The effectiveness of argumentation based learning and problem based learning models in improving student’s argumentation skills about salt hydrolysis concept

Learning model that can train students in developing their argumentative skills includes the Argumentation Based Learning (ABL) and Problem Based Learning (PBL). This study aimed to see the effectiveness of the ABL and PBL models in improving students' argumentation skills about the concept of salt hydrolysis. The study was conducted in the class XI MIA SMAN 1 Tebo Jambi with a sample consisting of two classes. Some 50 students were recruited purposively to be the participants of this study. Concurrent embedded mix method using two group pretest posttest control group design was used in this study. The results of independent t-test showed that ABL was more effective than PBL (t= 4.864; p-value=0.00 < 0.05) in improving the students' argumentation skills. This was supported by the N-gain test of ABL which was 0.82 and the N -Gain test of PBL was 0.68. The results of observations revealed that the ABL students had more intensive opportunities to debate their argumentation than those in the PBL class. This was believed as the major factor influencing the difference in the students’ argumentation skills.

Download Full-text

The effectiveness of the four-step jigsaw and jigsaw learning model in improving students' argumentation skills about salt hydrolysis concept

Jurnal Pendidikan Kimia ◽

10.24114/jpkim.v13i3.29929 ◽

2021 ◽

Vol 13 (3) ◽

pp. 241-249

Author(s):

Windy Kartika ◽

◽

Asrial Asrial ◽

Muhammad Haris Effendi-Hasibuan ◽

◽

...

Keyword(s):

Mixed Method ◽

T Test ◽

Control Group ◽

P Value ◽

Learning Models ◽

Control Group Design ◽

Group Design ◽

Two Factors ◽

The Difference ◽

Modified Forms

One of the learning models that can train students in developing argumentation skills is the jigsaw learning and its modified forms. This study aimed to see the effectiveness of the four-step jigsaw learning and the Jigsaw learning in improving students' argumentation skills about the concept of salt hydrolysis. This study was conducted with 2 classes of 11 grade students of SMAN 7 Kerinci Jambi. Some 53 students in total were purposively recruited and participated in this experiment. Concurrent embedded mixed method with two-group pretest-posttest control group design was used in this study. The results of independent t-test showed that 4SJ was more effective than the Jigsaw class (t= 2.668; p-value = 0.01 < 0.05). It was supported by the n-Gain of 4SJ which was 0.71 and the n-Gain of jigsaw was 0.67. Two factors that influenced the differences in students' argumentation skills were observed; these included the difference in learning duration and the intensiveness in conducting the argumentation debate.

Download Full-text

Efektivitas Penggunaan Model Pembelajaran Berbasis Masalah (PBM) terhadap Hasil Belajar Fisika Siswa SMAN 9 Lubuklinggau

PENDIPA Journal of Science Education ◽

10.33369/pendipa.2.3.206-213 ◽

2018 ◽

Vol 2 (2) ◽

pp. 206-213

Author(s):

Eka Maryam

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Problem Based Learning ◽

Learning Model ◽

T Test ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Physics Learning ◽

The Difference

ABSTRACT [The Effectiveness of Using a Model Problem-based Learning (PBL) to the Results of Physics Learning on High School Students 9 Lubuklinggau]. The objective of this study was to determine the effectiveness of the use of problem-based learning model. The research method used experiments with the form of Nonequivalent Control Group Design. The sample in this research is the students of class XI A and class XI B SMA N 9 Lubuklinggau City which amounted to 50 students. The technique of collecting data in this research is a test. The test is in the form of pretest and finally test (posttest). The purpose of holding initial and final tests to determine the effectiveness of Physics learning with PBM model and conventional learning. The test instrument that was made before the test was tested was done by panelists test using Intracorelation class coefficient (ICC). Data analysis technique used in this research is t-test. The results showed that there are differences in student learning outcomes taught with Problem-Based Learning model (PBM) with students taught with conventional learning model. The difference can be seen in the result of t-test which yields t-count> t-table (3,98> 2.01). The effectiveness of using the PBM model in the experimental class is 13.5% better than in the control class. Keywords: Effectiveness; model; PBL; learning outcomes.

