scholarly journals The Effect of CTL Approach Based on NHT Learning Model toward Students’ motivation, Science Achievement, and Retention

2017 ◽  
Vol 3 (2) ◽  
pp. 133
Author(s):  
Muhammad Mifta Fausan ◽  
Indah Panca Pujiastuti
Keyword(s):  
Statistical Analysis ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Control Design ◽  
Interaction Process ◽  
Learning Approach ◽  
Test Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Written Test

The learning is an interaction process between students and their environment in order to improve good behavior. The results of observation which has been done in grade V SDN No. 4 Tanjung Batu showed that the students’ motivation and science achievement were low. This was becaused by the learning process which was still product oriented (based on material content), consequently, this lead to limit the learning is merely on memorizing concept activities. One of the learning approach that can be used to solve this problem is the Contextual Teaching and Learning (CTL) based on Numbered Head Together (NHT). This research aims to determine the effect of CTL based on NHT toward student’s motivation, science achievement, and retention. Subjects in this research were the students of grade V SDN No. 4 Tanjung Batu. This research is a quasi-experimental using post-test only control design. The data obtained were analyzed by using descriptive and inferential statistical analysis. The research instruments were observation sheets and written test. The results showed that there was significant effect of CTL based on NHT toward students’ motivation, science achievement, and retention. It can be seen from the independent sample t-test results which showed significant value less than 0.05.

scholarly journals Pengaruh Pemberian Kuis di Awal Pertemuan pada Model Discovery Learning terhadap Hasil Belajar Peserta Didik Kelas XI MIA SMAN 10 Luwu (Studi pada Materi Pokok Larutan Penyangga)

2020 ◽  
Vol 21 (2) ◽  
pp. 200
Author(s):  
Herawati Herawati ◽  
Halimah Husain ◽  
Sugiarti Sugiarti
Keyword(s):  
Statistical Analysis ◽  
Subject Matter ◽  
Control Design ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Test Results ◽  
Buffer Solution ◽  
Quasi Experimental ◽  
The Subject

Penelitian ini adalah penelitian eksperimen semu yang bertujuan untuk mengetahui pengaruh pemberian kuis di awal pertemuan pada model discovery learning terhadap hasil belajar peserta didik kelas XI MIA SMA Negeri 10 Luwu pada materi pokok larutan penyangga. Desain penelitian yang digunakan adalah posttest only control design. Sampel diperoleh secara acak dan terpilih kelas XI MIA 3 sebagai kelompok eksperimen dengan jumlah peserta didik 30 orang dan kelas XI MIA 2 sebagai kelompok kontrol dengan jumlah peserta didik 32 orang. Kelompok eksperimen dibelajarkan dengan pemberian kuis di awal pertemuan pada model discovery learning sedangkan kelompok kontrol dibelajarkan dengan model discovery learning tanpa pemberian kuis di awal pertemuan. Data hasil belajar dilakukan dengan pemberian tes hasil belajar. Hasil analisis statistik deskriptif menunjukkan nilai rata-rata posttest peserta didik kelompok eksperimen yaitu 81,33 dan nilai rata-rata posttest peserta didik kelompok kontrol yaitu 74,87. Hasil analisis statistik inferensial menunjukkan bahwa data terdistribusi normal dan homogen. Pengujian hipotesis yang dilakukan dengan uji parametrik dengan menggunakan uji-t menghasilkan hasil belajar thitung > ttabel = 2,45 > 1,67 pada α= 0,05. Sehingga dapat disimpulkan bahwa pemberian kuis di awal pertemuan pada model discovery learning berpengaruh terhadap hasil belajar peserta didik kelas XI MIA SMA Negeri 10 Luwu pada materi pokok larutan penyangga. Kata kunci: Pemberian kuis, Model discovery learning, Hasil belajar ABSTRACT This research is a Quasi-experimental that aims to know the effect of giving quizzes at the beginning of the meeting on the discovery learning model to the study result of the students of class XI MIA in SMA 10 Luwu on the subject matter of the buffer solution. The research design used was the posttest only control design. The sample is taken randomly so the XI MIA 3 is chosen as the experiment group with 30 students and XI MIA 2 as the control group with 32 students. The experiment group is taught by using quizzes at the beginning of the meeting in the discovery learning model meanwhile the control group is using the Discovery Learning Model without giving quizzes at the beginning of the meeting. Data result is collected by giving posttest. The results of the descriptive statistical analysis showed that the average study result of the experimental group student was 81.33 and the control group students was 74.87. The results of inferential statistical analysis show that the data is normally distributed and homogeneously. The hypothesis trial by using the parametric test t-test results thitung > ttabel = 2.45 > 1.67 in α = 0.05. So, it can be concluded that giving quizzes at the beginning of the meeting in the discovery learning model influencing the study result of class XI MIA students in SMA Negeri 10 Luwu on the subject matter of the buffer solution. Keywords: Giving quizzes, discovery learning models, study result

