scholarly journals Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters: Does It Affect Students’ Concept Mastery?

2020 ◽  
Vol 9 (2) ◽  
pp. 271-283
Author(s):  
Rizki Arumning Tyas ◽  
Pujianto Pujianto ◽  
Suyanta Suyanta
Keyword(s):  
Effect Size ◽  
Natural Science ◽  
Volcanic Eruption ◽  
Descriptive Analysis ◽  
T Test ◽  
Discovery Learning ◽  
Concept Mastery ◽  
Subject Specific ◽  
Inferential Analysis ◽  
Science Subject

This study aimed to determine the effect of science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters on students' concept mastery. This research was a quasi-experiment study with two sample groups, the experimental and the control classes of SMP N 2 Cangkringan. The instrument for collecting the concept mastery data were 35 items. The data were analyzed using descriptive and inferential analysis. The descriptive analysis employed the gain score's categorization, while the inferential analysis employed the independent sample t-test and effect size test using Partial Etta Square. The results showed an effect of the science subject-specific pedagogy based on discovery learning and volcanic eruption disaster on student’s concept mastery with a gain score of 0.79 (high) in the experimental class. In contrast, the control class obtained 0.07 (low). The independent sample t-test showed that the significance value obtained was 0,000. The effect size value seen from the Partial Etta Square statistics was 0.924, which showed that the science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters on the concept mastery is very strong. Thus, it can be concluded that the use of science Subject Specific Pedagogy Based on Discovery Learning and Volcanic Eruption Disasters can increase the student's science concept mastery. Further integration and development can be done for other types of disasters because it is one of the nature symptoms that also an object of natural science. Thus, natural science learning will be more meaningful because it is attached to the phenomena in the students' daily lives.

scholarly journals Implementation of Discovery Learning Model to Improve Learning Result of Natural Science at Fifth Grade of SD Katolik St. Paulus Kembes.

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Stief Aristo Walewangko
Keyword(s):  
Natural Science ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Discovery Learning ◽  
Fifth Grade ◽  
Qualitative Descriptive ◽  
Planning Action ◽  
Science Subject

This study was intended to describe the application of Discovery Learning Model on natural science subject and to improve teacher’s skill and learning result of student on fifth grade of Elementary School. This research was classroom action research conducted in two cycles. Each cycle consists of planning, action, observation and reflection. Subjects of this research were students at fifth grade of SD Katolik St. Paulus Kembes. The collecting data technique was using test and observation. Technique of analyzing data was using quantitive descriptive analysis and qualitative descriptive analysis. The results showed that: 1) teacher’s skill in first cycle gained score 25 or 71,42% with ‘good’ criteria, and in second cycle obtained score 29 or 82,85% also with ‘good’ criteria; 2) student’s learning result in first cycle was 62,2% and the second cycle was 81,6%. These results concluded that the application of Discovery Learning Model can improve the quality of natural science subject learning, such as: teacher’s skill and learning result of the fifth grade student in SD Katolik St. Paulus Kembes. It was suggested that Discovery Learning model can be used as teacher’s solution to improve the quality of natural science learning.

scholarly journals PENERAPAN MODEL PEMBELAJARAN ADVANCE ORGANIZER UNTUK MENINGKATKAN PENGUASAAN KONSEP FISIKA SISWA SMA

2019 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Fitri Kusuma Ningrum ◽  
Muhammad Nasir ◽  
Muhammad Rahmad
Keyword(s):  
Descriptive Analysis ◽  
Learning Model ◽  
Advance Organizer ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Concept Mastery ◽  
Research Population ◽  
Advanced Organizer ◽  
Inferential Analysis

