scholarly journals PENGARUH STRATEGI PEMBELAJARAN KIMIA SMA BERBASIS PERCOBAAN AWAL TERHADAP HASIL BELAJAR SISWA PADA MATERI KOLOID

2019 ◽  
Vol 3 (1) ◽  
pp. 29
Author(s):  
Ni Putu Radi Widayanti ◽  
I Wayan Subagia ◽  
I Nyoman Suardana
Keyword(s):  
Learning Strategy ◽  
Cognitive Learning ◽  
Test Method ◽  
Control Group ◽  
Inferential Statistics ◽  
Learning Achievement ◽  
Chemistry Learning ◽  
Significant Difference ◽  
The Difference ◽  
Academic Year

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan menjelaskan perbedaan hasil belajar antara siswa yang dibelajarkan dengan strategi pembelajaran kimia SMA berbasis percobaan awal dan strategi pembelajaran ekspositori terhadap hasil belajar siswa pada materi koloid di SMA Negeri 1 Baturiti. Jenis penelitian ini adalah penelitian eksperimen semu dengan menggunakan rancangan nonrandomized control group pretest-postest design. Populasi penelitian ini adalah siswa kelas XI IPA SMA Negeri 1 Baturiti tahun ajaran 2017/2018. Sampel penelitian ini adalah siswa kelas XI IPA 2 dan XI IPA 3. Data yang dikumpulkan berupa data hasil belajar pada aspek kognitif. Metode pengumpulan data yang digunakan adalah metode tes. Data dianalisis menggunakan statistik deskriptif dan inferensial dengan uji Anakova. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar kimia koloid yang signifikan antara siswa yang dibelajarkan dengan antara strategi pembelajaran kimia SMA berbasis percobaan awal dan strategi pembelajaran ekspositori. Adanya perbedaan hasil belajar siswa menunjukkan bahwa pembelajaran menggunakan antara strategi pembelajaran kimia SMA berbasis percobaan awal pada materi koloid berpengaruh positif terhadap hasil belajar siswa di SMA Negeri 1 Baturiti. Kata Kunci: strategi pembelajaran, percobaan awal, hasil belajar, koloid AbstractThis study aimed to describe and explain the difference effect of starter experiment based learning strategy and expository learning strategy on colloidal topik toward students learning achievement in SMA Negeri 1 Baturiti. This study was quasi experiment, using nonrandomized kontrol group pretest-postest design. The population of this study was XI IPA students of SMA Negeri 1 Baturiti in academic year 2017/2018. The sample of this study was XI IPA 2 and XI IPA 3 class students. The data collected was in form of cognitive learning achievement. The method of collecting data was test method. The data obtained were analyzed by using descriptive and inferential statistics. The inferential statistics used was Anacova. The result of this study showed that there was a significant difference of learning achievement possessed by students who were taught by starter experiment based learning strategy compared to the students who were taught by expository learning strategy. The different learning achievement shows that starter experiment based learning strategy has a positve effect on the chemistry learning achievement in SMA Negeri 1 Baturiti. Keyword: starter experiment, learning strategy, chemistry learning achievement, colloid

scholarly journals STRATEGI KOOPERATIF GABUNGAN JIGSAW IV-RECIPROCAL TEACHING DALAM MENINGKATKAN HASIL BELAJAR KOGNITIF BIOLOGI SISWA SMA DI JEMBER

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Suratno Suratno
Keyword(s):  
Learning Strategy ◽  
Cognitive Learning ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement ◽  
Public And Private ◽  
The Public ◽  
Biology Learning ◽  
Academic Year

The learning achievement is important aspect on biology learning. This study aims at finding out the effect of the learning strategy toward the cognitive learning achievement.This study was quasy experimental design. The procedure of the experimental study was pretest-posttest nonequivalent control group design. The population of this study was the 10th grade students of 2008/2009 academic year of the public and private senior high schools in Jember. The cognitive learning achievement was measured by adopting a test of essay. Before using the instruments, they were tried out to get validity, reliability, level of difficulty, and the different weight. The data analysis by covariance (ancova) that were taken place at least significance difference (LSD). In guiding the calculation, the data were analyzed by using the computer program of SPSS for Window 16.0 version. Findings showed that the learning strategy affected toward cognitive learning achievement of the students. Jigsaw, Reciprocal Teaching (RT), and the combination of Jigsaw-RT strategies could increase the cognitive learning achievement of the students. The combination of Jigsaw-RT strategies was significantly approved in increasing the cognitive learning achievement of the students that were similar to Jigsaw and RT strategies. Kata kunci: Jigsaw IV, Reciprocal Teaching, hasil belajar kognitif biologi. 