Effect of Computer Assisted Instructional Package on Students' Learning Outcomes in Basic Science

2019 ◽  
Vol 9 (1) ◽  
pp. 1-15
Author(s):  
Simeon O. Olajide ◽  
Francisca O. Aladejana
Keyword(s):  
Learning Outcomes ◽  
Basic Science ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Control Group ◽  
Computer Assisted ◽  
Post Test ◽  
Quasi Experimental ◽  
Improved Performance ◽  
Instructional Package

The study developed the basic science information and communication technology (BSICT) instructional package based on Nigerian Junior Secondary School (JSS) curriculum and investigated its effect on the students' learning outcomes with the aim of improving them. The study employed the pre-test, post-test, control group quasi-experimental research design. From a population of all JSS in Osun State, a sample of 180 students from six intact classes in six purposively selected schools was taken. The experimental groups were taught using the BSICT package while the control groups were taught the same concepts without the package. Data was collected using the Basic Science Achievement Test and analysed. The results showed significant effects of the package on students' performance and retention ability in basic science. The study concluded that BSICT could be used to improve students' learning outcomes in basic science if properly proctored. Hence, the use of computer assisted instruction can be recommended for teaching and learning for improved performance and retention.

PENGARUH TERAPI ASMAUL HUSNA DENGAN KOMBINASI SLOW DEEP BREATHING TERHADAP TINGKAT KECEMASAN MENGHADAPI KEMATIAN PADA LANJUT USIA DI POSYANDU LANSIA DUSUN KERTO KIDUL PLERET BANTUL YOGYAKARTA

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Nasrul Hakim ◽  
Peggy Yolanda Savitri
Keyword(s):  
Statistical Analysis ◽  
The Elderly ◽  
P Value ◽  
Deep Breathing ◽  
Test Results ◽  
Physical Effort ◽  
The Third ◽  
Post Test ◽  
Quasi Experimental ◽  
Paired T Test

Background: Elderly people spend much time to think about death compared to individuals who are still young. Pondering and planning death are normal parts of the life of the elderly (Sheila L. Videbeck, 2008). Spirituality greatly affects anxiety over death. The spiritual and physical effort that can be done to reduce excessive anxiety is to carry out Asma'ul Husna therapy with a combination of slow deep breathing.  Objective: To determine the effect of Asma'ul Husna therapy with a combination of slow deep breathing to the level of anxiety facing death in the elderly at the Elderly Posyandu in Kerto Kidul Village, Bantul Pleret Village, Yogyakarta.  Methods: This type of research is a quasi-experimental design with one group pretest-posttest design, intervention 3 times for 1 week. The activity begins with a pre-test of measuring anxiety facing death using the ZSAS / ZSRAS questionnaire. then the post test was carried out on the third day after the treatment was completed. A sample of 32 respondents who were active in the elderly yandu post. Test statistical analysis using the Paired t-Test.  Results: the result of this research shows that Asymp. Sig (2-tailed) is 0,000 (p value), so p <0.05. then the hypothesis is (Ho) is rejected and the hypothesis (Ha) is accepted.  Conclusion: There is a significant effect after being given Asma'ul Husna Therapy with a combination of slow deep breathing to the level of anxiety facing death in the elderly at the Posyandu in Kerto Kidul Hamlet, Pleret Bnatul Yogyakarta.

