scholarly journals Perbedaan pengaruh model pembelajaran kontekstual dan media audiovisual dengan motivasi belajar terhadap hasil belajar senam lantai

2018 ◽  
Vol 14 (1) ◽  
pp. 32-37
Author(s):  
Regi Indah Lestari
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Contextual Learning ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Audiovisual Media ◽  
High Motivation ◽  
Value Of Learning ◽  
Level 2 ◽  
Low Motivation

Tujuan dari penelitian ini adalah untuk mengetahui perbedaan pengaruh model pembelajaran kontekstual dan media audiovisual dengan motivasi belajar siswa terhadap hasil belajar senam lantai. Penelitian ini dilakukan pada siswa kelas VIII SMP Negeri 2 Ciawi. Penelitian ini menggunakan treatment by level 2 x 2. Populasi dalam penelitian ini terdiri dari 164 dan menggunakan sampel 32 siswa. Teknik analisa data adalah analisis varians dua jalur (ANAVA) dan dilanjutkan dengan uji Turkey pada tingkat signifikan α = 0,05. Hasil penelitian ini menunjukkan bahwa (1) nilai hasil belajar guling lenting pada perlakukan model pembelajaran kontekstual (A1) lebih rendah dari nilai yang menggunakan media audiovisuall (A2) di SMP Negeri 2 Ciawi (2). Terdapat interaksi antara model pembelajaran kontekstual dan media audiovisuall (A) dengan motivasi belajar (B)  terhadap hasil belajar guling lenting di SMP Negeri 2 Ciawi (3). Nilai hasil belajar pada perlakuan model pembelajaran kontekstual dengan motivasi tinggi (A1B1) lebih rendah dari nilai menggunakan media audiovisuall dengan motivasi tinggi (A2B1) di SMP Negeri 2 Ciawi. Nilai hasil belajar guling lenting pada perlakukan model pembelajaran kontekstual dengan motivasi rendah (A1B2) lebih rendah dari penggunaan media audiovisuall dengan motivasi rendah (A2B2) di SMP Negeri 2 Ciawi.AbstractThe purpose of this research is to know the effect of contextual learning model and audiovisual media with students' learning motivation on the learning result of gymnastics floor. This research was conducted on the students of class VIII SMP Negeri 2 Ciawi. This study used treatment by level 2 x 2. The population in this study consisted of 164 and used 32 samples of students. The data analysis technique is a two-lane variance analysis (ANAVA) and followed by Turkey test at a significant level α = 0.05. The results of this study indicate that (1) the value of learning achievement of bolster lenting on the treatment of contextual teaching and learning model (A1) is lower than value using audiovisuall media (A2) in SMP Negeri 2 Ciawi (2). There is an interaction between contextual learning model and audiovisual media (A) with learning motivation (B) to the learning result of lump in the SMP Negeri 2 Ciawi (3). The value of learning outcomes in the treatment of contextual learning models with high motivation (A1B1) is lower than the value of using audiovisuall media with high motivation (A2B1) in SMP Negeri 2 Ciawi. The value of learning achievement of bolster lenting on the treatment of contextual learning model with low motivation (A1B2) is lower than the use of audiovisuall media with low motivation (A2B2) in SMP Negeri 2 Ciawi.

scholarly journals MOTIVASI BELAJAR SISWA MIS I'ANATUSHIBYAN 02 PARUNG

2021 ◽  
Vol 2 (2) ◽  
pp. 239-252
Author(s):  
Nurlailah Nurlailah ◽  
Rika Oktapiani ◽  
Ika
Keyword(s):  
Student Motivation ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Human Beings ◽  
High Learning ◽  
Learning Achievement ◽  
Social Lives ◽  
Education Outcomes ◽  
Low Motivation

