scholarly journals Perbedaan Keefektifan Model Pembelajaran Kooperatif Tipe STAD (Students Teams Achievement Division) dan Jigsaw Terhadap Kemampuan Pemecahan Masalah pada Pembelajaran Fisika

2020 ◽  
Vol 6 (1) ◽  
pp. 162
Author(s):  
Ana Silfiani Rahmawati ◽  
Yasinta Embu Ika
Keyword(s):  
Problem Solving ◽  
Learning Model ◽  
Learning Models ◽  
Conventional Model ◽  
Problem Solving Skills ◽  
Cooperative Model ◽  
Sample Test ◽  
Quasi Experimental ◽  
Objective Tests ◽  
Total Difference

The purpose of this study is to find out: (1) whether there is an effectiveness of the STAD learning model for solving science problems (Physics); (2) is there an effectiveness of the Jigsaw learning model for problem solving in Natural Sciences (Physics); and (3) whether there is an effectiveness of the STAD and Jigsaw learning models in solving science (Physics) problems. This research is a quantitative study using quasi-experimental design. The research sample consisted of students in class VIIIa and VIIIb of SMP Negeri 2 Ende, while the object of this study was the influence of STAD learning, the influence of Jigsaw learning, and the problem-solving ability of students. Data collection is done through tests and observations. The research instrument consists of objective tests for problem solving skills. Data analysis using one sample test and different test. The results showed that the problem-solving ability of students at SMPN 2 Ende experienced differences between the three learning above. Can be seen in the total difference in the STAD method of 7552,000; for the Jigsaw 8438,000 method; and for the conventional model of 4405,000. This proves that the Jigsaw type cooperative model is more effective than the STAD type cooperative model and conventional learning model, while the STAD type cooperative model is more effective than conventional.

Pembelajaran Matematika dengan Model Search, Solve, Create and Share (SSCS) di MAN 1 Muara Labuh

2017 ◽  
Vol 1 (2) ◽  
pp. 200-210
Author(s):  
Rivdya Eliza ◽  
Fitri Aulia
Keyword(s):  
Problem Solving ◽  
Hypothesis Test ◽  
Mathematical Problem ◽  
Learning Model ◽  
Learning Activity ◽  
Control Group ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Model Search ◽  
Quasi Experimental

The purpose of this research are: 1) to know the learning activity of learners mathematics which is taught by Search, Solve, Create, and Share (SSCS), and 2) model to know the ability of problem solving of mathematics learners who taught by SSCS learning model in the class XI MIA MAN 1 Muara Labuh academic year 2016/2017. This research belongs to a kind of quasi-experimental research with randomized control group only design. In this study design, a group of subjects taken from a particular population were randomly assigned into two groups, the experimental group and the control group. After analyzing the data, it is known that the learning activity of the students after applying the SSCS learning model has improved towards the better from the first meeting to the fifth meeting, ie 35%, 45%, 55%, 68%, 77%. Based on the hypothesis test obtained ttable = 1.645 and tcount = 2.598 so obtained (2.598> 1.645) at 95% confidence interval. Because tcount > ttable then hypothesis in this research accepted. Thus, students 'math-problem-solving skills taught by SSCS learning models are higher than the students' uneducated mathematical problem-solving skills with SSCS learning modelsKeywords: Problem solving abilities, search, solve, sreate and share (SSCS) learning models

scholarly journals Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

2020 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Munifah Munifah ◽  
Windi Septiyani ◽  
Indah Tri Rahayu ◽  
Rahmi Ramadhani ◽  
Hasan Said Tortop
Keyword(s):  
Problem Solving ◽  
Design Method ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Sample Test ◽  
Problem Solving Process ◽  
The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

scholarly journals The Effective Learning Models in Developing Problem-Solving Skills

2019 ◽  
Author(s):  
Firlita Nurul Kharisma ◽  
Sri Mulyani Endang Susilowati ◽  
Saiful Ridlo
Keyword(s):  
Problem Solving ◽  
Sample Selection ◽  
Learning Model ◽  
Master Problem ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Effective Learning ◽  
Quasi Experimental ◽  
Study Population ◽  
Skills Learning

