scholarly journals Perbedaan Jigsaw II dan GI terhadap pemahaman konsep dan pemecahan masalah masalah pada kompetensi mendiagnosis permasalahan pengoperasian PC dan Peripheral ditinjau dari motivasi belajar

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Pipit Utami ◽  
Pardjono Pardjono
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Comparison Group ◽  
Learning Motivation ◽  
Type Ii ◽  
Concept Understanding ◽  
Group Design ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Better Than

Penelitian ini bertujuan untuk mengetahui perbedaan pemahaman konsep dan pemecahan masalah pada materi KK3: (1) antara siswa yang diajar dengan pembelajaran kooperatif tipe Jigsaw II dan siswa dengan pembelajaran kooperatif tipe Group Investigation (GI) ketika motivasi belajar TKJ dikendalikan; dan (2) antara penggunaan tipe pembelajaran kooperatif (tipe Jigsaw II dan tipe GI) dengan tingkat motivasi belajar TKJ (tinggi dan rendah). Penelitian ini merupakan penelitian eksperimen semu dengan nonequivalent comparison-group design menggunakan dua kelas perlakuan sebagai variabel bebas yang diberikan pembelajaran kooperatif dengan dua tipe berbeda. Satu kelas menggunakan tipe Jigsaw II, sedangkan kelas yang lainnya diberikan tipe GI. Variabel motivasi belajar TKJ dijadikan sebagai pembagi kategori kelompok siswa yang memiliki motivasi belajar TKJ tinggi dan rendah serta sebagai kovarian. Teknik analisis data yang digunakan adalah analisis multivarian kovariat dan desain faktorial dengan progam SPSS 16. Artikel ini menunjukkan tujuan kedua, dengan hasil penelitian menunjukkan bahwa: (1) untuk pencapaian pemahaman konsep, pembelajaran kooperatif tipe Jigsaw II dan tipe GI baik diaplikasikan untuk siswa yang memiliki motivasi belajar TKJ tinggi dan rendah, akan tetapi untuk siswa yang memiliki motivasi belajar TKJ rendah lebih baik menggunakan tipe GI; dan (2) untuk pencapaian pemecahan masalah, pembelajaran kooperatif tipe Jigsaw II dan tipe GI baik diaplikasikan untuk siswa yang memiliki motivasi belajar TKJ tinggi, siswa yang memiliki motivasi belajar TKJ rendah maupun siswa yang memiliki motivasi belajar TKJ tinggi lebih baik menggunakan tipe GI. Kata  THE DIFFERENCES OF JIGSAW II AND GI ON THE CONCEPT UNDERSTANDING AND PROBLEM SOLVING IN COMPETENCE OF DIAGNOSING PROBLEMS WHEN OPERATE PC AND PERIPHERAL IN TERMS OF LEARNING MOTIVATIONAbstractThis research aims to describe the differences of concept understanding and problem solving on the KK3 material: (1) between students taught using the cooperative learning Jigsaw Type II and GI Type when TKJ learning motivation was controlled; and (2) between the use of cooperative learning (Jigsaw Type II and Group Investigation (GI) Type) with the levels of TKJ learning motivation (high and low). This research was quasi-experimental with the nonequivalent comparison-group design using two treatment classes as independent variables which were given cooperative learning with two different types. One class used the Jigsaw Type II while the other used the GI Type. The TKJ learning motivation was used as the divider category of students who have high and low TKJ learning motivation as well as covariant. The data analysis technique in this research was the multivariat analysis of covariate and factorial design using the SPSS 16 program. This article shows the second aim, and the results shows that: (1) for concept understanding achievement, cooperative learning Jigsaw Type II and GI Type are good to be applied for students who have high and low TKJ learning motivation, but for those who have low TKJ learning motivation, GI Type is better than Jigsaw Type II; and (2) for problem solving achievement, cooperative learning Jigsaw Type II and GI Type are good to be applied to students who have high TKJ learning motivation, where for those who have high and low TKJ learning motivation GI Type is better than Jigsaw Type II.

