scholarly journals PENINGKATAN KETERAMPILAN MENULIS CERITA FABEL DENGAN MENGGUNAKAN MODEL PICTURE AND PICTURE DI KELAS VII SMP GLOBAL PRIMA NATIONAL PLUS SCHOOL TAHUN PELAJARAN 2018/2019

2019 ◽  
Vol 1 (1) ◽  
pp. 27
Author(s):  
Mesrani Nduru ◽  
Monika Magdalena Sinaga ◽  
Lidya Christmawanti Sinaga ◽  
Ermina Waruwu
Keyword(s):  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Research Result ◽  
Learning Model ◽  
Research Approach ◽  
Learning Models ◽  
Research Subjects ◽  
Quality Of Results ◽  
Quality Process

This study aims to determine the quality of the process, the quality of results and the improvement of learning to write fables using picture and picture learning model. The problem of the research arose when the researcher interviewed Indonesian teachers in class VII-A of the GLOBAL PRIMA NATIONAL PLUS SCHOOL Middle School that the student's learning outcomes were still low 75 and still not reached the minimum completeness criteria. To answer the problems of the research, researchers conducted research using picture and picture learning models in improving student writing learning. The researcher used an action classroom research approach and used data collection methods by means of observation and tests. The research instrument consists of guidelines for observing observations for both students and researchers and guidelines for evaluating student work in writing fable stories. The research subjects (respondents) were the GLOBAL PRIMA NATIONAL PLUS SCHOOL. The data were analyzed by qualitative descriptive analysis techniques and quantitative descriptive analysis. Based on the methodology of the research, result of the research were obtaineda) Cycle I (one) with classical completeness quality process 74.07%, quality of result 59.25% and the quality of researchers using 45% learning models, b) Cycle II (two) with quality process classical completeness 88.88%, quality of results 92.59% and the quality of researchers using the learning model to be 100%. There is an increase in learning, namely an increase in process and student learning outcomes from cycle I, 59.25% to cycle II being 92.59%, with a increase percentage of 33.34%. Therefore the model of picture and picture learning model can help improve the learning process so that learning objectives are maximized.

scholarly journals Penggunaan media pembelajaran dengan menggunakan SlideGo dan model pembelajaran example non-example untuk meningkatkan hasil belajar siswa pada materi sistem ekskresi

2020 ◽  
Vol 3 (2) ◽  
pp. 74-79
Author(s):  
Wiwin Pertiwi
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Cognitive Learning ◽  
Learning Model ◽  
Learning Models ◽  
Research Subjects ◽  
Lecture Method ◽  
Class Viii ◽  
Improving Student Learning

Lack of facilities and infrastructure, and lack of accuracy in the selection of media and learning methods cause students to experience difficulty in receiving lessons from field teachers, this is indicated by the results of working on test sheets using the lecture method, from 36 students who have scored 80, only 6 people, while 30 other students still have not reached the minimum completeness criteria. So learning is implemented using SlidesGo  media and Example and Non-Example learning models. This study aims to determine students' cognitive science learning outcomes using SlidesGo  media and Example and Non-Example learning models. This research method is Classroom Action Research (PTK) carried out in two cycles, each cycle consisting of two meetings consisting of planning, action, observation, and reflection stages. The research subjects were 36 students of class VIII G even semester of the 2019/2020 academic year. Data collection tools used observation sheets and tests. Data analysis using descriptive analysis techniques. Data from the results of observations and tests in each cycle become the basis or material for improvement in the next cycle. The application of learning using SlidesGo  media and the Example and Non-Example learning model, proved to be very effective in improving student learning outcomes, it can be seen from 36 students, in cycle I got an average of 75.43 and in cycle II got an average of 86 , 69. The value obtained has increased by 11.26 points. The results showed that there was an increase in student cognitive learning outcomes in each cycle after the use of application media and the Example Non-Example learning model on excretory material.