scholarly journals The Implementation of Think Pair Share (TPS) Learning Model toward Student Achievement Learning in Material Acid and Base in Grade XI MA Sunan Pandanaran Academic Year 2018/2019

2020 ◽  
Vol 3 (2) ◽  
pp. 70-75
Author(s):  
Nafisa Rahmah ◽  
Krisna Merdekawati ◽  
Artina Diniaty
Keyword(s):  
Student Achievement ◽  
Base Material ◽  
Learning Model ◽  
Test Method ◽  
Acid Base ◽  
Model Learning ◽  
Learning Achievement ◽  
Achievement Data ◽  
Significant Difference ◽  
Academic Year

The purpose of this study was to determine the significant difference in student achievement learning through the implementation of a think pair share (TPS) learning model and conventional learning model on acid-base material. This research is an experimental study using quasi-experimental design, namely posttest only with nonequivalent group design. The study population was all students of class XI MA Sunan Pandanaran Yogyakarta academic year 2018/2019. The sample in this study was taken by purposive sampling technique as many as two classes. Data collection using the written test method with instruments in the form of multiple-choice questions to obtain data on learning achievement. Data analysis techniques in this study used Mann Whitney Test. Based on the results of the study it can be concluded that there are significant differences in learning achievement between students who take part in the TPS learning model and students who take the conventional model learning on acid-base material.

scholarly journals THINK-TALK-WRITE (TTW) AS A STRATEGY TO IMPROVE STUDENTS’ ABILITY IN TEACHING WRITING DESCRIPTIVE TEXT: A CASE OF THE TENTH GRADE STUDENTS OF MAN DEMAK

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Wiyak Wiyak ◽  
Irpan Subhan Ansori
Keyword(s):  
Teaching And Learning ◽  
T Test ◽  
Control Group ◽  
Cluster Sampling ◽  
Writing Ability ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
The Difference ◽  
Academic Year

This study focuses on Think-Talk-Write Strategy in teaching descriptive text to improve students’ writing ability. The objectives of this study are (1) to find out the students’ writing ability of the tenth grade students of MAN Demak in academic year 2014/2015 who were taught by using Think-Talk-Write (TTW). (2) to find out the students’ writing ability of the tenth grade students of MAN Demak in academic year 2014/2015 who were taught without using Think-Talk-Write (TTW). (3) to find out whether or not there was a significant difference of writing ability between the tenth grade students of MAN Demak in academic year 2014/2015 who were taught with Think-Talk-Write (TTW) strategy and without Think-Talk-Write (TTW). The research was Quasi-Experimental research. The subject of the study was the tenth grade students of MAN Demak. Cluster sampling is used in taking the sample. 40 students from class X-5 were selected as the experiment group and 40 students from class X-1 as the control group. The t-test was used to analyze the data. Experiment research was used here to get the data. The pre-test was given to the students on both of groups. After that, the difference treatment was given in experimental group. At the end of the research, the post-test was given to both of groups. The count of the mean score of the experimental class was 79.95 and the count of mean score of the control class was 76.17. It shows that teaching descriptive text by using Think-Talk-Write (TTW) Strategy gave better result as indicated significant statistical t-test computation, that the t-table value (t5% = 2.03 and t1% = 2.80) is less than t0 = 13.09 (2.03<13.09>2.80). It could be seen that there is a significant difference in writing ability of the tenth grade students of MAN Demak after being taught using Think-Talk-Write (TTW) Strategy. The researcher offers some suggestions in this research. The school should give good facilities and many strategies for teaching and learning process. For the teacher, the teacher should give variation teaching especially using new techniques and strategies in teaching descriptive text to improve students’ writing ability. For the students, the students have to do more active, confident and creative.

