scholarly journals Pengaruh Model SFAE Berorientasi Tri Hita Karana Terhadap Hasil Belajar IPA

2019 ◽  
Vol 3 (2) ◽  
pp. 202
Author(s):  
I G. N. Pt. Adi Laksana Putra
Keyword(s):  
Primary Schools ◽  
Science Achievement ◽  
Fifth Graders ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

This study aimed at investigating the effect of Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana towards students’ science achievement in fifth grade of Buleleng district primary schools cluster XV academic year 2017/2018. This study was an experimental study utilizing non-equivalent post-test only control group design. The population of this study was fifth graders of Buleleng district primary schools cluster XV and the sample of this study was fifth graders of SD Negeri 2 Kalibukbuk as the experimental group and fifth graders of SD Negeri 3 Anturan as the control group. The data collection was utilizing instrument in the form objective test. Then, the obtained data was analysis using both descriptive and inferential (t-test) statistical analysis. The result showed that there was a difference of mean score between both groups. The mean score for experimental group was 23,12 while the mean score for control group was 16,21. Furthermore, hypothesis testing showed that tobs>tcv (tobs=6,821 > tcv=1,99962). Based on the result of the study, it can be concluded that there was a significant difference on students’ science achievement between the students taught using Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana and the students taught without Student Facilitator and Explaining (SFAE) technique based on Tri Hita Karana at fifth graders of Buleleng district primary schools cluster XV academic year 2017/2018

scholarly journals Pengaruh Model Pembelajaran Predict Observe Explain (POE) Terhadap Hasil Belajar IPA Fisika Siswa SMP Negeri 1 Lembar Tahun Ajaran 2015/2016

2019 ◽  
Vol 5 (2) ◽  
pp. 97
Author(s):  
Elistiana Safitri ◽  
Kosim Kosim ◽  
Ahmad Harjono
Keyword(s):  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group ◽  
Test Result

The aim of this research is to know the effect of using Predict Observe Explain (POE) method toward students’ achievement in Physics. This is an experimental research by using experimental group and control group. The research design was Post-test Only Control Group Design. The population of this research was the students of class VII SMPN 1 Lembar academic year 2015/2016. The sampling technique was Cluster Random Sampling in which class VII 2 as the control group and class VII 3 as the experimental group. Both of the groups were given a pre-test before the treatment to know the homogeneity of the groups. The instrument used is an objective test in form of multiple choices. The finding showed that the mean of the posttest in experimental group was 70 and the control group was 60.67, in which both of them were distributed normal and homogeneous. The post-test result was analyzed by using t-test (t-test polled variants) in which the value of the was 2.473 and the  was 2.015 with dk=46 and the significant level was 5%. It showed that the was accepted and was rejected. Therefore, it can be concluded that Predict Observe Explain (POE) Method gave significant effect to the students’ achievement in Physics at Class VII SMPN 1 Lembar Academic year 2015/2016.

scholarly journals IMPROVING VOCABULARY MASTERY BY USING TALKING STICK METHOD TO THE EIGHT GRADE STUDENTS OF MTS ANNAJAH PETALING

2020 ◽  
Vol 6 (2) ◽  
pp. 94-100
Author(s):  
Hartati Hartati
Keyword(s):  
Control Group ◽  
Group Design ◽  
Effective Factor ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Word Classes ◽  
The Mean ◽  
Academic Year ◽  
Experimental Group

