The Impact of Using Learning Media Robot Transporter toward Learning Outcome and Learning Gain of Students

2020 ◽  
pp. 284-292
Author(s):  
Chandra Ainur Rizki ◽  
I Gusti Putu Asto Buditjahjanto ◽  
Bambang Suprianto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Validity And Reliability ◽  
Learning Gain ◽  
Gain Score ◽  
Post Test ◽  
The Mean ◽  
The Impact

This study aims 1) to determine the validity and reliability of the robot transporter learning media instrument, 2) to know the differences in the student learning outcomes between the use of robot transporter and PowerPoint as learning media, and 3) to know how much the learning gain score from the use of these two media. A pre-test-post-test comparison group design type was used. A sample of 60 vocational students participated in two groups, the experimental group (N = 30) and the control group (N = 30).  The results show that the robot transporter learning media is categorized as valid and reliable. The t-test result is 12.589 greater than the t table, namely 2.3596 with a significance of 0.05. Therefore, there is a difference in student learning outcomes. The mean of learning gain score on the robot transporter is 0.694, higher than the mean of learning gain score on the PowerPoint which is 0.289. The use of robot transporter as learning media can help students to be more interactively involved in learning. This is indicated by the students' post-test scores and the value of the gain learning in the experimental class was higher than the control class.

scholarly journals The Impact of Using Learning Media Robot Transporter toward Learning Outcome and Learning Gain of Students

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Chandra Ainur Rizki ◽  
I Gusti Putu Asto Buditjahjanto ◽  
Bambang Suprianto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Validity And Reliability ◽  
Learning Gain ◽  
Gain Score ◽  
Post Test ◽  
The Mean ◽  
The Impact

This study aims 1) to determine the validity and reliability of the robot transporter learning media instrument, 2) to know the differences in the student learning outcomes between the use of robot transporter and PowerPoint as learning media, and 3) to know how much the learning gain score from the use of these two media. A pre-test-post-test comparison group design type was used. A sample of 60 vocational students participated in two groups, the experimental group (N = 30) and the control group (N = 30).  The results show that the robot transporter learning media is categorized as valid and reliable. The t-test result is 12.589 greater than the t table, namely 2.3596 with a significance of 0.05. Therefore, there is a difference in student learning outcomes. The mean of learning gain score on the robot transporter is 0.694, higher than the mean of learning gain score on the PowerPoint which is 0.289. The use of robot transporter as learning media can help students to be more interactively involved in learning. This is indicated by the students' post-test scores and the value of the gain learning in the experimental class was higher than the control class.

scholarly journals Pengaruh Metode Pembelajaran Mind Mapping terhadap Hasil Belajar pada Pokok Bahasan Hukum-Hukum Dasar Kimia Siswa Kelas X Semester Ganjil di SMA Negeri 2 Langowan

2019 ◽  
Vol 1 (2) ◽  
pp. 107
Author(s):  
Frindly Makarawung ◽  
I Dewe Ketut Anom ◽  
John Lombok
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Test Results ◽  
Mind Mapping ◽  
Learning Methods ◽  
Control Group Design ◽  
Average Value ◽  
Post Test

This research aims to determine the effect of mind mapping learning methods on the basic laws of chemistry toward learning outcomes of students of class X MIPA in SMA Negeri 2 Langowan. The sample used in this study were all students of class X MIPA of SMA Negeri 2 Langowan. This research uses an experimental method, with the research method used is Quasi Experiment  with Nonequivalent Control Group Design design. The research data were obtained from post-test results. Obtained the average value of student learning outcomes Experiment class is 85. The results showed the value of tcount = 15.7> ttable = 2.21, so H0 was rejected and H1 was accepted. Based on the results of the research it can be concluded that there is an influence on student learning outcomes on the basic laws of chemistry using mind mapping learning methods.

scholarly journals PENGARUH MEDIA PERMAINAN ULAR TANGGA SENYAWA PADA MATERI TATA NAMA SENYAWA TERHADAP HASIL BELAJAR SISWA DI SMA NEGERI 1 ALALAK

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Arpina Saleha ◽  
Raden Roro Ariessanty Alicia Kusuma Wardhani ◽  
Okviyoandra Akhyar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Choice Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Average Value ◽  
Post Test ◽  
The Media