This research aimed to determine the improve in mastery of students' physics concepts through the application of an advanced organizer model on material momentum and impulses. The research method used was quasy experiment with pretest posttest control group design. The research population is all students of class X MIPA SMAN 1 Rumbio Jaya which is a sample of research with class X MIPA 1 as an experimental class totaling 23 students and class X MIPA 2 as a control class of 24 students. The research instrument used the concept mastery test questions. Data were analyzed descriptively by looking at absorption, learning effectiveness and the results of students' concept mastery scores and analyzed inferentially using the T-test. Descriptive analysis results obtained an average absorption of experimental class students by 81.61% with the effectiveness of learning categorized effectively. Furthermore, for the mastery of the concept of each experimental class indicator on the first and second indicators obtained very good categories, the third indicator obtained the medium category and the fourth indicator with a low category. The results of inferential analysis obtained a significant increase in the mastery of student concepts in the class applying the Advance Organizer learning model to the classroom with conventional learning. Based on the results of the research, the advanced organizer learning model can improve students' mastery of the concepts in the material momentum and impulses of class X SMAN 1 Rumbio Jaya.

scholarly journals Pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar ipa siswa kelas VIII SMP/MTs

2021 ◽  
Vol 1 (2) ◽  
pp. 157-162
Author(s):  
Firda Awalia Putri ◽  
Susriyati Mahanal ◽  
Vita Ria Mustikasari
Keyword(s):  
Natural Science ◽  
Random Sampling ◽  
Inquiry Learning ◽  
Multiple Choice ◽  
T Test ◽  
Guided Inquiry ◽  
Multiple Choice Item ◽  
The Difference ◽  
Cluster Random Sampling ◽  
Science Subject

The aim of this study is to analyze the difference of students learning result on Natural Science subject who study using guided inquiry and conventional learning. The subjects of this study involve the students VIII grade of MTs Negeri Malang III that selected by cluster random sampling. The measurement of students learning result through posttest of multiple choice item which is analyzed is using precondition test and t-test. The result of study showed that there was a difference on students learning result who learnt using guided inquiry learning and those who used conventional learning Penelitian ini bertujuan untuk menganalisis perbedaan hasil belajar IPA peserta didik yang belajar dengan pembelajaran inkuiri terbimbing dan pembelajaran konvensional. Subjek penelitian ini adalah peserta didik kelas VIII MTs Negeri Malang III yang dipilih secara cluster random sampling. Pengukuran hasil belajar peserta didik melalui posttest soal pilihan ganda yang dianalisis menggunakan uji prasyarat dan uji-t. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan hasil belajar peserta didik yang belajar dengan pembelajaran inkuiri terbimbing dan peserta didik yang belajar dengan pembelajaran konvensional.

scholarly journals Integrating Cangkringan’s Local Potential in Chemistry Education Concept: Is It Really Integrated?

2021 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Rizki Arumning Tyas ◽  
Wilda Muhimmatun Nisa ◽  
Jody Febriandini ◽  
Insih Wilujeng ◽  
Suyanta Suyanta
Keyword(s):  
High School ◽  
Junior High School ◽  
Natural Science ◽  
Science Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Local Potential ◽  
Feasibility Assessment ◽  
Subject Specific ◽  
Science Subject

Indonesia is a country with very rich in local regional potential. The local potential can be utilized as one of the natural science learning sources in junior high school. One of the local potentials that can be integrated with science lessons is food. This research aimed to conduct the study, analysis, and develop science subject specific pedagogy of natural science learning integrated local food in Cangkringan Sub-District to introduce chemical materials in junior high school, namely additives in food and its impact on health. This research was research and development (R&D) with 4-D model, consist of define, design, develop, and disseminate. Product eligibility is assessed by the validator using the product feasibility assessment sheet. Product feasibility assessment scores are then classified in product rating category classification. This research results is produce science subject specific pedagogy that consist of syllabuses, lesson plans, handouts, and student worksheets. The developed syllabus gets a feasibility score of 4.00, lesson plan gets a score of 3.80, the handout gets a score of 3.60, while the student worksheet gets a score of 3.80. Based on these results, overall, the science subject specific pedagogy developed gained a very good category.

scholarly journals KOMPARASI RISK DAN RETURN SAHAM DAN SAHAM SYARIAH

2020 ◽  
Vol 2 (1) ◽  
pp. 79-96
Author(s):  
Abil Finda Farrukhy
Keyword(s):  
Stock Exchange ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
T Test ◽  
Risk Level ◽  
Average Return ◽  
Significant Difference ◽  
The Mean ◽  
Inferential Analysis ◽  
The Difference

