Studi Komparasi Metode Pembelajaran Kooperatif STAD dan Ekspositori dalam Meningkatkan Learning Outcome pada Computer for Communication

The problem often experienced in learning computer for communication to achieve maximum learning outcomes is the accuracy in presenting the materials, so the method used matches the characteristics of the learning material. In this case, the selection of teaching methods must be adjusted to the current situation and condition to obtain innovative and effective method because the students’ ability is heterogeneous. This study aims to determine students’ learning outcomes using cooperative learning STAD, to determine students’ learning outcomes using expository, as well as to find out the difference students’ learning outcomes between cooperative learning STAD and expository methods. Therefore, this study was designed using quasy-experimental with pre-test and post-test non-equivalent control group design. The population was students of D3 Business Administration Program of Politeknik Negeri Malang consisting of two groups, control and experimental class as a sample. Quantitative statistical analysis was used as a tool in this study. Through t-test, it is found the results of obtained t-count is 3.803 and higher than t table = 1.99. It means that there was a significant difference between the learning outcome of the control and the experimental group on computer for communication subject.

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EFEKTIVITAS PERMAINAN BAHASA ARAB DALAM MENINGKATKAN KEMAMPUAN MEMBACA MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA ARAB

Arabi Journal of Arabic Studies ◽

10.24865/ajas.v3i2.99 ◽

2018 ◽

Vol 3 (2) ◽

pp. 145

Author(s):

Sarah N Latuconsina

Keyword(s):

Reading Ability ◽

Language Education ◽

Arabic Language ◽

Control Group ◽

Control Group Design ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

Equivalent Control ◽

The Difference

This study aimed to analyse the students’ reading ability and to analyse the effectiveness of Arabic game in improving reading ability among the students of Arabic Language Education Department FBS UNM. It employed quasi-experimental method with pre-test and post-test non-equivalent control group design. The results of SPSS analysis showed that the use of Arabic game media was not effective in learning Arabic reading skills. This was evidenced by he sig value (2 tailed) of both class A and B post-test were 0.50, the sig value. = 0.05. So H0 was accepted and there was no significant difference between post-test of both experiment and control class. But this finding proves that the reading ability of the control class students was very good. Whereas in the experimental class, Arabic Reading ability was not good before treatment yet after treatment, the difference in the value of the pre-test and post-test was very significant.

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Identifikasi Hasil Belajar Siskomdig Karena Efek POE Dibandingkan PRP Pada Siswa SMK

Jurnal Psikologi Pendidikan dan Konseling Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling ◽

10.26858/jpkk.v4i2.7213 ◽

2019 ◽

Vol 4 (2) ◽

pp. 88

Author(s):

Ines Rendra Kusuma ◽

Setiadi Cahyono Putro ◽

Dila Umnia Soraya

Keyword(s):

Learning Outcomes ◽

Learning Model ◽

Control Group ◽

Control Group Design ◽

Psychomotor Learning ◽

Quasi Experimental ◽

Equivalent Control ◽

The Mean ◽

The Difference ◽

Difference Test

The goals of this research are to find the difference of mean the cognitive and psychomotor learning outcome Simulation and Communication Digital due to implementation of POE learning model compare to learning model PRP . This research is using quasi experimental design through the type of Non-Equivalent Control Group Design. The hypothesist will be tested using Independent Sample of T-test. The result of this research showed that the mean difference test of students' learning outcomes in the cognitive obtained a significance of 0.006, while the psychomotor learning outcomes obtained a significance of 0.000. Based on the results of the average difference, the learning model that is superior to cognitive and psychomotor is the POE learning model.

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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN DASAR KELISTRIKAN DAN ELEKTRONIKA KELAS X TAV DI SMKN 1 PADANG

Voteteknika (Vocational Teknik Elektronika dan Informatika) ◽

10.24036/voteteknika.v2i2.4078 ◽

2018 ◽

Vol 2 (2) ◽

Author(s):

