scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR AKIDAH AKHLAK SISWA MIN SEI MATI MEDAN

2019 ◽  
Vol 3 (1) ◽  
pp. 102
Author(s):  
Rini Sartika
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Outcome ◽  
Outcome Data ◽  
Learning Motivation ◽  
Sampling Techniques ◽  
High Learning ◽  
Class V ◽  
Scheffe Test ◽  
Cluster Random Sampling

This study aims to find out and to stress: (1) the effect of the application of<br />learning strategies on students' Akidah Akhlah learning outcomes, (2) the<br />effect of learning motivation on student Akidah Akhlah learning<br />outcomes, and (3) the interaction between learning strategies and learning<br />motivation towards Akidah Akhlak learning outcomes. The population of<br />this study was all students in class V MIN Sei Mati Medan consisting of 3<br />classes. Based on Cluster Random sampling techniques. The research<br />instrument is a test used to obtain learning outcome data and<br />questionnaires to obtain data on student learning motivation. The analysis<br />technique is two-way Anova at significance  = 0.05 followed by the<br />Scheffe test. The results showed: (1) the average learning outcomes of<br />students taught with collaborative learning strategies X = 28.15 higher<br />than the average learning outcomes of students taught with competitive<br />learning strategies X = 26.92, with Fcount = 29.57 &gt; Ftable = 3.968, (2) the<br />average learning outcomes of students with high learning motivation X =<br />29.93 higher than the learning outcomes of students with low learning<br />motivation X = 25.94 with Fcount = 4.43 &gt; Ftable = 3.968, and (3) there is an<br />interaction between learning strategies and learning motivation towards<br />Akidah Akhlak learning outcomes with Fcount = 7.18 &gt; Ftable = 3.968.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH ALIYAH NEGERI SIMALUNGUN

2019 ◽  
Vol 3 (1) ◽  
pp. 87
Author(s):  
Nurhayatimah Sinaga
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Outcome Data ◽  
High Learning ◽  
Scheffe Test ◽  
Analysis Technique ◽  
Cluster Random Sampling

This study aims to find out and to describe: (1) the learning outcomes of<br />SKI students taught using CIRC learning strategies are higher than the<br />learning outcomes of students taught using expository learning strategies,<br />(2) SKI learning outcomes between students with high learning<br />independence than results student learning with low learning<br />independence, and (3) the interaction between learning strategies and<br />learning independence towards learning outcomes of SKI. The population<br />of this research is all students of class X MAN Simalungun consists of 5<br />classes. Based on Cluster Random sampling technique. The research<br />instrument is a test used to obtain learning outcome data and<br />questionnaires to obtain data on student learning independence. The<br />analysis technique is two-way Anova at significance  = 0.05 followed by<br />the Scheffe test. The results showed: (1) the average SKI learning outcomes<br />of students taught with CIRC learning strategies ( X = 29.32) were higher<br />than the average SKI learning outcomes of students taught with<br />expository learning strategies ( X = 27) with Fcount = 13,32 &gt; Ftable = 4.00, (2)<br />the average SKI learning outcomes of students with high learning<br />independence ( X = 29.90) are higher than students' SKI learning outcomes<br />with low learning independence ( X = 26.20), with Fcount = 10.41 &gt; Ftable =<br />4.00, and (3) there is an interaction between learning and independence<br />learning strategies with Fcount = 12.51 &gt; Ftable = 4.00.

