scholarly journals The Effect of Quizizz and Learning Independence on Mathematics Learning Outcomes

2021 ◽  
Vol 6 (1) ◽  
pp. 63-74
Author(s):  
Khasanah Khasanah ◽  
Anugrah Lestari
Keyword(s):  
Experimental Method ◽  
Learning Outcomes ◽  
Analysis Of Variance ◽  
Mathematics Learning ◽  
Control Variable ◽  
Independent Learning ◽  
High Learning ◽  
Significant Difference ◽  
The Subject ◽  
The Relationship

The purpose of this study was to determine the effect of Quizizz media and independent learning on mathematics learning outcomes on the subject of derivative functions, with worksheet media as the control variable. They rely on an experimental method with the two-way analysis of variance (ANOVA) and the Tukey analysis. The results showed a significant difference where the mathematics learning outcomes of class XI students who were taught using Quizizz media were higher than those taught using worksheet media. There is an interaction of learning media with independent learning on mathematics learning outcomes of class XI students. The mathematics learning outcomes of the eleventh-grade students who have high learning independence and were taught using this media are higher than the learning outcomes of students who were taught using worksheets. This study concludes that there are Quizizz media's effect and learning independence on mathematics learning outcomes based on the analysis results. This study's results have implications for choosing Quizizz media and the relationship between learning media interactions with students' learning independence.

scholarly journals THE IMPLEMENTATION OF USING QUIZIZZ AND G-FORM DURING THE COVID-19 PANDEMIC BASED ON STUDENTS’ ATTITUDE

MaPan ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 14
Author(s):  
Hajar Ahmad Santoso ◽  
Nisa Rachmi Istiqomah
Keyword(s):  
Data Collection ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Analysis Of Variance ◽  
Mathematics Learning ◽  
Learning Attitudes ◽  
Learning Mathematics ◽  
Significant Difference ◽  
Students Attitudes ◽  
Anova Technique

This study aims to evaluate the effectiveness of Quizizz and G-Form media based on students' attitudes in learning mathematics. This study used an experimental method with a two-way analysis of variance (ANOVA) technique and Tukey's test. The population is SMAN 3 Sidoarjo grade XI aged 15-17 years as many as 130 students, while the sample is 64 students. Data collection was carried out using test and questionnaire techniques. The results showed that: (a) the mathematics learning outcomes of students who used the G-Form media were higher than those taught using the Quizizz media, (b) there is an interaction between learning media and learning attitudes towards students' mathematics learning outcomes, (c) for students who have positive learning attitudes, there is no significant difference in mathematics learning outcomes of students using G-Form and Quizizz media, and (d) for students who have negative learning attitudes, there are differences in the mathematics learning outcomes of students taught by the G-Form and Quizizz media. We suggest exploring deeper into this media using material that is more authentic to students.

scholarly journals PENGARUH METODE FLIPPED CLASSROOM BERBANTUAN SCHOOLOGY TERHADAP HASIL BELAJAR SISWA DITINJAU DARI KEMANDIRIAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 101-110
Author(s):  
Najia ◽  
Iis Holisin ◽  
Himmatul Mursyidah
Keyword(s):  
Learning Outcomes ◽  
Analysis Of Variance ◽  
Junior High School ◽  
Flipped Classroom ◽  
Learning Method ◽  
Classroom Learning ◽  
High Learning ◽  
Learning Methods ◽  
Significant Difference ◽  
E Learning

