PENGARUH MODEL PROJECT BASED LEARNING TERHADAP HASIL BELAJAR PEMBELAJARAN TEMATIK SISWA KELAS V DI SD N REJOWINANGUN 1

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Tunjung Sekarwangi ◽  
Kristi Wardani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Homogeneity Test ◽  
Descriptive Research ◽  
Significant Difference ◽  
Thematic Learning

The purpose of descriptive research is to know the tendency of student learning outcomes on V class thematic learning that is taught using project based learning model and inquiry model, comparative to know the difference of student learning outcomes on thematic learning between taught using project based learning and inquiry model. Type of research used is quasi experiment. Techniques of collecting data using tests and documentation. Data analysis techniques used descriptive analysis, prerequisite analysis test (homogeneity test and normality test) and hypothesis test using t test. This research was done in SD N Rejowinangun 1 with sample of class VB and VC with total 54 students. The result of descriptive research shows that (1) the tendency of student learning outcomes in V class thematic learning taught using project based learning model is high, while the inquiry model is low. (2) there is a very significant difference of thematic learning result among students by using project based learning model and inquiry model  = 6.134 with p = 0.000, p value = 0,00 <0.05. It can be concluded that by looking at the average of learning outcomes, the project based learning model has an effect on student learning outcomes compared to the inquiry model.

scholarly journals PERBANDINGAN PEMBELAJARAN SAINTIFIK MENGGUNAKAN MODEL KOOPERATIF TIPE STUDENT FASILITATOR AND EXPLAINING (SFE) DAN STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) TERHADAP HASIL BELAJAR KIMIA

Alotrop ◽  
2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Florentina Astiani ◽  
Amrul Bahar ◽  
Hermansyah Amir
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Class I ◽  
Homogeneity Test ◽  
Normality Test ◽  
Student Teams ◽  
Significant Difference

This study aims to determine differences in student learning outcomes in chemistry learning using cooperative learning model of Student Facilitator and Explaining (SFE) type and Student Teams Achievement Division (STAD) on the subject of compound nomenclature. This research type is quasi experiment research with population that is class X MIPA in SMAN 9 Kota Bengkulu even semester of academic year 2017/2018 while sample is class X MIPA 2 and class X MIPA 4 obtained from result of normality test and homogeneity test. Student learning outcomes in this study is seen from the difference between pretest and posttest values. Data analysis used were mean value, normality test, homogeneity test and hypothesis test (t test). The average of pretest and posttest difference of the students in the experimental class I (SFE) was obtained 58.70 while in the experimental class II (STAD) obtained the value 54.25. So it can be concluded that student learning outcomes that apply SFE type cooperative model is higher than student learning outcomes that apply STAD type. After testing hypothesis with significant level (? = 0,05), then obtained tcount value> ttable that is 1.782819 > 1.67469. The results showed that there was a significant difference between experimental class I using SFE type cooperative learning model and experiment II class using STAD type.

scholarly journals The Influence of Student Teams Achievement Division combined with Discovery Learning to Improve Student Learning Outcomes and Activeness

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Arief Hermanto ◽  
Agus Efendi ◽  
Nurcahya Pradana Taufik Prakisya
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Student Teams ◽  
Significant Difference ◽  
Quasi Experimental

This research aims to find out the influence of learning outcomes as well as the activeness of students in the classroom who apply the learning model of student teams achievement division combined with discovery learning with classes that apply conventional learning models. The method used is a quantitative quasi-experimental design using pretest-posttest control. The sample used in this study was 72 students consisting of 2 classes. The sampling techniques in this study used total sampling. Data is obtained from pretest and posttest results based on indicators of student learning outcomes and activeness. The results showed differences and improved learning outcomes and student activity that implemented the student teams achievement division learning model combined with discovery learning compared to conventional learning models. This is evidenced by the results of the first hypothesis test using a t-test that confirms that the posttest result is 0.00 which means the value is less than the error level of 0.05 so it can be concluded that the two classes have a significant difference (H0 rejected). Furthermore, the results of the second hypothesis test used again to test showed a score of 0.52 in the experiment class and a score of 0.28 in the control class which meant there was an increase in learning outcomes and liveliness in the experiment and control classes.

scholarly journals Pengaruh Model Pembelajaran Anchored Instruction terhadap Hasil Belajar Siswa

