scholarly journals SNOWBALL THROWING BERBANTU MEDIA TEKA-TEKI SILANG PADA MATA PELAJARAN EKONOMI

2021 ◽  
Vol 8 (1) ◽  
pp. 85
Author(s):  
Tati Heryati
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Objectives ◽  
Crossword Puzzle ◽  
Lecture Method ◽  
Final Measurement ◽  
Crucial Problem ◽  
Quasi Experimental ◽  
The Right ◽  
Selection Of

ABSTRACTThe low learning outcomes is a very crucial problem in learning, because learning it is the benchmarks of success in achieving learning objectives. Low learning outcomes are motivated by various factors including the selection of learning models with the right type to be used by educators. The purposes of this study are to find out the differences: 1) learning outcomes who apply the Snowball Throwing assisted by the crossword puzzle media on initial measurements (pretest¬) and posttest; 2) learning outcomes of students who apply the lecture method on pretest and posttest; and 3) improvement of learning outcomes students who apply the Snowball Throwing cooperative learning by crossword media with who apply the lecture method at the final measurement (posttest). The research method used is the Quasi Experimental and data analysis using the t test. The conclusion of this study is learning outcomes of students who apply Snowball Throwing type assisted by crossword puzzles are higher than who apply the lecture method.keywords: crosswords, learning outcomes, snowball throwing.        ABSTRAKRendahnya hasil belajar merupakan permasalahan yang sangat krusial dalam pembelajaran, karena hal tersebut merupakan indikator keberhasilan kegiatan pembelajaran. Rendahnya hasil belajar dapat dipacu oleh berbagai faktor salah satunya penggunaan model pembelajaran. Penelitian ini bertujuan mngidentifikasi perbedaan: 1) Hasil belajar siswa dengan menggunakan metode Snowball Throwing berbantu media teka teki silang pada saat pretest¬ dan posttest; 2) Hasil belajar siswa yang menerapkan metode ceramah pada saat pretest dan posttest; dan 3) Peningkatan hasil belajar siswa yang menerapkan cooperative learning tipe Snowball Throwing berbantu media teka teki silang dengan yang menerapkan metode ceramah pada saat posttest. Penelitian menggunakan metode eksperimen dan analisis data menggunakan Uji t. Hasil penelitian menunjukkan bahwa hasil belajar siswa dengan cooperative learning tipe Snowball Throwing berbantu media teka-teki silang lebih tinggi dibanding dengan yang menggunakan metode ceramah.Kata Kunci: hasil belajar, snowball throwing, Teka-Teki Silang    

scholarly journals Studi Literatur tentang Model-Model Pembelajaran Fiqh

2019 ◽  
Vol 13 (2) ◽  
pp. 235
Author(s):  
Nurbeti Magnum
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Religious Education ◽  
Learning Model ◽  
Learning Objectives ◽  
Learning Models ◽  
Childhood Education ◽  
The Right ◽  
Full Consideration ◽  
Selection Of

Islamic religious education is the most important subject of education in Indonesia, therefore Islamic religious education is studied at various levels of education, from early childhood education, elementary, secondary and higher education. But then teachers often find difficulties in applying the right learning model to Islamic subjects. The selection of learning models will certainly have implications for the approaches, strategies, and methods used by teachers in their teaching. Not only that, the selection of learning models will also affect learning outcomes. So from that a teacher must be really full consideration in choosing the learning model that will be used, for the achievement of learning objectives that have been determined by the teacher and the institution.

The Effectiveness of Crossword Puzzle in Improving Mufradat Skills

2021 ◽  
Vol 1 (2) ◽  
pp. 55-62
Author(s):  
Mutia Khaira
Keyword(s):  
Language Proficiency ◽  
Experimental Approach ◽  
Vocabulary Learning ◽  
Crossword Puzzle ◽  
Vocabulary Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Puzzle Games ◽  
The Right

Arabic mufradat is an element of various language elements, where the richness of vocabulary is part of the indicator of language proficiency. In reality, vocabulary learning often encounters obstacles, therefore choosing the right media is part of an effort to overcome the existing difficulties. This study aimed to test the effectiveness of the puzzle in improving Arabic vocabulary skills. This study was conducted with a quasi-experimental approach where data were obtained through pre-test and post-test. Based on the results, the use of puzzle games as learning media was effective to improve mufradat skills.

scholarly journals Mengatasi Problematika Belajar Sejarah Siswa Menggunakan Metode Think Pair Share