scholarly journals THE USE OF BILINGUAL STORIES TO IMPROVE THE STUDENT’S MASTERY OF ENGLISH VOCABULARY: A CASE OF THE EIGHT GRADE STUDENTS OF SMP N 2 GROBOGAN

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Ernawati Ernawati
Keyword(s):  
Experimental Research ◽  
Control Group ◽  
Significant Difference ◽  
Alpha Level ◽  
Before And After ◽  
The Difference ◽  
Level Of Significance ◽  
Academic Year

The main objectives of this research are: 1) To find out the eight grade students’ of SMP N 2 Grobogan in vocabulary mastery before and after they are taught using bilingual stories. 2) To find out whether or not there is a significant difference of the vocabulary mastery of the eight grade students of SMP N 2 Grobogan in Academic Year 2012/2013 before and after being taught by bilingual stories. The study is an experimental research. The population of the research is the Eight grade students of SMP N 2 Grobogan 2012/2013. The writer takes 33 students in VIII G as a Experiment class and 34 students in VIII F as a Control class. The result of this study show that the students in the experiment group have little better development in the average scores than the control group in bilingual test. The difference of the development of the average scores is statistically significant at the (0.05) alpha level of significance. The research finds that there is no significant difference for those who taught with bilingual story and those without bilingual story. The difference is shown by the development of the average scores. The group that use bilingual story got little better in the average scores (72.5) than those without bilingual story (72.2). The use of bilingual story could not give more significant difference in improving students’ mastery of vocabulary. So the writer concludes that the bilingual story can not help students in improving the mastery of vocabulary the 8th Year Students of SMP N 2 Grobogan. A conclusion, this research shows that the students taught using bilingual story and students using bilingual story can’t show the significant difference. So, using bilingual story can’t improve the students’ mastery of vocabulary in SMP N 2 Grobogan.

scholarly journals PENERAPAN METODE KARYA WISATA UNTUK MENINGKATKAN MOTIVASI BELAJAR MAHASISWA UNIVERSITAS QUALITY PADA MATA KULIAH PENDIDIKAN IPA KELAS RENDAH TAHUN AKADEMIK 2019-2020

2020 ◽  
Vol 1 (2) ◽  
pp. 84-98
Author(s):  
Hotma Tiolina Siregar ◽  
Rupina M Tarigan
Keyword(s):  
Simple Random Sampling ◽  
Control Group ◽  
Learning Achievement ◽  
Significance Level ◽  
Quasi Experimental ◽  
Experimental Type ◽  
The Difference ◽  
Natural Science Education ◽  
And Control ◽  
Academic Year

The reseacrh aims of this study was to determine the effect of the use of the Field Trip Method on the Learning Motivation of University Students Quality Semester IV Class 2B23 Academic Year 2019-2020. This study uses a quasi-experimental type. The technique used to determine the experimental and control groups is simple random sampling. Data collection techniques in this study used tests, and observation sheets. The results showed that there was a significant effect of learning achievement on the Low Class Natural Science Education Course between the experimental group and the control group. This is evidenced from the results of the calculation of the t-test score increasing learning achievement at a significance level of 5% (95% confidence level) obtained tcount = 3.734. The next tcount value is compared with the ttable value. T value = 3,734> t table = 1,687, this states that the difference is significant because t count> t table.

scholarly journals DAYA HAMBAT EKSTRAK DAUN KARI TERHADAP PERTUMBUHAN BAKTERI Staphylococcus aureus

2018 ◽  
Vol 10 (3) ◽  
pp. 287-291
Author(s):  
Lisna Unita ◽  
Colvin Voon
Keyword(s):  
Staphylococcus Aureus ◽  
Leaf Extract ◽  
Inhibition Zone ◽  
Test Method ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
Extract Solution ◽  
Significant Difference ◽  
The Difference

