scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI

2020 ◽  
Vol 11 (2) ◽  
pp. 175
Author(s):  
Ni Kadek Dewi Novianti ◽  
Handoko Santoso ◽  
Agil Lepiyanto
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Cognitive Learning Outcomes

The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik

scholarly journals THE INFLUENCE OF CYCLE LEARNING MODEL INTEGRATED BY THINK PAIR SHARE AND STUDENT TEAM ACHIEVEMENT DIVISSION ON QUALITY OF PROCESSES AND COGNITIVE LEARNING OUTCOMES

2020 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Amar Atus Sholikah ◽  
Nanang Zubaidi
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Procedural Knowledge ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Learning Models ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

Hydrocarbons are one of the materials from Chemistry that studies abstract concepts and procedural knowledge such as alkanes, alkenes and alkyas. To study hydrocarbon material, students must master well the concepts related to previous concepts such as the concept of covalent bonding and equalizing reactions. If students do not understand the concepts related to hydrocarbon material, it will be difficult to master the concepts in hydrocarbon material. The learning process at school at this time sometimes also still does not increase student creativity and activity. The application of the Learning Cycle 5E learning model combined with cooperative type TPS (Think Pair Share) and cooperative type STAD can be used as an alternative to developing a more meaningful learning atmosphere in understanding concepts and giving students the opportunity to work together to solve problems. The purpose of this study was to determine: the quality of the learning process using the LC 5E - TPS and LC 5E - STAD models on the topic of hydrocarbons, as well as differences in the cognitive learning outcomes of hydrocarbon students who were taught with these two learning models. This study uses a quasi-experimental design with "Postest Only Group Design". The sample of this study was students of class XI IPA1 and class XI IPA2 of SMAN I Parang in the 2019/2020 school year, each consisting of 21 people. Class XI IPA1 as an experimental class taught with LC 5E - TPS model and class XI IPA2 as an experimental class taught with LC 5E - STAD model. Research data in the form of observations of the quality of the learning process, the results of observations of students 'cooperative abilities and students' post test scores. Research data were analyzed using t test. The results showed that the quality of the learning process by using the LC 5E - TPS model and the LC 5E - STAD model were included in both categories. Students' cooperative skills in both learning models are included in both categories. Cognitive learning outcomes of students in learning with the LC 5E - TPS model are higher than in learning with the LC 5E - STAD model.

scholarly journals MODEL PEMBELAJARAN TWO STAY TWO STRAY DAN HASIL BELAJAR KOGNITIF

2021 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Fitriyanti Fitriyanti ◽  
Supardi U.S.
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Average Score ◽  
Learning Models ◽  
Living Things ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Cognitive Learning Outcomes

This study aims to analyze the effect of the Two Stay Two Stray learning model on cognitive learning outcomes for the Diversity of Living Things and Their Conservation Efforts. The research was conducted by using a quasi-experimental method on seventh grade students of SMPN in Serang Regency, Banten Province. The research data were analyzed using statistics of descriptive and t-test inferential. The results showed that the cognitive learning outcomes who were taught using conventional learning models had an average score of 71.7; while for students who used the Two Stay Two Stray learning model obtained an average score of 78.8. The results of inferential analysis obtained t-count = 3.694 higher than t-table = 1.729 so that it can be concluded that there is a significant effect of the Two Stay Two Stray learning model on the cognitive learning outcomes of the Diversity of Living Things and Their Conservation Efforts. In order to improve student cognitive learning outcomes, teachers should use the Two Stay Two Stray model in the learning process in the classroom.

scholarly journals PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN MACROMEDIA FLASH CS 6 TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATERI SISTEM PEREDARAN DARAH MANUSIA

2019 ◽  
Vol 7 (2) ◽  
pp. 164
Author(s):  
Zusette Ruslinda Wamiau
Keyword(s):  
Middle School ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Cognitive Learning ◽  
Circulatory System ◽  
Average Value ◽  
Quasi Experimental ◽  
Class Viii ◽  
Human Circulatory System ◽  
Cognitive Learning Outcomes

This study aims to determine the effect of the application of Macromedia Flash CS 6 learning media on students' cognitive learning outcomes in human circulatory system material and to know the implementation of Macromedia Flash CS 6 learning media on students' cognitive learning outcomes in class VIII human circulatory system in Christian Middle School 2 Salatiga. The method used in this study is quasi-experimental research. Based on the results of the study, the posttest results showed an average value of 78.4 which means reaching the KKM value standard of 75. While the ANOVA test shows that the Sig.value.> α which is 0.00> 0.05, which means that there are differences in the macromedia flash CS 6 learning media on students' cognitive learning outcomes in class VIII human circulatory system material in Christian Middle School 2 Salatiga.