2020 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Ravinia Sasindua ◽  
Meytij Rampe ◽  
Marlina Karundeng
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Anchored Instruction ◽  
Control Group ◽  
Test Results ◽  
Average Value ◽  
Significant Difference

This research is an experimental study using the Anchored Instruction learning model. This study aims to determine the effect of the Anchored Instruction learning model on student learning outcomes on the mole concept subject. This research was conducted in class X SMA Negeri 2 Siau Timur with a sample of 40 people. The research design used was a pre-test and randomized two group design. The experimental class uses the Anchored Instruction learning model and the control class uses the conventional learning model. Analysis of the hypothesis test using t-test with a significant level α = 0.05. The test results obtained indicate that the results of tcount> ttable or 2.112> 2.024, thus H0 is rejected and H1 is accepted, this shows that there is a significant difference between the average value of the initial test (posttest) of the experimental group and the control group. So it can be concluded that there is a difference between student learning outcomes using the Anchored Instruction learning model and student learning outcomes using conventional learning models on mole concept subject.

scholarly journals Influence of Inquiry Model Guided To Motivation and Student Learning Outcomes in Science Lesson SDN 2 Cupak Tangah Padang City

2019 ◽  
Vol 18 (2) ◽  
pp. 52
Author(s):  
Dian Puspita Sari
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Science Lesson ◽  
Homogeneity Test ◽  
Class V

The purpose of this study is to know the significant differences of motivation and learning outcomes of science students are learned through the implementation of guided Inquiry learning model with a group of students who were taught through conventional learning in class V SDN 02 Cupak Tangah Padang City. Based on the normality and homogeneity test on the data obtained from the experimental group and the control group is normal and homogenous distribution. The hypothesis test is then tested with t-test and shows thitung = 3.027 and ttable = 2,000 with db = 63 (n1 + n2 - 2 = 32 + 31-2 = 63) and 5% significant level. Based on the test tcount> ttable (3.027> 2,000) then H0 rejected and Ha accepted with the conclusion, "student learning outcomes that apply Inquiry learning model is better than student learning outcomes that apply the conventional learning model in class V SDN 2 Cupak Tangah Padang 2016/2017 ".

scholarly journals The Effect of Problem-Based Learning Model of Food Cutting Competency Toward the Student Learning Outcomes of Class X at SMK YPM 2 Taman

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Dinia Aprilianu ◽  
Tri Rijanto ◽  
Rita Ismawati ◽  
Theodorus Wiyanto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Homogeneity Test ◽  
Study Population ◽  
Direct Learning ◽  
Anova Technique

This study aims to: analyze the student learning outcomes using the problem-based learning model, compare to the student learning outcomes using the direct learning model. The type of this study is experimental research that is the factorial design. The study population is all of the students in class X. Therefore, the research sa DLMes are the students of Class X of Culinary Art 1 as the experimental class and the students of Class X of Culinary Art 2 as the control class. The researcher analyzed the data using the analysis of variance (ANOVA) two-way Anova after accoDLMishing the normality and homogeneity test requirement. Based on the result of hypothesis test using ANOVA technique, the researcher found that: (1) the student learning outcomes of cognitive aspects using problem-based learning model was significantly higher than the student learning outcomes using the direct learning model.

scholarly journals PERBEDAAN HASIL BELAJAR SISWA YANG DIAJAR MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PROBLEM BASED LEARNING PADA MATERI PENCEMARAN DAN KERUSAKAN LIGKUNGAN DI KELASVII SMP NEGERI 1 SEI BINGAI KABUPATEN LANGKAT

2018 ◽  
Vol 5 (4) ◽  
Author(s):  
Dwi Aryuli Sitepu ◽  
Masdiana Sinambela
Keyword(s):  
Standard Deviation ◽  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
T Test ◽  
Model Learning

This study aims to determine the differences of student learning outcomes using Problem Based Learning Model with Model Project Based Learning on the material Pollution and Environmental Degradation in class VII SMP Negeri 1 Sei Bingai T.P 2015/2016 consists of 7 classes with 224 students enrolled. While samples taken by random sampling as much as two classes of 64 students; 32 students of class VII-1 (using Problem Based Learning Model Learning) and 32 classes VII-2 (using Project Based Learning Model). Type of research is experimental. In the experimental class I (using Problem Based Learning Model) obtained an average student learning outcomes at 82.71 with a standard deviation of 4.75, while the experimental class II (using the Model Learning Project Based Learning) has an average of 90.63 with a standard deviation of 5.32. The big difference in learning outcomes is proved by testing the hypothesis by using t-test at the level of α = 0.05, which were encountered (14.14)> t table (1.6697). Hypothesis test used t test showed that the result was significantly different at the level of confidence .Keywords: Hasil belajar siswa, Problem Based Learning, Project Based Learning.

