scholarly journals Think-pair-square learning: Improving student’s collaborative skills and cognitive learning outcome on animal diversity course

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Mustafa Ainul Yaqin ◽  
Sri Endah Indriwati ◽  
Herawati Susilo
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Action Observation ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Cognitive Test ◽  
Test Results ◽  
Diversity Course ◽  
Animal Diversity ◽  
Collaborative Skills

Empowering collaborative skills and optimizing learning outcomes are essential goals in every course. The aim of this study was to determine the effect of Think-Pair-Square (TPS) learning model on student collaborative skills and their cognitive learning outcomes. This study was Lesson-Study-based Classroom Action Research (CAR) carried out in two cycles. The subjects of this study consisted of 32 students who took Animal Diversity course. The CAR consisted of four phases i.e. planning, action, observation, and reflection. At the action phase, Lesson Study (LS) was conducted and consist of Plan, Do, and See. The instruments used were LS observation sheet, collaborative observation sheet, and cognitive test. The observation and test results of the both cycles were calculated and compared each other. There were improvements in the both student’s collaborative skills and cognitive learning outcome as high as 14% and 7.56, respectively. Therefore, TPS model can strengthen the student’s collaborative skills and cognitive learning outcome.

scholarly journals Pengaruh Model Pembelajaran Think Pair Share Menggunakan Media Mind Mapping terhadap Aktivitas dan Hasil Belajar Kognitif Siswa

2019 ◽  
Vol 2 (2) ◽  
pp. 160-178
Author(s):  
Rukiah Lubis ◽  
Meti Herlina ◽  
Jeni Rukmana
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Natural Sciences ◽  
T Test ◽  
Cognitive Test ◽  
Test Results ◽  
Mind Mapping ◽  
Activity Class ◽  
Student Activity

This study aims to determine the effect of think pair share learning models using mind mapping media on the activities and cognitive learning outcomes of class X science students of SMAN 06 Bengkulu City. This type of research is a quasi-experimental design with Non-Randomized Design. Samples were taken from 2 classes of 4 classes by looking at the mean scores of students who are almost the same, namely class X Natural Sciences A as the experimental class and Natural Sciences B as a control class. The instrument used was in the form of student activity observation sheets and cognitive test questions. Based on scoring the results of the observation sheet of the experimental class student activity was higher than the control class that was 58.56 and the average posttest result was 85.69 while the observation sheet of the activity class of the control class was 53.97 and the average posttest result was 63.03. Student activity variable t-test results obtained Sig value of 0,000 <0.05 t-test results of student cognitive learning results obtained p-value of 0,000 <0.05, which means there are differences in activity scores and cognitive outcomes of students before and after the intervention of the learning model think pair share using media mind mapping. In conclusion, Think Pair Share learning model with Mind Mapping media has an influence on students' cognitive learning activities and outcomes. Keywords: activities, learning outcomes, mind mapping, think pair share

scholarly journals THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES

2015 ◽  
Vol 14 (4) ◽  
pp. 487-500
Author(s):  
Arsad Bahri ◽  
Aloysius Duran Corebima
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Cognitive Test ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Cognitive Learning Outcomes

The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.

scholarly journals Improvement of Indonesian Cognitive Learning Outcomes through Literacy Activities for 5th Grade Students of SDN 01 Petanjungan

2020 ◽  
Vol 3 (3) ◽  
pp. 549
Author(s):  
Mahardhini Sonita Putri
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Outcome Data ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Reflection Data ◽  
5Th Grade ◽  
Cognitive Learning Outcomes

