scholarly journals Efektivitas Pendekatan Student Centered Learning yang Berbasis ICT untuk Meningkatkan Kemampuan Apresiasi Prosa Fiksi Peserta Didik

2012 ◽  
Vol 13 (2) ◽  
Author(s):  
Yasnur Asri
Keyword(s):  
Random Sampling ◽  
Control Group ◽  
Learning Approach ◽  
Learning Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Class D ◽  
Significant Difference ◽  
Academic Year ◽  
Experimental Group

This study aims at finding out the effectiveness of ICT based Student Centered Learning Approach based on ICT toward prose appreciation ability of students at Indonesian Department UNP. The population was 141 students classified into four classes at sixth semester at 2011/2012 academic year. By clustering random sampling, class C with 36 students was assigned as the experimental group, and class D with 36 students was assigned as the experimental group. The design of this study was controlled-group pretest to posttest to find out students’ prose appreciation ability. At the beginning of this study, both groups were normally distributed; indicated by the same variety and there is no significant difference in their abilities at prose appreciation. The finding of this study revealed that there was a difference of their abilities at prose appreciation. The calculation, tobs (7,5072) >ttable (2,0301) showed that students at experimental group, who used ICT based Student Centered Learning Approach, achieved the passing grades. While the control group with the calculation of tobs (-0,3241) <ttable (2,0301), the students could not achieve the passing grades. This means that ICT based Student Centered Learning Method effectively improves students’ ability at prose appreciation. Keywords: approach, student centered learning, ICT, ability, prose appreciation.

scholarly journals Student-centered learning approach in teaching basic grammar

2017 ◽  
Vol 7 (2) ◽  
pp. 209
Author(s):  
Muhammad Buditama
Keyword(s):  
Learning Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teaching Guide ◽  
Significant Difference ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean ◽  
Level Of Significance ◽  
Experimental Group

<p>The study determined the effect of student-centered learning approach in teaching basic grammar of the tenth-grade students. Specifically, this study sought answers to following questions: 1). How does the result of the pre-test compare to that of post-test of the control and experimental groups? 2). Is there any significant difference in the results of the test between the control and experimental groups? 3). What is student-centered teaching guide in basic grammar that can be developed based on the findings of the study? It was applied an experimental research design in this study. The result in the post-test of the control and experimental groups showed that the computed the T value of 3.03 was higher than the tabular value of 2.03, at the degree of freedom of 34, at 5% level of significance. This condition rejects the null hypothesis that there is no significant difference in the mean scores in the post-test of the control and experimental groups. The student-centered teaching guide enhanced the students’ writing skill in the basic grammar of the tenth-grade students in the experimental group<em>.</em><em></em></p>

scholarly journals The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self– Regulated learning skills of university students

2017 ◽  
Vol 6 (3) ◽  
pp. 144
Author(s):  
Hala El-Senousy ◽  
Jumana Alquda
Keyword(s):  
Flipped Classroom ◽  
Control Group ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
Experimental Group

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students’ achievement and self-regulated learning skills (SRLS) for 60 students enrolled in Comp101N course. The findings revealed a significant difference in both the mean of achievement test scores and SRLS scale of experimental group students and control group students in favor of the experimental group. A similar difference was found in the pre- and post-test achievement scores of experimental group students in favor of the post-test. The study recommended wider use of the FCRS in higher education and for post-graduate students.

scholarly journals PENERAPAN METODE ROLE PLAYING PADA PEMBELAJARAN FISIKA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2020 ◽  
Vol 7 (2) ◽  
pp. 111-120
Author(s):  
Zulfikar Is Paudi
Keyword(s):  
Chemical Bond ◽  
Role Play ◽  
Role Playing ◽  
Average Score ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference ◽  
Tenth Grade ◽  
Academic Year ◽  
Experimental Group

Research  dealing  with  Role-Play  Learning  and  Conventional  Learning  methods,  have  been conducted.  The  main  reason  for  this  research  was  that  chemical  bond  was  one  of  the  difficult  but fundamental materials to be mastered by the students at grade X. The purpose of this research was to investigate the students’ achievement on the topic of Hukum Newton at SMA Negeri 1 Palu. One way of increasing their achievement was by using Role-Play method. In order to make their learning understandable, not boring, and easy to grasp, the researcher applied an interesting method called Role- Play.  The  population  of  this  research  was  the  tenth  grade  students  of  SMA  Negeri  1  Palu  in the  academic  year  2017/2018.  The  sample  was  32  students  of  grade  XA as  the  experimental  group (Role-Play) and 32 students of grade XC as the control group (Conventional Learning). The data were collected through the test on Hukum Newton. Based on the analysis, it is found that the average score of the experimental group was 20.65 with deviation standard of 2.413 and of the control group was 15.06 with deviation standard of 2.975. The hypothesis testing was that the t-counted value was 12.75 and the t-table value was 1.67 with the significant value (α) of 0.05. The results showed that there was a significant difference in the students’ achievement dealing with the topic of Hukum Newton through the application of Role-Play Learning method and Conventional Learning method at grade X at SMA Negeri 1 Palu in the Academic Year 2017/2018.

