scholarly journals Enhancing Most Essential Learning Competency (Melc) in English 9 Using The Skills-Based Learning Material

2021 ◽  
Vol 3 (2) ◽  
pp. 51-60
Author(s):  
Ailene Lumanog ◽  
Myrna O. Medrano
Keyword(s):  
Effect Size ◽  
Learning Performance ◽  
Control Group ◽  
Learning Material ◽  
Control Group Design ◽  
Cohen’S D ◽  
Significant Difference ◽  
Small Effect Size ◽  
Cohen's D ◽  
D Value

The skills-based learning material was made and studied by the researcher due to sudden changes in education in a time of the pandemic. The main focus of this study is to determine the effectiveness of the skills-based learning material for English 9. This study used the pretest-posttest non-equivalent control group design, which falls under the quasi-experimental design. On the test of significant difference between the formative mean scores of the experimental and comparison groups, it was found out that the formative tests had a significant effect on the respondents' learning performance at p 0.01 level. Additionally, the posttest mean scores of each group; got the 0.01 level of significance, as well as the pretest and posttest mean scores of each group. Moreover, based on the computed Cohen's d value of 1.16, the effect size of the learning material to the students' performance is large compared to the comparison group that shows a small effect size at 0.31 Cohen's d value. Generally, there is a significant difference between the formative test of the two groups with the average and high mean scores, respectively. There is also a significant difference between the posttest mean scores of the two groups and as well between the pre-test and post-test mean scores. Moreover, Cohen's effect size value of 1.16 suggested a large effect of the material on the respondents' learning performance. As for recommendations, there is a need for the teacher to incorporate the 21st Century Skills into learning competencies.  

scholarly journals PENGARUH PENERAPAN SUPLEMEN BUKU SISWA BERBASIS SCIENTIFIC APPROACH TERHADAP HASIL BELAJAR DAN SIKAP ILMIAH SISWA

2020 ◽  
Vol 8 (1) ◽  
pp. 33
Author(s):  
Deni Kurniawan ◽  
Eko Suyanto ◽  
I Dewa Putu Nyeneng
Keyword(s):  
Effect Size ◽  
T Test ◽  
Control Group ◽  
Design Data ◽  
Control Group Design ◽  
Group Design ◽  
Cohen’S D ◽  
Scientific Approach ◽  
Cohen's D

Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan suplemen buku siswa berbasis scientific approach terhadap hasil belajar dan sikap ilmiah pada materi dinamika gerak. Sampel penelitian ini adalah siswa kelas X IPA 1 dan siswa kelas X IPA 2 SMAN 15 Bandarlampung. Penelitian ini menggunakan tipe penelitian pretest-posttest control group design. Data yang didapat kemudian diuji dengan analisis N-gain, uji normalitas, uji homogenitas, uji independent sampel t-test, dan analisis effect size Cohen’s D. Rata-rata N-gain hasil belajar pada kelas eksperimen 0,75 dan kelas kontrol 0,62. Rata-rata N-gain sikap ilmiah pada kelas eksperimen 0,32 dan kelas kontrol 0,23. Hasil uji beda N-gain hasil belajar menunjukkan nilai sig. (2-tailed) yaitu 0,001. Hasil uji beda N-gain sikap ilmiah siswa menunjukkan nilai sig. (2-tailed) yaitu 0,000. Nilai sig. (2-tailed) pada hasil belajar dan sikap ilmiah yang kurang dari 0,05 menunjukkan terdapat pengaruh yang signifikan penerapan suplemen buku siswa berbasis scientific approach terhadap hasil belajar dan sikap ilmiah siswa. Nilai effect size hasil belajar ialah 0,88 dan sikap ilmiah ialah 1,34. Berdasarkan nilai rata-rata N-gain siswa kelas eksperimen yang lebih tiggi dari kelas kontrol dan effect size yang diperoleh, maka suplemen buku siswa berbasis scientific approach dapat digunakan untuk membantu meningkatkan hasil belajar sikap ilmiah siswa.

scholarly journals Pengaruh Penerapan Model Pembelajaran Project Based Learning Terhadap Kreativitas Siswa Pada Materi Energi Terbarukan

2019 ◽  
Vol 11 (2) ◽  
pp. 73-80
Author(s):  
Haza Kurnia Dinantika ◽  
Eko Suyanto ◽  
I Dewa Putu Nyeneng
Keyword(s):  
Effect Size ◽  
Project Based Learning ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Cohen’S D ◽  
Cohen's D

