scholarly journals Comparison of card and desktop versions of a game about periodic properties.

RENOTE ◽  
2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Gabriela Trindade Perry ◽  
Marcelo Leandro Eichler
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Chemical Elements ◽  
Educational Game ◽  
Comparison Study ◽  
Southern Brazil ◽  
Significant Difference ◽  
Post Test ◽  
Media Types ◽  
Method Of Instruction

This paper presents the results of a comparison study of the learning outcomes of two versions of the same educational game about periodic properties of chemical elements, called Xe nubi. Our aim was to test C lark's "method- not- media" hypothesis, which predicts there will be no difference in student performance if the method of instruction is the same, regardless of media types. This study took place in a public technical school in southern Brazil and sought differences in pre-test and post-test scores between groups that played Xenubi as printed cards or on the computer. The results point to no significant difference between the two groups, although there was difference in the pre and post-test, indicating the game was effective. This is a confirmation of C lark's hypothesis.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

scholarly journals Utilization of Quizizz Educational Game Media to Increase Learning Interest and Achievement

2021 ◽  
Vol 4 (2) ◽  
pp. 307
Author(s):  
Rina Yuliana Pratama
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Educational Game ◽  
Average Score ◽  
Student Interest ◽  
Qualitative And Quantitative Analysis ◽  
Research Subjects ◽  
Fourth Grade Students ◽  
Post Test ◽  
Learning Interest

When explaining the material, the teacher only uses blackboard learning media and is monotonous. This has an impact on student learning outcomes are low. This study aims to analyze the effectiveness of the Quizizz Game learning media in increasing enthusiasm and learning outcomes. This type of research is classroom action research. The research subjects were fourth-grade students with 23 students. The data in this study were obtained through pretest, post-test questions contained in the Quizizz Game application from observations and documentation. The instruments used to collect data are questionnaires and tests. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of the study were that students obtained a percentage of learning completeness of 43.47%. After being given action I, the average score was 72, with a learning completeness percentage of 60.86% in Cycle I. In Cycle II, the average score increased to 85 with a learning completeness percentage of 95.65%. From the analysis above, it can be concluded that the application of the Quizizz Game learning media can increase students' interest and learning achievement. This research implies that teachers can use the application of the Quizizz Game learning media to increase student interest and learning outcomes.

scholarly journals The The Effect of Inquiry-Based Learning on Secondary Student Learning Outcomes in Writing Ability

2021 ◽  
Vol 5 (2) ◽  
pp. 126-131
Author(s):  
Sitti Maryam Hamid ◽  
Andi Bulkis Maghfirah Mannong ◽  
Nur Hidayat ◽  
Lilih Insyirah
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Writing Ability ◽  
Inquiry Based Learning ◽  
Significant Difference ◽  
Education Levels ◽  
Post Test ◽  
Research Questions ◽  
Meaningful Experiences ◽  
11Th Grade

Inquiry-Based Learning is one of the teaching approach that requires students to actively construct and develop their ideas. It gives students meaningful experiences and insights in constructing their ideas in a coherent and structured manner. A pre-experimental research design using quantitative approach with one-group pre-test post-test design was implemented. Research questions was addressed: what is the effect of Inquiry-Based Learning on the students’ learning outcomes in writing ability? The sample of this study was thirty-students in 11th grade of SMA Muhammadiyah 5 Makassar. Students were given a pre-test and post-test which were analyzed to determine students’ learning outcomes in writing descriptive text. Upon testing the hypotheses, the results indicated that there was significant difference between students’ learning outcomes in pretest and post-test after Inquiry-Based Learning was implemented. The writers proposed that Inquiry-Based Learning be implemented in other English skills, higher education levels, and for both normal and special needs students.

scholarly journals PSIV-B-32 Late-Breaking: Consistency of industry related terminology utilized in assessment questions across instructors of an introductory animal science course

