scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Rotating Trio Exchange Terhadap Keterampilan Kooperatif dan Hasil Belajar Siswa pada Materi Momentum dan Impuls

2018 ◽  
Vol 9 (1) ◽  
pp. 28
Author(s):  
Yesinta Heliyandari ◽  
Mukhlis Rohmadi ◽  
Hadma Yuliani
Keyword(s):  
Experimental Design ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Learning Activity ◽  
Significant Difference ◽  
Psychomotor Learning ◽  
Before And After ◽  
Design Result

This study was aimed to know: (1) Whether there is or no increase of cooperative skill and whether there isi or no increas of students’ learning outcomes who participated the learning activity by using cooperative learning type rotating trio exchange at material of momentum and impulse; (2) Whether there is or no significant differences between the students’ cooperative skill and whether there is or no significant difference of students’ learning outcomes before and after implementing the rotating trio exchange of cooperative learning; (3) whether there is or no significant correlation between cooperative skill and students’ learning outcomes after implementation of cooperative learning type rotating trio exchange learning model at material of momentum and impulse. The type of research is pre-experimental design. Result finding showed that: (1) There was increase of cooperative skill and learning outcomes of students who participated the learning activity by using cooperative learning type rotating trio exchange; (2)There was significant difference of cooperative skill and learning outcomes of students before and after implementing the rotating trio exchange of cooperative learning; (3) there was no significant correlation between cooperative skill  and cognitive learning outcomes, there was no significant correlation between cooperative skill  and  affective learning outcomes and there was no significant correlation between cooperative skill and psychomotor  learning outcomes.

scholarly journals PERBANDINGAN HASIL BELAJAR BIOLOGI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH DAN THE POWER OF TWO PADA KONSEP SISTEM EKSKRESI SISWA KELAS XI IPA SMAN 1 SUNGGUMINASA MAKASSAR

2017 ◽  
Vol 4 (1) ◽  
pp. 452
Author(s):  
Nurhikma Ramadhana ◽  
Muslimin Ibrahim ◽  
Rudiana Agustini
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Statistic Analysis ◽  
Group I ◽  
Psychomotor Learning ◽  
Match Type ◽  
The Difference ◽  
Static Group

The study aims at examming 1) the difference of cognitive leraning outcomes between students  who were taught by using cooperative learning model of Make a Match type and the ones taught by using The Power of Two type, 2) the difference of affective learning outcomes between students who were taught by using cooperative learning model of Make a Match type and the ones taught by using the Power of Two type 3) the difference of psychomotor learning outcomes between students who were taught by using cooperative learning model Make a Match type and the ones taught by using The Power of Two type of grade XI students at SMAN 1 Sungguminasa Makassar. The study was a quasi-experiment research which employed the static group pretest posttest design. The study used the experiment group I by implementing cooperative learning model of Make a Match type and the experiment group II by implementing cooperative learning model of The Power of Two type. The instruments of the study were the test of learning outcomes to measure the cognitive learning outcomes, observation sheet to measure affective and psychomotor learning outcomes of the students. Data were analyzed using descriptive statistic analysis and inferential statistic analysis (uji t α = 0,05 ) supported by SPSS 17.0 for windows program. that the result using The Power of Two was higher than the one using The Power of Two.Penelitian ini bertujuan untuk 1) Mengetahui perbedaan hasil belajar kognitif siswa dengan penerapan model pembelajaran kooperatif tipe Make a Match dengan kooperatif tipe The Power of Two pada siswa kelas XI SMAN. 1 Sungguminasa Makassar 2) Mengetahui perbedaan hasil belajar afektif siswa dengan penerapan model pembelajaran kooperatif tipe Make a Match dengan kooperatif tipe The Power of Two pada siswa kelas XI SMAN 1 Sungguminasa Makassar 3) Mengetahui perbedaan hasil belajar psikomotorik siswa dengan penerapan model pembelajaran kooperatif tipe Make a Match dengan The Power of Two pada siswa kelas XI SMAN 1 Sungguminasa Makassar. Jenis penelitian ini adalah quasi eksperimen dengan rancangan The static Group Pretest Posttest Design. Instrumen penelitian berupa Tes Hasil Belajar (THB) untuk mengukur hasil belajar kognitif, dan lembar observasi untuk mengukur hasil belajar afektif dan psikomotorik siswa. Data dianalisis statistik deskriptif dan inferensial (Uji t α = 0,05) dengan bantuan program SPSS 17.0 for windows. Hasil penelitian ini menunjukkan bahwa 1) Hasil belajar kognitif siswa dengan penerapan model pembelajaran The Power of Two lebih tinggi dibandingkan dengan penerapan model pembelajaran kooperatif tipe Make a Match 2) Hasil belajar afektif siswa dengan penerapan model pembelajaran tipe Make a Match lebih tinggi dibandingkan dengan penerapan model pembelajaran kooperatif tipe The Power of Two 3) Hasil belajar psikomotorik siswa dengan penerapan model pembelajaran tipe Make a Match lebih tinggi dibandingkan dengan penerapan model pembelajaran kooperatif tipe The Power of Two.