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Project Based Learning terhadap kreativitas siswa pada materi energi terbarukan: Turbin Axis Horizontal dan Kincir Air. Populasi pada penelitian ini yaitu seluruh siswa kelas XII IPA SMA Al-Kautsar Bandar Lampung, dengan sampel kelas XII  sebagai kelas eksperimen dan XII sebagai kelas kontrol. Desain penelitian yaitu Posttest Only Control Group Design. Hasil penelitian diuji menggunakan Independent Sample T-Test dan Effect Size. Hasil penelitian yaitu kelas kontrol dengan model pembelajaran konvensional memiliki nilai rata-rata kreativitas sebesar 42% dengan kategori kurang kreatif, sedangkan kelas eksperimen dengan model pembelajaran Project Based Learning memiliki nilai rata-rata kreativitas sebesar 72% dengan kategori kreatif. Hasil uji Effect Size diperoleh nilai cohen’s d sebesar 3,40 dan nilai effect size r sebesar 0,86 dengan kategori tinggi. Kesimpulannya yaitu terdapat pengaruh penerapan model pembelajaran Project Based Learning terhadap kreativitas siswa pada materi energi terbarukan.

scholarly journals The Potentiating Response to Accentuated Eccentric Loading in Professional Football Players

Sports ◽  
2021 ◽  
Vol 9 (12) ◽  
pp. 160
Author(s):  
Mark Steven Godwin ◽  
Tim Fearnett ◽  
Mark Ashton Newman
Keyword(s):  
Body Mass ◽  
Peak Power ◽  
Peak Velocity ◽  
Control Group ◽  
Football Players ◽  
Professional Football ◽  
Countermovement Jump ◽  
Cohen’S D ◽  
Significant Difference ◽  
Cohen's D

The purpose of this study was to assess the acute effect of Accentuated Eccentric Loading (AEL) on countermovement jump (CMJ) height, peak power output (PPO) and peak velocity in male professional footballers using loads of 20% or 40% of body mass (AEL20 or AEL40, respectively). Twenty-three male professional football players (age 24 ± 4.5 years, range 18–34 years; body mass 80.21 ± 8.4 kg; height 178.26 ± 7.62 cm) took part in a randomised, cross-over design to test the potentiating responses of two AEL conditions (AEL20 and AEL40) versus a body weight control group (CON). Mean loads for the two conditions were 15.84 ± 1.70 kg (AEL20) and 31.67 ± 3.40 kg (AEL40). There was no significant difference between the three conditions for jump height (p = 0.507, η2G = 0.022). There were significant differences in peak power between the groups (p = 0.001, η2G = 0.154). Post hoc analysis with Bonferroni adjustment showed significantly higher peak power for both AEL conditions compared to the control group, but no significant differences between AEL conditions (CON vs. AEL20, p = 0.029, 95% CI −1016.735, −41.815, Cohen’s d = −0.56; CON vs. AEL40, p = 0.001, 95% CI −1244.995, −270.075, Cohen’s d = −0.81; AEL20 vs. AEL40, p = 0.75, 95% CI −715.720, 259.201, Cohen’s d = −0.24). There was no significant difference between the three conditions for peak velocity (p = 0.269, η2G = 0.046). AEL using either 20% or 40% of body mass may be used to increase peak power in the countermovement jump in well-trained professional football players.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAME TOURNAMENT (TGT) BERBANTUAN MEDIA MOLYMOD PADA MATERI HIDROKARBON KELAS X SMA NEGERI 4 SINGKAWANG

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Dewi Pratiwi ◽  
Rini Muharini
Keyword(s):  
Cooperative Learning ◽  
Effect Size ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Intact Group ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Significant Difference

The aim of this research is to know the effect of cooperative learning model, Teams Game Tournament (TGT) type, toward students achievement on hydrocarbon material, class X SMA Negeri 4 Singkawang. A quasi experimental method using pre-posttest control group design was implemented in this research. Data collecting tool used is essay test which has realibility of 0,59. Intact group random sampling technique was taken to get XA and XB classes as samples. Based on their daily chemistry examination, class XA was picked up as control class and XB was experiment class. U Mann Whitney test on students pretest showed no significantly difference between control and experiment class (Zhitung = -1,15, Ztabel = 1,96, ?=5%). Meanwhile, U Mann Whitney test on students posttest indicated significant difference between experiment and control class (Zhitung = -2,54, Ztabel = 1,96, ?=5%). The calculation of effect size resulted on posttest was 0,64 (23,89%). It showed that cooperative learning model TGT type gives intermediate level of effect size toward students achievement.Keywords: students achivements, cooperatif learning, Teams Game Tournament model, Hydrocarbons

scholarly journals EFFECTIVENESS OF METACOGNITION-BASED READING ENRICHMENT PROGRAM TO STUDENTS READING COMPREHENSION

2021 ◽  
Vol 9 (02) ◽  
pp. 111-135
Author(s):  
Leo Vigil M. Batuctoc
Keyword(s):  
Reading Comprehension ◽  
Effect Size ◽  
Practical Significance ◽  
Medium Effect ◽  
Control Group ◽  
Significant Difference ◽  
Comparison Groups ◽  
Enrichment Program ◽  
Experimental Group ◽  
D Value