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN AKTIF EVERYONE IS A TEACHER HERE (ETH) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII

2018 ◽  
Vol 4 (1) ◽  
pp. 95-100
Author(s):  
Sri Yunita Ningsih ◽  
Gustimalasari Gustimalasari
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Group Design ◽  
Quasi Experimental ◽  
Active Learning Strategy ◽  
And Control ◽  
Better Than

Abstract. This research has been made to know skill of student’s concept by using active learning strategy everyone is teacher here (ETH). Beside that this study aims to measure student’s concept understanding with statistical test between Experimental Class (Active Learning Strategy Everyone Is Teacher Here) and control class (Conventional Learning ). The population was seventh grade of SMPN 3 Lirik consist 94 students in three classes. Sample was took randomly, experiment class ( VII.2 ) and control class ( VII.I ) This research was experiment, the form of this research was Quasi Experimental Design with randomized subject posttest only control group design. based on statistic data processing has been retrieved - t hitung -3,159 smaller than - t table was -2,000 and based on t test has been retrieved -thitung < -t table so Ho rejected and Ha received. So that the writer conclude that skill of math student’s concept understanding by using active learning Strategy Everyone Is Teacher Here (ETH) is better than conventional concept understanding.Keywords: Everyone Is A Teacher Here, Concept Understanding

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Make a Match untuk Meningkatkan Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Non Elekrolit di Kelas X Madrasah Aliya DDI Lonja

2018 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Muslimah Muslimah ◽  
Kasmudin Mustapa ◽  
Ratman Ratman
Keyword(s):  
Standard Deviation ◽  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Better Than

This research describes the differences of student’s learning with the application of cooperative learning type make a match in the electrolyte and non-electrolyte at the X grade student’s of the Madrasah Aliya DDI Lonja. This research used quasi experimental with non randomized pretest-posttest control group design. This research was conducted with two groups: XA as the experimental (n=21) XB as the control group (n=18). The data findings means score of experimental group (X1) is 70,5 with the standard deviation 9,6 and the control group (X2) is 62.0 with the standard deviation is 6. Based on the results, the researcher concludes cooperative learning type make a match has better than control class that used conventional learning model.

scholarly journals Dampak Bentuk Pembelajaran Kooperatif Tipe Jigsaw Dan Motivasi Belajar Terhadap Prestasi Belajar di Universitas Bhayangkara

2021 ◽  
Vol 2 (1) ◽  
pp. 42-52
Author(s):  
Ade Onny Siagian
Keyword(s):  
Cooperative Learning ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Class A ◽  
Analysis Technique ◽  
Class B ◽  
High Motivation ◽  
Sports Coaching ◽  
Sports Physiology ◽  
Better Than

The purpose of the study. To find out: a) The effect of the Jigsaw cooperative learning bentuk on learning achievement in sports physiology. b) The influence of motivation on learning achievement in Sports Physiology. c) The interaction between the Jigsaw cooperative learning bentuk and motivation on learning achievement in Sports Physiology. Materials and methods. The research was conducted from April to December 2019. The population was students of the Department of Sport Science and Sports Coaching, Faculty of Sports and Health, Bhayangkara University Greater Jakarta. The sample is the third semester students consisting of two classes, namely class A as treatment and class B as control. Because the population is small, there is no sampling. Data collection techniques using motivation questionnaires and learning achievement tests. The data analysis technique used two-way analysis of variance. Results. The results The results of the analysis a) The learning achievement of students taught with the Jigsaw cooperative learning bentuk (mean = 60.81) was better than students taught with the conventional bentuk (mean = 60.21) obtained a statistical value of 7.234 with a significance of 0.002. b) The learning achievement of students with high motivation (mean = 71.05) is better than students who study with low motivation (mean = 50.00) obtained a statistical value of 146.905 with a significance of 0.000. c) There is an interaction of influence between learning bentuks and motivation in increasing learning achievement in the Sports Physiology course, the statistical value is 12.342 with a significance of 0.001. Conclusions. So from the results of this study it can be concluded that the Jigsaw type of cooperative learning bentuk is better than the conventional bentuk, and high learning motivation is better than low learning motivation

scholarly journals EFEKTIVITAS PEMBELAJARAN KOOPERATIF DALAM MENINGKATKAN AKTIVITAS DAN MOTIVASI BELAJAR MAHASISWA PADA MATAKULIAH STATISTIKA

2018 ◽  
Vol 4 (1) ◽  
pp. 66-75
Author(s):  
Ribka Kariani Br Sembiring
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Method ◽  
Study Program ◽  
Research Results ◽  
Better Than

Abstract. This study aims to find out what cooperative learning method is most effective in improving students’ activity and motivation in Statistics subject. This research is a Classroom Action Research (PTK). The subjects of this study are the 5th semester students of PGSD Study Program with total number 35 students. Instruments used consist of: (1) Observation sheet of learning implementation; (2) Observation sheet of students’ activity in learning with assessment on students’ oral activities, visual activities, listening activities, writing activities and emotional activities; (3) Observation sheets of group effectiveness with assessment on the efficiency aspects of problem solving and member participation; (4) Questionnaire of motivation to find out to which extent the learning can improve student's motivation which is seen from the students perception of their satisfaction in learning. The research results show that when PBM learning model is used in cycle 1 and Jigsaw learning model is used in cycle 2, Jigsaw is better than PBM learning model.Keywords: Problem-based learning model, Jigsaw Learning Model, activity and learning motivation.

scholarly journals Does the Stocklab Game Increase Students’ Understanding on Stock Markets?