scholarly journals The Effect of Task-Based Learning (TBL) Approach on the Students’ Listening Comprehension at the Tenth Grade of SMAN 3 Kota Bengkulu

2019 ◽  
Vol 3 (2) ◽  
pp. 260-270
Author(s):  
Gio Fresky Hawara ◽  
Syahrial . ◽  
Wisma Yunita
Keyword(s):  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Learning Approach ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
English Classroom

This research was aimed to find out the effect of TBL approach on the students’ listening comprehension. This research is a quasi-experimental which was conducted at SMAN 3 Kota Bengkulu in academic year of 2018/2019. The population of this research was the tenth grade students distributed in two classes with the total of 68 students. X- MIPA 1 as experimental group consisted of 34 students and X-MIPA II for control group consisted of 34 students. The instruments of this research was a listening test in the form essay and multiple choice consisted of 14 questions. Pre-test and post-test were conducted in both, experimental and control class. The finding of the result showed that the students taught by using TBL approach got higher score than those  taught without TBL approach. The result showed that there was a significant effect of  using TBL approach on the students’ achievement in listening comprehension which was proven by the result of analysis in independent sample t-test was < 0,05 . It means the alternative hypothesis was accepted. Based on the results and discussions at the research, it can be concluded that teaching and learning listening by using task-based learning approach has a positive effect on students’ listening comprehension. Some suggestions are proposed, Recommendation to teachers using Task-Based Learning Approach in english teaching and learning process because based on this research and previous research indicate the use of Task-Based Learning Approach give positive impact on english learning and The next researcher is recommended to using Task-Based Learning Approach in other English field like speaking and can be use in other method such as english classroom action research.

scholarly journals Pengaruh Pemberian Kuis diakhir Pertemuan pada Model Pembelajaran Kooperatif Tipe Numbered Heads Together terhadap Hasil Belajar Siswa Kelas X MAN LAPPARIAJA (Studi pada Materi Pokok Ikatan Kimia)

2019 ◽  
Vol 20 (1) ◽  
pp. 87
Author(s):  
Nursafitri Nursafitri ◽  
Alimin Alimin ◽  
Suriati Eka Putri
Keyword(s):  
Student Achievement ◽  
Statistical Analysis ◽  
Cooperative Learning ◽  
Subject Matter ◽  
Chemical Bonding ◽  
Random Sampling ◽  
Test Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Independent Variable

ABSTRAK Penelitian ini adalah penelitian eksperimen semu yang bertujuan untuk mengetahui pengaruh pemberian kuis pada akhir pertemuan pada model pembelajaran kooperatif tipe Numbered Heads Together terhadap hasil belajar siswa kelas X MAN Lappariaja. Variabel bebas dalam penelitian ini adalah pembelajaran Numbered Heads Together dengan memberikan kuis di akhir pertemuan dan tanpa pemberian kuis pada akhir pertemuan pada model pembelajaran kooperatif tipe Numbered Heads Together serta variabel terikatnya adalah hasil belajar siswa pada materi pokok ikatan kimia. Populasi dalam penelitian ini adalah siswa kelas X MAN Lappariaja yang terdiri dari 10 kelas dengan jumlah siswa 390 orang. Teknik pengambilan sampel yaitu random sampling. Sampel penelitian terdiri dari 2 kelas yaitu kelas X7 sebagai kelas eksperimen dengan jumlah siswa 30 orang dan kelas X9 sebagai kelas kontrol dengan jumlah siswa 30 orang. Data hasil penelitian diperoleh dengan memberikan tes hasil belajar pada materi pokok ikatan kimia berupa post-test yang dianalisis menggunakan uji-t. Hasil analisis statistika inferensial diperoleh thitung (2.73) > ttabel (1.67) pada 𝛼 ═ 0,05. Disimpulkan bahwa pemberian kuis di akhir pertemuan pada pembelajaran model kooperatif tipe Numbered Heads Together berpengaruh terhadap hasil belajar siswa kelas X MAN Lappariaja pada materi pokok ikatan kimia. Kata kunci: Kuis, Numbered Heads Together, Hasil Belajar Siswa, Ikatan Kimia ABSTRACT The research was a quasi-experimental that aimed to know the effect of Quiz Presentation at the last session of Numbered Heads Together of Learning cooperative toward Students’ Achievement of Class X MAN Lappariaja. The independent variable in this research were Numbered Heads Together learning with Quiz Presentation at the last session and without quiz of Numbered Heads Together of Learning cooperative, the dependent variable was student’s achievement on Chemical Bonding subject matter. The population was class X MAN Lappariaja consisted class 10 with number of 390 students. The sample of this research consisted of two classes, namely class X7 as an experiment class with 30 students and class X9 as a control class with 30 students. The data of the research were gathered by testing the students’ achievement on chemical bonding subject matter for post-test which were analysed by using t-test. Results of inferential statistical analysis were tcalculate (2.73) higher than ttable (1.67) on α ═0.05. Conclude that presenting quiz at the end of the meeting on cooperative Learning Numbered Heads Together gives effected to toward student’s achievement of class X MAN Lappariaja on Chemical Bonding subject matter. Keywords: Quiz, Numbered Heads Together, Student achievement, Chemical bonding

