PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN INTERAKSI SOSIAL TERHADAP HASIL BELAJAR SEJARAH SISWA SMA NEGERI 1 PADANG TUALANG KABUPATEN LANGKAT

Muhammad Nuh; Sahat Siagian

doi:10.24114/jtp.v9i2.4905

PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN INTERAKSI SOSIAL TERHADAP HASIL BELAJAR SEJARAH SISWA SMA NEGERI 1 PADANG TUALANG KABUPATEN LANGKAT

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v9i2.4905 ◽

2016 ◽

Vol 9 (2) ◽

Author(s):

Muhammad Nuh ◽

Sahat Siagian

Keyword(s):

Social Interaction ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Teaching Strategy ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Homogeneity Of Variance ◽

Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk : (1) mengetahui perbedaan hasil belajar siswa yang diajar dengan strategi pembelajaran berbasis masalah dan strategi pembelajaran ekspositori, (2) mengetahui perbedaan hasil belajar Sejarah antara siswa yang memiliki interaksi sosial kompetitif dan interaksi sosial koperatif , (3) mengetahui interaksi antara strategi pembelajaran dan interaksi sosial dalam mempengaruhi hasil belajar Sejarah siswa. Metode penelitian quasi eksperimen dengan Anava 2 jalur yang sebelumnya, terlebih dahulu dilakukan uji persyaratan analisis data yaitu uji normalitas dengan uji Lilliefors dan uji homogenitas varians dengan uji Bartlett dan Uji Fisher. Hasil pengujian hipotesis menunjukkan bahwa: (1) hasil belajar Sejarah siswa yang dibelajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dibandingkan dengan siswa yang dibelajarkan dengan strategi pembelajaran ekspositori; (2) siswa yang memiliki interaksi sosial kompetitif memperoleh hasil belajar Sejarah yang lebih tinggi dibandingkan dengan siswa yang memiliki interaksi sosial koperatif, dan (3) terdapat interaksi antara strategi pembelajaran dan interaksi sosial dalam mempengaruhi hasil belajar Sejarah siswa. Kata Kunci: strategi pembelajaran berbasis masalah, interaksi social, hasil belajar sejarah Abstract: This study aimed to: (1) determine differences in learning outcomes of students who are taught by a strategy problem-based learning and learning strategies expository, (2) determine differences in learning outcomes history between students who have social interaction competitive and social interaction co-operative, (3) the interaction between the learning strategies and social interaction in influencing student learning outcomes History. Quasi experimental research methods with Anova 2 previous track, first tested the data analysis requirements that normality test test test Lilliefors and homogeneity of variance with Bartlett's test and Fisher test. Hypothesis testing results show that: (1) The history of student learning outcomes that learned with problem-based learning strategy is higher than students that learned with expository teaching strategy; (2) students who have gained a competitive social interaction learning outcomes Historical higher than students who have social interaction co-operative, and (3) there is no interaction between the learning strategies and social interaction in influencing student learning outcomes History. Keywords: strategy of problem-based learning, social interaction, learning outcomes history

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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

Britain International of Linguistics Arts and Education (BIoLAE) Journal ◽

10.33258/biolae.v2i2.281 ◽

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.

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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

Britain International of Linguistics Arts and Education (BIoLAE) Journal ◽

10.33258/biolae.v2i2.282 ◽

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

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PENGARUH STRATEGI PEMBELAJARAN DENGAN PENGGUNAAN MEDIA EXELEARNING DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR IPA SISWA KELAS VIII SMP NEGERI DI KECAMATAN LIMA PULUH

JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN ◽

10.24114/jtikp.v3i2.5011 ◽

2016 ◽

Vol 3 (2) ◽

Cited By ~ 1

Author(s):

Ardiles Lubis ◽

Efendi Napitupulu

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Interpersonal Communication ◽