Besides that, school is also a product where humans are educated and nurtured to become smart, productive, and qualifield human beings. The main purpose of education is to help students develop every potential that exsists in them so that they can become human beings who are balanced between their personal and social lives.  The quality of student education outcomes can be determined by many factors, one of the most important is student motivation. Student motivation to learn greatly determines the success achieved by these student. Student who have high learning motivation will be able to achieve high learning achievement as well, but conversely, stuydent who have low motivation tend to get low learning achievement as well and will experience higher learning disabilities. To help increase a student’s motivation to learn, it is necessary to know the level of student motivation to learn. The phenomenon in the field shows that the level of student learning motivation is very important to know so that it can help these student to improve it, this is known after the researcher conducted interviews with supervisors at the school, according to the supervisor some students in the school had low motivation. To actively participate in teaching and learning activities in the classroom. Student motivation in this study is related to motivation, driving, change, and goals of motivation it self. The school that was taken as the research location was MI I’anatusshibyan 02 Parung. The students referred to in this study were all students of MI I’anatusshibyan 02 Parung.

scholarly journals Pengaruh Model Pembelajaran CTL Ditinjau dari Motivasi Siswa terhadap Kemampuan Pemahaman Konsep Matematis Kelas VII

2019 ◽  
Vol 13 (1) ◽  
pp. 29
Author(s):  
Ibnu Rizal Kurnia ◽  
Lilik Ariyanto ◽  
Sutrisno Sutrisno
Keyword(s):  
Student Motivation ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Concepts ◽  
Quasi Experimental ◽  
High Motivation ◽  
Contextual Teaching ◽  
Better Than ◽  
Low Motivation

This research is motivated by the importance of the ability to understand students' mathematical concepts. Alternative learning to improve these abilities is a learning model of contextual teaching and learning. The purpose of this study was to determine the effect of contextual teaching and learning on the ability to understand mathematical concepts in terms of student motivation. The research design used in this study is Quasi Experimental Design with factorial 2 × 3. Sampling using Cluster Random Sampling technique. The population in this study were all seventh grade students in Bawang 1 State Middle School. The data in this study were obtained from the results of the posttest ability to understand mathematical concepts and student motivation questionnaires. Data processing is done by using the same two-way cell anava calculation followed by the Scheffe 'test and regression test to know the magnitude of the effect. Conclusions from the results of processing the data are 1) The ability to understand mathematical concepts in set material using the contextual teaching and learning learning model provides the ability to understand mathematical concepts that are the same as students with conventional learning models. 2) Students with high motivation have the ability to understand mathematical concepts better than students with low motivation, and students with moderate motivation have the ability to understand the same mathematical concepts as students who have low motivation. 3) There is no difference in students' ability to understand concepts between students who are given a contextual teaching and learning model and conventional on the level of student motivation. 4) Motivation of learning affects the ability to understand students' mathematical concepts in students given the model of contextual teaching and learning. Learning motivation can be used as an alternative to the affective aspect in measuring the ability to understand students' mathematical concepts, especially in set material because motivation affects the ability to understand mathematical concepts of class VII students.

scholarly journals IMPROVING STUDENTS’ ACTIVITIES AND ACHIEVEMENTS OF LEARNING ENGLISH USING THINK PAIR SHARE MODEL IN SMPN MAUR IN THE ACADEMIC YEAR OF 2019/2020

2019 ◽  
Vol 13 (2) ◽  
pp. 121-128
Author(s):  
Didin Sumiyardi
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Design Activity ◽  
English Learning ◽  
Learning Achievement ◽  
Average Value ◽  
Share Model ◽  
Asking Questions ◽  
Ninth Grade Students ◽  
Academic Year

