scholarly journals Pengaruh Kecerdasan Matematis–Logis dan Kemandirian Belajar terhadap Hasil Belajar Matematika

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Huri Suhendri
Keyword(s):  
Learning Outcomes ◽  
Correlation Coefficient ◽  
Regression Coefficient ◽  
Mathematics Learning ◽  
Multiple Correlation Coefficient ◽  
Survey Method ◽  
Simple Correlation ◽  
Self Study ◽  
Positive Effect ◽  
Positive Significant Correlation

<p>This study aims to obtain empirical data and analyze the influence of <br />mathematical-logical intelligence, and self study of learning outcomes in mathematics. The variables consisted of: independent variable mathematical-logical intelligence and self study, the dependent variable is the result of learning mathematics. This research was done in class X Vocational High School in South Jakarta district municipality Jagakarsa. The research method used is survey method with correlation analysis. The sample totaled 120 students. Based on the testing of hypotheses to conclusions: (1) There is a significant <br />positive effect of mathematical-logical intelligence on the results of learning <br />mathematics, where the value of the simple correlation coefficient is positive, significant correlation with test Sig. &lt;0.05, and test the regression coefficient with the Sig. &lt;0.05. (2) There are no significant positive influence on the result of self study to learn mathematics. Where the value of the simple correlation coefficient is positive, significant correlation with test Sig. &lt;0.05, and test the regression coefficient with the Sig. &gt; 0.05. (3) There is a significant positive effect of mathematical-logical intelligence and independence of learning on mathematics learning outcomes. Where the value of multiple correlation coefficient is positive, significant correlation with test Sig. &lt;0.05, and test the <br />regression coefficient with the Sig. &lt;0.05. And multiple regression models are free from multicollinearity or no relationship between the independent variables. </p>

PENGARUH KOMPETENSI DOSEN, KURIKULUM DAN MOTIVASI TERHADAP PRESTASI BELAJAR MAHASISWA FAKULTAS AGAMA ISLAM STAI LAA ROIBA BOGOR

2019 ◽  
Vol 1 (1) ◽  
pp. 48-57
Author(s):  
Ismail Mustaqim
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Correlation Coefficient ◽  
Regression Coefficient ◽  
Correlation Study ◽  
Positive Influence ◽  
Multiple Correlation Coefficient ◽  
Survey Method ◽  
Learning Achievement ◽  
Independent Variables

This study aims to determine the effect of curriculum competence and motivation on the achievement of learning outcomes of Islamic Faculty students. The form of survey research is quantitative, namely research carried out to look for the influence of curriculum, lecturer competency and motivation on the achievement of student learning outcomes in the Faculty of Islam Tarbiyah Department Laa Roiba Islamic High School, Bogor Regency. The research method used in this study is the survey method. This study is correlational because research seeks to investigate the relationship between several research variables namely competency variables, curriculum and motivation towards learning achievement. This correlation study will use correlation and regression analysis. In this study there are three independent variables, namely competence (X1), Curriculum (X2), and motivation (X3) on the dependentvariable, namely learning achievement (Y). The three independent variables (X1, X2, and X3) are associated with the dependent variable (Y). The results of the study show that there is a positive influence between lecturer competencies (X1) on learning achievement (Y). This is indicated by the correlation coefficient of 0.921 with the significance of the tcount correlation coefficient of 3.967 and the significance of the regression coefficient F count of 51.930 which is very significant at α = 0.05. for curriculum (X2) on learning achievement (Y). There is a positive influence. This is indicated by the correlation coefficient of 0.914 with the significance of the tcount correlation coefficient of 8.547 and the significance of the regression coefficient Fcount of 51.930 which is very significant at α = 0.05, and for motivation (X3) for achievement of learning outcomes (Y). This is indicated by the correlation coefficient of 0.940with the significance of the tcount correlation coefficient of 3.189 and the significance of the regression coefficient F is 51.930 which is very significant at α = 0.05, while the results of the lecturer competency analysis (X1), curriculum (X2), and motivation (X3) are together towards the achievement of learning outcomes (Y) has a significant multiple correlation coefficient with a value of 0.858 with the significance of the multiple regression coefficient F 51.930. In this study shows the importance of variable competence of lecturers, curriculum and motivation in an effort to improve student learning achievement and it can be concluded that as an educator must have competence, understand the curriculum and provide motivation to students, student achievement will increase and vice versa if as an educator do not have good competence, do not understand the curriculum and provide less motivation to students, the achievement of learning outcomes will decrease.

