scholarly journals PENGARUH MODEL PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR KOMPUTER KETERAMPILAN DAN PENGELOLAAN INFORMASI (KKPI)

2020 ◽  
Vol 6 (1) ◽  
pp. 13
Author(s):  
Astuty Sriwahyuni Tarigan ◽  
Abdul Hamid K ◽  
Efendi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Models ◽  
High Learning ◽  
Model Learning ◽  
Significance Level ◽  
Quasi Experimental ◽  
Drill And Practice

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui perbedaan hasil belajar KKPI siswa yang diajarkan dengan model pembelajaran tutorial dan model pembelajaran drill and practice. (2) Mengetahui perbedaan hasil belajar KKPI siswa dengan motivasi belajar tinggi dan motivasi belajar rendah. (3) Mengetahui interaksi antara model pembelajaran dengan motivasi belajar siswa terhadap hasil belajar KKPI. Penelitian ini merupakan penelitian kuasi eksperimen. Hasil analisis data diperoleh; (1) hasil belajar KKPI siswa yang dibelajarkan dengan media pembelajaran drill and practice lebih tinggi daripada hasil belajar KKPI siswa yang dibelajarkan dengan model pembelajaran tutorial. Hal ini ditunjukkan Fhitung = 114,59 dan Ftabel = 4,01 untuk taraf signifikansi ∝=0.05 dengan derajat dk (1,56). (2) hasil belajar KKPI siswa yang memiliki motivasi belajar tinggi lebih tinggi daripada hasil belajar KKPI siswa dengan motivasi belajar rendah. Hal ini ditunjukkan Fhitung = 167,04 dan Ftabel = 4,01 untuk taraf signifikansi ∝=0.05 dengan derajat dk (1.56), dan (3) terdapat interaksi antara model pembelajaran dan motivasi belajar siswa dalam mempengaruhi hasil belajar KKPI. Hal ini ditunjukkan Fhitung = 16,82 dan Ftabel = 4,01 untuk taraf signifikansi ∝=0.05 dengan derajat dk (1,56). Hasil penelitian menunjukkan bahwa untuk meningkatkan hasil belajar KKPI, model pembelajaran drill and practice tepat digunakan bagi siswa yang memiliki motivasi belajar tinggi. Siswa yang memiliki motivasi belajar rendah lebih efektif dibelajarkan dengan model pembelajaran tutorial. Kata Kunci: Model Pembelajaran, Motivasi Belajar, Hasil Belajar KKPI  Abstract: This study aims to: (1) Know the differences in KKPI learning outcomes of students taught with tutorial learning models and drill and practice learning models. (2) Knowing the differences in learning outcomes of KKPI students with high learning motivation and low learning motivation. (3) Determine the interaction between the learning model and student learning motivation towards KKPI learning outcomes. This research is a quasi-experimental research. The results of data analysis are obtained; (1) KKPI learning outcomes of students taught with drill and practice learning media are higher than KKPI learning outcomes of students who are taught with tutorial learning models. This is indicated by Fcount = 114.59 and Ftable = 4.01 for the significance level ∝ = 0.05 with degrees dk (1.56). (2) KKPI learning outcomes of students who have high learning motivation are higher than KKPI learning outcomes of students with low learning motivation. This is indicated by Fcount = 167.04 and Ftable = 4.01 for the significance level ∝ = 0.05 with degrees dk (1.56), and (3) there is an interaction between learning models and student motivation in influencing KKPI learning outcomes. This is indicated by Fcount = 16.82 and Ftable = 4.01 for the significance level ∝ = 0.05 with degrees dk (1.56). The results showed that to improve KKPI learning outcomes, the drill and practice learning model is appropriate for students who have high learning motivation. Students who have low learning motivation are more effectively taught with a tutorial learning model. Keywords: Learning Model, Learning Motivation, KKPI Learning Outcomes

scholarly journals The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia

2021 ◽  
Vol 4 (1) ◽  
pp. 288-304
Author(s):  
Dewi Lestari ◽  
Reh Bungana ◽  
Siman Siman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
High Learning ◽  
Quasi Experimental

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.

