scholarly journals Reading Concept Map-Think Pair Share (Remap-TPS) Learning Model on Cognitive Ability and Scientific Attitude

2018 ◽  
Vol 3 (2) ◽  
pp. 183
Author(s):  
Agus Jatmiko ◽  
Yesilia Kartina ◽  
Irwandani Irwandani ◽  
Jamal Fakhri ◽  
Agitha Pricilia ◽  
...  
Keyword(s):  
High School Students ◽  
Cognitive Ability ◽  
Junior High School ◽  
Cognitive Abilities ◽  
Concept Map ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Average Percentage ◽  
Scientific Attitudes

The recent integration of learning models in the learning process has become the focus of science education experts, especially in Indonesia, such as the adoption of the Reading-Concept Map Think Pair Share (Remap TPS) learning model. This study aims to improve the students’ cognitive abilities, and scientific attitudes through the Reading-Concept Map Think Pair Share model. The study was conducted to junior high school students by employing Quasi-experimental with Non-equivalent Control Group Design. The instruments used were multiple choice tests and observation sheets. The result of the research shows that the students’ cognitive ability is in the medium category with an N-gain value of 0.47. Based on this result, it can be concluded that the Remap TPS learning influences the students’ cognitive ability. The obtained average percentage score of the students’ scientific attitudes is 81.76% which belongs to the very good category. Thus, it can be concluded that this study provides important implications for educators to be more creative in designing learning models in order to improve the students’ cognitive abilities and scientific attitudes.

scholarly journals ANALISIS PERBANDINGAN MOTIVASI BELAJAR SISWA DAN INTENSITAS GERAK PADA MODEL PEMBELAJARAN TAKTIS DAN TEKNIS PADA PERMAINAN INVASI

2019 ◽  
Vol 4 (2) ◽  
pp. 225-230
Author(s):  
Mesa Rahmi Stephani ◽  
Lutfi Nur ◽  
Burhan Hambali ◽  
Adang Suherman ◽  
Herman Subarjah
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Sample Selection ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
School Students ◽  
Control Group Design ◽  
Post Test ◽  
Technical Learning

This study aims to look at differences in motivation and physical intensity in junior high school students through tactical and technical learning models in invasion games. This study used an experimental method with a post-test control group design. Sample selection using cluster random sampling was chosen to determine the experimental group and the control group. Each class consists of 24 students. From each class 8 students were taken (4 men; 4 women) because of the limited availability of the Polar Global Positioning System (GPS) instrument. Student motivation is measured using a questionnaire. Data is processed using independent sample t-test. The results showed that there were differences in the motivation and intensity of student movements in the tactical and technical learning model groups. The intensity and motivation of students in the tactical learning model group is higher than the technical learning model. The implications of this study can be used as empirical data related to motivation and intensity of movement influenced by tactical learning models in invasion games. So that the achievement of physical fitness can be obtained by taking into account the intensity of student movement during the Physical Education learning objectively. 

scholarly journals Pengaruh Model Pembelajaran Berbasis Penemuan terhadap Kemampuan Berpikir Kritis Matematis dan Self Concept dengan Mengontrol Kemampuan Awal Peserta Didik Kelas VII SMP pada Materi Bangun Datar

2019 ◽  
Vol 1 (2) ◽  
pp. 95
Author(s):  
Widayati Widayati
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Self Concept ◽  
Control Group ◽  
Learning Models ◽  
School Students