Application of Creative Problem Solving Learning Model to Improve Learning Outcomes and Learning Activities on Simulation and Digital Communication

2021 ◽  
Vol 5 (1) ◽  
pp. 46-50
Author(s):  
Nurfarida Ilmianah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Male Students ◽  
Learning Activity ◽  
Research Subjects ◽  
The Media

The learning process at this time tends to decrease. This is caused by learning that is less interesting.   The Media and methods as a way to overcome monotonous learning need to be developed to improve the quality of  the student learning outcomes. This study aims to improve the activeness and learning outcomes through the implementation of the Creative Proplem Solving (CPS) learning model. "This study uses classroom action research (PTK) consisting of 4 stages,  the stages namely of planning, implementation, observation and reflection. With  the research  subjects XDPIB2 class students consisting of 34 students, 24 male students and 10 female students. The instrument used was an observation sheet of student learning activities, and a test of student learning outcomes. The results of this study indicate an increase in the average of student learning activities that continue to increase from cycle I to cycle III, it can be seen from the average learning activity of students who continue to increase starting from cycle I in the category of sufficient activity, amounting to 2.44. Cycle II was 3.38 with good category activity and Cycle III increased by 4.31 with very good category activity. Learning by using this CPS can improve student learning outcomes. based on observations on cycles I, II and III. From the three cycles, there was an increase in the average test of student learning outcomes in a row starting from cycle I, II and III was 60.65, 72.85 and 85.24 and only 1 student had a score below 75 of 34 students so that the application of the model CPS learning can improve the activities and learning outcomes of students of SMK Negeri 1 Sidoarjo

scholarly journals Perbandingan Hasil Belajar Matematika Melalui Pembelajaran Kooperatif Tipe Number Head Together dan Student Team Achievement Division Pada Siswa MTs Muhammadiyah Penyasawan Kecamatan Kampar

2019 ◽  
Vol 1 (2) ◽  
pp. 63
Author(s):  
Desi Anggraini
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Eighth Grade ◽  
Learning Models ◽  
Research Subjects ◽  
The Subject ◽  
Student Team

This article aims to determine the differences in the results of learning mathematics by using the appropriate learning model in the application of cooperative learning model Number Head Type Togeteher (NHT) and Student Team Achievement Division (STAD) on the subject of Circles at MTs Muhammadiyah Penyasawan, Kampar District. In this research the problem statement is "Are there differences in learning outcomes of mathematics using Cooperative learning models Number Head Together (NHT) and Student Achievement Division (STAD) types in class VIII MTs Muhammadiyah Penyasawan Kampar District on the subject of Circles?" This article uses comparative research which found a difference between the use of Cooperative learning models Number Head Together (NHT) and Student Achievement Division (STAD) types, in this study the researchers played a direct role as teachers in the learning process. In this study Cooperative Learning NHT type is X1 and STAD type is X2 variable and learning result is Y variable. The population of this study is all Muhammadiyah MTS students and the sample used is VIIIA class as a class using Cooperative Learning Type Number Head Together (NHT) and class VIIIB as a class that uses Student Team Achievement Divison (STAD) Type Learning Model. The research subjects were eighth grade eighth grade students and the object was learning outcomes using the cooperative learning type NHT model and learning outcomes using the STAD learning model. The data collection technique is in the form of observation, documentation and tests conducted at the sixth meeting after the learning meeting is complete. This data is processed using the test-t formula and obtained a t value of 4.115 with a significant value of 2.69 where the significant value obtained from the calculation is greater than the significance level α = 0.05, then Ha is accepted. Based on the results of the data analysis, it was concluded that there were differences in the mathematics learning outcomes of students using the Cooperative learning model Number Head Together (NHT) and Student Achievement Division (STAD) types on the subject of the Circle at MTs Muhammadiyah Penyasawan Kampar Distric

scholarly journals The development of PQ4R-based LKPD to improve the fourth grade students’ thematic learning outcome