Studi perbedaan antara model pembelajaran think talk write dan example non example terhadap keterampilan menulis narasi ditinjau dari motivasi belajar pada peserta didik kelas iv sekolah dasar

2019 ◽  
Vol 7 (8) ◽  
Author(s):  
Annisa' Nur Latifah
Keyword(s):  
Factorial Design ◽  
Random Sampling ◽  
Writing Skills ◽  
Learning Model ◽  
Learning Motivation ◽  
Narrative Writing ◽  
Learning Models ◽  
High Learning ◽  
Significance Level ◽  
Cluster Random Sampling

<p class="Abstract"><em>Th</em><em>e </em><em>goals </em><em>of this research </em><em>to find out: (1) </em><em>the </em><em>different of narrative writing skills between students </em><em>that teached</em><em> using Think Talk Write learning model with Example Non Example learning model; (2) differences in narrative writing skills between students who hashigh learning motivation and low learning motivation; (3) the interaction between learning models and learning motivation trough narrative writing skills. This research is quantitative experimental with 2x2 factorial design. The technique</em><em> to got sample</em><em> us</em><em>ing </em><em>cluster random sampling</em><em>.</em><em> Two</em><em> W</em><em>ay</em><em>sAnava </em><em>was used </em><em>to</em><em> analys</em><em> the</em><em> data with a significance level of 0.05.The results of th</em><em>isresearch were</em><em> (1) there</em><em> was a</em><em> differen</em><em>t</em><em> in narrative writing skills between students who </em><em>teached by</em><em> Think Talk Write learning model with Example Non Example learning model with F<sub>A</sub> = 6.259; (2) there </em><em>was a </em><em>differen</em><em>t</em><em> in narrative writing skills between </em><em>the</em><em> high learning motivation and low learning motivation with F<sub>B</sub> = 35,688; (3) there is no interaction between the learning model and learning motivation towards narrative writing skills as indicated by F<sub>AB</sub> = 0.628.</em><em></em></p><p class="Abstract"><em> </em></p><strong>            <em>Keyword:</em></strong><em> think talk write, example non example, narrative writing skills, elementary school</em>

scholarly journals INFLUENCE OF INQUIRY LEARNING METHOD AND SELF-RELIANCE LEARNING ON IPS OUTCOMES IN FOURTH GRADE AT SD NEGERI 060874

2021 ◽  
Vol 2 (1) ◽  
pp. 21-31
Author(s):  
Eka Putri Kartini Pasaribu ◽  
Samsidar Tanjung ◽  
Edidon Hutasuhut
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Model ◽  
Higher Learning ◽  
Learning Method ◽  
Learning Models ◽  
High Learning ◽  
Self Reliance ◽  
Research Population ◽  
Quasi Experimental

This study aims to find out the use of inquiry learning models and conventional learning models in student IPS learning outcomes, to know the differences in IPS learning outcomes of students who have high learning independence with students who have low learning independence, and to know the interaction between the learning model and the independence of learning to the student's IPS learning outcomes. This research is a quasi-experimental study with the research population is all grade IV students as many as 60 students with samples are all grade IV students (A and B) who take IPS subjects. From the research, it was produced that the inquiry learning model is higher than the use of conventional learning model shown by Fcount = 3.86 > Ftable = 2.77 at a significant level a= 0.05. IPS learning outcomes of students who have higher learning independence than students who have low learning independence indicated by Fcount = 3.74 > Ftable = 2.77 at a significant level a= 0.05. There is an interaction between the learning model and the independence of learning to the student's IPS learning outcomes indicated by Fcount = 3.64 > Ftable = 2.77 at a significant level a= 0.05. The conclusion of this study shows that inquiry learning is better used for students who have high learning independence while conventional learning models are well used for students who have low learning independence in order to have interactions between learning models and self-reliance learning.

scholarly journals PENERAPAN MODEL PEMBELAJARAN GROUP INVESTIGATION (GI) PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA SEKOLAH MENENGAH PERTAMA

Eksponen ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 72-79
Author(s):  
Venty Meilasari
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Models ◽  
High Learning ◽  
Quasi Experimental ◽  
Direct Learning ◽  
And Mathematics ◽  
Academic Year