THE EFFECT OF LEARNING STRATEGY AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES MADRASAH IBTIDAIYAH STATE 3 ACEH SOUTH

2019 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
Fitri Wahyuni
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Outcome ◽  
Outcome Data ◽  
Competitive Learning ◽  
Learning Motivation ◽  
Homogeneity Test ◽  
Analysis Technique

<p>This study aims to find out: (1) the effect of the application of learning<br />strategies on students' Fikih learning outcomes, (2) the effect of learning<br />motivation on student Fikih learning outcomes, and (3) the interaction<br />between learning strategies and learning motivation towards Fikih<br />learning outcomes. The population of this study was all students in class V<br />MIN 3 Aceh Tenggara consisting of 3 classes. Based on Cluster Random <br />sampling techniques, one class as a collaborative learning class and one <br />competitive learning class. The research instrument is a test used to obtain<br />learning outcome data and questionnaires to obtain data on student<br />learning motivation. The normality test of the learning outcome data is the<br />Liliefors test and the homogeneity test is the Fisher test and the Bartlett<br />test. The analysis technique is two-way Anova at significance  = 0.05<br />followed by the Scheffe test. The results showed: (1) the average learning<br />outcomes of students taught with collaborative learning strategies X =<br />28.15 higher than the average learning outcomes of students taught with<br />competitive learning strategies X = 26.92, with Fcount = 29.57 &gt; Ftable =<br />3.968, (2) the average learning outcomes of students with high learning<br />motivation X = 29.93 higher than the learning outcomes of students with<br />low learning motivation X = 25.94 with Fcount = 4.43 &gt; Ftable = 3.968, and (3)<br />there is an interaction between learning strategies and learning motivation<br />towards Fikih learning outcomes with Fcount = 7.18 &gt; Ftable = 3.968.</p>

scholarly journals PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DETEKSI DINI TUMBUH KEMBANG AUD

2014 ◽  
Vol 9 (1) ◽  
pp. 21-27
Author(s):  
Meriyati Meriyati
Keyword(s):  
Early Detection ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Instructional Strategy ◽  
Learning Outcome ◽  
Learning Motivation ◽  
High Learning ◽  
Motivation Level ◽  
Children's Development ◽  
Children’S Development

The objective of this research is to study the effect of instructional strategy of cooperative and learning motivation on the learning outcome in the course of Early Detection of Early Aged Children’s Development. The research conducted conducted at IAIN Raden Intan Lampung as from April through August 2013, selected 40 students randomly as samples. The research employed experimental research with treatment by level 2x2.The findings indicate (1) learning outcomes of the students with cooperative instructional strategy is higher than those who received expository instructional strategy,(2) there is interaction between instructional strategy and learning motivation of the students, (3) learning outcomes of the students with high learning motivation are higher when cooperative instructional strategy is used than when they learn with expository instructional strategy, and (4) learning outcomes of the students with low learning motivation are higher when cooperative instructional strategy is used than when they learn with expository instructional strategy. Result of the research shows that students’ learning outcomes on early detection of development kindergarten could be improved by applying appropriate teaching instructional strategy considering their learning motivation level.

scholarly journals THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES

2015 ◽  
Vol 14 (4) ◽  
pp. 487-500
Author(s):  
Arsad Bahri ◽  
Aloysius Duran Corebima
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Cognitive Test ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Cognitive Learning Outcomes

The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.

scholarly journals Pengaruh Strategi Contextual Teaching And Learning Dan Motivasi Belajar Terhadap Hasil Belajar Siswa SD

2021 ◽  
Vol 4 (1) ◽  
pp. 223-228
Author(s):  
Soritua Siregar Pahu ◽  
Ayi Darmana ◽  
Ucu Rahayu
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
High Learning ◽  
Living Things ◽  
Direct Model ◽  
Significant Difference ◽  
Direct Learning

This study aims to determine the effect of the interaction of CTL learning strategies and motivation on student learning outcomes on living things and their environment. This research was conducted at SD Negeri 02 Rantau Selatan, Labuhanbatu Regency. The instruments used were tests and questionnaires on learning motivation. The test instruments consist of 9 items of multiple choice, 9 items of essay test and 42 items of questionnaire. All instruments have been validated. The study used a quasi-experimental method with a 2 x 2 factorial design. The data analysis technique used ANOVA at the significance level α = 0.05. The results showed that student learning outcomes on living things and their environment materials taught using the CTL strategy were higher than student learning outcomes on living things and their environment taught using the Direct model Fcount  58.508 > Ftable  4.12, there is a difference. There is a significant difference between student learning outcomes in the material of living things and their environment that has high learning motivation with students who have low learning motivation Fcount  13.396 > Ftable  4.12, there is an interaction between learning strategies and learning motivation on student learning outcomes in the material living things and their environment Fcount 23.053 > Ftable 4.12. The results of the study can be concluded that the CTL strategy is better than direct learning. The CTL strategy is better used to teach students who have high learning motivation while direct learning is better used for students who have low learning motivation.

