Pengaruh Model Guided Discovery Terhadap Kesadaran Metakognitif dan Hasil Belajar Kognitif Peserta Didik pada Materi Sistem Reproduksi Manusia di MAS Babun Najah Banda Aceh

This study aimed to figure out the effect of guided discovery model towards metacognitive awareness and cognitive learning outcomes of students in the concept of human reproductive system. This research was conducted at MAS Babun Najah Banda Aceh from April to May 2016. The method used was true experimental with pretest-posttest control group design. The population was all students of four classes namely MIA XI-1, XI MIA-2, XI MIA MIA-3 and XI-4, while the sample were students of two classes of MIA XI-1 and XI MIA MIA-3. The research instruments used were metacognitive awareness inventory sheets and item of cognitive test. The data were analyzed by using independent samples t-test with SPSS 17.0 for windows. The results showed that metacognitive awareness has tcount > t table (3.422> 2.0154), meanwhile, t-test for cognitive learning outcomes also showed tcount > t table (3.089> 2.0154). It can be concluded that guided discovery model affected the increasing of metacognitive awareness and cognitive learning outcomes of students in the human reproductive system concept at MAS Babun Najah Banda Aceh.

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The Effect of Bilingual Student Worksheet Application toward Students’ Learning Outcomes on the Human Reproductive System Topic

Biosfer ◽

10.21009/biosferjpb.7-1.5 ◽

2018 ◽

Vol 7 (1) ◽

pp. 30-36

Author(s):

Yulia Hardianti ◽

Nurmasari Sartono ◽

Yulilina Retno Dewahrani

Keyword(s):

Hypothesis Testing ◽

Learning Outcomes ◽

Reproductive System ◽

Cognitive Learning ◽

T Test ◽

Choice Test ◽

Control Group ◽

Bilingual Student ◽

Human Reproductive ◽

Grade 11

The aim of this research was to know the effect of the use of bilingual student worksheet toward students’ learning outcomes on the human reproductive system topic. This research was conducted at SMAN 68 Jakarta on April – May 2012. The method was quasi-experimental with posttest-only design. The Simple random sampling technique selected 30 students grade 11 of IPA 4 included in experimental group and another 30 students grade 11 of IPA 3 as control group. This research used instrument of multiple choice test with five alternative answers. Prerequisite Testing for normality of Kolmogorov – Smirnov and homogeneity testing of F-test showed a normal distribution and homogenous data. The hypothesis testing on cognitive learning result using t-test at α = 0.05 indicated that tcount (2.35) > ttable (2.00) which rejected the H0, whether the hypothesis testing on affective learning result using t-test at α = 0.05 showed that tcount (3.84) > ttable (2.00) which rejected the H0. Based on the results, it can be concluded that there was an effect of using the bilingual student worksheet toward students’ learning outcomes on the human reproductive system topic.

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Pengaruh Model Pembelajaran Guided Discovery dengan Pendekatan Kontekstual terhadap Hasil Belajar Kognitif

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i6.12494 ◽

2019 ◽

Vol 4 (6) ◽

pp. 747

Author(s):

Yulisya Zuriatni ◽

Endang Budiasih ◽

Sumari Sumari

Keyword(s):

Learning Outcomes ◽

Cognitive Learning ◽

T Test ◽

Control Group ◽

Contextual Approach ◽

Control Group Design ◽

Guided Discovery ◽

Gain Score ◽

Group Design ◽

Cognitive Learning Outcomes

Abstract: This study aims to determine the effect of guided discovery learning model with a contextual approach to cognitive learning outcomes. The research used was a quasi-experimental with pretest-posttest control group design. The research sample was taken from two 11th year classes SMAN 7 Malang. The experimental class was taught using the guided discovery model of the contextual approach and the control class using a conventional model with a contextual approach. The hypothesis test used is the Independent T-Test. The results showed that the guided discovery model with a contextual approach had an effect on improving the cognitive learning outcomes of students with an average gain score of 0.7 with a very good category.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran guided discovery dengan pendekatan kontekstual terhadap hasil belajar kognitif. Penelitian yang digunakan yaitu eksperimen semu dengan pretest-posttest control group design. Sampel penelitian ini diambil dari dua kelas XI MIPA SMAN 7 Malang. Kelas eksperimen dibelajarkan menggunakan model guided discovery pendekatan kontekstual dan kelas kontrol menggunakan model konvensional dengan pendekatan kontekstual. Uji yang digunakan adalah Independent T-Test. Hasil penelitian menunjukkan bahwa model guided discovery dengan pendekatan kontekstual berpengaruh terhadap peningkatan hasil belajar kognitif peserta didik dengan hasil gain score rata-rata sebesar 0,7 dengan kategori tinggi.