This study aims to determine students’ learning activeness and improve students' English learning achievement after using Think Pair Share model. The research method used in this study is Classroom Action Research (Action Reseach) using 2 cycles. Each cycle consists of four stages: design, activity and observation, reflection. The instruments used was the observation sheets of teaching and learning activeness and English test. The research results of students' English learning activeness could be seen from the indicators: a) asking questions, ideas or pre-cycle responses 22.86% in the first cycle 45.57% and in the second cycle 96.67%. b) answer the pre-cycle questions 17.14% in the first cycle 45.71% and in the second cycle 71.43%. c) do the tasks and dare to advance in front of the pre-cycle class 25.71% in the first cycle 51.43% and in the second cycle 74.28%. d) refute or approve other students’ pre-cycle 11.43% cycle I 40% and cycle II 65.71%. Then, the results of students’ learning achievement in English could be seen from the indicator of the average value of students has increased in each cycle in the cycle average of student scores of 56.53 then in the first cycle to 67.84 and in the second cycle of 81, 31. The results showed that there were improvement of students’ activities and English achievement of the ninth grade students of SMP Negeri Maur through the think pair share learning model. Therefore, the use of think pair share learning model could increase the activeness and achievement of students' English learning in SMPN Maur in the academic year of 2019/2020.   Keywords: Active learning, learning achievement, think pair share.

scholarly journals THE IMPLEMENTATION OF TEAM GAME TOURNAMENT (TGT) TYPE COOPERATIVE LEARNING MODEL TO IMPROVE LEARNING MOTIVATION AND LEARNING ACHIEVEMENT

2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Nurul Hidayah ◽  
Abdullah Taman
Keyword(s):  
Cooperative Learning ◽  
Research Result ◽  
Learning Model ◽  
Learning Motivation ◽  
Average Score ◽  
Learning Achievement ◽  
Team Games ◽  
Team Game ◽  
Motivation And Learning ◽  
Academic Year

The objective of this research was improving learning motivation and learning achievement of XI Accounting 1 Students of SMK Negeri 1 Pengasih Academic Year 2016/2017 using Cooperative Learning Model Team Game Tournament (TGT) on the subject Accounting for Trading Company. This research was Classroom Action Research (CAR) collaborating with teacher in two cycle. Data collection technique used were questionnare, documentation, and test. Based on research result concluded that implementation of Cooperative Learning Model Team Games Tournament (TGT) could improve Learning Motivation and Learning Achievement of XI Accounting 1 student of SMK 1 Pengasih Academic Year 2016/2017  evidenced by improvement of motivation score and achievement score. Motivation questionnare result shown improvement of students’ learning motivation improved to 5.97% from cycle I of 72.41% increased to 78.13% in cycle II. Improvement of Accounting Learning Achievement calculated from the average score increase of 23.78% in first cycle and increased of 19.61% in the second cycle.Keywords: Cooperative Learning, Team Game Tournament, Learning Motivation, Learning Achievement

scholarly journals The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia

2021 ◽  
Vol 4 (1) ◽  
pp. 288-304
Author(s):  
Dewi Lestari ◽  
Reh Bungana ◽  
Siman Siman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
High Learning ◽  
Quasi Experimental

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.

scholarly journals The Just In Time Teaching: The Effect on Student Learning Achievements Viewed from Learning Motivation

2019 ◽  
Vol 7 (2) ◽  
pp. 134
Author(s):  
Alvina Barikhlana ◽  
Sholikhan Sholikhan ◽  
Hena Dian Ayu ◽  
Akhmad Jufriadi
Keyword(s):  
Student Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Just In Time ◽  
Anova Analysis ◽  
Learning Achievement ◽  
Physics Learning ◽  
School Based ◽  
Quasi Experimental ◽  
High Motivation

The purpose of this study is to determine the effect of Just In Time Teaching using schoology and learning motivation on students learning achievement. This research was conducted in Malang Middle School. The type of research is quantitative with quasi-experimental research design. The population of this study is VIII grade students; the sample of this study is class C and D each number bout 32 students. The sample was selected using a purposive sampling technique. Data collection techniques are collected by learning achievement tests and learning motivation observation sheets. Data analysis used by two-way ANOVA analysis. The results of the study indicate that; 1) There are differences in Physics learning achievement between students who learn in using the Schoology-based on Just In Time Teaching and students who learn in using conventional learning, 2) There are differences in Physics learning achievement between students who have high learning motivation and motivated students low learning, 3) There is no interaction effect using school-based on Just In Time Teaching with learning motivation towards learning achievement. It can be concluded that Just in Time Teaching can be one solution to increase student learning achievement. Students who learn with the Schoology-based on Just In Time Teaching and students who have high motivation can improve students learning achievement.