Abstrak.Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis penemuan terhadap kemampuan berpikir kritis matematis dan self concept dengan mengontrol kemampuan awal peserta didik SMP pada materi bangun datar pada tahun pelajaran 2016/2017. Metode penelitian yang digunakan dalam penelitian ini adalah metode quasi eksperimen dengan rancangan Posttest Only Control Group Design. Sampel dalam penelitian ini berjumlah 96 orang peserta didik yang dipilih dengan menggunakan teknik cluster random sampling dengan tiga kelas sampel. Metode pengumpulan data dalam penelitian ini diperoleh melalui pemberian tes kemampuan awal, tes kemampuan berpikir kritis matematis, dan angket self concept yang telah divalidasi dan diuji reliabilitasnya. Data diolah menggunakan analisis kovarians (ANKOVA) dan dilanjutkan dengan Uji-t terkoreksi. Hasil penelitian yang diperoleh menunjukkan bahwa 1) Ada perbedaan pengaruh model pembelajaran berbasis penemuan terhadap kemampuan berpikir kritis matematis dan sel concept dengan mengontrol kemampuan awal peserta didik SMP kelas VII, 2) Kemampuan berpikir kritis matematis peserta didik yang belajar dengan menggunakan model pembelajaran discovery terbimbing lebih baik daripada kemampuan peserta didik yang belajar menggunakan model pembelajaran inquiry terbimbing dan model pembelajaran konvensional, (2) Self Concept matematis peserta didik yang belajar dengan menggunakan model pembelajaran discovery terbimbing lebih baik daripada kemampuan peserta didik yang belajar menggunakan model pembelajaran inquiry terbimbing dan model pembelajaran konvensional. Abstract.This study aimed to determine the effect of discovery-based learning models on junior high school students’ self-concept and mathematical critical thinking skills by controlling the initial ability on learning polygon. The research method used in this study was a quasi-experimental method with the design of Posttest Only Control Group Design. Ninety six students of grade VII selected by using cluster random sampling technique with three sample classes. The data in this study were obtained through the provision of initial ability tests, mathematical critical thinking skills tests, and self-concept questionnaires that had been validated and tested for reliability. Analysis of Covariance (ANACOVA) continued with corrected t-test were used to process the data. The results showed that 1) There were differences in the influence of discovery-based learning models on mathematical critical thinking skills and self-concept by controlling the initial ability of junior high school students of grade VII, 2) Students’ critical thinking ability who learnt using guided discovery learning models are better than the ability of students who learnt using guided inquiry learning model and conventional learning models, 3) Mathematical self-concept of students who learnt by using a guided discovery learning model are better than the ability of students who learnt by using a guided inquiry learning model and conventional learning models

scholarly journals The Reconstruction Model of Science Learning based PhET-Problem Solving

2020 ◽  
Vol 3 (1) ◽  
pp. 37-47
Author(s):  
Florida Emmy Doloksaribu ◽  
Triwiyono Triwiyono
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Junior High School ◽  
Physics Education ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Control Group

This study investigates the effects of science learning model reconstruction based on student needs, in order to generate more operational standards and teaching materials. The conceptual understanding through virtual laboratory appears minimal, based on the analysis addressing the demands of junior high school students in several locations in Papua. Hence, there is a necessity to reform the learning structure through the utilization of physics education technology (PhET). Furthermore, the model was reconstructed by the Model Education of Reconstruction with fundamental principles, including an analysis of the education needs based on PhET-Problem solving, to compose context describing energy materials and its changes. Expert validation on the accuracy of illustrations, drawings, tasks, exercises, and questions, indicates the model is eligible. The participants are 60 students control and experiment group for junior high school public 11 Jayapura. The results showed the science learning model has demonstrated increased virtual experiment abilities and conceptual understanding trought pretest and postest based N-Gain. Analysis of data based normality test and independent test (T-test), meanwhile, there is a significant differences between experimental and control group. Outcome of students' responses for a separate learning model reflected positive.

scholarly journals Development of Learning Model for Squat-style Long-jump Basic Technique Based on Biomechanics with a Game

2020 ◽  
Vol 4 (1) ◽  
pp. 31-39
Author(s):  
Defliyanto Defliyanto ◽  
Moch Asmawi ◽  
Ramdan Pelana ◽  
Yarmani Yarmani
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Learning Model ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Post Test ◽  
Long Jump

