scholarly journals Efektivitas Penerapan Metode Hypnoteaching Dalam Meningkatkan Aktivitas Belajar Siswa

2020 ◽  
Vol 4 (2) ◽  
pp. 66
Author(s):  
Ida bagus alit Arta wiguna
Keyword(s):  
Qualitative Methods ◽  
Research Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Learning Activities ◽  
Average Score ◽  
Exploratory Research ◽  
Qualitative And Quantitative ◽  
Average Value ◽  
Second Stage

Teachers are required to have methodological abilities in the design and implementation of learning. The application of Hypnoteaching method in increasing learning activities greatly helps the learning process in the classroom and increases learning motivation which has an impact on increasing learning activities. This research uses a combination of sequential exploratory research methods. Combined research methods that combine qualitative and quantitative research sequentially where in the first phase of research using qualitative methods and in the second stage quantitative methods. Qualitative methods function to support hypotheses in certain cases or limited samples and quantitative methods function to support hypotheses in a wider population. The application of the Hypnoteaching method given by the teacher in class X is very effective in making the passive classroom atmosphere become calm and active when given a Hypnoteaching method stimulus. The fun atmosphere of learning in the classroom will cause students to feel at home while learning in class. From the results of the calculation of the average value and absorption of the above students obtained results for the average of the overall learning outcomes of students in class X Mipa 6 is 88 and the absorbency obtained from the average score of students is 88%. These results indicate that the average score or value of students is in the range of 61-100 with the category of Effective and Very Effective.

Article Commentary: Mixed Methods in Visitor Studies Research

2000 ◽  
Vol 5 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Steven S. Yalowitz ◽  
Marcella D. Wells
Keyword(s):  
Mixed Methods ◽  
Research Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Visitor Studies ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Advantages And Disadvantages ◽  
Research Studies

In visitor studies, there has been some debate about the use of qualitative versus quantitative research methods. Many evaluators understand the advantages and disadvantages of both methods, but deciding on the most appropriate method can still be problematic. This article summarizes the tenets of both qualitative and quantitative methods and provides examples of visitor studies for each. It also reviews several research studies that have successfully used mixed methods to evaluate visitors.

Integrating qualitative and quantitative methods in the study of developmental psychopathology in context

1998 ◽  
Vol 10 (2) ◽  
pp. 377-393 ◽  
Author(s):  
MERCER L. SULLIVAN
Keyword(s):  
Qualitative Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Developmental Psychopathology ◽  
Research Strategies ◽  
Sociological Study ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
The Life Course ◽  
Observational Techniques

Qualitative methods are well suited to advance the understanding of the role of social context in the development of maladaptation and psychopathology. However, they have not been widely used by developmental psychopathologists, despite being utilized in related fields, particularly in the sociological study of crime and delinquency. This article assesses the potential for the increased use of qualitative methods in developmental psychopathology and addresses the challenges involved in integrating them with quantitative research strategies. The interplay of qualitative and quantitative methods in the study of juvenile delinquency is reviewed for relevant lessons about both the utility and the difficulties of integrating the two types of methods. The problem of assessing continuities and discontinuities over the life course in patterns of antisocial behavior is discussed as an example of the challenge of integrating methodological paradigms. Schools of thought about qualitative methods and their relationship to quantitative research paradigms are identified and compared. Examples are discussed of narrative life history interviewing and qualitative observational techniques and of recent research endeavors integrating these qualitative techniques with quantitative data analyses.

scholarly journals Causal Analysis as a Bridge Between Qualitative and Quantitative Research

2021 ◽  
Author(s):  
Rosemary Blersch ◽  
Neil Franchuk ◽  
Miranda Lucas ◽  
Christina Nord ◽  
Stephanie Varsanyi ◽  
...  
Keyword(s):  
Qualitative Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Causal Analysis ◽  
Directed Acyclic Graphs ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
Acyclic Graphs

Yarkoni argues that one solution is to abandon quantitative methods for qualitative ones. While we agree that qualitative methods are under-valued, we argue that both are necessary for thoroughgoing psycholog-ical research, complementing one another through the use of causal analysis. We illustrate how directed acyclic graphs can bridge qualitative and quantitative methods, thereby fostering understanding between dif-ferent psychological methodologies.

The Counterfactual Definition of a Program Effect

2022 ◽  
pp. 109821402097548
Author(s):  
Charles S. Reichardt
Keyword(s):  
Qualitative Methods ◽  
Quantitative Research ◽  
Quantitative Methods ◽  
Clear Understanding ◽  
Qualitative And Quantitative ◽  
Program Effect ◽  
Broad Applicability ◽  
The Difference ◽  
Definition Of

Evaluators are often called upon to assess the effects of programs. To assess a program effect, evaluators need a clear understanding of how a program effect is defined. Arguably, the most widely used definition of a program effect is the counterfactual one. According to the counterfactual definition, a program effect is the difference between what happened after the program was implemented and what would have happened if the program had not been implemented, but everything else had been the same. Such a definition is often said to be linked to the use of quantitative methods. But the definition can be used just as effectively with qualitative methods. To demonstrate its broad applicability in both qualitative and quantitative research, I show how the counterfactual definition undergirds seven common approaches to assessing effects. It is not clear how any alternative to the counterfactual definition is as generally applicable as the counterfactual definition.

scholarly journals PENINGKATAN HASIL BELAJAR PESERTA DIDIK DENGAN MENGGUNAKAN MEDIA AUDIO VISUAL PADA MATA PELAJARAN IPA DI KELAS IIISDN 50 BULU’DATU PALOPO