2019 ◽  
Vol 7 (2) ◽  
pp. 129-136
Author(s):  
Muhammad Abdul Ghofur ◽  
Nuzuliya Rohma Qurrota Agyun
Keyword(s):  
Stock Market ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Analysis Technique ◽  
Post Test ◽  
Quasi Experimental ◽  
Match Type ◽  
One Way Anova ◽  
Better Than

This study aimed to analyze the use of stocklab game to improve students' understanding of the stock market. This research was a quasi-experimental study with a nonequivalent control group design. The object of this study were students of class X IPS in MAN Surabaya. Class X IPS 2 was determined as the experimental class while class X IPS 3 as the control class. Both classes were given the same treatment using cooperative learning methods make a match type and numbered head together, however in the experimental class, games were given in the form of stocklab games. The analysis technique used to test the research hypothesis was one way ANOVA. Hypothesis tested by comparing the pre-test and post-test scores in both classes. Based on the analysis results, it was known that there were differences in students' understanding of the control class and the experimental class, where the understanding of the experimental class students tend to be better than students in control class. In addition, students also tend to understand more stock market terms.  

scholarly journals Keefektifan pendekatan problem posing dan problem solving dalam pembelajaran kalkulus II

2016 ◽  
Vol 3 (2) ◽  
pp. 234
Author(s):  
Markus Palobo
Keyword(s):  
Experimental Study ◽  
Problem Solving ◽  
Comparison Group ◽  
T Test ◽  
Problem Posing ◽  
Learning Achievement ◽  
Group Design ◽  
Quasi Experimental ◽  
The One ◽  
Approach Problem

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem posing dan problem solving serta membandingkan keefektifan pendekatan problem posing dengan problem solving ditinjau dari sikap mahasiswa terhadap Kalkulus dan prestasi belajar. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest-posttest non equivalent comparison group design. Populasi pada penelitian ini adalah mahasiswa Universitas Musamus Merauke. Sampel penelitian adalah mahasiswa Jurusan Pendidikan Matematika semester II yang dibagi dalam dua kelompok. Pengujian keefektifan pendekatan problem posing dan problem solving menggunakan uji one sample t-test dan untuk mengetahui pendekatan mana yang lebih efektif menggunakan uji independent sample t-test. Hasil penelitian menunjukkan bahwa (1) pendekatan problem posing efektif ditinjau dari sikap terhadap Kalkulus dan prestasi belajar; (2) pendekatan problem solving efektif ditinjau dari prestasi belajar; dan (3) pendekatan problem posing lebih efektif dari pada pendekatan problem solving ditinjau dari sikap mahasiswa terhadap Kalkulus.Kata Kunci: pendekatan problem posing, pendekatan problem solving, sikap terhadap kalkulus, prestasi belajar The effectiveness of problem posing and problem solving approach in calculus II learning AbstractThis study aimed to describe the effectiveness of problem posing and problem solving approach, and to compare the effectiveness between problem posing and problem solving approach in terms of attitude toward Calculus and learning achievement. This study was a quasi-experimental study using the pretest-posttest non-equivalent comparison group design. The population of this study were student of Musamus University. The sample in this study were 2nd semester students of mathematics educations departement who were divided into two groups. To assess the effectiveness of the problem posing and problem solving approach, the one sample t-test was carried out and to determine the more effective approach, independent sample t-test was used. The results of this study show that (1) the problem posing approach was effective in terms of attitude towards Calculus and learning achievement; (2) problem solving approach was effective in terms of learning achievement; and (3) problem posing approach was more effective than problem solving approach in terms of students attitude toward calculus.Keywords: problem posing approach, problem solving approach, attitude toward Calculus, leraning achievement

scholarly journals Penggunaan Blog dan Pembelajaran Kooperatif Tipe Numbered Head Together untuk Meningkatkan Pemahaman Konsep Tentang Usaha Mempertahankan Kemerdekaan Indonesia

Gunahumas ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 25-42
Author(s):  
N. Dewi Ratnaningsih ◽  
Jamilah Jamilah ◽  
Endang Dimyati
Keyword(s):  
Cooperative Learning ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Group Design ◽  
Average Value ◽  
Is Research ◽  
History Learning ◽  
Quasi Experimental ◽  
Learning Concept