The main focus of this study is to determine the effectiveness of the metacognition-based reading enrichment program to the students reading comprehension. The pretest-posttest non-equivalent control group design which falls under the quasi-experimental design was used. On the test of significant difference between the formative test mean scores of the experimental and comparison groups, it was found out that the formative tests had significant effect to the respondents reading comprehension. Moreover, based on the computed Cohens d value, the lessons have a small top medium effect size. It was revealed that there is a significant difference between the posttest mean scores of the experimental and comparison groups at 0.01 level of significance. Moreover, based on the computed Cohens d value of 0.98, the effect size of the metacognition-based reading enrichment program to the students reading comprehension based on the posttest is large. There is a significant difference between the formative test mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size values suggested a small to medium practical significance. There is a significant difference between the posttest mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size value (d=0.98) suggested a substantial effect of the metacognition-based reading enrichment program to the respondents reading comprehension. As for the recommendations, it was noted that there is a need for English teachers to integrate the instruction of metacognitive strategies, as it helps in improving students reading comprehension.

scholarly journals The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

2020 ◽  
Vol 9 (1) ◽  
pp. 1-10
Author(s):  
E. T. Ong ◽  
B. L. Keok ◽  
J. Yingprayoon ◽  
C. K.S. Singh ◽  
M. T. Borhan ◽  
...  
Keyword(s):  
Conventional Method ◽  
Science Achievement ◽  
Inquiry Learning ◽  
Learning Model ◽  
Third Grade ◽  
Control Group ◽  
Learning Material ◽  
Control Group Design ◽  
Significant Difference ◽  
Quasi Experimental

The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.  

scholarly journals Studi Komparasi Metode Pembelajaran Kooperatif STAD dan Ekspositori dalam Meningkatkan Learning Outcome pada Computer for Communication

2021 ◽  
Vol 13 (1) ◽  
pp. 117
Author(s):  
Abdul Waris ◽  
Fatkhur Rochman
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Control Group ◽  
Learning Material ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control ◽  
The Difference

The problem often experienced in learning computer for communication to achieve maximum learning outcomes is the accuracy in presenting the materials, so the method used matches the characteristics of the learning material. In this case, the selection of teaching methods must be adjusted to the current situation and condition to obtain innovative and effective method because the students’ ability is heterogeneous. This study aims to determine students’ learning outcomes using cooperative learning STAD, to determine students’ learning outcomes using expository, as well as to find out the difference students’ learning outcomes between cooperative learning STAD and expository methods. Therefore, this study was designed using quasy-experimental with pre-test and post-test non-equivalent control group design. The population was students of D3 Business Administration Program of Politeknik Negeri Malang consisting of two groups, control and experimental class as a sample. Quantitative statistical analysis was used as a tool in this study. Through t-test, it is found the results of obtained t-count is 3.803 and higher than t table = 1.99. It means that there was a significant difference between the learning outcome of the control and the experimental group on computer for communication subject.

scholarly journals Efektivitas Model Pembelajaran Inkuiri Terbimbing Berbantu Lembar Kerja Siswa Berbasis Saintifik Terhadap Hasil Belajar Siswa

2020 ◽  
Vol 6 (2) ◽  
pp. 230
Author(s):  
Roswita Lioba Nahak ◽  
Vera Rosalina Bulu
Keyword(s):  
Learning Outcomes ◽  
Effect Size ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Guided Inquiry ◽  
Learning Models ◽  
Control Group Design ◽  
Average Value ◽  
Significant Difference

The objective of the research is to find out the effectiveness of the application of guided inquiry learning models to student learning outcomes. The research method used quasi-experimental with a nonequivalent control group design type. The population covered 34 students with saturated sampling technique with a sample of 34 students. The research instrument used test questions and documentation studies as well as data analysis techniques using the independent t-test and effect size test. The results of the study showed that the application of guided inquiry-based learning models with scientific-based worksheets on the learning outcomes of Class VI natural science at SDI Bakunase Kupang was effective, in which the average test score of the control class was smaller than the experimental class at 68.24 <79.41 and based on the value of sig. (2-tailed)> α that is 0.001 <0.05, then there was a significant difference in the average value between the control class and the experimental class and the effect size test results was 0.85. Therefore, it can be concluded that the application of the guided inquiry learning model based on LKS based Scientific is effective towards the learning outcomes of Class VI Natural Sciences at SDI Bakunase Kupang.

