scholarly journals STUDI KOMPARASI MODEL PEMBELAJARAN TWO STAY TWO STRAY DENGAN METODE DISKUSI DAN MODEL DIRECT INTRUCTION DENGAN METODE RESITASI BERBANTUAN BUKU SAKU TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA

2018 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Iim Inayah ◽  
Nur Khoiri
Keyword(s):  
Learning Outcomes ◽  
Direct Instruction ◽  
Research Result ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
T Test ◽  
School Year ◽  
Pocket Book ◽  
Cognitive Learning Outcomes

It has been conducted research to compare student’s activity and cognitive learning outcomes between learning model of Two Stay Two Stray with discussion method and learning model of Direct Instruction with recitation aided pocket book. This research was implemented in MTs 01 Ar-Rohman Bulu at school year of 2012/2013 with cluster random sampling technique. This research design is Quasi Experiment, where the two sample given the different treatment. Data of student’s activity were obtained from observation result and data of student’s cognitive learning outcomes were obtained from pre-test and post-test value. Final analysis using t – test (two part) and comparison test (gain normalized). Based on research result obtained that class using learning model of TSTS with discussion method has percentage of student’s activity classically and exhaustiveness of student’s learning outcomes higher than the learning model of Direct Instruction with recitation method aided pocket book. Result of t – test analysis was showed t count > t table, this is show that there are difference of student’s activity and cognitive learning outcomes between learning model of Two Stay two Stray with discussion method and learning model Direct Instruction with recitation method aided pocket book. Result of gain normalized test obtained value of 0,67 and 0,60, so that the two class are in “medium” category. Based on research result of comparison study  of TSTS learning model with discussion method and Direct Instruction learning model with recitation method can increase student’s activity and cognitive learning outcomes in material of Newton’s Law in MTs Ar-Rohman Bulu at school year of 2012/2013.

scholarly journals Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Dominggus Rumahlatu ◽  
Kristin Sangur ◽  
Sintje Liline
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
T Test ◽  
Paired Samples ◽  
Significant Difference ◽  
Complex Instruction ◽  
Dependent Samples ◽  
Scientific Attitudes ◽  
Cognitive Learning Outcomes

Complex Instruction Team Product (CITP) learning model is one of the creative-innovative learning models which is assumed to be able to empower scientific attitudes and learning outcomes of students. This study aimed to determine students’ scientific attitudes and cognitive learning outcomes by implementing CITP learning model. This research used one-group pretest-posttest design. The sample was 18 tenth graders of academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. The data was analyzed using N-Gain test which then continued with dependent samples t-test. This result indicated that the highest achievement of students’ scientific attitudes were honesty and creativity (54). Meanwhile, the N-Gain score of students' cognitive learning outcomes was 0.61. In addition, the results of paired samples t-test show that there was a significant difference (p<0.05) between the students’ cognitive learning outcomes before and after the application of CITP learning model. This means that the application of CITP learning model can improve students’ scientific attitudes and cognitive learning outcomes.

scholarly journals PENERAPAN MODEL PEMBELAJARAN TWO STAY TWO STRAY DENGAN MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR KOGNITIF SISWA SMAN 2 SINTANG

2019 ◽  
Vol 4 (1) ◽  
pp. 47-61
Author(s):  
Elida Dewi Pandini ◽  
Dessy Triana Relita
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Learning Model ◽  
Research Approach ◽  
Purposive Sampling ◽  
Independent Variable ◽  
Cognitive Learning Outcomes