2021 ◽  
Vol 1 (3) ◽  
pp. 133-135
Author(s):  
Anadya Tri Sabrini ◽  
Dwi Yulianti ◽  
Dina Maulina
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Learning Outcome ◽  
Learning Model ◽  
Research Subjects ◽  
Fourth Grade Students ◽  
Teachers And Students ◽  
Achievement Indicators ◽  
Thematic Learning

This research aims to analyze the need of LKPD development in accordance with the learning model used. This research was a descriptive quantitative research. The research subjects were teachers and students of grade IV at State Elementary School (SDN) 2 Kampung Baru. The data were collected using interviews, observation, and questionnaire, which were analyzed through a descriptive analysis. The results show that the competence standard, basic competence, and competence achievement indicators were in line with the Curriculum 2013. The students’ learning outcomes were categorized into low category. The PQ4R is one of models that can be applied for improving students’ learning outcomes. The teachers need a suitable LKPD for the learning model, suitable with students’ characteristics. This research can be further developed referring to the PQ4R learning model for improving learning achievement.

scholarly journals The Development of AKK Learning Model (Active, Creative, Communicative) through Cartoon Media for Reading Comprehension of Mandarin Language Learning For the Tenth Graders

2020 ◽  
Vol 2 (5) ◽  
Author(s):  
Kholis Roisyah ◽  
Maria Mintowati ◽  
Roni Roni
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Significance Level ◽  
Tenth Graders ◽  
Mandarin Language ◽  
D Model

This study aimed to examine the development of Mandarin learning models using AKK (Active, Creative, Communicative) based on cartoon media for reading comprehension learning, which contains (1) the process of developing the AKK learning model (Active, Creative, Communicative) through cartoon media, ( 2) the quality of the AKK learning model (Active, Creative, Communicative) through cartoon media, (3) the effectiveness of the AKK learning model (Active, Creative, Communicative) through cartoon media for reading comprehension learning to master Mandarin text for tenth graders. This developmental research uses the Research and Development (R&D) model proposed by Borg and Gall. Based on the use of this R&D model, the data collection of this study used questionnaire, interview, and documentation. The results of this study are the AKK learning model (Active, Creative, Communicative) through cartoon media for reading comprehension learning to master Mandarin language gets some results (1) the process of developing the AKK learning model (Active, Creative, Communicative) through cartoon media runs smoothly and appropriately, (2) the quality of the AKK learning model (Active, Creative, Communicative) through cartoon media for reading comprehension learning to master Mandarin language is very suitable as seen from the results of the RPP validator, material, instruments, and media validation, (3) the effectiveness of the AKK learning model (Active, Creative , Communicative) through cartoon media for reading comprehension learning to master Mandarin language, obtained results for products of 5.77 with a significance level of 5% and for the results of observations made continue to increase from 85%, 82.5%, 95%, and 97.5% based on Likerrt scale is very strong. The AKK Learning Model (Active, Creative, Communicative) through cartoon media for reading comprehension learning to master Mandarin language is very appropriate to be used in the learning process and there is an increase in the learning outcomes of students in class X IPS 1 of SMA Khadijah Surabaya.

scholarly journals Studi Penelitian Tindakan Kelas: Bagaimana Meningkatkan Pemahaman Matematis pada Siswa?