The research aims to describe whether or not there is an effect of the flipped classroom learning method assisted by Schoology on students’ learning outcomes, to investigate the influence between high learning independence and low learning independence on students’ learning outcomes, to investigate the interaction of the use of learning methods and independence learning on students’ learning outcomes, and to analyze student’s activities. The research method used is a quasi-experimental method and uses a 2×2 factorial design with two-way analysis of variance conducted in VIII grade at junior high school Muhammadiyah 5 of Surabaya. The sample in the research was 54 students consisting of VIII-C grade and VIII-E grade. The results showed that the average of students’ learning outcomes in the high and low learning independence categories were 91.00 and 82.00 in the experimental class, respectively, with the percentage of students’ activity classically 66.07% in the sufficient category. While in the control class, the average of students’ learning outcomes in the high and low learning independence categories were 81.053 and 69.625, respectively. Based on the two-way ANOVA test (two-way analysis of variance) shows that there is a significant difference between learning outcomes using the flipped classroom learning method assisted by Schoology and using e-learning which is commonly used in SMP Muhammadiyah 5 Surabaya with the help of Microsoft teams. There is an influence between high learning independence and low learning independence on students’ learning outcomes. However, there is no interaction between learning methods and students’ learning independence on students’ learning outcomes at SMP Muhammadiyah 5 Surabaya. Asbtrak Penelitian ini bertujuan untuk menginvestigasi ada tidaknya pengaruh metode pembelajaran flipped classroom berbantuan schoology terhadap hasil belajar siswa, menginvestigasi pengaruh antara kemandirian belajar tinggi dan kemandirian belajar rendah terhadap hasil belajar siswa, menginvestigasi interaksi penggunaan metode pembelajaran dan kemandirian belajar terhadap hasil belajar siswa dan menganalisis aktivitas siswa. Metode penelitian yang digunakan adalah metode quasi eksperimen menggunakan rancangan factorial 2×2 dengan analisis ANAVA dua jalan yang dilakukan pada kelas VIII SMP Muhammadiyah 5 Surabaya. Sampel pada penelitian ini yaitu 54 siswa terdiri dari siswa kelas VIII-C dan kelas VIII-E. Hasil penelitian menunjukkan rata-rata hasil belajar siswa kategori kemandirian belajar tinggi dan rendah berturut-turut adalah 91,00 dan 82,00 di kelas eksperimen, dengan persentase aktivitas siswa secara klasikal 66,07% dalam kategori cukup. Sedangkan pada kelas kontrol, rata-rata hasil belajar siswa kategori kemandirian belajar tinggi dan rendah adalah 81,053 dan 69,625. Berdasarkan uji ANAVA dua jalan menunjukkan bahwa terdapat perbedaan signifikan antara hasil belajar yang menggunakan metode pembelajaran flipped classroom berbantuan schoology dengan yang menggunakan pembelajaran e-learning yang umum digunakan di SMP Muhammadiyah 5 Surabaya. Terdapat pengaruh antara kemandirian belajar tinggi dan kemandirian belajar rendah terhadap hasil belajar siswa. Namun, tidak terdapat interaksi antara metode pembelajaran dan kemandirian belajar siswa terhadap hasil belajar siswa.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN RECIPROCAL TEACHING TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV MI NIDHOMIYAH JOMBANG

2019 ◽  
Vol 1 (2) ◽  
pp. 23-28
Author(s):  
Faridatul Masruroh ◽  
Tomi Syafrudin
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Objectives ◽  
Independent Learning ◽  
Reciprocal Teaching ◽  
Fourth Grade Students ◽  
The Subject ◽  
Academic Year

Selection of appropriate learning strategies by teachers tailored to the subject matter, so that students can understand the subject clearly. Reciprocal Teaching is a learning strategy so that learning objectives are reached quickly through the process of independent learning. By presentation in front of a class, students are expected to achieve learning objectives and increase learning independence. This study aims to determine whether there is an influence of Reciprocal Teaching towards mathematics learning outcomes of fourth-grade students MI Nidhomiyah Jombang academic year 2018/2019. The calculation of the t-value uses SPSS 16. The result of t-value is 4,667 with sig (2 tailed)= 0,000. The data result showed that  is rejected. The researchers concluded that there is influence Reciprocal Teaching towards mathematics learning outcomes.    

