IMPLEMENTATION THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSIC TEACHER BASED-ON STUDENTS LEARNING OUTCOMES AT SMAN 4 BANDA ACEH

2016 ◽  
Vol 4 (3) ◽  
pp. 321
Author(s):  
Saminan Saminan ◽  
Roza Zulfira
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Outcomes ◽  
Content Knowledge ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Pedagogical Content ◽  
Physic Teacher ◽  
Average Value ◽  
Teacher Success ◽  
Banda Aceh

One of the factors of low student learning outcomes on physic learning coursed lack of ability teachers in effecting the pedagogic practice and knowing subject matter in the learning environment. Pedagogical content knowledge (PCK) is the blending of pedagogical knowledge and content knowledge which must have by teachers in realizing learning objectives. This research aims to showed the implementation pedagogical content knowledge (PCK) of physic teacher based on students learning outcomes on measurement and magnitude material at class of X IA4 SMAN 4 Banda Aceh. Outcomes of this research are: the average value of students learning outcomes is 80 with description the PCK of physic teacher are 95% teacher have understood students of characteristics in learning process, 67% teacher success in planning of learning, 70% teacher success in implementing learning activities, 67% teacher success in evaluating learning outcomes, 75% teacher has been able developing the potentials of the students, and 75% teacher has mastered the science of substances.

scholarly journals Implementation of Pedagogical Content Knowledge with Multimedia on Rectilinear Motion Topics

2018 ◽  
Vol 3 (1) ◽  
pp. 35-40
Author(s):  
Suhardi Effendy ◽  
Ellianawati Ellianawati
Keyword(s):  
Pedagogical Content Knowledge ◽  
Student Learning ◽  
Learning Outcomes ◽  
Content Knowledge ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Rectilinear Motion ◽  
Design Data ◽  
Pedagogical Content ◽  
Improve Student Learning

Pedagogical content knowledge is a combination of understanding knowledge material (content knowledge) and ways of educating (pedagogical knowledge). The purpose of this study is to improve student learning outcomes and interests through the implementation of multimedia assisted pedagogical content knowledge. The research method used is control group pretest-posttest design. Data collection was done by test and questionnaire. Data analysis using t test and gain test. The results showed that there was an increase in learning outcomes by the implementation of pedagogical content knowledge (PCK) with t count > t table and N-gain score of student learning outcomes of 0.60. Questionnaire results show the high interest of students in learning by using multimedia of Rectilinear motion.

scholarly journals The Implementation of Scaffolding Game Media To Improve Student Learning Outcomes In SDN 27 Pontianak

2020 ◽  
Vol 3 (2) ◽  
pp. 61
Author(s):  
Lidia Muri
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Average Score ◽  
Questionnaire Response ◽  
Average Value ◽  
Research Collection ◽  
Thematic Learning ◽  
Improve Student Learning

The study aimed to describe the implementation of scaffolding game media to improve learning outcomes of thematic learning in VI-grade at SDN 27 Pontianak (Pontianak 27 State Elementary School). The research method used by researchers was descriptive. The form of research was Classroom Action Research. Data collection techniques in this study were observed and questionnaire responses of students. Research collection tools in the form of observation sheets. This research was conducted for two cycles. The results of this study included the ability of teachers to plan learning using scaffolding game media, namely cycle I (85.81%), increased 9.94% in cycle II (95.75%) with an average value of 87.41% (category very good). The ability of teachers to implement learning in the first cycle (76.19%) increased by 16.27%, and the second cycle to 92.46% with an average value of both cycles of 92.46% (very good category), an increase of 16, 27%. The first cycle learning activities with an average of 76.45% increased by 14.84% in the second cycle with an average value of 89.07%, the average score of the second cycle learning activities 81.65% (once category) and the questionnaire response positive students as much as 85.93% (very good category). The first cycle learning outcomes test with an average value was 76.45, and the second cycle was 79.48%, the average value of the learning outcomes test was 77.97% (good category), and an increase of 30.3%. Based on data analysis of student learning outcomes, shows that the use of Scaffolding Game media can improve student learning outcomes.

scholarly journals Pengaruh Perhatian Orang Tua terhadap Hasil Belajar PAI Siswa Kelas VII:

2021 ◽  
Vol 3 (1) ◽  
pp. 81-101
Author(s):  
Arman Paramansyah ◽  
Ade Irvi Nurul Husna ◽  
Ernawati Ernawati
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Islamic Education ◽  
Average Value ◽  
Children’S Learning ◽  
Children's Learning