AbstrakPenggunaan blog mobile dan pembelajaran kooperatif tipe Numbered Head Together merupakan penelitian yang dilakukan untuk meningkatkan pemahaman konsep peserta didik tentang usaha mempertahankan kemerdekaan Indonesia. Penelitian dilakukan pada pembelajaran sejarah di SMK Darussalam Tarogong Kaler Garut kelas X. Metode penelitian yang digunakan adalah metode eksperimen dengan bentuk eksperimen semu. Bentuk desain eksperimen yang digunakan adalah pretest-posttest control group design dengan instrumen berupa tes dan non tes (angket). Dari hasil penelitian yang dilakukan, dapat disimpulkan bahwa Penggunaan blog mobile dan pembelajaran kooperatif tipe Numbered Head Together dapat meningkatkan pemahaman konsep peserta didik tentang usaha mempertahankan kemerdekaan Indonesia. Hal ini dapat dilihat dari peningkatan rata-rata nilai peserta didik dari 22 menjadi 46 dengan rata-rata n-gain 0,29 termasuk kategori rendah. Dari 25 orang peserta didik pada kelas eksperimen, sebanyak 4% peserta didik yang tuntas belajar dan 96% peserta didik belum tuntas belajar. Kata Kunci : Blog, Numbered Head Together, Pembelajaran Kooperatif, Pemahaman Konsep AbstractThe use of mobile blogs and cooperative learning with the Numbered Head Together type is research conducted to improve students' understanding of the concept of efforts to maintain Indonesian independence. The study was conducted on history learning at SMK Darussalam Tarogong Kaler Garut class X. The research method used was an experimental method with a quasi-experimental form. The form of experimental design used was a pretest-posttest control group design with instruments in the form of tests and non-tests (questionnaire). From the results of the research conducted, it can be concluded that the use of mobile blogs and cooperative learning with the Numbered Head Together type can improve students' understanding of the concept of efforts to maintain Indonesian independence. This can be seen from the increase in the average value of students from 22 to 46 with an average of n-gain of 0.29, including the low category. Of the 25 students in the experimental class, as many as 4% of students who have finished learning and 96% of students have not yet finished learning. Keywords: Blog, Numbered Head Together, Cooperative Learning, Concept Understanding

scholarly journals Strategi belajar overlearning menggunakan media edmodo dapat meningkatkan motivasi belajar biologi peserta didik

2021 ◽  
Vol 10 (1) ◽  
pp. 30-43
Author(s):  
Reski Rahayu Ramadan ◽  
Safei Safei ◽  
Eka Damayanti ◽  
Jamilah Jamilah
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Comparison Group ◽  
T Test ◽  
Learning Motivation ◽  
Questionnaire Data ◽  
Group Design ◽  
Quasi Experimental ◽  
Biology Learning ◽  
Media Learning

ABSTRAKPenelitian ini bertujuan untuk menguji perbedaan motivasi belajar biologi peserta didik yang diajar dengan penerapan strategi belajar overlearning yang menggunakan media edmodo dengan tanpa menggunakan media edmodo di kelas XI MIA SMA Negeri 9 Sinjai. Penelitian kuantitatif eksperimen semu (quasi eksperimental design), ini menggunakan the static comparasion group design. Sampel berjumlah 29 peserta didik kelas XI MIA 3 di kelas eksperimen dan sebanyak 29 peserta didik kelas XI MIA 4 di kelas kontrol. Instrumen penelitian yang digunakan berupa angket motivasi belajar. Data dianalisis menggunakan independent sampel t test. Hasil penelitian menunjukkan terdapat perbedaan motivasi belajar biologi yang diajar dengan menerapkan strategi belajar overlearning menggunakan media edmodo dengan peserta didik yang diajar dengan menerapkan strategi belajar overlearning tanpa menggunakan media edmodo. Rata-rata motivasi belajar yang diajar dengan menerapkan strategi belajar overlearning dengan menggunakan media edmodo lebih tinggi daripada peserta didik yang diajar dengan menerapkan strategi belajar overlearning tanpa menggunakan media edmodo sehingga motivasi belajar peserta didik dapat ditingkatkan dengan penerapan strategi belajar overlearning melalui media edmodo. Kata kunci: media edmodo; motivasi belajar; strategi belajar overlearning ABSTRACTOverlearning strategies using edmodo media can increase the motivation of students in learning biologyThis study aims to examine the differences in biology learning motivation of students who were taught by applying the overlearning learning strategy using Edmodo media and students who were taught without using Edmodo media in class XI MIA SMA Negeri 9 Sinjai. This quasi-experimental quasi-experimental research used the comparison group design. The sample consisted of 29 students of class XI MIA 3 in the experimental class and 29 students of class XI MIA 4 in the control class. The instrument of the research was a learning motivation questionnaire. Data were analyzed using an independent sample t-test. The results showed there is a difference in the motivation of the students who were taught by applying the overlearning learning strategy using Edmodo media and the students who were taught without using Edmodo media. Learning motivation taught by applying overlearning learning strategies using Edmodo media higher than without using Edmodo media. It concluded that the students learning motivation can be improved by implementing overlearning learning strategies with Edmodo media.Keywords: edmodo media; learning motivation; overlearning learning strategy