This research aimed to find out: (1) which one providing better mathematics learning outcomes, GI model or direct learning model, (2) which one providing better mathematics learning outcomes, the high, medium or low learning independence students, (3) interaction between learning models and learning independence on mathematics learning outcomes. This research used the quasi-experimental research method with 2×3 factorial design. The population were all students of the 8 th class of SMP Negeri 6 Surakarta on academic year 2015/2016. The sample was taken using purposive sampling. The instruments used were learning independence questionnaire and mathematics learning outcomes test. The proposed hypothesis of the research were analyzed by using two-way analysis of variance. The conclusions of this research were as follow. (1) GI model provided better mathematics outcomes than direct learning model. (2) The high learning independence student had better mathematics learning outcomes than medium and low learning independence students, and the medium had as good as low learning independence students. (3) there was no interaction between learning models and learning independence on mathematics learning outcomes.

scholarly journals Efektivitas Model Pembelajaran Kolb dalam Meningkatkan Hasil Belajar Siswa IPS Kelas XI MA Mu’allimin NW Pancor

ISLAMIKA ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 108-122
Author(s):  
Muhamad Zaril Gapari
Keyword(s):  
Data Analysis ◽  
Everyday Life ◽  
Learning Outcomes ◽  
Learning Model ◽  
Model Learning ◽  
Accounting Information System ◽  
Significance Level ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Improving Student Learning

Learning economics is not enough to memorize the material alone, but also need to learn to solve problems on your own in everyday life. This can be achieved if the Kolb model learning is applied in classroom learning activities because Kolb learning can stimulate students' thinking higher in problem-oriented situations. Kolb learning provides opportunities for students to be able to develop observations in solving problems in everyday life. This technique can provoke an independent personality. From this fact, researchers are interested in conducting studies on the application of Kolb's learning model to the ability to solve economic problems of class XI MA students. NW Pancor. This study aims to determine the effectiveness of using the Kolb learning model on learning outcomes (IPS) Economics of class XI students on the accounting information system material of MA. Mu'allimin NW Pancor. The method used in this research is the experimental method. The research design used is by using a Quasi experimental design. The population in this study were all students of class XI MA. Mu'allimin NW Pancor, which consists of 2 classes, namely class XI. IPS.I and XI. IPS. 2. Class XI. IPS.I as the control class and XI. IPS.2 as an experimental class. While the data analysis technique uses the T test. After the data analysis was carried out, the price of tcount = 13.18 and ttable = 2.0042 at the 5% significance level with dk = 56. Because tcount> ttable (13.18> 2.0042) then H0 was rejected and Ha was accepted, which means that learning using the Kolb model is more effective than conventional learning models . Based on the results of testing the hypothesis above, it can be concluded that the use of the Kolb model is effective in improving student learning outcomes in class XI. in MA. Mu'allimin NW Pancor.

scholarly journals THE EFFECT OF LEARNING MODEL LEARNING LEARNING WITH YOUTUBE VERSUS MEDIA FLASH CARD MEDIA AND LEARNING MOTIVATION ON LEARNING OUTCOMES IN ENGLISH

2020 ◽  
Vol 3 (2) ◽  
pp. 129-139
Author(s):  
Rahesa Nalendra ◽  
Iskandar Wiyokusumo ◽  
Ibut Priono Leksono
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Models ◽  
Model Learning ◽  
The Right ◽  
Learning English

Learning models only emphasize rote thinking, reproductive and looking for the right answer. Many English teachers only emphasize the theoretical aspects, not the actual function, communication skills. This study aims to determine the effect of active learning model learning with Youtube media versus flash card media and students' learning motivation towards student learning outcomes in SMP N 1 Sidoarjo and SMP N 4 Sidoarjo. The study was conducted with a quantitative approach with a factorial design experimental model. The results showed learning outcomes between learning English using active learning models with Youtube media and learning English with flash card media.

scholarly journals Pengaruh Penerapan Model Flipped Learning dan Motivasi Belajar Terhadap Hasil Belajar Siswa

Jurnal Ecogen ◽  
2020 ◽  
Vol 3 (3) ◽  
pp. 419
Author(s):  
Rani Sahara ◽  
Rani Sofya
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
Homogeneity Test ◽  
Flipped Learning ◽  
High Learning ◽  
Model Learning ◽  
Analysis Techniques ◽  
Conventional Models

