UPAYA MENINGKATKAN KETERAMPILAN ABAD 21 DENGAN MODEL INQUIRY LEVELS DALAM PEMBELAJARAN IPA

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Linlin Herlina
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Communication Skills ◽  
21St Century ◽  
21St Century Skills ◽  
Science Learning ◽  
Action Observation ◽  
Action Planning ◽  
Learning Model ◽  
Learning Cycle

This study aim to describe 21st Century skills improvement through the Demand Level Learning Model. The formulation of the problem in this study is: can the Demand Level Learning Model improve 21st century skills? The Classroom Action Research (CAR) was conducted in two cycles. Each learning cycle consists of four sides, namely: (a) action planning; (b) action implementation (c) action observation; and (d) reflection. The subjects of this study were students of class VII C of SMP 7 Banjarsari, Ciamis Regency with a total of 22 students. Data analysis was performed during the study from the beginning to the end of the study. Based on the results of research and discussion, it can be concluded that there is an improvement in 21st century skills, namely critical thinking, communication skills (oral and written), leadership abilities, collaboration, adaptability, productivity and accountability capabilities, and the ability to access, analyze, and synthesize information.Keywords: 21st Century Skills, Inquiry Levels Model, Science Learning

scholarly journals PENINGKATAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPA MELALUI MODEL PEMBELAJARAN TALKING STICK

2020 ◽  
Vol 11 (2) ◽  
pp. 271
Author(s):  
Erlis Nasrul Hidayah
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Learning Outcomes ◽  
Science Learning ◽  
Action Observation ◽  
Learning Model ◽  
Final Evaluation ◽  
Research Results ◽  
Average Value ◽  
Planning Implementation

This study aims to improve science learning outcomes through the application of Talking Stick learning model. The subjects of this study are students of class VII C SMP Negeri 23 Pontianak, amounting to 30 students. This type of research is Classroom Action Research. This research includes the planning, implementation, action, observation and reflection. The instruments of data collection used are observation and test sheets (final evaluation of the cycle). Based on the research results known in cycle I obtained an average value of 78,3 and in cycle II obtained an average value of 87,8 has an increase from cycle I. Learning completeness in the first cycle of 53,33%, then on cycle II increased to 83,33%. From result of research indicate that applying of Talking Stick learning model can improve science learning result in class VII C SMP Negeri 23 Pontianak.AbstrakPenelitian ini bertujuan untuk meningkatkan hasil belajar sains melalui penerapan model pembelajaran Talking Stick. Subjek penelitian ini adalah siswa kelas VII C SMP Negeri 23 Pontianak yang berjumlah 30 siswa. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Penelitian ini meliputi perencanaan, pelaksanaan, tindakan, observasi dan refleksi. Instrumen pengumpulan data yang digunakan adalah lembar observasi dan tes (evaluasi akhir siklus). Berdasarkan hasil penelitian diketahui pada siklus I diperoleh nilai rata-rata 78,3 dan pada siklus II diperoleh nilai rata-rata 87,8 mengalami peningkatan dari siklus I. Ketuntasan belajar pada siklus I sebesar 53,33%, kemudian pada siklus II meningkat menjadi 83,33%. Dari hasil penelitian menunjukkan bahwa penerapan model pembelajaran Talking Stick dapat meningkatkan hasil belajar IPA di kelas VII C SMP Negeri 23 Pontianak.Kata Kunci: hasil belajar siswa, Talking Stick

scholarly journals PENINGKATAN HASIL BELAJAR SISWA SEKOLAH DASAR MELALUI MODEL STUDENT FACILITATOR AND EXPLAINING BERBANTUAN MEDIA ROTAR

2020 ◽  
Vol 1 (2) ◽  
pp. 74-79
Author(s):  
Munia Ningsih ◽  
Sumarwiyah Sumarwiyah ◽  
Deka Setiawan
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Data Collection ◽  
Research Design ◽  
Science Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Models ◽  
Knowledge Domains ◽  
The Mean

The reseach aims to describe the improvement of the Students outcomes at the fourth grade of SDN 1 Payaman trough the Student Facilitator and Explaining science learning models and rotar media in the seven themes indahnya keragaman di negeriku.  The research design is a classroom action research that is conducted in two cycles by the number of subjects 29 students. The data collection of this study utilized the interview, observation, test, and documentation. The data analysis is qualitative and quatitative data. The result of the research showed that Students Facilitator and Explaining this science learning model and rotar media improve the students knowledge. In the cycle one the knowledge domains of IPS in classical terms the percentage got 62.06% and the mean was 72.24, while in the domain of  indonesia the percentage got 65.51% and the mean was 74.82. in the cycle two for the domain of IPS was gained with a percentage of 89,65% with the mean 83.62. while on the domain of Indonesia got a percentage of 93.10% with the mean 86.03.

