scholarly journals PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF NUMBERED HEAD TOGETHER DENGAN STUDENT TEAMS ACHIEVEMENT DIVISION DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS

2019 ◽  
Vol 12 (1) ◽  
pp. 75
Author(s):  
Maulina Siregar ◽  
Abdul Hasan Saragih ◽  
Julaga Situmorang
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Research Method ◽  
Learning Strategy ◽  
Multiple Intelligence ◽  
Student Teams ◽  
Quasi Experimental ◽  
Intrapersonal Intelligence

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar kelompok siswa yang diajar dengan menggunakan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan menggunakan strategi pembelajaran STAD; (2) kelompok siswa yang memiliki kecerdasan interpersonal memperoleh hasil belajar IPS lebih tinggi dibandingkan dengan kelompok siswa yang memiliki kecerdasan intrapersonal; dan (3) interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan ganda (kecerdasan intrapersonal dan kecerdasan interpersonal) terhadap hasil belajar IPS. Metode yang digunakan dalam penelitian ini adalah metode penelitian eksperimen semu (quasi eksperiment). Hasil penelitian menunjukkan: (1) hasil belajar IPS siswa yang diajar dengan menggunakan strategi pembelajaran NHT (rata-rata 81,95) lebih tinggi dibandingkan hasil belajar siswa yang diajarkan dengan strategi pembelajaran STAD (rata-rata 79,10); (2) hasil belajar IPS siswa yang memiliki kecerdasan interpersonal (rata-rata 84,06) lebih tinggi dibandingkan kelompok siswa yang memiliki kecerdasan intrapersonal (rata-rata 77,64); dan (3) terdapat interaksi antara strategi pembelajaran dan kecerdasan ganda tehadap hasil belajar IPS siswa.  Kata Kunci: strategi pembelajaran NHT, STAD, kecerdasan ganda, IPS Abstract: This study aims to determine: (1) the learning outcomes of groups of students taught using NHT learning strategies are higher than students taught by using STAD learning strategies; (2) groups of students who have interpersonal intelligence get higher social studies learning outcomes compared to groups of students who have intrapersonal intelligence; and (3) the interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal intelligence and interpersonal intelligence) on social studies learning outcomes. The method used in this research is quasi-experimental research method. The results showed: (1) Social studies learning outcomes of students who were taught using the NHT learning strategy (an average of 81.95) were higher than the learning outcomes of students taught with the STAD learning strategy (an average of 79.10); (2) social studies learning outcomes of students who have interpersonal intelligence (on average 84.06) higher than groups of students who have intrapersonal intelligence (on average 77.64); and (3) there is an interaction between learning strategies and multiple intelligences towards students' social studies learning outcomes. Keywords: NHT learning strategies, STAD, multiple intelligence, social studies

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR IPS

2021 ◽  
Vol 14 (1) ◽  
pp. 75
Author(s):  
Maulina Siregar ◽  
Abdul Hasan Saragih ◽  
R Mursid
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Learning Strategies ◽  
Random Sampling ◽  
Learning Strategy ◽  
Average Score ◽  
Learning Achievement ◽  
Intrapersonal Intelligence ◽  
Cluster Random Sampling