2021 ◽  
Vol 2 (1) ◽  
pp. 21-35
Author(s):  
Rani Sugiarni ◽  
Ari Septian ◽  
Dadang Juandi ◽  
Siti Julaeha
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Understanding ◽  
Absorption Capacity ◽  
Mathematical Understanding ◽  
Learning Models ◽  
Learning Mathematics

Learning models that are not precise have an impact on low student understanding so that the student completeness score is still below 50%, so appropriate action is needed to improve the quality of learning so that students' understanding in learning mathematics increases. The purpose of this study was to determine the increase in mathematical understanding of students by using cooperative learning model type Snawbal throwing. This type of research is classroom action research through 3 cycles. The increase in learning outcomes is determined based on an increase in the average understanding of students, the attainment of absorption and learning completeness. Increment refers to the ratio between the value of cycle I, cycle II and cycle III. The results showed that the implementation of the snowball throwing type of cooperative learning model could improve students' mathematical understanding of set material. It can be seen from the students' average understanding of mathematics increased from 75 (cycle I) to 9 (cycle II), and 82 (cycle III). The increase also occurred in the attainment of absorption and learning completeness. The absorption capacity increased from 50% to 70% and 73%. The learning completeness has increased from 50% to 70% and 73%.

scholarly journals EFFECTIVENESS OF IMPLEMENTATION OF CONCEPT ATTAINMENT LEARNING MODEL TO INCREASE COGNITIVE LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS

2020 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
Dina Purwanti ◽  
Azizahwati Azizahwati ◽  
Mitri Irianti
Keyword(s):  
Global Warming ◽  
High School Students ◽  
Learning Outcomes ◽  
Research Result ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Subjects ◽  
School Students ◽  
Concept Attainment ◽  
Cognitive Learning Outcomes

 This research aimed to determine the effectiveness of the implementation of concept attainment learning model to increase cognitive learning outcomes. The research method used is pre-experimental design with intact group comparison design. The research subjects were students of class XI SMA Negeri 9 Pekanbaru, in which class XI IPA4 was an experimental class and class XI IPA5 was a control class. The experimental class uses a concept attainment learning model and a control class with a conventional learning. The data was obtained from cognitive learning outcomes test which given to students after the learning process was carried out. Data were analyzed descriptively to provide an overview of students cognitive learning outcomes including students absorption and learning effectiveness on indication of global warming material. The research result obtained were the average of students absorption ability in the experimental class was 76,94% and 68,33% for control class. Thus, can be concluded that the implementation of the concept attainment learning model was effective to increase student cognitive learning outcomes in SMA Negeri 9 Pekanbaru on the subject of global warming.

scholarly journals The Influence Of Value Clarification Technique Learning Models Online Based On Afective Learning Outcomes In Historical Learning

2020 ◽  
Vol 3 (2) ◽  
pp. 233
Author(s):  
Restu Yanuar Ula ◽  
Sarkadi Sarkadi ◽  
Aip Badrujaman
Keyword(s):  
Learning Outcomes ◽  
Quantitative Methods ◽  
Affective Learning ◽  
Learning Model ◽  
Test Method ◽  
Choice Test ◽  
Control Group ◽  
Learning Models ◽  
Quality Of Learning

<p><em>The improvement of the quality of education is based on the establishment of the quality of learning and the development of technology. The quality of learning is determined by the competence of teachers in managing the classroom. Online learning with various features and applications can be a great alternative for teachers and students to keep interacting without having to come face to face during covid-19. The online-based VCT learning model can provide critical-creative power, fostering positive attitudes, interests, and grades to students in history learning. Therefore, the purpose of this study is to determine the influence of the online-based Value Clarification Technique learning model on the affective learning outcomes of history students. The research method uses quantitative methods with quasi-experimental designs. The population in this study is all grade XI students of Sma Negeri 9 Bogor City. While the sampling technique is purposive sampling which is divided into two classes into experiment groups (XI IPA 3) and control group (XI IPA 1). The data collection method is a multiple-choice test method. The results of this study show that online-based VCT learning models influence students' affective learning outcomes in historical learning.</em></p>

scholarly journals THE EFFECT OF PROJECT BASED LEARNING MODEL AND COOPERATION SKILLS ON RESULTS OF SOCIOLOGY LEARNING IN SMA 4 AMBON

