scholarly journals Improving Students’ Scientific Skills, Cognitive Learning Outcomes, and Learning Interest in Natural Science in Class IV by Using Brain Based Learning Approach with Science Kit at SD Negeri 34 Kuranji Padang

2020 ◽  
Author(s):  
Erwinsyah Satria
Keyword(s):  
Learning Outcomes ◽  
Natural Science ◽  
Cognitive Learning ◽  
Learning Approach ◽  
Fourth Grade Students ◽  
Brain Based Learning ◽  
Scientific Skills ◽  
Learning Interest ◽  
Class Iv ◽  
Cognitive Learning Outcomes

This classroom action research was motivated by the students’ low scientific skills, cognitivelearning outcomes and learning interest in natural science. One of the reasons is the lack of teachers’ abilityin choosing appropriate learning approach and using of KIT or learning science equipments in natural sciencelearning process. Thus, the implementation of Brain Based Learning approach with science KIT is one of theways to solve this problem. The objective of this research is to describe the improvement of the students’scientific skills, cognitive learning outcomes, and learning interest in natural science at class IV SDN 34Kuranji Padang by using Brain Based Learning approach with science KIT. This Classroom Action Researchwas conducted in two cycles. Students’ learning outcomes test and learning interest questionnaire werecarried out at the end of the cycle. The subjects of this research were 19 fourth grade students in SDN 34Kuranji Padang. The instruments of this research were the observation sheets of students’ scientific skills andteachers’ activities, the test sheets of students’ cognitive learning outcomes and the questionnaire sheets ofstudent’ learning interest. The results showed that the percentage of students’ scientific skills improvementfrom the first cycle to the second cycle for observing indicator from 44.73% into 81.57%, 55.26% for askingquestion indicator into 78.94%, 55.25% for communicating indicator into 84.20%, and 49.99% fortrying/experimenting indicator into 86.84%. In addition, the students’ learning outcome in cycle one was57.89% improved into 89.47% in the second cycle regarding its accomplishment percentage. Meanwhile, thestudents’ learning interest in cycle one was 59.10% improved into 81.51% in the second cycle regarding itsaccomplishment percentage. It indicated that there was a significant improvement of students’ scientificskills, cognitive learning outcomes and learning interest in natural science class IV by using Brain BasedLearning approach with science KIT.

scholarly journals PENGARUH PENGGUNAAN MEDIA POWERPOINT TERHADAP MINAT DAN HASIL BELAJAR IPA SISWA KELAS IV SD

2015 ◽  
Vol 2 (1) ◽  
pp. 94-104
Author(s):  
Nira Elpira ◽  
Anik Ghufron
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Natural Science ◽  
Research Result ◽  
Fourth Grade ◽  
Choice Test ◽  
Science Lesson ◽  
Fourth Grade Students ◽  
Learning Interest ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Powerpoint terhadap minat dan hasil belajar IPA siswa kelas IV SD Muhammadiyah Sagan. Jenis penelitian  ini quasi eksperiment dengan desain One-Group pretest-posttest  design. Populasi penelitian ini adalah semua siswa kelas IV SD Muhammadiyah Sagan pada semester pertama Tahun Ajaran 2013/2014. Variabel penelitian meliputi variabel bebas (penggunaan media Powerpoint) dan variabel terikat (minat dan hasil belajar). Sample penelitian adalah siswa kelas IVA SD Muhammadiyah Sagan Tahun Ajaran 2013-2014. Penelitian ini dilaksanakan pada semester I Tahun Ajaran 2013-2014. Pengumpulan data menggunakan tes dan non tes. Instrumen pengumpulan data adalah tes hasil belajar berbentuk pilihan ganda dan angket minat belajar. Data penelitian ini diambil dari data hasil tes dan non tes, dengan  membandingkan rata-rata sebelum dan sesudah pembelajaran. Hasil penelitian ini menunjukkan bahwa penggunaan media Powerpoint IPA terbukti berpengaruh terhadap minat dan hasil belajar.Kata kunci: media Powerpoint, minat belajar, hasil belajar_____________________________________________________________________ THE EFFECT OF POWERPOINT MEDIA USE ON STUDENTS’ LEARNING INTEREST AND OUTCOMES OF NATURAL SCIENCE LESSON OF THE FOURTH GRADE IN ELEMENTARY SCHOOL Abstract This research aimed to investigate the effect of media Powerpoint use on the interest and outcome of learning natural science of the fourth grade students at elementry school. This research was  quasi-experimental using one-group pretest-posttest design. The populations comprised the fourth grade students of elementry school in the first semester of the academic year of 2013/2014. The research variables consisted of independent variable (the use of Powerpoint media) and dependent variables (students’ learning outcomes and interest). The research sample was IV A students of Muhammadiyah Sagan elementary school, in the academic year of 2013-2014.  The data were collected through testing and non-testing. The data collecting instruments were a multiple choice test of learning outcomes and a questionnaire of learning interest. The reseach data were taken from the results of testing and non-testing, by comparing the mean of pre and post learning. The research result shows that the use of Powerpoint media has effect on students’ outcomes and interest.Keywords: Powerpoint media, learning interest, learning outcomes.