The aims of this development research were to produce a learning model for basic technique of squat-style long-jump based on biomechanics with the game for junior high school students and to know the effectiveness, efficiency and attractiveness against learning model. This research used Deff model adopted from Research & Development by Borg and Gall. The subject used was junior high school students which consists of 45 students. The instruments used were need analysis, expert’s evaluation, small and large group test. Effectiveness test was to know junior high school students’ jump skill level before being given biomechanic treatment. The Pre-test obtained from the students’ jump result was about 540, and Post-test was about 812. The conducted t-test between the experiment group and the control group obtained was t = 10.152 and in the n-gain score test between the experiment group (biomechanic treatment) obtained by 76% (effective) and the control group obtained by 43.40% (less effective). Therefore, this game model is effective in increasing students’ jump learning. According to the result, it could be inferred that: (1) this model can be developed and applied in physical education, (2) the model proved that there are significant difference in pre-test and post-test between the experiment group (biomechanic treatment) and the control group after the treatment model, based on N-gain test.

scholarly journals Pengaruh Model Pembelajaran dan Kemampuan Berpikir Kreatif Terhadap Hasil Belajar IPA Siswa SMP

2020 ◽  
Vol 22 (1) ◽  
pp. 40-52
Author(s):  
Jhoni Lagun Siang ◽  
Moch. Sukardjo ◽  
Beatrix J.M. Salenussa ◽  
Yayan Sudrajat ◽  
Uswatun Khasanah
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Junior High School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Models ◽  
Quantum Learning ◽  
Contextual Teaching

This study aims to determine the influence of learning models (Contextual Teaching and Learning and Quantum Learning) and the ability to think creatively about the learning outcomes of science education in junior high school students in SMPN 226 Jakarta. This research uses treatment design by level with sample number of 48 students at State Junior Secondary School (SMPN) 226 Jakarta. The data analysis was done by Analysis of Variance (ANAVA) two lane. The results showed that (1) Contextual Teaching and Learning model (CTL) was more effective in improving learning outcomes of IPA SMP Inclusion than Quantum Learning model (QL); (2) there was interaction effect between learning model and student's creative thinking ability toward science learning outcomes 3) for junior high school students in inclusion schools with high creative thinking skills more appropriately using Contextual Teaching and Learning models (CTL), (4) and for students with low creative thinking skills more appropriately using Quantum Learning models (QL).

scholarly journals The Effect of Make a Match Learning Models and Cognitive Ability to Recognize the Concept of Number

2020 ◽  
Vol 3 (4) ◽  
pp. 1873-1883
Author(s):  
Siti Rahmatunnisa ◽  
Anita Yus ◽  
Evi Eviyanti
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Significant Interaction ◽  
Learning Model ◽  
Learning Models ◽  
Number Concept ◽  
Average Value ◽  
Model Based ◽  
The Difference ◽  
Banda Aceh

This study aims to investigate: (1) the difference of ability to recognize the concept of numbers between children taught by Make a Match learning model based on creativity and children taught by Make a Match learning model; (2) the difference of ability to recognize the concept of numbers between children who have high cognitive abilities and low cognitive abilities, and (3) the interaction between Make a Match learning model with children's cognitive abilities on the ability to recognize concepts. The sample in this study is 28 children in class B1 for the experimental class who are taught by Make a Match based on creativity and for the control class, class B2 consisted of 28 children who were taught by Make a Match.  They are 5-6 years old children  at Raudhatul Athfal Mutiara Bunda Banda Aceh. The results show that: (1) The ability of children who taught by Make a Match learning model based on creativity  is 44.96, it is higher than children who taught by Make A Match learning, it is  34.64, (2) The ability to recognize the number concept of children who have high cognitive abilities obtained an average value of = 46.89, while children who have low cognitive abilities obtained an average value of = 33.21,  and (3) The results show that there was no significant interaction between the use of learning and children's cognitive abilities (high and low) in influencing the ability to recognize the concept of numbers.

scholarly journals Perbandingan Model Pembelajaran Learning Cycle 5E Dengan Model Tradisional Dalam Menigkatkan Kognitif Siswa