Download Full-text

Efektivitas Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Komunikasi Matematis

Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika ◽

10.30606/absis.v3i2.700 ◽

2021 ◽

Vol 3 (2) ◽

pp. 257-266

Author(s):

Putri Yulia ◽

Maya Riskayani ◽

Selvia Erita

Keyword(s):

Communication Skills ◽

Learning Model ◽

T Test ◽

Control Group ◽

Learning Models ◽

Mathematical Communication ◽

Conventional Model ◽

Control Group Design ◽

Quasi Experimental ◽

The Difference

This study aims to find out (1) the POGIL learning model effective on mathematical communication skills. (2) conventional learning models are effective against mathematical communication skills. (3) the difference between the POGIL learning model and the conventional model of mathematical communication skills. This research is quasi-experimental research with the research design of The Nonequivalent Posttest Only Control Group Design. The population in this study is all students of grade VII MTS Negeri 02 Kerinci. This study's sample consisted of an experimental class and a control class selected by a random sampling cluster. The research instrument is a test f mathematical communication ability, and the data is analyzed using one-sample t-test statistics and independent t-test samples. This study shows that (1) the POGIL learning model is effective on mathematical communication skills. (2) conventional learning models are ineffective against mathematical communication skills. (3) there is a difference between the POGIL learning model and the conventional model of mathematical communication skills.

Download Full-text

PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS DAN DISPOSISI MATEMATIS SISWA SMP MELALUI MODEL PROBLEM BASED LEARNING

Numeracy ◽

10.46244/numeracy.v7i1.1038 ◽

2020 ◽

Vol 7 (1) ◽

pp. 137-149

Author(s):

Rianti Rahmalia ◽

Hajidin Hajidin ◽

BI. Ansari

Keyword(s):

Communication Skills ◽

Model Problem ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Learning Models ◽

Mathematical Communication ◽

Control Group Design ◽

Group Design ◽

Research Population

Mathematical communication skills of students are still relatively low. One learning model can improve students 'mathematical communication skills and at the same time students' mathematical disposition is the Problem Based Learning (PBL) model. The aim to be achieved is to find out the improvement of students 'mathematical communication skills and mathematical disposition using PBL models in terms of students' initial mathematical level. This research is an experimental research design with pretest posttest control group design. The research population was Grade VII students of SMP 9 Langsa. Students are grouped into two classes namely the experimental class and the control class randomly selected from eight parallel classes. The instrument used was a test of mathematical communication skills and a mathematical disposition questionnaire. Data analysis was performed using two-way ANOVA. The results showed that improving students 'mathematical communication ability and students' mathematical disposition by applying PBL learning models is better than students applying conventional learning models. There is no interaction between the PBL learning model with student level on mathematical communication skills and students' mathematical disposition. Abstrak Kemampuan komunikasi matematis siswa masih tergolong rendah. Salah satu model pembelajaran dapat meningkatkan kemampuan komunikasi matematis siswa dan sekaligus disposisi matematis siswa adalah model Problem Based Learning (PBL). Tujuan yang ingin dicapai ialah untuk mengetahui peningkatan kemampuan komunikasi matematis siswa dan disposisi matematis menggunakan model PBL ditinjau dari kemampuan awal matematis siswa. Penelitian ini merupakan penelitian eksperimen dengan desain pretest postest control group design. Populasi penelitian adalah siswa kelas VII SMP Negeri 9 Langsa. Siswa dikelompokkan menjadi dua kelas yaitu kelas eksperimen dan kelas kontrol yang dipilih secara acak dari delapan kelas paralel. Instrumen yang digunakan tes kemampuan komunikasi matematis dan angket disposisi matematis. Analisis data dilakukan dengan menggunakan anova dua arah. Hasil penelitian menunjukkan bahwa peningkatan kemampuan komunikasi matematis siswa dan disposisi matematis siswa dengan menerapkan model pembelajaran PBL lebih baik dari pada siswa yang menerapkan model pembelajaran konvensional. Tidak terdapat interaksi antara model pembelajaran PBL dengan level siswa terhadap kemampuan komunikasi matematis dan disposisi matematis siswa. Kata Kunci: Komunikasi Matematis, Disposisi Matematis, Problem Based Learning