Nora Mawinda ◽

Zulkifli Naansah ◽

Hanesman Hanesman

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Learning Model ◽

Control Group ◽

Control Group Design ◽

Significance Level ◽

Group Design ◽

Design Learning ◽

Post Test ◽

And Control

The problem in this study is the low learning outcomes achieved by students on the subjects of Basic Electrical and Electronics which is below the minimum completeness criteria (KKM) set a school that is 75 This is presumably because they are learning is often used during the learning model is applied directly proven yet effective. The purpose of this research is to reveal how much influence the Jigsaw cooperative learning model to study the results of class X students on subjects TAV Basic Electricity and Electronics. This research is an experimental study with a draft Post-test only control group design. The sample were students of class X TAV at SMK 1 Padang Academic Year 2014 / 2015. Class experiment is treated using Jigsaw Cooperative Learning Model and the control group is a class that uses the direct teaching model. The data is taken from the test results in the form of learning about the objective as many as 31 items. Data were analyzed manually to test for normality, homogeneity testing, and hypothesis testing. The result of the calculation hypothesis at significance level α = 0.05 was found that t count> t table is 3.35> 1.670. The results of these tests give an interpretation that H0 is rejected and H1 is accepted, this means that on average significantly experimental class learning outcomes greater than the average control class learning outcomes. Key words : Models of Learning, Jigsaw, Learning Direct, Post-test only control group design, Learning outcomes, Experimental, and Control.

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Penguasaan Konsep Usaha Dan Energi Peserta Didik Kelas X Dengan Model Pembelajaran Ekspositori Berbantuan Organizers

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v4i2.821 ◽

2018 ◽

Vol 4 (2) ◽

pp. 192

Author(s):

Dwi Gita Oktaviani ◽

Ahmad Harjono ◽

I Wayan Gunada

Keyword(s):

Sampling Technique ◽

Learning Model ◽

Advance Organizer ◽

Control Group ◽

Control Group Design ◽

Post Test ◽

Quasi Experimental ◽

Equivalent Control ◽

New Material ◽

The Difference

Lesson material presented in the form of data or facts and specific concepts on expository learning model helps learners to connect new material with material that precedes it, so organizers help is provided to instill meaningful learning. This study aims to determine the difference of influence of the implementation of learning model of assisted advance organizer and post organizer expository. The population in this study is all students of class X MIA SMA Negeri 3 Mataram academic year 2017/2018. Sampling is done by purposive sampling technique, and quasi experimental research uses non-equivalent control group design with pre-test-and post-test. The results obtained from the classroom given the treatment of expository learning model assisted by advance organizer and post organizer have the same tendency improvement. In both classes there is a relatively similar increase in the mastery of the previous concept, but the difference between the two is not much different. Therefore, there is no difference of influence between expository model of assisted advance organizer and post organizer to the mastery of work and energy concepts of learners.

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PENGARUH MODEL PEMBELAJARAN KOOPERATIF GROUP INVESTIGATION TERHADAP KETERAMPILAN BERPIKIR KRITIS DITINJAU DARI BAKAT NUMERIK BAGI SISWA KELAS XI SMA

Jurnal Teknologi Pembelajaran Indonesia ◽

10.23887/jtpi.v8i2.2268 ◽

2018 ◽

Vol 8 (2) ◽

Author(s):

NI NYOMAN SRI ARTINI . ◽

PROF.DR. I MADE CANDIASA, MI.Komp. . ◽

DR. I MADE KIRNA, M.Si. .

Keyword(s):

