scholarly journals Developing Skill of Art Using the Explicit Instruction Model with Finger Painting Media in Kindergarten

2018 ◽  
Author(s):  
Mohammad Dani Wahyudi ◽  
Amanah Fathani
Keyword(s):  
Explicit Instruction ◽  
Instruction Model

scholarly journals EFEKTIVITAS MODEL EXPLICIT INSTRUCTION MENGGUNAKAN MEDIA VIDEO UNTUK MENINGKATKAN HASIL BELAJAR PEMBUATAN POLA BUSANA WANITA

2020 ◽  
Vol 11 (2) ◽  
pp. 77
Author(s):  
Ni Nyoman Ratih Diana Utari ◽  
I Dewa Ayu Made Budhyani ◽  
Made Diah Angendari
Keyword(s):  
Learning Outcomes ◽  
Degrees Of Freedom ◽  
Explicit Instruction ◽  
Affective Learning ◽  
Test Method ◽  
Significance Level ◽  
Women's Clothing ◽  
Observation Method ◽  
Instruction Model

AbstrakPenelitian ini bertujuan untuk mengetahui efektivitas penerapan model explicit instruction menggunakan media video untuk meningkatkan hasil belajar pembuatan pola busana wanita kelas X Tata Busana SMK Negeri 1 Seririt. Adanya situasi pandemic Covid-19, proses pembelajaran dengan pengimplementasi model explicit instruction menggunakan media video dilaksanakan dengan menggunakan aplikasi google meet. Jenis penelitian ini adalah pre-experimental dengan desain one shot case study. Penelitian ini hanya menggunakan satu kelompok sampel yang diberikan model explicit instruction menggunakan media video. Populasi dalam penelitian adalah seluruh siswa kelas X Tata Busana di SMK Negeri 1 Seririt tahun ajaran 2020/2021 yang berjumlah 22 siswa. Penentuan sampel pada penelitian ini menggunakan teknik sampel jenuh. Pengumpulan data dalam penelitian ini dengan metode tes untuk mengetahui hasil belajar kognitif dan psikomotor siswa dan metode observsi untuk mengetahui hasil belajar afektif siswa dan kuesioner/angket digunakan untuk mengetahui kelayakan media video dengan menggunakan model angket tertutup. Berdasarkan analisis dengan statistik deskriptif diperoleh hasil perhitungan dengan uji-t diperoleh bahwa thitung = 19,86 sedangkan ttabel dapat dilihat pada tabel statistik pada taraf signifikansi 5% dengan derajat kebebasan (dk) = n-1 = 22 – 1 = 21, hasil dieroleh untuk ttabel sebesar 2,080. Ini berarti thitung  >  ttabel. dan hasil dalam menentukan efektivitas dari perlakuan (treatment) yaitu sebesar 4,17, termasuk kriteria efektivitas tinggi karena berada pada rentangan 0,8 < ES. Berarti H0 ditolak dan H1 diterima sehingga dapat disimpulkan bahwa model explicit instruction menggunakan media video efektif digunakan untuk meningkatkan hasil belajar siswa dalam pembuatan pola busana wanita di SMK Negeri 1 Seririt. Kata kunci : Hasil Belajar, Model explicit instruction, Media video, Pola Busana. AbstractThis study aims to determine the effectiveness of applying the explicit instruction model using video media to improve the learning outcomes of making women's clothing patterns for class X SMK Negeri 1 Seririt, with a pandemic situation like this, in applying the explicit instruction model using video media the researcher uses the google application meet. This type of research is pre-experimental with a one shot case study design. This study only uses one sample group that is given an explicit instruction model using video media. The population in the study were all students of class X Fashion Design at SMK Negeri 1 Seririt in the academic year 2020/2021, totaling 22 students. Determination of the sample in this study using a saturated sample technique. The data collection in this study was the test method to determine the student's cognitive and psychomotor learning outcomes and the observation method to determine the student's affective learning outcomes and the questionnaire / questionnaire was used to determine the feasibility of video media using a questionnaire model. closed questionnaire. Based on the analysis with descriptive statistics, the results of the calculation with the t-test show that t = 19.86 while the t table can be seen in the statistical table at the 5% significance level with degrees of freedom (dk) = n-1 = 22 - 1 = 21, the results are obtained. for t table of 2.080. This means tcount> ttable. and the results in determining the effectiveness of the treatment (treatment) is 4.17, including the criteria for high effectiveness because it is in the range 0.8 <ES. It means that H0 is rejected and H1 is accepted, so it can be concluded that the explicit instruction model using video media is effectively used to improve student learning outcomes in making women's clothing patterns at SMK Negeri 1 Seririt. Keywords: Learning Outcomes, Explicit Instruction Model, Video Media, Clothing Patterns

scholarly journals Perbedaan Kemampuan Pemahaman Konsep Matematis Siswa pada Materi Luas Bangun Datar antara Model Pembelajaran Inquiry dengan Explicit Instruction Berbantuan Puzzle

2021 ◽  
Vol 3 (3) ◽  
pp. 913-926
Author(s):  
Amril Dalimunthe
Keyword(s):  
Learning Outcomes ◽  
Explicit Instruction ◽  
Mean Value ◽  
Learning Models ◽  
Mathematical Concepts ◽  
Class V ◽  
Flat Shape ◽  
Quasi Experimental ◽  
Instruction Model

