scholarly journals Upaya Peningkatan Pembelajaran Pada Kompetensi Dasar Protista Dan Fungi Melalui Penggunaan Learning Strategy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Marlina Marlina
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Concept Map ◽  
Good Condition ◽  
Classroom Teachers ◽  
Note Taking ◽  
Student Centered ◽  
Banda Aceh ◽  
Passing Grade

Hasil pengamatan di SMA Negeri 5 Banda Aceh, penggunaan strategi mengajar yang dilakukan sebagian guru masih mengedepankan peran guru. Belum secara keseluruhan dapat menjadikan pembelajaran menjadi aktif secara kooperatif. Untuk menjadikan pembelajaran menjadi aktif sebenarnya banyak strategi belajar yang dapat diterapkan oleh guru. Diantaranya adalah strategi belajar dengan peta konsep, menggarisbawahi, dan membuat catatan penting. Tujuan penelitian ini untuk mengetahui: 1) Ketuntasan belajar siswa pada kompetensi dasar Protista dan Fungi dengan menggunakan strategi belajar (peta konsep, menggarisbawahi, dan catatan penting). 2) Akitivitas guru dan siswa selama kegiatan pembelajaran; 3) Respon siswa terhadap pembelajaran dengan menggunakan strategi belajar. Penelitian ini merupakan penelitian tindakan kelas dengan 6 siklus. Sumber data penelitian adalah siswa kelas X-5 SMA Negeri 5 Banda Aceh berjumlah 30 siswa. Data diperoleh dengan melakukan pretes dan postes untuk setiap siklus. Data untuk mengetahui ketuntasan belajar dilakukan setelah semua siklus pembelajaran selesai. Analisis data dilakukan secara deskriptif. Hasil penelitian dapat disimpulkan: 1) Ketuntasan belajar pada kompetensi dasar protista dan fungi mencapai 96,67%; 2) Aktifitas guru dan siswa selama proses pembelajaran sudah baik, dan pembelajaran sudah berpusat pada siswa. 3)Respon siswa terhadap penbelajaran menunjukkan hal yang sangat baik, dimana 90% siswa menyatakan senang terhadap strategi belajar yang digunakan guru. Kata Kunci: Peningkatan Pembelajaran, Protista dan Fungi dan Learning Strategy The result of observation done at SMAN 5 Banda Aceh showed that the teaching strategies used by some teachers was still teacher-centered. They were not implementing active and cooperative learning yet. Actually, to create an active atmosphere in the classroom, teachers can implement some learning strategies such as concept map, underlining, and note taking. This research is aiming at knowing: 1) the students’ passing grade in the basic competence of Protista and Fungi by using learning strategies (concept map, underlining, and note taking); 2) The activity of teacher and students in teaching learnig; 3) students’ response toward the implementation of learning strategy. This research is an action research done for 6 cycles. It used 30 students of class X-5 of SMAN 5 Banda Aceh as the sample. In every cycles, there was a pre-test and pot-test given to students. The passing grade was calculated at the end of the lesson. The data were then analyzed descriptively. The result showed that the students achieve 96,67% of passing grade in the basic competence of Protista and Fungi. The activity of teacher and students was in a good condition. The teaching was student-centered. The students responsed positively. There were 90% of students stated that they were happy to learn the concept by using the learning strategy. Keywords: Increased Learning, Protists and Fungi and Learning Strategy

scholarly journals COOPERATIVE LEARNING STRATEGY IN CRITICAL READING ENGLISH TEXT THROUGH TEAM GAME TOURNAMENT (TGT) AND JENGA

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Fuzi Fauziyah ◽  
Siti Gina Meilani ◽  
Salsabila Salsabila
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Hate Speech ◽  
Learning Strategy ◽  
Rapid Development ◽  
Critical Reading ◽  
Literature Study ◽  
English Reading ◽  
Team Game ◽  
Learning Team

The rapid development of information has the potential to spread negative content such as hoax news, hate speech, or issues of radicalism and intolerance. In this case, critical reading skills are needed. By reading critically, readers can become more objective, able to sort and not easily swayed. However, the learning implementation of critical reading is not easy, especially coupled with the students' low reading interest and ability, especially towards English reading texts. This narrative review aims to examine cooperative learning strategies in critical reading of English texts through Team Game Tournament (TGT) and Jenga. The method used is literature study by examining various sources from journal articles in various databases, proceedings, and official websites on critical reading, cooperative learning, TGT, and Jenga games. The selected data is then reduced, classified, analyzed, and concluded. The results of literature search show that in critical reading students not only understand the content of the text but also analyze and evaluate the text they read. In this case, cooperative learning facilitates students to critically exchange ideas about the insights, ideas, and points of view they get from the text. TGT, as a form of cooperative technique, has advantages of making students work together to try to improve critical reading scores quickly and accurately in groups. In practice, Jenga which is believed to have the superiority of cooperative, communicative, and effective aspects can be used by modifying and adding questions related to critical reading so that students try to understand and analyze the text accurately. Seeing the advantages of TGT as a cooperative learning strategy and the benefits of the Jenga in critical reading, the integration between the two can facilitate three important aspects, namely critical, fast and accurate so that it has the potential to develop students' critical reading skill in reading English text.Keywords: critical reading, cooperative learning, team game tournament (TGT), jenga 

