a relationship between learning models with learning styles.

scholarly journals The Effect of Value Clarification Technique Learning Models and Learning Styles on the Achievement Learning Outcomes of Class VIII MTs Al-Hasanah Tanjung Leidong, Labura District

2020 ◽  
Vol 3 (3) ◽  
pp. 1371-1377
Author(s):  
Siti Halimah ◽  
Zulfahmi Lubis ◽  
Saidatun Nisa Nasution
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Average Value ◽  
Class Viii

The purpose of this study was to determine: (1) the influence of the value clarification technique (VCT) learning model on student learning result. (2) Knowing the influence of learning styles on student learning result. (3) Knowing the interaction between learning models and learning styles on student learning result.   The population of this study were students of class VIII MTs Al-Hasanah Tanjung Leidong Labuhan Batu Utara consisting of three classes. The sample chosen for the class with the VCT learning model was class VIII-3 with 30 students, while students who were taught using the expository model were 32 students. The cluster random sampling technique is influenced by analysis of variance at a significant level (α = 0.05) followed by Scheffe. The results of this study are: (1) the average value of students taught with the VCT learning model (= 33.6) is higher than students taught with the expository learning model (= 24.68) with Fcount 0.0023 < Ftable 3,988. (2) The average value of learning outcomes Akidah Akhlak with visual learning styles (= 27.5), auditory (= 29.56) and kinesthetic (= 28.26) with Fcount = 0.068 < Ftable = 3,988. (3) There is an interaction between learning models and learning styles on students' learning outcomes Akidah Akhlak with Fcount 28.96 < Ftable 3,988. Based on the data analysis, it can be concluded that students with visual and auditory characteristics, the appropriate learning model is the VCT, while students with the kinesthetic learning style are expository. The implication is that teachers must be trained in how to understand student learning styles. Thus it is suggested that in planning the learning process the characteristics of students must be considered.

scholarly journals THE EFFECT OF LEARNING MEDIA AND MOTIVATION ON THE RESULTS OF LEARNING DRIBBLING PASSING IN FOOTBALL GAMES IN STUDENTS (INDONESIA)

2020 ◽  
Vol 6 (02) ◽  
pp. 11-18
Author(s):  
Sahabul adri ar Abul ◽  
Firmansyah Dlis ◽  
Hidayat Humaid
Keyword(s):  
Factorial Design ◽  
Learning Outcomes ◽  
Visual Learning ◽  
Sampling Technique ◽  
Visual Media ◽  
Learning Motivation ◽  
Study Population ◽  
High Motivation ◽  
The Difference ◽  
Low Motivation

This study aims to determine: 1) the difference in the effect of visual learning media and audio-visual media on the ability to learn football. 2) the difference in influence between high and low motivation levels on learning outcomes of football. 3) the interaction between learning media and students' motivation on football learning outcomes. This study used an experimental method with a 2 x 2 factorial design. The study population consisted of 530 students and the sample used in this study was 44 people with purposive sampling technique, consisting of 22 high motivation students and 22 low motivation students. The results showed; 1) There is an Influence of Learning Media and Motivation on Learning Outcomes of Dribbling Passing in Football Games on Students The Effect Of Learning Media And Motivation On The Results Of Learning Dribbling Passing In Football Games In Students There are differences in influence between the use of visual media, evident from f count (4.915) smaller F table (4.085). 2) there is a difference in the effect of high motivation and low motivation on learning outcomes football. Evidenced by F count (141.360) smaller  from F table (4.085) and (3) There is an interaction between learning media and student learning motivation on learning outcomes, as evidenced by the F count (6,433)  smaller F tabel (4.085). 

scholarly journals PENGARUH METODE PEMBELAJARAN DAN GAYA BELAJAR SISWA TERHADAP HASIL BELAJAR IPS DI SMP NEGERI DI KOTA YOGYAKARTA

2015 ◽  
Vol 2 (1) ◽  
pp. 97-103
Author(s):  
Prihma Sinta Utami ◽  
Abdul Gafur
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Random Sampling ◽  
Visual Learning ◽  
Problem Based Learning ◽  
Simple Random Sampling ◽  
Homogeneity Test ◽  
Learning Method ◽  
Levene Test