scholarly journals MENINGKATKAN PRESTASI BELAJAR IPA DENGAN MEDIA VIDEO DAN METODE STAD SEMESTER 1 KELAS IV SDN BABADAN TAHUN 2015/2016

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Wuryanto
Keyword(s):  
Action Research ◽  
Research Design ◽  
Science Learning ◽  
Action Observation ◽  
Action Planning ◽  
Fourth Grade ◽  
Learning Achievement ◽  
Plant Parts ◽  
Fourth Grade Students ◽  
Planning Action

Issues to be discussed include how to improve science learning achievement of material structureand function of plant parts in the fourth grade students of SDN Babadan Bonang District of Demakusing STAD method with the application of video media. The subjects were fourth grade students ofSDN Babadan Bonang District of Demak district by the number of students 23 students. This studyuses classroom action research design with two cycles. Each cycle consists of action planning,action, observation, and reflection. Results of preliminary tests before (prasiklus) the averagevalue reached 59.57. This value is still less so held the first cycle measures the average valueobtained was 68.70 dnn class has increased very significantly in the second cycle of 80.00

scholarly journals The Implementation of Think Pair Share (TPS) Type of Cooperative Learning Model To Improve Student’s Motivation And Nutrition Science Learning Achievement

2019 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
I Gusti Ayu Made Sukelasmini
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
Nutrition Science ◽  
Classroom Action Research ◽  
Academic Year

The purpose of this research is to know the increasing of student’s motivation and nutrition science learning achievement at second semester Grade X students of SMK N 2 Singaraja Academic Year 2016/2017 after applied the model of Think Pair Share type of cooperative learning model. This research is a classroom action research (CAR). The subjects in this classroom action research are the second semester students of Class X of Tata Boga 5 SMK N 2 Singaraja academic year 2016/2017 which amounts of 41 students. While the object is motivation and student learning achievement. Students' motivational data were collected with observation sheets, while student learning achievement were collected with multiple choice tests. Data analysis used in this research is descriptive data analysis. Based on the research that has been done, it can be concluded that the TPS type cooperative learning model can effectively improve the motivation and learning achievement of Nutrition science at second semester grade X students 5 SMK N 2 Singaraja academic year of 2016/2017. This is evident from the average improvement in student learning motivation in cycle I of 22.10 to 25.22 in cycle II. Classical completeness in cycle I of 82.93 increased to 95.12 in cycle II. While the average increase in student learning results in cycle I was 24.32 increased to 30.41 in cycle II. Classical completeness at cycle I of 78.05 increased to 100 in cycle II

PENERAPAN PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY UNTUK MENINGKATKAN HASIL BELAJAR IPS PESERTA DIDIK KELAS IV SD NEGERI 003 BERINGIN TALUK KECAMATAN KUATAN TENGAH KABUPATEN KUATAN SINGINGI

2018 ◽  
Vol 2 (5) ◽  
pp. 761
Author(s):  
Nopridayanti Nopridayanti
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Cooperative Learning ◽  
Social Science ◽  
Learning Outcomes ◽  
Science Learning ◽  
Learning Model ◽  
Science Students ◽  
Average Value ◽  
Classroom Action Research

This research was motivated by the low social science learning outcomes of students in grade IV SD Negeri 003Beringin Teluk. The purpose of this study is to improve students' social science learning outcomes. The design ofthis study uses classroom action research consisting of two cycles. From the data analysis in the first cycleobtained the percentage of the average value of teacher activity in the first cycle was 75% with good categories,after the second cycle the teacher activity increased to 91% with a very good category. Judging from theactivities of students in the first cycle, a percentage value of 70.8% was obtained in the good category, after thesecond cycle, the percentage value increased to 87.5% in the very good category. For the learning outcomes ofstudents, seen from the basic scores of students who complete as many as 13 or 41.93% who achieve theminimum completeness criteria. After being implemented in the first cycle, the learning outcomes of studentsincreased to 21 students or 67.74% which reached the minimum completeness criteria and in the second cyclethe learning outcomes of students returned to 27 students or 87% who achieved the minimum completenesscriteria set by the school that is equal to 70. Thus it can be concluded that the application of the Two Stay TwoStray (TSTS) cooperative learning model can improve the learning outcomes of social science students of thefourth grade of SD Negeri 003 Beringin Teluk.

