scholarly journals The Effect of Learning Methods and Cognitive Style on Student Learning Achievement

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Edi Ansyah ◽  
◽  
Wachidi Wachidi ◽  
Riyanto Riyanto
Keyword(s):  
Student Learning ◽  
Cognitive Style ◽  
Quantitative Research ◽  
Cognitive Styles ◽  
Learning Methods ◽  
Learning Achievement ◽  
Quantitative Research Methods ◽  
Quasi Experimental ◽  
Data Collection Technique ◽  
Dependent Learning

The purpose of this study was to examine: The effect of discussion and recitation methods on learning achievement, the effect of independent and dependent cognitive styles on learning achievement, the interaction between learning methods and cognitive style on learning achievement, whether learning achievement by using the discussion method with independent cognitive style was higher than the recitation learning method, whether learning achievement using the discussion method with a dependent cognitive style was higher than the recitation method. This research used quantitative research methods, the type of research was quasi-experimental factorial 2x2 with a population of 173 students and the sample was 61 students. The data collection technique used was a test of cognitive style and learning achievement. The analysis technique used two way ANOVA test and t-test. The results of hypothesis testing concluded: There was an influence of discussion learning methods and recitation learning methods on learning achievement, there was an influence of cognitive style on learning achievement, there was an interaction between learning methods and cognitive styles on student learning achievement, learning achievement using the discussion method of students who had independent cognitive style was higher than the dependent, learning achievement using the recitation method of students who had an independent cognitive style was not higher than the independent.

scholarly journals The Effect of Learning Methods and Cognitive Style on Student Learning Achievement

2021 ◽  
Author(s):  
Edi Ansyah ◽  
Wachidi ◽  
Riyanto
Keyword(s):  
Student Learning ◽  
Cognitive Style ◽  
Quantitative Research ◽  
Cognitive Styles ◽  
Learning Methods ◽  
Learning Achievement ◽  
Quantitative Research Methods ◽  
Quasi Experimental ◽  
Data Collection Technique ◽  
Dependent Learning

The purpose of this study was to examine: The effect of discussion and recitation methods on learning achievement, the effect of independent and dependent cognitive styles on learning achievement, the interaction between learning methods and cognitive style on learning achievement, whether learning achievement by using the discussion method with independent cognitive style was higher than the recitation learning method, whether learning achievement using the discussion method with a dependent cognitive style was higher than the recitation method. This research used quantitative research methods, the type of research was quasi-experimental factorial 2x2 with a population of 173 students and the sample was 61 students. The data collection technique used was a test of cognitive style and learning achievement. The analysis technique used two way ANOVA test and t-test. The results of hypothesis testing concluded: There was an influence of discussion learning methods and recitation learning methods on learning achievement, there was an influence of cognitive style on learning achievement, there was an interaction between learning methods and cognitive styles on student learning achievement, learning achievement using the discussion method of students who had independent cognitive style was higher than the dependent, learning achievement using the recitation method of students who had an independent cognitive style was not higher than the independent.

scholarly journals Project-Based (PjBL) and Guided Inquiry Learning: Students’ Response to Rectilinear and Circular Motion Phenomena

2019 ◽  
Vol 8 (2) ◽  
pp. 187-196
Author(s):  
Rismawati Rismawati ◽  
Sarwanto Sarwanto ◽  
Budiyono Saputro
Keyword(s):  
Student Learning ◽  
Project Based Learning ◽  
Circular Motion ◽  
Rectilinear Motion ◽  
Learning Method ◽  
Guided Inquiry ◽  
Learning Methods ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
The Right

The learning method is one of the essential factors that influence the success of learning. To build good quality learning, choosing the right method is a crucial step. This study aims to identify differences in student learning achievement by applying two learning methods, project-based learning (PjBL) and guided inquiry (GI) in rectilinear motion and circular motion. The quasi-experimental method was used in this study. The participants were selected by cluster random sampling consisting of two classes (36 students and 35 students) from one of the Vocational Schools in Surakarta. Data collected through multiple-choice tests and interviews were analyzed in descriptive and inferential statistics using ANOVA and t-test. The results show that there is an influence of the learning method on student learning achievement in which both the PjBL and GI method. Students who learned rectilinear motion and circular motion using PjBL got higher scores than the GI method. The implication of this research is as a teacher's reference in choosing learning methods relevant to the rectilinear motion and circular motion and its implementation is expected to improve student learning achievement.

scholarly journals KORELASI RESPON SISWA TERHADAP PENGGUNAAN MEDIA PEMBELAJARAN AUDIO VISUAL DENGAN PRESTASI BELAJAR MATA PELAJARAN MATEMATIKA POKOK BAHASAN LUAS TABUNG DI KELAS IX SMP ISLAM SURABAYA