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Creating miniature ecosystem to increase student learning outcomes through guided discovery learning

Edubiotik Jurnal Pendidikan Biologi dan Terapan ◽

10.33503/ebio.v6i01.1212 ◽

2021 ◽

Vol 6 (01) ◽

pp. 9-16

Author(s):

Fatikhatun Nikmatus Sholihah ◽

Suci Prihatiningtyas

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Cognitive Learning ◽

Student Learning Outcomes ◽

T Test ◽

Discovery Learning ◽

Guided Discovery ◽

Significant Difference ◽

Post Test ◽

Cognitive Learning Outcomes

Basic ecology is the basic science that studies the interrelationships between living things and their environment. One of the content in this course is terrestrial ecosystems. The aim of learning this subject is students can carry out experiments (practicum) both in the laboratory or in the UNWAHA environment. This research aims to improve the cognitive learning outcomes of students by applying guide discovery learning in making miniature ecosystems. This research uses a pra experiment design. This research uses a one-group pretest-posttest design research design that is doing a pre-test before implementation and a post-test after implementation. To know the increase of student's cognitive learning outcomes through guide discovery learning, used N-gain test and paired sample t-test. The research instruments used are observation sheets and tests (pre-test and post-test). The results showed that the cognitive learning outcomes of students increased with an average grade of 64 to 84. N-Gain results show that two students of low category, 16 students of moderate category, and three students of high category students. Based on the results of the t-test obtained Sig < 0.05 is 0.00. Then it can be stated that there is a significant difference between the value of pre-test and post-test. In other words, there was an increase in student learning outcomes after the implementation of discovery learning guide learning. Based on the average class and t-test results, concluded that guided discovery learning can increase student's cognitive learning outcomes.

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Improvement Students’ Activities and Cognitive Learning Outcomes of Hasyim Asy’ari University through Guided Discovery Learning

Jurnal Pendidikan Biologi Indonesia ◽

10.22219/jpbi.v2i3.3857 ◽

2017 ◽

Vol 2 (3) ◽

pp. 206

Author(s):

Nur Hayati ◽

Ninda Ayu Berlianti

Keyword(s):

Learning Outcomes ◽

Cognitive Learning ◽

Discovery Learning ◽

Education Department ◽

Guided Discovery ◽

Learning Outcomes Assessment ◽

Assessment Sheet ◽

Faculty Of Education ◽

Academic Year ◽

Cognitive Learning Outcomes

Learning science is not only related to the acquisition of knowledge but also a process of discovery. Based on learning observations, it was known that the activities and cognitive learning outcomes of Science Education department students, Faculty of Education, Hasyim Asy’ari University Jombang still low. Alternative learning that can be done to improve the activities and cognitive learning outcomes of students was guided discovery learning. This research was Classroom Action Research (PTK) with two cycles were carried out in the second semester of the 2015/2016 academic year. The research instruments were students’ activities assessment sheet, cognitive learning outcomes assessment sheet, learning observation sheet, and questionnaire responses of students to the learning process. Qualitative data were analyzed descriptively and quantitative data were analyzed by comparing the percentage students’ activities and cognitive learning outcomes in the cycle I and the cycle II. The result of this research were the percentage of students’ activities increased from 61,30% to 71,68%. Average of cognitive learning outcomes has increased from 73.68 to 80.04 and the percentage of cognitive achievement increased from 68.18% to 81.81%. The conclusion of this research was the guided discovery learning can improve the students’ activities and cognitive learning outcomes.

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Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes

Jurnal Pendidikan Biologi Indonesia ◽

10.22219/jpbi.v5i2.8367 ◽

2019 ◽

Vol 5 (2) ◽

Author(s):

Dominggus Rumahlatu ◽

Kristin Sangur ◽

Sintje Liline

Keyword(s):

Learning Outcomes ◽

Cognitive Learning ◽

Learning Model ◽

T Test ◽

Paired Samples ◽

Significant Difference ◽

Complex Instruction ◽

Dependent Samples ◽

Scientific Attitudes ◽

Cognitive Learning Outcomes

Complex Instruction Team Product (CITP) learning model is one of the creative-innovative learning models which is assumed to be able to empower scientific attitudes and learning outcomes of students. This study aimed to determine students’ scientific attitudes and cognitive learning outcomes by implementing CITP learning model. This research used one-group pretest-posttest design. The sample was 18 tenth graders of academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. The data was analyzed using N-Gain test which then continued with dependent samples t-test. This result indicated that the highest achievement of students’ scientific attitudes were honesty and creativity (54). Meanwhile, the N-Gain score of students' cognitive learning outcomes was 0.61. In addition, the results of paired samples t-test show that there was a significant difference (p<0.05) between the students’ cognitive learning outcomes before and after the application of CITP learning model. This means that the application of CITP learning model can improve students’ scientific attitudes and cognitive learning outcomes.

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

BIOEDUSAINS Jurnal Pendidikan Biologi dan Sains ◽

10.31539/bioedusains.v2i2.978 ◽

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

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PERBEDAAN HASIL BELAJAR MATA KULIAH GELOMBANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF BERBASIS INQUIRI MAHASISWA PENDIDIKAN FISIKA.