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA PADA MATERI PECAHAN SEDERHANA MELALUI MEDIA KARTU PECAHAN DI KELAS VI SD NEGERI 011 DESA BARU KECAMATAN SIAK HULU

2019 ◽  
Vol 3 (1) ◽  
pp. 213
Author(s):  
Maimun Maimun
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Simple Fraction ◽  
Average Value ◽  
The Subject ◽  
Classroom Action Research

The background of this study is the low mathematics learning outcomes of class VI students at SD Negeri 011 Desa Baru, to overcome this problem a classroom action research was conducted by applying fraction card media. This research was conducted in SD Negeri 011 Desa Baru, the subject of this study was class VI students with a total of 24 students. The results of this study show that mathematics learning outcomes have increased in pre-cycle average value obtained is 59.8, in the first cycle obtained an average value of 68.3. And in the second cycle obtained an average value of 82.9. Based on the results of this study, it can be concluded that the mathematics learning outcomes in simple fraction material increase after the fraction card media are applied.

Pengaruh Penggunaan Media Belajar dan Minat Belajar terhadap Hasil Belajar Matematika (Eksperimen pada Siswa Kelas XI IPA SMA Negeri 8 Kota Tangerang Selatan Tahun Pelajaran 2010 / 2011)

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Tatan Zenal Mutakin ◽  
Teti Sumiati
Keyword(s):  
Factor Analysis ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Research Method ◽  
Media Use ◽  
Mathematics Learning ◽  
Mathematics Students ◽  
Learning Mathematics

<p>The research is an experiment conducted in SMA Negeri 8 Tangerang City, Banten, on the influence of learning and use of media interest in learning of mathematics learning outcomes. The purpose of this study was to analyze the <br />influence of media use to learn and interest in learning mathematics learning <br />outcomes. (Experiment In Student Class XI IPA SMAN 8 Tangerang City Year <br />Lesson 2010/2011). The research method used is an experimental method using <br />the technique "factor analysis" with "Two Way Anova", aided by SPSS version <br />15.0. The results of the analysis studies suggest that: 1) There is the media's <br />influence on the learning outcomes of mathematics learning, 2) There is interest <br />in studying the influence on the results of studying mathematics, and 3) There is no interaction between the learning outcomes of students with interest in learning mathematics students. </p>

scholarly journals PENGARUH POWER TUNGKAI DAN MINAT TERHADAP HASIL BELAJAR SMASH OLAHRAGA BOLA VOLI PADA SISWA KELAS VI SDN MARGAJAYA I

Akademika ◽  
2020 ◽  
Vol 9 (01) ◽  
pp. 155-169
Author(s):  
Yan Yan Julian ◽  
Khasanah Khasanah ◽  
Nursanita Nasution
Keyword(s):  
Factorial Design ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Power Training ◽  
High Learning ◽  
High Interest ◽  
Learning Interest

This study aims to determine: (1) the differences in student smash learning outcomes with leg power training and those not taught using leg power training, (2) the effect of the interaction between power leg and learning interest on smash learning outcomes in students, (3) differences in smash learning outcomes of students who have high interest in learning taught by power leg training with students not taught using leg power training, (4) differences in smash learning outcomes in students who have low learning interest taught by power leg training with students who are not taught using leg power training. This study uses an experimental method with a 2 x 2 factorial design. The population is grade VI students of SDN Margajaya I, Bekasi City with a total of 50 students. The sample consisted of 27% of the groups having high interest, while 27% of the groups having low interest. The conclusions of the results of the study are: smash learning outcomes of students who get treated with leg power training is higher than students who do not use leg power training. There is an interaction between power leg training with interest in learning towards smash learning outcomes. Smash learning outcomes of students taught using leg power training are higher than students who are taught without using leg power training in students who have high learning interest. Learning Outcomes Students who have low learning interest who are taught using leg power training are lower than those who do not use leg power training.

scholarly journals HUBUNGAN ANTARA KECERDASAN EMOSIONAL, KEMANDIRIAN BELAJAR DAN KREATIVITAS BELAJAR DENGAN HASIL BELAJAR MATEMATIKA