scholarly journals PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN PROFESIONALITAS GURU PENDIDIKAN TERHADAP HASIL BELAJAR SISWA

2019 ◽  
Vol 1 (1) ◽  
pp. 1-20
Author(s):  
Imam Tholkhah ◽  
Yusfi LR
Keyword(s):  
Learning Outcomes ◽  
Correlation Coefficient ◽  
Regression Coefficient ◽  
Correlation Study ◽  
Positive Influence ◽  
Multiple Correlation Coefficient ◽  
Survey Method ◽  
Learning Achievement ◽  
Islamic Studies ◽  
Multiple Regression Coefficient

ABSTRACTThis study aims to determine the effect of curriculum competence and motivation on studentachievement in the Faculty of Islamic Studies. The form of survey research is quantitative, that is researchconducted to look for the effect of curriculum, lecturer competence and motivation on student achievementin the Islamic Faculty of Tarbiyah Department of Islamic Studies Laa Roiba, Bogor Regency. The researchmethod used in this study is a survey method. This research is correlational because the research seeks toinvestigate the relationship between several research variables namely competence, curriculum andmotivation variables on learning achievement. This correlation study will use correlation and regressionanalysis. In this study there are three independent variables, namely competence (X1), Curriculum (X2),and motivation (X3) to the dependent variable namely learning achievement (Y). The three independentvariables (X1, X2, and X3) are related to the dependent variable (Y). The results showed that there was apositive influence between lecturer competence (X1) on learning achievement (Y). This is indicated by thecorrelation coefficient of 0.921 with the significance of the correlation coefficient of tcount of 3.967 andthe significance of the regression coefficient of Fcount of 51.930 which is very significant at α = 0.05. forthe curriculum (X2) of learning achievement (Y). There is a positive influence. This is indicated by thecorrelation coefficient of 0.914 with the significance of the correlation coefficient of tcount of 8,547 andthe significance of the regression coefficient of Fcount of 51,930 which is very significant at α = 0.05, andfor motivation (X3) for achievement of learning outcomes (Y). This is indicated by the correlationcoefficient of 0.940 with the significance of the correlation coefficient of tcount of 3.189 and the significanceof the regression coefficient of Fcount of 51.930 which is very significant at α = 0.05, while the results of theanalysis of lecturer competencies (X1), curriculum (X2), and motivation (X3) are together on theachievement of learning outcomes (Y) has a significant multiple correlation coefficient with a value of0.858 with the significance of the multiple regression coefficient Fcount 51.930. In this study shows theimportance of lecturer competency, curriculum and motivation variables in an effort to improve studentlearning outcomes and it can be concluded that as an educator must have competence, understand thecurriculum and provide motivation to students, student achievement will increase and vice versa if as aneducator do not have good competence, do not understand the curriculum and lack of motivation tostudents, learning achievement will decrease.Keywords: Effect of Competence, Curriculum and Motivation on Learning Achievement

scholarly journals PENGARUH KOMUNIKASI KELUARGA TERHADAP PRESTASI BELAJAR MATEMATIKA

2014 ◽  
Vol 1 (1) ◽  
pp. 10
Author(s):  
Siti Istiningsih ◽  
Hasbullah Hasbullah
Keyword(s):  
Mathematics Achievement ◽  
Correlation Coefficient ◽  
Family Communication ◽  
Mathematics Learning ◽  
Significance Test ◽  
Survey Method ◽  
Simple Correlation ◽  
Sample Data ◽  
And Mathematics ◽  
Positive Effect