Curry leaves ( Murraya koenigii ) can be used as a spice in cooking and curry leaf extract , has the effect of antimicrobial activity can inhibit the growth of Staphylococcus aureus . The purpose of this study was to determine the curry leaf extract solution of various concentrations to inhibit the growth of Staphylococcus aureus and know the difference inhibition curry leaf extract solution between the various different concentrations on the growth of Staphylococcus aureus . This study uses laboratory Experimental design by Design Posttest only control group design . Test method using agar diffusion techniques and media used are media Mueller Hinton Agar ( MHA ) containing Staphylococcus aureus . After incubation for 24 hours and then measure the inhibition zone which formed . One Way Anova Test results obtained curry leaf extract solutions were made in different concentrations of 2.5 % , 5 % , 7.5 % and 10 % can inhibit the growth of Staphylococcus aureus . The higher concentration of curry leaf extract greater inhibitory power and show stronger antibacterial activity . Multiple Comparison Test Results ( LSD ) significant difference ( p < 0.05 ) between the inhibition of curry leaf extract 2.5 % to 10 % , with a value of p = 0.002 , and curry leaf extract 5 % to 10 % with the value of p = 0.007.

scholarly journals The Fishbowl Method to Improve the Students’ Speaking Skills

2015 ◽  
Vol 8 (2) ◽  
pp. 173
Author(s):  
Dewanti Mulki Rahma
Keyword(s):  
Alternative Hypothesis ◽  
Ninth Grade ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Post Test ◽  
Speaking Skill ◽  
The Difference ◽  
Ninth Grade Students ◽  
Academic Year

This study deals with The Fishbowl Method to Improve the Students’ Speaking Skill (An Experimental Study in Ninth Grade Students of SMP N 2 Ambarawa in the Academic Year of 2014/2015). This research was done to answer the objectives of study, namely (1) to find out the difference of lecturing and Fishbowl method in Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/2015, (2) to find out the significant difference of lecturing and Fishbowl method in Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/2015. This research applied descriptive quantitative method. The objects were Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/2015, and the analyzing data were students’ speaking skill that was taught by Fishbowl Method. The sample of this research was taken 28% from population. The numbers of sample were 50 students that were divided into 2 groups. The first group was experimental group and the second group was control group. The data tested using t-test formula by comparing the mean score of pre-test and post-test from both classes. The level of significance was set equal or less than 5%. The result of this study showed that t-value 8, 511 was higher than t-table 2, 064 with the degree of freedom (df) of 24. Therefore, it could be concluded that there was significant difference of T-test between students taught by lecturing and students taught by Fishbowl method. Since t-value was higher than t-table, it meant that null hypothesis was rejected and alternative hypothesis was accepted. Thus, it could be said that Fishbowl method improved students’ speaking skill in Ninth Grade Students of SMP N 2 Ambarawa in the academic year of 2014/2015

scholarly journals PERBEDAAN PEMBELAJARAN MENGGUNAKAN TEORI DIENES TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV SEMESTER 1 TAHUN AJARAN 2016/2017

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Soegandini Soegandini ◽  
Indri Anugraheni
Keyword(s):  
Mathematics Learning ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Test Results ◽  
First Semester ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
Academic Year

This study was conducted to determine the difference of learning outcomes with the application of Mathematics learning with the application of Dienes Theory learning and the application of conventional learning in the fourth grade students of 02 N Bener Tengaran District in the first semester of academic year 2016/2017. This study is a quasi-experimental study. The design of this study used Posttest Only Control Design, that there were two groups selected at random, and then treated, then after the posttest treatment was given to determine the final result if there is a significant influence of learning by using Dienes Theory. The subjects of this study were the students of grade IV N Bener 01 with the number 32 and SD 02 N Bener Kabupaten Tengaran amounted to 34 students. The group was divided into two groups namely the class II SD N Bener experiment with the application of learning theory of Dienes, while the control group 01 SD N Bener was given the application of conventional learning. The average result of posttest score that has been done on control and experiment group is 76.06 and 79.26. While the test results are known 7,700 t-test with a significance value of 0.002. Based on t-test results and significance values of 0.002 ˂ 0.05, there is a significant difference in learning using Diene Theory of conventional learning. Based on posttest result in control group and experiment group, data analysis by using t-test, it can be concluded that there are differences of learning result of Mateatika using Dienes Theory and conventional learning on students of SD N Bener 02 District of Tengaran semester 1 academic year 2016/2017.

