scholarly journals The Effects of Reciprocal Teaching Learning Strategy and Self efficacy on Learning Outcomes of Early Childhood (AUD) Mathematical Logic

2018 ◽  
Vol 9 (1) ◽  
pp. 41
Author(s):  
Erwanto Erwanto ◽  
Anastasia Sri Maryatmi ◽  
Agung Budiyanto
Keyword(s):  
Mathematical Logic ◽  
Early Childhood ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Research Method ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Teaching Learning ◽  
Level 2

The purpose of this research is to learn about the influence of Reciprocal Teaching and Self Efficacy on learning outcomes of AUD mathematical logic. This research is experimental research designed using treatment by level 2 × 2. The research method used is a variance analysis of two different cell paths. The results of this research are: (1) learning outcomes of students using Reciprocal Teaching strategy is higher than Ekspository strategy, (2) there is an interaction influence between learning strategy and self efficacy on learning outcomes of AUD mathematical logic, (3) there is an influence of self efficacy on learning outcomes of AUD mathematical logic. 

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN EFIKASI DIRI TERHADAP HASIL BELAJAR MENGOLAH MAKANAN KONTINENTAL PROGRAM STUDI TATA BOGA

2019 ◽  
Vol 12 (2) ◽  
pp. 114
Author(s):  
Elfrida Nababan ◽  
Julaga Situmorang ◽  
Abdul Muin Sibuea
Keyword(s):  
Data Analysis ◽  
Hypothesis Testing ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Analysis Of Variance ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Experimental Methods ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk: (1) mengetahui hasil belajar mengolah makanan kontinental antara siswa yang diajar dengan menggunakan strategi pembelajaran latihan lebih tinggi lebih unggul dari pada menggunakan strategi demonstrasi, (2) Mengetahui keunggulan hasil belajar mengolah makanan kontinental antara siswa yang memiliki efikasi diri tinggi lebih unggul dari pada yang memiliki efikasi diri rendah, dan (3) Mengetahui interaksi antara strategi pembelajaran dan efikasi diri siswa dalam memberikan pengaruh terhadap hasil belajar mengolah makanan kontinental. Populasi penelitian ini adalah seluruh siswa kelas XI Tata Boga, sampel sebanyak 64. Metode eksperimental semu. Uji hipotesis dengan analisis varians (ANAVA), dan uji lanjut dengan uji-Tuckey. Hasil penelitian menunjukkan: (1). Hasil belajar mengolah makanan kontinental yang diajar dengan strategi latihan lebih tinggi dari pada yang diajar dengan strategi demonstrasi, (2) Hasil belajar mengolah makanan kontinental yang memiliki efikasi diri tinggi  lebih tinggi dari yang memiliki efikasi diri rendah rendah,  dan (3). Terdapat interaksi antara strategi mengajar latihan dan efikasi diri tinggi terhadap hasil belajar mengolah makanan kontinental lebih tinggi dari pada strategi mengajar demonstrasi dengan efikasi diri rendah. Hasil analisis data menunjukkan bahwa  siswa yang memiliki efikasi diri tinggi lebih efektif di ajar dengan menggunakan strategi latihan, sedangkan siswa yang mempunyai efikasi diri rendah, lebih efektif diajar dengan menggunakan strategi demonstrasi. Kata Kunci: strategi pembelajaran, latihan, demonstrasi, efikasi diri, mengolah makanan kontinental, tata boga Abstract: This study aims to: (1) find out the results of learning to process continental food between students who are taught using a learning strategy of higher training is superior than using a demonstration strategy, (2) Knowing the advantages of learning outcomes in processing continental food among students who have efficacy high self is superior than those who have low self-efficacy, and (3) Knowing the interaction between learning strategies and student self-efficacy in influencing learning outcomes in processing continental food. The population of this study was all students of class XI Catering, a sample of 64. Quasi-experimental methods. Hypothesis testing with analysis of variance (ANAVA), and further testing with the Tuckey-test. The results showed: (1). The results of learning to process continental food taught with training strategies are higher than those taught with demonstration strategies, (2) The learning outcomes of processing continental food that have high self-efficacy are higher than those having low self-efficacy, and (3). There is an interaction between the strategy of teaching exercise and high self-efficacy towards learning outcomes in processing continental food is higher than the teaching strategy of demonstration with low self-efficacy. The results of data analysis show that students who have high self-efficacy are more effectively taught by using a strategy of training, while students who have low self-efficacy are more effectively taught by using a demonstration strategy. Keywords: learning strategies, exercises, demonstrations, self-efficacy, processing continental food, catering