The objectives of this research was to find out whether or not there was any significant difference in vocabulary mastery between students who were taught by using talking stick method or students who were taught without using talking stick method. The research was limited on word classes consisted of noun, adjective and verb in descriptive texts with the topic of the material was animal, people, thing, and places.This research was conducted by using quantitative method with a quasi-experimental group design. The experimental group students were taught by using Talking Stick method, while the control group students were not taught by using Talking Stick method. The samples were 74 students that were taken from the eight grade students of MTs Annajah Petaling in academic year 2015/2016. The data were obtained through test, observation and documentation. The result of the test was analyzed by using paired sample t-test in SPSS 16 (Statistical Package for Social science).Based on the results analysis, there was a significance different between students who were taught by using Talking Stick method and the students who were not taught by using Talking Stick method. It was known from the result of mean of post-test in the experimental group (67.70) was higher than the mean of post-test in the control group (65.54). In addition, there was a significant difference in vocabulary mastery between students’ who were taught by using Talking Stick method and those who were not. Therefore, Talking Stick method was one of effective factor that could improve students’ vocabulary mastery.

scholarly journals Effectiveness of prenatal teaching on prevention of breast engorgement

2017 ◽  
Vol 6 (9) ◽  
pp. 3927 ◽  
Author(s):  
Padmasree S. R. ◽  
Linda Varghese ◽  
Aswathy S. Krishnan
Keyword(s):  
Assessment Tool ◽  
Sampling Technique ◽  
Knowledge Score ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
The Mean ◽  
Experimental Group ◽  
Test Level

Background: Breast engorgement is a major issue in the early postpartum period under the influence of hormonal shift and increase milk production. The purpose of this study was to evaluate the prevention, recognition and management of breast engorgement.Methods: Quasi Experimental, quantitative study conducted in AIMS, Kochi among sixty mothers by Convenience sampling technique. The design used was pre-test post-test control group design. A semi structured knowledge questionnaire, Bristol Breastfeeding Assessment Tool and an Observational checklist were used to collect the data. Prenatal teaching provided to the Experimental group.Results: The mean pre-test knowledge level of control group was 9.83 and the post-test knowledge was 10.03. In the Experimental group, the mean pre-test level was 10.20 and the post-test level is 20.76. The ‘t’ value of control group was 0.71 and that of Experimental group was 12.83 which was highly significant at 0.001 level. There was a significant increase in knowledge score in Experimental group. Comparing the breastfeeding practices regarding positioning and attachment in both groups, showed a significant difference at the level of 0.001 but other two aspects, sucking and swallowing were not significant. Comparing the incidence, 13.3% mothers reported in experimental group whereas 63.3% in the control group, which showed a remarkable decrease in the incidence of breast engorgement in the former group.Conclusions: The prenatal teaching was effective in improving the health of mothers as well as practices of breastfeeding and it helped in reduction of the incidence of breast engorgement.

scholarly journals The Effect of Using Blended Learning Strategy toward the 8 Grade Students’ Writing Competency

2017 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Yoga Gede Permana
Keyword(s):  
Blended Learning ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Writing Competency ◽  
Post Test ◽  
Class Viii ◽  
The Mean ◽  
Experimental Group

This study was aimed at investigating whether or not there was significant difference in writing competency between students who were taught by using blended learningand those who were taught by using conventional strategy. The research design used in this study was Post-test Only Control Group Design. The population in this study was eight grade students of SMP Negeri1Singaraja andthe samples of study were selected by using Cluster Random Sampling. Class VIII A8was assigned as the experimental group which was taught by using “blended learning” and class VIII A7 as the control group which was taught by using “conventional strategy”. The result of the data analysis showed that students in the experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean scoreof the experimental group was 84.75while the mean score of the control group was 76.75. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of the tob was-6.379, while the value of the tcv was1.6736(α = 0.5). It means that there was a significant difference on writing competency between the students who were taught by using blended learningstrategy and those who were taught by using conventional strategy. 

scholarly journals THE IMPACT OF COLLABORATIVE WRITING STRATEGY AT STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXT

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Saeful Arifin ◽  
Choiril Anwar
Keyword(s):  
Collaborative Writing ◽  
Control Group ◽  
Significant Difference ◽  
Writing Strategy ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

