scholarly journals Somatic, Auditory, Visual and Intellectual (SAVI) Learning Models Affect Students 'Mathematics Learning Achievement

2020 ◽  
Vol 4 (3) ◽  
pp. 376
Author(s):  
Leni Fajriah ◽  
Meiliana Nurfitriani ◽  
Rahmat Permana
Keyword(s):  
Mathematics Learning ◽  
Learning Model ◽  
Learning Material ◽  
Learning Models ◽  
Class V ◽  
Learning Achievement ◽  
Significant Difference ◽  
Interview Methods ◽  
Innovative Learning ◽  
The Difference

The low mathematics learning achievement of students due to the less than optimal use of innovative learning models makes it difficult for students to understand the learning material as the reason why this study was conducted. The purpose of this study was to analyze the effect of the application of Somatic, Auditory, Visual and Intellectual (SAVI) learning. This type of this study was expresearcherimental research, with quantitative data. This study used the experimental design of The Non-Equivalent Group Design. The population of this study were all students of class V, amounting to 61 students. The technique in determining the research sample is random sampling. Test and interview methods were used in collecting research data. The results of data analysis showed that the average mathematics learning achievement of students in the group given the SAVI learning model got 83.6 results while the average mathematics learning achievement of students in the conventional taught group got 61.66 results. The difference can also be seen from the average N gain, namely the experimental class is 0.68 in the quite effective category, while for the average N gain, and the control class is 0.22, in the ineffective category. Thus, there is a significant difference in students' mathematics learning achievement between the experimental class that uses the SAVI learning model and the control class that does not use the SAVI learning model.

scholarly journals Perbedaan Pengaruh Penggunaan Model Pembelajaran Kooperatif Tipe Number Head Together (NHT) dan Team Games Tournament (TGT) Terhadap Prestasi Belajar Matematika Ditinjau dari Jenis Kelamin

Teknodika ◽  
2016 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Christiana Sri Wahyuni Kustiasih ◽  
Sunardi Sunardi ◽  
Sri Haryati
Keyword(s):  
Mathematics Achievement ◽  
Factorial Design ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Learning Models ◽  
Learning Achievement ◽  
Significance Level ◽  
Significant Difference ◽  
The Difference

The purpose of this research is to find out (1) the difference of effect between the NHT, TGT, and Directive learning (DL) models on the mathematics learning achievement. (2) the difference of learning achievement on mathematics between boys and. (3) the interaction of effect between learning model and gender on  mathematics learning achievement. This kind of research is a quantitative one which uses an experimental factorial design. The population of this research are all the 7th grade - 1st semester students of SMP 1 Sidoharjo, Sragen on the Academic Year Of 2015/2016. The sample is determined by taking 3 clsasses at random. The sampling technique uses the Cluster Random Sampling. The experimental group was treated by the NHT and TGT learning models. While the control group was subjected to the directive learning. For the teaching material is used the Algebraic design. The hypothesis testing uses the factorial design 3x2 with Two-Ways Analysis of Variance (Two Ways Anava) technique with different cells. Before, the trial test was conducted. Forth, for the balance testing was used the t-testing. For the reliability testing of the research instrument with internal consistency was used the Kuder Richardson (KR-20) formula, normality test used the lilliefors method, and the homogenity test used the Bartlet method. The result of the data analysis with significance level of 0.05 obtained: (1) FA = 3.641 and Ftable = 3.07, it mean FA > Ftable. The conclusion of HOA test was rejected and H1A was accepted, which means that there is a significant difference between the learning models to the mathematics achievement. (2) FB = 15.197 and Ftable = 3.92, it obtained FB > Ftable. HOB test was rejected and H1B was accepted. It means that there is a significant difference between boys and girls to the mathematics achievement. (3) FAB = 4.353, Ftable = 3.07, obtained FAB > Ftable. HOAB was rejected and H1AB was accepted, it means that there is a significant interaction of effect between gender and learning models to the mathematics achievement at the subject of Algebraic design.

scholarly journals Keefektifan Penerapan Model Pembelajaran Think Pair And Share Melalui Pendekatan Inquiry Ditinjau dari Kemandiriran Belajar Terhadap Prestasi Belajar Matematika