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh media permainan ular tangga senyawa terhadap hasil belajar siswa.Penelitian ini menggunakan nonequivalentcontrolgroupdesign. Populasi dalam penelitian ini adalah seluruh siswa kelas X MIA, sedangkan sampel penelitian yang digunakan yaitu X MIA 2 dan X MIA 3.Pada penelitian ini kedua kelas diberikan perlakuan yang berbeda,kelas X MIA 2 dibelajarkan tanpa menggunakan permainan media ular tangga senyawa, sedangkan kelas X MIA 3 dibelajarkan menggunakan media permainan ular tangga senyawa.Teknik pengumpulan data yang digunakan adalah soal tes pilihan  ganda.  Data  yang diperoleh dianalisis  menggunakan  uji mann whitney u.Data hasil penelitian menunjukkan bahwa nilai rata-rata post-test kelas kontrol lebih rendah daripadanilai rata-rata kelas eksperimen.Sehingga dapat disimpulkan bahwa terdapat pengaruh media permainan ular tangga senyawa pada materi tata nama senyawa terhadap hasil belajar siswa di SMA Negeri 1 AlalakThis study aimed to determine whether or not the influence of snake and compound compound media play on student learning outcomes. This study used nonequivalent control group design. The population in this study were all students of class X MIA, while the research samples used were X MIA 2 and X MIA 3. In this study both classes were given different treatments, class X MIA 2 was taught without using snake ladder compound media games, while classes X MIA 3 was taught using the media game snake ladder compound. Data collection techniques usedwere multiple choice test questions. The data obtained were analyzed using the Mann Whitney test. The data of the research showed that the average value of the control class post-test is lower than the average value of the experimental class.  So  it  can  be  concluded  that  there  were  the influence  of  snake  ladder compound  media  on  compound  nomenclature material  on  student  learning outcomes in SMA Negeri 1 Alalak.

scholarly journals Pengaruh Penggunaan Media Gambar Untuk Meningkatkan Hasil Belajar Bahasa Arab Siswa Kelas VII Di Madrasah Tsanawiyah Muhammadiyah 12 Palirangan

2021 ◽  
Vol 7 (1) ◽  
pp. 39-60
Author(s):  
Idzi' Layyinati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Human Life ◽  
Student Learning Outcomes ◽  
Arabic Language ◽  
Test Results ◽  
Correlation Test ◽  
Post Test ◽  
The Mean ◽  
Test Result

Education is a necessity for everyone. Educational activities are activities that are very important in human life and cannot be separated from their lives. With education, human needs regarding change and development can be fulfilled. The mean score of the pre-test results was 71.73, while the mean value of the post-test results was 79.61. From these data it can be seen that the pre-test result value is lower than the post-test score, so it can be interpreted that there are differences in student learning outcomes before and after using image media in the learning process. the completeness of the pre-test result value is 46.15%, while the post-test result value is 80.76%. From this data, it can be seen that using image media can affect student learning outcomes. Then from the hypothesis testing using the Product Moment Correlation test and the Paired Sample T-test with the help of SPSS 20 software in the sig (2-tailed) section, it isknown that 0.000 <0.05 The condition is if r count is smaller than r table, then H0 is accepted. and Ha is rejected and vice versa if r count is greater than r table (r count> r table) then H0 is rejected and Ha is accepted. In fact, r count (0.977) is greater than r table (0.404). Thus H0 is rejected and Ha is accepted. As the basis for decision making in the Product Moment Correlation test and decision guidelines based on the probability value, it can be concluded that H0 is rejected and Ha is accepted. This means that image media can affect the improvement of learning outcomes in Arabic language material for class VII at MTs. Muhammadiyah 12Palirangan

scholarly journals Pengaruh Model Pembelajaran Team Games Tournament Terhadap Hasil Belajar Siswa

2018 ◽  
Vol 6 (1) ◽  
pp. 41
Author(s):  
Desi Fauziah ◽  
Kurjono Kurjono ◽  
Badria Muntasofi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
Team Games ◽  
Post Test ◽  
Test Control