scholarly journals MODEL PEMBELAJARAN INKUIRI TERBIMBING BERWAWASAN PENDIDIKAN KARAKTER UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMP

2017 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Maria Agatha Hertiavi
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Affective Learning ◽  
High Gain ◽  
Learning Activities ◽  
Learning Needs ◽  
Inquiry Skills ◽  
Development Method ◽  
Psychomotor Learning ◽  
Three Stages

  Background: Survey of researchers in SMP N 38 Semarang, it turns out there are still many teachers who use conventional learning methods and combinations of several methods have not involved students' cognitive, affective, and psychomotor aspects. Learning activities are still dominated by teachers. This resulted in students tend to be passive and the classroom atmosphere became teacher centered. To overcome this problem learning needs to be varied so that the learning process activates students more. Method: The study was conducted through the development method (research and development) which consisted of three stages, namely introduction, development, and evaluation. Results: Based on data analysis, cognitive learning outcomes reached 71.4% completeness with the results of the Gain Test of 0.71 (high gain category). Psychomotor learning outcomes achieved 74.60% achievement, achievement of affective learning outcomes was 73.39% while inquiry skills gained 71.52%. Conclusion: Based on the achievement of learning outcomes, it can be concluded that the devices developed are considered effective. Positive responses of students to teaching materials were 86.40%, while the positive responses of students to LKS reached 87.46%. This means that learning devices developed can be applied in learning.

scholarly journals PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS LABORATORIUM DAN PENGARUHNYA TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK SMA NEGERI 8 MATARAM

2013 ◽  
Vol 1 (2) ◽  
pp. 103
Author(s):  
Nevi Ernita ◽  
Ahmad Harjono ◽  
Nyoman Sridana
Keyword(s):  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
T Test ◽  
Virtual Laboratory ◽  
Guided Inquiry ◽  
Model Based ◽  
Virtual Lab ◽  
Significant Difference ◽  
Psychomotor Learning

This study aims to determine: (1) The effect of guided inquiry learning model based on real laboratory and virtual laboratory on students' cognitive learning outcomes; (2) Effects of guided inquiry learning model based on real laboratory and virtual laboratory on students' psychomotor learning outcomes. The study sample consisted of the first experimental class of 34 students and the second class of 33 students. This research used randomized post-test control group design. Data were analyzed using independent sample t-test statistic technique with SPSS 19 for windows. The result of statistical analysis at 5% significant level shows: (1) the t-test value for the cognitive domain of -2.407 at sig.0.019; (2) the t-test value for the psychomotor domain is -5.595 on the sig. 0.00. However it can be concluded: (1) There is a significant difference in the cognitive learning outcomes of physics learners using guided inquiry based inquiry model based on real laboratory and virtual lab; (2) there is a significant difference in psychomotor learning result of physics learners using guided inquiry model based on real laboratory and virtual lab.