<p><em>This study aims to improve the cognitive learning outcomes of the fifth grade students of SDN 01 Petanjungan, totaling 32 students using the school literacy method. The implementation of this classroom action research is carried out in 3 cycles, each cycle consisting of four stages, namely: planning, action, observation and reflection. Data collection was obtained from teacher and student observation sheets. To measure student learning outcomes, cognitive aspects are measured using a formative test. The results in the first cycle resulted in learning outcome data as follows: the cognitive aspect resulted in an average of 73.59 with 47% learning completeness. The results in cycle II produce learning outcome data as follows: cognitive aspects produce an average of 81.88 with 62.5% completeness of learning, while in cycle III produce an average of 83.90 with learning completeness of 84.37%. With an increase in learning outcomes in each cycle can be concluded that the school literacy method can improve the learning outcomes of Indonesian students in fifth grade SDN 01 Petanjungan.</em></p>

scholarly journals Penggunaan Lingkaran Nama-Nama Hari untuk Meningkatkan Hasil Belajar Kognitif Matematika Kelas 1 SDABC Gunung Sitoli [The Use of the Names of the Days as a Teaching Aid to Increase Mathematics Cognitive Achievement of Grade 1 Students at ABC Elementary School in Gunungsitoli]

2017 ◽  
Vol 12 (1) ◽  
pp. 90
Author(s):  
Beti Lamba ◽  
Widiastuti Widiastuti
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Check List ◽  
Teaching Aid ◽  
Analysis Technique ◽  
Student Questionnaire

<p>The outcome of cognitive learning is a measurement of the students’ success during the learning process. The students’ learning outcome in putting the names of the days in order is considered in the low range. This is because the students misunderstood the concept of putting the names of the days in order and so the names of the days teaching aid is needed. The aim of this research is to improve the students’ cognitive learning outcomes using the names of the days teaching aid. The method of this research is Classroom Action Research (CAR) using four steps: planning, action, observation, and reflection, which is then analyzed using a descriptive analysis technique. The subject of this research is Grade 1 students of ABC Gunungsitoli elementary school. The instruments used in this research are observation sheet, check list, worksheet, student questionnaire sheet, mentor’s feedback sheet, reflection, and interview. Every cycle done is based on all the pre-planned lessons created by the researcher.  According to the result of the research using the name of the days teaching aid, there were 26 students out of 28 students who improved their cognitive learning outcome by as much as 93%, which resulted in achieving the KKM standard (the standard is 65). This improvement was achieved by giving the students the names of the days teaching aid. Finally, it is concluded that using the names of the days teaching aid can improve the students’ learning outcomes in mathematic lessons in grade 1 at ABC elementary school in Gunungsitoli.</p><p><em><span class="showMoreLessContentElement" style="display: inline;">BAHASA INDONESIA ABSTRAK: </span>Hasil belajar kognitif merupakan suatu pengukuran untuk melihat keberhasilan siswa selama proses belajar. Hasil belajar mengurutkan nama-nama hari tentang sebelum dan sesudah, terbilang cukup rendah. Hal ini dikarenakan pemahaman konsep dari ilmu pengetahuan siswa yang salah dalam mengurutkan nama-nama hari. Oleh karenanya, dibutuhkan alat peraga lingkaran nama-nama hari. Penelitian ini bertujuan untuk meningkatkan hasil belajar kognitif siswa melalui penggunaan alat peraga lingkaran nama-nama hari. Penelitian dilakukan dengan menggunakan metode penelitian tindakan kelas menggunakan empat tahapan yaitu; perencanaan, tindakan, pengamatan, dan refleksi yang dianalisis secara deskriptif. Subyek penelitian ini adalah siswa kelas 1 SD yang dilakukan pada salah satu sekolah ABC Gunungsitoli. Penelitian ini menggunakan instrumen lembar observasi, lembar daftar cek (Check List), Lembar tes, lembar angket siswa, lembar umpan balik guru mentor, refleksi, dan wawancara. Setiap siklusnya dilakukan sesuai Rencana Pelaksanaan Pembelajaran (RPP). Berdasarkan hasil penelitian dengan menggunakan alat peraga lingkaran nama-nama hari, didapatkan 26 siswa dari 28 siswa hasil belajar kognitif meningkat yaitu 93% yang mencapai nilai standar KKM 65. Peningkatan tersebut dilakukan dengan cara memberikan alat peraga lingkaran nama-nama hari kepada setiap siswa. Dengan demikian dapat disimpulkan bahwa penggunaan alat peraga lingkaran nama-nama hari dapat meningkatkan hasil belajar kognitif pada mata pelajaran Matematika siswa kelas 1 SD ABC Gunungsitoli.</em></p>