Abstract   This research aims to identify the difference in the mean return and risk of regular and sharia stock listed on the Indonesia Stock Exchange as a provider of secondary data listed in the consumer goods industry in the 2019 period. The data analysis techniques in this research are using descriptive and inferential statistics analysis. The results of descriptive analysis within 1 year showed that the average return of regular stock is -0.0018342 or -0.18% while the average return of Sharia stock 0,0009238 or 0.09%. The risk level of regular stock during the period of 1 year is 0.0539309 or 5.39%. while the risk level of sharia stock is 0.0142570 or 1.43%. Based on the results of inferential analysis research using a different test (Independent Sample t-test), obtained result that there is no significant difference between return and risk of regular stock and Sharia stock. Keywords: Return, Risk, Regular Stock, Sharia Stock   Abstrak   Penelitian ini bertujuan untuk mengidentifikasi perbedaan rata-rata return dan risk saham reguler dan saham syariah yang tercatat pada Bursa Efek Indonesia sebagai penyedia data sekunder yang tercantum di bidang industri barang konsumsi periode 2019. Teknik analisis data penelitian ini menggunakan analisis statistik deskriptif dan inferensial. Hasil analisis deskriptif pada kurun waktu 1 tahun menyatakan bahwa rata-rata return saham reguler senilai -0,0018342, sedangkan rata-rata return saham syariah senilai 0,0009238. Tingkat Risk saham reguler selama kurun waktu 1 tahun senilai 0,0539309, sedangkan tingkat risk saham syariah senilai 0,0142570. Berdasarkan hasil penelitian analisis inferensial dengan menggunakan uji beda (Independent Sample t-test) dihasilkan bahwa tidak ditemukan perbedaan signifikan antara return dan risk saham reguler dengan saham syariah. Kata Kunci: Return, Risk, Saham Reguler, Saham Syariah

scholarly journals EFEKTIFITAS TEKNIK TANDUR (TUMBUHKAN, ALAMI, NAMAI, DEMONSTRASI, ULANGI DAN RAYAKAN) PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM PADA KELAS V SD NEGERI 37 OKU

2018 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Ade Vidianti
Keyword(s):  
Natural Science ◽  
Data Distribution ◽  
T Test ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Normality Test ◽  
Science Subject

Abstract: The aim of this study was to know the effectiveness of TANDUR technique (Tumbuhkan, Alami, Namai, Demonstrasi, Ulangi dan Rayakan) on the natural science subject at the fifth grade students of SD Negeri 37 OKU. The population in this exsperimental study was fifth grade students of SD163 OKU, and sample ware V.a and V.b. the data analized by using normality, homogenity, and also t-test. The results of this study was the value of t-obtain from normality test in TANDUR technique was -0,494, t-obtain in PAKEM techique was 0,1142. The value of the t-tabel was 0,05 for N=46 and 24 was 0,161 and 0,19. It concluded that TANDUR and PAKEM trchnique were below L-table so tehe data distribution was normal. The value of kai squared in dk table (2-1)=1, getting 3,841 on significant level 0,05. The value of kai squared was -8,197. It means that the T-obtain of kai squared was lower that t-table of kai squared or -8,197 <3,841, in other words that the data was homogeneus. In addition, t-obtain was higher that t-table or 4,80 >2,06, so it could be concluded that TANDUR technique was more effective that PAKEM. In summary, the application of TANDUR technique was effective for natural science subject at the fifth grade students of SD Negeri 37 OKU. Keywords: Effectivity, Technique TANDUR, Learning Out Come.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN RECIPROCAL TEACHING DALAM PENINGKATAN KEMANDIRIAN DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI (Studi Eksperimen Pada Siswa Kelas XI IPA SMA Negeri 6 Padang)

Jurnal Ecogen ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 351
Author(s):  
Sri Annisa Agusti ◽  
Elvi Rahmi ◽  
Rita Syofyan
Keyword(s):  
Effect Size ◽  
Descriptive Analysis ◽  
Learning Model ◽  
T Test ◽  
Reciprocal Teaching ◽  
Learning Models ◽  
Learning Achievement ◽  
Teaching Models ◽  
Conventional Models ◽  
Program Version