Abstrak Tujuan penelitian ini adalah untuk mengetahui pengaruh komunikasi keluarga terhadap prestasi belajar matematika. Metode penelitian yang digunakan adalah metode survei. Sampel diambil sebanyak 102 orang siswa dengan teknik acak sederhana. Pengumpulan data dilakukan dengan penyebaran angket langsung kepada sampel. Analisis data menggunakan statistika deskriptif seperti mencari mean, median, modus, standar deviasi, dan statistika inferensial yaitu untuk mencari koefisien korelasi sederhana dan yang dilanjutkan dengan uji signifikansi koefisien korelasi dengan uji t. Hasil penelitian menunjukkan: Adanya pengaruh positif komunikasi keluarga terhadap prestasi belajar matematika siswa dengan skor koefisien korelasi sederhana r = 0,762 yang signifikan dengan thitung (11,777) > ttabel (2,42) pada alpha = 0,05. dan skor koefisien determinai = 58,1%. yang berarti bahwa kontribusi komunikasi keluarga prestasi belajar matematika siswa sangat besar. Kata kunci: komunikasi keluarga, prestasi belajar dan matematika Abstract The purpose of this study was to determine the effect of family communication on mathematics achievement. The method used was a survey method. Samples were taken of 102 students with a simple random technique. Data were collected by questionnaire directly to the sample. Data analysis using descriptive statistics such as finding the mean, median, mode, standard deviation, and inferential statistics is to find a simple correlation coefficient and significance test followed by the correlation coefficient with the t-test. The results showed: There is a positive effect of family communication on mathematics achievement of students with a score of simple correlation coefficient r = 0.762 significant with t count (11.777)> t table (2.42) at alpha = 0.05. and determinant coefficient = 58.1%. which means that the contribution of family communication of mathematics learning achievement of students is very large. Keywords: family communication, academic achievement and mathematics

Pengaruh Kompetensi Dosen, Kurikulum dan Motivasi terhadap Prestasi Belajar Mahasiswa Fakultas Agama Islam STAI Laa Roiba Bogor

2019 ◽  
Vol 1 (1) ◽  
pp. 48-57
Author(s):  
Ismail Mustaqim
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Correlation Coefficient ◽  
Regression Coefficient ◽  
Correlation Study ◽  
Positive Influence ◽  
Multiple Correlation Coefficient ◽  
Survey Method ◽  
Learning Achievement ◽  
Independent Variables

This study aims to determine the effect of curriculum competence and motivation on the achievement of learning outcomes of Islamic Faculty students. The form of survey research is quantitative, namely research carried out to look for the influence of curriculum, lecturer competency and motivation on the achievement of student learning outcomes in the Faculty of Islam Tarbiyah Department Laa Roiba Islamic High School, Bogor Regency. The research method used in this study is the survey method. This study is correlational because research seeks to investigate the relationship between several research variables namely competency variables, curriculum and motivation towards learning achievement. This correlation study will use correlation and regression analysis. In this study there are three independent variables, namely competence (X1), Curriculum (X2), and motivation (X3) on the dependentvariable, namely learning achievement (Y). The three independent variables (X1, X2, and X3) are associated with the dependent variable (Y). The results of the study show that there is a positive influence between lecturer competencies (X1) on learning achievement (Y). This is indicated by the correlation coefficient of 0.921 with the significance of the tcount correlation coefficient of 3.967 and the significance of the regression coefficient F count of 51.930 which is very significant at α = 0.05. for curriculum (X2) on learning achievement (Y). There is a positive influence. This is indicated by the correlation coefficient of 0.914 with the significance of the tcount correlation coefficient of 8.547 and the significance of the regression coefficient Fcount of 51.930 which is very significant at α = 0.05, and for motivation (X3) for achievement of learning outcomes (Y). This is indicated by the correlation coefficient of 0.940with the significance of the tcount correlation coefficient of 3.189 and the significance of the regression coefficient F is 51.930 which is very significant at α = 0.05, while the results of the lecturer competency analysis (X1), curriculum (X2), and motivation (X3) are together towards the achievement of learning outcomes (Y) has a significant multiple correlation coefficient with a value of 0.858 with the significance of the multiple regression coefficient F 51.930. In this study shows the importance of variable competence of lecturers, curriculum and motivation in an effort to improve student learning achievement and it can be concluded that as an educator must have competence, understand the curriculum and provide motivation to students, student achievement will increase and vice versa if as an educator do not have good competence, do not understand the curriculum and provide less motivation to students, the achievement of learning outcomes will decrease.