The Implementation of Fieldwork Program Based Lesson Study to Improve Pedagogical Skills of Teachers and Students Learning Outcomes

2018 ◽  
Vol 7 (3.21) ◽  
pp. 467
Author(s):  
Suparti . ◽  
. .
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Learning Outcome ◽  
Class Action ◽  
Skill Assessment ◽  
Cognitive Test ◽  
Basic Question ◽  
Pedagogical Skills ◽  
Teachers And Students ◽  
Post Test

The main purpose of this research was to explain how the implementation of Fieldwork Program (Praktik Pengalaman Lapangan/PPL) based lesson study can be improve pedagogical skills of teachers and students learning outcomes. The study was conducted based on basic question, how to improve teachers’ skills and students’ learning outcome. This research is a class action research that uses descriptive qualitative approach. The research is conducted in PGRI Vocational School in Malang, Indonesia, with 33 students (eleventh grade) and one teacher who became a model teacher. The instruments used in this research such as (1) the execution sheet of the lesson study steps which includes 3 steps such as plan, do, and reflection (see), (2) learning observation sheet, (3) teacher pedagogic skill assessment form that contains the assessment aspect as well as the teacher pedagogic indicator (PPL students) during learning process, (4) cognitive test questions used is quiz (post test), (5) supporting data such as students’ responses questionnaire and field notes. The results showed that implementation of PPL based lesson study can improve pedagogical skills of teacher from 69,4 to 77,75 point. The increase of teachers pedagogical skills have an impact on students learning outcomes. Students learning outcome can be reflect on classical completeness class, raised from 68,73% to 87,96%. Based on these results can be concluded that the implementation of PPL based lesson study can improve teachers pedagogical skills and students learning outcomes. This research will strengthen the rationale for using lesson as an alternative method to increase teachers’ skill (especially on pedagogical skill) and students learning outcome.  

PENINGKATAN HASIL BELAJAR PPKn MELALUI PENERAPAN MODEL PEMBELAJARAN INKUIRI SISWA KELAS IV SD NEGERI 011 BERINGIN MAKMUR KECAMATAN KERUMUTAN

2017 ◽  
Vol 5 (3) ◽  
pp. 563
Author(s):  
Ambari '
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Design Research ◽  
Action Observation ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Average Value ◽  
Preliminary Study ◽  
Improving Student Learning

SD Negeri 011 Beringin Makmur, especially in the fourth grade, KKM to subjects who haveditatapkan PPKn is by KKM is 65. Particularly in the fourth grade SD Negeri 011 BeringinMakmur PPKn low student learning outcomes. It can be seen from the students after the testin midterm average value of only 61.5. Based on the preliminary study authors, the lowstudent learning outcomes PPKn caused by several things, the strategies used in teaching theteacher does not comply with the demands of learning and students during lessons PPKnfrequency only ask very little because the material is only presented in the form of lectures.The purpose of this study is to improve learning outcomes in subjects PPKn through theimplementation of inquiry learning model SD Negeri 011 Beringin Makmur fourth gradestudents. This research is a classroom action through the stages of planning, implementingaction, observation and reflection. Design research is the model cycle of improvementplanning, implementing action, observation and reflection. The subjects were students ingrade IV SD Negeri 011 Beringin Makmur with the number of 30 people, including 15 womenand 15 men. While the object of the research is PPKn student learning outcomes, the dataused in this study focuses on learning outcomes data PPKn only. From the results of theaction, can be seen learning outcome Civics students from before action is taken (preliminarydata) cycle I and after the action on the second cycle by improving student learning outcomesthat have been achieved, known completeness class on preliminary data only 15 or (50 %) ofall students and after repair in the first cycle has increased to 26 people or 87% of the totalclass IV student SD Negeri 011 Beringin Makmur. After the improvement in cycle II to beincreased to 27 students or 90%.