Download Full-text

PERBANDINGAN MODEL PEMBELAJARAN KOOPERATIF DAN MODEL PEMBELAJARAN LANGSUNG TERHADAP HASIL BELAJAR MATA PELAJARAN RANGKAIAN LISTRIK KELAS X DI SMK NEGERI 26 JAKARTA

Journal of Electrical Vocational Education and Technology ◽

10.21009/jevet.0041.07 ◽

2020 ◽

Vol 4 (1) ◽

pp. 41-47

Author(s):

Nuvita Retna Sari ◽

Faried Wadjdi ◽

Massus Subekti

Keyword(s):

Cooperative Learning ◽

Cognitive Assessment ◽

Learning Model ◽

T Test ◽

Control Group ◽

Learning Models ◽

Control Group Design ◽

Significance Level ◽

Group Design ◽

Direct Learning

This study aims to determine the comparison of cooperative learning models with direct learning models on the learning outcomes of electrical circuit subjects of class X students at SMK Negeri 26 Jakarta. This research was conducted at SMK Negeri 26 Jakarta in November 2018 until January 2019. This Popolation is class X TTL at SMK Negeri 26 Jakarta which consists of 3 classes. The research method used is true experimental pretest posttest control group design. The sample was randomly determined by random sampling technique. It was obtained 2 classes namely X.TTL1 for experimental class using cooperative learning models and X.TTL 3 was used for experimental class using direct learning models and class X.TTL 2 was used for class testing question validity. The analysis technique used is the t test at a significance level of Based on the results of the study it can be concluded that learning using the Cooperative Learning Model with cognitive assessment of 92.41 and psychomotor assessment of 88.98, while learning using the Direct Learning Model with cognitive assessment amounted to 92.21 and psychometric assessment of 88.21. The results of calculations with the t-test on cognitive assessment at the significance level α = 0.05 and df = 64 are tcount < ttable(0.512 <1.6672) and the value of t-test calculated at the significance level α = 0, 05 and df = 64 is tcount < ttable (0.45 <1.6672) means that H0 is accepted, Ho is accepted so that it can be concluded that the comparison of learning outcomes of electrical circuits taught using cooperative learning models is not higher or equal using direct learning model at SMK Negeri 26 Jakarta. ABSTRAK Penelitian ini bertujuan untuk mengetahui perbandingan model pembelajaran kooperatif dengan model pembelajaran langsung terhadap hasil belajar mata pelajaran rangkaian listrik siswa kelas X di SMK Negeri 26 Jakarta. Penelitian ini dilakukan di SMKN 26 Jakarta pada bulan November 2018 sampai Januari 2019. Populasi penelitian ini adalah kelas X TTL di SMK Negeri 26 Jakarta yang terdiri dari 3 kelas. Metode penelitian yang digunakan adalah True eksperimental Design Pretest–Posttest Control Group Design. Sampel ditentukan secara acak dengan teknik random sampling di dapat 2 kelas yaitu X.TTL 1 untuk kelas eksperimen I dengan menggunakan model pembelajaran kooperatif dan X.TTL 3 digunakan untuk kelas eksperimen II dengan menggunakan model pembelajaran langsung serta Kelas X.TTL 2 digunakan uji validasi soal. Teknik Analisis yang digunakan yaitu uji t pada taraf signifikansi =0,05.Berdasarkan hasil penelitian dapat disimpulkan pembelajaran dengan menggunakan Model Pembelajaran Kooperatif dengan penilaian kognitif sebesar 92.41 dan penilaian psikomotorik sebesar 88.98, sedangkan pembelajaran dengan menggunakan Model Pembelajaran Langsung dengan penilaian kognitif sebesar 92.21dan penilaian psikomotorik sebesar 88.21. Hasil perhitungan dengan Uji–t pada penilaian kognitif pada taraf signifikansi = 0,05 dan = 64 adalah < (0.512 < 1.6672) serta diperoleh nilai Uji-t hitung pada taraf signifikansi =0,05 dan = 64 adalah>(0.45<1.6672) artinyaHo diterima sehingga dapat disimpulkan bahwa perbandingan hasil belajar rangkaian listrik yang diajarkan menggunakan model pembelajaran kooperatif tidak lebih tinggi atau sama dengan menggunakan model pembelajaran langsung di SMK Negeri 26 Jakarta.