2019 ◽  
Vol 2 (2) ◽  
pp. 88-96
Author(s):  
Nahdatul Hazmi
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Confidence Level ◽  
Student Learning Outcomes ◽  
Learning Models ◽  
Share Model ◽  
History Learning ◽  
Quasi Experimental ◽  
Positive Effect

This study aims to determine the positive effect of the application of the think pair share model on student learning outcomes in history learning in class X SMAN 1 Lareh Sago Halaban.This paper in collecting data using quasi-experimental techniques and also with descriptive, where in addition to the figures obtained also from observations and strengthened by interviews. From the analysis obtained t count = 18.43 and t-table = 1.73 where 1.73 <18.43> 1.73 which means the hypothesis is accepted at the 95% confidence level (α = 0.05). Thus it can be concluded that, there is a positive effect of the model of cooperative learning in the type of think pair share on student learning outcomes in history learning at X SMAN 1 Lareh Sago Halaban. Keywords: Problems, Think Pair Share Learning Models, Learning Outcomes

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TSTS–NHT DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENGANTAR BISNIS

2019 ◽  
Vol 12 (1) ◽  
pp. 88
Author(s):  
Mendarissan Aritonang ◽  
Abdul Hamid K ◽  
Julaga Situmorang
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Random Sampling ◽  
Business Students ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar pengantar bisnis mahasiswa yang diajar dengan model pembelajaran kooperatif tipe TST lebih tinggi dari mahasiswa yang diajar dengan model pembelajaran kooperatif tipe NHT. (2) Untuk mengetahui hasil belajar  pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis dan mahasiswa yang memiliki gaya belajar pragmatis. (3) Untuk mengetahui interaksi antara model pembelajaran kooperatif dengan gaya belajar  terhadap hasil belajar pengantar bisnis. Penelitian ini dilaksanakan di Universitas Methodist Indonesia. Populasi berjumlah 180 orang. Pengambilan sampel dilakukan dengan cluster random sampling. Metode penelitian kuasi eksperimen dengan desain faktorial 2 x 2 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 pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe TSTS lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe NHT; (2) hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar pragmatis; (3) terdapat interaksi antara model pembelajaran kooperatif dengan gaya belajar  dalam mempengaruhi hasil belajar mahasiswa.  Kata Kunci: model pembelajaran kooperatif, TST, NHT, gaya belajar, pengantar bisnis.  Abstract: This study aims: (1) To find out the introductory learning outcomes of business students who are taught with the cooperative learning model of the TST type are higher than students who are taught with the cooperative learning model of the NHT type. (2) To find out the introductory learning outcomes of business students who have theoretical learning styles and students who have pragmatic learning styles. (3) To determine the interaction between cooperative learning models with learning styles on introductory business learning outcomes. This research was conducted at the Methodist University of Indonesia. The population is 180 people. Sampling was done by cluster random sampling. Quasi-experimental research method with 2 x 2 factorial design followed by inferential statistics using two-way ANAVA with a significant level α = 0.05 followed by the Scheffe test. The results showed: (1) the results of introductory business learning students who were taught with the cooperative learning model type TSTS were higher than the results of introductory business learning students who were taught with the NHT type cooperative learning model; (2) the results of introductory business learning students who have theoretical learning styles are higher than the results of introductory business learning students who have pragmatic learning styles; (3) there is an interaction between cooperative learning models and learning styles in influencing student learning outcomes. Keywords: cooperative learning model, TST, NHT, learning style, business introduction.

scholarly journals THE EFFECT OF COOPERATIVE LEARNING JIGSAW TYPE TO INCREASE LEARNING RESULT OF BASIC BIOMEDICAL LECTURE

2018 ◽  
Vol 2 (02) ◽  
pp. 145-149
Author(s):  
Ita Ainun Jariyah ◽  
Asef Wildan Munfadlila
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Control Design ◽  
Student Learning Outcomes ◽  
T Test ◽  
Quasi Experimental ◽  
Class Average ◽  
Level I ◽  
Academic Year ◽  
Improve Student Learning

Students are an active part that plays a role in the learning process. Cooperative learning trains students to be able to work together and responsibly independently. This research was quasi-experimental research with posttest-only control design. The sample of this research was the students of Diploma III Nursing STIKes Bina Sehat PPNI Mojokerto at the level I of academic year 2017/2018. The research data was obtained from the result of the final examination of the students in the basic biomedical course. The data were analyzed using independent sample t-test. The result of the independent sample t-test is 0.00 is less than 0.05. The conclusion of these results is that there are differences in basic biomedical learning outcomes in the control class and experimental class. Average learning outcomes control class 60,17 and experimental class 73,94. These results suggest that jigsaw type cooperative learning can improve student learning outcomes in basic biomedical courses.

