scholarly journals Pengaruh Aplikasi Pembelajaran Pengenal Aksara Bali Terhadap Prestasi Belajar Siswa Kelas III pada Mata Pelajaran Bahasa Bali di SD Negeri 1 Kawan

2021 ◽  
Vol 10 (2) ◽  
pp. 150
Author(s):  
Putu Arya Sulaksana ◽  
Ketut Agustini ◽  
I Made Ardwi Pradnyana
Keyword(s):  
Data Analysis ◽  
Multiple Choice ◽  
Sampling Technique ◽  
Test Method ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Class Iii ◽  
Learning Achievement ◽  
Quasi Experimental

This study aims to, 1) determine the effect of the learning application identifier Balinese script towards student achievement in Balinese subjects in SDN 1 Kawan. 2) describe the students' responses regarding the learning of Wianjana scripts using the learning media of the introduction of Balinese script. As an application for learning Balinese alphabet recognition, a template matching technique is used. This type of research is quasi-experimental research (quasi-experimental) with a post-test-only control group design. The population of this study was all students of class III of SD Negeri 1 Kawan, totaling 42 students. The sampling technique in this study is used the saturated sampling technique because all members of the population are members of the sample. The sample consisted of class III-A of 21 students as the experimental group and class III B of 21 students as a control group. Data were collected using a multiple-choice test method and a questionnaire method. A multiple-choice test is given about 20 items. The research questionnaire used was a questionnaire with a gutter scale, where respondents answered questions about the number of answer choices provided. The data analysis method uses descriptive qualitative and quantitative data analysis. Hypotheses test using correlated sample t-tests. The results showed that 1) The application of learning the introduction of Balinese Script teaches students' learning achievement in the Balinese subject at SD Negeri 1 Kawan elementary school. This can be seen from the approval of the average score of students' learning achievement tests in the study group is greater than the control group. 2) The students' responses about the learning of Wianjana scripts using the learning media for the introduction of Balinese script were very positive. Can be seen from the results of the questionnaire which shows the figure of 88.57% with a very positive category.

The Influence of using Hangman game on the seventh graders’ vocabulary mastery

2021 ◽  
Vol 2 ◽  
pp. 172
Author(s):  
Dewi Sri Kuning ◽  
Rohaina Rohaina
Keyword(s):  
Quantitative Study ◽  
Multiple Choice ◽  
T Test ◽  
Choice Test ◽  
Seventh Graders ◽  
Control Group ◽  
Multiple Choice Test ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental

Vocabulary is an important component in learning a language. Vocabulary is used to communicate to each other through listening, writing, speaking, and reading. These skills are closely related to vocabulary mastery. However, students have difficulties in understanding the vocabularies from their reading or listening activities. This research belongs to quantitative study using quasi experimental of nonequivalent control group design to find out the influence of using Hangman game on the seventh graders’ vocabulary mastery. The data were collected through a multiple-choice test. The hypothesis is tested using t-test. From the calculation of t-test, it was found that tobserved = 2.7, with df = 30+29-2 = 57 in ttable = 2.0, because tobserved ≥ ttable or 2.7 ≥ 2.0. Therefore, it can be concluded H0 is rejected, while Ha is accepted. In other words, “Hangman game influences the seventh graders’ vocabulary mastery.”

scholarly journals Inflection Of Students’ Vocabulary Mastery On Multiple Choice Test Students’ At Vocational High School In Bogor

BUANA ILMU ◽  
2020 ◽  
Vol 5 (1) ◽  
pp. 158-165
Author(s):  
Yani Octafia
Keyword(s):  
High School ◽  
Data Analysis ◽  
Multiple Choice ◽  
Sampling Technique ◽  
Total Sample ◽  
Choice Test ◽  
Vocational Schools ◽  
Multiple Choice Test ◽  
Vocational High School ◽  
Multiple Choice Questions