Abstract: This research aims to find out how the application of the Two Stay Two Stray (TSTS) model and the Jigsaw learning model on students' cognitive learning outcomes in labor issues material in Indonesia. The independent variable of this study is “Two Stay Two Stray learning model (TSTS) and Jigsaw learning model”, while the dependent variable is “Learning Outcomes”. The research approach used in this research was a quantitative approach. The form of research used in this study was an experiment form with Two Group Pretest Posttest research design. The population in this research were all students of class IX IPS consisting of four classes namely class IX IPS 1, IX IPS 2, IX IPS 3, and IX IPS 4 with the total number of students were 134. The sampling technique used in this study was purposive sampling. Data collection tools used were test questions, observation sheets and documentation. The results showed that There were no significant differences in cognitive learning outcomes between students who used the two stay two stray learning model and the jigsaw learning model with the results of Z_ (count) of 1.72 and Z_ (table) at a significant level of 0.05 were 1.96. Keywords: TSTS Learning Model and Jigsaw, Learning Outcome Abstrak: Penelitian ini bertujuan untuk melihat bagaimana penerapan model Two Stay Two Stray (TSTS) dengan model pembelajaran Jigsaw terhadap hasil belajar kognitif siswa pada materi permasalahan ketenagakerjaan di indonesia. Variabel bebas penelitian ini adalah “model pembelajaran Two Stay Two Stray (TSTS) dan model pembelajaran Jigsaw”, sedangkan variabel terikatnya adalah “Hasil Belajar”. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Bentuk penelitian yang digunakan dalam penelitian ini adalah bentuk eksperimen dengan rancangan penelitian Two Group Pretest Posttest Designs. Populasi dalam penelitian ini adalah seluruh siswa kelas IX IPS yang terdiri dari empat kelas yaitu kelas IX IPS 1, IX IPS 2, IX IPS 3, dan IX IPS 4 dengan jumlah keseluruhan siswa yaitu 134. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah purposive sampling. Alat pengumpulan data yang digunakan adalah soal tes, lembar observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan hasil belajar kognitif antara siswa yang menggunakan model pembelajaran two stay two stray dengan model pembelajaran jigsaw dengan hasil  sebesar 1,72 dan  pada taraf signifikan 0,05 sebesar 1,96. Kata kunci: Model Pembelajaran TSTS dan  Jigsaw, Hasil belajar

scholarly journals Pengaruh Model Pembelajaran Creative Problem Solving Terhadap Keterampilan Pemecahan Masalah dan Hasil Belajar Kognitif Siswa

2017 ◽  
Vol 5 (1) ◽  
pp. 25
Author(s):  
Rosmianti Lestari Mbembok ◽  
Any Fatmawati ◽  
Siti Rabiatul Adawiyah
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Average Percentage ◽  
Creative Problem ◽  
Cognitive Learning Outcomes

This research with the aim to know the influence of the use of Creative Problem solving learning model on problem solving skills and cognitive learning outcomes of grade X SMA Islam Al-Ma'arif Pandan Indah Lesson 2016/2017. Population in this research is all student of class X SMA Islam Al-Ma'arif Pandan Indah Lesson Year 2016/2017 with amount of population counted 36 person which existed in class XA and XB. Furthermore, sampling technique used is a saturated sampling technique that is sampling technique when all members of the population used as a sample. Where class XA as experiment class and XB as control class. The type of research used in this study is quasi experiment with observation and test data collection techniques. The results showed that problem solving skills in the first experimental classroom obtained an average percentage of 66% included in the good category, while in the second meeting obtained an average percentage of 79% included in the category of very good. The students' cognitive learning outcomes in the experimental class were 70.4 and the control class was 66.2. The result of hypothesis test with t test at 5% significant level shows that tcount> ttable (2,675> 2,042), meaning H0 is rejected. So it can be concluded that there is influence Creative Problem Solving learning model to problem solving skills and student cognitive learning outcomes.

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 An Analysis of Biology Oral Communication Skills and Cognitive Learning Outcomes: The Impact of Practicum-Based Two-Stay Two-Stray Learning Model

2020 ◽  
Vol 11 (2) ◽  
pp. 111-120
Author(s):  
Egy Razka Likita ◽  
Dina Maulina ◽  
Darlen Sikumbang
Keyword(s):  
Learning Outcomes ◽  
Communication Skills ◽  
Cognitive Learning ◽  
Oral Communication ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
The Impact ◽  
Cognitive Learning Outcomes

Oral communication skills and cognitive learning outcomes are indicators of learning achievement. This research aimed to analyze students' oral communication skills and cognitive learning outcomes through the implementation of practicum-based TSTS. This research employed the quasi-experimental method with a pretest-posttest control group design. The samples were determined using the purposive sampling technique. The results showed that the practicum-based TSTS learning model contributed to students' oral communication skills with excellent categories. Teaching and learning activities using the practicum-based TSTS affected students' cognitive learning outcomes (Sig. 0.838 0.05). Thus, this research showed that the implementation of the practicum-based TSTS learning model on the Plantae topic can train students’ oral communication skills and affect their cognitive learning outcomes.

