scholarly journals Pengembangan Perangkat Pembelajaran dengan Menggunakan Model Team Based Learning untuk Meningkatkan Hasil Belajar Fisika

Educatio ◽  
2022 ◽  
Vol 16 (2) ◽  
pp. 121-132
Author(s):  
Dariani Dariani ◽  
◽  
Asri Arbie ◽  
Muhammad Yusuf ◽  
◽  
...  
Keyword(s):  
Positive Response ◽  
Student Learning Outcomes ◽  
Cognitive Domain ◽  
Learning Tools ◽  
Student Responses ◽  
Student Activities ◽  
Average Percentage ◽  
A Value ◽  
Team Based Learning ◽  
Quality Learning

This research was conducted at SMA Negeri 1 Telaga Biru and aimed to produce quality physics learning tools using the Team-Based Learning (TBL) learning model. The device was developed using the 4D development model developed by Thiagarajan Semel and Semel. The research results on the device show that the developed device is of high quality. Learning tools are said to be valid for use with slight revisions. This can be seen based on the average validation results with a value of 3.5 and 3.6. The level of effectiveness of learning devices is seen in the increase in student learning outcomes consisting of the cognitive domain at the first meeting until the third meeting, N Gain iRat is 0.46 with n criteria of moderate gain, at tRat is N Gain 0.5, in the attitude domain with an average the percentage of 80.240%, the results of observing student activities for 3 meetings are 80.890% with good criteria and the psychomotor aspect an average percentage of 80.128%, and the practicality of the developed device seen from the observation sheet on the implementation of learning 93.650% and the teacher's response questionnaire and student responses with an average percentage of 81.653% and 79.752%. Get a positive response.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAM BASED LEARNING DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 724
Author(s):  
Suryani M. Laune ◽  
Asri Arbie ◽  
Abd. Wahidin Nuayi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Response ◽  
Learning Tools ◽  
Student Activities ◽  
Average Percentage ◽  
Process Learning ◽  
Team Based Learning ◽  
Quality Learning

ABSTRAKPenelitian ini dilakukan disekolah SMA Negeri 4 Gorontalo dan bertujuan untuk menghasilkan perangkat pembelajaran yang berkualitas dengan menggunakan model Team Based Learning pada proses pembelajaran daring. Perangkat pembelajaran dikembangkan menggunakan model pengembangan ADDIE. Hasil penelitian terhadap perangkat menunjukan bahwa perangkat tersersebut berkualitas. Perangkat pembelajaran ini valid untuk digunakan dengan sedikit revisi Hal ini dapat dilihat berdarkan rata-rata hasil validasi dengan nilai 3,0-3,4. Efektivitas perangkat pembelajaran dapat dilihat dengan peningkatan hasil belajar siswa yang terdiri dari ranah kognitif pada pertemuan satu sampai pertemuan ketiga diperoleh N Gain iRat 0,66, 0,59, 0,51 dengan kriteria N Gain Sedang,  pada tRat diperoleh N Gain 0,7, 0,66, dan 0,61 untuk ranah sikap dengan rata-rata persentase sebesar 80,44%, serta rata-rata persentase ranah keterampilan sebesar 80,17%, dan hasil pengamatan aktivitas peserta didik selama tiga kali pertemuan yaitu sebesar 81,85% dengan kriteria sangat baik. Perangkat pembelajaran dikatakan praktis dilihat berdasarkan rata-rata hasil persentase keterlaksanaan selama tiga kali pertemuan yaitu sebesar  95%,  serta hasil angket respon guru dan peserta didik terkait perangkat pembelajaran pada proses pembelajaran daring mendapatkan respon positif. Kata kunci: hasil belajar; perangkat pembelajaran; team based learning. ABSTRACTThis research was conducted at Gorontalo State High School 4 and aims to produce quality learning tools using the Team Based Learning model in the online learning process. Learning tools are developed using the ADDIE development model. The results of research on the device showed that the device was of quality. Learning devices are said to be valid for use with a slight revision this can be seen based on the average validation result with a value of 3.0-3.4. The effectiveness of learning devices can be seen by the improvement of student learning outcomes consisting of cognitive realms at meetings one to the third meeting obtained N Gain iRat 0.66, 0.59, 0.51 with the criteria N Medium Gain, on tRat obtained N Gain 0.7, 0.66, and 0.61 for the realm of attitude with an average percentage of 80.44%, as well as an average skill realm percentage of 80.17%,  and the results of observation of student activities during three meetings, namely 81.85% with excellent criteria. The learning device is said to be practically seen based on the average results of the percentage of implementation during three meetings, which is 95%, as well as the results of teacher and student response questionnaires related to learning devices in the online learning process get a positive response. Keywords: learning outcomes; learning devices; team based learning.