2019 ◽  
Vol 1 (01) ◽  
pp. 25-34
Author(s):  
Ryzal Perdana
Keyword(s):  
Cognitive Abilities ◽  
Base Material ◽  
Learning Model ◽  
Learning Cycle ◽  
Traditional Learning ◽  
Control Group ◽  
Public High School ◽  
Learning Models ◽  
Acid Base ◽  
Control Group Design

This study aims to 1) Know students' initial cognitive abilities in acid-base material, 2) Know students' cognitive enhancements in acid-base material, 3) Know the effectiveness of learning 5E Learning cycle in improving students' cognitive on acid-base material. Learning Cycle 5E learning model consists of 5 phases, namely Engagment phase, exploration, explaination, elaboration, and evaluation. Traditional learning models follow learning that is commonly used by teachers in everyday learning. This research is an experimental study with the number of samples in the experimental class using 30E learning cycle learning models as many as 30 students and control classes using traditional learning models of 30 students. The population in this study were all students of class XI SMA N 1 Pekalongan, Lampung. The sample in this study were students of Pekalongan 1 Public High School class XI IPA1 and XI IPA4 who had the same cognitive abilities. This study uses a quasi-experimental method with Non Equivalent (Pretest and Posttest) Control Group Design. The effectiveness of the 5E Learning Cycle learning model was measured based on the increase in students' cognitive abilities significantly. The results showed that the Learning Cycle 5E learning model was better at improving students' cognitive compared to Traditional methods. This can be seen from the average gain score of students' cognitive abilities for Traditional learning models and the 5E Learning Cycle Learning Model 0.53 and 0.65 respectively.

scholarly journals The Effects of Guided Inquiry Learning with the Assistance of Concept Maps on Students' Scientific Literacy

2021 ◽  
Vol 7 (2) ◽  
pp. 262
Author(s):  
I Putu Artayasa ◽  
Muhlis Muhlis ◽  
I Wayan Merta ◽  
Gito Hadiprayitno
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Scientific Literacy ◽  
Concept Maps ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
The Mean

The purpose of this study is to examine the effect of the application of the guided inquiry learning model assisted by concept maps on the scientific literacy of junior high school students in the city of Mataram. The research was conducted through a pretest-posttest design with a non-randomized control group. The sampling technique was purposive sampling. The sample of 90 students was divided into three classes, where the first-class applied guided inquiry learning assisted by concept maps, the second class applied inquiry learning without the help of concept maps, and the third class applied conventional learning. All classes were given a pretest and posttest scientific literacy. Data in the form of pretest and posttest scores were analyzed by Analysis of Variance (ANOVA) and continued with the Least Significance Difference (LSD) test at 5% alpha. The results showed that the mean score of students' scientific literacy in the class that applied the guided inquiry learning model assisted by concept maps was significantly higher than the mean score of the conventional class. The conclusion is that there is an effect of the implementation of the inquiry learning model assisted by the concept map method on students' scientific literacy

scholarly journals Implementasi Pembelajaran Model Inquiry Berbantuan Android Terhadap Kemampuan Berpikir Kritis dan Sikap Ilmiah Siswa Pada Konsep Klasifikasi

2020 ◽  
Vol 7 (2) ◽  
pp. 69
Author(s):  
Eli Herliyawati ◽  
Anna Fitri Hindriana ◽  
Sofyan Hasanudin Nur
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Pearson Correlation ◽  
Inquiry Learning ◽  
Control Group ◽  
Scientific Attitude ◽  
Average Percentage ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Scientific Attitudes