scholarly journals The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

2021 ◽  
Vol 4 (2) ◽  
pp. 325
Author(s):  
Dian Istiqorini Setiarufi
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Visual Media ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Cooperative Model ◽  
Student Teams ◽  
Success Indicators ◽  
Motivation And Learning

The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.

scholarly journals STUDI KOMPARATIF MODEL PEMBELAJARAN THINK PAIR SQUARE DAN THINK PAIR SHARE TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA MAPEL TIK KELAS X SMA N 1 SUKASADA

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Putu Deli Januartini ◽  
Ketut Agustini ◽  
I Gede Partha Sindu
Keyword(s):  
Direct Instruction ◽  
Learning Model ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Learning Achievement ◽  
Group Design ◽  
Post Test ◽  
Very High

 AbstrakTujuan penelitian ini untuk mengetahui (1) pengaruh signifikan penggunaan model pembelajaran Think Pair Square dan Think Pair Share terhadap hasil belajar siswa, (2) hasil belajar yang lebih baik antara model pembelajaran Think Pair Square  atau  Think Pair Share, (3) motivasi belajar siswa, (4) respon siswa.Jenis penelitian ini adalah eksperimen semu dengan rancangan Post Test Only Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas X. Sampel dalam penelitian ini adalah kelas X1 dengan model Think Pair Square, kelas X3 dengan model Think Pair Share dan X5 dengan model Direct Instruction.Data hasil belajar dianalisis melalui uji prasyarat dengan hasil ketiga kelompok berdistribusi normal dan homogen serta uji hipotesis menggunakan Anova Satu Jalur dengan hasil terdapat pengaruh yang signifikan penggunaan model pembelajaran Think Pair Square, Think Pair Share dan Direct Instruction. Kemudian uji lanjut t-Scheffe dengan hasil terdapat perbedaan hasil belajar penggunaan model pembelajaran Think Pair Square, Think Pair Share dan Direct Instruction. Dilihat dari rata-rata hasil belajar maka disimpulkan model Think Pair Square lebih baik dengan hasil belajar lebih tinggi. Hasil analisis angket Think Pair Square diketahui respon sangat positif dan tingkat motivasi belajar sangat tinggi, Think Pair Share diketahui respon positif dan tingkat motivasi belajar sangat tinggi. Kata kunci:  Think Pair Square, Think Pair Share, Direct Instruction, hasil belajar, motivasi belajar, dan respon siswa. AbstractThe purpose of this study were to determine (1) the significant influence of the application of think pair square and think pair share learning model on student’s learning achievement, (2) better learning achievement between think pair square and think pair share learning model, (3) student’s motivation, (4) the student’s responses.The research was a quasi-experimental design experiment with post test only control group design. The population of study was all the students in grade X. The sample were as X1 class with the application of Think Pair Square learning model, X3 class with the application of Think Pair Share learning model, and X5 class with the application of Direct Instruction learning model.The data was collected by cognitive and psychomotor tests. The student’s learning achievement were analyzed by the prerequisite test with the results of the three groups at normal distribution and homogenous, and the hypothesis tested by One Way Anova which means there is a significant effect on the application of think pair square, think pair share, and direct instruction learning models. Then it was conducted a further test t-Scheffe with the results there are differences in the learning achievement between think pair square, think pair share, and direct instruction learning models. According to the average result we made a conclusion that Think Pair Square was better learning models with higher student’s learning achievement. The questionnaires results shows that Think Pair Square was very high positiveresponse and very high learning motivation, Think Pair Share was high positive response and very high learning motivation. Keywords :   Think Pair Square, Think Pair Share, Direct Instruction, learning achievement, learning motivation, and student response. 

scholarly journals Penerapan Model Pembelajaran ARCS dan Active Learning Terhadap Hasil Belajar Matematika Ditinjau Dari Motivasi Belajar Siswa