This study aims to analyze the differences in the ability of students to understand mathematical concepts taught by using Inquiry and Explicit Instruction learning models assisted by puzzles on the flat shape material in class V. This research is a quantitative study with a Quasi-experimental method. Determination of research samples using purposive sampling method where the sample is determined based on research objectives. The sample of this study consisted of two classes, namely VA with the Inquiry model and VB with the Explicit Instruction model assisted by puzzle. The research variables consisted of Inquiry and Explicit Instruction learning models as independent variables and learning outcomes as the dependent variable. The results showed that there were differences in the students' initial ability to understand mathematical concepts in the flat shape material in class V. The average pretest scores of students in the Inquiry (VA) class were 24.20 and Explicit Instruction (VB) 26.30. After that, a posttest was carried out to determine the differences in learning outcomes in the two research samples. The results of the posttest showed that the mean value of the VA class taught using the Inquiry model increased to 52.6 and the VB class taught using the explicit instruction model increased to 64.34. The results of the analysis of variance test showed that there was a difference in the average understanding of students' mathematical concepts taught by using Inquiry and Explicit Instruction learning models assisted by puzzles on the area of flat shapes.

scholarly journals MODEL EXPLICIT INSTRUCTION DALAM MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR IPA KELAS III SDN 09 MATTEKKO KECAMATAN BARA KOTA PALOPO

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Nurhatika Nurhatika
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Explicit Instruction ◽  
Descriptive Analysis ◽  
Learning Activities ◽  
Class Iii ◽  
Research Subjects ◽  
Average Value ◽  
Value Of Learning ◽  
Instruction Model

This study aims to improve the activities and learning outcomes of Class III Science through the application of the Explicit Instruction model to Grade III students of SDN 09 Mattekko, Bara Subdistrict, Palopo City. This research is a classroom action research (PTK) and those who acted as research subjects were 26 students. Data collection techniques are carried out through observation, documentation and tests. Data analysis conducted in this study is descriptive analysis, namely data reduction, data presentation and conclusion drawing. The results showed that: 1) By applying the Explicit Instruction model was able to increase the activity and learning outcomes of Class III Science in SDN 09 Mattekko, Bara District, Palopo City. 2) Using the Explicit Instruction model in science learning is done in stages, namely three cycles experiencing a significant increase in which the learning activities of students in the first cycle are categorized as "sufficient" from the percentage value of 66.66% with the average value of the results. learning by 63, in the second cycle observation of student learning activities categorized as "Good" from the percentage value of an average of 77.15% with an average value of learning outcomes of 77.08, and in the third cycle observation of student learning activities is categorized as "Good" from the percentage value of an average of 87.25% with an average value of learning outcomes of 82.8. Thus, the Explicit Instruction model needs to be used as a reference by the teacher in learning to improve the activities and learning outcomes of science in elementary schools, especially SDN 09 Mattekko, Bara District, Palopo City.

scholarly journals Upaya Meningkatkan Hasil Belajar Matematika dengan Menggunakan Model Explicit Instruction dan Course Review Horay Berbantu Media Manipulatif pada Peserta Didik Kelas V B di SDN-3 Langkai Palangkaraya Tahun Pelajaran 2017/2018

2018 ◽  
Vol 4 (1) ◽  
pp. 24-31
Author(s):  
Desi Dwi Mariana Putri ◽  
Ichyatul Afrom
Keyword(s):  
Learning Outcomes ◽  
Average Cost ◽  
Explicit Instruction ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Qualitative And Quantitative Analysis ◽  
Class V ◽  
Average Value ◽  
Artistic Integrity ◽  
Instruction Model

This study aims to describe the learning activities of Mathematics by using the Explicit Instruction Model and Course Review Horay model assisted by manipulative media and improving Mathematics learning outcomes using the Explicit Instruction model and Course Review Horay with the help of the manipulative press. This type of research is classroom action research (CAR). The subjects of this study were 27 students of class V B, consisting of 15 men and 12 women. Data collection techniques in this study used tests and observations. Data analysis used qualitative and quantitative analysis. The results showed that the learning activities of students using the Explicit Instruction and Course Review Horay models assisted manipulative media in students increased, the average value of the first cycle was 2.87 with poor criteria and the second cycle the average cost was 3.32 with suitable measures. Also, there is an increase in Mathematics learning outcomes using the Explicit Instruction model and the Course Review Horay assisted by manipulative media in class students. The average pre-test value is 44 with classical completeness of 25%, the cycle I average cost 63 with artistic integrity 51.85%, and in cycle II the average cost is 79 with artistic integrity 92.59%

Coursebooks: Is there more than meets the eye?

ELT Journal ◽  
2019 ◽  
Author(s):  
Stacey Holliday Hughes
Keyword(s):  
Educational Research ◽  
Explicit Instruction ◽  
Language Practice ◽  
Instruction Model

Abstract This article responds to Jordan and Gray’s critique of the global coursebook and the call to have open, critical discussions about coursebook use in light of SLA research (Jordan and Gray 2019). I make a case for why the assumptions made about what constitutes a global coursebook are too narrow. I also dismiss the idea of one type of global coursebook and that the two coursebooks mentioned as examples of a typical global coursebook follow a wholly synthetic syllabus with an explicit instruction model. Most modern global coursebooks, I posit, have both synthetic and analytic characteristics. I point to research which gives evidence in support of the benefit of explicit instruction within the context of communicative language practice. In defence of publishers, I present an alternative viewpoint showing that major publishers do not simply publish coursebooks with little regard to educational research in pursuit of profit. I end by addressing the issue of why a coursebook—or course package—can be a valuable set of resources for teachers.

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