scholarly journals Students’ Cognitive Learning Outcomes In Simple Machine Subjects Through REACT Learning Model

2020 ◽  
Vol 5 (3) ◽  
pp. 123
Author(s):  
Haris Rosdianto ◽  
Umi Hafizah Syahandri ◽  
Natcha Mahapoonyanont
Keyword(s):  
Learning Outcomes ◽  
Quantitative Research ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Attitude Scale ◽  
West Kalimantan ◽  
Simple Machine ◽  
Eighth Grade Students ◽  
Cognitive Learning Outcomes

This study aims to determine how much improvement in students' cognitive learning outcomes after applying the REACT learning model on simple machine subjects. This type of research is quantitative research in the form of pre-experimental design. The population in this study were all eighth grade students of SMP Negeri 1 Jawai, Sambas Regency, West Kalimantan. The sample in this study were 25 class VIIIC students, determined by the purposive sampling technique. This research begins with the provision of pretest followed by treatment in the form of application of the REACT learning model and ends with the administration of posttest. From the data analysis, it was found that the cognitive learning outcomes of students experienced an increase of 0.44 based on the N-gain equation with the medium category. The recapitulation results from the attitude scale showed that 87% of students stated that they were better able to understand simple machine subjects using the REACT learning model. It can be concluded that the REACT learning model can improve student learning outcomes on simple machine subjects.

scholarly journals PENGARUH MODEL TREFFINGER TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATERI SISTEM PERTIDAKSAMAAN LINEAR DUA VARIABEL

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Miftakhul Jannah ◽  
I Ketut Sukarma ◽  
Ita Chairun Nissa
Keyword(s):  
Learning Outcomes ◽  
Linear Inequality ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Average Score ◽  
Inequality System ◽  
Linear Inequality System ◽  
Cognitive Learning Outcomes

Students’ knowledge about apperception material is important in supporting the success of a learning. One of the learning innovations to maximize apperception material can be done with treffinger learning model. This research aims to find out how the effect of the learning model treffinger on students’ cognitive learning outcomes for the subject of two variables linear inequality system. This research was conducted at SMA Negeri 1 Gunungsari, West Lombok. The research design used is quasi experimental design. Sampling in this study uses simple random sampling technique. X MIA 3 class as an experimental class and X MIA 1 class as a control class. The research instrument was a test sheet and observation sheet for the implementation of the learning model treffinger. The results of the research were obtained by using t-test, the average score of cognitive results of the experimental class students was 68.88 and the control class was 64.10, obtained tcount>ttable (2.557 > 2.042). So it can be conclude that H0 is rejected and Ha is accepted, this means that there are significant treffinger learning model towards students cognitive learning outcomes in materials twi variable linear inequality system at class X grade of SMA Negeri 1 Gunungsari academic year 2018/2019.

scholarly journals Penerapan Model Application of Step Instruction and Elaboration (APPOSITE) untuk Meningkatkan Hasil Belajar Kognitif Siswa SMA pada Materi Suhu dan Kalor

2020 ◽  
Vol 3 (2) ◽  
pp. 163
Author(s):  
Nur Kamila ◽  
Sri Handono Budi Prastowo ◽  
Lailatul Nuraini
Keyword(s):  
Learning Outcomes ◽  
Direct Instruction ◽  
Cognitive Learning ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Instruction Model ◽  
Cognitive Learning Outcomes