scholarly journals PERBEDAAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECK DENGAN TIPE THINK PAIR SQUARE DI SMA

2017 ◽  
Vol 1 (2) ◽  
pp. 95
Author(s):  
Nurul Huda Arianti ◽  
Syubhan Annur ◽  
Mastuang Mastuang
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Achievement Test ◽  
Quasi Experimental ◽  
Study Population ◽  
Model Pair ◽  
Cluster Random Sampling

Student learning outcomes is still less than optimal or unsatisfactory, it can be known through the data replication midterm class XI IPA at SMAN 9 Banjarmasin. This happens because the learning methods and models used by teachers based on observations during the learning tend to be monotonous and less engaging students, so that students are less enthusiastic and less active in the following study. This study aims to determine whether there are differences in learning outcomes of students using cooperative learning model Pair Check with the type of Think Pair Square in class XI SMA Negeri 9 Banjarmasin. This type of research used in this research is quantitative quasi-experimental research design. This study population is all students in grade XI IPA at SMAN 9 Banjarmasin. Samples were taken using cluster random sampling. Data collection techniques are techniques achievement test and documentation. The results showed that there are differences in learning outcomes of students using cooperative learning model Pair Check with the type of Think Pair Square in class XI SMA Negeri 9 Banjarmasin.

scholarly journals PENGARUH METODE PRAKTIKUM BERBANTUAN FLASH TERHADAP HASIL BELAJAR SISWA PADA MATERI HIDROKARBON DI KELAS XI IPA SMA MUHAMMADIYAH PONTIANAK

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Salmauwati Salmauwati ◽  
Muhamad Agus Wibowo ◽  
Dedeh Kurniasih
Keyword(s):  
Learning Outcomes ◽  
Practical Method ◽  
Control Group ◽  
Control Groups ◽  
Lecture Method ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
And Control ◽  
Positive Effect

ABSTRACTThis study was initiated by the students’ low learning outcomes on Chemistry subject and the teachers’ preference in using lecture method in teaching learning process.This study aimed at 1) finding out the differences of students’ learning outcomes between the use of flash media-assisted practical method and lecture method on hydrocarbon class at grade XI MIA of SMA Muhammadiyah I Pontianak. Using quasi experimental design and Control Group Posttes Design, this study employed the students of grade XI MIA 2 as the samples of experiment group, andthe students of grade XI MIA 2 as the samples of control group. The data collection techniques used were measurement and observation. While the instruments employed were observation sheet and essay. TheU-Mann Whitneytest revealed that the post test score of 0,0140< 0,05 Ho was rejected, while the Ha one was accepted. It means that there was correlation of students’ learning outcomes between the experiment and the control groups. In addition, the effect size result was 1,086 > 0,8 and considered high which indicated the positive effect of flash media-assisted practical method in enhancing students’ learning achievement.Keywords: flash, learning outcomes, hydrocarbon, practical method

scholarly journals Efektivitas Pembelajaran Kooperatif Dengan Permainan Dalam Matematika

2019 ◽  
Vol 9 (2) ◽  
pp. 85
Author(s):  
Ni Ketut Erawati ◽  
Ni Made Suwarnisi
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Group Design ◽  
Quasi Experimental ◽  
Motivation And Learning ◽  
Essay Test ◽  
Experimental Group ◽  
Research Show

The purpose of this study was to determine the effectiveness of the application of the STAD cooperative learning model combined with ice breaking in mathematics subjects on motivation and learning outcomes of student. This research is a quasi-experimental study using the non equivalent design group design. This design uses two sample groups selected with random sampling and randomized classes are already available. This research was conducted at SMK N 4 Denpasar with a population of 10th grade students consisting of 10 classes, then two classes were selected as samples.Data collection using questionnaires and essay test. Data analysis uses t-test for the first hypothesis and the second hypothesis while the third hypothesis analysis uses MANOVA. The results of the research show that the motivation and learning outcomes between the experimental group and the comparison group differed significantly, where better results were obtained in the experimental group ie the group that applied STAD cooperative learning with ice breaking. The results of this study indicate that cooperative learning innovations especially the STAD type combined with ice breaking as a game or pause in mathematics learning provide effective results in achieving student learning outcomes and motivation at a better level.

scholarly journals Getting the Most from Classroom Simulations: Strategies for Maximizing Learning Outcomes