scholarly journals PENGARUH KOMPETENSI DOSEN, KURIKULUM DAN MOTIVASI TERHADAP PRESTASI BELAJAR MAHASISWA

2020 ◽  
Vol 1 (1) ◽  
pp. 63-75
Author(s):  
Ismail Mustaqim
Keyword(s):  
Learning Outcomes ◽  
Correlation Coefficient ◽  
Regression Coefficient ◽  
Correlation Study ◽  
Positive Influence ◽  
Multiple Correlation Coefficient ◽  
Survey Method ◽  
Learning Achievement ◽  
Islamic Studies ◽  
Multiple Regression Coefficient

ABSTRACTThis study aims to determine the effect of curriculum competence and motivation on studentachievement in the Faculty of Islamic Studies. The form of survey research is quantitative, that is researchconducted to look for the effect of curriculum, lecturer competence and motivation on student achievementin the Islamic Faculty of Tarbiyah Department of Islamic Studies Laa Roiba, Bogor Regency. The researchmethod used in this study is a survey method. This research is correlational because the research seeks toinvestigate the relationship between several research variables namely competence, curriculum andmotivation variables on learning achievement. This correlation study will use correlation and regressionanalysis. In this study there are three independent variables, namely competence (X1), Curriculum (X2),and motivation (X3) to the dependent variable namely learning achievement (Y). The three independentvariables (X1, X2, and X3) are related to the dependent variable (Y). The results showed that there was apositive influence between lecturer competence (X1) on learning achievement (Y). This is indicated by thecorrelation coefficient of 0.921 with the significance of the correlation coefficient of tcount of 3.967 andthe significance of the regression coefficient of Fcount of 51.930 which is very significant at α = 0.05. forthe curriculum (X2) of learning achievement (Y). There is a positive influence. This is indicated by thecorrelation coefficient of 0.914 with the significance of the correlation coefficient of tcount of 8,547 andthe significance of the regression coefficient of Fcount of 51,930 which is very significant at α = 0.05, andfor motivation (X3) for achievement of learning outcomes (Y). This is indicated by the correlationcoefficient of 0.940 with the significance of the correlation coefficient of tcount of 3.189 and the significanceof the regression coefficient of Fcount of 51.930 which is very significant at α = 0.05, while the results of theanalysis of lecturer competencies (X1), curriculum (X2), and motivation (X3) are together on theachievement of learning outcomes (Y) has a significant multiple correlation coefficient with a value of0.858 with the significance of the multiple regression coefficient Fcount 51.930. In this study shows theimportance of lecturer competency, curriculum and motivation variables in an effort to improve studentlearning outcomes and it can be concluded that as an educator must have competence, understand thecurriculum and provide motivation to students, student achievement will increase and vice versa if as aneducator do not have good competence, do not understand the curriculum and lack of motivation tostudents, learning achievement will decrease.Keywords:: Effect of Competence, Curriculum, Motivation on, Learning Achievement

scholarly journals PENGARUH EFIKASI DIRI DAN REGULASI DIRI TERHADAP HASIL BELAJAR MATEMATKA SISWA KELAS X SMA ALKHAIRAAT 1 PALU

2020 ◽  
Vol 3 (1) ◽  
pp. 61-68
Author(s):  
Aflan Rustam ◽  
Dewi Sri Wahyuni
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Regression Coefficient ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Coefficient Of Determination ◽  
Independent Variables ◽  
Ex Post ◽  
And Mathematics ◽  
Positive Effect