scholarly journals Pengembangan Media Pembelajaran Video Bus Math (Business Mathematic) Pada Materi Barisan dan Deret

2020 ◽  
Vol 1 (2) ◽  
pp. 136-149
Author(s):  
Enny Listiawati ◽  
Nurul Qomariah
Keyword(s):  
Research And Development ◽  
Model Development ◽  
Student Learning Outcomes ◽  
Development Model ◽  
Average Score ◽  
Student Responses ◽  
Student Activities ◽  
Average Percentage ◽  
Effective Learning ◽  
D Model

Penelitian ini bertujuan untuk mengembangkan dan mengetahui keefektifan media pembelajaran video bus math memakai aplikasi video scribe berbasis saintifik pada materi barisan dan deret. Jenis penelitian yang digunakan Research And Development (R&D) dengan metode pengembangan memakai model pengembangan 4-D (four D model) dengan tahap pengembangan yang hanya memakai sampai 3 tahap saja, yaitu: (1) pendefinisian (define), (2) perancangan (design), dan (3) pengembangan (develop). Hasil penelitian dapat disimpulkan bahwa pengembangan media pembelajaran video bus math (business mathematic) memakai aplikasi video scribe berbasis saintifik pada materi barisan dan deret dengan memakai model pengembangan 4-D yang dilakukan untuk mendapatkan media pembelajaran yang baik dan efektif pada materi barisan dan deret kelas XI karena memenuhi (1) kategori valid dengan oleh rata-rata persentase 87% atau layak dan ahli media diperoleh rata-rata persentase 85% atau layak, (2) kategori efektif untuk kemampuan guru mengelola pembelajaran dengan skor rata-rata 3,7 atau sangat baik, (3) kategori efektif untuk aktivitas siswa dalam pembelajaran memperoleh hasil 7 aspek aktivitas siswa dalam kriteria batasan efektif, (4) kategori positif untuk respons siswa diperoleh persentase semua aspek di atas 80%, dan (5) kategori ketuntasan secara klasikal untuk hasil belajar siswa telah mencapai ketuntasan secara klasikal 87,5%.     This study aims to develop and determine the effectiveness of bus math video learning media using scientific-based video scribe applications on sequences and series subject. This type of research used Research and Development (R&D) with the development method using a 4-D (four D model) development model with a development phase that only uses up to 3 stages, namely: (1) defining, (2) designing ( design), and (3) development. The results of the study can be concluded that the development of video bus math (business mathematic) learning media uses scientific-based video scribe applications on row and series material by using the 4-D development model which is carried out to get good and effective learning media on class XI material and series because it meets (1) a valid category with an average percentage of 87% or feasible and media experts obtained an average percentage of 85% or feasible, (2) an effective category for teachers' ability to manage learning with an average score of 3.7 or very good, (3) effective categories for student activities in learning get 7 aspects of student activity results in the criteria of effective limits, (4) positive categories for student responses obtained percentage of all aspects above 80%, and (5) classical completeness category for student learning outcomes has reached classical completeness 87.5%.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAM BASED LEARNING-PROBLEM SOLVING BERBANTUAN WHATSAPP DAN ZOOM MEETING PADA PEMBELAJARAN DARING