Penelitian ini bertujuan untuk mengetahui pengaruh: (1) metode pembelajaran terhadap hasil belajar IPS, (2) pengaruh gaya belajar terhadap hasil belajar IPS, (3) antara metode dan gaya belajar terhadap hasil belajar IPS. Jenis penelitian ini adalah penelitian quasi eksperimen dengan desain factorial 2x2. Penelitian ini dilakukan di SMP Negeri 15 Yogyakarta dan sampelnya adalah siswa kelas VII B, VII E, VII H dan VII J, yang ditentukan dengan teknik simple random sampling. Pengumpulan data menggunakan tes dan angket. Validitas instrumen diukur dengan rumus analisis faktor, dan reliabilitasnya dengan rumus Cronbach’s Alpha. Normalitas data diuji dengan rumus Kolmogorof-Smirnov dan homogenitas data diuji dengan rumus Levene Test. Uji hipotesis dengan teknik Two-way Anova satu pihak dengan taraf signifikansi 0, 05. Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh antara metode pembelajaran terhadap hasil belajar IPS siswa dan hasil belajar dengan metode Think Pair Share lebih tinggi dibandingkan hasil belajar dengan metode Problem-Based Learning; (2) terdapat pengaruh antara gaya belajar terhadap hasil belajar IPS siswa dan hasil belajar dengan metode Think Pair Share lebih tinggi dibandingkan hasil belajar dengan metode Problem-Based Learning pada kelompok gaya belajar visual; (3) hasil belajar dengan metode Think Pair Share lebih tinggi dibandingkan hasil belajar dengan metode Problem-Based Learning pada kelompok gaya belajar auditorial; (4) tidak terdapat pengaruh antara metode pembelajaran dan gaya belajar terhadap hasil belajar IPS. Kata kunci: metode, gaya belajar, hasil belajar IPS.______________________________________________________________ THE EFFECT OF LEARNING METHOD AND LEARNING STYLE ON THE ACHIEVEMENT IN IPS OF THE STUDENTS OF JUNIOR HIGH SCHOOLS IN YOGYAKARTA Abstract This research aims to revealthe effect of: (1) teaching methods on IPS learning outcomes, (2) the influence of learning styles on IPS learning outcomes, (3) the methods and learning styles on IPS learning outcomes. This research was a quasi experiment using the 2x2 factorial design. This research was conducted at SMP Negeri 15 Yogyakarta. The sample was VII B, VII E, VII H, and VII J classes, which was established using the simple random sampling technique. The data collection used a test and questionnaire. The instrument validity was measured by using the product moment formula and its realiability was measured by using Cronbanch’s Alpha. The data normality was tested by using Kolmogorof-Smirnov and the homogeneity test was tested by using Levene Test. The hypothesis of this research was tested by using the two-way Anova technique at the significance level of 0,05. The result of this research shows that: (1) the achievement in IPS of the students taught using the Think Pair Share method is higher than that of those taught using the problem-based learning method; (2) the achievement of the students taught using the Think Pair Share method is higher than that of those taught using the problem-based learning method for group of visual learning style; (3) the achievement of the students taught using the Think Pair Share method is higher than that of those taught using the problem-based learning method for group of auditorial learning style; and (4) there is no interaction between teaching method and learning style in influencing students’ achievement in IPS subject matter. Keywords:methods, learning style, IPS subject outcomes

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN QUESTION BOX TERHADAP HASIL BELAJAR SISWA PADA MATERI KELARUTAN DAN HASIL KALI KELARUTAN KELAS XI IPA MAN 1 PONTIANAK

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Puspa Sari ◽  
Tuti Kurniati ◽  
Fitriani Fitriani
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Method ◽  
Sampling System ◽  
Quasi Experimental ◽  
The Mean ◽  
The Difference

ABSTRACTThe low level of students’ learning outcomes at MAN 1 Pontianak on solubility and the result of solubility multiply was caused by lack of students’ understanding on basic concept. This research had the purpose to find out the difference between the students’ learning outcomes which were taught by using Teams Games Tournament (TGT) type of Cooperative Learning Method Assisted Question Box and the lectures teaching method assisted Question Box as well as to know the effect of TGT type of Cooperative Learning Method Assisted Question Box. This research was Quasi Experimental Control Pretest Posttest Group Design. The sampling system was simple random sampling technique. The techniques of data collection used measurement technique, observation and direct communication (interview). The result of data analysis showed that the mean score of experimental class was 73.8 which was higher compared to the mean score of control class which was 62.97. The result of statistical analysis using U-Mann whitney test with α 5% obtained 0.00 value which was smaller than α value (0.00 <0.05). It meant that there was difference between the learning outcomes in experimental and control class. The calculation result using effect size showed the value of ES 0.91 which was included in high category. It could be concluded that TGT type of Cooperative Learning Method assisted Quesion Box gave high effect on the improvement ofstudents’ learning outcomes which was 31.86 %. Keywords: Learning Outcomes, Solubility and The Result of Solubility Multiply, TGT, QuestionBox

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

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