scholarly journals PENERAPAN MODEL PEMBELAJARAN COOPERATIVE LEARNING MELALUI TIPE TGT (TEAMS GAMES TOURNAMENT) UNTUK MENINGKATKAN PRESTASI BELAJAR AQIDAH AKHLAK KD MEMAHAMI TASAWUF KELAS XI IPS1 MAN 1 JOMBANG

2021 ◽  
Vol 1 (2) ◽  
pp. 176-189
Author(s):  
IDA INAYAHWATI
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Activity ◽  
Average Score ◽  
Face To Face ◽  
Team Games ◽  
Social Traits ◽  
Improve Student Achievement

This study aims to improve student achievement in Aqidah Akhlak subjects, especially KD Understanding Sufism. The assessment of this Sufism material is not only in the realm of knowledge (cognitive) but includes the entire domain of attitude (there is a change in attitude) and skills (application of religious understanding) for each student. That's why researchers formulate strategies that can generate student achievement, where in this learning activity, apart from being able to achieve all the aspects that are expected, students are also able to instill social traits in each of them. The learning strategy offered is cooperative learning (Cooperative Learning Strategy), namely by using the Team Games Tournament (TGT) type. Conducted in class XI IPS1 MAN 1 Jombang. This research was conducted in two cycles, each consisting of two face-to-face meetings. Before carrying out the research action, the researcher conducted a pre-test in the class being studied (before the implementation of cooperative learning strategies, in this pret test the results obtained by students on this material with an average of 79. Furthermore, after the cooperative learning model through the TGT type (Teams Games Tournaments) then in the second cycle obtained an average learning completeness of 84, and in the third cycle the increase in the average score became 95, very significant. ABSTRAKPenelitian ini bertujuan untuk meningkatkan prestasi belajar siswa pada mata pelajaran Aqidah Akhlak khususnya KD Memahami Tasawuf. Penilaian pada materi tasawuf ini bukan hanya padah ranah pengetahuan (kognitif) melainkan mencakup seluruh ranah sikap (ada perubahan sikap) dan Ketrampilan (penerapan pemahaman religi) pada setiap siswa. Karena itulah peneliti merumuskan strategi yang dapat membangkitkan prestasi belajar siswa, dimana dalam kegiatan pembelajaran ini selain mampu mencapai seluruh aspek yang diharapkan siswa juga mampu menanamkan sifat social dalam diri mereka masing-masing. Strategi pembelajaran yang ditawarkan adalah pembelajaran kooperatif (Cooperative Learning Strategy), yaitu dengan menggunakan tipe Teams Games Tournament (TGT). Dilakukan pada kelas XI IPS1 MAN 1 Jombang. Penelitian dengan menggunakan model pembelajaran cooperative learning melalui tipe TGT (Teams Games Tournaments) ini dilakukan dalam dua kali siklus, masing-masing terdiri dari dua kali pertemuan tatap muka. Sebelum melakukan tindakan penelitian, peneliti melakukan pre test terlebih dahulu pada kelas yang diteliti (sebelum diterapkannya strategi pembelajaran kooperatif, pada pret test ini didapatkan hasil nilai yang didapat siswa pada materi ini dengan rata-rata 79. Selanjutnya setelah model pembelajaran cooperative learning melalui tipe TGT (Teams Games Tournaments) maka pada siklus kedua diperoleh rata-rata ketruntasan belajar 84, dan pada siklus ke tiga peningkatan nilai rata-rata mejadi 95, sangat signifikan.

scholarly journals The Effect of Cooperative Learning Strategy on Undergraduate Nursing Students Enrolled in Nursing Administration Course

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Hala Gabr Mahmoud
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Nursing Administration ◽  
Student Centered ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Significant Difference ◽  
Post Test

Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that  cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.

scholarly journals Application of Cooperative Learning Strategies (CLS) for Students’ Focused Teaching (SFT) in EFL Class: An Experimental Study in the Summer Remedial Course for Adult Learners

