scholarly journals PENGEMBANGAN MODUL LAJU REAKSI BERBASIS PEDAGOGICAL CONTENT KNOWLEDGE (PCK) UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2020 ◽  
Vol 2 (1) ◽  
pp. 46
Author(s):  
Frisca Zahrona Utami Harahap ◽  
Destria Roza
Keyword(s):  
Learning Outcomes ◽  
Reaction Rate ◽  
Student Learning Outcomes ◽  
Significance Level ◽  
Pedagogical Content ◽  
Module Analysis ◽  
Chemistry Learning ◽  
The Subject ◽  
The Right ◽  
Chemistry Module

This study aims to analyze the feasibility of the PCK Chemistry module and learning outcomes on the subject matter of the reaction rate taught by the PCK Chemistry module class XI MAN 1 Medan Medan. The selected sample is class XI MIA 3 as an experimental class. The method used in this research is R&D. The module analysis results state that the average overall validation result is 3.65 which means that the module is feasible to use. While the results of the module analysis based on the respondents obtained an average of 3.70 which means that the developed PCK module is appropriate to use. This is also evidenced from student learning outcomes that are taught using the PCK chemistry module. Hypothesis testing is done by using the t-one party test that is the right side, with the results of this study at a significance level of 5% (α = 0.05) indicating that tcount> t table (12.63> 1.68) then Ho is rejected. Thus, showing chemistry learning outcomes using the PCK chemistry module is greater or equal to KKM, where an average pretest of  28.25 is obtained and an average of posttest is obtained an average of 86.04.

scholarly journals Bimbingan Belajar Kimia Bagi Siswa SMA Yang Berdomisili Di Penfui-Binilaka Kupang

2021 ◽  
Vol 4 (2) ◽  
pp. 124
Author(s):  
Maria Aloisia Uron Leba ◽  
Faderina Komisia ◽  
Maria Benedikta Tukan
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Learning Difficulties ◽  
Student Learning Outcomes ◽  
Student Understanding ◽  
Learning Method ◽  
Chemistry Learning ◽  
The Subject

AbstrakBimbingan belajar merupakan salah satu metode belajar dengan cara memberi bantuan berupa penjelasan materi pelajaran secara terstruktur dan perlahan kepada siswa dalam mengatasi kesulitan belajarnya. Kegiatan bimbingan belajar ini bertujuan untuk 1). mengkaji peningkatan pemahaman siswa dalam mempelajari ilmu kimia, 2). mengkaji ketuntasan dari hasil belajar yang diperoleh siswa. Sasaran kegiatan ini adalah tiga siswa SMA kelas X yang tinggal di daerah Penfui – Binilaka, Kupang. Metode pelaksanaan kegiatan ini adalah bimbingan belajar yang meliputi diskusi, penjelasan materi dan latihan soal. Teknik pengumpulan data yang digunakan adalah tes. Data hasil kegiatan ini dianalisis dengan 1). persamaan N-Gain untuk mengkaji peningkatan pemahaman siswa, 2). analisis deskriptif untuk mengkaji ketuntasan dari hasil belajar siswa. Hasil analisis menunjukan bahwa 1). peningkatan pemahaman siswa pada setiap pertemuan tergolong tinggi yang ditunjukan dengan rata-rata nilai N-Gain adalah 0,83, 2). hasil belajar siswa tergolong tuntas yang ditunjukan dengan rata-rata ketuntasan dari hasil belajar siswa adalah 76,02%.Kata Kunci: Bimbingan belajar, kimia, hasil belajar, N-Gain, pembelajaran kimiaAbstractTutoring is a learning method that provides assistance in the form of structured and slow explanation of the subject matter to students in solving their learning difficulties. The purpose of this tutoring are to 1). examines the increase of student understanding in studing chemistry, 2). Examines the completeness of student learning outcomes. The target of this activity are  tree high school stutents class X who live in the Penfui - Binilaka. The methods used in this activity are discussion, explanation of the material and exercises. The technique of data collection used was a test. The data of this activity were analized by 1). N-Gain equation to assess the increase in student understanding, 2). descriptive analysis to assess the completeness of student learning outcomes. The analysis results showed that 1). the increase of student understanding at every meeting was high, which was indicated by the average of N-Gain value was 0.83, 2). the learning outcomes of students was complete, which was indicated by the average completeness of student learning outcomes was 76.02%.Keywords: Tutoring, chemistry, learning outcomes, N-Gain, chemistry learning

scholarly journals Motivation Analysis Learning in The Implementation of Physics Practicum