This research was conducted to answer the problem, first, how is the level of parental attention to learning outcomes. second, how are the student learning outcomes in Islamic Education subjects, research uses descriptive quantitative, namely the method used to research on certain populations and samples, data collection uses research instruments, data analysis is quantitative / statistical, with the aim of testing predetermined hypotheses. The results of the analysis on parental attention to learning outcomes, it can be concluded that parental attention has a positive and significant effect on learning outcomes, amounting to 0.507. And learning outcomes are perceived as Good (B) with an average value of 4.02. The most dominant indicator of learning outcomes is (Report) with an average value of 4.14, which means that there is a positive and significant influence between parents' attention to learning outcomes. Based on these findings, it is suggested that schools pay more attention to parents by always paying attention to their parents. socializing to urge parents to be able to continue and increase their attention to children's learning activities, both in terms of providing guidance, advice, encouragement, supervision, and equipment for children's learning facilities, as well as fostering a harmonious relationship with their children, so that children will be motivated and able to improve learning outcomes  

scholarly journals Application of It-Based Learning Media to Improve the Basic Skills of Sewing Technology

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Tri Mutmainnah ◽  
Munoto Munoto ◽  
Marniati Marniati ◽  
Tri Rijanto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Method ◽  
Willingness To Participate ◽  
Student Activities ◽  
Average Percentage ◽  
Average Value ◽  
Basic Learning

The purpose of this study was to determine the activities of students in the basic learning activities of sewing technology using video media, to determine the learning outcomes of basic students of sewing technology using video media, and to determine students' responses to the basic learning activities of sewing technology using video media. This type of research is Classroom Action Research (CAR). The learning method is implemented using the direct learning method. Data collection techniques use observation to get data about student activities, performance tests to determine student learning outcomes, and questionnaires to determine student responses. Data analysis using quantitative descriptive. The results showed that student activities which include preliminary, core, and closing activities were said to be very good with an average value of 93% in the first cycle and rose to 96% in the second cycle. Student learning outcomes reached 73% grade completeness in the first cycle and rose to 82% in the second cycle. The average percentage of success in cycle I and II was 77% in the good category. The results of students' responses stated that they agreed that video media made them have a high willingness to participate in learning by 56%, with 47% of students strongly agree that learning with video media was very interesting and not boring, 58% agreed that it was easier to understand learning materials with video media, and 39% agree that video media motivate students to excel.

scholarly journals Developing Electrical Magnetic Textbook Based On Technological Pedagogical Content Knowledge (TPCK)

2021 ◽  
Vol 9 (1) ◽  
pp. 14-24
Author(s):  
Boisandi Boisandi ◽  
Syarif Lukman Hakim Alsagaf
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Outcomes ◽  
Content Knowledge ◽  
Education Program ◽  
Physics Education ◽  
Average Score ◽  
Study Program ◽  
Pedagogical Content ◽  
Material Content ◽  
Work From Home

Electrical magnetic is a compulsory subject in the physics education program. One of the learning outcomes and graduates in the curriculum is to be able to analyze subject matter (pedagogical content knowledge). Researcher's observations during giving lectures on magnetic electricity showed that students paid less attention to the importance of understanding on the relationship between learning outcomes and teaching material during lectures. Thus, this phenomenon is appointed as one of the lecture evaluations in the study program. The lecture’s evaluation results in a recommendation to develop textbooks that are adjusted in learning outcomes and graduates that refer to the curriculum of the physics education program. It is not enough to stop here, the problem findings continue for online learning related to Work From Home policies during the pandemic. This of course requires the availability of references that can be open accessed. Hence, the researchers then attempted to develop electrical magnetic textbook based on PCK (pedagogical content knowledge) which contained material content and material content analysis according to learning outcomes and graduates in the curriculum of the Physics Education. This study aims to :  (1) determine the feasibility of electrical magnetic textbook based on PCK according to experts. (2) determine the  responses of students after using electrical magnetic textbook based on PCK. The research method uses research and development design by gathering information stages and references, designing, developing, product, validating, and revising the product. The research was conducted in 2020 in the physics education study program IKIP PGRI Pontianak. Data collection techniques are in the form of indirect communication techniques. Overall, electrical magnetic textbook based on PCK have been produced. The validation results show that textbooks have an average validation score of 77.77% with Eligible criteria. The students’ responses analysis show that textbooks developed have an average score of 78.52% with high criteria. After the revision, the textbook was presented with an online ISBN and open access on the online media

scholarly journals USE OF PICTURE AND PICTURE MODEL BASED ON MULTIMEDIA WITH INTERNALIZE CHARACTER EDUCATION ON LANGUAGE CIVILIZED