scholarly journals Efektivitas Penggunaan Multimedia Interaktif Materi Kalor Berorientasi Peta Kompetensi Siswa Sekolah Menengah Atas

2018 ◽  
Vol 10 (1) ◽  
pp. 29-38
Author(s):  
Saprudin Saprudin ◽  
Fatma Hamid
Keyword(s):  
Effect Size ◽  
Control Group ◽  
Cohen’S D ◽  
Randomized Control ◽  
Cohen's D ◽  
Student Team

Artikel ini merupakan bagian dari penelitian pengembangan model multimedia pembelajaran fisika berorientasi peta kompetensi siswa Sekolah Menengah Atas (SMA) di provinsi Maluku Utara. Penelitian ini bertujuan untuk menyelidiki efektivitas penggunaan multimedia interaktif (MMI) dalam meningkatkan penguasaan konsep fisika siswa SMA khususnya pada materi kalor. Penelitian eksperimen ini menggunakan randomized control group pretest-posttest design dengan sampel siswa kelas X pada salah satu SMA di Kabupaten Halmahera Barat. Pengumpulan data dilakukan melalui tes yakni uji kompetensi siswa yang berisi kemampuan yang diujinasionalkan terkait materi kalor. Hasil perhitungan Effect Size menunjukkan bahwa besarnya Cohen’s d effect size antara kelas eksperimen 1 dengan kelas kontrol sebesar 3,7 (tinggi) dan antara kelas eksperimen 2 dengan kelas kontrol sebesar 0,7 (sedang). Hal ini berarti bahwa penggunaan MMI secara signifikan efektif dalam meningkatkan kompetensi siswa pada kemampuan yang diujinasionalkan khususnya pada materi kalor. Besarnya effect size menunjukkan bahwa implementasi MMI lebih efektif jika digunakan dalam pembelajaran dengan menerapkan model pembelajaran tertentu dalam hal ini model pembelajaran kooperatif tipe Student Team Achievement Division (STAD).

scholarly journals Perbedaan Efektivitas Diskusi Kelompok, Motivasi Intrinsik dan Nilai Modul dari Mahasiswa yang Difasilitasi Dosen dan Tutor Sebaya

2014 ◽  
Vol 3 (2) ◽  
pp. 100
Author(s):  
I Made Pariartha ◽  
Rossi Sanusi ◽  
Tridjoko Hadianto
Keyword(s):  
Student Achievement ◽  
Intrinsic Motivation ◽  
Group Discussion ◽  
Practical Significance ◽  
Control Group ◽  
Peer Tutors ◽  
Cohen’S D ◽  
Peer Tutor ◽  
Significant Difference ◽  
Cohen's D

Background: Peer teaching is a teaching method that widely applied in many medical institutions. This research was designed to evaluate group discussion effectiveness, intrinsic motivation, and student achievement differences between peer tutor−facilitated students and faculty tutor−facilitated students.Method: This research is an experimental research using post−test only control group design during the implementation of third and fourth module of the Cardiovascular Block (consist of five modules). Fifty-nine third year students were randomly assigned into two groups. Three experimental groups (n= 30) was facilitated by peer tutors (PT) and three control groups (n= 29) was facilitated by faculty tutors (FT). Two students were randomly elected from each PT group as peer tutor. A six hour training was given to the peer tutors. In the end of the third and fourth module, group discussion effectiveness, intrinsic motivation, and student achievement in those modules were evaluated using Tutorial Group Effectivenes Instrument (TGEI) questionnaire, Intrinsic Motivation Inventory (IMI) questionnaire, and 20 multiple choice questions, respectively. Mean differences between groups were measured by Cohen's d with the practical significance at Cohen's d > 1.Results: There was no significant differences of group discussion effectiveness (Cohen’s d= -0.41) and intrinsic motivation (Cohen’s d= -0.83) between two groups. Significant difference in student achievement is found between those groups, peer tutor−facilitated students score higher than faculty tutor−facilitated students (Cohen’s d= 2.96). Peer tutors showed higher achievement than discussants (Cohen’s d= 1.86).Conclusion: The results showed that peer tutor can facilitated group discussion as well as faculty tutor in group discussion effectiveness, intrinsic motivation and student achievement paramaters. There was advantage for students who given role as peer tutor.  

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