Talking Stick Learning Model Test on Biology Students Cognitive Learning Outcomes

2021 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
Ika Rosenta Purba
Keyword(s):  
Experimental Design ◽  
Learning Outcomes ◽  
Model Test ◽  
Cognitive Learning ◽  
Learning Model ◽  
Biology Students ◽  
Quasi Experimental ◽  
Biology Learning ◽  
Cognitive Learning Outcomes

The talking stick learning model is a learning model that allows students to be active and creative so that Students cognitive learning outcomes can be achieved. This learning model basically uses the help of a stick, but in practice it can be combined with appropriate learning media. In this case, the researcher only used the stick as a test of the talking stick learning model on Studentscognitive learning outcomes. The method of testing this model used a quasi-experimental design with a One-group pretest-posttest design with 3 trials. The results of the research proved that the second (71.56) and third (78.44) experiments have reached the KKM (> 70). This proves that the talking stick learning model can improve Students cognitive biology learning outcomes.

scholarly journals PjBL-HOTS learning model: Its application and effect on cognitive learning outcomes, critical thinking, and social attitudes

2021 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Aminah Launuru ◽  
Dominggus Rumahlatu ◽  
Muhammad Nur Matdoan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Social Attitudes ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Cognitive Learning Outcomes

Learning in the digital era 4.0 brings changes for teachers and students. Teachers must prepare innovative digital-based learning to improve students' higher-order thinking skills. This study aims to analyze the effect of the application of the PjBL-HOTS learning model on cognitive learning outcomes, critical thinking, and social attitudes. This type of research is a quasi-experimental research design, which uses a pretest-posttest nonequivalent group design. The study used two classes, namely class X1 as the experimental class while class X2 as the control class. The research instrument is in the form of essay questions to assess students 'cognitive learning outcomes and students critical thinking. Meanwhile, a questionnaire is used to assess students' social attitudes. The data analysis used descriptive and inferential analysis techniques. The inferential analysis used ANCOVA and ANOVA analysis with a significant level of α = 0.05. The results showed that there was an effect of the PjBL-HOTS learning model in improving students' cognitive learning outcomes, critical thinking, and social attitudes. This is because the ability to think critically is always empowered by the teacher at every stage of PjBL

scholarly journals PENGGUNAAN MOBILE LEARNING BERBASIS HTML-5 PADA PEMBELAJARAN BIOLOGI UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF DAN KEMANDIRIAN BELAJAR PESERTA DIDIK DI KELAS XI MIPA SEKOLAH MENENGAH ATAS

Gunahumas ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 403-415
Author(s):  
Euis Durriyah ◽  
Dudi Suprihadi
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Learning Process ◽  
Research Method ◽  
Cognitive Learning ◽  
Self Regulated Learning ◽  
Quasi Experimental ◽  
Low Efficiency ◽  
Html 5 ◽  
Cognitive Learning Outcomes