21st-century learning demands and the 2013 curriculum, master problem-solving skills. Learning model that will be tested PBL, PjBL, and DL with a scientific approach. This study aims, to find out among the three learning models above, which learning model is the most effective for developing problem-solving skills. The research method used was quasi-experimental with the design of posttest-only control groups. The study population consisted of students seven classes of SMP 6 Petarukan the number is seven classes. Sample selection techniques using cluster random sampling obtained three classes for the experimental group and one for control. Data on problem-solving abilitiesaretakenusingmultiplechoicetestswithatotalof20item.Theresultsshowed: (1)therewerenosignificantdifferencesaboutstudents’abilityinproblem-solvingtaught byPBL,PjBL,andDLlearningmodels,butdifferedsignificantlyfromthecontrolgroup; (2) the effectiveness of the three learning models based on achievement from high to low is the PBL, PjBL, and DL models.

scholarly journals Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Rizal Kamsurya ◽  
Veni Saputri
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Self Efficacy ◽  
Analysis Data ◽  
Cluster Sampling ◽  
Learning Models ◽  
School Students ◽  
Problem Solving Skills ◽  
Research Population ◽  
Quasi Experimental

This research aims to determine the differences in problem-solving skills in students taught using auditory intellectual repetition (AIR) learning models and conventionally reviewed from the self-efficacy level. The type of research used is a quasi-experimental design. The research population is high school students in the South Jakarta area. Determination of samples using random cluster sampling and stratified random sampling. The instruments used are problem-solving tests and non-test instruments that are questionnaires. Analyze data using two-lane Variance Analysis. Data analysis shows that; (1) there are significant differences in problem-solving skills in students using air learning models and conventional learning, (2) there are differences in problem-solving skills in students with high, medium, and low self-efficacy, (3) there is a significant interaction between AIR learning and self-efficacy to problem-solving ability, (4) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning that have high self-efficacy, (5) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have moderate self-efficacy, and (6) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have low self-efficacy.

scholarly journals Penerapan Model Pembelajaran Team Assisted Individualization dengan Strategi Pembelajaran Tugas dan Paksa Terhadap Kemampuan Pemecahan Masalah Matematika

2020 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Leonard Leonard ◽  
Kurnia Khaerul Nisa
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Average Value ◽  
Direct Learning

Kemampuan pemecahan masalah matematika merupakan salah satu tujuan pendidikan nasional di Indonesia, tetapi pencapaiannya masih tergolong rendah. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain penelitian posstest-only. Pengambilan sampel pada penelitian ini menggunakan teknik purpose sampling. Sampel penelitian sebanyak 60 peserta didik yang terbagi dalam dua kelas (30 kelas eksperimen dan 30 kelas kontrol). Penelitian ini dilakukan di sekolah SMP N 10 Bekasi dan SMP N 26 Bekasi. Kelas eksperimen menggunakan model pembelajaran teamdengan strategi pembelajaran tugas dan paksa, sedangkan kelas kontrol menggunakan pembelajaran . Data yang terkumpul kemudian dianalisis dengan menggunakan uji beda rata-rata sampel bebas. Hasil analisis data menunjukan bahwa rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran team assisted individualization dengan strategi tugas dan paksa lebih tinggi dibandingkan dengan rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran langsung. Kata kunci: Model pembelajaran team assisted individualization, Strategi pembelajaran tugas dan paksa, kemampuan pemecahan masalah matematika   ABSTRACT This research was conducted to determine the effect of team assisted individualization learning models with task learning strategies and forced to the ability to solve mathematical problems. Mathematical problem solving ability is an ability that belongs to the national education goals, but its achievement is still relatively low. The method used in this study is a quasi-experimental method with a poststest-only research design. Sampling in this study uses purpose sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMP N 10 Bekasi and SMP N 26 Bekasi. The experimental class uses team individualization learning models with task and forced learning strategies, while the control class uses direct learning. The collected data is then analyzed using independent sample t-test. The results of data analysis showed that the average value of students who learned using the team assisted individualization learning model with higher task and forced strategies compared to the average value of students who learned using direct learning models. Keywords: Team assisted individualization learning model, task and forced learning strategies, mathematical problem solving skills                

scholarly journals Pengaruh Penerapan Model PBL Terhadap Kemampuan Pemecahan Masalah Matematika Siswa SMP PGRI (Disamakan) Sungguminasa

