scholarly journals The Utilization of Moodle-Based Learning Management System (LMS) in Learning Mathematics and Physics to Students’ Cognitive Learning Outcomes

2021 ◽  
Vol 3 (2) ◽  
pp. 155
Author(s):  
Nuraini Fatmi ◽  
Iryana Muhammad ◽  
Muliana Muliana ◽  
Sayni Nasrah
Keyword(s):  
Learning Outcomes ◽  
Management System ◽  
Cognitive Learning ◽  
Learning Activities ◽  
Integrated Learning ◽  
Physics Learning ◽  
Scientific Approach ◽  
Mathematics Class ◽  
Mathematics And Physics ◽  
Cognitive Learning Outcomes

This study aims to determined whether there was an increase in student cognitive learning outcomes through the use of a Moodle-based Learning Management System in mathematics and physics learning.. This type of research uses a pre experimental design. The population in this study were students of Babussalam SMKS, while the sample was class XI students of the Babussalam North Aceh Islamic Boarding School. Based on the results of the analysis and discussion of research data, The percentage of the number of students who met the completeness criteria in the physics class was 67% while in the mathematics class it was 91%. The average N-gain of cognitive learning outcomes for mathematics class was 0.6, higher than the N-gain average for Physics subjects, 0.475. This is because physics learning is not sufficiently taught through the delivery of material through Moodle, but must involve students in learning with a scientific approach. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects and  learning is not sufficiently taught through the delivery of material through Moodle, but must involve students in learning with a scientific approach. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects.. In this study, Moodle has not optimally integrated learning activities with a scientific approach so that cognitive learning outcomes have not reached the expected targets in physics subjects.

scholarly journals Pengaruh Metode Role Playing terhadap Hasil Belajar Kognitif Ditinjau dari Aktivitas Belajar Siswa

2020 ◽  
Vol 8 (2) ◽  
pp. 229
Author(s):  
Asrorul Azizi ◽  
Irwansah Irwansah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Role Playing ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Learning Activity ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Cognitive Learning Outcomes

The method of role playing in learning is a teaching and learning process in which students themselves are mentally active, building their knowledge, which is based on the cognitive structure they have. The teacher has a more role as a facilitator and mediator of learning. This study aims to determine the effect of role playing methods on cognitive learning outcomes in terms of student learning activities. The research method used is a quasi-experimental method. The research design used a "post-test only control group design" which involved two classes, namely the experimental class and the control class. The population in this study were all students of class X MIA MA Darul Aminin NW Aikmual, Central Lombok Regency. While the research sample was 39 students of class X MIA at the MA. Student learning outcomes were measured using a test in the form of multiple choice questions, and student learning activities were obtained using a questionnaire. Based on the results of the research that has been done, it can be concluded that the role playing method has an effect on student cognitive learning outcomes, because the significance value is 0.046 <0.05. The student learning activity factor for the cognitive domain obtained a significance value of 0.030 <0.05. The data shows that, student learning activities affect student cognitive learning outcomes. The interaction of the role palying method with student learning activities for the cognitive domain obtained a significance value of 0.227 <0.05, so this data shows that there is an interaction between the role playing method and student learning activities on student cognitive learning outcomes.

PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN TEKNIK EXAMPLE NON EXAMPLE TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIII SMPN 3 BATUKLIANG UTARA

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Lia Andriani ◽  
Taufik Samsuri ◽  
Ida Royani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Teaching Learning ◽  
Cognitive Learning Outcomes

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.

scholarly journals Pendekatan Saintifik dengan Metode Gasing pada Pembelajaran Fisika

2020 ◽  
Vol 5 (1) ◽  
pp. 7
Author(s):  
Yesi Purwari
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Achievement Test ◽  
Learning Activities ◽  
Average Score ◽  
Learning Achievement ◽  
Physics Learning ◽  
Scientific Approach ◽  
Classroom Action Research

This action research aimed to determine the effect of Scientific Approach with Gasing Method in Physics Learning of class XII Mipa 3 SMAN 3 Solok Selatan. The type of research that has been used is classroom action research with two cycles. The data of physics learning outcomes were collected by learning achievement test and students learning activities were collected by observation sheet. The data were analyzed quantitatively and qualitatively. The results indicated that (1) the average score of learning outcomes was increased from 73,75 (cycle 1) becomes 80,31 (cycle 2); (2) the average score of students‘learning activities was increased from 66,25 (cycle 1) to 86,25 (cycle 2)