The Effect of Learning Start Learning Strategy With A Question (LSQ) on the Mastery of Physics Concepts

2020 ◽  
Vol 1 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Panita Nur Jamilah ◽  
Neng Nenden Mulyaningsih ◽  
Yoga Budi Bhakti
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Comparison Group ◽  
Student Learning Outcomes ◽  
Model Learning ◽  
Group Design ◽  
Concept Mastery ◽  
Analysis Technique ◽  
Cluster Random Sampling ◽  
Better Than

The implementation of the Model Learning Start With a Question (LSQ) In this study was used to determine the enhancement of the student physics concept in SMK. The method in this study was experimentation using design posttest only comparison group design. The population in this study is a grade X student at SMK Global Teknologi Bekasi. Samples of 2 classes taken by cluster random sampling of 5 classes, one class as the experimental class of class X TKR 1 as many as 30 people and one class as the control class X TKR 3 as many as 30 people. Data collection techniques are conducted by providing a posttest to obtain data on student Physics concept Mastery. The results of the research data have been tested for its normality and homogenization and then the data analysis technique used is a test of two average differences (test-T) with a significant level (α) = 5%. The results showed that there was an increase in the learning outcomes between the experimental class and the control class with an average of Thitung 16.24 whereas the 1.697 at a significant level of 0.05 means there is an increase in student learning outcomes between the experimental class and the control class. Experimental classes with the implementation Of learning Start With A Question models are better Than the control class using conventional learning models at SMK Global Teknologi Bekasi.

scholarly journals Implikasi Multimedia Interaktif Berbasis Flash Terhadap Motivasi dan Prestasi Belajar Matematika

2017 ◽  
Vol 10 (1) ◽  
pp. 33 ◽  
Author(s):  
Edi Irawan ◽  
Tatik Suryo
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
T Test ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Group Design ◽  
Analysis Techniques ◽  
Quasi Experimental ◽  
Bonferroni Test ◽  
Better Than

[Bahasa]: Penelitian ini bertujuan untuk menguji efektivitas penggunaan multimedia berbasis flash pada mata kuliah statistika ditinjau dari motivasi belajar dan prestasi belajar mahasiswa. Penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest nonequivalent group design. Penelitian ini dilaksanakan di STKIP PGRI Pacitan pada tahun 2016. Instrumen yang digunakan adalah tes prestasi belajar dan angket motivasi belajar mahasiswa. Teknik analisis data yang digunakan adalah uji one sample t-test, uji T2 Hotelling’s, dan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa penggunaan multimedia berbasis flash pada mata kuliah statistika lebih efektif daripada pembelajaran menggunakan media powerpoint ditinjau dari motivasi belajar dan prestasi belajar mahasiswa. Prestasi belajar statistika mahasiswa yang menggunakan media flash lebih baik daripada mahasiswa yang menggunakan media powerpoint. Demikian halnya pada aspek motivasi belajar, mahasiswa yang menggunakan flash mengalami peningkatan motivasi yang lebih signifikan daripada mahasiswa yang menggunakan media powerpoint. Kata kunci: Multimedia Flash; Motivasi Belajar; Prestasi Belajar; Statistika [English]: This study aims to test the effectiveness of the use of flash-based multimedia in the course of statistics toward learning motivation and student achievement. This research is a quasi-experimental research with pretest-posttest nonequivalent group design. This research was conducted at STKIP PGRI Pacitan in 2016. The instrument used was the test of student achievement and questionnaire of student's motivation. Data analysis techniques used one sample t-test, T2 Hotelling's test, and t-Bonferroni test. The results showed that the use of flash-based multimedia in the course of statistics is more effective than learning using powerpoint in terms of learning motivation and student achievement. Students’ achievement in statistics using flash media are better than students who use powerpoint. Similarly, in the aspect of motivation to learn, the motivation of students who use flash get increased significantly than students who use powerpoint. Keywords: Flash Multimedia; Learning Motivation; Achievement; Statistics

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