Abstract. The problem examined in this study is the still low student learning outcomes in accounting subjects. The purpose of this study was to differentiate student learning outcomes in the class applying the Team Games Tournament learning model with classes that did not apply the Team Games Tournament learning model. The research method used is the quasi-experimental method with the Post Test Control Group Design Pre Test design. The population in this researcher is all students of class XI IPS SMAN 1 Kawali 2016/2016 academic year which consists of 5 classes with a total of 154 students. While the sample used was students of class XI IPS 4 as an experimental class and students of class XI IPS 5 as a control class with a purposive sampling technique. The data collection tool for student learning outcomes is obtained by giving tests in the form of description questions. The data analysis technique uses the normality test, homogeneity test and for hypothesis testing using the t test. Hypothesis test results obtained that the value of t_count> t_table is t_count = 2.3484> t_table = 2.002 then Ho is rejected and H1 is accepted. This means that there are differences in learning outcomes between students using the Team Games Tournament learning model, and students who do not use the Team Games Tournament learning model. The average post test results of students in the experimental class were 87.12 while the average post-test results of students in the control class was 80.7. This is the basis for researchers to argue that the application of the Team Games Tournament learning model influences student learning outcomes Keywords. learning outcomes; cooperative learning model; team games tournament type Abstrak.Masalah yang dikaji dalam penelitian ini adalah masih rendahnya hasil belajar siswa pada mata pelajaran akuntansi. Tujuan penelitian ini adalah untuk  perbedaan  hasil belajar siswa pada kelas yang menerapkan model pembelajaran Team Games Tournament dengan kelas yang tidak menerapkan model pembelajaran Team Games Tournament. Metode penelitian yang digunakan adalah metode kuasi eksperimen dengan bentuk desain  Pre Test Post Test Control Group Design. Populasi dalam peneliti ini adalah seluruh siswa kelas XI IPS SMAN 1 Kawali tahun ajaran 2016/2017 yang terdiri dari 5 kelas dengan jumlah 154 siswa. Sedangkan sampel  yang digunakan adalah siswa kelas XI IPS 4 sebagai kelas eksperimen dan siswa kelas XI IPS 5 sebagai kelas kontrol dengan teknik pengambilan sampel purposive sample. Alat pengumpulan data untuk hasil belajar siswa diperoleh dengan memberikan tes dalam bentuk soal uraian. Teknik analisis data menggunakan uji normalitas, uji homogenitas dan untuk pengujian hipotesis menggunakan uji t.  Hasil uji hipotesis diperoleh bahwa nilai  > yaitu  = 2,3484 >  2,002 maka Ho ditolak dan H1 diterima. Artinya, bahwa terdapat perbedaan hasil belajar antara siswa yang mengguanakan model pembelajaran Team Games Tournament ,dengan siswa yang tidak menggunakan model pembelajaran Team Games Tournament. Rata-rata hasil post test siswa pada kelas eksperimen adalah 87,12 sedangkan rata-rata hasil post test siswa pada kelas kontrol adalah 80,7. Hal tersebut menjadi dasar bagi peneliti untuk berpendapat bahwa penerapan model pembelajaran Team Games Tournament berpengaruh terhadap hasil belajar siswa Kata Kunci. hasil belajar; model pembelajaran kooperatif; tipe team games tournament

scholarly journals The Effect Of Reciprocal Instructional Models And Interpersonal Intelligence On The Student Learning Outcomes Of Social Science Education

2019 ◽  
Vol 8 (5C) ◽  
pp. 427-433
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Empirical Test ◽  
Total Sample ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Post Test

This study aims to examine the effect of reciprocal instruction and interpersonal intelligence on student learning outcomes. This research was conducted on UHO PGSD students who programmed the subject of Social Sciences elementary school in 2018/2019. This study used a quasiexperimental method, with a non-equivalent post-test control group design. The research sample was taken with simple random techniques. The experimental class and the control class each consisted of 47 students. The experimental class is taught with reciprocal learning models while the controls are traditional learning models. Each class was taken 27% or 26 students from each class as a sample. The sample determination was based on the division of high and low interpersonal intelligence, each of 27% of the total population. So that the total sample as a whole is 52 students. Before being given treatment, the two classes were first given an interpersonal intelligence questionnaire to obtain high and low intelligence data. Data on learning outcomes are obtained through multiple choice form tests. Before use, the questionnaire instrument and the test were first validated by content and constructs by education and psychology experts. then an empirical test is carried out, the result is a validity value of 0.91 and a reliability of 0.93. The research data were analyzed by descriptive and inferential analysis. Hypothesis testing is carried out with 2 way ANOVA. Then the normality and homogeneity tests were carried out as a prerequisite test for the hypothesis test. Furthermore, if there is interaction, further testing is carried out with the HSD test to find out the main effects of the treatment. Data processing results of this study were carried out with the help of the SPSS 20. The results showed that there were differences in student learning outcomes taught by reciprocal and traditional models. Furthermore, there is an interaction between learning models and interpersonal intelligence. Students who have high interpersonal intelligence have better learning outcomes than students who have low interpersonal intelligence. Thus it can be concluded that students who have high interpersonal intelligence taught by reciprocal models have better learning outcomes than students taught with traditional models