2020 ◽  
Vol 2 (1) ◽  
pp. 56
Author(s):  
Sitti Rahmah Tahir
Keyword(s):  
Problem Solving ◽  
Experimental Design ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Learning Models ◽  
Inferential Statistics ◽  
Quasi Experimental

One ability that students must master is problem solving. Increasing students’ problem-solving ability will improve their mindset. The alternative used to increase students’ problem-solving ability is applying Problem Based Learning model. This study aims to understand the presence or absence of the application of the model of the application of Problem Based Learning to the problem solving of students of class VII PGRI (Equated) Sungguminasa. This type of research is a quasi-experimental design of the Control Posttest Group. The population in this study in all VII class SMP PGRI (Disamakan) Sungguminasa and selected class VII A as an experimental class with consultations with the Problem Based Learning model and class VII C as a control class with training in direct learning models involving the community. The technique of collecting data in this study is the test then analyzed with descriptive and inferential statistics using the t test (Independent Sample t-test). Based on the results of the study concluded that the Problem Based Learning model determines the problem-solving abilities of students of class VII SMP PGRI (Disamakan) Sungguminasa.AbstrakSalah satu kemampuan yang harus dikuasai oleh siswa adalah pemecahan masalah. Meningkatkan kemampuan siswa dalam memecahkan masalah akan berpengaruh pada peningkatan mindset siswa. Salah satu cara yang digunakan untuk meningkatkan kemapuan pemecahan masalah siswa adalah dengan mengaplikasikan model Problem Based Learning. Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh penerapan model Problem Based Learning terhadap kemampuan pemecahan masalah matematika siswa kelas VII SMP PGRI (Disamakan) Sungguminasa. Jenis penelitian ini adalah quasi eksperimen dengan desain Control Group Posttest Design. Populasi dalam penelitian ini seluruh kelas VII SMP PGRI (Disamakan) Sungguminasa dan terpilih kelas VII A sebagai kelas eksperimen dengan perlakuan model Problem Based Learning dan kelas VII C sebagai kelas kontrol dengan perlakuan model pembelajaran langsung yang mewakili populasi. Teknik pengumpulan data dalam penelitian ini yaitu tes kemudian dianalisis dengan statistik deskriptif dan inferensial menggunakan uji t (Independent Sample t-test). Berdasarkan hasil penelitian disimpulkan bahwa model Problem Based Learning berpengaruh terhadap kemampuan pemecahan masalah matematika siswa kelas VII SMP PGRI (Disamakan) Sungguminasa.

scholarly journals Efektivitas Model Pembelajaran Process Oriented Guided Inquiry Learning (POGIL) terhadap Kemampuan Komunikasi Matematis

2021 ◽  
Vol 3 (2) ◽  
pp. 257-266
Author(s):  
Putri Yulia ◽  
Maya Riskayani ◽  
Selvia Erita
Keyword(s):  
Communication Skills ◽  
Learning Model ◽  
T Test ◽  
Control Group ◽  
Learning Models ◽  
Mathematical Communication ◽  
Conventional Model ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Difference