This research aims to determine and analyze the inflection of vocabulary mastery on students’ vocational high school in Bogor. The population observed in this study was eleventh grade students of vocational schools in Bogor. In the academic year 2019/2020.The respondents in this study were students at one of the vocational schools in Bogor. This research method uses a qualitative descriptive method, the population in this study were students of class XI Sirajul Falah Vocational School in Bogor totaling 336 students. The sampling technique in this study uses a probability sampling technique. From this population 20% of the population was taken so that the total sample was 68 students. The instrument of this research is multiple choice test. Researchers ask students to answer multiple choice test on vocabulary instrument. Indicators used to determine vocabulary mastery, namely: 1) determining words that have collected meanings / synonyms, and 2) determining words that have contradictory meanings / antonyms. 3) determining words related to the spelling 4) determining the words related to grammar. This research was carried out using tests given directly to the subjects studied in the vocabulary mastery aspect given 20 questions in the form of multiple choice. Based on the data analysis, there are 68 respondents who were given 20 multiple choice questions with 4 indicators, namely the correct answer indicator and the rest are the number of respondents' wrong answers. Based on the data analysis shows that there are 84% of questions related to true and the remaining 16% of questions cannot be answered correctly by students. So it can be concluded that there is inflection vocabulary mastery on vocabulary test. Kata kunci:  Vocabulary Mastery; Multiple Choice Test

scholarly journals PENGARUH MODEL PEMBELAJARAN DAN GAYA BERPIKIR SEKUENSIAL TERHADAP HASIL BELAJAR BAHASA JERMAN SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 10
Author(s):  
Rosmalia Devi ◽  
Harun Sitompul ◽  
Evi Eviyanti
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Multiple Choice ◽  
Choice Test ◽  
Instructional Model ◽  
Thinking Style ◽  
Multiple Choice Test ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
The Difference

Abstrak: Tujuan penelitian quasi experiment ini adalah untuk mengetahui: (1) hasil belajar Bahasa Jerman siswa yang dibelajarkan dengan model pembelajaran Kooperatif Tipe Jigsaw lebih tinggi dibandingkan yang dibelajarkan dengan model pembelajaran  Langsung, (2) perbedaan hasil belajar Bahasa Jerman siswa yang memiliki gaya berpikir sekuensial Abstrak dan gaya berpikir sekuensial Konkrit, dan (3) interaksi antara model pembelajaran dan gaya berpikir sekuensial terhadap hasil belajar Bahasa Jerman siswa. Metode penelitian yang digunakan adalah quasi eksperimen dengan desain penelitian faktorial 2x2. Teknik analisis data yang digunakan  ANAVA dua jalur. Hasil Penelitian menunjukkan bahwa (1) hasil belajar Bahasa Jerman siswa yang dibelajarkan dengan model pembelajaran Kooperatif Tipe Jigsaw lebih tinggi dibandingkan dengan hasil belajar Bahasa Jerman siswa yang dibelajarkan dengan model pembelajaran Langsung, (Fhitung = 36,00), (2) terdapat perbedaan hasil belajar Bahasa Jerman siswa yang memiliki gaya berpikir sekuensial Abstrak dan gaya berpikir sekuensial Konkrit (Fhitung = 9,41), dan (3) terdapat interaksi antara model pembelajaran dan gaya berpikir sekuensial (Fhitung = 46,79).  Kata Kunci: model pembelajaran, gaya berpikir sekuensial, hasil belajar bahasa jerman Abstract: The objectives of this quasi experimental research were to discover whether: (1) the students’ achievement in German taught by using Jigsaw Cooperative  Type of Instructional Model was higher than the students’ learning achievement in German taught by using Direct Instructional Model, (2) the difference between students’ learning achievement in German with Abstract Sequential Thinking Style and Concrete Sequential Thinking Style, and (3) the interaction between Instructional Model and Sequential Thinking Style on students’ learning achievement in German. The instrument used to collect the data were a multiple choice test with 35 items, at was a factorial 2 x 2 design. The data were analysed using a two way ANOVA. The research results show that: (1) the students’ learning achievement in German taught by using Jigsaw Cooperative Type Instructional Model was higher than students’ learning achievement taught by using Direct Instructional Model (Fcount= 36.00), (2) there was a difference between students’ learning achievement in German with Abstract Sequential Thinking Style and Concrete Sequential Thinking Style (Fcount= 9.41), and (3) there was an interaction between Instructional Model and Sequential Thinking Style  (Fcount= 46.79).  Keywords: learning model, sequential thinking style, German learning outcomes

Kontribusi Kecerdasan Logik dan Minat Belajar Terhadap Prestasi Belajar Matematika