scholarly journals PENGGUNAAN MEDIA KOMIK DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR KOGNITIF DAN AFEKTIF

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Retno Puspitorini ◽  
A.K. Prodjosantoso ◽  
Bambang Subali ◽  
Jumadi Jumadi
Keyword(s):  
Science Instruction ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Cognitive Achievement ◽  
Learning Achievement ◽  
Gain Score ◽  
Significant Difference ◽  
Before And After ◽  
The One ◽  
Quasi Experiment

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan peningkatan motivasi, hasil belajar kognitif, hasil belajar afektif peserta didik dalam pembelajaran IPA dengan menggunakan media komik. Penelitian dilakukan lewat quasi experiment dengan desain one group pretest-posttest. Subjek penelitian adalah 57 peserta didik kelas VII SMPN 1 Banjarnegara. Media komik digunakan dalam pembelajaran IPA selama 6 kali tatap muka. Data motivasi dan hasil belajar afektif diperoleh lewat angket dan observasi, sedangkan hasil belajar kognitif lewat pretes dan postes. Hasil penelitian menunjukkan bahwa penggunaan media komik di dalam pembelajaran IPA mampu meningkatkan motivasi belajar peserta didik dengan nilai gain skor sebesar 0,55 (sedang); hasil belajar ranah kognitif dengan gain skor sebesar 0,42 (sedang); dan meningkatkan hasil belajar ranah afektif dengan gain skor sebesar 0,34 (sedang). Hasil uji beda antara sebelum dan setelah perlakuan menunjukkan adanya perbedaan baik yang menyangkut motivasi belajar, hasil belajar ranah kognitif, maupun hasil belajar ranah afektif. Kata Kunci: media komik, pembelajaran IPA, motivasi, hasil belajar kognititf, hasil belajar afektifTHE USE OF COMIC MEDIA IN SCIENCE INSTRUCTION TO IMPROVE MOTIVATION AND COGNITIVE AND AFFECTIVE ACHIEVEMENT Abstract: This study was aimed to describe the improvement of students’ motivation, cognitive and affective learning achievement in science instruction using comic media. The study was carried out using the quasi experiment with the one group pretest-posttest design. The subjects consisted of 57 seventh grade students of SMPN 1 Banjarnegara.Comic media were used in science instruction for six times. The data on motivation and affective learning achievement were obtained through questionnaires and observation, while the cognitive learning achievement was obtained through the pretest and posttest. The findings of the study showed that the use of the comic media in the science instruction could improve the students’ motivation with a gain score of 0.55; improve the cognitive learning achievement with a gain score of 0.42; and improve the affective learning achievement with a gain score of 0.34. There was a significant difference in the students’ motivation, cognitive learning achievement, and affective learning achievement before and after the treatment. Keywords: comic media, Science instruction, motivation, cognitive achievement, affective achievement

scholarly journals Pengembangan Modul Ilustratif Berbasis Inkuiri Terbimbing Bermuatan Pendidikan Karakter

2021 ◽  
Vol 4 (2) ◽  
pp. 70-81
Author(s):  
Hendri Noperi ◽  
Sarwanto Sarwanto ◽  
Nonoh Siti Aminah
Keyword(s):  
Character Education ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Guided Inquiry ◽  
Physics Learning ◽  
Psychomotor Learning

This study aimed to develop and determine the quality of the illustrative module of guided inquiry-based physics learning with character education. This research was a development research (R&D) which refers to the Borg & Gall model. The limited trial was carried out on 10 grade VII students and the expanded trial was carried out on 31 grade VIIA students at SMP Negeri 24 Surakarta. The data were taken using test techniques for cognitive learning outcomes, and observation techniques for character and psychomotor learning outcomes. Furthermore, it was analyzed by using two-sample paired t-test, while the psychomotor and affective learning outcomes were analyzed using the Friedman test. The results showed that the illustrative module of guided inquiry-based Physics learning containing character education was developed to have a total average score of 265.5 with the "very good" category. In conclusion, there was an increase in student learning outcomes after following the learning process using this developed illustrative module. Key words: Learning Outcomes, Product Quality, Illustration Modules, Research and Development

scholarly journals Efektivitas Teams Game Tournament (TGT) Terhadap Hasil Belajar Matematika Di SD