2017 ◽  
Vol 8 (2) ◽  
pp. 237 ◽  
Author(s):  
Muhammad Sabboor Hussain Raja ◽  
Abdus Salam A. Rehman Qureshi ◽  
Khaled Besher Albesher
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Implementation Process ◽  
Traditional Learning ◽  
Efl Learners ◽  
Teaching Objectives ◽  
Level 3 ◽  
Research Findings ◽  
Trained Teachers

Cooperative Learning Strategies (CLS) for Students Focused Teaching (SFT), known as 'students-centered learning' (SCL), is the acknowledged pedagogical strategy. This research article is based on an experiment in an EFL class and analyses various fundamental aspects of CLS concentrating on the classroom barriers, diagnosis of students' linguistic problems and the results of the adopted strategies. During eight weeks of teaching instructions, three tests of integrated Reading and Writing skills were conducted in Level-3/4 classes in Preparatory Years Program with intervals. The students were given treatment through two different methodologies viz., Cooperative Learning Strategy and Traditional Learning Strategy (TLS) in two different groups. It was hypothesized that CLS would motivate them to participate in the classroom activities. Major research findings are that to achieve teaching objectives successfully, motivated and trained teachers are required to handle the students who do not cooperate in the CLS implementation process. The study also found out other pedagogical problems in the process of implementation by comparing CLS and TLS. The comparative analysis of the experimental and the controlled groups revealed that there was no significant impact of CLS on adult EFL learners. The study discusses the factors for the lack of CLS impact on the EFL learners and gives recommendations.

scholarly journals WEB-BASED COOPERATIVE LEARNING, LEARNING STYLES, AND STUDENT’S LEARNING OUTCOMES

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Bambang Hariadi
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Control Group ◽  
Learning Achievement ◽  
Web Based ◽  
The Web

Abstract: This study was aimed to examine the effect of the instructional learning strategy (webbased STAD-type cooperative and text-based STAD-type cooperative learning strategies) and learning styles towards student learning achievement. This quasi-experimental study used a non-equivalent control group version of the factorial design. The subjects were the first-semester undergraduate students of Information Systems at STIKOM Surabaya. Sixty-nine (69) students were involved, 34 of whom were the subjects of the experimental group and 35 were the subjects of the control group. The collected data were statistically analyzed by using the two-way analysis of variance technique (ANOVA) with the significance level of 0.05. The findings of this research indicate that there was a significant difference in learning achievement, for the General Management course, between groups of students taught with the web-based STAD-type cooperative learning strategies and those taught with the text-based STAD-type cooperative learning strategies. Based on the findings, the researcher suggests lecturers to implement the STAD-type cooperative learning strategies, and use the web-based and text-based strategies simultaneously (complementarily) in the form of blended learning. Keywords: learning strategy, STAD type cooperative, web based learning, learning styles, learning outcomes PEMBELAJARAN KOOPERATIF BERBASIS WEB, GAYA BELAJAR, DAN HASIL BELAJAR MAHASISWA Abstrak: Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran (kooperatif tipe STAD berbasis web vs kooperatif tipe STAD berbasis teks) dan gaya belajar terhadap hasil belajar mahasiswa. Penelitian kuasi eksperimen ini menggunakan desain faktorial versi nonequivalen control group design. Subjek penelitian ini adalah mahasiswa program studi Sistem Informasi semester I di STIKOM Surabaya yang berjumlah 69 mahasiswa, terdiri dari 34 mahasiswa untuk kelas eksperimen dan 35 mahasiswa untuk kelas kontrol. Data yang terkumpul diolah secara statistik dengan menggunakan teknik analisis varian dua jalur dengan menggunakan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan hasil belajar mata kuliah Manajemen Umum yang signifikan antara kelompok mahasiswa yang dibelajarkan dengan strategi kooperatif tipe STAD berbasis web dan strategi kooperatif tipe STAD berbasis teks. Berdasarkan temuan penelitian ini disarankan untuk menerapkan strategi pembelajaran kooperatif tipe STAD dan menggunakannya secara bersamaan (saling melengkapi) antara yang berbasis web dengan yang berbasis teks dalam bentuk blended learning. Kata Kunci: strategi pembelajaran, kooperatif tipe STAD, web base learning, gaya belajar, hasil belajar

scholarly journals Upaya Peningkatan hasil Belajar Pendidikan Agama Islam Menggunakan Cooperative Learning Tipe Students Team Achievement Division (STAD)

2019 ◽  
Vol 2 (1) ◽  
pp. 45-67
Author(s):  
M Agus Salim
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Cooperative Strategy ◽  
Cooperative Strategies ◽  
Improve Student Learning