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Syahrul Kahar
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Test Results ◽  
Significance Level ◽  
Regression Test ◽  
Data Source ◽  
The Subject ◽  
Everyday Reality ◽  
Category Score

<span>Physics learning aims to gain an understanding of facts, the ability to recognize and solve problems on an object, and have a scientific attitude that can be demonstrated in everyday reality. With the development of curriculum in universities, students are allowed to further hone their skills in following the learning in the classroom. The method used in this research is quantitative approach by using questionnaire of learning motivation, learning result as a data source. The population at the same time the subject used is Civil Engineering student class A with total 35 students. The results showed that the average student learning outcomes were 74, 65, the standard deviation of 5.37 with the highest score was in the score of 85.00 and the lowest score was 66.00, the learning motivation scores were in the 100-130 interval for the high category, score 0 -80 medium category. Regression test results obtained t<sub>count</sub>: 7, 54&gt; t<sub>table</sub>: 1.68, with a significance level of 0.05. So the motivation to learn students in the implementation of lab laboratory is very supportive students in construct knowledge and skills possessed. The conclusion in this research is the need of improvement from the aspect of student's learning motivation in following the learning or the implementation of practicum activities so that the learning outcomes obtained are satisfactory.</span>

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR FISIKA SISWA PADA MATERI FLUIDA DI KELAS XI IPA SMA NEGERI 1 PADANGSIDIMPUAN

2019 ◽  
Vol 4 (2) ◽  
pp. 130
Author(s):  
Rini Anggraini Pakpahan
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Random Sampling ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Significance Level ◽  
The Subject ◽  
Cluster Random Sampling

This research aimed to determine the effect of STAD cooperative learning model to student learning outcomes in the subject matter of fluid at class XI IPA SMA Negeri 1 Padangsidimpuan. This was eksperimental research with One Group Pretest Posttest Design. The population was all class XI IPA SMA Negeri 1 Padangsidimpuan (128 students) and sample was taken through cluster random sampling, so the sample was 32 students. The instrument of this research was the achievement test. The result of this study indicated that student learning outcomes using STAD cooperative learning model (74,69) were higher than student learning outcomes using convensional learning model (62,25). Based on the  result of hypothesis testing at significance level 5% with degree of freedom 31, tcount = 9,79 > ttable = 1,698 then the hypothesis can be accepted, it means that there was influence STAD cooperative learning model to student learning outcomes in the subject matter of fluid at class XI IPA SMA Negeri 1 Padangsidimpuan.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe TGT Untuk Meningkatkan Motivasi dan Aktivitas Belajar Peserta Didik Kelas XMIA-3 SMAN 1 Tanete Rilau (Studi pada Materi Pokok Ikatan Kimia dan Bentuk Geometri)

2018 ◽  
Vol 19 (1) ◽  
pp. 75
Author(s):  
Murdika Murdika ◽  
Mohammad Wijaya ◽  
Sugiarti Sugiarti
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Team Games ◽  
The Third ◽  
Teacher Researcher ◽  
The Subject ◽  
Power Point ◽  
The Right ◽  
Media Power

ABSTRAKPenelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk menemukan langkah-langkah yang tepat dalam penerapan model pembelajaran TGT sehingga dapat meningkatkan motivasi dan aktivitas belajar peserta didik Kelas X MIA-3 SMAN Tanete Rilau, barru. Subyek penelitian ini adalah peserta didik Kelas X MIA-3 semester I tahun pembelajaran 2014/2015 sebanyak 38 orang. Penelitian ini dilaksanakan dalam dua siklus, siklus I dilaksanakan sebanyak 3 kali pertemuan dengan waktu 9 jam pelajaran. Pertemuan pertama dilaksanakan game, pertemuan kedua dilaksanakan turnamen dan pada pertemuan ketiga dilaksanakan tes hasil belajar dan begitupula pada siklus II. Adapun langkah-langkahnya yang tepat dalam menerapkan model pembelajaran TGT yaitu: (1) Guru menyampaikan tujuan pembelajaran dan memotivasi peserta didik serta guru mengaitkan pelajaran sekarang dengan yang terdahulu. (2) Guru menjelaskan  langkah-langkah model TGT dengan menggunakan bahasa yang mudah dipahami dan menyampaikan materi kepada peserta didik dengan media power point. (3) Guru mengorganisasikan peserta didik ke dalam kelompok belajar (setiap kelompok beranggotakan 4-6 orang peserta didik) dan menunjuk ketua kelompok. (4) Guru meminta perwakilan masing-masing kelompok untuk berada di meja turnamen dan memberikan soal untuk di jawab. (5) Guru membagi peserta didik ke dalam meja turnamen dan membagikan soal-soal turnamen berdasarkan tingkat kesulitannya kepada masing-masing kelompok turnamen. (6) Guru memberikan penghargan kepada setiap kelompok yang memiliki poin tinggi.Kata kunci: Penelitian tindakan kelas, Langkah-langkah model pembelajaran TGT                                              ABSTRACTThis study is about a research of a classroom action that aims to find the right steps in the TGT (Team games tournament) implementation learning model in order to increase the motivation and activity student learning outcomes in class X MIA-3, SMAN 1 Tanete Rilau, barru. The subject is the 10th students consist of 38 participants. This study was conducted in two cycles, the first cycle performed 3 time meeting in taking 9 hours. The first meeting implemented game, the second implemented tournament and at the third meeting conducted study outcome test and similarly,on the second cycle. The steps are: (1) The teacher (the researcher) informed the purpose of learning and motivated the students, and the teacher connected this lesson and its previous. (2) The teacher (the researcher) explained the model steps of TGT in using an easy way to be understood and using power point software as well. (3) The teacher (the researcher) organized the students in a group (each group has 4 to 6 participants) this search group has a leader. (4) The teacher (researcher) asked for each group to keep staying in the tournament table to give questions to be answered. (5) The teacher (the researcher) divided in several tournament tables and distributed the tournament questions based on the difficulties level to the each group. (6) The teacher (the researcher) then gave a reward to the each group who had high point.Key words: The action class research, measures TGT learning model.

scholarly journals IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK TERHADAP HASIL BELAJAR LAJU REAKSI SISWA

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Aisyatur Radhwa Marpaung ◽  
Ani Sutiani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Reaction Rate ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Statistical Technique ◽  
Scientific Approach ◽  
The Subject

One of the subject matter of Chemistry High School which has quite extensive studies and full of concepts is Reaction Rate. The subject matter will be more precisely taught through Problem Based Learning (PBL) with scientific approach that designed with surrounding environment. This study aims to determine difference between increasing learning outcomes learned through PBL with scientific approach and increasing learning outcomes learned through Direct Instruction (DI) with scientific approach on Reaction Rate. The population was all students of XI MIA MAN. The sampling technique in this study was purposive sampling. The results showed an increase in student learning outcomes in experimental class by 84% and in control class by 79%. Based on test of the real difference with the statistical technique t at the level of significance α = 0.05 on the results of this study it can be concluded that increase in student learning outcomes through the PBL with scientific approach is higher than increase in learning outcomes taught through the DI with scientific approach to Reaction rate.

scholarly journals Studi Komparasi Model Pembelajaran Kooperatif Tipe Jigsaw dengan Tipe TGT Ditinjau dari Hasil Belajar Siswa Kelas X SMAN 3 Watansoppeng (Studi pada Materi Pokok Ikatan Kimia)

2018 ◽  
Vol 19 (1) ◽  
pp. 55
Author(s):  
Sutra Safar ◽  
Hasri Hasri ◽  
Sudding Sudding
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Chemical Bond ◽  
Subject Matter ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Significance Level ◽  
Average Value ◽  
Comparison Research ◽  
The Subject