2021 ◽  
Vol 11 (1) ◽  
pp. 72-83
Author(s):  
Ni Komang Hita Wulandari ◽  
Kadek Rahayu Puspadewi ◽  
Putu Ledyari Noviyanti
Keyword(s):  
Emotional Intelligence ◽  
Learning Outcomes ◽  
Significant Relationship ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Independent Learning ◽  
Significance Level ◽  
Relative Contribution ◽  
And Mathematics

This correlational research aims to determine the relationship between emotional intelligence, independent learning and learning creativity with the mathematics learning outcomes of grade VII students of SMP Negeri 1 Blahbatuh. Data collection was carried out by means of questionnaires and tests. The sample used is a number of 80 people who are determined by the cluter random sampling technique. Hypothesis test used is simple and multiple regression with a significance level of 0.05. The results of this study indicate that there is a significant relationship between emotional intelligence and mathematics learning outcomes, the relative contribution is 46%. There is a significant relationship between independent learning and mathematics learning outcomes, the relative contribution is 39%. There is a significant relationship between creativity and mathematics learning outcomes, the relative contribution is 64%. There is an influence between emotional intelligence, independent learning and learning creativity with mathematics learning outcomes of students with a relative contribution of 62%.

scholarly journals PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR PESERTA DIDIK

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Laila Hidayah ◽  
Satrio Wicaksono Sudarman ◽  
Ira Vahlia
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Learning Models ◽  
High Learning ◽  
Analysis Technique ◽  
And Mathematics ◽  
Better Than

The study aims to find out 1) whether or not there is an effect of the Reciprocal Teaching model on students' mathematics learning outcomes. 2) which ones have good mathematical learning outcomes between those who have high, moderate learning independence. 3) interactions between Reciprocal Teaching and conventional learning models. The data analysis technique uses hypothesis testing of two-way anava with unequal cells. Research conclusions: 1) There is an influence of mathematics learning outcomes between those who learn using the Reciprocal Teaching and conventional learning models. 2) Mathematics learning outcomes that have high learning independence are better than those with moderate learning independence and mathematics learning outcomes that have moderate independence are better than those with low learning independence. 3) There is an interaction between Reciprocal Teaching and conventional learning models and learning independence on mathematics learning outcomes in those who have high, medium and low learning independence.

scholarly journals EFEKTIFITAS METODE MENGAJAR KESELURUHAN DENGAN METODE MENGAJAR BAGIAN PERBAGIAN TERHADAP HASIL BELAJAR MENGUMPAN (PASSING) KAKI BAGIAN DALAM PADA PERMAINAN FUTSAL MAHASISWA FIK UNM

2020 ◽  
Vol 12 (1) ◽  
pp. 48
Author(s):  
Sudirman Sudirman ◽  
Andi Mas Jaya
Keyword(s):  
Experimental Method ◽  
Learning Outcomes ◽  
Degrees Of Freedom ◽  
Teaching Method ◽  
Treatment Method ◽  
T Test ◽  
Analysis Technique ◽  
Significant Difference ◽  
Before And After

This study aims to find out which is more effective between the overall method and the teaching method part by section on learning outcomes passing (passing) the inner leg in students who take Futsal learning. This research was carried out by an experimental method in total sampling. Thedata analysis technique used to test the hypothesis is the t-test, at a significant level α= 0.05, starting with calculating the t-count value to compare with the t-table value at a significant level of 95%. (1) The whole method is obtained by t-count = 4, the value listed in t-table with degrees of freedom (dk) = 15-1 = 14. A significant level of 5% is 2.14, so t-count> t-table, means that there is a convincing (significant) difference before and after being given the overall method treatment. (2) The teaching method part of division is obtained the value of t-count = 3.7, the value listed in t-table with degrees of freedom (dk) = 15-1 = 14. Significant level of 5% is 2.14, so t-count> t-table, means that there is a convincing (significant) difference before and after the treatment method is given in part. And (3) The overall method and the part-by-part teaching method obtained t-count = 3.2, the values listed in t-table with degrees of freedom (dk) = 15 + 15-2 = 28. A significant level of 5% is 2.05. So t-count> t-table.

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