2017 ◽  
Vol 2 (1) ◽  
pp. 81
Author(s):  
Laili Rahmawati
Keyword(s):  
Experimental Design ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
T Test ◽  
Test Results ◽  
Learning Models ◽  
Cooperative Model ◽  
Significant Difference ◽  
Quasi Experimental

The result of student's mathematics learning is low. This study aims to determine the tendency of mathematics learning outcomes using cooperative learning model type Teams Games Tournament (TGT) and using conventional learning. The method used in this research is kuantitatif with Quasi Experimental Design approach. Result of analysis by using t-test if sig value <0,05. From the t-test results obtained sig value = 0.002 which means 0.002 <0.05, then the hypothesis proposed accepted and significant. There is a significant difference in the learning outcomes of Mathematics between the lessons using cooperative learning models of teams games tournament type (TGT) and those using conventional learning. Judging from the results of the cooperative model of cooperative learning type of teams games tournament (TGT) is higher than the use of conventional learning.

scholarly journals IMPROVING CREATIVITY AND LEARNING OUTCOMES OF HIGH SCHOOL STUDENTS BY IMPLEMENTING PROBLEM BASED LEARNING AND YOUTUBE

2021 ◽  
Vol 6 (4) ◽  
pp. 273
Author(s):  
Noviana Rohmatin ◽  
Suwarto Suwarto ◽  
Anwari Adi Nugroho
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Affective Learning ◽  
Student Learning Outcomes ◽  
Mind Mapping ◽  
Psychomotor Learning ◽  
Cognitive Learning Outcomes

This study aims to increase creativity and learning outcomes of biology in class X MIPA State Senior High School with problem-based learning model in biology learning. This research is classroom action research carried out in 3 cycles, each cycle consisting of 4 stages; planning, implementing actions, observing, and reflecting. The subjects of this research were 36 students. The data in this study are creativity and student learning outcomes. Creativity data is measured by Mind Mapping observation sheets and cognitive learning outcomes data is measured by test questions at the end of each cycle, affective learning outcomes are measured by attitude assessment observation sheets, psychomotor learning outcomes are measured by skills observation sheets. Data on creativity and cognitive, affective and psychomotor learning outcomes were analyzed using the percentage technique and then described comparatively for each cycle. The results showed that there was an increase in creativity in the first cycle of 42%, the second cycle 55% and the third cycle 78%. While cognitive learning outcomes in cycle I 66%, cycle II 72% and cycle III 88%, affective learning outcomes in cycle I 41%, cycle II 63% and cycle III 74%, psychomotor learning outcomes in cycle I 36%, cycle II 50 %, cycle III 69%. The research data shows that the application of the Problem Based Learning model with YouTube can improve creativity and student learning outcomes. The increase in creativity occurred in cycle I to cycle II 13%, cycle II to cycle III 23%. Cognitive learning outcomes from cycle I to cycle II 6%, cycle II to cycle III 16%, affective learning outcomes from cycle I to cycle II 22%, cycle II to cycle III 11%, psychomotor learning outcomes from cycle I to cycle II 14 %, cycle II to cycle III 19%. PBL activities such as dealing with problems, analyzing and solving problems so as to make students creative in compiling works in the form of Mind Mapping and increasing cognitive, affective and psychomotor learning outcomes.

scholarly journals Meta-Analysis of Teams Games Tournament Learning Model with Spinning Wheel Media-Based on Local Wisdom Toward Students’ Learning Outcomes

2020 ◽  
Vol 4 (3) ◽  
pp. 296
Author(s):  
Devita Kurniawati ◽  
Mohammad Taufiq ◽  
Suharmono Kasiyun ◽  
Naufi'ah Naufi'ah
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
School Students ◽  
Team Games ◽  
Significant Difference ◽  
Learning Teams ◽  
Before And After