This study� aimed� to improve the critical thinking ability and scientific attitude of junior high school students� using implementation of inquiry learning with android at plant classification.This research method use quasy experiment with research design pre-test post-test control group design. The Population in this study were all seventh grade students of SMP Negeri 1 Garawangi 2019/2020 academic years. The sample in the research using the purporsive samples. The experiment class was treated using an inquiry learning with android model consisting of 29 students and the control class was treated with conventional method consisting of 28 students�. Data collection use a description test for critical thinking skills, a scientific attitude rubic for scientific attitudes and a questionnaire for student responses. Research hypothesis testing uses paired two-sample T-test with the help of SPSS 17 software. The results of the research showed that: (1) the implementation of learning inquiry model with android is well implemented, marked by an average percentage of 100 % with a very upward category. (2) There is an increased in students� critical thinking ability with moderate N-gain criteria (0,55) and the calculated value of 10,136 at the sig level 0,05. (3) Scientific attitudes get an average total value (80) including both categories. (4) There is a corretation between students� critical thinking ability with students� scientific attitudes with a probability coefficient of 0,001 < 0,025 and a pearson correlation value of 0,442**.(5)� The majority of student (88%) gave positive responses to the application of the inquiry model with android. Thus, students� critical thinking ability and scientific attitudes increase through the model inquiry with android

scholarly journals Pengaruh Penggunaan Model Pembelajaran Inkuiri Terbimbing terhadap Prestasi Belajar Fisika Siswa SMP

2021 ◽  
Vol 2 (1) ◽  
pp. 10-18
Author(s):  
Jono Iskandar ◽  
Syifaul Gummah ◽  
Saiful Prayogi ◽  
Muhammad Asy'ari
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Inquiry Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
Learning Achievement ◽  
Physics Learning ◽  
Experimental Group

Pembelajaran di dalam kelas yang cenderung berpusat pada guru disinyalir menjadi penyebab rendahnya prestasi belajar siswa. Penggunaan mode pembelajaran yang tepat diharapkan mampu membuat siswa berperan aktif dalam proses pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap prestasi belajar fisika siswa. Jenis penelitian ini adalah quasi eksperimen dengan pretest-posttest control group design. Siswa pada kelas VIII4 (34 siswa) dijadikan sebagai kelompok eksperimen dan siswa pada kelas VIII6 (34 siswa) sebagai kelompok control yang dipilih menggunakan claster random sampling technique. Data penelitian dikumpulkan menggunakan instrumen tes objektif yang telah diuji validitas, reliabilitas, daya pembeda dan indeks kesukaran. Perbedaan prestasi belajar siswa dianalisis menggunakan uji-t setelah dinyatakan memenuhi uji prasyarat normalitas dan homogenitas data. Berdasarkan hasil analisis data, diperoleh skor rata-rata pretest kelompok eksperimen sebesar 36,17 dan kelompok kontrol sebesar 39,5. Sedangkan skor rata-rata posttest kelompok eksperimen sebesar 65,41 dan kelas kontrol sebesar 50. Hasil uji-t menunjukkan thitung = 6,07 > ttabel = 2,00, sehingga dapat disimpulkan bahwa penggunaan metode pembelajaran Inkuiri Terbimbing berpengaruh secara signifikan terhadap prestasi belajar fisika siswa SMP. The Effect of the Use of Guided Inquiry Learning Model on the Physics Learning Achievement of Junior High School Students Abstract Learning in the classroom that tends to be teacher-centered is allegedly the cause of the low student achievement. The use of appropriate learning modes is expected to be able to make students play an active role in the learning process. This study aims to determine the effect of the guided inquiry learning model on students' physics learning achievement. This type of research is a quasi-experimental with a pretest-posttest control group design. Students in class VIII4 (34 students) were used as the experimental group and students in class VIII6 (34 students) as the control group were selected using the cluster random sampling technique. The research data were collected using an objective test instrument that had been tested for validity, reliability, discriminatory power and difficulty index. Differences in student achievement were analyzed using t-test after being declared to meet the prerequisite tests for normality and data homogeneity. Based on the results of data analysis, the average pretest score of the experimental group was 36.17 and the control group was 39.5. While the posttest average score of the experimental group is 65.41 and the control class is 50. The t-test results show tcount = 6.07 > ttable = 2.00, so it can be concluded that the use of guided inquiry learning model has a significant effect on junior high school students’ physics learning achievement.

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