Learning Strategies ◽

Science Learning ◽

Learning Strategy ◽

Inquiry Learning ◽

Student Learning Outcomes ◽

Online Media ◽

Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar siswa yang diajarkan strategi pembelajaran inkuiri menggunakan media exelearning online dibandingkan siswa yang diajarkan strategi pembelajaran inkuiri menggunakan media exelearning offline; (2) hasil belajar siswa yang memiliki komunikasi interpersonal terbuka dibandingkan siswa yang memiliki komunikasi interpersonal tertutup; dan (3) interaksi antara strategi pembelajaran menggunakan media exelearning dan komunikasi interpersonal terhadap hasil belajar siswa. Metode penelitian adalah metode quasi eksperimen. Hasil penelitian menunjukkan: (1) hasil belajar IPA siswa yang diajarkan dengan strategi pembelajaran inkuiri menggunakan media exelearning online lebih tinggi dibandingkan hasil belajar siswa yang diajarkan dengan strategi pembelajaran inkuiri menggunakan media exelearning offline dengan besarnya pengaruh; (2) hasil belajar IPA siswa yang memiliki komunikasi interpersonal terbuka lebih tinggi dibandingkan hasil belajar IPA siswa yang memiliki komunikasi interpersonal tertutup dengan besarnya pengaruh; dan (3) terdapat interaksi antara strategi pembelajaran inkuiri menggunakan media exelearning dan komunikasi interpersonal terhadap hasil belajar IPA siswa. Kata Kunci: strategi pembelajaran inkuiri, media exelearning online, strategi pembelajaran inkuiri, media exelearning offline, komunikasi interpersonal, IPA Abstract: This study aims to determine: (1) the learning outcomes of students who are taught strategies exelearning inquiry learning using online media than students taught using the inquiry learning strategy exelearning offline media; (2) the learning outcomes of students who have interpersonal communication open than students who have closed interpersonal communication; and (3) the interaction between the learning strategy use exelearning media and interpersonal communication on student learning outcomes. The research method was quasi-experimental methods. The results showed: (1) the learning outcomes of students who were taught science by inquiry learning strategies using online media exelearning higher than student learning outcomes are taught strategies exelearning inquiry learning using offline media to the magnitude of influence; (2) Science learning outcomes of students who have interpersonal communication open higher than science learning outcomes of students who have interpersonal communication covered by the magnitude of the effect; and (3) there is no interaction between the strategy of inquiry learning using exelearning media and interpersonal communication on science student learning outcomes. Keywords: inquiry learning strategies, online media exelearning, inquiry learning strategy, exelearning offline media, interpersonal communication, IPA

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THE INFLUENCE OF LEARNING STRATEGY AND LEARNING MOTIVATION ON THE RESULTS OF ISLAMIC EDUCATION IN SMPN 45 MEDAN

ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam ◽

10.30821/ansiru.v3i2.5868 ◽

2019 ◽

Vol 3 (2) ◽

pp. 188

Author(s):

Siti Fatimah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Sampling Technique ◽

Student Learning Outcomes ◽

Learning Motivation ◽

Islamic Education ◽

Quasi Experimental ◽

Simulation Learning

The purpose of this study was to find out and describe: (1) the effect of the application of learning strategies on the learning outcomes of students' Islamic Education, (2) the effect of learning motivation on student Islamic Education learning outcomes, and (3) the interaction between learning strategies and learning motivation towards learning outcomes of students' Islamic Education.The method of this research is quasi-experimental with the population of this study are VII grade students of SMPN 45 Medan consisting of 5 classes. The sample was selected by cluster random sampling technique in this case taken one simulation learning strategy and one class taught with expository strategies. The instruments of data collection are questionnaires and test results. Technique by analysis of variance (Anava) at = 0.05. The results of this study are: (1) the average student learning outcomes taught with simulation learning strategies higher than the average student learning outcomes learned by the expository learning strategy, (2) the average learning outcomes of students with high learning motivation higher than the learning outcomes of students with low learning motivation, and (3) there is an interaction between learning strategies and learning motivation towards learning outcomes.

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PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BERPIKIR TERHADAP HASIL BELAJAR BIOLOGI SISWA SMP NEGERI 2 GEBANG KABUPATEN LANGKAT

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v9i1.4894 ◽

2016 ◽

Vol 9 (1) ◽

Author(s):