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals Pengaruh Model Pembelajaran Talking Stick Terhadap Hasil Belajar Peserta Didik Pada Mata Pelajaran Sejarah Kelas X di SMK Grafika Yayasan Lektur

2020 ◽  
Vol 7 (1) ◽  
pp. 58
Author(s):  
Bunga Oktaveanry Nagara ◽  
Lelly Qodariah ◽  
Jumardi Jumardi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Quantitative Research ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Homogeneity Test ◽  
Multiple Choice Questions ◽  
Model Learning ◽  
Class Average

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran talking stick terhadap hasil belajar peserta didik pada mata pelajaran sejarah kelas X di SMK Grafika Yayasan Lektur. Metode penelitian yang digunakan adalah metode penelitian kuantitatif eksperimen. Sampel yang digunakan dalam penelitian ini yaitu kelas XA sebagai kelas eksperimen dan kelas XB sebagai kelas kontrol. Pada uji validitas instrumen menggunakan korelasi biserial dengan 25 butir soal pilihan ganda dengan 15 butir soal valid an 10 butir soal yang tidak valid. Teknik analisis data yang digunakan adalah uji normalitas, uji homogenitas dan uji hipotesis menggunakan uji t. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar yang diberi perlakuan menggunakan model pembelajaran talking stick lebih tinggi daripada hasil belajar yang diberi perlakuan menggunakan model pembelajaran konvensional, dari analisis data diperoleh rata-rata kelas eksperimen 87,16 dan kelas kontrol 66,85, (2) hasil pengujian hipotesis yang diperoleh thitung>ttabel yaitu  2,107>2,002 pada taraf signifikan α=0,05. Hal tersebut berarti hipotesis dalam penelitian ini dapat diterima dan dinyatakan bahwa terdapat pengaruh model pembelajaran talking stick terhadap hasil belajar peserta didik pada mata pelajaran sejarah kelas X di SMK Grafika Yayasan Lektur. Kesimpulannya bahwa terdapat pengaruh dari model pembelajaran talking stick terhadap hasil belajar peserta didik pada mata pelajaran sejarah kelas X di SMK Grafika Yayasan Lektur.Kata kunci: model pembelajaran talking stick, hasil belajar AbstractThis study aims to determine the effect of the talking stick learning model on student learning outcomes in class X history subjects at the SMK Grafika Foundation for Literature.  The research method used was an experimental quantitative research method.  The sample used in this study is class XA as an experimental class and class XB as a control class. In the validity test the instrument uses biserial correlation with 25 multiple choice questions with 15 valid items and 10 invalid items.  Data analysis techniques used were normality test, homogeneity test and hypothesis testing using t test. The results showed that: (1) there were differences in learning outcomes that were treated using the talking stick learning model higher than learning outcomes that were treated using conventional learning models, from the analysis of the data obtained an experimental class average of 87.16 and a control class 66,  85, (2) the results of testing the hypothesis obtained tcount> ttable is 2.107> 2.002 at a significant level α = 0.05.  This means that the hypothesis in this study can be accepted and it is stated that there is an effect of the talking stick learning model on student learning outcomes in class X history subjects at SMK Grafika Literature Foundation. The conclusion that there is an influence of the talking stick learning model on student learning outcomes in classs X history subjects at SMK Grafika Literature Foundation.Keywords: talking stick learning model, learning outcomes

scholarly journals KOMPARASI MODEL PEMBELAJARAAN KOOPERATIF TIPE MAKE A MATCH DAN TIPE TEAM GAMES TOURNAMENT (TGT) PADA MATERI KONSEP MOL TERHADAP HASIL BELAJAR SISWA KELAS X SMA KARTIKA XIII-1 AMBON

2019 ◽  
Vol 9 (1) ◽  
pp. 31-37
Author(s):  
Marlifia Berhitu ◽  
Semuel Unwakoly ◽  
Y Manoppo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Test Data ◽  
Hypothesis Test ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Team Games ◽  
Model Based ◽  
A Value ◽  
Comparison Research