scholarly journals Pengaruh Pembelajaran Blended Learning Berbantukan Media Aplikasi Quipper School terhadap Minat, Kemandirian, dan Hasil Belajar pada Materi Gelombang Mekanik Siswa Kelas XI SMA Negeri 1 Cawas

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Marini Marini ◽  
Dwi Sulisworo ◽  
Ishafit Ishafit
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Cognitive Learning ◽  
Average Score ◽  
School Students ◽  
Group Design ◽  
Average Value ◽  
Learning Interest ◽  
Cognitive Learning Outcomes

The aims of this study are to determine the differences in students’  learning interest, to know the differences in the level of students’ learning independence,  to know the  differences in achievements of cognitive learning outcomes of students who learn conventionally and those who  learn  using  blended learning method. The type of this research is quasi experiment with pretest-posttest controlled group design. Control class learn conventionally while experimental classes learn in blended learning, which is a conventional learning process combined with online learning, by utilizing the application of Quipper school. Students’ learning interest in control class before the learning process gets an average value of 118.74 while after the learning process gets an average value of 123.78. As for the experimental class, before the learning process gets an average value of 119.89 while after the learning process gets an average score of 131.21. For the level of students’ learning independence of the control class during the learning process gets an average score of 28.5 while for the experimental class during the learning process gets an average score of 35.1. So there is a difference of 6.6 between the control class and the experimental class. The students’ cognitive learning outcomes of the control class before the learning process gets an average score of 40.3, while after the learning process gets an average score of 58.67. As for the experimental class, before the learning process gets an average score of 42.29 while after the learning process gets an average score of 76.71. So the increase of control class is 18,37 while experiment class is 34,43.

scholarly journals Penerapan Model Cooperative Learning Tipe Probing Prompting untuk Meningkatkan Hasil Belajar Kognitif Siswa Mata Pelajaran Fiqih

2021 ◽  
Vol 7 (1) ◽  
pp. 25-39
Author(s):  
Anas Salahudin ◽  
Hariman Surya Siregar ◽  
Annisa Nurazizah
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Learning Cycle ◽  
Model Type ◽  
The Mean ◽  
Class Iv ◽  
Cognitive Learning Outcomes

Learning Fiqh in class IV MI Hayatul Islam Cileat was monotonous which affected to lower cognitive learning outcomes. The purpose of this study was to determine whether the Probing Prompting type of Cooperative Learning can improve students' learning outcomes. This research was Classroom Action Research. The results of the mean score before using Probing Prompting was 57.72. In the first cycle, the teacher's activity was 79.99% while the second cycle was 89.99%. The students' activities in cycle I 79.99%, cycle II 89.99%. Student cognitive learning outcomes after using the Cooperative Learning model type Probing Prompting Learning cycle I 70.34 cycle II 82.27. The accomplishment in Cycle I 54.54%, Cycle II 95.45%. The study concluded that the Cooperative Learning type Probing Prompting model could improve student cognitive learning outcomes in fiqh subjects.