Reciprocal Teaching is learning model that consisting of four strategies are summarizing, questioning generating, clarifying and predicting. The using of  reciprocal teaching  expected to increase independence and learning achievement students on economic subjects. This study aims to see the effectiveness of  reciprocal teaching  for increase the independence and learning achievement  students on economic subjects. This study is the research of quasi experiment. The population in this study are all students of XI IPA class SMA Negeri 6 Padang. The methods in this research is  descriptive analysis and inferensial analysis t test using the SPSS program version 21. The result of this research are 1) There are no difference independence students by using  reciprocal teaching with the independence of students by using the conventional models. 2) There are difference learning achievement  students by using reciprocal teaching with learning achievement  students by using the conventional models. The using of learning models of reciprocal teaching isn’t quite effective in an increase in the independence of students learning. The value of effect size obtained againts the independence of learning 0,23 that included in the low criteria. If viewed the percentage based on the curves normal 0 to Z can be obtained a number of 0,0948, that is the contribution of learning models of reciprocal teaching in an increase in the independence of learning students which amounted to 9,48%. But the using of learning models of reciprocal teaching is effective in an increase learning achievement  students, it looks based on the accounts effect size then found the number of 0,71 with high criteria. If viewed the percentage based on the curves normal 0 to Z can be obtained a number of 0,2711, that is the contribution of learning models of reciprocal teaching in an increase learning achievement  students  which amounted to 27,11%. In the use of reciprocal teaching models teacher should have a lot times and the students are expected for increase their ability in the search of information related on economic subjects.Keyword: reciprocal teaching, independence, learning achievement

scholarly journals Estudio de la carga externa de las tareas de baloncesto en función de las fases de juego (Study of external load in basketball tasks based on game phases)

Retos ◽  
2019 ◽  
pp. 540-545
Author(s):  
Juan Manuel García-Ceberino ◽  
María De Gracia Gamero ◽  
María Reina ◽  
Sebastián Feu ◽  
Sergio José Ibáñez
Keyword(s):  
Physical Education ◽  
Physical Condition ◽  
Effect Size ◽  
External Load ◽  
Statistical Tests ◽  
Descriptive Analysis ◽  
Physical Education Teachers ◽  
Attack Phase ◽  
Cognitive Involvement ◽  
Inferential Analysis

El análisis de la carga externa (external load, eTL) proporciona información al profesor de Educación Física de cómo planifica la enseñanza deportiva de su grupo-clase, pudiendo utilizarla como feedback. Por ello, el objetivo del estudio fue analizar la eTL de las tareas diseñadas por los profesores en fase de pre-servicio para la enseñanza del baloncesto en el contexto escolar en función de las fases de juego. Se categorizaron 283 tareas diseñadas por seis profesores en fase de pre-servicio (formación) a través del Sistema Integral para el Análisis de las Tareas de Entrenamiento. La cuantificación de eTL de las tareas se obtuvo por medio de seis variables: grado de oposición, densidad de la tarea, porcentaje de ejecutantes simultáneos, carga competitiva, espacio de juego e implicación cognitiva. Se realizó un análisis descriptivo por medio de las tablas de contingencia e inferencial usando las pruebas estadísticas H de Kruskal-Wallis y U de Mann-Whitney. El tamaño del efecto se calculó mediante la d de Cohen. Los resultados indican diferencias significativas en la eTL (p=.000; d=1.898) y la eTL*Tiempo (p=.000; d=1.558) en función de las fases de juego. Las tareas diseñadas para la fase de ataque (fundamentalmente ejercicios) presentan una eTL media-baja, mientras que las tareas diseñadas para las fases de defensa y mixta presentan una eTL media-alta. Predominan las tareas diseñadas para la fase de ataque, seguida de la fase mixta. El uso de los juegos provoca mayor eTL y favorece la condición física de los aprendices.Abstract. The analysis of external load (eTL) provides Physical Education teachers with information about how they plan sport teaching within their classes, which they can use as a feedback. Thus, the aim of this study was to analyze the eTL of the tasks designed by pre-service teachers for the teaching of school basketball, depending on the phases of game. A total of 283 tasks designed by six pre-service teachers were categorized through the Integral System for Training Tasks Analysis. The quantification of the eTL of the tasks was obtained through six variables: degree of opposition, density of the task, percentage of simultaneous performers, competitive load, game area, and cognitive involvement. A descriptive analysis was performed using contingency tables and an inferential analysis using Kruskal-Wallis H and Mann-Whitney U statistical tests, establishing the effect size through Cohen’s d. The results indicate significant differences in the eTL (p<.001; d=1.898) and the eTL*Time (p<.001; d=1.558) depending on the phases of game. The tasks designed for the attack phase (mostly exercises) have a medium-low eTL, while the tasks designed for the defense and mixed phases have a medium-high eTL. The tasks designed for the attack phase predominate, followed by those for the mixed phase. The use of games causes greater eTL and fosters students’ physical condition.