The purpose of this research is to know thestudent learningoutcomes of grade X SMA KARTIKA XIII-1 AMBON as well as knowing there is a difference whether or not the results of student learning using cooperative type Team Games Tournament(TGT) with type Make a Match as the learning model.This research is the comparison research which the sample consists of two classes, the class was given further study of chemistry at the consept of moles materials, first classexperiment (X-1) using the cooperative type Team Games Tournament(TGT) and in secondclass experiment (X-2) using the cooperative type Make a Match as the learning model. Based on the results of the study gained note that both models of learning that can enhance the learning outcomes of students, it can be seen from the success of the qualifications obtained from both the class when there has same qualification of 75% of students are on completed qualifying, 25% of students are on failed qualifying, with average from X-1 class used Type TGT is 66.125 and X-2 class used Type Make a Match is 57.3125. Hypothesis test data derived from posttest both class indicates the value significance of 0.25 (> 0.05) this a value of H0received and value of H1 rejected so it can be concluded there is no difference in student learning outcomes are either the cooperative type Team Games Tournament (TGT)and type Make a Match as the learning model.

scholarly journals Project Based Learning untuk Meningkatkan Hasil Belajar Kimia Siswa Pokok Bahasan Hakikat Ilmu Kimia

2018 ◽  
Vol 2 (2) ◽  
pp. 189
Author(s):  
Sasmono Sasmono
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Average Value ◽  
Model Project ◽  
The Subject ◽  
Improve Student Learning

Tujuan dari penelitian ini adalah untuk mengetahui apakah pembelajaran menggunakan model Project Based Learning (PjBL) dapat meningkatkan hasil belajar siswa pada pelajaran kimia dengan pokok bahasan Hakikat Ilmu Kimia, serta untuk mengetahui besar peningkatannya. Metode penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam 2 siklus. Variabel yang digunakan adalah peningkatan hasil belajar mencakup nilai kognitif dan psikomotorik. Adapun instrumen yang digunakan adalah pretes-postes, portofolio, lembar observasi, dan angket kuisioner. Data dianalisis secara deskriptif kualitatif. Dari hasil penelitian diperoleh gambaran siswa yang mencapai Kriteria Ketuntasan Minimal (KKM) nilai kognitif sebesar 97% dengan rata-rata nilai 82, siswa yang mencapai KKM nilai psikomotorik sebanyak 100% dengan rata-rata nilai 91. Terjadi peningkatan keberhasilan guru dalam menerapkan model pembelajaran PjBL pada siklus I sebesar 88% meningkat pada siklus II sebesar 97%. Peningkatan keaktifan rata-rata siswa pada siklus I sebesar 82%, meningkat pada siklus II sebesar 93%. Ketertarikan rata-rata siswa juga mengalami peningkatan pada siklus I sebesar 84% meningkat pada siklus II sebesar 92%. Hasil observasi penerapan PjBL secara keseluruhan menunjukkan nilai sangat baik yaitu 95. Berdasarkan hasil analisis data tersebut menunjukkan bahwa pembelajaran menggunakan model Project Based Learning dapat meningkatkan hasil belajar siswa pokok materi hakikat ilmu kimia.   Project Based Learning to Improve Student Learning Outcome in Chemistry Lessons with the Subject Matter of the Nature of Chemistry Abstract The purpose of this study was to determine whether learning using the Project Based Learning model can improve student learning outcomes in chemistry lessons with the subject matter of the nature of Chemistry, and to determine the magnitude of the increase. Classroom Action Research is carried out in 2 cycles. The variables used are improvement in learning outcomes including cognitive, and psychomotor values. The instruments used were pretest-posttest, portfolio, observation sheet, and questionnaire questionnaire. Data were analyzed qualitatively descriptive. From the results of the study obtained a picture of students who reached KKM cognitive value as much as 97% with an average value of 82, students who achieved KKM psychomotor value as much as 100% with an average value of 91. There was an increase in the success of teachers in applying the PjBL learning model in the first cycle of 88%, increasing in the second cycle by 97%. The increase in the average activity of students in the first cycle was 82%, increasing in the second cycle by 93%. The average interest of students also increases in the first cycle by 84%, increasing in the second cycle by 92%. Observation of the application of PjBL as a whole shows a very good value of 95. Based on the results of the analysis of the data shows that learning using the Project Based Learning model can improve student learning outcomes of the subject matter of the nature of chemistry.

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