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 The Effect of Robinson Strategy and Self- Inquiry on Eighth class student's Achievement in Kurdish literature

2018 ◽  
Vol 226 (3) ◽  
pp. 311-336
Author(s):  
Surror Abdul Kareem Ali
Keyword(s):  
Test Validity ◽  
Female Students ◽  
Control Group ◽  
Validity And Reliability ◽  
Pearson Coefficient ◽  
Significant Difference ◽  
Multiple Choice Items ◽  
Formula Recognition ◽  
Academic Year ◽  
Experimental Group

    The present research aims at identifying the effect of Robinson strategy and Self- Inquiry on the student's achievement in Kurdish literature. To achieve the study aim, the researcher has chosen randomly eighth class students (2nd intermediate) from Hemin school, pishder directorate/ Suliymania for the academic year 2014- 2015. The sample of the study is 76 male and female students and it is distributed as 27 studenets as the first experimental group, 24 student as the second expermintal group, and 25 students as the control group.               The Three groups have been matched according to the following variables: the student's age, their intelligence, their last year grades in kurdish. The experiment lasted one academic semester which is the first one during which the researcher herself has taught the three groups. The researcher has constructed an objective test consist of  35 items, some are multiple choice items, other are true/ false items and completion items. The test validity and reliability have been ascertained. The following statistical tools have been used: ANOVA, Difficulty Coefficient Formula, Recognition Coefficient, Scheffe's test, pearson coefficient Formula. The results of this study have been proven the effectiveness of Robinson strategy which was taught to the first experimental group. Also self Inquiry has proven its success upon the traditional way of teaching. Also, no statistically significant difference is found at 0.05 between the first experimental group, which is taught by Robinson strategy, and the second experimental group which is taught by self- Inquiry. 

scholarly journals Following the model of Buxton in the acquisition of geographical concepts and keep them at the second grade average students

2018 ◽  
Vol 212 (2) ◽  
pp. 209-242
Author(s):  
Mohammad hashim muniss AL_fartousi
Keyword(s):  
Experimental Work ◽  
Intermediate Stage ◽  
Control Group ◽  
Process Data ◽  
Partial Control ◽  
Test Items ◽  
Significant Difference ◽  
Level Of Significance ◽  
Academic Year ◽  
Experimental Group

The Present study aims at Finding out the (The effect Buxton Model in acquiring Geographical Concepts and Retaining them for Second intermediate class students ).    A partial control experimental design with post test experimental control groups, The sample is deliberately selected from first AL-Rusafah Directorate General of Education in Baghdad.    Intermediate school AL.khulfau AL.Rashedeen for boys is the assigned school for  the experimental work. Two sections are randomly selected from the lst stage(B)is assigned as the experimental group where while (C)is assigned at the control group,.   The total number of sample (67) male students distributed into (33) students in the experimental group and(34) students in the control group .    The two groups are equalized in the following variables ; prior knowledge ,age , IQ, ,students scores in Geography on the previous academic year . Several external factors are controlled during the experiment.           The teaching material is specified in three chapters selected from the prescribed textbook for the Second intermediate stage which is entitled for the academic year 2013 -2014 in Iraq Content analysis is done to identify the major and miner concepts which totaled (97) concepts .In the light of the concepts, behavioral objectives are formulated totaling(51) ones based on Blooms taxonomy on the following levels ;identifying, recognizing , applying.(40)lesson plans are prepared ,20 per group. and prepared test for acquiring geography concepts including (50) Test items, after three months ,at the end of the experimental work. T-test formula for two independent samples is used to process data and find out results . show the following; There are statistically significant difference on a level of significance of (0,05) in acquiring geography concepts between the two groups in favour of the experimental group. There are statistically significant difference on a level of significance of (0,05) in retaining geography concepts between the two groups in favour of the experimental group.

scholarly journals PENGARUH PENDEKATAN VAK (VISUALIZATION, AUDITORY, KINESTETIC) TERHADAP HASIL BELAJAR FISIKA SISWA SMPN 10 MATARAM TAHUN AJARAN 2013/2014

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Siswadi ◽  
Susilawati ◽  
Hikmawati
Keyword(s):  
Random Sampling ◽  
Null Hypothesis ◽  
Control Design ◽  
Sampling Technique ◽  
Control Group ◽  
Significance Level ◽  
Class Viii ◽  
Academic Year ◽  
Experimental Group ◽  
Cluster Random Sampling