scholarly journals Efektivitas Penerapan Problem-Based-Learning Untuk Meningkatkan Motivasi Belajar, Kreativitas dan Penguasaan Konsep Siswa [Efectivity of Problem-Based-Learning Implementation to Improve Student's Learning Motivation, Creativity and Mastery of the Concept]

2021 ◽  
Vol 1 (3) ◽  
pp. 189
Author(s):  
Jessica Ayudia
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Due Process ◽  
Action Observation ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Male Students ◽  
Test Results ◽  
Math Learning

<p>This study aims to determine the implementation of Problem-Based Learning in Mathematics, as well as determine the increase motivation, creativity and mastery of the concept of student learning outcomes through the implementation of Problem-Based Learning in Class 5A SDS Lentera Harapan Curug. Subjects were students in class 5A in SDS Lentera Harapan by the number of students by 36 students consisting of 19 female students and 17 male students. The study was conducted using a model of classroom action research conducted three cycles, each cycle consisting of four stages: planning, action, observation and reflection. The data collection is done by using observation observer, student test results, and additional instruments such as interview sheets, sheet learning motivation and creativity sheet. The results showed that the Problem Based Learning Math can help the learning process. Stages Problem Based-Learning helps students to understand the issues in the matter and the process to get a response. The development is seen in students' motivation in cycle 1 to cycle 3 to increase. Creativity and mastery of the concept of student learning outcomes have not been able to increase in cycle 1 to cycle 3 with entirely due process of problem-based learning-Learning newly conceived and performed by students. Math learning outcome of the results of the summative second cycle in which more than 70% the number of students successfully meet the KKM.</p>

scholarly journals PENINGKATAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH ANATOMI TUMBUHAN MELALUI MODEL PEMBELAJARAN KOMPARASI YANG BERBASIS LESSON STUDY

2016 ◽  
Vol 7 (2) ◽  
pp. 25
Author(s):  
Nur Rokhimah Hanik
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Model Comparison ◽  
Activity Cycle ◽  
Learning Activities ◽  
Learning Activity ◽  
Test Results ◽  
Study Results ◽  
Post Test ◽  
Education Courses

This study aims to improve the activity and results of student learning in the subject of Anatomy Plant through a comparative study  model based lesson study. The method used is classroom action research with 4 cycles. Samples used  in this study is the third semester students of regular education courses Biology FKIP Veteran Bangun Nusantara University Sukoharjo force 2012/2013 as many as 24 people. The study began in November 2013 and April 2014. The learning activities were observed in the form of discussion and presentation activities, while learning outcomes measured were the post-test results after completion of the learning process of each cycle. Data analysis techniques with comparative descriptive, comparing the results of learning and learning activity cycle with the cycle I to IV. From the  results of this study concluded that the average post-test or study results from Cycle I to IV increased starting 3.47, 3.72, 3.73 and 3.85, though in terms of learning activities is still not satisfactory because it only categorized quite active for the first cycle to the active cycle III and cycle IV. Keywords: Model Comparison learning, learning activities, learning outcomes.

scholarly journals Peningkatan Kemampuan Mahasiswa Dalam Mata Kuliah Praktikum Dasar Elektrik Melalui Model Pembelajaran Inkuiri

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Tuti Suartini
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Action Observation ◽  
Cognitive Test ◽  
Test Results ◽  
Learning Models ◽  
Student Activity ◽  
The Third ◽  
Post Test ◽  
Planning Action