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Dewi Mutia Anggraeni ◽  
Paridjo . ◽  
Eleonora Dwi W
Keyword(s):  
Random Sampling ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Learning Models ◽  
High Learning ◽  
Learning Achievement ◽  
Inquiry Approach ◽  
Cluster Random Sampling ◽  
Better Than

Abstrak Penelitian ini bertujuan : (1) Untuk mengetahui apakah ada perbedaan prestasi belajar matematika antara peserta didik yang diajar dengan menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry dan model pembelajaran Ekspositori.(2) Untuk mengetahui apakah prestasi belajar matematika peserta didik yang diajar model pembelajaran Think Pair and Share melalui Pendekatan Inquiry lebih baik dari pada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar tinggi.(3) Untuk mengetahui apakah prestasi belajar matematika peserta didik yang diajar menggunakan model pembeljaran Think Pair and Share melalui Pendekatan Inquiry tidak lebih baik daripada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar rendah. Populasi dalam penelitian ini adalah peserta didik kelas VII SMP Negeri 3 Brebes tahun pelajaran 2016/2017. Pengambilan sampel menggunakan teknik cluster random sampling. Sampel yang diambil sebanyak 2 kelas eksperimen, 2 kelas kontrol, dan 1 kelas ujicoba. Teknik pengumpulan data yang digunakan adalah tes, angket, dan dokumentasi. Teknik analisis data yang digunakan dengan menetapkan taraf signifikansi 5% adalah uji Anava dengan Rancangan Acak Kelompok, uji-t satu pihak kanan, dan uji-t satu pihak kiri, yang sebelumnya telah dilakukan uji prasyarat yaitu uji normalitas dan uji homogenitas. Dari hasil penelitian dapat disimpulkan bahwa: (1) Ada perbedaan prestasi belajar matematika antara peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry dengan model pembelajaran Ekspositori. (2) Prestasi belajar matematika peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry lebih baik daripada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar tinggi. (3) Prestasi belajar matematika peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry tidak lebih baik atau sama dengan yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar rendah. Abstract: This study aims: (1) To find out whether there are differences in mathematics learning achievement between students taught by using Think Pair and Share learning models through the Inquiry Approach and Expository learning models. (2) To find out whether the mathematics learning achievements of students taught by the model Think Pair and Share learning through the Inquiry Approach is better than those taught using the Expository learning model in terms of high learning independence. (3) To find out whether the mathematics learning achievement of students taught using Think Pair and Share learning models through the Inquiry Approach is not better than those taught using the Expository learning model in terms of low learning independence. The population in this study were students of class VII of SMP Negeri 3 Brebes academic year 2016/2017. Sampling uses cluster random sampling technique. Samples taken were 2 experimental classes, 2 control classes, and 1 trial class. Data collection techniques used were tests, questionnaires, and documentation. The data analysis technique used by setting the 5% significance level is the Anova test with the Randomized Group Design, the right-hand t-test, and the left-hand t-test, which has previously been carried out prerequisite tests namely normality test and homogeneity test. From the results of the study it can be concluded that: (1) There are differences in mathematics learning achievement between students who are taught using Think Pair and Share learning models through the Inquiry Approach with the Expository learning model. (2) Mathematics learning achievement of students taught using Think Pair and Share learning models through the Inquiry Approach is better than those taught using the Expository learning model in terms of high learning independence. (3) Mathematics learning achievements of students taught using Think Pair and Share learning models through the Inquiry Approach are not better or the same as those taught using the Expository learning model in terms of low learningindependence. Keywords: ThinkPairandShare, InquiryApproach, Learning Independence, Mathematics Learning Achievement.

scholarly journals PENGARUH MODEL PEMBELAJARAN VAK (VISUALISASI, AUDITORI, KINESTETIK) TERHADAP PRESTASI BELAJAR PAI PADA SISWA DI SDN TLOGOMULYO TEMANGGUNG

2017 ◽  
Vol 11 (1) ◽  
pp. 53-64
Author(s):  
Kartika Hartanti
Keyword(s):  
Learning Model ◽  
Islamic Education ◽  
Class V ◽  
Learning Achievement ◽  
Significance Level ◽  
Average Value ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