Critical Thinking ◽

Cooperative Learning ◽

Learning Model ◽

Control Group ◽

Control Group Design ◽

Critical Thinking Ability ◽

Significant Difference ◽

Thinking Ability ◽

Direct Learning ◽

The Difference

Penelitian ini bertujuan untuk menganalisis (1) perbedaan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran kooperatif Group Investigation dengan siswa yang mengikuti model pembelajaran langsung, (2) pengaruh interaksi antara model pembelajaran dengan bakat numerik siswa terhadap keterampilan berpikir kritis siswa, (3) perbedaan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran kooperatif Group Investigation dengan siswa yang mengikuti model pembelajaran langsung, pada siswa yang memiliki bakat numerik tinggi, (4) perbedaan keterampilan berpikir kritis antara siswa yang mengikuti model pembelajaran kooperatif Group Investigation dengan siswa yang mengikuti model pembelajaran langsung, pada siswa yang memiliki bakat numerik rendah. Jenis penelitian ini adalah penelitian eksperimen semu dengan rancangan yang digunakan adalah two way pretest-posttest non-equivalent control group design. Populasi penelitian adalah siswa kelas XI IA SMAN 2 Semarapura tahun pelajaran 2013/2014 sebanyak 171 orang. Sampel 76 orang siswa yang dipilih dengan teknik simple random sampling dengan uji kesetaraan kelas. Data dalam penelitian ini berupa keterampilan berpikir kritis dan bakat numerik siswa yang dikumpulkan dengan tes keterampilan berpikir kritis dan bakat numerik. Pengujian hipotesis menggunakan uji ANAVA dua jalur dan dilanjutkan dengan uji Scheffe untuk menguji komparasi pasangan nilai rata-rata tiap kelompok perlakuan. Hasil penelitian menunjukkan (1) terdapat perbedaan yang signifikan antara keterampilan berpikir kritis kelompok siswa yang belajar dengan model pembelajaran kooperatif Group Investigation dan model pembelajaran langsung (Fh=14,153;pF’(0,05)=4,41).Kata Kunci : Model Pembelajaran Kooperatif Group Investigation, Keterampilan Berpikir Kritis, Bakat Numerik. This research aimed to analyze (1) the difference of critical thinking ability among the students who joined Group Investigation cooperative learning model with the students who take the direct learning model, (2) interaction effect between learning model and students’ numerical talent towards students’ critical thinking ability, (3) the difference of critical thinking ability among the students who joined Group Investigation cooperative learning model with the students who take the direct learning model, on high numerical talent students, (4) the difference of critical thinking ability among the students who joined Group Investigation cooperative learning model with the students who take the direct learning model, on low numerical talent students. The research type was a quasi experimental research with two ways pretest-posttest non-equivalent control group design. The research population was grade XI A1 students of SMAN 2 Semarapura Academic Year 2013/2014, with the amount 171 students. The sample was 76 students chosen by simple random sampling technique and class equality test. The data research was critical thinking ability and students’ numerical talent collected by critical thinking ability test and numerical talent. The hypothesis testing used ANOVA two paths followed by Scheffe test to test the comparative value pairs on average each treatment group. The research result showed (1) there was a significant difference between critical thinking ability of the students using Group Investigation cooperative learning model and direct learning model (Fh=14,153;p˂0,05). The students learnt using Group Investigation cooperative learning model showed better critical thinking ability and numerical talent. (2) There was an interaction effect between learning model and numerical talent towards critical thinking ability (Fh=4,502;p˂0,05). (3) There was a significant difference between critical thinking ability students’ levels that using Group Investigation cooperative learning model and direct learning model on high numerical talent students (Fh=16,68˃F’(0,05)=4,41). (4) There was a significant difference between critical thinking ability of the students using Group Investigation cooperative learning model and direct learning model for low numerical talent students (Fh=1,29˃F’(0,05)=4,41). keyword : Group Investigation Cooperative Learning Model, Critical Thinking Ability, Numerical Talent.

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THINK-PAIR-SHARE MODEL AS SOLUTION TO DEVELOP STUDENTS’ CRITICAL THINKING IN ISLAMIC STUDIES: IS IT EFFECTIVE?

Jurnal Cakrawala Pendidikan ◽

10.21831/cp.v39i1.28762 ◽

2020 ◽

Vol 39 (1) ◽

pp. 144-155

Author(s):

Mohammad Kurjum ◽

Abdul Muhid ◽

Muhammad Thohir

Keyword(s):

Critical Thinking ◽

Conventional Method ◽

Statistical Technique ◽

Control Group ◽

Control Group Design ◽

Islamic Studies ◽

Paired Samples ◽

Significant Difference ◽

Equivalent Control ◽

The Difference

One type of cooperative learning methods is Think Pair Share (TPS). This study aimed at examining the contribution of the TPS method in increasing students' critical thinking in Islamic studies. Particularly, the study investigated the significances of the difference between learned students using TPS method and conventional method, and the effectiveness of TPS learning method. This study used an experimental group and a control group. It is a quasi-experiment with pre-test and post-tests non equivalent control group design. The population of this research are students who take courses in Islamic studies. Samples are taken randomly by taking two classes for an experimental class and a control class. The technique of collecting data was tests, while the technique of data analysis used the statistical technique of t-test (independent and paired samples) within the application of the SPSS release 24 program. The results of the study indicate that there is a significant difference (sig .000) between groups of students who are taught by the TPS Method and conventional Method. In addition, the TPS method has also proven to be effective for teaching Islamic studies which shows a significant difference (sig .000) between the pre-test and post-test.

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DESCRIBING AND DRAWING PICTURE TECHNIQUE IN TEACHING TRANSACTIONAL SPEAKING

ETERNAL (English Teaching Learning and Research Journal) ◽

10.24252/eternal.v42.2018.a10 ◽

2018 ◽

Vol 4 (2) ◽

pp. 268

Author(s):

Nur Aliyah Nur

Keyword(s):

English Education ◽

Sampling Technique ◽

Control Group ◽

Education Department ◽

Control Group Design ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

Equivalent Control ◽

And Control

The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.The research aimed to find out the effectiveness of describing and drawing picture technique in teaching transactional speaking at the second semester students of English Education Department at State Islamic University of Alauddin Makassar. This research employed quasi-experimental with non-equivalent control group design with pre-test and post-test. The population of this research was the second semester students of English education department at State Islamic University of Alauddin Makassar. The population was selected by using purposive sampling technique to determine the sample for experimental class and control class. The instrument used in this research was test. The test was used in the pre-test and post-test. The data indicated that there was a significant difference between the students’ post-test in the experimental class and post-test in the control class. Based on the findings of the research, the researchers concluded that describing and drawing picture technique was effective in teaching transactional speaking. Therefore, describing and drawing picture technique gave student opportunity to practice transactional speaking in classroom, it also could increase students’ motivation in learning in English since they feel their purpose of learning English so that they could use it and also could achieve it.