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Personality Type ◽  
Student Learning Outcomes ◽  
Personality Types ◽  
Descriptive Statistics ◽  
Scheffe Test ◽  
Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar  ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian  terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian  dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

scholarly journals PENGARUH STRATEGI PEMBELAJARAN BERBASIS MASALAH DAN KEMAMPUAN BERPIKIR LOGIS TERHADAP HASIL BELAJAR AKUNTANSI

2019 ◽  
Vol 12 (1) ◽  
pp. 23
Author(s):  
Flora Miranti L. Tobing ◽  
Efendi Napitupulu ◽  
Abdul Hasan Saragih
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Random Sampling ◽  
Problem Based Learning ◽  
Total Sample ◽  
Logical Thinking ◽  
Thinking Ability ◽  
Quasi Experimental ◽  
Study Population ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui hasil belajar akuntansi siswa yang diajar dengan strategi pembelajaran berbasis masalah dan pembelajaran ekspositori, (2) Mengetahui hasil belajar Akuntansi siswa yang memiliki kemampuan berpikir logis tinggi dan berpikir logis rendah, dan (3) Mengetahui interaksi antara strategi pembelajaran dan kemampuan berpikir logis siswa terhadap hasil belalajar Akuntansi. Penelitian ini merupakan penelitian kuasi eksperimen. Populasi penelitian adalah 102 orang yang berasal dari tiga kelas yaitu kelas XI (sebelas) IPS SMA Negeri 3 Medan, sedangkan sampel seluruhnya 67 orang yang terdiri dari dua kelas dengan menggunakan cluster random sampling. Hasil penelitian menuunjukkan bahwa; (1) hasil belajar Akuntansi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi daripada hasil belajar Akuntansi siswa yang diajar dengan strategi pembelajaran ekspositori. (2) hasil belajar Akuntansi siswa yang memiliki kemampuan berpikir logis tinggi lebih tinggi daripada hasil belajar Akuntansi siswa dengan kemampuan berpikir logis rendah. dan (3) terdapat interaksi antara strategi pembelajaran dan kemampuan berpikir logis siswa dalam mempengaruhi hasil belajar Akuntansi. Kata Kunci: strategi pembelajaran, berbasis masalah, berpikir logis, akuntansi  Abstract: This study aims to: (1) Know the accounting learning outcomes of students taught with problem-based learning strategies and expository learning, (2) Know the accounting learning outcomes of students who have high logical thinking ability and low logical thinking, and (3) Know the interaction between learning strategies and students' logical thinking abilities towards the results of Accounting learning. This research is a quasi-experimental research. The study population was 102 people from three classes, namely class XI (eleven) IPS SMA Negeri 3 Medan, while a total sample of 67 people consisting of two classes using cluster random sampling. The research results show that; (1) Accounting learning outcomes of students taught with problem-based learning strategies are higher than accounting learning outcomes of students taught with expository learning strategies. (2) Accounting learning outcomes of students who have high logical thinking ability are higher than accounting learning outcomes of students with low logical thinking ability. and (3) there is an interaction between learning strategies and students' logical thinking abilities in influencing accounting learning outcomes. Keywords: learning strategies, problem based, logical thinking, accounting

scholarly journals The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia

2021 ◽  
Vol 4 (1) ◽  
pp. 288-304
Author(s):  
Dewi Lestari ◽  
Reh Bungana ◽  
Siman Siman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
High Learning ◽  
Quasi Experimental

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.

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