This study aims to determine the differences in the improvement of cognitive learning outcomes of students using the APPOSITE model and students using the direct instruction model. This research is an experimental study with a pretest-posttest control group design. The research subjects were students of class XI IPA at SMA Muhammadiyah 3 Jember. The sample in this study were students of class XI IPA 1 as the experimental class and class XI IPA 2 as the control class. Data collection techniques are carried out through tests, observation, interviews and documentation. The data analysis technique used the N-gain test and t-test. Based on the results of the N-gain analysis, it can be seen that the class that uses the APPOSITE model gets a score of 0.36 in the moderate category, while the N-gain class that uses the direct instruction model gets a score of 0.22 in the low category. Based on the results of hypothesis testing using the independent sample t-test can be concluded that there is a significant difference between the increase in cognitive learning outcomes of students using the APPOSITE learning model and the improvement of student cognitive learning outcomes using the direct instruction learning model.Keyword: APPOSITE model, cognitif learning outcomesABSTRAK.Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan hasil belajar kognitif siswa yang menggunakan model APPOSITE dengan siswa yang menggunakan model direct instruction. Penelitian ini merupakan penelitian eksperimen dengan desain Pretest-Posttest Control Group Design. Subjek penelitiannya adalah siswa kelas XI IPA di SMA Muhammadiyah 3 Jember. Sampel dalam penelitian ini adalah siswa kelas XI IPA 1 sebagai kelas eksperimen dan siswa kelas XI IPA 2 sebagai kelas kontrol. Teknik pengumpulan data dilakukan melalui tes, observasi, wawancara dan dokumentasi. Teknik analisis data menggunakan uji N-gain dan uji t-test. Berdasarkan hasil analisis N-gain terlihat bahwa kelas yang menggunakan model APPOSITE memperoleh skor 0,36 dengan kategori sedang, sedangkan N-gain kelas yang menggunakan model direct instruction memperoleh skor 0,22 dengan kategori rendah. Berdasarkan hasil uji hipotesis menggunakan uji independent sample t-test dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara peningkatan hasil belajar kognitif siswa yang menggunakan model pembelajaran APPOSITE dengan peningkatan hasil belajar kognitif siswa yang menggunakan model pembelajaran direct instruction. Kata kunci: model APPOSITE, hasil belajar kognitif

scholarly journals A COMPARISON OF GENDER DIFFERENCES TOWARD MATHEMATICS’ COGNITIVE LEARNING OUTCOMES IN A MIDDLE SCHOOL

2018 ◽  
Vol 1 (2) ◽  
pp. 60
Author(s):  
Octaviana Avianty ◽  
Ridwanta Manogu ◽  
Meiva Marthaulina Lestari
Keyword(s):  
Middle School ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Female Students ◽  
T Test ◽  
Male Students ◽  
Significance Level ◽  
Convenience Sampling ◽  
Cognitive Learning Outcomes

<p class="abstrak">This research examined whether there is any difference of performing mathematics in the topic of Indices &amp; Surds on cognitive learning outcomes between female and male students in grade 9. The research method used was causal-comparative, conducted in t-test for independent means to represent the comparison of mathematics’ cognitive learning outcomes between female and male students, with the significance level 5%. There were 113 respondents who were selected using the convenience sampling technique and they consisted of 68 female students and 45 male students. There were two independent means samples that were going to be compared. The instrument used to obtain students’ demographic characteristics of gender and students’ mathematics cognitive learning outcomes in the topic of Indices &amp; Surds was their score list in midterm report card. Based on the result, it was obtained that  1.69 less than  (1.69 &lt; 1.98). Therefore, Ho is accepted, means that there is no mean score differences in mathematics’ cognitive learning outcomes in the topic of Indices &amp; Surds between grade IX female students and grade 9 male students. Thus, the conclusion is that gender as a causal factor in this research gave no difference towards grade 9 students’ cognitive learning outcomes, particularly in mathematics ability in the topic of Indices &amp; Surds in ABC Middle School.</p><p class="abstrak"><strong>BAHASA INDONESIA <strong>ABSTRAK</strong>: </strong>Tujuan dari penelitian ini adalah untuk melihat apakah ada perbedaan nilai rata-rata dari hasil belajar kognitif matematika pada topik pangkat dan akar antara siswa perempuan kelas IX dan siswa laki-laki kelas IX. Metode penelitian yang digunakan adalah kausal-komparatif, dilaksanakan dengan teknik <em>t-test for independent means</em> untuk merepresentasikan perbandingan hasil belajar kognitif matematika antara siswa laki-laki dan siswa perempuan, dengan taraf signifikansi 5%. Terdapat 113 responden yang dipilih dengan teknik <em>convenience sampling</em>; terdiri dari 68 siswa perempuan dan 45 siswa laki-laki, sebagai dua sample rata-rata independen yang akan dibandingkan.  Instrument yang digunakan untuk memperoleh data demografis jenis kelamin siswa dan data hasil belajar kognitif matematika siswa pada topik pangkat dan akar adalah daftar nilai di buku raport tengah semester. Dari hasil penelitian, diperoleh <em>t <sub>obt</sub> , </em>yaitu<strong> </strong>1.69 dimana kurang dari <em>t <sub>cv</sub>  </em>(1.69&lt;1.98). H<sub>o</sub> diterima, yang berarti tidak terdapat perbedaan nilai rata-rata dari hasil belajar kognitif matematika pada topik pangkat dan akar antara siswa perempuan kelas IX dan siswa laki-laki kelas IX. Sehingga, dapat diambil kesimpulan bahwa jenis kelamin sebagai kausal faktor dalam penelitian ini tidak memberikan perbedaan terhadap hasil belajar kognitif siswa kelas IX, khususnya dalam kemampuan matematika pada topik pangkat dan akar di Sekolah Menengah ABC<em>.</em></p>