ABSTRAKPenelitian ini bertujuan untuk mengetahui penggunaan mobile learning berbasis html-5 pada pembelajaran biologi untuk meningkatkan hasil belajar kognitif dan kemandirian belajar peserta didik di kelas XI MIPA Sekolah Menengah Atas. Metode penelitian yang digunakan adalah metode penelitian eksperimen dalam bentuk desain quasi eksperimen. Sampel penelitian ini adalah kelas XI MIPA SMAN 15 Garut. Hasil Penelitian ini menyimpulkan bahwa peningkatan hasil belajar kognitif kelas eksperimen yaitu kelas yang dalam proses pembelajarannya menggunakan mobile learning berbasis Html-5 sebagian besar mengalami peningkatan tergolong tinggi, yaitu sebanyak 63%, mengalami peningkatan kategori sedang sebanyak 37%. Sedangkan peningkatan hasil belajar kognitif kelas kontrol sebagian besar mengalami peningkatan tergolong sedang, yaitu sebanyak 70%, mengalami peningkatan kategori tinggi sebanyak 24%, dan peserta didik yang mengalami peningkatan yang rendah sebanyak 6%. Untuk kemandirian belajar, peningkatan kemandirian belajar peserta didik kelas eksperimen yaitu yang dalam proses pembelajarannya menggunakan mobile learning berbasis Html5, umumnya masih mengalami peningkatan yang rendah sebanyak 69%, dan 31% mengalami peningkatan tergolong sedang, serta tidak ada yang mengalami peningkatan yang tergolong tinggi. Sedangkan peningkatan kemandirian belajar kelas kontrol yaitu yang dalam proses pembelajarannya tidak menggunakan mobile learning berbasis Html-5, umumnya masih mengalami peningkatan yang rendah sebanyak 97%, dan 3% mengalami peningkatan tergolong sedang.Kata Kunci : Mobile Learning , Html-5,Hasil belajar kognitif ,Kemandirian Belajar,ABSTRACTThis study studies learning using html-5-based mobile learning in biology learning to improve cognitive learning outcomes and learner learning independence in class XI MIPA High School. The research method used is a research method in the form of a quasi-experimental design. The sample of this study was class XI MIPA SMAN 15 Garut. The results of this study discuss the increase in cognitive learning outcomes of the experimental class which is the class that in the learning process using Html-5 based mobile learning mostly increases the increase classified as high, which is as much as 63%, increasing the category increased by 37%. While increasing learning outcomes increase control increased by 70%, increased by 70%, increased the high category by 24%, and students increased by 6%. For learning independence, the increase in learning independence of experimental class students is that in the learning process using Html-5-based mobile learning, participation still increases low spending by 69%, and 31% is increased. high. While increasing the independence of control class learning in the learning process does not use Html-5 based mobile learning, some still increase low efficiency by 97%, and 3% increase the increase is classified as moderate.Keywords: Mobile Learning, Html-5, Cognitive Learning Outcomes, Self-Regulated Learning

scholarly journals PENERAPAN PEMBELAJARAN KOOPERATIF TIPE STAD DAN PENGARUHNYA TERHADAP HASIL BELAJAR KOGNITIF DAN KECAKAPAN SOSIAL DITINJAU DARI SIKAP ILMIAH PESERTA DIDIK

2018 ◽  
Vol 16 (2) ◽  
pp. 126-143
Author(s):  
Hadi Kusuma Ningrat
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Scientific Attitude ◽  
Quasi Experimental ◽  
Direct Learning ◽  
Scientific Attitudes ◽  
Cognitive Learning Outcomes

This study aims to determine the effect of STAD type cooperative learning model that is integrated through a scientific attitude toward the students' cognitive learning outcomes and social skills. The research method used is a quasi-experimental method with 2x2 factorial research design. The population of the study was students SMPN 1 Sakra Lombok Timur NTB. The sample is 64 students, divided into two classes. The research instrument is in the form of a questionnaire of social skills, a questionnaire of scientific attitudes, and tests of cognitive learning outcomes given at the beginning and end of the study. The data of the research were analyzed with Anakova two lanes. The results showed that (1) the students who used STAD type cooperative learning model differed significantly on the cognitive learning outcomes compared to the students who studied with direct learning, (2) the students who had high scientific attitude were not significantly different in the cognitive learning outcomes compared to the students with (3) there is no interaction effect between the learning model and the scientific attitude toward the students' cognitive learning outcomes, (4) the students who learn to use STAD type cooperative learning model differ significantly on social skills aspect than the students who learn by direct learning, 5) students who have a high scientific attitude are not significantly different in the aspects of social skills than students with low scientific attitude, (6) there is interaction influence between the learning model with the scientific attitude toward students' social skills.

scholarly journals PENGARUH MODEL PEMBELAJARAN ROLE PLAYING BERBANTUAN MEDIA VIDEO TERHADAP HASIL BELAJAR KOGNITIF SISWA SD