Abstrak: Penelitian bertujuan untuk mengetahui pengaruh hasil belajar IPS dengan startegi pembelajaran NHT dan STAD, mengetahui pengaruh hasil belajar IPS terhadap kecerdasan interpersonal dan intrapersonal, mengetahui adanya interaksi antara strategi pembelajaran dan kecerdasan ganda terhadap hasil belajar IPS. Populasi penelitian siswa kelas XI SMK Negeri 1 Meranti. Sampel penelitian siswa kelas XI yang terdiri dari 2 kelas. Teknik pengambilan sampel adalah cluster random sampling. Metode penelitian menggunakan desain eksperimen semu dengan faktor 2 × 2. Teknik analisis data yang digunakan adalah ANOVA dua jalur dengan taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa: Prestasi belajar IPS siswa yang diajar dengan strategi pembelajaran NHT lebih tinggi daripada siswa yang diajar dengan Strategi Pembelajaran STAD;Prestasi belajar siswa yang memiliki kecerdasan interpersonal lebih tinggi daripada siswa yang memiliki kecerdasan intrapersonal; dan terdapat interaksi antara strategi pembelajaran NHT dan strategi pembelajaran STAD dan kecerdasan berganda (kecerdasan intrapersonal dan interpersonal) terhadap prestasi belajar IPS siswa. Berdasarkan nilai rata-rata siswa memberikan indikasi bahwa kelompok siswa yang memiliki kecerdasan interpersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran NHT dan siswa yang memiliki kecerdasan intrapersonal akan lebih baik diajar dengan menggunakan strategi pembelajaran STAD. Kata Kunci: strategi pembelajaran, kecerdasan ganda, ilmu pengetahuan sosial Abstract: This study aims to determine the effect of social studies learning outcomes with NHT and STAD learning strategies, to determine the effect of social studies learning outcomes on interpersonal and intrapersonal intelligence, to determine the interaction between learning strategies and multiple intelligences on social studies learning outcomes. The research population of the XI grade students of SMK Negeri 1 Meranti. The research sample of class XI students consisted of 2 classes. The sampling technique was cluster random sampling. The research method used a quasi-experimental design with a factor of 2 × 2. The data analysis technique used was two-way ANOVA with a significance level of α = 0.05. The results showed that: The social studies learning achievement of students who were taught with the NHT learning strategy was higher than students who were taught with the STAD Learning Strategy; The learning achievement of students who had interpersonal intelligence was higher than students who had intrapersonal intelligence; and there is an interaction between NHT learning strategies and STAD learning strategies and multiple intelligences (intrapersonal and interpersonal intelligence) on students' social studies learning achievement. Based on the average score of students, it indicates that groups of students who have interpersonal intelligence will be better taught using the NHT learning strategy and students who have intrapersonal intelligence will be better taught using the STAD learning strategy. Keywords: learning strategy, multiple intelligence, social science

scholarly journals Penerapan Model Student Teams Achievement Divission Untuk Meningkatkan Hasil Belajar IPS Pada Siswa Kelas V SD Inpres 4/82 Walian

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Silvani Montol
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Learning Outcomes ◽  
Research Method ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Student Teams ◽  
The Social

This study aims to improve social studies learning outcomes in fifth grade students of Inpres 4/82 elementary school Walian through the Implementation of the Student Teams Achievement Divission Model. This study uses a classroom action research method consisting of 4 stages: planning, implementing / acting, observing and reflecting. Then to determine student learning outcomes can be calculated using the mastery learning formula. The results obtained in the first cycle reached 65.4% while in the second cycle the results obtained reached 87.8%. Thus it can be concluded that by applying the Student Achievement Achievement Divission model can improve the social learning outcomes of fifth grade students of SD Inpres 4/82 Walian..

scholarly journals The Relations Between Tutor Learning Strategy With Learning Performance in Equivalency Program Paket B

2021 ◽  
Vol 9 (3) ◽  
pp. 432
Author(s):  
Hayatul Husna ◽  
Irmawita Irmawita
Keyword(s):  
Social Studies ◽  
Learning Community ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Rank Order ◽  
Sampling Technique ◽  
Processing Technique ◽  
Learning Performance ◽  
Data Collection Technique