2020 ◽  
Vol 1 (2) ◽  
pp. 70-79
Author(s):  
Arnold Sahalessy ◽  
J L Kundre ◽  
Ferdinanda S Noya
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Senior High School ◽  
Learning Models ◽  
Research Subjects ◽  
Model Project ◽  
Quasi Experimental ◽  
Collaborative Skills

This study aims to determine (1) the application of the project based learning model in PUBLIC SENIOR HIGH SCHOOL 4 Ambon, (2) the application of cooperation skills in Public Senior High School 4 Ambon, (3) the results of sociology learning in Public Senior High School 4 Ambon, (4) the effect of the application of the learning model project based on learning in Public Senior High School 4 Ambon, (5) the effect of applying cooperative skills in Public Senior High School 4 Ambon, (6) the effect of applying the project based learning model of learning and collaborative skills together on the results of learning sociology at Public Senior High School 4 Ambon. This study used a quasi-experimental research design. The research subjects in this study were 60 students in grade XI IIS. The results of this study indicate that (1) there are significant differences in sociology learning outcomes between groups of students taught with project based learning models and think pair share learning models, (2) there are significant differences in sociology learning outcomes between students who have high and low cooperation skills (3) high and low cooperation skills show no interaction with sociology learning outcomes, (4) Learning model (Project Based Learning and Think-Pair-Share) with cooperation skills show significant interactions with sociology learning outcomes

scholarly journals Pengaruh Model Talking Stick terhadap Hasil Belajar IPS Siswa SD

2018 ◽  
Vol 2 (1A) ◽  
pp. 85-91
Author(s):  
Oktaviastuti Awalia Fajrin
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Research Result ◽  
Learning Model ◽  
Learning Models ◽  
Primary School Students ◽  
School Students ◽  
The Subject ◽  
Stick Model

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar IPS siswa Sekolah Dasar. Model Talking Stick dapat melatih peserta didik untuk berpikir kritis, mengajarkan peserta didik untuk memahami materi pelajaran dengan cepat, melatih siswa agar giat belajar, melatih siswa untuk bertanya dan mengungkapkan pendapat. Selain itu dengan menggunakan model Talking Stick pembelajaran menjadi lebih menyenangkan, sehingga hasil belajar peserta didik terutama pada mata pelajaran IPS menjadi optimal atau meningkat. Penelitian ini menggunakan metode studi dokumen atas hasil penelitian sebelumnya atau disebut dengan metaanalisis. Penelususran data dilakukan melalui Google Cendekia dan diperoleh 10 jurnal terpublikasi. Hasil penelitian menunjukkan bahwa dengan menggunakan model pembelajaran Talking Stick efektif untuk meningkatkan hasil belajar peserta didik khususnya pada siswa Sekolah Dasar. Hasil belajar pada mata pelajaran IPS dengan menggunakan model Talking Stick mengalami peningkatan jika dibandingkan dengan model pembelajaran konvensional. Jika dengan model Talking Stick masih kurang meningkatkan hasil belajar peserta didik, maka solusi yang lain adalah guru dapat menyesuaikan model pembelajaran yang ada dengan kondisi dan kebutuhan peserta didik. This study aims to determine the increase in learning outcomes of primary school students. The Talking Stick model can train learners to think critically, teach students to understand the subject matter quickly, train students to study hard, train students to ask questions and express opinions. In addition, by using the Talking Stick model of learning becomes more fun, so the learning outcomes of learners, especially on IPS subjects to be optimal or increased. Is the Talking Stick model effective for improving learners' learning outcomes on social studies subjects? This research used document study method of previous research result or called metaanalysis. Data search is done through Google Scholar and obtained 10 published journals. The results showed that by using Talking Stick learning model is effective to improve learning outcomes of students especially in elementary school students. The learning outcomes in IPS subjects using the Talking Stick model have improved when compared with conventional learning models. If the Talking Stick model is still less improve the learners' learning outcomes, then the other solution is the teacher can adjust the existing learning model to the conditions and needs of learners.

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