scholarly journals PERBEDAAN HASIL BELAJAR MAHASISWA YANG DIAJARKAN DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN MODEL PEMBELAJARAN LANGSUNG

2020 ◽  
Vol 9 (2) ◽  
pp. 188
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Numerical Method ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Direct Learning ◽  
Essay Test

<p> </p><p><strong>Abstrak:</strong></p><p>Adapun tujuan dari penelitian ini yaitu untuk mengetahui perbedaan hasil belajar mahasiswa yang diajarkan dengan pembelajaran kooperatif tipe <em>jigsaw</em> dengan mahasiswa yang diberi pembelajaran langsung. Penelitian ini merupakan salah satu jenis penelitian kuantitatif dengan menggunakan model kuasi eksperimen dengan <em>pre test-post test control group design</em>. Populasi dalam penelitian ini meliputi seluruh mahasiswa pendidikan matematika salah satu universitas yang berada di Medan. Sampel dalam penelitian ini melibatkan mahasiswa semester IV sebanyak 42 orang pada kelas eksperimen dan 41 orang pada kelas kontrol yang diambil secara acak menggunakan <em>cluster random sampling</em>. Jenis data dalam penelitian ini adalah data kuantitatif. Instrumen yang digunakan untuk memperoleh data dalam penelitian ini adalah tes hasil belajar pada mata kuliah metode numerik yang berbentuk <em>essay test</em>. Data dianalisis dengan menggunakan statistik inferensial menggunakan uji-t. Berdasarkan hasil analisis data diperoleh nilai sig = 0.00001 &lt; α = 0,05 sehingga H<sub>o</sub> ditolak dan H<sub>a</sub> diterima yang berarti terdapat perbedaan hasil belajar pada mata kuliah metode numerik antara mahasiswa yang diberi pembelajaran kooperatif tipe <em>jigsaw </em>dibandingkan dengan mahasiswa yang diberi pembelajaran langsung. Oleh karena itu, dapat disimpulkan  rata-rata hasil belajar metode numerik mahasiswa yang memperoleh pembelajaran kooperatif tipe <em>jigsaw</em> lebih tinggi secara signifikan dibandingkan dengan mahasiswa yang memperoleh pembelajaran langsung. Oleh karena itu, disarankan model pembelajaran kooperatif tipe <em>jigsaw</em> dapat digunakan sebagai alternatif untuk dosen matematika dalam meningkatkan hasil belajar metode numerik mahasiswa.</p><p class="Afiliasi"> </p><p><strong>Kata Kunci : </strong></p><p>Hasil Belajar, Pembelajaran Kooperatif, <em>Jigsaw</em>.</p><p> </p><p><strong><em>Abstract:</em></strong><strong><em></em></strong></p><p><em>The purpose of this study is to determine the differences in student learning outcomes taught by the type of jigsaw cooperative learning with students who are given direct learning. This research is one type of quantitative research using a quasi-experimental model with a pre-test-post-test control group design. The population in this study included all mathematics education students at a university in Medan. The sample in this study involved 42 semester IV students in the experimental class and 41 people in the control class who were taken randomly using cluster random sampling. The type of data in this research is quantitative data. The instrument used to obtain data in this study was a learning outcome test in a numerical method subject in the form of an essay test. Data were analyzed using inferential statistics using t-test. Based on the results of data analysis, the value of sig = 0.00001 &lt;α = 0.05 so that Ho is rejected and Ha is accepted, which means that there are differences in student learning outcomes of the numerical method between students who are given the jigsaw type of cooperative learning compared to students who are given direct learning. Therefore, it can be concluded that the average learning outcomes of the numerical method of students who get the jigsaw type of cooperative learning are significantly higher than students who receive direct learning. Therefore, it is suggested that the jigsaw type of cooperative learning model can be used as an alternative for mathematics lecturers in improving student learning outcomes in numerical methods.</em><em></em></p><p><em>               </em><em></em></p><p><strong><em>Keywords</em></strong><em>:    </em><em></em></p><p><em>Learning Outcomes</em><em>,</em><em>Cooperative Learning, Jigsaw</em><em>.<strong></strong></em></p>

scholarly journals PERBANDINGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR SISWA