Download Full-text

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TAI DAN PROBLEM BASED LEARNING (PBL) TERHADAP PEMAHAMAN KONSEP BANGUN RUANG SISWA

AKSIOMA Jurnal Program Studi Pendidikan Matematika ◽

10.24127/ajpm.v6i3.1131 ◽

2017 ◽

Vol 6 (3) ◽

pp. 338

Author(s):

Lia Budi Tristanti

Keyword(s):

Cooperative Learning ◽

Problem Based Learning ◽

Mathematical Concept ◽

Learning Model ◽

Control Group ◽

Mathematical Concepts ◽

Control Group Design ◽

Group Design ◽

Randomized Control ◽

The Difference

The objective of the research is to describe whether there is a difference of students' understanding of mathematical concepts using cooperative learning model of TAI type and Problem Based Learning (PBL) and show the cause of the difference. This study included experimental research with randomized control group design pretest posttest design. The result of the research shows that (1) the understanding of students 'mathematical concepts with cooperative learning model of TAI type is not significantly different from the understanding of students' mathematics concept with PBL learning model; (2) the understanding of students 'mathematical concept with cooperative learning model of TAI type is not significantly different from the students' with conventional learning model, (3) understanding of student math concept with PBL learning model is significantly different with understanding of student math concept with conventional learning model. So that there is effect of cooperative learning model of TAI type and problem based learning (PBL) to the students' math concept.

Download Full-text

Struggles to Improve Students' Entrepreneurship Interest Through GEPPRAK Learning Model

Dinamika Pendidikan ◽

10.15294/dp.v15i1.21823 ◽

2020 ◽

Vol 15 (1) ◽

pp. 87-98

Author(s):

Irmawati Irmawati ◽

Wiedy Murtini ◽

Lukman Hakim

Keyword(s):

Learning Model ◽

T Test ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Group Data ◽

Post Test ◽

The Difference ◽

Difference Test ◽

Experimental Group

This study aims to investigate the implementation of "GEPPRAK” learning model to increase the class XII students’ interest in entrepreneurship in SMA Negeri 2 Surakarta. The design used in this study is true experimental design using pretest - posttest control group design. The experimental group and the control group were given the pretest. Then the experimental group was given the treatment. After that, a posttest was carried out on the experimental group and the control group. Data was collected by documentation, observation and questionnaire described according to the findings. Data analysis techniques in this study used an independent sample t-test. The results of this study were indicated a significant increase in students’ interest in entrepreneurship in the experimental class given treatment using the GEPPRAK learning model. This is evidenced by testing used the t-test and obtained the significance of the average difference test post-test Sig (2-tailed) 0.017 <α (= 0.05) and t arithmetic (2.426)> t table (1.980). Therefore, the decision test H0 rejected means that there are differences in the average scores post-test of students in the experimental class and the control class. The difference in the average scores post-test of students explains that treatment in the experimental class can increase students’ entrepreneurial interest.

Download Full-text

Efektivitas Penggunaan Model Pembelajaran Berbasis Masalah (PBM) terhadap Hasil Belajar Fisika Siswa SMAN 9 Lubuklinggau

PENDIPA Journal of Science Education ◽

10.33369/pendipa.v2i3.5791 ◽

2018 ◽

Vol 2 (2) ◽

Author(s):

Eka Maryam

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Problem Based Learning ◽

Learning Model ◽

T Test ◽

Control Group ◽

School Students ◽

Control Group Design ◽

Physics Learning ◽

The Difference

Download Full-text

PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING DAN PROBLEM BASED LEARNING TERHADAP PRESTASI BELAJAR PESERTA DIDIK