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Implementing AMETTA (Active, Joyful, and Unstressed) in Increasing Learning Activity and Outcomes

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v13i1.300 ◽

2021 ◽

Vol 13 (1) ◽

pp. 144-155

Author(s):

Yenni Hasnah ◽

Pirman Ginting ◽

Selamat Husni Hasibuan

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Model ◽

Learning Activity ◽

Control Group ◽

Control Group Design ◽

Significant Difference ◽

Quasi Experimental ◽

Equivalent Control ◽

And Control

This research aims to analyze the learning model's practice and its effect on increasing student activity and learning outcomes in listening subjects. This study employed quasi-experimental research with a non-equivalent control group design. The data were gained using observation and tests. It is analyzed by reflection and statistical test of SPPS. The results show that the application of the AMETTA learning model effectively develops student learning activities and outcomes. The result of hypothesis testing with sig. (2-tailed) was 0.033 (˂ 0.05) It indicates that Ho is rejected. Thus, there is a significant difference between the average student learning outcomes in the experimental and control classes. In other words, the application of AMETTA learning model has a significant effect on students’ learning outcomes.

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Perbedaan Kadar Hemoglobin dan Hematokrit Bayi Baru Lahir Akibat Perbedaan Waktu Penjepitan Tali Pusat

Jurnal Kesehatan Andalas ◽

10.25077/jka.v5i1.448 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Nuriah Arma ◽

Yanwirasti Ariadi ◽

Lisma Evareny

Keyword(s):

Control Group ◽

P Value ◽

Hematocrit Level ◽

Control Group Design ◽

Group Design ◽

Cord Clamping ◽

Significant Difference ◽

Post Test ◽

The Difference ◽

First Year Of Life

AbstrakBayi baru lahir memiliki 80 ml darah dari plasenta pada 1 menit setelah kelahiran dan 100 ml pada 3 menit setelah lahir, volume ini akan memasok 40-50 mg/kg ekstra besi untuk memiliki 75 mg/kg besi tubuh bayi yang cukup bulan yang dapat mencegah kekurangan zat besi pada tahun pertama kehidupan. Oleh karena itu pemotongan tali pusat yang terlalu cepat setelah persalinan akan mengurangi kandungan besi sekitar 15-30%, sedangkan bila ditunda 3 menit dapat menambah volume sel darah merah sekitar 58%. Tujuan penelitian ini adalah untuk membuktikan adanya perbedaan kadar Hb (hemoglobin) dan Ht (hematokrit) akibat perbedaan waktu penjepitan tali pusat. Penelitian ini dilakukan di tempat Bidan Praktek Mandiri Kota Padang. Jenis penelitian eksperimental dengan post-test only controll group design. Pengambilan sampel secara consecutive sampling sampai tercapai jumlah 36 bayi yang terbagi atas 18 bayi baru lahir pada tiap kelompok. Data dianalisis dengan uji t. Hasil penelitian didapatkan rerata kadar Hb dan Ht pada kelompok penjepitan 3 menit setelah lahir lebih tinggi daripada penjepitan 1 menit. Terdapat perbedaan kadar Hb yang bermakna antara kelompok penjepitan 3 menit setelah lahir daripada 1 menit dengan nilai P=0,004. Ada terdapat perbedaan Ht yang bermakna antara kelompok penjepitan 3 menit dan 1 menit dengan nilai P=0,001. Kesimpulan penelitian ini ialah kadar Hb dan Ht lebih baik pada penjepitan tali pusat ditunda 3 menit setelah lahir dibandingkan dengan penjepitan 1 menit setelah lahir.Kata kunci: hemoglobin, hematokrit, penjepitan tali pusat AbstractThe newborns contain 80 ml of blood from the placenta in 1 minute after birth and 100 ml in 3 minute after birth. This volume supply 40 to 50 mg/kg of extra iron to have 75 mg/kg of body iron baby full-term that can prevent iron deficiency in the first year of life. Therefore, cutting the umbilical cord too soon after birth will reduce the iron of content about 15 to 30%, whereas when delayed 3 minute its can increase the volume red blood cells about 58%. The objective of this study was to prove the difference of hemoglobin and hematocrit level between 3 minutes and 1 minute cord clamping. Experimental research was conducted with post-test only control group design of 36 newborns. Data were analyzed by t-test. The result of this study showed that the mean of hemoglobin and hematocrit level in 3 minutes of clamp are higher than 1 minute of clamp.There was a significant difference of hemoglobin level between 3 minutes cord clamping group and 1 minute cord clamping group with p value is 0.004. There was also a significant difference of hematocrit level between 3 minutes cord clamping group and 1 minute cord clamping group with p value is 0.001. The conclusion is the hemoglobin and hematocrit level are better in cord clamping delayed in 3 minutes after birth than clamping in 1 minute after birth. Keywords: hemoglobin, hematocrit, cord clamping