This study aims to find out (1) the POGIL learning model effective on mathematical communication skills. (2) conventional learning models are effective against mathematical communication skills. (3) the difference between the POGIL learning model and the conventional model of mathematical communication skills. This research is quasi-experimental research with the research design of The Nonequivalent Posttest Only Control Group Design. The population in this study is all students of grade VII MTS Negeri 02 Kerinci. This study's sample consisted of an experimental class and a control class selected by a random sampling cluster. The research instrument is a test f mathematical communication ability, and the data is analyzed using one-sample t-test statistics and independent t-test samples. This study shows that (1) the POGIL learning model is effective on mathematical communication skills. (2) conventional learning models are ineffective against mathematical communication skills. (3) there is a difference between the POGIL learning model and the conventional model of mathematical communication skills.

scholarly journals Integrating problem-based learning with schoology in criminal law course

2020 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Dzul Rachman ◽  
Rio Arif Pratama ◽  
Ni Wayan Surya Mahayanti ◽  
I Putu Indra Kusuma
Keyword(s):  
Problem Solving ◽  
Criminal Law ◽  
Time Allocation ◽  
Tertiary Education ◽  
Learning Model ◽  
Problem Solving Skills ◽  
Face To Face ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Face To Face Learning

This study indents to investigate students’ perception of problem-solving skill and influence of Schoology on students’ ability to solve problems used in the criminal course in tertiary education. In reality, this course requires many activities involving students to solve various types of cases. This study used the quasi-experimental method at the class of criminal law. The students were from the Faculty of Law taking a 14 week enrolled in the Criminal course in the second semester. The instruments in this study were test and questionnaire.  Data were analyzed using descriptive and inferential analysis. The overall, There are significant differences in problem-solving skills between the students who learn the material of solubility and constant solubility product using Problem-solving learning model through Schoology in the learning activities. Furthermore, this learning model can also be applied to overcome the lack of time allocation for face-to-face learning.

The Model of Based-Problem Learning, Students Problem-Solving Skills and Characteristics of Thinking Way

2020 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Dwi Oktaviana ◽  
Rahman Haryadi
Keyword(s):  
Problem Solving ◽  
Sampling Technique ◽  
Learning Model ◽  
Discrete Mathematics ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Direct Learning ◽  
Way Of Thinking ◽  
Pbl Model ◽  
The Way

This study aims to determine the differences in student's problem-solving abilities through the Problem Based Learning (PBL) model and the direct learning model, the differences in students' problem-solving abilities through the PBL model, and the direct learning model in terms of the characteristics of the way of thinking. This study used a quasi-experimental method with a two-way ANOVA design. The sample in this study was the fifth-semester students of class A and B IKIP PGRI Pontianak using the cluster random sampling technique. The used research instrument was a test of problem-solving ability in discrete mathematics courses and a questionnaire on the characteristics of the way of thinking. This study resulted in a difference between student's problem-solving abilities through the PBL model and the direct learning model. The results showed that there were no differences in students' problem-solving abilities through the PBL model and the direct learning model in terms of the characteristics of both the way of thinking, the way of thinking in Concrete Sequences (CS), Sequences Abstract (SA), Concrete Random (CR), or Abstract Random (AR).

scholarly journals Analisis Kebutuhan Model Problem Posing Berorientasi STEM

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Khairudin . ◽  
Ahmad Fauzan ◽  
Armiati . ◽  
Karmila Suryani
Keyword(s):  
Problem Solving ◽  
Qualitative Data ◽  
Model Problem ◽  
Learning Model ◽  
Problem Posing ◽  
State University ◽  
Stem Learning ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Descriptive Survey

This research is a descriptive survey to determine the needs of lecturers and students for STEM-oriented problem posing learning models that can activate students to ask questions so that students can learn independently and can improve their problem solving skills in calculus. This research sample were students who took Calculus and lecturers who taught calculus. The research instrument used an online needs analysis questionnaire with two forms of statements, namely statements containing qualitative data. The research object consisted of 156 students from Padang State University, Bung Hatta University and STKIP PGRI Padang, as well as 2 lecturers teaching from the three colleges. The results of data analysis showed that on the part of lecturers and students is needed this learning model. Based on this results shows that the importance of designing a multidisciplinary oriented problem posing (STEM) learning model to increase problem solving abilities

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