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Nadun Nadun ◽  
Dian J Permana
Keyword(s):  
Mathematics Achievement ◽  
Data Collection ◽  
Multiple Regression ◽  
Statistical Methods ◽  
Significant Influence ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Learning Achievement ◽  
Written Test

<p>The purpose of this study was to determine the contribution of logical intelligence and interest in learning to Mathematics achievement. The method used in this study from survey and the study was conducted in SMA Depok municipality. Techniques used in the data collection done by using a questionnaire written test multiple choice test and questionnaire. Analysis of the data in this study using descriptive statistical methods with multiple regression testing.where this research results showed in: there is a significant influence jointly between logical intelligence variables (X1) and interest in learning (X2) on mathematics achievement (Y),which means learners have a good logical <br />intelligence and has been interested in Mathematics will greatly affect the learning achievement in SMA Depok municipality</p>

scholarly journals The Incidental Acquisition of English Prepositions by Arabic-Speaking EFL Learners: Evidence From Al Ain University of Science and Technology

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986149 ◽  
Author(s):  
Abdel Rahman Mitib Altakhaineh ◽  
Mona Kamal Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Treatment Group ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
Al Ain ◽  
Post Test ◽  
Arabic Speaking

This study examined the incidental acquisition of English prepositions by Arabic-speaking English as a foreign language (EFL) learners. Employing reading comprehension exercises as a treatment, we adopted the experimental design of a pre- and post-test to determine the effectiveness of the treatment on the participants’ incidental acquisition of English prepositions. For the purpose of the study, we divided the participants into a treatment group, who engaged in reading comprehension exercises for one academic term, and a control group, who did not. We used a multiple-choice test and a fill-in-the-blank test to measure the participants’ receptive and productive knowledge of English prepositions, respectively. We also conducted an introspective session with the treatment group following the administration of the post-tests to determine the areas of difficulty. The results of the study mainly indicated that reading accompanied by exercises resulted in better incidental gains in the acquisition of English prepositions, especially on the multiple-choice test. The study concludes with recommendations for further research.

Effect of Prequestions on Control of Attention in Written Instruction

1974 ◽  
Vol 18 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Graeme H. Watts
Keyword(s):  
Primary School ◽  
Test Data ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Extra Information ◽  
Primary School Pupils ◽  
6Th Graders

It was predicted that varying the kind of prequestion asked would differentially affect the inspection behaviour of students reading a given passage. Primary school pupils (80 5th and 6th graders) read a short passage after being asked either a specific, general, or integrative question. A no-question control group also read the passage before all subjects attempted a multiple choice test. Consistent with previous findings, a specific prequestion most effectively focussed attention on particular points. General prequestions ostensibly referred the reader to more of the passage, but it can be inferred from test data that there was no advantage from this spread of attention unless the extra information was organized or ‘integrated’. The results were interpreted in terms of control of attention to critical stimuli.

scholarly journals The Effect of the Giving Question Getting Answers Model through Experimental Methods on Physics Motivation and Learning Outcomes

2019 ◽  
Vol 7 (2) ◽  
pp. 37
Author(s):  
Farizah Yulianti ◽  
Sutrio Sutrio ◽  
Hairunisyah Sahidu
Keyword(s):  
Sampling Technique ◽  
Experimental Methods ◽  
Learning Model ◽  
Choice Test ◽  
Control Group ◽  
Control Group Design ◽  
Physics Learning ◽  
Quasi Experimental ◽  
Motivation And Learning ◽  
The Impact

The aim of this research is to know the impact of the applying Giving Question Getting Answers model with experimental methods toward the learning motivation and result of physics learning. The type of research used was quasi-experimental with posttest only control group design. The population was all student of grade XI in senior high school 1 of  Labuapi. The sampling technique used saturation sampling, while the sample are class XI MIA 1 as the experimental 1 class, and the XI MIA 2 as experimental 2 class. Experimental 1 class was treated with giving question getting answers learning model with experimental methods and experimental 2 class was treated with giving question getting answers learning model without experimental methods. The instrument of motivation learning was used motivation questionnaire and instrument the result of physics learning used multiple choice test. The research hypothesis was tested using Manova-test, data analysis shows that Sig. <0,05 which mean that H0 was rejected and Ha accepted. Thus, it can be concluded that there are effect of Giving Question Getting Answers model with experimental methods on student’s motivation and physics learning result.