2021 ◽  
Vol 7 (2) ◽  
pp. 283
Author(s):  
Riya Wulandari ◽  
Angelia Timara ◽  
Emi Sulistri ◽  
Sumarli Sumarli
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Role Playing ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Test Technique ◽  
Post Test ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Role Playing berbantuan media video terhadap hasil belajar kognitif siswa pada materi bunyi. Penelitian dilaksanakan di SD Swasta Torsina III Singkawang. Jenis penelitian yaitu penelitian kuantitatif dengan metode quasi experimental, dalam bentuk Nonequivalent Pre-test and Post-test Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas IV SD Torsina III Singkawang. Sampel diambil menggunakan teknik non probability dengan jenis sampling jenuh. Teknik pengumpulan data menggunakan teknik tes berupa tes objektif materi bunyi dan teknik non tes berupa angket respon. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar ranah kognitif antara siswa yang diterapkan model pembelajaran role playing berbantuan media video dengan siswa yang mendapatkan pembelajaran langsung; (2) Penggunaan model pembelelajaran role playing berbantuan media video berpengaruh tinggi terhadap hasil belajar kognitif siswa; (3) Respon siswa positif terhadap model pembelajaran role playing berbantuan media video pada kategori baik. Kata kunci: model pembelajaran role playing; media video; hasil belajar kognitif. ABSTRACTThis study aims to determine the effect of the video media-assisted Role Playing learning model on students' cognitive learning outcomes on sound material. The research was conducted at Torsina III Private Elementary School, Singkawang. The type of research is quantitative research with quasi-experimental method, in the form of Nonequivalent Pre-test and Post-test Control Group Design. The population in this study were all fourth grade students of SD Torsina III Singkawang. Samples were taken using a non-probability technique with saturated sampling type. The data collection technique used a test technique in the form of an objective test of sound material and a non-test technique in the form of a response questionnaire. The results showed that: (1) there were differences in cognitive domain learning outcomes between students who applied the role playing learning model assisted by video media and students who received direct learning; (2) The use of role playing learning models assisted by video media has a high effect on students' cognitive learning outcomes; (3) Positive student responses to the video-assisted role playing learning model in the good category. Keywords: role playing learning model; video media; cognitive learning outcomes.

scholarly journals Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Tingkat Tinggi dan Hasil Belajar Siswa Kelas V SD

2020 ◽  
Vol 5 (4) ◽  
pp. 503
Author(s):  
Risky Priliani Puspitasari ◽  
Sutarno Sutarno ◽  
I Wayan Dasna
Keyword(s):  
Learning Outcomes ◽  
Model Problem ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
High Ability ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong><strong> </strong>This research aimed to find out the differences HOTS and learning outcomes between Problem Based Learning model and conventional, uses types of research a quasi-experimental. The results of this study indicate that: There is a significant difference HOTS between experimental class students and control class students, there is a significant difference HOTS between high-skilled students and low-ability early students, there is no interaction between Problem Based Learning model and HOTS, there were significant differences in learning outcomes between experimental class students and class students control, there is no significant difference in cognitive learning outcomes between high-ability early students and low initial ability students, there is no interaction between the Problem Based Learning model and the initial ability to the learning outcomes of students.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui perbedaan HOTS dan hasil belajar antara model <em>Problem Based Learning</em> dan konvensional dengan menggunakan jenis penelitian <em>quasi experiment</em>. Hasil penelitian menunjukkan ada perbedaan yang signifikan HOTS antara siswa kelas eksperimen dan kontrol, ada perbedaan yang signifikan HOTS antara antara siswa berkemampuan awal tinggi dan rendah, tidak ada interaksi antara model <em>Problem Based Learning</em> dan kemampuan awal terhadap HOTS, ada perbedaan yang signifikan hasil belajar antara siswa kelas eksperimen dan kontrol, tidak ada perbedaan yang signifikan hasil belajar antara siswa berkemampuan awal tinggi dan rendah, dan tidak ada interaksi antara model <em>Problem Based Learning</em> dan kemampuan awal terhadap hasil belajar.