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 Peningkatan Hasil Belajar Kognitif Biologi Melalui Problem Based Learning Pada Siswa Kelas X SMA Negeri 1 Bulu Sukoharjo

2020 ◽  
Vol 2 (1) ◽  
pp. 55
Author(s):  
Winda Nirwana Anggraini ◽  
Agus Purwanto ◽  
Anwari Adi Nugroho
Keyword(s):  
Learning Outcomes ◽  
Model Problem ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Learning Models ◽  
Analysis Techniques ◽  
Academic Year ◽  
Pbl Model ◽  
Cognitive Learning Outcomes

AbstrakPenelitian ini bertujuan untuk meningkatkan hasil belajar kognitif biologi melalui model Problem Based Learning pada siswa kelas X SMA Negeri 1 Bulu Kabupaten Sukoharjo Tahun Pelajaran 2018/2019. Jenis penelitian ini adalah  PTK yang terdiri dari 2 siklus. Tiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Teknik pengumpulan data dengan menggunakan dokumentasi, tes dan lembar observasi kegiatan pembelajaran. Data dan sumber data berasal dari siswa yang dijadikan subjek penelitian dan guru mata pelajaran biologi. Teknik analisis data dengan menggunakan deskriptif komparatif. Hasil penelitian menyatakan bahwa hasil siklus I ketuntasan hasil belajar kognitif sebesar 67% (19 siswa tuntas KKM). Hasil tersebut belum memenuhi indikator keberhasilan sebesar 80% (22 siswa tuntas KKM). Pada siklus II mengalami peningkatan ketuntasan hasil belajar kognitif 85% (24 siswa tuntas KKM) sudah memenuhi indikator keberhasilan yaitu 80%. Sehingga dapat disimpulkan bahwa model PBL dapat meningkatkan hasil belajar kognitif biologi.Abstract This study aims to improve cognitive learning outcomes in biology through Problem Based Learning models in class X students of SMA Negeri 1 Bulu, Sukoharjo Regency in the 2018/2019 Academic Year. This type of research is a CAR consisting of two cycles. Each cycle consists of planning, implementing, observing and reflecting. Data collection techniques using documentation, tests and observation sheets of learning activities. Data and data sources come from students who are subjected to research and biology subject teachers. Data analysis techniques using comparative descriptive. The results of the study stated that the results of the first cycle of completeness cognitive learning outcomes by 67% (19 students completed KKM). These results do not meet the success indicator of 80% (22 students complete KKM). In cycle II experienced 85% completeness of cognitive learning outcomes (24 students completed KKM) had met the success indicator that is 80%. So it can be concluded that the PBL model can improve biology cognitive learning outcomes.

scholarly journals Pengaruh Integrasi Model Pembelajaran Think-Pair-Share dengan Make A Match terhadap Aktivitas dan Hasil Belajar Siswa

2017 ◽  
Vol 5 (2) ◽  
pp. 59
Author(s):  
Dayu Janua Lestari ◽  
Taufik Samsuri ◽  
Siti Rabiatul Adawiyah
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Activities ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

This study aims to determine the effect of the integration of think pair share learning models with make a match toward the students’ activities and cognitive learning outcomes of class X MA Raudlatusshibyan NW Belencong. This study was a quasi-experimental research with posttest-only control group design. The population in this study were 55 students of class X which were divided into 2 classes. The sample in this study is class X.1 and class X.2 using saturated sampling techniques. Data collection is done by using instruments in the form of observation sheets and student learning outcomes tests. Based on the data analysis, the results of the observation of the learning activities of the experimental class students with an average value of 10.70 are in the active category, while the average value of the control class is 4.96 in the moderately active category. Based on the results of the data analysis it can be seen that the student learning activities of the experimental class are categorized as active while in the control class they are quite active. The cognitive learning outcomes of the experimental and control class students after being analyzed using the t-test were obtained for the tcount of (1.73) the value was smaller than the value of ttable (2,000). Based on these results it can be seen that there is no effect of the integration of the think pair share learning model with make a match toward the cognitive learning outcomes of class X MA Raudlatusshibyan NW Belencong.