This study aims to reveal the effect of applying the learning model and learning motivation on student learning outcomes. This type of research used a quantitative approach, especially quasi-experiments. Population in this study all students of class XI 2 Painan. The sampling technique is purposive sampling. The sample in this study amounted to 63 students. Data analysis techniques used questionnaires and tests. Data analysis techniques used were descriptive analysis, normality test, homogeneity test, and hypothesis testing. The results of this study indicate that: (1) Differences in learning outcomes obtained between students who have high learning motivation in class who apply the flipped learning model (2) Differences in learning outcomes obtained between students who have low learning motivation in the class applying conventional models (3) Differences learning outcomes obtained between students who have high learning motivation in the class implementing the flipped learning model and students who have high learning motivation in the class applying conventional models (4) Differences learning outcomes obtained between students who have low learning motivation in the class implementing the flipped learning model and students who have low learning motivation in the class applying conventional models (5) There is no interaction between learning models and learning motivation in influencing learning outcomes.Keywords : flipped learning model, learning motivation, learning outcomes

scholarly journals PENGARUH MODEL PEMBELAJARAN HEURISTIK VEE BERBANTUAN MEDIA VIDEO TERHADAP HASIL BELAJAR IPA DITINJAU DARI MOTIVASI BELAJAR

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Ni Made Ninda Pradani
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Models ◽  
High Learning ◽  
Eighth Grade Students ◽  
Heuristic Learning ◽  
Class Viii ◽  
Direct Learning

This study aims to 1) describe and explain the differences in science learning outcomes between students who follow the Vee Heuristic learning model assisted by video media with direct learning models, in class VIII in SMP Negeri 5 Denpasar, 2) describe and explain differences in science learning outcomes, between students who followed the Vee Heuristic learning model with students who followed the direct learning model in groups of students who had high learning motivation, 3) described and explained the differences in science learning outcomes between students who followed the Vee Heuristic learning model, with students who followed the direct learning model in groups students who have low learning motivation. The population in this study were all students class VIII SMP Negeri 5 Denpasar which amounted to 386, with a sample of 64 people taken at random. Learning outcomes data, collected by learning outcomes test, while learning motivation data collected by questionnaire. Data were analyzed by using two-way ANOVA analysis and continued with Tukey test. The results showed that: (1) there are differences in science learning outcomes among students who followed the Vee Heuristic model assisted by video media, with students who took the direct learning model for eighth grade students in SMP Negeri 5 Denpasar with a significance value of 0.001 in "Model" (A ) less than 0.05,(2) There are differences in science learning outcomes, among students who follow the Vee Heuristic learning model assisted by video media, with students who follow the direct learning model in groups of students who have high learning motivation with a signification value of 0.001 less than 0.05. (3) There are differences in science learning outcomes, between students who joined the Vee Heuristic learning model assisted by video media, and students who took the direct learning model in groups of students who had low learning motivation with a signification value of 0.001 less than 0.05. The implications in this study are efforts to apply the Vee Heuristic learning model assisted by video media in science learning and efforts to apply direct learning models in science learning, by paying attention to student learning motivation.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF LEARNING BERBASIS MEDIA INTERAKTIF DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 6 (1) ◽  
pp. 26
Author(s):  
Catur Ayu Wulandari ◽  
Efendi Napitupulu ◽  
Keysar Panjaitan
Keyword(s):  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Religious Education ◽  
Learning Model ◽  
Education Students ◽  
Model Learning ◽  
Significance Level ◽  
A Value ◽  
Match Model ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui : (1) Apakah  hasil belajar pendidikan agama Islam siswa yang dibelajarkan dengan model jigsaw lebih tinggi daripada hasil belajar pendidikan agama Islam yang menggunakan model make and  match, (2) Apakah hasil belajar pendidikan agama Islam siswa yang  memiliki komunikasi interpersional tinggi lebih tinggi daripada hasil belajar pendidikan agama Islam yang memiliki komunikasi interpersional rendah, (3) Apakah terdapat interaksi antara model pembelajaran dan komunikasi interpersonal terhadap hasil belajar pendidikan agama Islam siswa. Penelitian ini dilakukan pada siswa SD Negeri 013849 dan siswa SD Negeri 018453 Siumbut-Umbut kelas V. Metode penelitian yang digunakan adalah quasi eksperimen dengan factorial 2 x 2. Teknik analisa yang digunakan adalah analis varians dua jalur dengan taraf signifikan α = 5% dengan Uji F, pengujian lanjut menggunakan Uji Scheffe. Hasil penelitian menunjukkan (1) hasil belajar Pendidikan agama Islam siswa yang ajar dengan  model  pembelajaran Jigsaw lebih tinggi daripada  pembelajaran model Make and Match dengan  nilai Fhitumg > Ftabel.  dengan nilai Fhitung  12.94 > FTabel 4,00, (2) hasil belajar pendidikan agama Islam siswa yang memiliki Komunikasi Interpersonal tinggi lebih tinggi daripada hasil belajar siswa yang memiliki komunikasi interpersonal rendah dengan nilai Fhitung =  11.86 > Ftabel = 4,00, (3) terdapat interaksi antara Model Pembelajaran dan komunikasi interpersonal dalam mempengaruhi hasil belajar pendidikan agama Islam  dengan nilai FHitung kolom – baris (interaksi) lebih besar dari Ftabel.  Fhitung =  10,39 > Ftabel = 4,00 pada taraf signifikansi 5%. Kata Kunci: model pembelajaran, komunikasi interpersonal dan hasil belajar pendidikan agama islam. Abstract: This study aims to find out: (1) Whether the learning outcomes of Islamic religious education students who are taught with a jigsaw model are higher than the learning outcomes of Islamic religious education using make and match models, (2) Are the results of Islamic religious education learning for students who have interpersional communication higher than the learning outcomes of Islamic religious education which has low interpersional communication, (3) Is there an interaction between learning models and interpersonal communication on the learning outcomes of Islamic religious education students. This research was conducted on students of SD Negeri 013849 and students of SD Negeri 018453 Siumbut-Umbut class V. The research method used was a quasi-experimental with 2 x 2 factorial. F, further testing uses the Scheffe Test. The results showed (1) the learning outcomes of Islamic Religious Education students who taught with the Jigsaw learning model were higher than the Make and Match model learning with the value of Fcount > Ftable. with a Fcount of 12.94> FTabel 4.00, (2) learning outcomes of Islamic religious education students who have high Interpersonal Communication is higher than the learning outcomes of students who have low interpersonal communication with a value of Fcount = 11.86> Ftable = 4.00, (3) there is an interaction between the Learning Model and interpersonal communication in influencing the learning outcomes of Islamic religious education with the value of Fcount column-row (interaction) is greater than Ftable. Fcount = 10.39> Ftable = 4.00 at the significance level of 5%. Keywords: learning model, interpersonal communication and learning outcomes of Islamic religious education.