scholarly journals Environment Approach with Science Kit Seqip to Enhancing Students’ Scientific Process Skills, Learning Motivation, and Cognitive Learning Outcomes

2019 ◽  
Author(s):  
Erwinsyah Satria
Keyword(s):  
Learning Outcomes ◽  
Natural Science ◽  
Science Learning ◽  
Cognitive Learning ◽  
Learning Motivation ◽  
Process Skills ◽  
Scientific Process ◽  
Class V ◽  
Skills Learning ◽  
Cognitive Learning Outcomes

This classroom action research was motivated by the students’ low scientific process skills, learning motivation, and cognitive learning outcomes in natural science. One of the reasons is the lack of teachers’ ability in choosing appropriate learning approach and using of Kit or learning science equipments in natural science learning. Thus, the implementation of Environmental approach with science Kit Seqip to students of class V at SD Negeri 13 Salak Sawahlunto city is one of the ways to solve this problem. The objective of this research is to describe the improvement of the students’ scientific process skills, learning motivation and cognitive learning outcomes in natural science at class V at SDN 13 Salak Sawahlunto by using Environmental approach with science Kit Seqip. The instruments of this research were the observation sheets of students’ scientific process skills and teachers’ activities, the test sheets of students’ cognitive learning outcomes, and the questionnaire sheets of student’ learning motivation. The results showed that there was a significant improvement of students’ scientific process skills, cognitive learning outcomes and learning motivation in natural science class V by using Environmental approach with science Kit Seqip from the first cycle to the second cycle.words.

scholarly journals Learning Videos Increase Students' Cognitive Learning Outcomes on Animal Life Cycle Materials

2021 ◽  
Vol 5 (2) ◽  
pp. 299
Author(s):  
Indria Adi Kuncoro ◽  
Yulia Maftuhah Hidayati
Keyword(s):  
Life Cycle ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Cognitive Test ◽  
Average Score ◽  
Animal Life ◽  
Fourth Grade Students ◽  
Improve Student Learning ◽  
Cognitive Learning Outcomes

Learning media has an important role in the implementation of learning in the current era of globalization. Therefore, we need an interactive learning media that can improve student learning outcomes. This study aims to improve students' cognitive learning outcomes on animal life cycle material using video learning on animal life cycle material for fourth grade students. This research is a classroom action research (CAR) which adapts the CAR model from Kemmis and McTaggart. The subjects in this study were grade IV students, totaling 33 students. Data was collected using an instrument in the form of a cognitive test of learning outcomes. The data that has been collected is then analyzed using a comparative descriptive method, namely by comparing the results from the pre-cycle stage to the second cycle. The results showed that the average score of students in the pre-cycle was 72 (33%) and the average in the first cycle was 80.30 (76%) and the second cycle average was 91.21 (90%). Based on these results, it can be concluded that the use of learning videos can improve students' cognitive learning outcomes for animal life cycle materials.

PENINGKATAN HASIL BELAJAR IPA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT DI KELAS IV SD NEGERI 031 PULAU KIJANG

2018 ◽  
Vol 2 (3) ◽  
pp. 463
Author(s):  
Rabiah Rabiah
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Outcomes ◽  
Natural Science ◽  
Average Score ◽  
Science Student ◽  
Student Activity ◽  
The Third ◽  
Fourth Grade Students ◽  
Class Iv

This research background from the learning result of natural science student of class IV SD Negeri 031 PulauKijang which still very low. This study aims to improve the learning outcomes of natural science. This study usesa classroom action research, consisting of 2 cycles. From the data analysis, there is an increase of both teacheractivity, student activity, and student learning result, that is teacher activity in meeting 1 cycle I got 56%(enough) and at second meeting it increased to 72% (good). In the second cycle of the third meeting the value ofteacher activity increased again to 80% (good) and at the fourth meeting increased to 88% (very good). Judgingfrom the activity of students also experienced an increase from 60% (enough) to 68% (good). In the second cycleof the third meeting to 80% (good) and at the fourth meeting increased to 92% (very good). Judging from theresults of the students also experienced preningkat, from the average score of students on the basic score is 62.after the first cycle the average score of students increased to 69 with an increase of 7 points from the basicscore. In the second cycle, the students' learning outcomes also increased by 7 points from cycle I with thestudent's average score of 76. It can be concluded that the advancement model of NHT can improve the learningoutcomes of the fourth grade students of SD Negeri 031 Pulau Kijang.