scholarly journals Pengaruh model pembelajaran learning cycle 5e yang dipadu think pair share terhadap hasil belajar kognitif siswa kelas XI SMA Negeri Sidoarjo pada materi larutan penyangga

2021 ◽  
Vol 1 (6) ◽  
Author(s):  
S. Luluk AN Nisak M ◽  
Fauziatul Fajaroh ◽  
Siti Marfu’ah
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Model ◽  
Learning Cycle ◽  
Control Group ◽  
Buffer Solution ◽  
Control Group Design ◽  
Student Centered Learning ◽  
Cognitive Learning Outcomes

It is crucial that the concepts of buffer solutions must be properly understood by students. It is due to the fact that buffer solutions are closely related to daily life, for example in blood, drugs, and others. The results of research and interviews show that students' understanding and student learning outcomes about the buffer solution material is still low. A student-centered learning process is needed so that it can make the learning process more fun and improve students’ learning outcomes. A meaningful student-centered learning is needed for the Learning Cycle (LC) learning model. However, the group discussion on the 5E LC learning model was less patterned, so it was combined with a patterned cooperative learning model that is Think-Pair-Share (TPS). This study aims to see the implementation of the learning process from the classroom with 5E LC -TPS and 5E LC learning models, and the influence of the 5E LC-TPS on cognitive learning outcomes from the eleventh grade students of Sidoarjo on buffer solution material. The design of the study used in this study is a quasi-experimental design with post-test-only-control group design. The research finding showed that: (1) the implementation of the learning process of the two categorized classes was done very well that is 98.3 percent in the experimental class and 95.4 percent in the control class, (2) there is the influence of the 5E LC learning model combined by TPS on the cognitive learning outcomes of class students as indicated by the significant average differences of the two classes. The average value of cognitive learning outcomes of experimental class students is higher than the control class which is equal to 85.43 and the control class is 81.62. From the results of these studies it can be concluded that there is the influence of the 5E LC-TPS learning model on improving students' cognitive learning outcomes. Konsep-konsep larutan penyangga perlu dipahami siswa karena larutan penyangga erat kaitannya dengan kehidupan sehari-hari, misalnya penyangga karbonat dalam darah, obat-obatan, dan lain-lain. Hasil penelitian dan wawancara menunjukkan bahwa pemahaman siswa dan hasil belajar siswa tentang materi larutan penyangga masih rendah. Diperlukan suatu proses pembelajaran yang berpusat pada siswa sehingga dapat menjadikan proses pembelajaran lebih bermakana dan meningkatkan hasil belajar siswa. Salah satu pembelajaran bermakna yang berpusat pada siswa adalah model pembelajaran Learning Cycle (LC). Namun, diskusi kelompok pada model pembelajaran LC 5E kurang berpola, sehingga dipadukan dengan model pembelajaran kooperatif yang berpola yaitu Think Pair Share (TPS). Penelitian ini bertujuan untuk melihat keterlaksanaan proses pembelajaran dari kelas dengan model pembelajaran LC 5E-TPS dan LC 5E serta pengaruh model pembelajaran LC 5E -TPS terhadap hasil belajar kognitif siswa kelas XI SMA Negeri Sidoarjo pada materi larutan penyangga. Rancangan Penelitian yang digunakan dalam penelitian ini adalah rancangan eksperimental semu dengan post-test-only-control group design. Hasil penelitian menunjukkan bahwa: (1) keterlaksanaan proses pembelajaran kedua kelas terkategori terlaksana dengan sangat baik, yaitu 92,11 persen pada kelas eksperimen dan 90,78 persen pada kelas kontrol. (2) ada pengaruh model pembelajaran LC 5E yang dipadu TPS terhadap hasil belajar kognitif siswa kelas yang ditunjukkan oleh perbedaan rata-rata yang signifikan dari kedua kelas. Nilai rata-rata hasil belajar kognitif siswa kelas eksperimen lebih tinggi dari pada kelas kontrol yaitu sebesar 85,43 dan kelas kontrol sebesar 81,62. Dari hasil penelitian tersebut dapat disimpulkan bahwa ada pengaruh model pembelajaran LC 5E-TPS terhadap peningkatan hasil belajar kognitif siswa.

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