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 324-325
Author(s):  
Kirstin M Burnett ◽  
Leslie Frenzel ◽  
Wesley S Ramsey ◽  
Kathrin Dunlap
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Large Scale ◽  
Faculty Members ◽  
Introductory Courses ◽  
Animal Science ◽  
Course Content ◽  
Introductory Course ◽  
Significant Difference ◽  
Assessment Questions

Abstract The consistency of instruction between various sections of introductory courses is a concern in higher education, along with properly preparing students to enter careers in industry. The study was conducted at Texas A&M University, using an introductory course, General Animal Science, within the Department of Animal Science. This course was chosen due to the utilization of specific animal science industry related terminology within the course content in support of learning outcomes. The study was a quantitative nonexperimental research method that was conducted over a single semester in 2018. General Animal Science is a large-scale course that contains multiple sections, and this study evaluated assessments created by individual faculty members who instructed different sections, Section A and Section B. These sections were selected as they were composed of both animal science majors and non-majors. Section A had a significantly higher (P < 0.001) number of majors versus non-majors than Section B. Assessment questions were collected from all examinations and quizzes distributed throughout the semester and were compiled into a single document for coding. These specific terms were chosen from literature to provide a benchmark for a potential relationship between student performance on questions containing industry related terminology as opposed to those that do not. Comparing the use of specific industry coded terminology in assessment questions yielded no significant difference (P < 0.05) between the two instructors or sections. These findings demonstrate consistent use of benchmarked industry related terminology in assessment questions across multiple sections, irrespective of individual instructor or student major. This provides a necessary foundation for future analysis of student performance.

scholarly journals The Quality of E-Learning Based on Learning Media Using Moodle LMS on Text of Observation Reports of Grade 10th Students of Vocational School Telkom Shandy Putra Medan

2020 ◽  
Vol 2 (2) ◽  
pp. 688-699
Author(s):  
Sukma Adelina Ray ◽  
Abdurahman Adisaputera ◽  
Isda Pramuniati
Keyword(s):  
Learning Outcomes ◽  
Vocational School ◽  
Development Research ◽  
Average Value ◽  
Significant Difference ◽  
Post Test ◽  
E Learning ◽  
The Difference ◽  
Media Learning

The aims of this study to find out the quality of E-learning based on learning media using Moodle LMS on text of observation. This type of research is development research in the field of education known as Research and Development (R&D). Development research (development research) is research that is used to produce certain products and test the effectiveness of these products (Tegeh and I.M, 2013). The result of this study show that The quality of e-learning based learning media using LMS Moodle which was developed as a learning media on the observation report text material is stated to be a useful and effective contribution in improving the quality of learning outcomes of 10th grade TJA1 Vocational School Telkom Shandy Putra Medan. This is because there is a significant difference in the learning outcomes of the average value of students before using e-learning based learning media (pre-test) ie 57.0 or only about 52% are able to exceed KKM and after using e-based learning media learning using LMS Moodle (post-test) the average value of students increased to 77.0% or can be interpreted as 100% of students able to exceed the KKM. Based on these data the difference is increased by 20% or can be interpreted student learning outcomes increased by 58%.

scholarly journals Effectiveness of Al-Thariqah Al-Intiqaiyyah in Improving Arabic Learning Outcomes for Islamic Senior High School Students

IZDIHAR ◽  
2020 ◽  
Vol 2 (3) ◽  
pp. 201
Author(s):  
Miftachul Janah ◽  
Afif Kholisun Nashoih
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Test Score ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Post Test ◽  
Science Major

This study aims to determine the effectiveness of learning Arabic in improving learning outcomes by using Al-Thariqah Al-Intiqaiyyah in tenth class of science major at Islamic Senior High School 3 Jombang. This study used a quasi-experimental method with a non-equivalent control group pre-test post-test design. The population in this study were all tenth classes of science major at Islamic Senior High School 3 Jombang while the sample was tenth class of science major 8 as a control class and tenth class of science major 6 as an experimental class. Data were analyzed descriptively and inferentially.  From the test data, it can be seen that the average outcomes of the experimental class and the control class has increased. The average pre-test score of the control class was 55.25 and the average post-test score was 79.25 while the average pre-test score of the experimental class was 55.25 and the average post-test score was 87. Based on the results of the SPSS 16.0 analysis, sig values were obtained. (2-tailed) of the experimental class and the control class post-test was 0.00 which means less than 0.05. So it can be concluded that H1 is accepted then there is a significant difference between the experimental class post-test and the control class post-test. H1 acceptance proves that Al-Thariqah Al-Intiqaiyyah was effective in improving Arabic learning outcomes in tenth class of science major at Islamic Senior High School 3 Jombang.