2010 ◽  
Vol 43 (03) ◽  
pp. 547-555 ◽  
Author(s):  
Timothy Wedig
Keyword(s):  
Political Science ◽  
Learning Outcomes ◽  
Significant Contribution ◽  
Learning Objectives ◽  
Core Component ◽  
Course Content ◽  
Face To Face ◽  
Science Courses ◽  
Instructor Role ◽  
Selection Of

AbstractClassroom simulations can make a significant contribution to learning outcomes in political science courses, provided that they are firmly linked to course content and learning objectives. This article offers a step-by-step decision framework for instructors seeking to use simulations as a core component of their courses, including selection of an exercise, pre-simulation preparation, instructor role during a simulation, and techniques for debriefing after the exercise. Options such as online and face-to-face, synchronous and asynchronous, distributed and single classroom, and individual and team formats are compared, with a focus on their associated learning outcomes.

scholarly journals PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR PKN MELALUI MODEL PEMBELAJARAN KOOPERATIF JIGSAW

2021 ◽  
Vol 1 (4) ◽  
pp. 186-199
Author(s):  
RATNANINGSIH RATNANINGSIH
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Research Performance ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
The Third ◽  
Lecture Method ◽  
Classroom Action Research

The method applied by the teacher in Civics learning is still conventional, tends to use the verbalistic lecture method, resulting in passive students, lack of enthusiasm, and low student learning outcomes. To improve the learning process and results, the teacher responded by applying the Jigsaw cooperative learning model and applying it in the form of Classroom Action Research (CAR). The purpose of this Classroom Action Research is to increase the activeness and learning outcomes of Civics. The action is carried out through three cycles. Each cycle includes four activities, namely (1) Planning, (2) Acting, (3) Observing, and (4) Reflection. One cycle is carried out in two to three meetings. Based on the results of data analysis, findings, and discussions that have been carried out, it can be concluded that the actions taken in class VIIIA to increase the activity and learning outcomes of Civics through the Jigsaw cooperative learning model were successful because the research performance indicators were met. Before the action using the Jigsaw cooperative learning model, the activeness of class VIIIA students was 73.43 in the active category and at the end of the third cycle of 79.10 in the very active category, an increase of 5.67 (an increase of 8%). Before the action, the KKM achievement in the class was 10%, after the first cycle of action it became 54.33% (an increase of 43.33%), after the second cycle of action it became 76.67% (an increase of 23.34% from the first cycle), and after the third cycle of action it increased to 93.33% (an increase of 16.66% from cycle II). ABSTRAKMetode yang diterapkan guru dalam pembelajaran PKn masih bersifat konvensional, cenderung menggunakan metode ceramah yang verbalistik, sehingga mengakibatkan siswa pasif, kurang bersemangat, dan hasil belajar siswa rendah. Untuk memperbaiki proses dan hasil belajar disikapi guru dengan menerapkan model pembelajaran kooperatif Jigsaw dan mengaplikasikannya dalam bentuk Penelitian Tindakan Kelas (PTK). Tujuan Penelitian Tindakan Kelas ini yaitu untuk meningkatkan keaktifan dan hasil belajar PKn. Tindakan dilaksanakan melalui tiga siklus. Setiap siklus meliputi empat kegiatan yaitu (1) Perencanaan (Planning), (2) Pelaksanaan (Acting), (3) Pengamatan (Observing), dan (4) Refleksi (Reflection). Satu siklus dilaksanakan dalam dua sampai tiga kali pertemuan. Berdasarkan hasil análisis data, temuan, dan pembahasan yang telah dilakukan dapat disimpulkan bahwa tindakan yang dilakukan pada kelas VIIIA untuk meningkatkan keaktifan dan hasil belajar PKn melalui model pembelajaran kooperatif Jigsaw berhasil karena indikator kinerja penelitian terpenuhi. Sebelum tindakan dengan menggunakan model pembelajaran kooperatif Jigsaw, keaktifan siswa kelas VIIIA sebesar 73.43 dalam katagori aktif dan pada akhir siklus III sebesar 79.10 dalam katagori sangat aktif, meningkat sebesar 5.67 (meningkat 8%). Sebelum dilakukan tindakan ketercapaian KKM pada kelas tersebut adalah 10%, setelah tindakan siklus I menjadi 54.33% (meningkat 43.33%), setelah tindakan siklus II menjadi 76.67% (meningkat 23.34% dari siklus I), dan setelah tindakan siklus III meningkat menjadi 93.33% (meningkat 16.66% dari siklus II).

Sign in / Sign up

Export Citation Format

Share Document