This study aims to determine the effect of the application of VAK learning model on the learning achievement of PAI in class V Tlogomulyo Waterford Elementary School. This study was a quasi-experimental study (quasi-experimental). Subjects in this study consisted of 26 students of class V. The data was collected using VAK learning guidelines, test learning Islamic education, observation, documentation, and interviews. The validity of the instrument showing of 10 items proved to be valid all, are the results of the analysis show the reliability coefficient of 0.710 and otherwise reliable. Analysis of the data used in the form of comparative analysis using t-test. The results showed that there are significant implementation VAK learning model significantly to the learning outcomes of Islamic education. It can be seen from the difference in learning achievement Islam shortly before and after the given method VAK, the t value of 0.828 and significance level (p) of 0.05. In addition, an increase in the average acquisition value before application of VAK learning model (pre-test = 71.9) and after application of VAK learning model (post-test = 87.3). This shows an increase in the average value of 15.4. By looking at the difference in the score of the pre test and post test, shows that the VAK learning model is a model of effective learning for learning PAI.

scholarly journals Eksperimentasi Model Pembelajaran Kooperatif Tipe Think Pair Share terhadap Prestasi Belajar Ditinjau dari Kecerdasan Logika Matematika

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Desi Tri Utami ◽  
Nuning Melianingsih
Keyword(s):  
Experimental Study ◽  
Mathematics Learning ◽  
Learning Model ◽  
Junior High Schools ◽  
Learning Models ◽  
Learning Achievement ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Good Learning ◽  
Better Than

<p>This research aims to prove the effect of the Think Pair Share (TPS) cooperative learning model on students' mathematics learning achievement in terms of logical-mathematical intelligence. The research is a quasi-experimental study. The population of the research is all seventh grade students of State Junior High Schools in Sukoharjo Regency. The data analysis technique used is a two-way analysis of variance with unequal cells. The conclusions of the research are: (1) TPS learning model produces learning achievement better than conventional learning model; (2) there is no difference in mathematics learning achievement between students with high and average logical-mathematical intelligence, and students with average and low logical-mathematical intelligence; students with high logical-mathematical intelligence have better mathematics learning achievement than those with low logical-mathematical intelligence; (3) in the group of students with high, average, and low logical-mathematical intelligence, the use of conventional and TPS learning models produces equally good learning achievements; (4) in the group of students with high and low logical-mathematical intelligence, the use of conventional and TPS learning models produces equally good learning achievements; in the group of students with average logical-mathematical intelligence, the TPS learning model produces learning achievements better than conventional learning model</p>

Perbedaan Hasil Belajar Fisika antara Siswa yang Diajarkan dengan Model Pembelajaran Numbered Heads Together (NHT) dan Snowball Throwing pada Kelas X SMAN 5 Banda Aceh

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Agus Wahyuni ◽  
Silvia Ria Merisca ◽  
Muhammad Syukri
Keyword(s):  
Quantitative Method ◽  
Learning Model ◽  
T Test ◽  
Learning Models ◽  
Significant Difference ◽  
The Difference ◽  
Research Type ◽  
Banda Aceh

Siswa cenderung merasa sulit dan jenuh ketika mempelajari Fisika. Untuk menghindari hal tersebut, digunakanlah model pembelajaran yang dapat mengaktifkan siswa dikelas sehingga siswa tidak merasa jenuh. Model Pembelajaran yang dipilih oleh peneliti Numbered Heads Together (NHT) dan Snowball Throwing. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan antara model pembelajaran NHT dan Snowball Throwing. Jenis penelitian ini adalah eksperimen dengan metode kuantitatif. Populasi dari penelitian ini adalah seluruh siswa kelas X pada SMAN 5 Banda Aceh dan sampel yang dipilih adalah kelas X MIA-1 sebagai kelas NHT dan X MIA-2 sebagai kelas Snowball Throwing. Kedua kelas diberikan pretes dan postes. Hasil nilai postes dari kedua kelas berdistribusi normal dan homogen. Hasil postes kemudian diuji-t, dengan uji-t dua pihak diperoleh thitung < ttabel menunjukkan bahwa menunjukkan bahwa tidak ada perbedaan yang signifikan antara siswa yang diajarkan dengan menggunakan model pembelajaran NHT dan Snowball Throwing. Kesimpulan dari penelitian ini adalah tidak ada perbedaan yang signifikan antara siswa yang diajarkan dengan menggunakan model pembelajaran NHT dan Snowball Throwing.   Students fell to find it difficult and tired when studying Physics. To avoid this, used a learning model that can enable students in class so that students do not feel bored. Learning model chosen by Numbered Heads Together (NHT) and Snowball Throwing researchers. The purpose of this research is to know the difference between learning model of NHT and Snowball Throwing. This research type is experiment with quantitative method. The population of this study were all students of class X at SMAN 5 Banda Aceh and the selected sample was class X MIA-1 as NHT and X MIA-2 classes as Snowball Throwing class. Both classes are given pretest and postes. The result of the postes value of both classes is normal and homogeneous distributed. Posttest results are then tested with t-test, with two parties test obtained tcount < ttable shows that there is no significant difference between students taught using NHT and Snowball Throwing learning models. The conclusion of this study is that there is no significant difference between students taught by using NHT learning model and Snowball Throwing.