ABSTRAKPenelitian ini adalah penelitian komparatif yang bertujuan untuk mengetahui perbedaan hasil belajar siswa Kelas X SMA Negeri 3 Watansoppeng yang dibelajarkan dengan model pembelajaran kooperatif tipe Jigsaw dan tipe TGT. Populasinya adalah siswa kelas X SMA Negeri 3 Watansoppeng yang terdiri dari enam kelas, sedangkan sampelnya adalah kelas X3 sebagai kelas eksperimen I yang dibelajarkan dengan model pembelajaran kooperatif tipe jigsaw dan kelas X6 sebagai kelas eksperimen II yang dibelajarkan dengan model pembelajaran kooperatif tipe TGT dengan jumlah siswa masing-masing 23 orang. Desain penelitian yang digunakan adalah “Posttest Only Design”. Variabel bebasnya adalah pembelajaran kooperatif tipe Jigsaw dan pembelajaran kooperatif tipe TGT dan variabel terikatnya yaitu hasil belajar. Hasil analisis data menunjukkan nilai rata-rata hasil belajar siswa kelas Jigsaw pada posttest yaitu 72,15 dengan standar deviasi 12,17 dan kelas TGT yaitu 65,34 dengan standar deviasi 11,14. Hasil pengujian hipotesis diperoleh nilai thitung = 2,0841. Pada taraf signifikan α = 0,05 dengan dk = 44 diperoleh t(0,025,44) = 2,0154. Oleh karena, thitung tidak terletak diantara –t(0,025,44) dan +t(0,025,44), maka H1 diterima dan H0 ditolak, bearti bahwa terdapat perbedaan hasil belajar siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe Jigsaw dan tipe TGT di kelas X SMA Negeri 3 Watansoppeng pada Materi Pokok Ikatan Kimia.Kata Kunci: Jigsaw, TGT, Hasil Belajar,Ikatan Kimia. ABSTRACTThis comparison research aimed to investigate the differences of learning outcomes of Class X student SMA Negeri 3 Watansoppeng taught by using of Jigsaw and TGT types of cooperative learning. The population are all class X of SMA Negeri 3 Watansoppeng which consists of 6 classes, while the sample are Class of X3 is a sample as experiment I class which was taught by Jigsaw Type and Class of X6 as experiment II class which was taught by TGT Type of Cooperative Learning Model, the student amount of 23 participants, respectivly. The study design was "Posttest Only Design". The analysis showed the average value of student learning outcomes Jigsaw class in posttest is 72,15 with 12,17 of deviation standard and TGT class, 65,34 with 65,34 of deviation standard. The results of hypothesis values obtained at tcount = 2,0841. α = 0.05 significance level with df = 44 obtained table = 2,0154, therefore, tcount is not located between  -t(0,025,44)  and +t(0,025,44). It’is meant the H1 hypothesis is accepted and H0 is rejected. However, the conclusion there is difference outcomes learning taught by Jigsaw and TGT types of cooperative learning model of X class student of SMA Negeri 3 Watansoppeng on the subject matter of the chemical bond.Keywords: Jigsaw, TGT, Learning Outcomes, Chemical Bond.

PENGGUNAAN DIRECT INSTRUCTION MODEL UNTUK MENINGKATKAN HASIL BELAJAR IPA PADA MATERI TUMBUHAN DAN FUNGSINYA SISWA KELAS IV A SDN 015 SUNGAI SALAK KECAMATAN TEMPULING

2016 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Garnawati Siregar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Instructional Improvement ◽  
Mastery Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Fourth Grade Students ◽  
The Subject ◽  
Class Iv

Problems in the Classroom Action Research (PTK) is the low learning outcomes IPA A fourth grade students of SDN 015 Sungai Salak Kecamatan Tempuling. This study addressed the problem by applying direct instrucsion models. The problem of this research is "Is the direct application of the model intruction IPA can improve learning outcomes in grade IV A SDN 015 Sungai Salak Kecamatan Tempuling ?. The purpose of this study is to improve science learning outcomes in class IV A SDN 015 Sungai Salak Kecamatan Tempuling by way of direct intruction models. Direct intruction A model of fourth grade students of SDN 015 Sungai Salak, Kecamatan Tempuling can improve learning outcomes significantly. At first the student learning outcomes pre-cyclye is 36.00 categorized as very unfavorable; in the first cycle was 61.00 with category; and the results of the second cycle is 81.50 with very good category. Mastery learning individually and classical increases; pre-cyclye 4 students and 20.00 (not finished); in the first cycle is 12 students and 60.00% (not finished) and the second cycle is 19 students or 95% (complete). Based on observations of fourth grade students of SDN 015 A Sungai Salak Kecamatan Tempuling, activity in the first cycle an average of 72% or better and the second cycle of activity is 82% or better at all. Students seem to understand the direct intruction models and they can understand the subject matter properly and appropriately. Based on the research results with direct instructional improvement intruction models managed to fix the problem of low student learning outcomes SDN 015 class IV A Sungai Salak Kecamatan of Tempuling. 

PELAKSANAAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR PPKn SISWA SMP NEGERI 3 TELUK KUANTAN

2018 ◽  
Vol 2 (5) ◽  
pp. 789
Author(s):  
Maria Yulianti
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
The Subject ◽  
High Level

The background of this study was the low student learning outcomes of PPKn, from 28 students who achievedthe completeness criteria at least only 11 students (39.29%). The low student learning outcomes are caused bythe high level of individuality between students so that the achievement of competence among studentsexperiences a very distant difference. Based on this, the researchers made improvements to student learningoutcomes through the application of STAD cooperative learning models. This research is a classroom actionresearch, with the subject of class VII of SMP Negeri 3 Teluk Kuantan. The data used in this study is PPKnlearning outcomes data. The results stated that after applying the STAD type cooperative learning model studentlearning outcomes had increased in the initial data the number of students who completed were 11 students, incycle I had an increase with the number of 18 students, and in cycle II the number of students who completedcontinued to increase by the number 22 student.

PENERAPAN STRATEGI PEMBELAJARAN INQUIRY DENGAN PENDEKATAN CTL (CONTEXTUAL TEACHING AND LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII-D SMPN 4 TAMBANG

2018 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Zulkifli Zulkifli
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Mathematics Students ◽  
Algebraic Form ◽  
Student Activity ◽  
Average Value ◽  
The Subject ◽  
Improve Student Learning

This research is based on the low learning outcome of mathematics students of grade VIII SMPN 4 Tambang.The purpose of this research is to improve the learning outcomes of mathematics through the application ofinquiry learning with CTL approach. This research was conducted in SMPN 4 Tambang with subject of classVIII-D students with 29 students. This classroom action research was started in early January 2017. Theresearch instrument consists of a teacher and student activity sheet instrument and a test of learning outcomes.Based on the results of research and discussion can be concluded that the strategy of inquiry learning with CTLapproach can improve student learning outcomes of mathematics on the subject matter of algebraic form inclass VIII-D SMPN 4 Tambang. On the basic score the number of students who reached the KKM as many as 14people (48.28%) with an average score of 58.79. In cycle I the number of students who reach the KKM of 19people (65.52%) with an average value of 65.69%. In cycle II the number reaching KKM is 25 people (86.21%).

PENERAPAN STRATEGI PEMBELAJARAN GO TO YUOR POST UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VI SDN 024 TARAI BANGUN KECAMATAN TAMBANG KABUPATEN KAMPAR

2017 ◽  
Vol 1 (1) ◽  
pp. 85
Author(s):  
Delfi Yendri
Keyword(s):  
Social Sciences ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Student Activity ◽  
The Poor ◽  
The Subject ◽  
Data Collection Activity

This research is motivated by the poor results of Study Social Sciences (IPS) Student Class VI SDN 024 Tarai Bangun Kecamatan Tambang. This study aims to determine the resulting increase studying social sciences (IPS) student class VI SDN 024 Tarai Bangun Kecamatan Tambang through the application of learning strategies go to yuor post, which carried out for 1 month. The subjects were VI SDN 024 Tarai Bangun Kecamatan Tambang by the number of students as many as 38 people. Form of research is classroom action research. The research instrument consists of instruments and instrument performance data collection activity observation sheet form teacher and student activity. Based on the research, the conclusion to this study is based on the analysis and discussion in chapter IV can be concluded that the application of learning strategies go to yuor post can improve learning outcomes in the subject of social sciences grade VI SDN 024 Tarai Bangun Kecamatan Tambang. Evidenced by the increase in learning outcomes before action to the first cycle, to cycle II. Before the act of student learning outcomes classified as unresolved with an average of 59%, an increase in the first cycle by an average of 69%. While the results of student learning in the second cycle must be increased by an average of 75% with the category completed.

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