scholarly journals Understanding the bottlenecks in methodological adoption of constructivism in secondary schools in Kenya

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Gideon Mwanda ◽  
Ronnie Midigo
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Total Sample ◽  
Constructivist Learning ◽  
Learning Approach ◽  
Constructivist Teaching ◽  
School Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Method Of Instruction

Constructivist teaching and learning approach is one of teaching approach gaining popularity based on its principles of learner centred education. This study investigated the effectiveness of constructivist method of instruction on learning biology and challenges facing its implementation in secondary school students. The study design was quasi-experimental non-equivalent groups with a pre-test-post-test examination. A total sample participated in this study was 477 students and 12 teachers. The instruments used in this study were; constructivist instruction manual, pre-test, post-test, attitude questionnaire and teacher’s questionnaire. The data collected was analysed descriptively using mean and standard deviation value, while t-tests and ANOVA were used to test the differences between group means at α=0.05 level. The study established that constructivist method of instruction was more effective in learning biology compared to conventional methods. It was found the both positive learner and negative teacher attitude toward the application of constructivism. The inadequate compulsory facilities were also found in the implementation of constructivist learning approach. Thus, it is recommended to conduct deliberate programs in implementating constructivist learning approach in secondary schools in Kenya.

scholarly journals Memory Stay Or Stray?: Irregular Verbs Learning Using Kahoot!

2019 ◽  
Author(s):  
Melor Md Yunus ◽  
Mohd Azmanuddin bin Azman
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Memory Retention ◽  
Test Results ◽  
Trainee Teachers ◽  
Grammar Learning ◽  
Post Test ◽  
Quasi Experimental ◽  
Irregular Verbs

Even though gamification has been lingering for years now, its popularity has been rising ever since. In fact, across disciplines and contexts, the amplification of 21st century learning has been giving gamification a special place in education. There are numerous studies conducted on the use of gamification among school children, university students or even trainee teachers. Coincidentally, all of these studies have shown that gamification does impact their learning. Hence, as harmless as it seems, any teachers who are not equipped with such knowledge on the benefits of gamification may hinder their learners and themselves from reaching their utmost teaching and learning experience especially when it comes to grammar learning among the younger pupils. Considering this thought in mind, this research was conducted to prove that the use of Kahoot! helps the Year 3 pupils in retaining the English Irregular verbs. This quasi – experimental designed research gathered data from a sample of 35 Year 3 pupils using the pre-test and post-test results. The findings which were analysed descriptively using sample t-test showed that pupils’ performances in the post-test improved over the use of Kahoot! in classroom. In conclusion, this research provides an insight on number of ways that gamification can actually impacted the pupils’ learning; especially in terms of memory retention. It also works as a stepping stone for more researches to study on the effectiveness of using Kahoot! in tackling any part of learning especially among the younger learners.

scholarly journals THE EFFECT OF BOGGLE GAMES ON THE VOCABULARY MASTERY OF THE SEVENTH GRADE STUDENTS' AT MTS. NURUL HIKMAH