Lensa : Jurnal Kependidikan Fisika ◽

10.33394/j-lkf.v2i1.293 ◽

2014 ◽

Vol 2 (1) ◽

pp. 136

Author(s):

Syifa’ul Gummah ◽

Sukainil Ahzan

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Physics Education ◽

Cognitive Learning ◽

Data Retrieval ◽

T Test ◽

Learning Models ◽

Test Statistic ◽

Significance Level ◽

Cognitive Learning Outcomes

This study aims to determine the difference in learning outcomes of 'Wave courses' between groups of students using cooperative learning models based on inquiry and conventional methods. The sample of this research is Student of Physics Education Department in FPMIPA IKIP Mataram class A and B determined by random sampling technique. Data retrieval was performed with tests for cognitive learning outcomes. Research data were taken through pre-test and post-test scores. The research hypothesis was tested by using t test statistic. The results showed that there were differences in students' cognitive learning outcomes between groups of cooperative learning models based on inquiry with conventional learning model expressed by t-test (2.36)> t-table (1.96) at 5% significance level.

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How to Improve Students’ Cognitive Ability?: The Influence of Two Stay Two Stray Type Cooperative Model Assisted by Innovative Module

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v4i2.8661 ◽

2021 ◽

Vol 4 (2) ◽

pp. 214-222

Author(s):

Farralia Ramadhani ◽

Yetri Yetri ◽

Irwandani Irwandani

Keyword(s):

Learning Outcomes ◽

Cognitive Learning ◽

Cognitive Test ◽

Control Group ◽

Control Group Design ◽

Average Value ◽

Simple Machines ◽

Quasi Experimental ◽

Class Viii ◽

Cognitive Learning Outcomes

This study aims to see the effect of using the two stay two stray learning model assisted by an innovative module on the cognitive learning outcomes of students on the topic of simple machines. This quantitative study used a quasi-experimental design with a pretest-posttest control group design. This study consisted of 2 classes, class VIII A as the experimental class and class VIII B as the control class. The results showed that the average of the cognitive test of the experimental class was 80.00 and the control class was 72.67. The results of data processing using the Mann Whitney test with a sig level of 0.05 revealed that the results of sig.2 tailed were 0.000, less than 0.05, which means that there is a difference in the posttest average value of students’ cognitive learning outcomes in the control and experimental classes.

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

Journal of Baltic Science Education ◽

10.33225/jbse/15.14.487 ◽

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.

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THE EFFECTIVENESS OF COLLOID MODULE BASED ON GUIDED INQUIRY APPROACH TO INCREASE STUDENTS’ COGNITIVE LEARNING OUTCOMES

International Journal of Education ◽

10.17509/ije.v9i1.3713 ◽

2016 ◽

Vol 9 (1) ◽

pp. 17 ◽

Cited By ~ 5

Author(s):

Lita Novilia ◽

Srini M. Iskandar ◽

Fauziatul Fajaroh

Keyword(s):

Learning Outcomes ◽

Cognitive Learning ◽

Cognitive Test ◽

Guided Inquiry ◽

Gain Score ◽

Paired Sample ◽

Test Instrument ◽

Inquiry Approach ◽

Significant Difference ◽

Cognitive Learning Outcomes

Colloid is one of the chemical topics taught in high school. Actually, the characteristic of Colloid topic is contextual. Colloid topic is taught by expository and discussion methods. Based on observations in SMA Negeri 4 Malang and SMA Negeri 16 Surabaya, these methods could not improve students’ ability to construct their own knowledge; as a result, students did not have a good understanding in the Colloid topic. An alternative way to increase students’ understanding, especially in the cognitive aspect is using innovative teaching materials like a colloid module based on guided inquiry approach. The previously mentioned module was developed by the author. The feasibility percentage of the Module was 85.66%. The aim of this research is to find the effectiveness of the Colloid Module to increase students’ cognitive learning outcomes. This research used one group pretest-posttest experimental design. The sample of this research consisted of 33 students of X-MIPA 3 SMA Negeri 2 Malang in the 2015/2016 academic year. The effectiveness of The Colloid Module to increase cognitive learning outcomes was determined by the results of paired sample t-test analysis and the gain score of students’ pretest and posttest using cognitive test instrument. This cognitive test instrument had content validity index of 92.04%. Based on the trial result of 36 students in SMA Negeri 3 Malang, 30 questions were considered valid and had a reliability coefficient of 0.866 based on Spearman-Brown. The result of this research showed that the Colloid Module was effective to increase students’ cognitive learning outcomes. It was indicated by the analysis of paired sample t-test, with t score (-38.525) lower than t critical (-2.037), so there was a significant difference between pretest and posttest scores after using the Colloid Module. The effectiveness of the Colloid Module was also determined by the gain score of pretest and posttest scores of students’ cognitive skills of 0.688, categorized as a medium gain.

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