scholarly journals Peningkatan Minat Dan Hasil Belajar Matematika Siswa dengan Penggunaan Model Pembelajaran Kooperatif Tipe Sudent Teams Achievement Division

2021 ◽  
Vol 6 (1) ◽  
pp. 13-32
Author(s):  
Hanifatul Rahmi
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Action Observation ◽  
Learning Outcome ◽  
Learning Model ◽  
The Third ◽  
Student Teams ◽  
Classroom Action Research ◽  
Learning Interest ◽  
Planning Action

ABSTRAK   Artikel ini merupakan penelitian tindakan kelas yang terdiri atas dua siklus yang dilaksanakan pada SD Negeri 001 Rimba Sekampung di Kelas III yang berjumlah 24 orang siswa. Objek penelitian ini adalah minat dan hasil belajar matematika siswa dengan menerapkan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) pada materi perkalian dan pembagian. Adapun tahapan  perencanaan, tindakan, pengamatan, dan refleksi. Instrumen yang digunakan adalah tes hasil belajar dan observasi yang dianalisis secara kuantitatif dan kualitatif. Berdasarkan hasil analisis data diperoleh bahwa: (1) rata-rata minat belajar siswa pada Siklus I adalah 78,4 dengan kategori baik; (2) rata-rata minat belajar siswa pada Siklus II menigkat menjadi 84,9 dengan kategori baik; (3) rata-rata hasil belajar siswa pada siklus I adalah 80 dengan persentase ketuntasan siswa 71,43%; (4) rata-rata hasil belajar siswa pada siklus II meningkat menjadi 83,30 dengan persentase ketuntasan siswa 80,95%. Kesimpulannya adalah model pembelajaran Student Teams Achievement Division (STAD) dapat meningkatkan minat dan hasil belajar siswa. Kata Kunci : PTK, minat belajar, hasil belajar, STAD   ABSTRACT   This article was a classroom action research that contains two cycles that was located at State Elemnetary School 001 Rimba Sekampung in the third grade with 24 students. The object of this study was student’s mathematical learning interest and outcome with applied the cooperative learning model type Student Teams Achievement Division (STAD) in multiplication and divition subjects. The research steps were planning, action, observation and reflection. The instruments that we used were the learning outcome tests and observation that were analyzed quantitatively and qualitatively. According to the data analysis results found that: (1) the average of student’s learning interest at cycle I was 78,4 with good category; (2) the average of student’s learning interest raised at cycle II was 84,9 with good category; (3) the average of student’s learning outcome at cycle I was 80 with percentage of student completeness was 71,43%; (4) the average of student’s learning outcome at cycle II increased in 83,30 with percentage of student completeness was 80,95%. The conclusion was Problem Based Learning Model can improve student’s learning outcome.      Keyword(s): classroom action research, learning interest, learning outcome, STAD

scholarly journals PENINGKATAN KETERAMPILAN BERKOMUNIKASI MELALUI MODEL PEMBELAJARAN KOOPERATIF JIGSAW

2019 ◽  
Vol 3 (2) ◽  
pp. 1-8
Author(s):  
Sofiyana Rizki
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Process ◽  
Action Observation ◽  
Learning Model ◽  
Average Score ◽  
Research Procedure ◽  
Classroom Action Research ◽  
Spiral Model