2021 ◽  
Vol 7 (2) ◽  
pp. 394
Author(s):  
Asri Arbie ◽  
Puput Salsabina F. Satri ◽  
Dewa Gede Eka Setiawan ◽  
Abd. Wahidin Nuayi ◽  
Trisnawaty Junus Buhungo
Keyword(s):  
Problem Solving ◽  
Research Problem ◽  
Student Response ◽  
Learning Tools ◽  
Learning Problem ◽  
Average Percentage ◽  
Team Based Learning ◽  
Device Validation ◽  
Validity Tests ◽  
Quality Learning

ABSTRAKPenelitian ini merupakan penelitian pengembangan perangkat pembelajaran yang bertujuan untuk menghasilkan perangkat pembelajaran yang berkualitas. Rumusan masalah penelitian ini adalah bagaimana kualitas perangkat pembelajaran yang dikembangkan dengan model pembelajaran Team Based Learning. Perangkat pembelajaran ini dikembangan dengan menggunakan model pengembangan Plomp. Teknik pengumpulan data yaitu dengan validitas melalui validasi perangkat, kepraktisan melalui observasi keterlaksanaan, angket respon guru dan peserta peserta didik. Dari penelitian ini diperoleh hasil: (1) perangkat yang dikembangkan valid melalui uji validitas konstruk dengan rata-rata persentase validitas untuk silabus sebesar 98,33% dengan kategori valid, RPP sebesar 78,48% termasuk kategori valid dengan revisi kecil, bahan ajar sebesar 79,68% termasuk kategori valid dengan revisi kecil, dan LKPD sebesar 76,04% yang termasuk dalam kategori valid dengan revisi kecil; (2) perangkat yang dikembangkan praktis ditunjukkan oleh rata-rata presentase keterlaksanaan pembelajaran sebesar 92,26% kategori sangat baik, kemudian respon guru terhadap perangkat pembelajaran yang dikembangkan sebesar 99,39% kategori sangat baik serta respon peserta didik terhadap proses pembelajaran menggunakan perangkat yang dikembangkan sebesar 82,66% kategori baik. Kata kunci: Perangkat pembelajaran; Team Based Learning; Problem Solving; Plomp. ABSTRACTThis research is research and development of learning tools that aim to produce quality learning tools. The formulation of the research problem is how the quality of learning tools developed with the Team-Based Learning learning model is. This learning device was developed using the Plomp development model. Data collection techniques are valid through device validation, practicality through implementation observation, teacher and student response questionnaires. From this study obtained results: (1) devices developed valid through construct validity tests with an average percentage validity for syllabus of 98.33% with valid categories, RPP of 78.48% including valid categories with small revisions, teaching materials of 79.68% including valid categories with minor revisions, and LKPD of 76.04% which fall into valid categories with minor revisions; (2) devices developed practically indicated by an average percentage of learning implementation of 92.26% excellent category, then teacher response to learning devices developed by 99.39% excellent category and learners' response to the learning process using developed devices by 82.66% good category. Keywords: Learning tools; Team-Based Learning; Problem Solving; Plomp.

scholarly journals Pengembangan Lembar Kegiatan Peserta Didik (LKPD) Berbasis Soft Skills Pada Materi Pokok Koloid Kelas XI SMA

2019 ◽  
Vol 3 (1) ◽  
pp. 22
Author(s):  
Ellen Cristy Ruku ◽  
Rusmini Rusmini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Content Validity ◽  
Soft Skills ◽  
Model Development ◽  
Student Learning Outcomes ◽  
Development Stage ◽  
Student Responses ◽  
Student Activities ◽  
A Value

The purpose of the research is determine the feasibility of the student worksheet based on soft skills on the subject matter of colloids in terms of content validity and construct through the results of expert validation, practicality through student activities and student responses and effectiveness through student learning outcomes and the assessment of students' soft skills. This type of research is a 4-P model development research with stages, namely, defining, designing, developing, and dessiminate, which is limited to the development stage. A limited trial was conducted to 15 students of 11th grade in SMA Negeri 1 Bangsal Mojokerto. The results showed that the worksheet developed valid in terms of content validity obtained a percentage of 91.76% and construct validity obtained a percentage of 92.49%. Practical in terms of the results of student responses to the worksheet obtained a percentage of 97.16% and supported by observations of activities students get a percentage of 92.27%. Effectiveness in terms of student learning outcomes obtained a value of ≥ 70 with classical completeness of 100% and the assessment of soft skills of students gained a percentage of 92.41% so that students have the ability to entrepreneurship.

