scholarly journals Pendekatan Kontekstual Dalam Meningkatkan Pemahaman Konsep Aqidah di MAN Kelas X MAN Model Banda Aceh

2019 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Miskul Makhtum
Keyword(s):  
Teaching And Learning ◽  
Group Learning ◽  
Real Life ◽  
Contextual Approach ◽  
Significance Level ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
Research Findings ◽  
Quantitative Descriptive ◽  
Banda Aceh

The background of this study was more specifically related to the contextual approach: linking science with daily life, which could help improve students’ understanding on aqidah/creed materials, their ability to think, and their learning experiences. Thus, the students could implement them in real life. The study conducted in Class X of MAN Model Banda Aceh, aimed at investigating the implementation of the contextual approach, the application of the contextual approach which could increase the understanding of the Aqidah concept, and the understanding of Aqidah concept of the students taught using the contextual approach and the conventional approach. The research employed quantitative descriptive with quasi experimental method. Data were collected by essay pretest and essay posttest, teachers’ and students’ observation, and documentation. The research findings showed that the implementation of the contextual approach on aqidah learning covered the scope of Aqidah Islam and sub-materials such as the definitions, and the principles of aqidah. The learning method of aqidah included using seven components of the contextual approach: constructivism, inquiry, modeling, frequently asked questions, group learning, modeling, and real judgment. The teaching and learning activities were carried out through discussions in accordance with the lesson plans. Further, the observation analysis of the teachers’ ability level (TKG) showed that the descriptive statistics of the teaching activity was 4.51≤TKG t1-α or 15.38> 1.6923, making Ho rejected and Ha accepted. It can be meant that the students’ posttest was better that the pretest. Moreover, the learning outcomes of the aqidah learning of the students of Class X IPA 2 and Class X IPA 5 reflected that those taught with the contextual outperformed those with the conventional learning, as shown here based on the significance level α = 0.05 and degree of freedom (df) = 66. The ttable obtained was t_(0,975)(66) = 1.997 so that tcount < ttable (0.59 µ2 was accepted.

scholarly journals Perbandingan Hasil Belajar Peserta Didik Menggunakan Problem Based Learning Dengan Contextual Teaching and Learning Dalam Pelajaran Geografi

2020 ◽  
Vol 5 (1) ◽  
pp. 81-85
Author(s):  
Novia Zalmita ◽  
Novra Rizkia
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Learning Models ◽  
Significance Level ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Banda Aceh ◽  
Better Than

Teaching and learning practices today are often found problems such as the use of models that are still minimal and not in accordance with the characteristics of students. Generally teachers teach using only conventional learning models, while the Kurikulum 2013 requires students to be able to think at a high level. This can certainly be achieved by applying learning models such as Problem Based Learning and Contextual Teaching and Learning in the learning process. This study aims to compare the learning outcomes of the two models in Class X Geography in SMAN 5 Banda Aceh. The research method uses a quantitative approach to the type of experimental research that is quasi-experimental design with the initial assumption that learning outcomes taught using Problem Based Learning are better than those taught using Contextual Teaching and Learning. The population in this study were all grade X students at SMAN 5 Banda Aceh. Sampling using a purposive sampling by considering the initial ability of students is the same. Samples were taken as many as two classes totaling 46 students. Hypothesis testing techniques using non-parametric statistical tests according to Mann-Whitney (U test) using the Z test because the sample> 20. The results obtained from the results of the U Test namely Zhitung = 5.81 and at a significance level of 5%, obtained Ztable = 1.65. So it is obtained Zhitung> Ztabel so accept Ha. Thus, it can be concluded that learning outcomes of students taught with Problem Based Learning (PBL) are better than Contextual Teaching and Learning (CTL) in Geography Class X in SMAN 5 Banda Aceh

scholarly journals The Importance of Appropriate Instructional Methods for Training Students’ Thinking Skill on Environmental Learning

2018 ◽  
Vol 2 ◽  
pp. 39
Author(s):  
Ayu Lestari ◽  
Maridi Maridi ◽  
Ashadi Ashadi
Keyword(s):  
Teaching And Learning ◽  
Instructional Methods ◽  
Laboratory Method ◽  
Thinking Skill ◽  
Student Groups ◽  
Significance Level ◽  
Environmental Learning ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental

<p class="Abstract">Instructional method is an important aspect of teaching and learning to determine the activities of teachers and students. Appropriate instructional methods influence many motivational variables of learners such as a tendency to think critically. This research aims to determine the effects of usage of instructional methods for training students’ thinking skill on environmental learning. This study is the quasi-experimental design of post-test only. Two equivalent student groups in secondary school were offered a topic on environmental learning with different instructional methods. The instructional methods were laboratory method and discussion method. The teacher was given to the first group using laboratory method, while the second group was given using discussion method. The effectiveness of different instructional methods was measured quantitatively by an achievement test. The analysis result of post-test showed that there was significantly different between the first group and the second group at a significance level of 0.05 for the interest of the first group. According to these findings, we suggest applying laboratory method instead of discussion method for training students’ thinking skill on environmental learning.</p>

scholarly journals Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

scholarly journals The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu

2021 ◽  
Vol 2 (1) ◽  
pp. 178
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Teaching And Learning ◽  
Second Grade ◽  
Reading And Writing ◽  
First Semester ◽  
Is Strategy ◽  
Writing Skill ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Report Text

Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text

scholarly journals THE EFFECT OF MIND MAPPING LEARNING MODEL AND CONTEXTUAL TEACHING AND LEARNING (CTL) TO CONCEPT UNDERSTANDING STUDENTS AT SMP NEGERI 1 PULUNG

EDUPEDIA ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 41
Author(s):  
Dhika Jeviana ◽  
Julan Hernadi
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Learning Model ◽  
Mind Mapping ◽  
Significance Level ◽  
Concept Understanding ◽  
Result Show ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
The Mind

This research aims to know: (1) the effect of Mind Mapping learning model to the concept understanding students (2) the effect of Contextual Teaching and Learning model to concept understanding students (3) which is better between of Mind Mapping Learning Model and Contextual Teaching and LearningModel to concept understanding students.This research a quasi-experimental research with population covering all seventh grade students of SMP Negeri 1 Pulung that is consisted of five classes. From five classes, classes VIIC and VIIE were randomly choosen as the sample. Then two classes were taken randomly to determine the type of treatment to be given. Class VIIC was taught by using the Mind Mapping Learning Model and class VIIE was taught by Contextual Teaching and Learning Model. The data collection techniques were a test while the instrument used to collect understanding concept test.The data collection techniques to know is there any understanding concept students is given of treatment Mind Mapping Learning Model betterthan understanding concept students is given of treatment Contextual Teaching and Learning Model  by t-test.The result show that at the significance level of 0.05, concept understanding students more taught by using the Mind Mapping Learning Model was better  than Contextual Teaching and Learning Model.

Teaching and Learning Mathematics through Hurricane Tracking

2008 ◽  
Vol 13 (9) ◽  
pp. 500-512
Author(s):  
Maria L. Fernández ◽  
Robert C. Schoen
Keyword(s):  
Middle School Teachers ◽  
Teaching And Learning ◽  
Real Life ◽  
School Teachers ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Hurricane Season ◽  
Teachers And Students ◽  
Life Context ◽  
Hurricane Tracking

During hurricane season, maps that track predicted storm paths are commonly seen on television and the Internet. The Weather Channel often receives number-one viewership ratings in regions encountering a major weather event, such as a hurricane or tornado (Kloer 2001). Mathematics teachers can tap into students' curiosity and interest about hurricanes to develop their understanding of mathematical ideas within a real-life context. In this article, we discuss observations and findings after implementing mathematics tasks based on data about hurricanes. Finding patterns and relationships, creating and interpreting graphs, and examining rates of change are just a few of the topics that can be studied. We developed these tasks as part of the Students' Transition Toward Algebra project and have used them with both middle school teachers and students.

scholarly journals Keefektifan Pembelajaran dengan Pendekatan CTL dan PBL Ditinjau dari Motivasi dan Prestasi Belajar Matematika

2016 ◽  
Vol 11 (1) ◽  
pp. 25 ◽  
Author(s):  
Husnul Laili
Keyword(s):  
Teaching And Learning ◽  
Mathematics Learning ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
T Test ◽  
Significance Level ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
Contextual Teaching ◽  
Motivation And Achievement

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL) ditinjau dari motivasi dan prestasi belajar matematika siswa, serta membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL ditinjau dari motivasi dan prestasi belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu, yang menggunakan dua kelompok eksperimen. Untuk mengetahui keefektifan pembelajaran dengan pendekatan CTL dan PBL digunakan uji one sample t-test pada taraf signifikansi 5%. Untuk membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL, data dianalisis secara multivariat menggunakan T2 Hotelling dengan taraf signifikansi 5% dan dianalisis lanjut menggunakan uji t univariat dengan kriteria Bonferoni. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan CTL dan PBL efektif ditinjau dari motivasi dan prestasi belajar matematika siswa, dan pembelajaran dengan pendekatan PBL lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari prestasi belajar matematika siswa, tetapi pembelajaran dengan pendekatan PBL tidak lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari motivasi belajar matematika siswa.Kata kunci: CTL, PBL, motivasi, prestasi belajar. The Effectiveness of the CTL and PBL Approaches Viewed from Students’ Motivation and Achievement in Mathematics Learning AbstractThis study aimed to describe the effectiveness of the Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) approaches viewed from students’ motivation and achievement in mathematics learning, and to compare the effectiveness of the CTL and the PBL approach in mathematics learning viewed from students’ motivation and achievement. This study was a quasi-experimental research and used two experimental groups. To find out the effectiveness of the CTL and PBL approach in each variable, the data were analyzed using one-sample t-test what the significance level of 5%. To compare the effectiveness of the CTL and PBL approaches, the data were analyzed using the multivariate T2 Hotelling with the significance level of 5% and followed up by the univariate analysis using the Bonferoni criterion. The results of the study show that the CTL and PBL approaches were effective viewed from students’ motivation and achievement in mathematics learning and the PBL approach was more effective than CTL approach viewed from students’ achievement in mathematics but the PBL approach is not more effective than CTL approach viewed from students’ motivation in mathematics learning.Keywords: CTL, PBL, motivation, learning achievement.