Abstract This research was aimed to overcome the low of students’ communication skills in the learning process which applied Jigsaw cooperative learning model in the class five of Tingkir Lor 02 Elementary School Tingkir sub-district Salatiga city. This classroom action research used spiral model which referred to Kemis and Mc. Tagart’ research design. This research procedure was done by implementing Jigsaw cooperative learning model which was planned by started from design arrangement, action, observation, and reflection which is then followed by the next spiral cycle. This classroom action research applied two cycles pattern. The conclusion of this research is the implementation of Jigsaw cooperative learning can improve students’ communication skills. It can be seen from the increase of communication skills average score percentage from cycle I and cycle II that is 11,78% with average score in cycle I is 75,5 increased into cycle II that is 84,4. Keywords: Communication Skills,  Jigsaw Model   Abstrak Penelitian ini bertujuan untuk mengatasi rendahnya keterampilan berkomunikasi peserta didik dalam pembelajaran dengan menerapkan model pembelajaran kooperatif  Jigsaw di kelas V di SD Negeri Tingkir Lor 02 Kecamatan Tingkir Kota Salatiga. Penelitian tindakan kelas ini menggunakan model spiral yang mengacu desain penelitian Kemmis dan Mc. Taggart. Prosedur penelitian ini dilaksankan dengan melaksanakan pembelajaran menerapkan model pembelajaran kooperatif Jigsaw yang dierencanakan dengan dimulai dari penyususnan rancangan, pelaksanaan tindakan, pengamatan (observasi), dan refleksi yang kemudian diikuti dengan siklus spiral berikutnya. Penelitian tindakan  kelas ini menerapkan pola dua siklus. Kesimpulan penelitian ini yaitu penerapan model pembelajaran Kooperatif Jigsaw dapat meningkatkan keterampilan berkomunikasi peserta didik. Hal tersebut dapat dilihat dari kenaikan presentase skor rata-rata untuk ketererampilan berkomunikasi dari siklus I ke siklus II yaitu sebesar 11,78%, dengan skor rata-rata pada siklus I yaitu 75,5 naik di siklus II  menjadi 84,4. Kata Kunci: Keterampilan Berkomunikasi,  Model  Jigsaw

scholarly journals Panca Pramana Cycle-Based Science Learning Model for Promoting 21st Century Skills Learning

2021 ◽  
Author(s):  
I Gede Astawan ◽  
Nice Maylani Asril ◽  
Luh Ayu Tirtayani ◽  
Ni Wayan Surya Mahayanti ◽  
Kadek Eva Khrisna Adnyani ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Science Learning ◽  
Learning Model ◽  
Skills Learning

scholarly journals ANALYSIS THE 21ST CENTURY SKILLS OF STUDENTS IN CHEMICAL EQUILIBRIUM LEARNING WITH FLIPPED CLASSROOM-COLLABORATIVE PROBLEM SOLVING MODEL

2020 ◽  
Vol 5 (1) ◽  
pp. 48-60
Author(s):  
Prita Atria Karyadi ◽  
Maria Paristiowati ◽  
Afrizal Afrizal
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Data Collection ◽  
21St Century ◽  
Chemical Equilibrium ◽  
21St Century Skills ◽  
Flipped Classroom ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

This study aimed to analyze the 21st century skills of students in learning chemical equilibrium with the Flipped Classroom-Collaborative Problem Solving model. Flipped Classroom is a learning model that students learn first outside the classroom through video, then carry out active activities in class such as discussions, presentations, making posters, and doing practicum. Collaborative problem solving is done when students discuss in solving problems for each learning activity. The research method used descriptive qualitative method. Data collection techniques were: observation, interviews, questionnaires, and reflective journals. Data analysis consisted of several stages, namely data collection, data reduction, data presentation, and verification or conclusions. Based on data analysis, this learning model made students active in learning and also made the students learn independently outside the classroom using mobile learning and searching some sources of references. In addition, students were actively involved in problem solving discussions, presentations, making projects, and practicums that were designed by students themselves. Thus it can be concluded that the Flipped Classroom-Collaborative Problem Solving learning model can train and grow students critical thinking skills, creativity and innovation skills, communication skills, and collaborative skills in learning chemical equilibrium.

scholarly journals PENERAPAN MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN HASIL BELAJAR EKONOMI KELAS X3 SMA NEGERI 9 BULUKUMBA

2019 ◽  
Vol 2 (1) ◽  
pp. 10
Author(s):  
Naisyah Naisyah
Keyword(s):  
Data Analysis ◽  
Research Method ◽  
Model Problem ◽  
Action Observation ◽  
Problem Based Learning ◽  
Action Planning ◽  
Learning Model ◽  
Educational Facilities ◽  
Reflection Data ◽  
Planning Action

This study aims to determine the results of economic learning using the problem based learning (PBL) learning model. The research method used is the classroom Action Research through four stages, namely: action planning, action, observation, and reflection. Data collection is done by test and observation techniques. From the results of the research and data analysis, it was concluded that the application of the problem based learning (PBL) learning model especially in the consumption and investment material for class X3 in Bulukumba State High School 9 increased. For this reason, innovations in learning need to be continuously improved and supported by the provision of adequate educational facilities

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