scholarly journals PENERAPAN STRATEGI RECIPROCAL TEACHING PADA PEMBELAJARAN KIMIA UNSUR DENGAN SISWA SEBAGAI MODEL DALAM UPAYA PENINGKATAN HASIL BELAJAR KELAS XII-IA SMA NEGERI 3 SURABAYA

2017 ◽  
Vol 1 (2) ◽  
pp. 90
Author(s):  
Slamet H.Purwanto ◽  
Muslimin Ibrahim ◽  
Sri Poedjiastoeti
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Strategies ◽  
Chemical Elements ◽  
Student Learning Outcomes ◽  
Reciprocal Teaching ◽  
Learning Tools ◽  
Student Responses ◽  
Group Design

This research to implemented of reciprocal teaching strategies with student as a model in the chemical elements to improved student learning outcomes. This research used pretest-postest group design, as the researched target was a XII-iA grade SMA Negeri 3 Surabaya. The instrument used is a sheet implemented plan, tests, and questionnaires. Techniques of data analysis was used to learn the application of the device by calculating the percentage and analysis of student learning outcomes, if student responses used student percentage opinion. The results on this research (1) includes complex plan-oriented learning tools to students reciprocal teaching as a model for 88,95% and categorized well, (2) average student learning outcomes of both groups was 79.47, (3) the results of student responses showed 64% agreed and 32% most agreed if the reciprocal teaching strategies used in the study of chemical elements. Based on the above results the strategy of reciprocal teaching well performed, the results of both groups increased student learning, and as well as the students had a good response on reciprocal teaching strategies in the teaching of chemical elements. Penelitian ini bertujuan menerapkan strategi reciprocal teaching dengan siswa sebagai model dalam materi kimia unsur untuk meningkatkan hasil belajar. Desain yang digunakan dalam penelitian ini adalah pretest postest group design, sasaran penelitian adalah siswa kelas XII-iA SMA Negeri 3 Surabaya. Instrumen yang digunakan terdiri atas lembar keterlaksanaan perangkat, tes, dan angket. Teknik analisis data yang digunakan yaitu menghitung persentase keterlaksanaan, analisis hasil belajar siswa, dan menghitung persentase pendapat siswa. Hasil-hasil dari penelitian ini adalah (1)keterlaksanaan perangkat pembelajaran berorientasi reciprocal teaching sebesar 87,38% dan berkategori baik, (2) rata-rata hasil belajar siswa pada pembelajaran kimia unsur sebesar 79,47, (3) respon siswa sebesar 64% setuju dan 32% sangat setuju jika strategi reciprocal teaching digunakan dalam pembelajaran kimia unsur. Simpulan dalam penelitian ini adalah keterlaksanaan perangkat strategi reciprocal teaching terlaksana dengan baik, hasil belajar siswa meningkat dan siswa memiliki respon yang baik mengenai penerapan strategi reciprocal teaching dalam pembelajaran kimia unsur.

scholarly journals Penggunaan Problem Based Learning Pada Mata Pelajaran Dasar Kompetensi Kejuruan Teknik Mesin

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Yusep Sukrawan ◽  
Mumu Komaro
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Discussion Group ◽  
Student Learning Outcomes ◽  
Cognitive Domain ◽  
Student Activities ◽  
Average Value ◽  
Vocational Competence ◽  
Basic Competency ◽  
Improve Student Learning

Basic Competency in Vocational subjects in Mechanical Engineering, vocational students have always faced the problems associated with engineering science to be done to establish the expected curriculum vocational competence. One solution that is considered suitable to solve the problem is the application of problem based learning, problem-solving method based discussion group. With the implementation of the model is expected to improve learning outcomes and student activities. The research method is a method of Classroom Action Research. The results showed that the application of problem based learning-based discussion group can improve student learning outcomes in the cognitive domain of the N-Gain 0.71 in the high category. The average value of 82.12 in the affective domain of the positive category and the average value of 90.9 in the psychomotor domain of very good category, while the average value of student activities at the low category.