The Effect of Guided Discovery Model with LKS of Mind Mapping on Learning Outcomes and Learning Activities in Physics Learning at SMA 1 Cluring

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Mia Eka Lestari ◽  
Subiki Subiki ◽  
Albertus Djoko Lesmono
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Learning Activities ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Guided Discovery ◽  
Post Test ◽  
Cognitive Learning Outcomes

This article reported the results of an experimental research about the effect of guided discovery with LKS mind mapping the results of teaching and learning of physics activities learning in SMAN 1 Cluring. The objectives of this research were to describe the learning activities during guided discovery with LKS mind mapping. Thie guided discovery’s model with LKS mind mapping measured the cognitive learning outcomes. The data of the cognitive learning outcomes in elasticity was collected by using post test. Then, the data collected was analyzed by using independent sample t-test (SPSS 22). The difference of the achievement between experiment class and control class was did by obtained significant value of 0.759 and 0.895 It means the result of this research proved that the use of guided discovery model with LKS mind mapping significantly affected the cognitive learning outcomes at eleventh grade SMAN 1 Cluring. The design of this research was post test only control group design. The data of the learning activities was collected by using observation. Based on the data, the average of the learning activities was 85,76% which means active.

scholarly journals WHICH ONE IS BETTER HANDS ON OR PHET SIMULATION ON HARMONIC OSCILLATION

EDUSAINS ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 264-278
Author(s):  
Adam Malik ◽  
Uswatun Khasanah ◽  
Rena Denya Agustina ◽  
Rizki Zakwandi
Keyword(s):  
Learning Outcomes ◽  
Random Sampling ◽  
Comparison Group ◽  
Cognitive Learning ◽  
Harmonic Oscillation ◽  
Sampling Technique ◽  
Scientific Approach ◽  
Better Than ◽  
Cognitive Learning Outcomes ◽  
Quasi Experiment

MANA YANG LEBIH BAIK EKSPERIMEN ATAU SIMULASI PHET PADA GERAK HARMONIK AbstrakPenelitian ini bertujuan untuk mengetahui mana yang lebik baik antara keterlaksanaan pembelajaran pendekatan saintifik kelas yang menggunakan hand on berupa media KIT dengan simulasi PhET dan peningkatan hasil belajar kognitif siswa diantara kedua kelas tersebut pada getaran harmonis. Metode yang digunakan dalam penelitian ini adalah quasi-experiment dengan desain randomized pretest-posttest comparison group. Populasi penelitian adalah kelas X MIA di MAN Cimahi. Sampel penelitian adalah siswa kelas X MIA 1 yang menggunakan hand on berupa media KIT dan kelas X MIA 3 yang menggunakan simulasi PhET. Sampel dipilih dengan teknik random sampling dengan jumlah siswa masing-masing 35 orang. Hasil penelitian menunjukkan keterlaksanaan pembelajaran pendekatan saintifik dan peningkatan hasil belajar kognitif siswa di kelas yang menggunakan hand on berupa media KIT lebih baik dibandingkan simulasi PhET. Hal ini dapat disimpulkan pembelajaran pendekatan saintifik yang menggunakan hand on berupa media KIT lebih baik dibandingkan simulasi PhET.dalam pelaksanaan maupun dalam meningkatkan hasil kognitif siswa pada getaran harmonis. Dengan demikian, penggunaan media KIT dan simulasi PhET dapat diimplementasikan untuk meningkatkan hasil belajar kognitif siswa pada topik fisika lainnya.AbstractThis study aims to determine which is better between the implementation of classroom scientific approach that uses hand-on in the form of KIT media with PhET simulations and improvement of students' cognitive learning outcomes between the two classes on harmonic oscillation. The method used in this study is a quasi-experiment with a randomized pretest-posttest comparison group design. The study population is class X MIA at MAN Cimahi. The sample of the research is class X MIA 1 students who use hand on KIT media and class X MIA 3 using PhET simulations. Samples were selected by random sampling technique with 35 students each. The results showed the implementation of the scientific approach to learning and the improvement of cognitive learning outcomes of students in the classroom using hand-on in the form of KIT media is better than the PhET simulation. It can be concluded that learning a scientific approach that uses hand-on in the form of KIT media is better than a PhET simulation. Both in implementation and in improving students' cognitive outcomes in harmonic oscillation. Thus, the use of KIT media and PhET simulations can be implemented to improve student cognitive learning outcomes on other physics topics. 

Sign in / Sign up

Export Citation Format

Share Document