scholarly journals Pre-Service Teachers Performance in Designing Mathematics Learning Devices Using Problem Based Learning Model

2021 ◽  
Vol 328 ◽  
pp. 06004
Author(s):  
Masriyah Masriyah ◽  
Umi Hanifah
Keyword(s):  
Data Analysis ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Objectives ◽  
Assessment Instruments ◽  
Learning Models ◽  
Design Assessment ◽  
Assignment Method ◽  
Innovative Learning

A descriptive research which is purpose to describe pre‐service teachers’ ability in designing a mathematics learning devices using problem-based learning models were done. The subjects of this research were pre‐service teachers who programmed Innovative Learning course consisting of 32 people. Data collection was carried out using the assignment method, while data analysis was carried out by paying attention to whether or not students were able to (1) formulate indicators based on basic competencies, (2) formulate learning objectives based on learning indicators, (3) design subject matter in accordance with learning objectives, (4 ) choose learning materials that are in accordance with the learning model or method, (5) design learning activities according to learning objectives, (6) design "constructivist" worksheet (7) design assessment instruments according to learning indicators, (9) alternative answers according to the questions asked. prepared, (10) The scoring guidelines are in accordance with the prepared test questions. Based on the results of data analysis, it can be stated that pre‐service teachers are competent in designing learning devices using problem-based learning models. In addition, their mathematics learning devices using problem-based learning model have met good criteria.

scholarly journals Efektivitas Model Pembelajaran Tutor Sebaya untuk Meningkatkan Kemampuan Membaca Al-Quran Siswa pada Mata Pelajaran Al-Quran Hadits di Madrasah Ibtidaiyah Al-Hidayah Palembang

2019 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Apriyana Apriyana ◽  
Amir Rusdi ◽  
Dian Erlina
Keyword(s):  
Peer Tutoring ◽  
Quantitative Research ◽  
Field Research ◽  
Learning Model ◽  
Learning Models ◽  
Class V ◽  
Effective Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Class Average

The purpose of this study is to look at the implementation and effectiveness of peer tutoring learning models in improving the ability to read Al-Quran students on the Al-Quran Hadith subjects in madrasas ibtidaiyah Al-Hidayah Palembang. This type of research is field research using quantitative research approaches and the design used is quasi-experimental. The instrument of data collection was carried out by interviewing, observing, and documenting as well as analyzing the data using the T test. From the results of the research the implementation of peer tutoring learning models to improve the ability to read Al-Quran students on Al-Quran Hadith subjects in the Madrasah Ibtidaiyah Al-Hidayah Palembang The samples in this study were 60  class V (five) students, consisting of two classes, namely the VA class as the experimental class and the VB class which became the control class. From the results of the implementation of the research it can be seen that the posttest results of the experimental class students using the complete peer tutoring learning model increased the initial percentage from 13% to 83%, while the students classified as unfinished decreased in percentage from 87% to 17%. The class average has also increased from pretest by 66.067% to 82.2%. Then the ability to read Al-Quran students after the implementation of peer tutoring learning models in improving the ability to read Al-Quran students have achieved significant results because the value of to obtained by 7 this means to be greater than tt good at the 5% level of 2.00 and good at 1% level of 2.65, the null hypothesis proposed is rejected, this means that there is a significant difference between the control class and the experimental class that has shown a significant value. So the peer tutoring learning model can be said as one of the effective learning models to improve the ability to read Al-Quran students on the Al-Quran Hadith subjects in the madrasas ibtidaiyah Al-Hidayah Palembang.  