2019 ◽  
Vol 2 (1) ◽  
pp. 15-28
Author(s):  
Arlianti Arlianti
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Science Learning ◽  
Visual Media ◽  
Average Score ◽  
Class Iii ◽  
Qualitative And Quantitative ◽  
Average Value ◽  
The Third ◽  
Research Types

The purpose of this study was to determine the use of audio-visual media that can improve science learning outcomes in the third grade of SD 50 Bulu ’Datu. This research is classroom action research (PTK) with qualitative and quantitative research types consisting of two cycles each cycle 3 meetings, data collection techniques carried out by observing, testing, documentation with the stages of planning, implementation, observation, reflection. The results showed that: by using audio-visual media in science learning the learning outcomes of students increased, it can be seen in the data obtained which showed that the average value in class III in the first cycle reached 73 but there were still several students who are still lacking and the researchers proceed to cycle II, the learning outcomes of students increase with the results of the average score reaching 95 based on minimum completeness criteria (KKM) in science subjects have achieved results and researchers end this research until the second cycle.

scholarly journals Upaya Meningkatkan Hasil Belajar IPS Dengan Metode Diskusi Menggunakan Media Gambar Di Kelas VII-3 SMP Negeri 2 Palangka Raya

2018 ◽  
Vol 3 (2) ◽  
pp. 52-57
Author(s):  
Salya Marshanda ◽  
Santi Endriani
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Average Score ◽  
Test Cycle ◽  
Qualitative And Quantitative ◽  
Average Value ◽  
A Value ◽  
Quantitative Data Analysis ◽  
Post Test

This study aims to determine the learning activities of students and increase learning outcomes of social studies students. The method used in this study was to use the Classroom Action Research (CAR) design. The subjects needed in this study were students of class VII-3 of SMP Negeri 2 Palangka Raya, amounting to 29 students, for data collection techniques used observation and tests. While in this study using qualitative and quantitative data analysis. The results of the study show that: (1) Student learning activities are good. This is evidenced by the increase in the average score of learning activities of students in the first cycle obtaining an average score of 3.86 with the criteria of Good. (2) There is an increase in learning outcomes as evidenced by an increase in classical completeness from pre-action (pre-test), learning outcomes of students get an average score of 36.89 with completeness of 0% or no students complete or score =75 and post-test cycle I learning outcomes students get an average value of 80.51 with completeness 96.55% or get a value of =75.

scholarly journals Peningkatan Hasil Belajar Ekonomi Dengan Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw Kelas XI IIS SMA Negeri 2 Palangka Raya

2018 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Redno Setiawan ◽  
Iin Nurbudiyani
Keyword(s):  
Cooperative Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Average Score ◽  
Qualitative And Quantitative ◽  
Analysis Techniques ◽  
Average Value ◽  
Testing Data ◽  
Post Test ◽  
Data Collection Technique

This study aims to determine the learning activities of students and the results of learning economic economics by using the Jigsaw type cooperative learning model for students. This study is a Classroom Action Research (CAR). The subjects of this study were 34 students of class II-2 IIS-2 SMA SMA Palangka Raya. This data collection technique is observation and testing. Data analysis techniques using Qualitative and Quantitative. The results showed that the learning activities of students belonged to the good category and there was an increase in economic learning outcomes in students using the Jigsaw cooperative learning model in the Pre Test of 34 students who received a score of =78 reaching 8.82% ( 3 students) with an average value of 55, in the first cycle the results of the Post Test which obtained =78 reached 58.82% (20 students) with an average value of 73.08 and in the second cycle the results of the Post Test were scored =78 reached 100% (34 students) with an average score of 84.71.

scholarly journals Penerapan Model Pembelajaran Ttw (Think Talk Write) Dalam Meningkatkan Hasil Belajar Siswa Kelas X Iis 1 Sma Negeri 2 Kulisusu Pada Mata Pelajaran Geografi

LaGeografia ◽  
2019 ◽  
Vol 18 (1) ◽  
pp. 63
Author(s):  
Trisna Wati ◽  
Sitti Kasmiati ◽  
La Ode Nursalam
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Quantitative Data ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Average Score ◽  
Teaching Activities ◽  
Qualitative And Quantitative ◽  
Average Value

SMA Negeri 2 Kulisusu is one of the schools in North Buton Regency which is the object of research by researchers because student learning outcomes are still low. The purposes of this study are: (1) To see a picture of student learning activities through the application of the Think Talk Write (TTW) learning model in class X IIS 1 of SMA Negeri 2 Kulisusu; (2) To see the description of teacher teaching activities through the application of the Think Talk Write (TTW) learning model in class X IIS 1 of SMA Negeri 2 Kulisusu; (3) To see a picture of an increase in the learning outcomes of grade X IIS 1 students at SMA Negeri 2 Kulisusu by using the Think Talk Write learning model. The data in this study are qualitative and quantitative data obtained from observation sheets and learning outcomes tests. Based on the results of data analysis, it was found that: (1) in the first cycle the average score of student learning activities was 2,4 which was categorized sufficiently increased in the second cycle to 3,6 which was categorized as good; (2) in the first cycle the average score of the teaching activities of the teachers was 2,5 which was categorized sufficiently increased in the second cycle to 3,6 which was categorized as good; and (3) an increase in geography learning outcomes of students of class X IIS 1 of SMA Negeri 2 Kulisusu from cycle I to cycle II. In the first cycle showed that 21 students who scored   75 with an average value of 75,3. Furthermore, the results of the second cycle test showed a significant increase because there were 28 students who scored   75 with an average score of 81,3.

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