The aim of this study was to find out whether or not collaborative writing strategy is effective to improve students’ writing skill in descriptive text when they were applied to the tenth grade students of SMA N 1 Karangtengah in academic year of 2015/2016. The collaborative writing strategy was the independent variable, while students’ writing skill in descriptive text was the dependent variable. Quasi experimental research design was used in this study. The population of this study was the tenth graders of SMA N 1 Karangtengah in the academic year of 2015/2016 which the total number of students was 340. The sample of this study consisted of X MIA 3 as an experimental class and X MIA 4 as a control group. The technique used in collecting the data was test. The finding of the study showed that the pre-test mean score of experimental group was 69.38 and control group was 68.71. After being given treatment for four meetings, it was found that the mean scores of experimental group was 82.15 and control group was 76.32. The result of the analysis showed that there was a significant difference between the mean score of pre-test and post-test. It was supported by t-test result in which the significant difference in the result of post-test between experimental and control group was 0.000 ( 0.05). It means that Ho was rejected and Ha was accepted. Therefore, it could be concluded that collaborative writing strategy were effective to improve students’s writing skill in descriptive text.

scholarly journals The Effectiveness of Blog as Media in Improving The Students‟ Writing Skill of Descriptive Text (An Experimental Study of the Eight Graders of MTsN Brangsong Kendal in the Academic Year of 2013/2014

2015 ◽  
Vol 1 (1) ◽  
pp. 52
Author(s):  
Thoriq Hidayaturrahman
Keyword(s):  
Critical Value ◽  
Control Group ◽  
First Semester ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Mean ◽  
Second Year ◽  
Academic Year ◽  
Experimental Group

This study aimed at comparing students‟ ability in writing descriptive text withblogtechnique and without blog. This study is used to answer the questions: Is thereany significant difference in the achievement between the students who wrotedescriptive text with blogtechnique and the students who wrote descriptive text withoutblog? And how well the students write descriptive text after being taught by using blog.Quantitative method was used in analyzing the gathered data. The basic outline showedthat in the writing skill, the second year students in the first semester of Junior HighSchool are supposed to write a descriptive text, so the data weredescriptive textswritten by two classes of the second year students of MTs Brangsong Kendal as thesample. One of them was the experimental group and the other one was the controlgroup. The result of the study shows that Blog technique applied in writingdescriptiontexts of VIIIgrade of MTs Brangsong, Kendal, actually gave contribution in improvingthe students‟ skill in writing descriptive texts. This technique could be an effectivemethod. It is proper since there was a significant difference between the control groupand the experimental group when the study was conducted. Based on the statisticalanalysis, it could be seen that the students‟ in the experimental group was improvinghigher than the control group. The mean of the experimental group was higher (from71.81to 80.11) than the control group (from 71.72 to 74.61). The t-value for two meansof post-test was 4.170; meanwhile the critical value at α = 5% was 1.67. Since the tvaluewas in the Ho rejection area, it was concluded that there is a significantdifference in the achievement between the students in control group who were not giventhe treatment and the experimental group who were given the treatment (Blogtechnique). By using this technique in the experimental class, the class situation wasvery enjoyable, the students freely communicated to each other to share their ideas.The writer had observed that the writing descriptive texts scores of the experimentalclass were higher than those of the students who wrote descriptive text without Blog.Keywords: Blog, Descriptive Text, WritingSkill

The Effect of Anonymous Peer Assessment on Writing Ability of the Eleventh Grade Students at SMK PGRI 1 Singaraja

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
A.P. Adhiyanti ◽  
A.A.I.N Marhaeni ◽  
I.P.I Kusuma
Keyword(s):  
Peer Assessment ◽  
Lesson Plan ◽  
Control Group ◽  
Control Group Design ◽  
Writing Ability ◽  
Group Design ◽  
Writing Test ◽  
Post Test ◽  
The Mean ◽  
Academic Year