scholarly journals The Effect of Picture Word Inductive Model (PWIM) on Students’ Vocabulary Mastery

2021 ◽  
Vol 8 (3) ◽  
pp. 288
Author(s):  
Kamarudin Kamarudin
Keyword(s):  
Standard Deviation ◽  
Descriptive Analysis ◽  
T Test ◽  
Objective Test ◽  
Second Grade ◽  
Test Design ◽  
Second Grade Students ◽  
Post Test ◽  
Inferential Analysis ◽  
Positive Effect

This research is aimed at finding out whether using Picture Word Inductive Model has positive effect on students’ vocabulary mastery or not. The research was pre-experimental with pre-test post-test design. The population and sample of the study was second grade students of MTs NW Lingsar which consisted of one class (26 students). The instrument that was used objective test (20 items). The score was analyzed by used descriptive and inferential analysis. Descriptive analysis was used to describe mean; mode, median, and standard deviation of group, and inferential analysis was used to describe the value of t-test for comparison between t-table. It was showed that the value of-test = 4.708 was higher than the value of t-table = 1.708. So, using Picture Word Inductive Model has positive effect on students’ vocabulary mastery at MTs NW Lingsar. 

scholarly journals THE EFFECTIVENESS OF TEAM ASSISTED INDIVIDUALIZATION (TAI) TOWARDS STUDENTS’ WRITING

2018 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
Erni Susilawati
Keyword(s):  
Descriptive Analysis ◽  
T Test ◽  
Teaching Writing ◽  
Second Grade ◽  
Significance Level ◽  
Post Test ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Level Of Significance ◽  
Teaching Learning

This research was aimed to find out  The Effectiveness of Team Assisted Individualization (TAI) is effective towards students’ writing. The research was quasi experimental research and the design that used was the pre-test and post-test design. The population of the study was the second grade students of SMPN 4 Praya Barat which consisted of two classes. Those classes were took as the samples, those were VIIIC as experimental class and VIIIA as control class. Experimental class was treated by using Team Assisted Individualizati0n (TAI) and control class was treated by using Roundtable technique. The instrument that was used essay test, the topic was about descriptive text. The score were analyzed by using descriptive and inferential analysis, descriptive analysis was used to describe mean, median, mode and standard deviation both of group, and the inferential analysis was used describe the value of t-test for comparison between t-table. Based on the analysis, it shows that the value of (t-test) was 2,95 is higher than the value of (t-table) was 1,688 as the level of significance level was 0,05 and the number of degree of freedom (df) was 36. Therefore, based on the result of the analysis, it be concluded that Team Assisted Individualization (TAI) was effective toward students’ writing. The results of this research showed that Team Assisted Individualization (TAI) was compatible in writing because the technique given many advantages, the students’ feel comfortable to learn in group and they were argued that Team Assisted Individualization (TAI) make the teaching learning process more interesting since they can ask and can be peer tutoring for their friends. Finally, the researcher suggests that in teaching writing the teacher should be creative in preparing and delivering writing materials.

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