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Handono Handono ◽  
Mohammad Taufiq
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Quantitative Research ◽  
Mathematics Learning ◽  
Visual Learning ◽  
Rank Correlation ◽  
Instructional Media ◽  
School Students ◽  
Learning Achievement ◽  
Quantitative Research Methods

Mathematic is discipline that has a vital role in an effort to master of science and technology. Since the importance of mathematics, the mathematics learning process for students needs special attention. Therefore, teachers should also be able to select appropriate learning methods. One of the methods that is appropriate to help students learning math is to use Audio Visual learning media, because the media is very interesting since there are animation, images, audio, visuals involved in it. It can help students to visualize mathematical concepts in realistic. Based on the above, the authors choose the title in this study as follows: Correlation Response Students Against Use of Instructional Media Audio Visual With Subjects Mathematics Learning Achievement Highlights Size Tube In Class IX SMP Islam Surabaya. In this study the authors used quantitative research methods using the non-parametric Spearman Rank correlation data analysis for hypothesis testing. The population of this research was all Surabaya Islamic junior high school students, while samples of this study were all students of class IX SMP Islam Surabaya totaling 40 students. The result of analysis of this study was the percentage which obtained from the questionnaire responses of the students was increased.It means that the value of student achievement increasing also.It can be concluded that there was a correlation between students' response to the use of instructional media Audio Visual (X) with the learning achievement (Y) students class IX SMP Islam Surabaya and of the results were positive and the statistical correlation value is greater than 5% ie 0.968 it can be said that there is a significant correlation.

scholarly journals The Just In Time Teaching: The Effect on Student Learning Achievements Viewed from Learning Motivation

2019 ◽  
Vol 7 (2) ◽  
pp. 134
Author(s):  
Alvina Barikhlana ◽  
Sholikhan Sholikhan ◽  
Hena Dian Ayu ◽  
Akhmad Jufriadi
Keyword(s):  
Student Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Just In Time ◽  
Anova Analysis ◽  
Learning Achievement ◽  
Physics Learning ◽  
School Based ◽  
Quasi Experimental ◽  
High Motivation

The purpose of this study is to determine the effect of Just In Time Teaching using schoology and learning motivation on students learning achievement. This research was conducted in Malang Middle School. The type of research is quantitative with quasi-experimental research design. The population of this study is VIII grade students; the sample of this study is class C and D each number bout 32 students. The sample was selected using a purposive sampling technique. Data collection techniques are collected by learning achievement tests and learning motivation observation sheets. Data analysis used by two-way ANOVA analysis. The results of the study indicate that; 1) There are differences in Physics learning achievement between students who learn in using the Schoology-based on Just In Time Teaching and students who learn in using conventional learning, 2) There are differences in Physics learning achievement between students who have high learning motivation and motivated students low learning, 3) There is no interaction effect using school-based on Just In Time Teaching with learning motivation towards learning achievement. It can be concluded that Just in Time Teaching can be one solution to increase student learning achievement. Students who learn with the Schoology-based on Just In Time Teaching and students who have high motivation can improve students learning achievement.

The Influence of Team Assisted Individualazation Method on Metacognitive Ability and Student Achievement in Science Subject at Madrasah Ibtidaiyah Hidayatut Thowalib Pare.

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Andi Nurhasanah
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement ◽  
The Difference ◽  
Metacognitive Ability ◽  
Science Subject

Metacognitive ability and student learning achievement are two things that needed in the learning process, especially on science subject. By using Team Assisted Individualization Method it can improve metacognitive ability and student learning achievement. This research aims to know about the process of appliying the influence of Team Assisted Individuality (TAI) method on science subject in Madrasah Ibtidaiyah Hidayatut Thowalib Pare. This research uses quantitative research method of quasi experiment control group design. It uses TAI method in experiment class and conventional in control class. After doing the learning process, metacognitive ability is measured by using questionnaires and learning achievement is measured by using pre'test and postest. The results can be seen from the cumulative average of students’ metacognitive ability of 30 students amount 93.3% in the ekserimental class and 85.1% in the cotrol class. The difference between the experimental and control class is 8.2%. While teh average result of student achievement in the experimental class using TAI Method taken from 30 student is 83.16 and the average result of student achievement in the control class is 77.37. this research uses the validity test and the reliabilty of the questionnaire that amount 20 items and followed by 57 repondents both in the experimental class and the control class. The are 30 student repondents in the experimental class and 27 student repondents in the control class that are valid. This data can be seen with significant level = 0.05 and rtable = 0.36. an item is called to be valid when rcount  ≥ rtable. While for the reliabilty of item in the experimental class and in the control class are reliable, with cronbach’s Alpha = 0.731 ≥ 0.70. in this research, normality test distributed normaly because it has asymp. Sign ≥ 0.05 while the result learning of the experimental class has a significant 704 and 432 for the control class. It means that the data is normally distributed.  The experimental class consisting of 30 student respondents has the average 9.333 Tcount 5.234 while Ttable 2.045 with significant level of 0.05 or 5%. Based on the data, it can be counclude that Tcount  ≥ Ttable. It means Ho is rejected and Ha is accpeted. Based on the explanation above, TAI method has an influence on metacognitive ability and student achievement of grade IV on science subjects in MI Hidayatut Thowalib Tegalsari Pare For Academic year 2017-2018.     