scholarly journals PENGARUH MODEL PAIKEM GEMBROT TERHADAP PEMBELAJARAN KOOPERATIF TYPE JIGSAW PADA PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

2021 ◽  
Vol 2 (1) ◽  
pp. 66-76
Author(s):  
Chrisnaji Banindra Yudha ◽  
Evayenny Evayenny ◽  
Dyah Anungrat Herzamzam
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Total Sample ◽  
Learning Model ◽  
Average Model ◽  
Class V ◽  
Significant Difference

This study aims to prove the effect of the  PAIKEM GEMBROT  model on mathematics learning outcomes in fractions material, between students who are given learning with the  PAIKEM GEMBROT  model compared to students taught with the Jigsaw cooperative learning model. This research was conducted for two months to be precise, namely January to March 2019, with a total sample of 60 students, to be precise 30 VD class students who were given using the  PAIKEM GEMBROT  model and 30 students in VA class using the Jigsaw cooperative learning model. . Based on the calculation, it was found that the average learning outcomes of students through the  PAIKEM GEMBROT  model had an average of 73.5. Furthermore, the learning outcomes using the average model are 60.1. Based on the hypothesis test, the value of tcount = 5.101> t table = 2.00172 is obtained. So it can be concluded that H1 is accepted and Ho is rejected. The conclusion of this study is that there is a significant difference between the mathematics learning outcomes of students who are taught using the  PAIKEM GEMBROT  model and the Mathematics learning outcomes using the Jigsaw cooperative learning model on fraction material in class V Jatirangga 03 Bekasi elementary school.

scholarly journals THE EFFECT OF PROBLEM BASED LEARNING MODEL AND MATHEMATIC-LOGICAL INTELLIGENCE TOWARD MATHEMATICS LEARNING ACHIEVEMENT

2017 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Melkior Wewe
Keyword(s):  
Primary Schools ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Interaction Model ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement ◽  
Post Test ◽  
The Difference

This study aims to find out the difference between the model of problem-based learning and the mathematical-logical intelligence towards mathematics learning achievement. This study is a true experimental with specific design of post-test only control group design. The population of this study are all fourth grade students of primary schools in Bajawa sub district. Meanwhile, the sample in this study is determined through random sampling. The result of analysis, it is gained that the  learning achievement which used  problem based learning  model is higher than the mathematics learning achievement of the students with the conventional learning technique. The calculation from two ways ANAVA results in Fobs 1.793 with sig = 0.184, there is no significant effect of learning interaction model and mathematic-logical intelligence. Since there is no interaction, it also means that there is no significant effect of problem based learning collaborated with mathematic-logical intelligence to the students’ learning achievement. 

scholarly journals Efektivitas Model Problem Based Learning dan Discovery Learning terhadap Berfikir Kritis pada Pembelajaran Matematika: Kajian Meta-Analisis

FONDATIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 85-94
Author(s):  
Maulida Anggraina Saputri ◽  
Theresia Sri Rahayu
Keyword(s):  
Critical Thinking ◽  
Effect Size ◽  
Meta Analysis ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
A Value ◽  
Significant Difference

This study aims to determine the effect of level differences in Problem Based Learning and Discovery Learning model on student’s critical thinking by meta-analysis studies in Mathematics learning, by collecting several relevant journals through Google Scholar. This study uses the Ancove Test to determine the average difference Test in learning model, which has met the Prerequisite Test, then the Effect size is calculated. The result is normal, homogeneous and linear data were obtained with a significance value>0,05. In Ancova Test, the result Discovery Learning is more effective than Problem Based Learning. This is obtained from the results of the posttest scores of 78.4450 for the Problem Based Learning and 83.5840 for the Discovery Learning models. At the Fcount obtained is 7,181, and the Ftable obtained is 3,59, it can be stated that Fcount > Ftable, namely with a value of 7,181 > 3,59 and significance of 0,016 < 0,05. From these results prove that there is a significant difference between the Problem Based Learning and Discovery Learning models on student’s critical thinking in Mathematics learning. In determining the Effect size, it produces a value of 0,0302, it can be stated a moderate influence on student’s critical thinking in Mathematics learning.

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