This study is intended to examine efforts to improve student learning outcomes using the STAD type cooperative strategy given the low absorption of students in learning as well as one method for teachers to improve student learning outcomes in schools. Cooperative learning strategies are one way to strive for student activities in learning so that they are involved cognitively and psychomotor in them. But the extent to which this cooperative learning strategy contributes to student learning success compared to the expository strategy needs to be empirically proven. The research method that will be used is Classroom Action Research (CAR)which aims to improve the learning process. The results of this study indicate that learning using cooperative strategies gradually increases from cycle I, II and III with the final percentage score of 88.39. While the implementation of PAI learning using cooperative strategy media also went well, in this case there was an increase in teacher activity during the learning process from cycle I to cycle II, and cycle III. The acquisition of PAI learning achievement increases along with the improvement of learning planning, implementation of learning, and the implementation of evaluation of learning using cooperative strategies.  

scholarly journals Strategi Pembelajaran Kooperatif Pada Mata Kuliah Penataan Rambut

2020 ◽  
Vol 22 (2) ◽  
pp. 132-139
Author(s):  
Aniesa Puspa Arum
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Structured Learning ◽  
Is Research ◽  
Motivation And Learning ◽  
Is Design ◽  
Improve Student Learning

This study aims to design and develop cooperative learning strategies in hairstyling subjects in order to increase motivation and learning involvement of students through the implementation of cooperative learning strategies. This type of research is research and development (R&D) using the 4D development model that aims to find, design, develop and disseminate the products produced so that they can be used in the learning process to improve student learning outcomes. The result of this research is design cooperative learning strategy in hairstyling subject, based on the characteristics and components of structured learning strategy.

scholarly journals Nursing faculty and student transition to a context–based learning curriculum

2017 ◽  
Vol 7 (7) ◽  
pp. 54 ◽  
Author(s):  
Vivian Afrah Puplampu ◽  
Carolyn Ross
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Nursing Theory ◽  
Student Centered ◽  
Student Transition ◽  
Undergraduate Nursing ◽  
Teaching And Learning Strategies

Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students’ perception about their transition to CBL.Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses.Results: Five themes emerged from the students’ data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL.Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

scholarly journals Effects of a Cooperative Learning Strategy on the Effectiveness of Physical Fitness Teaching and Constraining Factors

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Tsui-Er Lee
Keyword(s):  
Cooperative Learning ◽  
Physical Fitness ◽  
Learning Strategies ◽  
Extrinsic Motivation ◽  
Administrative Support ◽  
Learning Strategy ◽  
Statistical Significance ◽  
Traditional Learning ◽  
Learning Session ◽  
Learning Group

The effects of cooperative learning and traditional learning on the effectiveness and constraining factors of physical fitness teaching under various teaching conditions were studied. Sixty female students in Grades 7–8 were sampled to evaluate their learning of health and physical education (PE) according to the curriculum for Grades 1–9 in Taiwan. The data were quantitatively and qualitatively collected and analyzed. The overall physical fitness of the cooperative learning group exhibited substantial progress between the pretest and posttest, in which the differences in the sit-and-reach and bent-knee sit-up exercises achieved statistical significance. The performance of the cooperative learning group in the bent-knee sit-up and 800 m running exercises far exceeded that of the traditional learning group. Our qualitative data indicated that the number of people grouped before a cooperative learning session, effective administrative support, comprehensive teaching preparation, media reinforcement, constant feedback and introspection regarding cooperative learning strategies, and heterogeneous grouping are constraining factors for teaching PE by using cooperative learning strategies. Cooperative learning is considered an effective route for attaining physical fitness among students. PE teachers should consider providing extrinsic motivation for developing learning effectiveness.

scholarly journals The Effect of Expository and Cooperative Learning Strategies on Student Learning Result in Class X Office Governance Automation of State Vocational High School I Palembang

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Samsilayurni Samsilayurni ◽  
◽  
Rambat Nur Sasongko ◽  
Muhammad Kristiawan ◽  
◽  
...  
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Vocational High School ◽  
Effective Learning ◽  
School Subjects

The purpose of this study was to determine the effect of expository learning strategies and cooperative learning strategies that can affect student learning result in archiving subjects in class X Office Governance Automation of Vocational High School 1 Palembang. The total population of 96 students, the 96 students were sampled in this research. This research technique is by conducting observations, questionnaires and documentation. This study consisted of three variables X1, namely expository learning strategy, cooperative learning strategy variable X2. Then variable Y student learning results. Based on the results of the ANOVA test or F test, the results of the study show that H0 is rejected and Ha is accepted, meaning that there is a significant effect of X1 expository learning strategy and X2 cooperative learning strategy together on student Y learning result in Archives class X Office Governance Automation Middle School subjects. Vocational State I Palembang. It is recommended that educators make efforts to make improvements and improve the quality of the teaching and learning process in order to obtain better learning result. Therefore, appropriate learning strategies are needed to realize effective learning.

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