scholarly journals The Effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) Model in Educational Psychology Learning

2018 ◽  
Vol 2 (2) ◽  
pp. 375
Author(s):  
Sri Haryati
Keyword(s):  
Learning Outcomes ◽  
Educational Psychology ◽  
Test Score ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Learning Models ◽  
Research Results ◽  
Significant Difference ◽  
Post Test ◽  
Process Oriented

Theoretically, this research contributes to: (1) the development of educational psychology theory, and (2) the development of research-based learning theory; the research results are especially relevant to methods such as authentic learning, problem-based learning, cooperative learning, inquiry learning, process oriented guided inquiry learning (POGIL) and contextual teaching and learning, which are currently increasingly popular. Practically, this research can be used as a teaching material for lecturers and students in lectures, and may be particularly beneficial as a comparative or supplemental book to enrich the educational psychology materials used in a new course of Faculty of Education and Teachers’ Training at Tidar University. The objectives of this study were: (1) to propose appropriate learning materials for the subject of educational psychology using research-based learning models, and (2) to test the effectiveness of research-based learning models, especially POGIL. The research was conducted among the second semester students in English Education Study Program. The research method used was Research and Development, which consisted of three steps, namely preparation, development, and reporting of results. The data analysis technique used was one group pre-test post-test design. This research succeeded in developing teaching materials for educational psychology using a research-based learning model and indicates that POGIL can improve students’ learning outcomes. The research results show that: (1) there is a significant difference between learning outcomes before and after learning using the POGIL model, as proven by the increase in the mean score from 58 to 91, and (2) there is no significant difference between the three sample groups using POGIL model in their learning, as proven by t-count being smaller than t-table, and the average post-test score of both groups 1 and 2 being 90, and the average post-test score of group 3 being 93.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN GROUP INVESTIGATION TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN FIQIH KELAS XI

2020 ◽  
Vol 5 (3) ◽  
pp. 25-30
Author(s):  
Siti Laylatul Izzah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Test Results ◽  
Learning Models ◽  
Significant Difference ◽  
Post Test ◽  
Model Class

The Effectiveness of Group Investigation Learning Models on Student Learning Outcomes in Subjects of Fiqh. The purpose of this research is to find out whether the group investigation learning model class XI MIPA is more effective than the conventional learning model class XI IIS 1 on the learning outcomes of students of class XI Aliah Al-Ihsan Kalikejambon on Fiqh subjects. The research is in the form of experiments with the type of experiment conducted is quasi-experimental research (Quasy Experiment Research). Based on the results of statistical calculations from the average post-test results of the control class 68.35 and the average post-test results of the experimental class 72.75 obtained calculations using the SPSS program with a significance of significance (Sig 2-tailed) is 0.034, a significance value of 0.034 <0.05. Then Ho is rejected and Ha is accepted. Thus it can be concluded that there is a significant difference between the results of the post-test of the control class and the experimental class. Thus, it can be said that the teaching and learning process carried out with the group investigation learning model in class XI MIPA is more effective than conventional learning models in class XI IIS 1 on student learning outcomes in the subject of Fiqh.   Keywords: Fiqh lessons, Group Investigation, Learning Outcomes   Abstrak Efektivitas Model Pembelajaran Group Investigation Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Fiqih. Tujuan dilakukannya penelitian ini adalah untuk mengetahui apakah model pembelajaran group investigation kelas XI MIPA lebih efektif dibandingkan dengan model pembelajaran konvensional kelas XI IIS 1 terhadap hasil belajar siswa kelas XI Madrasah Aliah Al – Ihsan Kalikejambon pada mata pelajaran Fiqih. Adapun penelitian ini berbentuk eksperimen dengan jenis eksperimen yang dilakukan adalah penelitian eksperimen semu (Quasy Experiment Reasearch). Berdasarkan hasil perhitungan statistik dari rata-rata hasil post-test kelas kontrol 68,35 dan rata-rata hasil post-test kelas eksperimen 72,75 diperoleh perhitungan menggunakan program SPSS dengan signifikansi signifikansi (Sig 2-tailed) adalah 0,034, nilai signifikansi 0,034 < 0,05. Maka Ho ditolak dan Ha diterima. Dengan demikian dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara hasil post-test kelas kontrol dan kelas eksperimen. Dengan demikian, dapat dikatakan bahwa proses belajar mengajar yang dilakukan dengan model pembelajaran group investigation di kelas XI MIPA lebih efektif daripada model pembelajaran konvensional di kelas XI IIS 1 terhadap hasil belajar siswa pada mata pelajaran Fiqih.   Kata kunci: Pelajaran Fiqih, Group Investigation, Hasil Belajar