Jurnal Pendidikan Manajemen Perkantoran ◽

10.17509/jpm.v1i1.3339 ◽

2016 ◽

Vol 1 (1) ◽

pp. 80

Author(s):

Serra Oktafoura Suminar ◽

Rini Intansari Meilani

Keyword(s):

Problem Based Learning ◽

Learning Model ◽

Discovery Learning ◽

Control Group ◽

Learning Models ◽

Learning Problem ◽

Control Group Design ◽

Group Design ◽

Equivalent Control ◽

The Subject

Model pembelajaran adalah salah satu faktor yang mempengaruhi prestasi belajar peserta didik di kelas. Artikel ini membahas hasil penelitian kuasi eksperimen yang ditujukan untuk mengetahui pengaruh model pembelajaran Discovery Learning dan model pembelajaran Problem Based Learning terhadap prestasi belajar 70 orang peserta didik sebuah SMK, pada Mata Pelajaran Korespondensi, kompetensi dasar mengidentifikasi prosedur pembuatan surat dinas. Dengan menggunakan non-equivalent control group design, hasil analisa data menunjukkan bahwa model pembelajaran Discovery Learning lebih cocok dalam meningkatkan prestasi belajar peserta didik dalam mempelajari kompetensi dasar mengidentifikasi prosedur pembuatan surat dinas, dibandingkan model pembelajaran Problem Based Learning. Dengan demikian, model pembelajaran Discovery Learning dapat menjadi salah satu alternatif bagi para guru Mata Pelajaran Korespondensi dalam meningkatkan prestasi belajar peserta didik pada mata pelajaran tersebut.Kata Kunci: Discovery Learning, Problem Based Learning, Prestasi Belajar THE INFLUENCE OF DISCOVERY LEARNING AND PROBLEM BASED LEARNING MODELS ON STUDENTS’ LEARNING ACHIEVEMENTTeaching and learning model is one of the factors influencing students’ learning achievements. This article discusses results of a quasi-experimental study which aims to investigate the influence of discovery learning and problem-based learning models on learning achievements of 70 vocational high school students, in the subject of Correspondence (in the competence of identifying the procedure of writing official letters). Using non-equivalent control group design, results of data analysis show that discovery learning model is more suitable to improve students’ learning achievements in the competence of identifying the procedure of writing official letters, compared to problem based learning model. Thus, discovery learning is worth using by teachers of the subject to improve the learning achievements of their students in this subject. Keywords: Discovery Learning, Problem Based Learning, Learning Achievement

Download Full-text

Pengaruh Model Pembelajaran Berbasis Masalah dengan Metode Eksperimen Terhadap Hasil Belajar Fisika Siswa Kelas X SMAN 1 Gunungsari Kabupaten Lombok Barat Tahun Pelajaran 2014/2015

Jurnal Pendidikan Fisika dan Teknologi ◽

10.29303/jpft.v1i3.259 ◽

2017 ◽

Vol 1 (3) ◽

pp. 200 ◽

Cited By ~ 3

Author(s):

Azmi Aziz ◽

Joni Rokhmat ◽

Kosim Kosim

Keyword(s):

Random Sampling ◽

Problem Based Learning ◽

Sampling Technique ◽

Learning Model ◽

T Test ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Academic Year ◽

Cluster Random Sampling

This research aims to find out the effect of problem based learning model with eksperiment method on the student’s results of learning physics of grade X SMAN 1 Gunungsari regency west Lombok in academic year 2014/2015. This research is a quasi eksperiment with pretest posttest control group design. The population of this research is students of grade X SMAN 1 Gunungsari, with cluster random sampling technique was obtained students of grade X5 as the experiment group and students of grade X2 as control group. The result of learning is analized by using t-test polled varians, was obtained 9,25 for thint and 1,99 for ttable with significant 5%. Because thint > ttable, then Ho will be rejected and Ha will be accepted. So can be concluded that available effect of problem based learning model with eksperiment method on the student’s results of learning physics of grade X SMAN 1 Gunungsari regency west Lombok in academic year 2014/2015.

Download Full-text