This research aimed to examine the effect of VAK approach (Visualization, Auditory, Kinestetic) towards the result of learning physics of students at SMPN 10 Mataram in academic year 2013/2014. The kind of research used was experimental design with design of research was randomized posttest only control design. The sampling technique used was cluster random sampling. Population in this research was all the students from the eight grade at SMPN 10 Mataram, while the sample was 25 students of class VIII A as the experimental group and 27 students of class VIII B as the control group. The data obtained was analyzed by using t-test of two-tailed. t-count was 4.78 and t-table was 2.00 with significance level 0.05. Hence, t-table is smaller than t-count or t-count is bigger than t-table. It means that Null Hypothesis was rejected and Alternate Hypothesis was accepted. It means that the application of VAK Approach (Visualization, Auditory, Kinestetic) affects the results of learning physics of students.Keyword: VAK Approach

scholarly journals The Process in the Acquisition of Rhetorical Concepts of Students in the Fifth Grade

2019 ◽  
Keyword(s):  
Average Score ◽  
Control Group ◽  
Learning Method ◽  
Concept Definition ◽  
Significant Difference ◽  
Post Test ◽  
Research Experiment ◽  
Instructional Plans ◽  
Acquisition Processes ◽  
Experimental Group

To investigate the research objectives, the researchers put the following hypothesis: There was no statistically significant difference at the level of (0.05) between the average score of the students of the experimental group who studied the language of rhetoric according to model of learning method, and the average score of the students of the control group who studied the same article in the traditional way acquiring rhetorical concept. The researchers relied on the experimental design with the partial setting of the post-test, which depends on the experimental group that is taught using the model of the learning method, and the control group taught using the traditional method. The research sample consists of (69) female students, (34) students in the experimental group, and (35) students in the control group, the differences between the two groups in (age, intelligence) have been considered. Then, the researchers tried to adjust a number of extraneous variables that may affect the dependent variable. The researchers studied the two research groups and included the following subjects: Courage, Genetics, Disability, and Interview. In order to conduct the research experiment, the researchers identified the rhetorical concepts in the three chapters, which reached (8) historical concepts, and formulated behavioral goals in the light of their acquisition processes (concept definition, concept differentiation, concept application) Writing instructional plans and preparing the acquisition test of rhetorical concepts. The following statistical methods: (TEST for two independent samples, the difficulty and discrimination coefficient, and the coefficient of correlation Pearson and Seberman) have been used, and the following conclusion appeared: 1. The students of the experimental group who studied according to the model of the learning process were superior to the students of the control group who studied the traditional way of acquiring rhetorical concepts In the light of the results of the research, a number of conclusions about teaching using the model of learning appeared and a set of recommendations and suggestions are given.

scholarly journals The effect of problem-based learning approach on academic success and motivation in science education

2015 ◽  
Vol 5 (5) ◽  
pp. 625-636
Author(s):  
İsmail Kılıç ◽  
Ayhan Moralar
Keyword(s):  
Academic Success ◽  
Primary School ◽  
Science And Technology ◽  
Problem Based Learning ◽  
Control Group ◽  
Learning Approach ◽  
Traditional Approaches ◽  
Academic Year ◽  
Experimental Group ◽  
Technology Course

The aim of this study is to investigate the effect of problem-based learning approach of "Matter and Heat" unit taking place in science and technology course involved in the curriculum of the 6th grade on the students' academic success and motivation towards science and technology course. The research was designed and implemented according to "pretest-posttest control group" experimental model. 6-A class (N=16) attending Büyükkarakarlı Primary School, Hayrabolu county, Tekirdağ was determined as the experimental group intentionally biased by the researcher in the second semester of 2009-2010 academic year. 6-A class (N=20) attending Hüseyin Korkmaz Primary School, Hayrabolu county, Tekirdağ was determined randomly among three sections of the 6th class as the control group. While problem-based learning approach was implemented for the experimental group; traditional approaches were applied in the control group. While implementing problem-based learning approach for the experimental group, problem scenarios developed by the researcher were used. "Academic Achievement Test" and "Science and Technology Course Motivation Scale" were used as the data collection tools. By means of data analysis, it is found out that problem-based learning approach is more effective than traditional method in terms of developing academic success on science and technology course and motivation towards this course.

scholarly journals Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

2017 ◽  
Vol 11 (2) ◽  
pp. 26
Author(s):  
Muhammad Husnu
Keyword(s):  
T Test ◽  
Control Group ◽  
Efl Learners ◽  
Paired Samples ◽  
Significant Difference ◽  
Post Test ◽  
Class Iib ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second semester of Economic Departments of Hamzanwadi University in the academic year 2016-2017. To collect the data, a pre-test and a post-test were given to the EFL learners. To analyze the data, the researcher applied SPSS 17 for windows. To analyze whether there was a significant difference in the mean score between pre-test and post-test, the researcher used a paired-samples t-test to get answer of the hypothesis. After performing a paired-samples t-test, the researcher found that there was a significant difference in mean scores between experimental and control group and t-test score is higher than t-table, it meant that demonstration technique was significantly effective in teaching speaking, especially to improve the element of vocabulary and grammar in teaching speaking at EFL learners.

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