  This study aimed to investigate the effect of anonymous peer assessment on students’ writing ability. Quantitative approach was used in this study. Post-test only control group design was the design used in this experimental study. The post-test only control group design was designed to discover the purpose of this study which was to investigate the significant effect on writing ability between students who obtain feedback from anonymous peer assessment and students who obtain feedback from conventional assessment. The study was conducted at SMK PGRI 1 Singaraja. The eleventh grade students in Academic Year 2017/2018 were chosen as the population. The samples were 44 students from XI AP and XI UPW. The instruments used in this study were lesson plan, anonymous peer checklist, writing scoring rubric, and writing test. Writing scoring rubric and writing test were used to obtain the data through post-test while lesson plan and anonymous peer assessment were used during the treatment. The data then was analyzed by using SPSS 16. The results of the analysis show that (1) the mean score of the experimental group was 77.55 while the mean score of the control group was 68.77. (2) The t-observe was 3.892 and it exceeded the t-critical value which was 2.018. Therefore, based on the aforementioned results, it can be concluded that there was a significant difference on writing ability between the eleventh grade students who obtained feedback from anonymous peer assessment and those who obtained feedback from conventional assessment at SMK PGRI 1 Singaraja in academic year 2017/2018. 

The effect of patience training on university students’ patience and life satisfaction levels

2021 ◽  
Vol 9 (3) ◽  
pp. 712-719
Author(s):  
Ayşe Eliüşük Bülbül ◽  
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Satisfaction Scale ◽  
Significant Difference ◽  
Post Test ◽  
And Control ◽  
Experimental Group

The purpose of this study is to determine the effect of the "patience training program" on the patience and life satisfaction levels of university students. The study was organized as a pre-test, post-test experiment and control group design. For a total of 30 students from which were 17 in the control group and 17 in the experimental group, patience training was given for 5 weeks. The "Patient Scale" developed by Schnitker (2010) and adapted to Turkish by Eliüşük and Arslan (2016) and the "Life Satisfaction Scale" developed by Diener, Emmons, Larsen and Griffin (1985) and adapted to Turkish by Dağlı and Baysal (2016) were used as a data collection tool in the study. The "Wilcoxon" test was used for the comparison of in-group differences in the analysis of obtained data and the "Mann-Whitney U" test was used in examining the differences between the two groups. As a result of the study, it was observed that the patience and life satisfaction average scores of students in the experimental group receiving "patience training" increased significantly, while there was no significant difference in the patience and life satisfaction averages scores of the control group students.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals Text-based Character in Teaching Reading: Do Students Can Achieve Significant Result in Reading Test?

2021 ◽  
Vol 3 (1) ◽  
pp. 21-28
Author(s):  
Hasan Hasan ◽  
Andi Sadapotto ◽  
Muhammad Hanafi ◽  
Usman Usman
Keyword(s):  
Alternative Hypothesis ◽  
T Test ◽  
Reading Test ◽  
Control Group ◽  
Significant Difference ◽  
Good Classification ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group

This quasi-experimental study involves the experimental and control group which consist of 60 students in first year of SMA Muhammadiyah Sidenreng Rappang   2019/2020 academic year.  The reading test is used to collect data to find out do the students can achieve significant result in reading test using Text-based Character. Based on the result the mean score of the experimental group pre-test was 72.67 and classified into good classification, while the control group was 69.63 classified into good. The mean score of the post-test after treatment for the experimental group was 82.43 (very good) while the control group was 76.53, (good) classification still.  The researcher found that the T-table is higher than the t-test (α) (1.659<2.021). It means that there is a significant difference in the pre-test of the control and experimental group, while in post-test of an experimental and control group, the researcher finds that the T-test is higher than the alpha and previous score in the the pre-test (α) (3.089>2.021). The degree of freedom is 58. This study reveals that the alternative hypothesis (H1) was accepted, and the null hypothesis (H0) was rejected. This is means that the use of Text-based Characters can improves students' reading skills in significant way.

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