Research that examines the effect of cooperative learning teams games tournament types on student learning outcomes has been done a lot, but the results of these studies have not received further study to be summarized and tested again the effectiveness of the effect of the learning model used. This study aims to analyze the effect of the use of a team games tournament type cooperative learning model with spinning wheel media-based local wisdom on the learning outcomes of elementary school students. The method used in this research is meta-analysis. The collection of data through online searches using the Google Scholar platform as many as 15 articles were collected with the details of 10 articles representing the learning models of team’s games tournaments and spinning wheel media while the remaining 5 articles are educational articles based on local wisdom. All articles are then analyzed with differences and similarities in data and then reprocessed using SPSS Version 25 using paired sample t-test and showing the Sig. (2-tailed), i.e. (0, 019) <α (0.05). So, H0 is rejected and it can be concluded that there is a significant difference from before and after the use of the learning model that assisted team’s tournament games wheel media in science subjects.

scholarly journals HUBUNGAN ANTARA MOTIVASI DAN AKTIVITAS BELAJAR SISWA TERHADAP HASIL BELAJAR KOGNITIF SISWA DENGAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION PADA KONSEP EKOSISTEM

2014 ◽  
Vol 5 (1) ◽  
pp. 35-46
Author(s):  
Nurmahni Harahap
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Motivation ◽  
Cognitive Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation And Learning ◽  
Cognitive Learning Outcomes

One of the very important process in education is a learning process. The success of the learning process is necessary to motivate the student to be able to encourage their learning activities. STAD cooperative learning is a learning model that trains students to work together in a small group and help each other in solving problems, thus the gain mastery of subject matter understanding. STAD cooperative learning model is not much different from the usual lesson by the teacher. Teachers still contribute in the learning process so that not just released and expected students still easy to adaptable. The purpose of this study was to find out the relationship between motivation and student learning activities with the implementation of STAD. This study used quasi-experimental research method. The population of this study was all first grade students in Model Islamic State Junior High School (MTsN) of Banda Aceh amounting to 39 students chosen from 11 classrooms. Samples were collected by using random sampling technique. Instruments of this study were cognitive learning outcomes test, student motivation questionnaire, and student learning activity observation sheet. Data were analyzed by multiple correlation test at significant level of 0.05. The results of the analysis of research data shows the value of R = 0.56 with P 0.00 (< 0.05) then Ho is rejected and Ha accepted. It can be concluded that there was a significant relationship on student motivation and learning activity toward student cognitive learning outcomes by the implementation of STAD. In order to improve the cognitive learning outcomes,motivation and learning activities optimally it is expected that biology teachers implemented STAD than can actively involve the students in learning process.

scholarly journals The Effect of POE Learning Models (Prediction, Observation, and Explanation) with Probing-Prompting Techniques on The Student’s Cognitive Learning Outcomes of SMA Muhammadiyah 3 Jember

2018 ◽  
Vol 7 (3) ◽  
Author(s):  
Dewi Farida ◽  
Joko Waluyo ◽  
Kamalia Fikri
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Model Prediction ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Models ◽  
Cognitive Learning Outcomes

Student learning outcomes are competencies that students have after gaining their learning experience, so indicators of learning success can be seen from student learning outcomes after experiencing the learning process. Student learning outcomes can be improved through the use of learning models, one of which is by applying the POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques. The purpose of this study was to determine the effect of POE learning models (Prediction, Observation and Explanation) with probing-prompting techniques on the cognitive learning outcomes of the tenth grade students at SMA Muhammadiyah 3 Jember on the environmental pollution subject. Type of research is a quasy experimental study using a pretest and posttest design. In the experimental class, learning activity was carried out by applying the POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques and the control class, learning activities are carried out by applying conventional learning models. The data of the students' cognitive learning outcomes were obtained through the pretest and posttest scores then analyzed using ANAKOVA test. The application of POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques had a significant effect with a probability as much as 0,000. The affective learning outcomes influenced significantly with a significance value of 0.001 or p<0.05.

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