scholarly journals The Effect of Project Based Learning Models and Learning Motivation on Civics Learning Results In 4th Grade Primary School 106163 Percut Sei Tuan

2020 ◽  
Vol 3 (3) ◽  
pp. 1509-1520
Author(s):  
Luciana Simanjuntak ◽  
Sriadhi Sriadhi ◽  
Daulat Saragih
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Motivation ◽  
Learning Models ◽  
High Learning ◽  
Fourth Grade Students ◽  
Direct Learning ◽  
Motivation And Learning

This study aims to: (1) Determine the differences in student PPKn learning outcomes taught with a project-based learning model compared to students taught using a direct learning model; (2) Knowing the differences in the learning outcomes of students who have high learning motivation compared to students who have low learning motivation; (3) Knowing the interaction between the project based learning model and learning motivation in influencing the learning outcomes of students' PPKn at Primary School 106163 Percut Sei Tuan. The population in this study were the fourth grade students at Primary School 106163 Percut Sei Tuan, totaling 54 people. 4th Grade a as many as 27 students and 4th Grade / b as many as 27 students. Collecting data in this study through a questionnaire on learning motivation and learning outcomes test instruments PPKn. Hypothesis testing is done by using the Two Way Anova test. The results showed that: (1) The PPKn learning outcomes of students who were taught with the project based learning model were higher than the PPKn learning outcomes of students taught using the direct learning model (Fcount= 23.476 and the sig. 0.000> 0.05); (2) Student PPKn learning outcomes who have high learning motivation are higher than those with PPKn learning outcomes of students who have low learning motivation (Fcount = 7.673 and sig. 0.008> 0.05); (3) There is an interaction between the project based learning model and learning motivation in influencing students' PPKn learning outcomes (Fcount = 13.003 and sig. 0.001> 0.05).

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