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Yudhi Hanggara ◽  
Irwan Juniman Zendato
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Homogeneity Test ◽  
Normality Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Low Motivation

Abstrak. Penelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar matematika siswa yang diberikan perlakuan model pembelajaran ARCS dengan model pembelajaran Active Learning. (2) Perbedaan hasil belajar matematika siswa yang memiliki motivasi belajar tinggi, sedang dan rendah. (3) Interaksi antara model pembelajaran (ARCS dan Active Learning) dengan motivasi belajar siswa. Jenis penelitian ini adalah penelitian quasi eksperimen dengan desain faktorial 2 x 3. Populasi pada penelitian ini adalah seluruh siswa kelas X SMKN 2 Batam tahun pelajaran 2016/2017. Sampel diperoleh kelas X Akutansi-2 sebagai kelas eksperimen-1 dan kelas X Akutansi-4 sebagai kelas eksperimen-2. Instrumen pada penelitian ini adalah tes dan angket Uji prasyarat meliputi uji normalitas dengan metode Lilliefors dan uji Homogenitas dengan metode Bartlett. Pengujian hipotesis pada penelitian ini menggunakan analisis variansi dua jalan dengan sel tak sama. Hasil penelitian menyimpulkan bahwa: (1) tidak terdapat perbedaan hasil belajar matematika antara siswa yang diberikan perlakuan model pembelajaran ARCS dengan model pembelajaran Active Learning. (2) terdapat perbedaan hasil belajar metematika antara siswa yang memiliki motivasi belajar tinggi dan rendah. (3) tidak terdapat interaksi antara model pembelajaran dengan motivasi belajar siswa.Kata Kunci: ARCS, Active Learning, motivasi belajar, hasil belajar matematika Abstract. This study aims to determine: (1) The difference in learning outcomes of student who study mathematics using ARCS learning model with Active learning model. (2) The difference in mathematics learning outcomes in student who have hight, medium and low motivation. (3) Interaction between learning model (ARCS and Active Learning) with student learning motivation. This research is quasi-experimental study with factorial design 2 x 3. The population in this research is all of students class X SMKN 2 Batam with academic year 2016/2017. The Sample in this research from class X accountant-2 is used as sampling for 1st experiment and class X accountant-4 for 2nd experiment. Instrument of research are mathematics achievement test and questionnaire student motivation. The test requirement is normality test using Lilliefors method and homogeneity test using Bartlett method. Hypothesis testing in this study uses two-way analisis of variance with defferent cells. Conclusion in this study: (1) there is no difference between student math result between ARCS learning model with Active learning model. (2) there is difference between result of student math between learning high motivation with low motivation. (3) there is no interaction between the learning model with student motivation.Keywords: ARCS, Active Learning, Motivation learning, Study of Math

scholarly journals The Effect of Numbered Head Together (NHT ) Cooperative Learning Model and Learning Motivation on Social Studies Learning Outcomes for Grade VII Students of Smp 40 Padang

2020 ◽  
Vol 2 (1) ◽  
pp. 55-61
Author(s):  
Fira Zarti ◽  
Khairani Khairani
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Models ◽  
High Motivation ◽  
Conventional Methods

This study aims to implement the Numbered Head Togerher (NHT) type of cooperative learning model in social studies subjects for grade VII students of SMPN 40 Padang. This research is an experimental research. Research instruments in the form of tests and questionnaires. Data analysis techniques using ANOVA. The results showed (1) student learning outcomes applied to the NHT type cooperative model were higher than student learning outcomes with conventional methods at SMPN 40 Padang. (2) The learning outcomes of students who have high motivation to learn are higher using NHT type cooperative learning models than students who have low motivation with conventional methods. (3) The learning outcomes of students who have lower learning motivation are higher using conventional learning models higher than using NHT learning models. (4) there is an interaction between the use of the Numbered Head Together (NHT) type of cooperative learning model and motivation in influencing student learning outcomes in social studies subjects in class VII SMPN 40 Padang.

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