scholarly journals P ENERAP AN MODEL P EMB ELAJARAN KOOP ERATIF TIP E TPS UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI PESERTA DIDIK PADA MATERI ASAM BASA

2020 ◽  
Vol 9 (3) ◽  
pp. 290-298
Author(s):  
Dea Sukma Hendrasari ◽  
Mitarlis Mitarlis
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Posttest Score ◽  
Student Response ◽  
Student Responses ◽  
Student Activities ◽  
Average Percentage

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran kooperatif tipe Think PairShare (TPS), aktivitas peserta didik, hasil belajar, keterampilan komunikasi, dan respon peserta didik.Desain penelitian yang digunakan adalah One Shoot Case Staudy dan One Group Pretest-Postetst Designdengan subyek penelitian peserta didik kelas XI MIA 6. Hasil dari penelitian yang telah dilakukansebagai berikut: (1) Keterlaksanaan pembelajaran menggunakan model kooperatif tipe TPS mendapatkanpersentase rata-rata secara berurutan pada pertemuan pertama sampai dengan ketiga sebesar 89,2%,92,9%, dan 97,9%, dengan kriteria sangat baik (2) Aktivitas relevan peserta didik selama tiga kalipertemmuan memperoleh persentase sebesar 94,82%, 96,87%, dan 97,52% (3) Hasil belajar secaraklasikal memperoleh persentase 100% dengan skor rata-rata posttest sebesar 85,17. Peningkatan hasilbelajar dengan kategori tinggi sebanyak 35 peserta didik dan kategori sedang satu peserta didik (4)Kuantitas komunikasi selama tiga kali pertemuan diantaranya bertanya memperoleh persentase 13,89%,19,44%, dan 25% dengan kategori kurang baik dan berpendapat memperoleh persentase 30,56%, 41,67%,dan 63,89% dengan kategori cukup baik. Kualitas komunikasi selama tiga pertemuan diantaranyabertanya dengan kategori cukup baik memperoleh persentase 25%, 50%, dan 25%. Kualitas berpendapatdengan kategori baik memperoleh peresentase 30,77%, 46,15%, dan 23% (5) Respon peserta didikmengenai pembelajaran dengan model pembelajaran kooperatif tipe TPS untuk melatihkan komunikasipeserta didik memperoleh persentase rata-rata 93,89% dengan kategori sangat baik.Kata kunci: TPS, Keterampilan komunikasi. AbstractThie aims of the research are to describe the implementation of cooperative learning model, Think PairShare (TPS) type, student activities, learning outcomes, communication skills, and student response. Theresearch design was used one shoot case study with one group pretest-postetst design. The researchsubjects were students class XI MIA 6. The results of the research: (1) The implementation of cooperativelearning using TPS type obtain an average percentage sequentially at the first to third meetingrespectively 89.2%, 92.9%, and 97.9%, on very good criteria (2) The relevant activities of students duringthe three meetings obtains a percentage of 94.82%, 96.87%, and 97.52% (3) Classical learning outcomesobtain a percentage of 100% with an average posttest score of 85.17. Increasing of learning outcomeswith a high category of 35 students and the medium category of one student (4) Quantity ofcommunication during three meetings including questions communication skills obtaining a percentage of13.89%, 19.44%, and 25% with the category of unfavorable, and the quantity of opinion obtains thepercentage of 30.56%, 41.67%, and 63.89% with a fairly good category. The quality of communicationduring three meetings including question in fairly good category obtains a percentage 25%, 50%, and25%. The quality of opinion in good category obtaining a precentage of 30,77%, 46,15%, and 23% (5)Student responses regarding learning with the type of cooperative learning model TPS to train students'communication obtaining an average percentage of 93.89% on very good category.Keywords: TPS, Communication skills

scholarly journals DEVELOPMENT OF TEAM BASED LEARNING- PBL TOOLS WITH THE ASSISTANCE OF WHATSAPP AND FACEBOOK MESSENGER

2021 ◽  
Vol 8 (2) ◽  
pp. 134-146
Author(s):  
Supartin Supartin ◽  
◽  
Triska Laurensya Galanggadjir ◽  
Asri Arbie ◽  
◽  
...  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Learning Activities ◽  
Development Model ◽  
Learning Tools ◽  
Learning Problem ◽  
Average Percentage ◽  
Team Based Learning ◽  
The World