scholarly journals Pengaruh Permainan Mobile Edukasi Terhadap Proses Pembelajaran Berhitung Anak Tunagrahita Ringan

2021 ◽  
Vol 5 (2) ◽  
pp. 315-324
Author(s):  
Wenda Novayani ◽  
◽  
Shumaya Resty Ramadhani ◽  
Irvandy Hartono ◽  
◽  
...  
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Educational Game ◽  
Research Subjects ◽  
Disabled Students ◽  
Mobile Game ◽  
Mentally Disabled ◽  
Post Test ◽  
Regular Students ◽  
Learning Data

The difficulty of learning to count for Mentally Disabled Students (MDS) is not only because their intelligence is below the average of regular students and difficult to concentrate, but also because the material presented is less exciting and theoretical. The purpose of this study was to see the effect of the snake and ladder mobile game on the ability and speed of counting mentally disabled students in the process of count-learning. Data collection techniques in this study were interviews with teachers, User Accepted Test (UAT) questionnaires for measuring games, and research instruments in the form of summation essay questions. The research method used is an experiment with a one-group pre-test and post-test. The research subjects are four mentally disabled students at Pelita Hati Special School (SLB PH). Data analysis compares the score acquisition, the time it takes students to work on the questions during the pre-test and post-test, and UAT data analysis. The Results showed that this game made MDS interested in count-learning, improving learning outcomes, and increasing students' speed in learning counting at SLB PH compared with before playing this educational-game. Thus, the snake and ladder educational mobile game positively influences the count learning process of MDS.

scholarly journals Understanding learning outcomes: Comparing the effect of spacing instruction versus massed instruction

2021 ◽  
Vol 16 (1) ◽  
pp. 328-340
Author(s):  
Anwar Sewang
Keyword(s):  
Learning Outcomes ◽  
Education Students ◽  
Final Test ◽  
Space Groups ◽  
Significant Difference ◽  
Post Test ◽  
Mass Group ◽  
Receive Treatment ◽  
Test Result ◽  
Minute Session

This study is comparing the effects of spacing instruction and massed instruction on Indonesian education students. To fulfill this objective, two intact classes were selected; one as a spacing group and another one as a massed group. Afterward, researcher administering a pre-test measured the skills of participants Islamic education. After that, only then did they receive treatment. In mass classes, the material is taught in an intensive 90-minute session, while the material is taught to space groups in three short sessions (each 30-minute session). After the instructions were carried out, a post-test was carried out in both groups, both mass classes and space groups. Then the post-test result data were analyzed using paired and independent sample t-test. The results showed that there was a significant difference between the post-test spacing group and the mass group. The results of this study indicated that the spacing group significantly outperformed the mass group at the final test. Finally, the implications of the study are discussed.   Keywords: Learning Outcomes, Massed instruction, Spacing instruction, education skills;

Sign in / Sign up

Export Citation Format

Share Document