This study aims to determine the ability and attitude of students in solving problems after the applicationof learning models inkuiri on paraktikum courses. Research method used is Classroom Action Reasearch (CAR) isdone in three cycles. Each cycle consists of four stages, namely planning, action, observation, and reflection. Fromthe research results obtained that the model implemented in the learning lab inkuiri electric base, in general anincrease in the learning process and results of each cycle. Cognitive test results through the pre test and post test onthe cycle I in terms of percentage of students who reach the value of > 0% 6 is increased to 94.875%, in cycle IIincreased from 6.25% to 93.375%, and the third cycle of 3.125% increase to 100%. The results of the task undertakenby the students increased each cycle. Then for the activity sheets teachers viewed from the observation activitycategory shows an increase of the cycle is the cycle I and II into either category III cycle. For student activity showsmost categories of cycle I and cycle II rose to the category in general the third cycle. Impressions and attitudes ofstudents through filling the questionnaire stated that by applying the learning model inkuiri conditions become moreactive class, students become able to appear in her opinions.

scholarly journals PENERAPAN MODEL PEMBELAJARAN TWO STAY TWO STRAY DENGAN MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR KOGNITIF SISWA SMAN 2 SINTANG

2019 ◽  
Vol 4 (1) ◽  
pp. 47-61
Author(s):  
Elida Dewi Pandini ◽  
Dessy Triana Relita
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Learning Model ◽  
Research Approach ◽  
Purposive Sampling ◽  
Independent Variable ◽  
Cognitive Learning Outcomes

Abstract: This research aims to find out how the application of the Two Stay Two Stray (TSTS) model and the Jigsaw learning model on students' cognitive learning outcomes in labor issues material in Indonesia. The independent variable of this study is “Two Stay Two Stray learning model (TSTS) and Jigsaw learning model”, while the dependent variable is “Learning Outcomes”. The research approach used in this research was a quantitative approach. The form of research used in this study was an experiment form with Two Group Pretest Posttest research design. The population in this research were all students of class IX IPS consisting of four classes namely class IX IPS 1, IX IPS 2, IX IPS 3, and IX IPS 4 with the total number of students were 134. The sampling technique used in this study was purposive sampling. Data collection tools used were test questions, observation sheets and documentation. The results showed that There were no significant differences in cognitive learning outcomes between students who used the two stay two stray learning model and the jigsaw learning model with the results of Z_ (count) of 1.72 and Z_ (table) at a significant level of 0.05 were 1.96. Keywords: TSTS Learning Model and Jigsaw, Learning Outcome Abstrak: Penelitian ini bertujuan untuk melihat bagaimana penerapan model Two Stay Two Stray (TSTS) dengan model pembelajaran Jigsaw terhadap hasil belajar kognitif siswa pada materi permasalahan ketenagakerjaan di indonesia. Variabel bebas penelitian ini adalah “model pembelajaran Two Stay Two Stray (TSTS) dan model pembelajaran Jigsaw”, sedangkan variabel terikatnya adalah “Hasil Belajar”. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Bentuk penelitian yang digunakan dalam penelitian ini adalah bentuk eksperimen dengan rancangan penelitian Two Group Pretest Posttest Designs. Populasi dalam penelitian ini adalah seluruh siswa kelas IX IPS yang terdiri dari empat kelas yaitu kelas IX IPS 1, IX IPS 2, IX IPS 3, dan IX IPS 4 dengan jumlah keseluruhan siswa yaitu 134. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah purposive sampling. Alat pengumpulan data yang digunakan adalah soal tes, lembar observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan hasil belajar kognitif antara siswa yang menggunakan model pembelajaran two stay two stray dengan model pembelajaran jigsaw dengan hasil  sebesar 1,72 dan  pada taraf signifikan 0,05 sebesar 1,96. Kata kunci: Model Pembelajaran TSTS dan  Jigsaw, Hasil belajar

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