This type of research is ex-post facto which is causal. The population in this study were all students of class X at Alkhairaat High School 1 Palu. The population in this study was less than 100, namely 52 students. By this, the researcher did not conduct sampling in this study, so this study was a population research. The research variables included self-efficacy (X1), self-regulation (X2), namely as independent variables and mathematics learning outcomes (Y) as the dependent variable. Data collection techniques using documentation, tests and questionnaires. The prerequisite test shows that the data in this study are normally distributed, so hypothesis testing uses multiple regression analysis through the SPSS 23 application. The results of this study indicate that: 1) the level of self-efficacy of students is 71 in the medium category. 2) the level of self-regulation of students is 141 in the medium category. 3) the level of mathematics learning outcomes of students is 63 in the medium category. 4) significant value of self-efficacy of 0,000 <0,05 and a regression coefficient of 0,446 with a positive value, then H0 is rejected and Ha is accepted meaning self-efficacy has a positive effect on mathematics learning outcomes. 4) significant value of self-regulation of 0,000 <0,05 and has a regression coefficient value of 0,264 with a positive value, then H0 is rejected and Ha is accepted meaning self regulation has a positive effect on the learning outcomes of mathematics. 5) R Square coefficient or coefficient of determination shows that the percentage contribution of the influence of independent variables is 58.5%. This shows that self-efficacy and self-regulation influence the mathematics learning outcomes by 58.5% and the other 41.5% are influenced by variables outside of self-efficacy and regulation

scholarly journals PENGARUH MOTIVASI, MINAT, DAN MANAJEMEN WAKTU TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA KELAS VII SMP

2021 ◽  
Vol 2 (1) ◽  
pp. 50-57
Author(s):  
Agustin Eudya ◽  
Iwit Prihatin ◽  
Marhadi Saputro
Keyword(s):  
Data Analysis ◽  
Time Management ◽  
Regression Coefficient ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Questionnaire Data ◽  
Seventh Grade ◽  
Learning Achievement ◽  
Positive Effect

The purpose of this study was to determine: (1) The effect of motivation on mathematics learning achievement; (2) The effect of interest on mathematics learning achievement; (3) The effect of study time management on mathematics learning achievement; (4) The influence of motivation, interest, and time management on the learning achievement of seventh grade students of SMP Negeri 1 Tumbang Titi. The sampling used in this study was nonprobability sampling with purposive sampling technique. The instrument for collecting data was a questionnaire. Data analysis in this study used descriptive analysis with the help of the SPSS 25 application. The results showed that: (1) There was an effect of motivation on students' mathematics learning achievement. This can be indicated by a regression coefficient of 0.712 which means that it has a positive effect on mathematics learning achievement; (2) There is an influence of interest on students' mathematics learning achievement. This can be indicated by a regression coefficient of 0.388 which means that it has a positive effect on mathematics learning achievement; (3) There is an effect of time management on students' mathematics learning achievement. This can be indicated by a regression coefficient of 0.466 which means that it has a positive effect on mathematics learning achievement; (4) There is an effect of motivation, interest and time management on students' mathematics learning achievement. This can be indicated by a regression coefficient of 0.726, which means that it has a positive effect on mathematics learning achievement.

scholarly journals Pengaruh Efikasi Diri dan Motivasi Belajar terhadap Hasil Belajar Matematika Siswa Sekolah Dasar

2021 ◽  
Vol 7 (3) ◽  
pp. 283
Author(s):  
Nurlatifah Rangkuti ◽  
Turmudi Turmudi ◽  
Abdussakir Abdussakir
Keyword(s):  
Regression Analysis ◽  
Mixed Methods ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Significant Positive Effect ◽  
Mixed Methods Approach ◽  
Analysis Technique ◽  
Positive Effect

Penelitian ini bertujuan untuk menguji dan menganalisis pengaruh efikasi diri dan motivasi belajar terhadap hasil belajar matematika. Penelitian ini didesain dalam bentuk pendekatan Mixed Methods yang mengkombinasikan analisis kuantitatif dan kualitatif (Sequantial Explanatory). Teknik analisis data yang digunakan adalah analisis regresi berganda menggunakan SPSS Versi 23,0. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh efikasi diri dan motivasi belajar yang signifikan positif terhadap hasil belajar matematika.   This study aims to examine and analyze the effect of self-efficacy and learning motivation on mathematics learning outcomes. This research is designed in the form of a Mixed Methods approach that combines quantitative and qualitative analysis (Sequantial Explanatory). The data analysis technique used is multiple regression analysis using SPSS Version 23.0. The results of this study indicate that there is a significant positive effect of self-efficacy and learning motivation on mathematics learning outcomes.