scholarly journals PENGARUH MODEL PEMBELAJARAN InSTAD TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR KOGNITIF FISIKA DI SMA

2015 ◽  
Vol 1 (2) ◽  
pp. 202 ◽  
Author(s):  
Richie Erina ◽  
Heru Kuswanto
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
T Test ◽  
Process Skills ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Significance Level ◽  
Positive Effect ◽  
Cognitive Learning Outcomes

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran InSTAD terhadap: (1) keterampilan proses sains peserta didik, (2) hasil belajar kognif peserta didik, dan (3) proses sains dan hasil belajar kognitif peserta didik. Penelitian ini merupakan penelitian kuantitatif dengan mengguna-kan desain kuasi eksperimen. Analisis data menggunakan Independent t-test dan MANOVA. Hasil penelitian menunjukkan: (1) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap keterampilan proses sains dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (t= 7.47 dan 7.53) dengan signifikansi sebesar 0.00 (sigifikansi < 0.05); (2) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap hasil belajar kognitif dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (t= 4.41dan 5.00) dengan signifikansi sebesar 0.00 (sigifikansi < 0.05); (3) penerapan model pembelajaran InSTAD secara signifikan lebih berpengaruh positif terhadap keterampilan proses sains dan hasil belajar kognitif dibandingkan model pembelajaran inkuiri terbimbing, dan hal ini ditunjukkan dengan output (F= 26.36) dan signifikansi sebesar 0.00 (sigifikansi < 0.05). Kata Kunci: InSTAD, keterampilan proses sains, hasil belajar kognitif   THE EFFECT OF InSTAD LEARNING MODEL ON THE SCIENCE PROCESS SKILLS AND COGNITIVE LEARNING OUTCOMES IN PHYSICS IN SENIOR HIGH SCHOOL Abstract This study aims to find out the effect of InSTAD learning model on: (1) the science process skills of the students, (2) the cognitive learning outcomes of the students, (3) the science process skills and cognitive learning outcomes of the students. This study is a quantitative research using a quasi-experimental design. The data analysis used the Independent t-test and MANOVA. The results show that: (1) the implementation of InSTAD learning model gives a significantly more positive effect to the science process skills of the students than guided inquiry learning does, and it is shown by the output value of the t-test (7.47 and 7.53) at the significance level of 0.00. (significance < 0.05); (2) the implementation of InSTAD learning model gives a significantly more positive effect to the cognitive learning outcomes of students than guided inquiry learning does, and it is shown by the output value of the t-test (4.41and 5.00) at the significance level of  0.00 (significance < 0.05); (3) the implementation of InSTAD learning model gives a significantly more positive effect to the science process skills and learning outcomes of students than guided inquiry learning does, and it is shown by the output value of the F-test (26.36) at the significance level of 0.00 (significance < 0.05). Keywords: InSTAD, science process skills, cognitive learning outcomes

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