Suparmin Simatupang ◽

Efendi Napitupulu

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Analytical Techniques ◽

Student Learning Outcomes ◽

Thinking Styles ◽

Thinking Style ◽

Biology Students ◽

Homogeneity Of Variance ◽

Quasi Experimental

Abstrak: Tujuan penelitian ini adalah (1) untuk mengetahui perbedaan hasil belajar siswa yang diajar dengan strategi pembelajaran inkuiri dan strategi pembelajaran ekspositori, (2) untuk mengetahui perbedaan hasil belajar siswa biologi yang memiliki gaya berpikir sekuensial abstrak dan gaya berpikir sekuensial konkrit, dan (3) untuk mengetahui interaksi antara strategi pembelajaran dan gaya berpikir dalam mempengaruhi hasil belajar biologi siswa. Penelitian ini merupakan penelitian kuasi eksperimen. Hipotesis penelitian diuji dengan menggunakan Anava 2 jalur. Sebelum teknik analisis digunakan, terlebih dahulu dilakukan uji persyaratan analisis data yaitu uji normalitas dengan uji Lilliefors dan uji homogenitas varians dengan uji Bartlett dan Uji Fisher.Hasil pengujian hipotesis menunjukkan bahwa: (1) hasil belajar biologi siswa yang dibelajarkan dengan strategi pembelajaran inkuiri lebih tinggi dari pada siswa yang dibelajarkan dengan strategi pembelajaran ekspositori, (2) siswa yang memiliki gaya berpikir sekuensial abstrak memperoleh hasil belajar biologi yang lebih tinggi daripada siswa yang memiliki gaya berpikir sekuensial konkrit, dan (3) terdapat interaksi antara strategi pembelajaran dan gaya berpikir dalam mempengaruhi hasil belajar biologi siswa. Kata Kunci: strategi pembelajaran, gaya berpikir terhadap hasil belajar biologi Abstract: The purpose of this study were (1) to determine differences in learning outcomes of students who are taught by learning strategies of inquiry and learning strategies expository, (2) to determine differences in learning outcomes of students of biology that has style sequential thought and abstract thinking style sequential concrete, and ( 3) to understand the interaction between the learning strategies and thinking styles in influencing student learning outcomes biology. This study is a quasi-experimental research. The hypothesis was tested using 2-way Anova. Prior to the analytical techniques used, first tested the data analysis requirements that normality test test test Lilliefors and homogeneity of variance with Bartlett's test and test Fisher.Hasil hypothesis testing showed that: (1) the results of studying biology students that learned the strategy of inquiry learning higher of the students that learned with strategies expository, (2) students who have a thinking style sequential abstract obtain the results study biology higher than students whose style sequential thought concrete, and (3) there is no interaction between the learning strategies and style of thinking in influencing biology student learning outcomes. Keywords: learning strategies, thinking style on learning outcomes biology

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STRATEGI PEMBELAJARAN DAN MOTIF BERPRESTASI TERHADAP HASIL BELAJAR MATA PELAJARAN MENGGAMBAR TEKNIK

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v6i1.4986 ◽

2013 ◽

Vol 6 (1) ◽

Author(s):

Timbul Purba ◽

Harun Sitompul

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Student Learning Outcomes ◽

High Achievement ◽

Low Achievement ◽

Significance Level ◽

Achievement Motive ◽

Analysis Technique

Abstrak: Penelitian ini bertujuan: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan siswa yang memiliki motif berprestasi rendah dan (3) interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian diperoleh: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan hasil belajar siswa yang memiliki motif berprestasi rendah dan (3) terdapat interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Kata Kunci: strategi pembelajaran elaborasi dan ekspositori, motif berprestasi, hasil belajar menggambar teknik Abstract: This research was aimed to: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher than students taught by expository learning strategy, (2) drawing techniques learning outcomes of students who have high achievement motive higher than students who have low achievement motive, and (3) the interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. The research method used was quasi experiment with 2 x 2 factorial design. The analysis technique used is the two-track analysis of variance ANOVA (2 x 2) with a significance level α = 0.05. The findings of the study indicate: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher learning outcomes than students taught by expository learning strategy; (2) drawing techniques learning outcomes of students who have high achievement motive higher than the learning outcomes of students who have low achievement motive; and (3) there is interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. Keywords: elaboration learning strategies and expository, achievement motive, the result of learning drawing techniques

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PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v10i2.8728 ◽

2017 ◽

Vol 10 (2) ◽

pp. 151

Author(s):

Harningsih Fitri Situmorang

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Problem Based Learning ◽

Personality Type ◽

Student Learning Outcomes ◽

Personality Types ◽

Descriptive Statistics ◽

Scheffe Test ◽

Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

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Effectiveness of Modeling Learning Strategies to improve Student Learning Outcomes

Budapest International Research and Critics Institute (BIRCI-Journal) Humanities and Social Sciences ◽

10.33258/birci.v4i1.1694 ◽

2021 ◽

Vol 4 (1) ◽

pp. 926-936

Author(s):