HUBUNGAN ANTARA RESILIENSI DENGAN PERAN IBU PADA ANAK PENYINTAS BENCANA DI HUNTARA LERE

2020 ◽  
Vol 1 (1) ◽  
pp. 31-50
Author(s):  
Gustina Gustina ◽  
Nurdin Nurdin ◽  
Yulian Sri Lestari
Keyword(s):  
Data Collection ◽  
Quantitative Research ◽  
Quantitative Research Methods ◽  
Child Survivors ◽  
Disaster Victims ◽  
Need Support ◽  
Disaster Survivors ◽  
Using Data ◽  
Data Collection Technique ◽  
Age Range

Natural disasters challenge regions, environments, and communities to regain control of their lives and rise to face their future. To turn up from pressure or be resilient, disaster victims need support from their families and their environment. Disaster victims need help from their families and their environment to rise again from pressure or be resilient. Based on this, there is an assumption that mothers can increase survivors' resilience to keep growing from stress. The method used in this research is quantitative research methods, using data collection techniques through questionnaires or questionnaires as a data collection technique. The research was conducted at Huntara Lere. The population in this study were child survivors of the disaster in Lere Huntara with the criteria for children in the age range 7-12 years and lived in Lere Village, West Palu District, Palu City. The collected data were then analyzed using validity, reliability, and assumption tests using the SPSS 16 assisted technique. This study shows no significant correlation between resilience and the role of mothers in child disaster survivors in Huntara Lere. Another finding from this study is that, in general, child survivors in Huntara Lere were not cared for by their parents.

scholarly journals Influence of Teacher Performance on Learning Achievement in Public Secondary Schools in Kisii County, Kenya

2018 ◽  
Vol 10 (2) ◽  
pp. 21
Author(s):  
Gilbert Morara Nyakundi
Keyword(s):  
Secondary Schools ◽  
Student Learning ◽  
Performance Management ◽  
Performance Appraisal ◽  
Quantitative Research ◽  
Teacher Performance ◽  
Student Feedback ◽  
Analysis Model ◽  
Learning Achievement ◽  
The Relationship

AbstractExtant literature suggests that regular appraisal of teachers lead to progress in student learning achievement. However, the influence of teacher performance on achievement is not well documented hence the need for this study whose objectives were to (1) determine the relationship between teacher appraisal ratings and student learning achievement, (2) establish the relationship between student feedback ratings and learning achievement and (3) determine the influence of teacher performance on student learning achievement. Based on Locke’s goal-setting and Vrooms’ expectancy theories this study adopted explanatory sequential mixed methods design with population of 50,379 comprising 333 principals, 3,426 teachers and 46,620 students and a stratified sample of 397. Questionnaire reliability was .779 and .783 for teachers and students respectively. Quantitative research findings for the first and second objectives yielded Pearson’s Correlation Coefficient r (27) = -.008, p=.484 (performance appraisal ratings) and r (27) = -.085, p=.331 (student feedback ratings) showing that appraisal ratings and student feedback ratings were not significantly related to learning achievement since p-values obtained were more than the critical alpha (α) set at .05 level of significance. For the third objective, the regression analysis model constructed to test the influence of teacher performance on learning achievement yielded Persons’ R=.085 indicating a weak positive relationship between the two variables. The R-Squared (R²) computed yielded a value of .007, suggesting that teacher performance explained .7% of student learning achievement. Qualitative findings confirmed that performance appraisal contributed minimally to student achievement due to weaknesses of the appraisal policy, low teacher motivation, student characteristics, principal’s characteristics and home background factors. It is thus recommended that Teachers Service Commission should consider expanding performance appraisal for teachers in secondary schools. In addition, all stakeholders should participate in capacity building programmes to strengthen the performance management process. Finally, further research to develop a performance management model for schools is essential.