The Covid 19 pandemic has a major impact on all sectors of life including in the world of education. The implementation of PJJ (Distance Learning) requires new innovations in the development of learning devices so that learning continues to run well even though learning activities are carried out at home. The development model used in this research is the 4D Development model. The result of this study is that the learning device is said to be "valid" through a construct validity test. The resulting learning device is said to be practical based on the average percentage of learning implementation during 3 meetings by 95% and the percentage of teacher and learners' response results related to the use of learning devices in the online learning process by 98%-100% and 82%-86% on indicators. Concluded learning devices are developed quality and can be used as a new reference in the learning process. Keywords: Team Based Learning, Problem Based Learning (PBL), Learning Tools

scholarly journals Application of It-Based Learning Media to Improve the Basic Skills of Sewing Technology

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Tri Mutmainnah ◽  
Munoto Munoto ◽  
Marniati Marniati ◽  
Tri Rijanto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Method ◽  
Willingness To Participate ◽  
Student Activities ◽  
Average Percentage ◽  
Average Value ◽  
Basic Learning

The purpose of this study was to determine the activities of students in the basic learning activities of sewing technology using video media, to determine the learning outcomes of basic students of sewing technology using video media, and to determine students' responses to the basic learning activities of sewing technology using video media. This type of research is Classroom Action Research (CAR). The learning method is implemented using the direct learning method. Data collection techniques use observation to get data about student activities, performance tests to determine student learning outcomes, and questionnaires to determine student responses. Data analysis using quantitative descriptive. The results showed that student activities which include preliminary, core, and closing activities were said to be very good with an average value of 93% in the first cycle and rose to 96% in the second cycle. Student learning outcomes reached 73% grade completeness in the first cycle and rose to 82% in the second cycle. The average percentage of success in cycle I and II was 77% in the good category. The results of students' responses stated that they agreed that video media made them have a high willingness to participate in learning by 56%, with 47% of students strongly agree that learning with video media was very interesting and not boring, 58% agreed that it was easier to understand learning materials with video media, and 39% agree that video media motivate students to excel.

scholarly journals Pengaruh Penerapan Elearning Berbasis Schoology Terhadap Peningkatan Hasil Belajar Siswa (Studi Kasus SMK Negeri 1 Kabanjahe)

2020 ◽  
pp. 115-119
Author(s):  
Sanjaya Pinem ◽  
Viktor Edison Hutagaol
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Positive Response ◽  
Learning Outcome ◽  
Research Use ◽  
Student Activities ◽  
Average Percentage ◽  
The Subject ◽  
Response Percentage

Problems during the learning process at SMK Negeri 1 Kabanjahe are students are less attentive and lack understanding in understanding computer subject, especially building LAN networks. Computer Subject is considered one of the most difficult materials to learn, however multimedia major that they choose should use a computer. therefore, relies on the problem, this research aims to improve the students learning outcome, students’ activities during use schoology, and responses of students when using schoology as an elearning method. Type of this research is Classroom Action Research and the subject of this research is students class X Multimedia SMK Negeri 1 Kabanjahe with 26 students as participants. For collecting data this research use observations of student activities, evaluation tests and questionnaires to student. Result shown that students' learning outcomes improved, as shown from percentage students who completed KKM (minimum competence) in first cycle by 30.80% increased to 85% in the second cycle. the percentage of activity in the first cycle by 51.44% increased to 73.08% in the second cycle and the response of the learners in the poll gave a positive response the average percentage was 77.18% and the negative response percentage was 22.82%

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