Emilda Sulasmi

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

Learning Strategy ◽

Descriptive Analysis ◽

Student Learning Outcomes ◽

Analysis Model ◽

Study Approach ◽

Improving Student Learning

This study aims to analyze the learning process at SMP Negeri 14 Medan. This research uses qualitative research, with a case study approach of SMP Negeri 14 Medan. Data collection techniques used in this study were observation, interviews, focus group discussions and documentation and then analyzed descriptively with descriptive analysis model. The results obtained are that the modeling learning strategy has a good impact on improving student learning outcomes, by making several figures into models who practice certain materials in the learning process, so that learning to dance starts from opening, core activities to closing. The conclusion of this research is that the modeling learning strategy designed by SMP Negeri 14 Medan, the modeling learning strategy takes into account the interests of students, the learning outcomes taught with modeling learning strategies are higher than those taught with conventional learning strategies.

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Penerapan Strategi Pembelajaran TGT Dibandingkan dengan TSTS Dalam Meningkatkan Hasil Belajar Kimia Siswa

Talenta Conference Series Science and Technology (ST) ◽

10.32734/st.v2i1.335 ◽

2019 ◽

Vol 2 (1) ◽

pp. 153-158

Author(s):

Doli Fadly Harahap ◽

Prof. Dr. Suharta, M.Si Prof. Dr. Suharta, M.Si ◽

Predi S. Perangin Angin ◽

Rian Rahmansyah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

First Grade ◽

Student Learning Outcomes ◽

Chemistry Learning ◽

Power Point ◽

Media Power ◽

Nonelectrolyte Solutions

Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan hasil belajar kimia siswa yang diajarkan dengan Strategi Pembelajaran Two Stay Two Stray dibandingkan Teams Games Tournament dengan media Power Point, pada pokok bahasan Larutan Elektrolit dan Nonelektrolit. Populasi dalam penelitian ini adalah seluruh kelas X MAN 2 Model Medan, yang berjumlah11 kelas dan setiap kelas terdiri dari 36 siswa. Sampel dalam penelitian ini sebanyak 2 kelas yang diambil secara acak. Instrumen yang digunakan dalam penelitian ini adalah tes hasil belajar dalam bentuk pilihan berganda dengan jumlah soal sebanyak 22 soal yang telah dinyatakan valid dan reliabel serta lembar observasi tanggung jawab. Hasil penelitian menunjukkan bahwa Tidak terdapat perbedaan yang signifikan Hasil belajar siswa yang diajarkan dengan strategi pembelajaran TSTS dengan media Power Point dibandingkan siswa yang diajar dengan kooperatif tipe TGT dengan media Power Point (sig. 0,480 > 0,05). This study aimed to determine the differences of the increase in student chemistry learning outcomes taught with the Two Stay Two Stray Learning Strategy compared to the Teams Games Tournament with PowerPoint media on Electrolyte and Nonelectrolyte Solutions subjects. The population in this study was all the first grade students in MAN 2 Medan with 11 classes and each class consisted of 36 students. The samples in this study were 2 classes taken randomly. The instrument used in this study was a test of learning outcomes in the form of multiple choices with 22 questions that have been declared valid and reliable as well as the observation sheet of responsibility. The results showed that there were no significant differences of student learning outcomes taught with TSTS learning strategies with PowerPoint media compared to students taugh with a cooperative TGT type with PowerPoint media (sig. 0.480> 0.05).

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The development of homogeneity psycho cognition learning strategy in physical education learning

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v10i3.21713 ◽

2021 ◽

Vol 10 (3) ◽

pp. 1047

Author(s):

Albertus Fenanlampir ◽

Marleny Leasa ◽

John Rafafy Batlolona

Keyword(s):

Physical Education ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Student Learning Outcomes ◽

School Students ◽

Future Studies ◽

Improving Student Learning ◽

Improve Student Learning

Many future studies have been developed by scientists today in the form of methods, models, strategies, and techniques in improving student learning outcomes that are oriented to psychology and the development of students' intelligence. One of the latest innovations in learning offered in this study is the homogeneity psycho cognition (HPC) strategy. The research objective was to develop the latest learning strategies in physical education, sports, and health learning. This development research uses a 4D model consisting of four stages: define, design, develop, and disseminate to produce products in the form of an HPC learning strategy. This study involved 115 elementary school students in several sample schools in Ambon City as participants. This study found that the HPC learning strategy had been developed following the relevant development directions and procedures. The validation of the HPC strategy by experts indicates that the HPC strategy is feasible to implement with due regard to minor revisions. The results of small and medium-scale trials show that the HPC strategy can improve student learning outcomes.

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