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PERBEDAAN HASIL BELAJAR MAHASISWA YANG DIAJARKAN DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN MODEL PEMBELAJARAN LANGSUNG

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v9i2.8078 ◽

2020 ◽

Vol 9 (2) ◽

pp. 188

Author(s):

Tanti Jumaisyaroh Siregar

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Numerical Method ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Control Group ◽

Control Group Design ◽

Post Test ◽

Direct Learning ◽

Essay Test

Abstrak:Adapun tujuan dari penelitian ini yaitu untuk mengetahui perbedaan hasil belajar mahasiswa yang diajarkan dengan pembelajaran kooperatif tipe jigsaw dengan mahasiswa yang diberi pembelajaran langsung. Penelitian ini merupakan salah satu jenis penelitian kuantitatif dengan menggunakan model kuasi eksperimen dengan pre test-post test control group design. Populasi dalam penelitian ini meliputi seluruh mahasiswa pendidikan matematika salah satu universitas yang berada di Medan. Sampel dalam penelitian ini melibatkan mahasiswa semester IV sebanyak 42 orang pada kelas eksperimen dan 41 orang pada kelas kontrol yang diambil secara acak menggunakan cluster random sampling. Jenis data dalam penelitian ini adalah data kuantitatif. Instrumen yang digunakan untuk memperoleh data dalam penelitian ini adalah tes hasil belajar pada mata kuliah metode numerik yang berbentuk essay test. Data dianalisis dengan menggunakan statistik inferensial menggunakan uji-t. Berdasarkan hasil analisis data diperoleh nilai sig = 0.00001 < α = 0,05 sehingga Ho ditolak dan Ha diterima yang berarti terdapat perbedaan hasil belajar pada mata kuliah metode numerik antara mahasiswa yang diberi pembelajaran kooperatif tipe jigsaw dibandingkan dengan mahasiswa yang diberi pembelajaran langsung. Oleh karena itu, dapat disimpulkan rata-rata hasil belajar metode numerik mahasiswa yang memperoleh pembelajaran kooperatif tipe jigsaw lebih tinggi secara signifikan dibandingkan dengan mahasiswa yang memperoleh pembelajaran langsung. Oleh karena itu, disarankan model pembelajaran kooperatif tipe jigsaw dapat digunakan sebagai alternatif untuk dosen matematika dalam meningkatkan hasil belajar metode numerik mahasiswa. Kata Kunci : Hasil Belajar, Pembelajaran Kooperatif, Jigsaw. Abstract:The purpose of this study is to determine the differences in student learning outcomes taught by the type of jigsaw cooperative learning with students who are given direct learning. This research is one type of quantitative research using a quasi-experimental model with a pre-test-post-test control group design. The population in this study included all mathematics education students at a university in Medan. The sample in this study involved 42 semester IV students in the experimental class and 41 people in the control class who were taken randomly using cluster random sampling. The type of data in this research is quantitative data. The instrument used to obtain data in this study was a learning outcome test in a numerical method subject in the form of an essay test. Data were analyzed using inferential statistics using t-test. Based on the results of data analysis, the value of sig = 0.00001 <α = 0.05 so that Ho is rejected and Ha is accepted, which means that there are differences in student learning outcomes of the numerical method between students who are given the jigsaw type of cooperative learning compared to students who are given direct learning. Therefore, it can be concluded that the average learning outcomes of the numerical method of students who get the jigsaw type of cooperative learning are significantly higher than students who receive direct learning. Therefore, it is suggested that the jigsaw type of cooperative learning model can be used as an alternative for mathematics lecturers in improving student learning outcomes in numerical methods. Keywords: Learning Outcomes,Cooperative Learning, Jigsaw.

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