Sigma ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 21
Author(s):  
Maslahah Maslahah ◽  
Rica Rica Wijayanti ◽  
Nur Aini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Methods ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Model Research ◽  
Post Test

This study aims to describe student learning outcomes taught using the Problem Based Learning and Discovery Learning learning model and compare student learning outcomes taught using the Problem Based Learning learning model and the Discovery Learning learning model. Research uses experiments of quantitative methods with research design using the actual experimental design (true-ed) with the form of the design of the control group only post-test. The results of the study show that the value is sig. (2-tailed) is 0.045 or smaller than 0.05 meaning rejected and accepted which means comparison of student learning outcomes taught using the Problem Based Learning learning model and the Discovery Learning learning model is not the same. The conclusion of this study is the average learning outcomes of students using the Problem Based Learning learning model of 63.5, the average learning outcomes of students use the Discovery Learning learning model of 49.2, the average student learning outcomes use the BAS problem learning model

scholarly journals Pengaruh Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) Terhadap Hasil Belajar Siswa

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 55-60
Author(s):  
Maria Margaretha Faot ◽  
Siti Maghfirotun Amin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
Education Student ◽  
Design Data ◽  
Post Test ◽  
Class Viii ◽  
Academic Year

This study aims to determine whether learning with the PMRI approach influences student learning outcomes in mathematics. This research was conducted in Class VIII SMPN 2 Gedangan Sidoarjo Odd Semester 2019/ 2020.Academic Year on material number patterns. This study is an experiment that aims to determine the effect of the PMRI approach to student learning outcomes. The design used is the control group pre-test-post-test-design. Data collection techniques include tests (pretest-posttest). Based on the calculation of the results of the experimental class and the control class each comes from a normally distributed population. The regression equation shows that the direction of the PMRI approach influences student learning outcomes. Based on calculation with SPSS (Statistical Product and Service Solution) the value of sig < α. The α value used in the study is 0.05. The sig value obtained is 0.014. based on the guidelines for decision making, that 0.0014> 0.05, the result obtained that the PMRI approach affect student learning outcomes.Keyword : Indonesia’s realistic mathematics education, student learning outcomes.

scholarly journals Implementasi Model Student Team Achievement Division (STAD) Untuk Meningkatkan Kreativitas Dan Hasil Belajar Siswa

2019 ◽  
Vol 7 (1) ◽  
pp. 12
Author(s):  
Jaenal Aripin ◽  
Sulistyono Sulistyono ◽  
Uus Toharudin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Gain Control ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Lecture Method ◽  
Post Test ◽  
Teacher Students ◽  
Student Team

The background of this research is that learning tends to a cursory understanding, not touching the problems that exist in the environment. This situation occurs when the learning is considered.learning process is only centered on the teacher, students in passive conditions, not actively engaged only to hear And writing what the teacher explained. This causes the students are not eager in learning. The purpose of this research is to know the implementation of learning model Student Team Achievement Divison (STAD) to creativity and student learning outcomes, materials classification of woody plants, improving student creativity, Student learning, and student responses at MTs Maarif Cipakem Maleber District. The research method used is experiment, that is one experiment group using Student Team Achievement Divison (STAD) and one control group using lecture method. Implementation of the model (STAD) results of a group of students, teacher presentations, group assignments, tests, comparisons, and rewards. The results obtained from the Students for the average number of post-test experimental class 73.66 is greater than the average post-test class control 19,81, the average number of increase in value (N gain) experimental class 4.94 more Large from the average number of increments (N gain) control class 1.42. That is, there is a difference of students' learning outcomes with the control class. The experimental class students had a higher gain (N gain) than the control class students. While the average creativity of the experimental class students was 72, 81 was greater than the average creativity of the control class students 58,84. Significant between student learning outcomes in experimental class and control classKeywords: Learning Model STAD; Creativity; Learning Outcomes

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