scholarly journals The Relationship between Online Learning Motivation and Student Learning Achievement in Prosthetic Orthotic Major at Health Polytechnic Surakarta

2021 ◽  
Author(s):  
Nur Rachmat ◽  
Bambang Kuncoro
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Quantitative Research ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Online Questionnaire ◽  
Learning Achievement ◽  
Normality Test ◽  
The Relationship ◽  
Distributed Hypothesis Testing

Motivation to learn is a person’s desire to take part in the learning process. Students are motivated to do an activity for their personal gain to achieve satisfaction from the lessons or the feeling that their needs are fulfilled. During the COVID-19 pandemic, students were forced to shift to learning online. The motivation to study online is related to the student’s achievement. Learning achievement is used as an indicator of the student’s competence in the teaching materials. High achievement can be reached by persistence in learning, which is formed through the learning motivation that will direct the student’s behaviour towards achieving maximum learning achievement. This study aims to determine the relationship between learning motivation and student achievement in Prosthetic Orthotic Major at the Health Polytechnic Surakarta. It employs a quantitative research method using a correlation research design. The study used the Google Form Online Questionnaire as an instrument for data collection. The sample included 447 students of the Prosthetic Orthotic Major at the Health Polytechnic Surakarta. The results of the normality test showed that the data were not normally distributed. Hypothesis testing was carried out using Spearman’s test and obtained a significant value of 0.000 (p < 0.05), indicating a relationship between online learning motivation and student learning achievement. Keywords: online learning motivation, learning achievement, prosthetic orthotics

scholarly journals PERBANDINGAN PRESTASI BELAJAR SISWA SISTEM FULL DAY SCHOOL DAN SISTEM REGULER KELAS IV SEKOLAH DASAR TAHUN AJARAN 2019/2020 DI KECAMATAN KEBUMEN

2020 ◽  
Vol 8 (3) ◽  
Author(s):  
Afrida Conniestia Ikhsani ◽  
Suhartono Suhartono ◽  
Ratna Hidayah
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
School System ◽  
Fourth Grade ◽  
Regular System ◽  
T Test ◽  
Day School ◽  
Learning Achievement ◽  
Quantitative Research Methods ◽  
Full Day

The education system in Indonesia is divided into two types, namely the education full-day school system and the regular system. These two systems have differences in the length of study time, the emotional level of students, and the fatigue of students. The fatigue will greatly affect students in terms of learning which will also affect the level of student achievement during school. The study aimed to explain the differences between full-day school system and regular system on student learning achievement to fourth grade of elementary school. It used comparative quantitative research methods. Data collection techniques were observation and tests. Data analysis used test Independent Sample T-test. The result of the research indicated that there were differences between full-day school system and regular system on student learning achievement to fourth grade of elementary school in Kebumen sub-districts in academic year of 2019/2020. The Sig value on the independent sample t-test was 0.034. It meant that Sig value was 0.000 <0.05 (level 5%) thus it rejected H0. The averages of student learning achievement of fourth grade were 8.5867 in regular system and 8.3685 in full-day school system.

scholarly journals Pengaruh Metode Pembelejaran Diskusi Buzzgroup terhadap Keaktifan dan Prestasi Belajar Siswa

2017 ◽  
Vol 5 (2) ◽  
pp. 48
Author(s):  
Nurvilia Apriyanti ◽  
Lovy Herayanti ◽  
Habibi Habibi
Keyword(s):  
Experimental Research ◽  
Group Discussion ◽  
Sampling Technique ◽  
Learning Methods ◽  
Learning Achievement ◽  
A Value ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Class Viii ◽  
Academic Year

This study was conducted to determine the effect of buzz group discussion learning methods on the activeness and learning achievement of physics in class VIII of SMPN 4 Praya Barat Daya 2015/2016 Academic Year. The type of research used in this study is a kind of quasi-experimental research. The population in this study were all eighth-grade students totaling 38 people consisting of class VIII A totaling 20 people as the experimental class and class VIII B totaling 18 people as the control class with the sampling technique used was a saturated sampling technique. The instruments used are valid observation and test sheets both in content, construct, and empirical with a value of 3.34; 3.40; and 3.23, and reliable with the value of αCronbach = 0.608. The results of this study were also able to influence the achievement of learning physics. Based on statistical calculations using the ttest test, the value of tcount = 23.00 is greater than t table = 2.02 (t count = 23.00> t table = 2.02). Thus, it can be concluded that there is the influence of buzz group discussion learning methods on the activeness and learning achievement of physics in class VIII Praya Barat Daya SMP 4 2015/2016 Academic Year.

Sign in / Sign up

Export Citation Format

Share Document