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

scholarly journals PERBEDAAN HASIL BELAJAR SISWA DITINJAU DARI MODEL SAVI DENGAN MODEL RECIPROCAL TEACHING

2019 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Nurfitriana Gayanti ◽  
Dewi Anggreini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Experiment Research ◽  
Significant Difference ◽  
Model Class ◽  
Teaching Learning

<p><em>This study aims to know about differences in student learning outcomes that are reviewed from the SAVI learning modelwith Reciprocal Teaching learning model on circle material. This quantitative quasi-experiment research carried in SMPN 1 Karangrejo with 348 population and sample takencluster random samplingso that there are 2 classes namely VIII D class as a SAVI learning model class with 32 students, and VIII B clas as a reciprocal teaching learning model class with 32 students. The data analize using t-test. After making a calculation with a significant level is 5% and dk 62 so obtained t<sub>count</sub>= 7,141765 &gt; t<sub>table</sub>= 1,99897, its mean H<sub>0 rejected </sub> and H<sub>1</sub> received, so it was concluded that there was a significant difference between the learning outcomes of mathematics using the SAVI learning model and the Reciprocal Teaching learning model at the learning outcomes of mathematics on circle material at the students VIII class in SMPN 1 Karangrejo in the period 2017/2018</em><em></em></p><p><em> </em></p><strong><em>Keywords</em></strong><em>:mathematics learning outcomes, SAVI, reciprocal teachin</em>

scholarly journals THE EFFECT OF TEACHING STYLES AND COORDINATION TO THE LEARNING RESULT OF TABLE TENNIS SKILLS

2018 ◽  
Vol 4 (1) ◽  
pp. 35-45
Author(s):  
Fitri Amalia ◽  
James Tangkudung ◽  
Firmansyah Dlis
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Teaching Style ◽  
Teaching Styles ◽  
Reciprocal Teaching ◽  
Table Tennis ◽  
Inclusive Teaching ◽  
The Difference ◽  
Tennis Skills ◽  
High Coordination

The purpose of this research is to know the difference of influence of teaching style and coordination to the learning result of table tennis skill. The research was conducted on Physical education health and recreation University of education indonesia students. The research method used experiment with 2x3 factorial design, using 60 samples. Based on the results of research and discussion can be concluded that are as follows: 1) There is a difference in the influence of command teaching style with reciprocal teaching style to the learning outcomes of table tennis skills to students as a whole. 2) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills to the students as a whole. 3) There is a difference in the influence of reciprocal teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills to the students as a whole. 4) There is an interaction between the teaching style and the coordination of the learning outcomes of table tennis skills to the students. 5) There is a difference in the influence of command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students who have high coordination. 6) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills in the group of highly coordinated students. 7) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of highly coordinated students. 8) There is a difference in the influence of the command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students with low coordination. 9) There is a difference in the influence of the command teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills in the group of students who have low coordination. 10) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of students with low coordination.   Keywords: Teaching Style, Command, Reciprocal, Inclusion, Coordination

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Benard Simanjuntak
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Design Data ◽  
Peer Tutor ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Information And Communication