This research is motivated by the low learning outcomes of social science subjects for equivalence education package B at PKBM Suka Maju Sejahtera, Padang City. This can be seen from the learning strategy provided by the tutor is not good so that it affects the learning outcomes of learning residents. The objectives of the research are: (1) to see the description of the tutor's learning strategy (2) to see the description of the learning outcomes obtained by the learning community; and (3) to find out the relationship between tutor learning strategies and learning outcomes for social studies subjects in equivalence education package B.  This research is classified as quantitative with correlational type. The population in this study were 20 people, the sampling technique was in the form of random sampling and taken as much as 100% or all of those included in the population would be used as a sample of 20 people. The data collection technique uses a questionnaire with the tool in the form of a list of statements. The data were analyzed by the percentage formula and the data processing technique used the rank order formula. The results of this study are: (1) tutor learning strategies at PKBM Suka Maju Sejahtera Padang City are categorized as low. (2) the learning outcomes of social studies subjects are categorized as low. (3) there is a significant relationship between the tutor's learning strategy and the learning outcomes of social studies subjects for equivalence education package B at PKBM Suka Maju Sejahtera, Padang City. It is hoped that further researchers will be able to innovate by examining other variables.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR EKONOMI SISWA SMA NEGERI 1 MEDANG DERAS KABUPATEN BATU BARA

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Rima Zakirah Sirait ◽  
Julaga Situmorang
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Multiple Intelligences ◽  
Learning Model ◽  
Multiple Intelligence ◽  
Economic Study ◽  
Economic Class ◽  
Intrapersonal Intelligence ◽  
The Difference

Abstrak: Tujuan penelitian ini adalah: (1) Untuk mengetahui perbedaan hasil belajar ekonomi melalui pembelajaran kooperatif jigsaw berbeda dari siswa yang diajar dengan pembelajaran kooperatif Think Pair Share; (2) Untuk mengetahui perbedaan hasil belajar ekonomi antara siswa yang memiliki kecerdasan interpersonal dengan siswa yang memiliki kecerdasan intrapersonal; (3) Untuk mengetahui interaksi antara model pembelajaran kooperatif dengan kecerdasan ganda yaitu kecerdasan interpersonal dan intrapersonal dalam mempengaruhi hasil belajar ekonomi siswa kelas X SMA Negeri 1 Medang Deras. Hasil penelitian ini menunjukkan bahwa: (1) siswa yang diajarkan dengan pembelajaran kooperatif jigsaw lebih tinggi dari diajarkan dengan pembelajaran kooperatif TPS; (2) siswa yang memiliki kecerdasan Interpersonal lebih tinggi dari yang memiliki kecerdasan Intrapersonal; (3) Terdapat Interaksi antara model pembelajaran kooperatif dengan kecerdasan ganda (interpersonal dan intrapersonal) dalam mempengaruhi hasil belajar Ekonomi Kata Kunci: model pembelajaran kooperatif, kecerdasan ganda, belajar ekonomi Abstract: The purpose of this study are: (1) To determine differences in learning outcomes of the economy through different jigsaw cooperative learning of students taught by cooperative learning Think Pair Share; (2) To know the difference between the results of the economic study of students who have interpersonal intelligence with students who have intrapersonal intelligence; (3) To understand the interaction between cooperative learning model with multiple intelligences namely interpersonal and intrapersonal intelligence in influencing learning outcomes of economic class X SMA Negeri 1 Medang Deras. The results of this study indicate that: (1) students taught by cooperative learning jigsaw higher than taught by cooperative learning TPS; (2) students who have Interpersonal intelligence is higher than that have intrapersonal intelligence; (3) There is interaction between cooperative learning model with multiple intelligence (interpersonal and intrapersonal) in influencing learning outcomes Economy Keywords: cooperative learning, multiple intelligences, learning economics