2018 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Dewi Afriany Susanti
Keyword(s):  
Character Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Student Activities ◽  
Average Value ◽  
Model Based ◽  
Third Grade Students

The research conducted is Classroom Action Research by using Picture and picture model based on multimedia by internalizing character education on civic education Subject, State IV State Elementary Matter Material 040448 Kabanjahe Lesson Year 2016/2017.The location of this research is SD Negeri 040448 Kabanjahe. The subjects in this study were third-grade students of SD Negeri 048232 Kabanjahe which amounted to 49 students and as an object is an improvement of learning on the material of State Coat by using Picture and picture model based on multimedia.Data Collection Techniques are Observation Sheet Teachers and Observation Sheets of student activities. Data analysis techniques used were observation and test sheets.Based on the research that has been done then the implementation of learning activities of teachers 80% (good category), the implementation of learning activities 87 students (good category), and student learning outcomes 85% classically, and the average value 82.From the results of this study can be concluded that the implementation of learning included into both categories, and student learning outcomes have been increased and completed in a classical manner using the Picture and picture model based on multimedia to Improve Student Results on civic education Subjects, State IV State Elementary School 040448 Kabanjahe Lesson Year 2016/2017.

scholarly journals PENGGUNAAN METODE STUDENT TEAM ACHIEVMENT DEVISION (STAD) UNTUK MENINGKATKAN MOTIVASI BELAJAR DALAM POKOK BAHASAN PENELITIAN SEDERHANA SISWA SMA NEGERI 015 PEKANBARU

2018 ◽  
Vol 2 (6) ◽  
pp. 1031
Author(s):  
Netti Ermi
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Research Subjects ◽  
Average Value ◽  
Motivation And Learning ◽  
Student Team ◽  
Score Range

This type of research is classroom action research. Subjects of the research were students of SMA Negeri 15 Pekanbaruconsisting of 34 students in class XII. The purpose of this study is to improve the low student learning outcomes becausestudent learning completeness was only 5.56% while the maximum exhaustiveness criteria provided from the school was 82.Efforts were made by changing the method used, namely from conventional to STAD method. The assessment was takenbefore the improvement of the implementation, namely pre-cycle with complete result is 2 students and incomplete one is 34students. This research was carried out in two cycles. The first cycle of the average value of 80.61 was the highest score of70, followed by the second cycle increasing to 87.11 the lowest score is 82 and the highest score is 95. The change of thescore of the pre-cycle with the number of 2660 increased in the first cycle to 2902, and this number in the second cycleincreased again to 31.36. the Assessment by using the range and criteria of the score in the precycle score lies in thesufficient criteria, the first cycle of the score range lies in the high score, and the second cycle the score lies in the highcriteria. The highest learning activities of cycle I in the tenacious aspect face difficulties and cycle II is diligently facing thegiven task. So the STAD method can increase motivation and learning outcomes of class XII students of SMA Negeri 15Pekanbaru.

scholarly journals Peningkatan Aktivitas Belajar dan Hasil Belajar Biologi Siswa melalui Strategi Pembelajaran Everyone Is a Teacher Here pada Kelas X SMA Negeri 3 Sengkang

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Suharyanti Amir ◽  
Alimuddin Ali ◽  
Andi Asmawati Azis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Observation Data ◽  
Research Subjects ◽  
Average Value ◽  
The Difference

Abstract.  This research is a classroom action research. The purpose of this study improves the activity and student learning outcomes through application of learning strategy Everyone is a Teacher Here. Research subjects are students of class X.I SMA Negeri 3 Sengkang. This research carried out during two cycles. Data collection implemented in the second semester of academic year 2016/2017. This research measure learning activity and learning outcomes. Learning activity measure with observation sheet and learning outcomes measure with written test consist of multiple-choice question as much as 20 items. Student learning activities collected during the learning process observed by 3 observers using observation sheet, then learning outcomes data obtained through evaluation when teaching’s time first and second meeting was done and on third meeting was evaluation.  This matter occurs on each cycle. All the data obtained were analyzed through three ways: qualitative analysis for student learning activities, quantitative for student learning outcomes. Results of research on student learning activity that has been analyzed shows the average in the first cycle of 55.6%, while in the second cycle of 67.2%, so the difference in the increase of 11.6%. Student learning outcomes also increased where the average value on observation data of 69.6, 64.4 the first cycle, and the second cycle 74.8. It can be concluded that the application of learning strategy Everyone is a Teacher Here can increase the activity and student learning outcomes. Keywords: everyone is a teacher here learning strategy, learning activities, learning outcomes.

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