scholarly journals PENGARUH MODEL DISCOVERY LEARNING BERPENDEKATAN STEM TERHADAP PEMAHAMAN KONSEP HIDROLISIS GARAM SISWA SMA

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Lukman Abdul Rauf Laliyo
Keyword(s):  
Multiple Choice ◽  
Discovery Learning ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Science Technology

Penelitian ini bertujuan untuk menguji pengaruh model Discovery Learning berpendekatan Science, Technology, Eengineering, and Mathematic  terhadap pemahaman konsep siswa SMA di gorontalo. Penelitian kuantitatif Quasi Eksperimental ini menggunakan disain Pretest-Posttest Control Group. Sampel berjumlah 180 siswa, yaitu sebanyak 91 siswa kelompok eksperimen dan 89 siswa kelompok kontrol. Kelompok eksperimen dibelajarkan dengan model Discovery Learning berpendekatan Science, Technology, Eengineering, and Mathematic, dan untuk kelompok kontrol dibelajarkan dengan model Discovery Learning berpendekatan Saintifik. Intrumen yang digunakan adalah four-tier multiple choice test. Hasil pengujian hipotesis menggunakan Mann-Whitney dan Wilcoxon dengan taraf signifikan kurang dari 0,05, menunjukkan bahwa hipotesis diterima. Temuan ini menyatakan bahwa terdapat pengaruh model pembelajaran Discovery Learning berpendekatan Science, Technology, Eengineering and Mathematic  terhadap pemahaman konsep siswa. Hasil penelitian ini diharapkan dapat menjadi bahan rujukan bagi guru dalam mengembangkan pembelajaran kimia di masa depan

scholarly journals Hasil Belajar Ipa Kelas IV SD di Gugus II Santalia Melalui Tutor Sebaya

2018 ◽  
Vol 2 (2) ◽  
pp. 94
Author(s):  
Ni Komang Sarini ◽  
Dewa Nyoman Sudana ◽  
Putu Nanci Riastini
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Sampling Technique ◽  
Choice Test ◽  
Control Group ◽  
Peer Tutor ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Descriptive Statistical Analysis

This study is aimed find out significant difference of natural science learning outcomes of students who follow peer tutor and do not follow peer tutor. This study is quasi experimental study especially non-equivalent post tes only kontrol groip design. The population of this study was the entire of IV grade students in Gugus II Santalia Kubutambahan District. The sample was determined by using random sampling technique. The sample was IV grade students if SDN 2 Kubutambahan was chosen as experimental group and class IV SDN 4 Kubutambahan as control group. The data was teken by using multiple choice test. The data obtained were analized by using descriptive statistical analysis and inrerential statistic t-test with the formula of polled variance. The results showed the lessons with peer tutor and the group of students who do not follow peer tutor. the findings are peer tutor makes the students motivated, trained, and active to espress their option. furthermore, peer tutor provides an opportunity for the students to exchange ideas, and their work together. in addition, learning with peer titor becomes fluent communicating

scholarly journals KEMAMPUAN GURU MIPA MEMBUAT PENILAIAN PENGETAHUAN

2016 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Kurnia Ningsih
Keyword(s):  
Multiple Choice ◽  
Sampling Technique ◽  
Knowledge Assessment ◽  
Choice Test ◽  
Design Knowledge ◽  
Data Display ◽  
Multiple Choice Test ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Descriptive Method

This research aims to describe MIPA teachers’ ability to design knowledge assessment through the analysis of achievement aspects of knowledge assessment. This research used a descriptive method with SMP MIPA teachers in Pontianak City who have taught for more than 5 years and have an undergraduate degree as the population. The samples in this research, selected using a purposive sampling technique, consisted of 12 teachers who submitted MIPA test items. The research instrument used the data of the test item document designed by the teachers in the form of a multiple-choice test. The data were analyzed descriptively which included data reduction, systematic data display, and conclusion. The results showed that of the 12 test instruments made by with 380 questions in total, the teachers’ ability to design knowledge assessment (Multiple Choice Questions) obtained 17.37% of knowledge aspect, 67.90% of understanding aspect, 8.68% of implementation aspect, and 6.05% of analysis aspect. There were no questions made related to evaluation and creation aspects. Keywords: teachers ability, designing knowledge assessment.

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