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR SEJARAH SISWA JURUSAN IPS SMA NEGERI 2 PEMATANGSIANTAR

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Asnewastri . ◽  
R Mursid
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Learning Material ◽  
Significance Level ◽  
Learning History ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dengan ekspositori, (2) hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi lebih tinggi dengan berpikir logis rendah dan (3) interaksi antara strategi pembelajaran dengan kemampuan berpikir logis dalam mempengaruhi hasil belajar Sejarah siswa. Metode penelitian yang digunakan  adalah quasi eksperimen dengan desain faktorial 2 x 2. Teknik analisis yang digunakan adalah  analisis varians dua jalur (Two Way Anava 2 x 2) dengan taraf signifikansi a = 0,05 dengan menggunakan Uji-F, pengujian uji lanjut  menggunakan uji Scheffe. Temuan penelitian menunjukkan: (1) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang diajar dengan strategi pembelajaran elaborasi dengan strategi  ekspositori, (2) terdapat perbedaan yang signifikan antara hasil belajar Sejarah siswa yang memiliki kemampuan berpikir logis tinggi dengan berpikir logis rendah, dan (3) Interaksi antara strategi pembelajaran dan kemampuan berpikir logis akan memberikan efek yang tinggi dalam penguasaan materi pembelajaran sehingga hasil belajar Sejarah yang diperoleh tinggi. Kata Kunci: strategi pembelajaran, kemampuan berpikir logis terhadap hasil belajar sejarah Abstract: This study aims to determine: (1) the results of studying history students who are taught by learning strategy elaboration higher with expository, (2) the results of learning history students who have the ability to think logically high is higher by thinking logically low and (3) interaction between learning strategy and logical thinking skills in influencing student learning outcomes History. The method used is a quasi-experimental design with 2 x 2 factorial analysis technique used is the analysis of variance of two lanes (Two Way Anova 2 x 2) with significance level a = 0.05 using the Test-F, a further test testing use test Scheffe. The findings show: (1) there is a significant difference between the results of studying history students who are taught by learning strategies elaboration of the strategy expository, (2) there is a significant difference between the results of studying history students who have the ability to think logically high to think logically low, and (3) the interaction between the learning strategies and ability to think logically will give high effect in the mastery of learning material that learners' achievements obtained History high. Keywords: learning strategies, the ability to think logically to the learning outcomes of history

scholarly journals PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 104192 TANDEM HILIR II DELI SERDANG

2019 ◽  
Vol 3 (1) ◽  
pp. 129
Author(s):  
Sufairi Sufairi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Religious Education ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Islamic Education ◽  
Education Students ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Learning Interest

The purpose of this study was to find out: (1) learning outcomes of Islamic<br />Religious students taught with cooperative learning strategies think pair<br />share and expository learning strategies, (2) student learning interest after<br />using the think pair share learning strategy, and (3) the influence of<br />strategy learning and interest in learning about the learning outcomes of<br />Islamic Education. The research was conducted at 104192 Public<br />Elementary School Tandem Hilir II Deli Serdang. This type of research is<br />quasi-experimental. The study population was all class V students spread<br />in 3 classes. The sampling technique used is cluster random sampling. The<br />instruments of data collection are questionnaires and tests. The data<br />analysis technique used is the analysis of two-lane variants on the test α =<br />0.05. The results showed: (1) the average learning outcomes of Islamic<br />Religious Education students taught with TPS learning strategies ( X =<br />29.32) higher than the average learning outcomes of Islamic Religious<br />Education students taught with expository learning strategies ( X = 27)<br />with Fcount = 13.32 &gt; Ftable = 4.00, (2) the average learning outcomes of<br />Islamic Education students with high learning interest ( X = 29.90) higher<br />than the learning outcomes of Islamic Education students with low<br />learning interest ( X = 26.20), with Fcount = 10.41 &gt; Ftable = 4.00, and (3) there<br />is an interaction between learning strategies and interest in learning with<br />Fcount = 12.51 &gt; Ftable = 4.00.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMUNIKASI (TIK

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Benard Simanjuntak
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Design Data ◽  
Peer Tutor ◽  
Analysis Technique ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Information And Communication