scholarly journals PENGARUH MODEL PEMBELAJARAN CRH BERBANTUAN MEDIA AUDIO VISUALTERHADAP HASIL BELAJAR IPS

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
GH Andika Pratama
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Learning Model ◽  
Visual Media ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
The Difference ◽  
Academic Year

This study aims to determine the difference of Fifth grade IPS learning outcomes of elementary school in Gugus II Tejakula Sub-district on even semester of 2017/2018 between group of students who are taught using Course Review Horay learning model with audio visual and group of students who are not taught using Course Review Horay learning model. This research is quasi experiment with non equivalent design post-test only control group design. The population of this study is all Fifth grade of elementary school students in Gugus II Tejakula sub-district academic year 2016/2017 in total of 162 students. The sample in this study is Fifth grade students of SD Negeri 5 Les in total 30 students and Fifth grade students of SD Negeri 1 Les counted 39 people, determined by random sampling technique. The result was obtained through multiple choice instrument test method which analyzed by using descriptive statistical and inferential statistical test (t-test). The result showed that there was a significant effect of IPS learning outcomes between groups of students who were taught using learning model of Course Reviews Horay helped by audio visual media and group of students who were not taught of using Course Review Horay model, with t-count = 2,384 bigger than t-tab = 1,980. This means that the difference application of learning model can affect the Fifth grade's IPS learning outcomes in Gugus II Tejakula sub-district even semester of academic year 2017/2018. Recommendation for the teachers in improving the Fifth grade's IPS learning outcomes in Sub-district II Tejakula is to use learning model of Course Review Horay assisted by audio visual media.

scholarly journals PENGARUH STRATEGI BELAJAR TUNTAS (MASTERY LEARNING) TERHADAP PRESTASI BELAJAR KIMIA PADA MATERI POKOK REAKSI REDOKS KELAS X SEMESTER 2 SMA HANGTUAH 3 MATARAM TAHUN AJARAN 2011/2012

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Degi Alrinda Agustina ◽  
Muntari Muntari ◽  
Muti’ah Muti’ah
Keyword(s):  
Redox Reactions ◽  
Oxidation Reaction ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Learning Outcome ◽  
Learning Achievement ◽  
Significance Level ◽  
Chemistry Learning ◽  
Learning Assistance ◽  
Academic Year

Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi belajar tuntas (mastery learning) terhadap prestasi belajar siswa pada materi pokok reaksi redoks kelas X SMA Hangtuah 3 Mataram. Penelitian quasy eksperimen sebanyak dua kelas yang diperoleh melalui teknik sampling jenuh. Hasil secara statistik uji-t diperoleh thitung (1,509) lebih kecil daripada ttabel (2,021) pada taraf signifikan 5% sehingga dapat disimpulkan bahwa strategi belajar tuntas tidak memberikan pengaruh yang lebih baik secara signifikan daripada strategi ekspositori terhadap prestasi belajar kimia materi pokok reaksi redoks kelas X semester 2 SMA Hangtuah 3 Mataram tahun ajaran 2011/2012. Hal ini disebabkan siswa yang belum siap, proses bantuan belajar dan manajemen waktu dan yang kurang optimal, serta peneliti yang belum pernah mencoba strategi ini sebelumnya.Kata Kunci: Strategi belajar tuntas (Mastery Learning), Prestasi Belajar, Reaksi Redoks Abstract: This study was aimed to determine the effect of mastery learning strategy to the students learning achievement on the redox reactions material of first class students at SMA Hangtuah 3 Mataram. This quasy experimental design consists of two classes which were obtained through technique a saturated sampling. The result showed Statically the t-test was found that tcount (1.509) was lower than ttable(2.021) with 5% significance level therefore  it can be conclude  that the mastery learning strategy did not significantly affected than the expository strategy to the chemistry learning achievement on the redox reaction material of the first class students in the 2nd semester at SMA Hangtuah 3 Mataram academic year 2011/2012. This is caused students who are not ready, the process of learning assistance and the timing was not optimal, as well as researcher who have not tried this strategy before.Keywords: Mastery learning, learning outcome, oxidation reaction

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