scholarly journals HUBUNGAN KOMUNIKASI INSTRUKSIONAL DENGAN HASIL BELAJAR ILMU UKUR TANAH DI SMK NEGERI 1 JAKARTA

Jurnal PenSil ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 31-39
Author(s):  
Agung Arianto ◽  
Tuti Iriani ◽  
Riyan Arthur
Keyword(s):  
Learning Outcomes ◽  
Correlation Coefficient ◽  
Significant Relationship ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Instructional Communication ◽  
Survey Method ◽  
Final Exam ◽  
Measurement Science ◽  
Building Information

This study aims to determine the correlation between teacher’s instructional communication and learning outcomes in the form of final exam in the subjects of Class X Land Measurement Science expertise in Modeling and Building Information expertise program at SMKN 1 Jakarta. The type of research used in this study is associative quantitative research. The method used is a survey method with a correlational approach. The population in this study were class X students of the Permodean Design and Building Information program at SMK 1 Jakarta, as many as 102 people. The sample in this study used the Random Sampling technique which was tested on 80 students. The results showed that there was a positive and significant relationship between instructional communication and learning outcomes as evidenced by: correlation coefficient value of 0.601 which is included in the category of strong relationships, the significance value of the correlation coefficient t count = 6.851 and t table = 1.991 which indicates a significant relationship, and the relationship between instructional communication and final exam learning outcomes is obtained by the determination coefficient value of 0.376. So the instructional communication factor can influence learning outcomes, which is 37.6%, and the rest is influenced by other factors beyond instructional communication skills.

scholarly journals TEAMS GAMES TOURNAMENT (TGT) DAN DISCOVERY LEARNING (DL) DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

2020 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Andi Kaharuddin ◽  
Sartika Arifin ◽  
Topanus Tulak ◽  
Putu Ayu Suyastini
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Sixth Grade ◽  
Discovery Learning ◽  
School Students ◽  
Positive Effect ◽  
Quasi Experiment

Abstrak: Penelitian ini mendeskripsikan perbedaan pengaruh dari penerapan TGT dan DL dalam pembelajaran matematika di sekolah dasar. Penelitian ini merupakan Quasi Experiment. Populasi penelitian yaitu siswa kelas VI sekolah dasar dengan sampel yang ditentukan dengan menggunakan teknik Purposive Random Sampling terdiri dari du kelas. Instrumen yang digunakan mengumpulkan data yaitu observasi keaktifan siswa dalam pembelajaran dan tes akhir pembelajaran berupa tes essay. Hasil pengujian secara deskriptif yaitu penerapan TGT berpengaruh positif dibandingkan dengan DL ditinjau berdasarkan hasil belajar dan keaktifan siswa. Berdasarkan pengujian inferensial pada hipotesis penelitian dengan uji t ditemukan thitung > α berarti terdapat perbedaan pengaruh, dimana pengaruh penerapan model TGT lebih tinggi dibandingkan dengan DL. Sehingga, secara umum diinterpretasikan bahwa TGT berpengaruh positif dibandingkan dengan DL terhadap hasil belajar dan keaktifan siswa sekolah dasar.TEAMS GAMES TOURNAMENT (TGT) AND DISCOVERY LEARNING (DL) IN LEARNING MATHEMATICS IN ELEMENTARY SCHOOLAbstract: This study describes the different effects of the application of TGT and DL in mathematics learning in elementary schools. This research is a Quasi Experiment. The population of this research is the sixth grade students of elementary school. The sample is determined by using purposive random sampling technique consisting of two classes. The instruments used to collect data were the observation of student activeness in learning and the final test of learning in the form of an essay test. The results of the descriptive test, namely the application of TGT have a positive effect compared to DL in terms of learning outcomes and student activity. Based on inferential testing on the research hypothesis with the t test, it was found that tcount > α means that there is a difference in influence, where the effect of applying the TGT model is higher than that of DL. Thus, it is generally interpreted that TGT has a positive effect compared to DL on learning outcomes and the activeness of elementary school students.

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