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) Hasil belajar TIK siswa yang diajarkan dengan strategi pembelajaran tutor sebaya lebih tinggi dari pada siswa yang diajarkan dengan strategi pembelajaran dengan modul. (2) Siswa yang mempunyai kemandirian tinggi memperoleh hasil belajar TIK yang lebih tinggi dari pada siswa yang mempunyai kemandirian rendah. (3) Terdapat interaksi antara strategi pembelajaran dan kemandirian dalam mempengaruhi hasil belajar TIK. Populasinya adalah seluruh siswa kelas VIII sebanyak  terdiri dari 3 kelas yakni Kelas VIII1, VIII2, dan VIII3, dimana setiap kelas 40 orang siswa maka jumlah populasi adalah 120 orang. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA  pada taraf signifikan a = 0,05. Hasil analisis penelitian menunjukkan bahwa: (1) hasil belajar TIK siswa yang diajar dengan StrategiPembelajaran Tutor Sebaya lebih tinggi daripada hasil belajar TIK siswa yang diajar dengan Strategi Pembelajaran Modul, (2) terdapat perbedaan yang signifikan antara hasil belajar TIK siswa yang mempunyai Kemandirian tinggi dengan siswa yang mempunyai Kemandirian rendah, dan (3) terdapat interaksi antara Strategi Pembelajaran dan Kemandirian terhadap hasil belajar TIK siswa. Hasil penelitian dapat disimpulkan bahwa StrategiPembelajaran Tutor Sebaya lebih baik diajarkan kepada siswa yang mempunyai Kemandirian tinggi dan Strategi Pembelajaran Modul baik digunakan kepada siswa yang mempunyai Kemandirian rendah dan terdapat interaksi antara Strategi Pembelajaran dan Kemandirian. Kata Kunci: strategi pembelajaran, kemandirian, teknologi informasi dan komunikasi  Abstract: This study aims to find out: (1) The result of ICT learning of students taught by peer tutor learning strategy is higher than the students taught by the learning strategy with the module. (2) Highly self-reliant students gain higher ICT learning outcomes than students with low self-reliance. (3) There is an interaction between learning strategies and independence in influencing ICT learning outcomes. The population is all students of class VIII consisting of 3 classes namely Class VIII1, VIII2, and VIII3, where each class of 40 students then the population is 120 people. The research method used quasi experimental method with 2 x 2 factorial research design. Data analysis technique using ANOVA at significant level a = 0,05. The results of the research analysis showed that: (1) the results of ICT learning of students who were taught with Peer Tutor Strategy were higher than the results of ICT learning of students who were taught by Learning Strategy Module, (2) there was a significant difference between the learning outcomes of ICT students who have high independence with students who have low independence, and (3) there is an interaction between Learning Strategy and Independence on student learning outcomes. The result of this research can be concluded that Peer Tutor Teaching Strategy is better taught to students who have High Independence and Learning Strategy The module is good for students who have low independence and there is interaction between Learning Strategy and Independence. Keywords: learning strategy, independence, information and communication technology

The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

scholarly journals The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

scholarly journals The Effect of Brain Based Learning Strategies and Project Based Learning on Mathematics Learning Outcomes in Students of the Kinesthetic Learning Style Group

2019 ◽  
Vol 8 (6S3) ◽  
pp. 373-377
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
Kinesthetic Learning ◽  
Quasi Experimental ◽  
Brain Based Learning

Brain-based learning is a concept of strategy to create learning-oriented efforts to empower students' brain potential. Project-Based Learning is a learning strategy that utilizes projects or activities as a center of learning. The purpose of this study was to examine the effect of brain-based learning and project-based learning strategies on student mathematics learning outcomes, especially kinesthetic learning style groups. The quasi-experimental research method is post-test only design, retrieval of learning outcomes data with tests and learning styles using questionnaires and data analysis using ANOVA with t-Dunnet advanced tests. This study found that the mathematics learning outcomes of students who were taught using the Project-Based Learning strategy were higher than those taught by the Brain-Based Learning (BBL) learning strategy especially for students in kinesthetic learning styles. The suitability of investigative activities creates products in project-based learning with the characterization of students' kinesthetic learning styles which are characterized by always touching certain information objects can strengthen the memory of meaningful information and knowledge so as to improve the quality of learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document