2021 ◽  
Vol 10 (1) ◽  
pp. 18
Author(s):  
Nurul Komariayul Soliha ◽  
Abdul Rohim
Keyword(s):  
Test Score ◽  
Teaching And Learning ◽  
Degrees Of Freedom ◽  
Control Group ◽  
Test Results ◽  
Seventh Grade ◽  
Control Group Design ◽  
Significance Level ◽  
Post Test ◽  
Quasi Experimental

AbstractThe research is aimed to investigate whether there is an effect of the Boggle game on vocabulary mastery of seventh-grade students at MTs. Nurul Hikmah. The design used was quasi-experimental method with Nonequivalent control group design. The subject of population in this research is seventh-grade students of MTs Nurul Hikmah. The sample of this research were 60 students, who were classified into 30 students of experimental class and 30 students of controlled class. The technique of collecting data with used the research instrument was a test consisting of a pre-test and post-test. The results of thisresearch stated that the used of Boggle games in learning vocabulary affected students' vocabulary mastery. This can be seen from the t-test results of pre-test and post-test at a significance level of 5% (0.05) alpha and degrees of freedom of 2.00, where the t-count of pre-test is higher than the t-table (2.03 > 2.00) with the average pre-test score of the experimental class was higher than the average pre-test score of the control class (49.47 > 42.60) and the t-count of post-test is higher than the t-table (5.75> 2.00) with the average post-test score of the experimental class was higher than the average pre-test score of the control class (83.50 > 73.10). It can be concluded that there is significant effect of Boggle game on the seventh grade students’ vocabulary mastery at MTs. Nurul Hikmah. It means that the Boggle game is effective in learning vocabulary mastery for the seventh-grade students of MTs Nurul Hikmah. By using the Boggle game, the teaching and learning process becomes more interesting. Key words: Boggle Game, Vocabulary Mastery.

scholarly journals Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
Tânia Pinto ◽  
António Guerner Dias ◽  
Clara Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Problem Based Learning ◽  
Convenience Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Two Phases ◽  
Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

UTILIZING GRAPHIC ORGANIZER STRATEGY IN TEACHING WRITING ON NARRATIVE PARAGRAPH

2020 ◽  
Vol 11 (2) ◽  
pp. 189-204
Author(s):  
Nurjannah Nurjannah ◽  
Taufiq Hidayah ◽  
Muhammad Nazar
Keyword(s):  
Experimental Research ◽  
English Learners ◽  
Teaching And Learning ◽  
Research Result ◽  
T Test ◽  
Teaching Writing ◽  
Graphic Organizer ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

This research is entitled “Using graphic organizer strategy in teaching writing on narrative paragraph (experimental research). Writing is a very important subject that should be learned by English learners. The students should be able to express their ideas and opinion either in the form of a sentence or paragraph. However, the researcher found that many students at the Second Grade Students of SMP Negeri 1 Tanah Luas could not express their ideas and develop into the paragraph. Hence, the appropriate strategy of teaching and learning is very important to help students master writing skills. This research aims to know the effect of achievement between the students who are taught writing by using graphic organizers from those taught writing in the narrative by using traditional methods. This research was experimental research and used a quasi-experimental design. The samples chosen in this research were the whole students of class VIII2 and VIII4 of SMPN 1 Tanah Luas. Class VIII2 consisted of 25 students was chosen as experimental group and class VIII4 consisted of 24 students was chosen as control group. This research was conducted in three phrases; there were pre-test, treatments and post-test. The data collection technique used in this research was test. The tests were pre-test and post-test. The researcher gave pre-test before giving treatment and post-test after giving treatment. The treatment was conducted in three meetings. The data was analyzed by using t-test formula. The research result and the hypothesis authentication found by using t-test formula in significant level 5% or α = 0.05 were obtained that ttest > ttable. The ttest found in this research was 3.91. Meanwhile, ttable was gotten from the list of distribution value with degree of freedom = 47, because the data not in the table, the researcher used interpolation approach and obtained = 1.67. So >  = 3.91 > 1.67. It meant that Ha was accepted and Ho was rejected. So, graphic organizer strategy significantly affects the students’ ability in mastering writing.   Kata Kunci: graphic organizer strategy, teaching and learning, writing narrative paragraph

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