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Hasil belajar TIK siswa yang diajarkan dengan strategi pembelajaran tutor sebaya lebih tinggi dari pada siswa yang diajarkan dengan strategi pembelajaran dengan modul. (2) Siswa yang mempunyai kemandirian tinggi memperoleh hasil belajar TIK yang lebih tinggi dari pada siswa yang mempunyai kemandirian rendah. (3) Terdapat interaksi antara strategi pembelajaran dan kemandirian dalam mempengaruhi hasil belajar TIK. Populasinya adalah seluruh siswa kelas VIII sebanyak  terdiri dari 3 kelas yakni Kelas VIII1, VIII2, dan VIII3, dimana setiap kelas 40 orang siswa maka jumlah populasi adalah 120 orang. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA  pada taraf signifikan a = 0,05. Hasil analisis penelitian menunjukkan bahwa: (1) hasil belajar TIK siswa yang diajar dengan StrategiPembelajaran Tutor Sebaya lebih tinggi daripada hasil belajar TIK siswa yang diajar dengan Strategi Pembelajaran Modul, (2) terdapat perbedaan yang signifikan antara hasil belajar TIK siswa yang mempunyai Kemandirian tinggi dengan siswa yang mempunyai Kemandirian rendah, dan (3) terdapat interaksi antara Strategi Pembelajaran dan Kemandirian terhadap hasil belajar TIK siswa. Hasil penelitian dapat disimpulkan bahwa StrategiPembelajaran Tutor Sebaya lebih baik diajarkan kepada siswa yang mempunyai Kemandirian tinggi dan Strategi Pembelajaran Modul baik digunakan kepada siswa yang mempunyai Kemandirian rendah dan terdapat interaksi antara Strategi Pembelajaran dan Kemandirian. Kata Kunci: strategi pembelajaran, kemandirian, teknologi informasi dan komunikasi  Abstract: This study aims to find out: (1) The result of ICT learning of students taught by peer tutor learning strategy is higher than the students taught by the learning strategy with the module. (2) Highly self-reliant students gain higher ICT learning outcomes than students with low self-reliance. (3) There is an interaction between learning strategies and independence in influencing ICT learning outcomes. The population is all students of class VIII consisting of 3 classes namely Class VIII1, VIII2, and VIII3, where each class of 40 students then the population is 120 people. The research method used quasi experimental method with 2 x 2 factorial research design. Data analysis technique using ANOVA at significant level a = 0,05. The results of the research analysis showed that: (1) the results of ICT learning of students who were taught with Peer Tutor Strategy were higher than the results of ICT learning of students who were taught by Learning Strategy Module, (2) there was a significant difference between the learning outcomes of ICT students who have high independence with students who have low independence, and (3) there is an interaction between Learning Strategy and Independence on student learning outcomes. The result of this research can be concluded that Peer Tutor Teaching Strategy is better taught to students who have High Independence and Learning Strategy The module is good for students who have low independence and there is interaction between Learning Strategy and Independence. Keywords: learning strategy, independence, information and communication technology

PENINGKATAN HASIL BELAJAR SOSIOLOGI MELALUI PENERAPAN STRATEGI PENGORGANISASIAN PETA KONSEP (CONCEPT MAPPING)

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Parlin . ◽  
Muhammad Badiran
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Research Method ◽  
Learning Strategy ◽  
High Interest ◽  
Analysis Technique ◽  
Strategy Map ◽  
The Difference

Abstrak: Penelitian ini bertujuan untuk mengetahui  peningkatan hasil belajar Sosiologi peserta didik melalui penerapan strategi pengorganisasian peta konsep (concept mapping). Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas. Teknik pengumpulan data dalam penelitian ini yaitu: observasi kelas, wawancara, penyebaran angket, evaluasi formatif, dan diskusi dengan guru mitra (kolaborator). Hasil tindakan siklus I menunjukkan 67% atau 22 dari 33 peserta didik telah menunjukkan peningkatan hasil belajar dengan mencapai nilai KKM (≥ 70), dan di siklus II meningkat signifikan menjadi 91% atau 30 dari 33 peserta didik  telah mencapai nilai KKM (≥ 70). Hasil simpulan tersebut diperkuat dengan hasil angket pendapat peserta didik tentang pembelajaran dengan peta konsep yang menunjukkan di siklus I terdapat 14 dari 33  peserta didik atau 42,5% peserta didik menyatakan bahwa pembelajaran dengan peta konsep cukup membantu dalam belajar Sosiologi dan 11 dari 33 peserta didik menyatakan bahwa pembelajaran dengan peta konsep baik dalam membantu belajar Sosiologi. Sedangkan di siklus II terdapat 16 dari 33 peserta didik atau 48,5% peserta didik menyatakan bahwa pembelajaran dengan peta konsep baik dalam membantu belajar Sosiologi dan 5 dari 33 peserta didik atau 15,2% menyatakan bahwa pembelajaran dengan peta konsep sangat baik dalam belajar Sosiologi.     Kata Kunci: hasil belajar sosiologi, strategi pengorganisasian peta konsep   Abstract: This research was aimed to: (1) the difference betweeen students learning of outcome in automotive electrical  taught with STAD cooperative learning strategy and jigsaw cooperative learning strategy, (2) the difference of automotive electrical learning of outcome between students automotive electrical with  high interest in entrepreneurship and low interest in entrepreneurship and (3) to find out whether there was any interaction effect between learning strategy with interest in entrepreneurship on the students outcome of Automotive electrical. The research method used quasi experiment with factorial design 2x2. The data analysis technique was analysis of variance (ANOVA) two way at significant a = 0.05. The finding of the research showed that: (1) the students outcome in Automotive electrical that taught by jigsaw cooperative learning  strategy had a higher than outcome the students outcome that taught by STAD cooperative learning strategy, (2) the students outcome in Automotive electrical that taught by high interest in entrepreneurship is higher than low interest in entrepreneurship and (3) there is no interaction between learning strategy with interest in entrepreneurship  on the students outcome of Automotive electrical.   Keywords: learning outcomes sociology, organizational strategy map concept

PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN TEKNIK EXAMPLE NON EXAMPLE TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIII SMPN 3 BATUKLIANG UTARA

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Lia Andriani ◽  
Taufik Samsuri ◽  
Ida Royani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Teaching Learning ◽  
Cognitive Learning Outcomes

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.

scholarly journals PENGARUH PEMBELAJARAN MENGGUNAKAN STRATEGI QUANTUM TEACHING DAN MOTIVASI TERHADAP HASIL BELAJAR IPA PESERTA DIDIK KELAS V GUGUS I KECAMATAN PADANG BARAT KOTA PADANG

2018 ◽  
Author(s):  
Firman - Firman
Keyword(s):  
Learning Outcomes ◽  
Teaching Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Class V ◽  
High Motivation ◽  
Better Than

This research is conducted based on low learning outcomes of students especially on science subjects. The low learning outcomes of student,can not be separated from the learningprocess that lasted for this. One effort to overcome these problems is by usingthe Quantum Teaching strategy in learning. The purpose of this study is to reveal the influence of Quantum Teaching strategy and students motivation to increase the learning outcomes of science. This research used Quasi Experiment with 2x2 factorial design. The population in this study were students of class V at Gugus 1 Kecamatan Padang Barat Kota Padang. The sample of thisresearch was chosen by simple random sampling technique. Research data obtained from theresults of test and questionnaire about students motivation. Data analysis was done by using t test technique.The results showed that the science outcomes of students who were taught with Quantum Teaching strategies were better than the students who were taught by using conventional strategy. Learning outcomes of students with high motivation who were taught with Quantum Teaching strategies are better than highly motivated learners taught by conventional strategy. The same thing shown that low-motivated learners who taught with Quantum Teaching strategies are better than low-motivated learners taught by conventional learning strategy

scholarly journals Pengaruh Strategi Pembelajaran dan Self Efficacy Terhadap Hasil Belajar menulis

2020 ◽  
Vol 22 (1) ◽  
pp. 53-64
Author(s):  
La Ode Nggawu
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Learning Strategy ◽  
English Education ◽  
Sample Number ◽  
Study Programme ◽  
Education Study ◽  
Word Wall ◽  
Academic Year

This study aims to determine the effect of learning strategies (Word Wall Strategy and Dirrect Instruction Strategy) and the student self efficacy toward writing learning outcomes of english study programme Halu Oleo University. This research uses experimental design with a 2x2 treatment by level with sample number of 54 students at English education study programon academic year 2019/2020. The data analysis was done by Analysis of Variance (ANAVA) two lane. The results showed that (1) Word Wall Strategy (WWS) was more effective in improving writing learning outcomes than Dirrect Learning Strategy (DL); (2) there was a significance interaction effect between learning strategies and student's self efficacy toward writing learning outcomes 3) students’ writing learning outcomes who uses Word Wall Strategy are higer than direct instruction strategy with students higher self efficacy, (4) and for students with low self efficacy more appropriate using dirrect Learning strategies (DL).

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