scholarly journals IMPROVING THE ACADEMIC PERFORMANCE OF FORM TWO ACCOUNTING STUDENTS OF TOASE SENIOR HIGH SCHOOL IN APPLYING THE DOUBLE ENTRY PRINCIPLE THROUGH GROUP LEARNING TECHNIQUE

2021 ◽  
Vol 4 (1) ◽  
pp. 01-06
Author(s):  
Isaac Ampofo Atta Junior ◽  
Isaac Ampofo Atta Senior ◽  
Beatrice Ampofo
Keyword(s):  
Academic Performance ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Group Learning ◽  
Accounting Students ◽  
Group Method ◽  
Learning Methods ◽  
Teachers And Students ◽  
Double Entry ◽  
Effective Teaching And Learning

Action research was used including quantitative research to help the research achieve the stated objectives. The sample size is 45 which was made up of 30 male students, 10 female students, and 5 accounting teachers. The problem under study used classroom tests, questionnaires, observation, and interviews as data collection instruments. Findings revealed that, for effective teaching and learning of the double-entry principle, the Group method is the best way for teaching. Teachers and students agreed that the use of group learning methods during teaching and learning will help improve the academic performance of the pupils. Students develop an interest in learning Accounting during the group learning method. The findings indicated that the use of group learning methods and to enhance teaching and learning will motivate students to learn Accounting and improve their academic performance by providing high classroom participation, a deeper understanding of concepts, and equip them with knowledge and skills.

scholarly journals Estudio Descriptivo De La Autonomía Motivacional En El Alumnado De Educación Secundaria De La Provincia De Benguela (Angola)

2017 ◽  
Vol 13 (7) ◽  
pp. 95
Author(s):  
José Francisco Ferreira ◽  
María Pilar Cáceres Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
School Context ◽  
Total Sample ◽  
Education Students ◽  
Supportive Environment ◽  
Teachers And Students ◽  
Conception Of Teaching ◽  
Quantitative Descriptive

The study of motivation has a very important role in understanding of school success. The teachers and the education of parents and tutors are the key elements that influence the motivational dynamics for student learning, which is a crucial aspect to self-regulate the learning process in a positive way. This research aims to analyze the influence of the school context on the development of the motivational autonomy of Secondary Education students in the municipality of Baía Farta, Benguela province, Angola. For this purpose, a quantitative descriptive methodology was developed through a Likert scale questionnaire administered to teachers and students. The total sample of the study consisted of 650 students (60.1% men and 39.9% women) and 72 teachers (54.2% men and 45.8% women). The main results point to the commitment and active participation of students through motivational strategies that are implemented through the activities planned by the school. Creating a supportive environment for the student to be motivated requires the development of a role of the guiding teacher, guide and support in the teaching and learning process, as opposed to a traditional conception of teaching more closed and hierarchical.

scholarly journals Project Based Learning (PjBL) Model on the Mathematical Representation Ability

2018 ◽  
Vol 3 (1) ◽  
pp. 47 ◽  
Author(s):  
Nining Ratnasari ◽  
Nilawati Tadjudin ◽  
Muhamad Syazali ◽  
Mujib Mujib ◽  
Siska Andriani
Keyword(s):  
Real Life ◽  
Project Based Learning ◽  
T Test ◽  
Mathematical Representation ◽  
Control Group ◽  
Cluster Sampling ◽  
Conventional Model ◽  
Control Group Design ◽  
Significance Level ◽  
Quasi Experimental

This study aims to determine the comparison of students 'mathematical representation ability through the Project Based Learning (PjBL) Model and the students' mathematical representation ability through the conventional model. The PjBL model is a student-centered, innovative, project-based learning model and positioned teachers as effective facilitators in the contextual learning related to real life situation. This research employed quasi-experimental design. The research applied the posttest only non-equivalent control group design through randomized cluster sampling. The data collection technique used was test. The instrument used to collect the data was the essay test. Data analysis was conducted using independent sample t-test. The result of the data calculation through the Independent-Sample T-Test test obtained the significance level of 0.913 means that the students’ mathematical representation ability was better after the learning through Project Based Learning (PjBL) model was conducted compared to the students' mathematical representation ability through a conventional model. This means that the PjBL model is more influential on students' mathematical representation ability.

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