PENGGUNAAN DIRECT INSTRUCTION MODEL UNTUK MENINGKATKAN HASIL BELAJAR IPA PADA MATERI TUMBUHAN DAN FUNGSINYA SISWA KELAS IV A SDN 015 SUNGAI SALAK KECAMATAN TEMPULING

2016 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
Garnawati Siregar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Instructional Improvement ◽  
Mastery Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Fourth Grade Students ◽  
The Subject ◽  
Class Iv

Problems in the Classroom Action Research (PTK) is the low learning outcomes IPA A fourth grade students of SDN 015 Sungai Salak Kecamatan Tempuling. This study addressed the problem by applying direct instrucsion models. The problem of this research is "Is the direct application of the model intruction IPA can improve learning outcomes in grade IV A SDN 015 Sungai Salak Kecamatan Tempuling ?. The purpose of this study is to improve science learning outcomes in class IV A SDN 015 Sungai Salak Kecamatan Tempuling by way of direct intruction models. Direct intruction A model of fourth grade students of SDN 015 Sungai Salak, Kecamatan Tempuling can improve learning outcomes significantly. At first the student learning outcomes pre-cyclye is 36.00 categorized as very unfavorable; in the first cycle was 61.00 with category; and the results of the second cycle is 81.50 with very good category. Mastery learning individually and classical increases; pre-cyclye 4 students and 20.00 (not finished); in the first cycle is 12 students and 60.00% (not finished) and the second cycle is 19 students or 95% (complete). Based on observations of fourth grade students of SDN 015 A Sungai Salak Kecamatan Tempuling, activity in the first cycle an average of 72% or better and the second cycle of activity is 82% or better at all. Students seem to understand the direct intruction models and they can understand the subject matter properly and appropriately. Based on the research results with direct instructional improvement intruction models managed to fix the problem of low student learning outcomes SDN 015 class IV A Sungai Salak Kecamatan of Tempuling. 

Pengaruh Pembelajaran Daring Berbantuan Laboratorium Virtual Terhadap Minat dan Hasil Belajar Kognitif Fisika

2020 ◽  
Vol 3 (2) ◽  
pp. 351-359
Author(s):  
Egidius Dewa ◽  
Maria Ursula Jawa Mukin ◽  
Oktavina Pandango
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Virtual Labs ◽  
A Value ◽  
Virtual Lab ◽  
Learning Interest

Abstrak: Tulisan ini bertujuan untuk mengetahui pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap minat belajar fisika peserta didik dan mengetahui pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap hasil belajar kognitif fisika peserta didik. Jenis penelitian ini adalah quasi eksperimen dengan desain eksperimen one group pretest posttest. Sampel penelitian ini adalah peserta didik kelas X MIPA 1 yang berjumlah 33 orang yang ditentukan dengan teknik simple random sampling. Instrumen yang digunakan dalam penelitian ini adalah tes hasil belajar kognitif dan angket minat belajar peserta didik. Hasil analisis data dapat disimpulkan bahwa ada pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap minat belajar peserta didik dengan nilai sig (2-tailed) lebih kecil dari 0,05 (0,0063 < 0,05) dan ada pengaruh pembelajaran daring berbantuan laboratorium virtual terhadap hasil belajar kognitif peserta didik dengan nilai sig (2-tailed)  lebih kecil dari 0,05 (0,000 < 0,05) Abstract: This article aims to determine the influence of online learning with virtual labs on the learning interest of students ' physics and to know the influence of online learning with virtual labs on cognitive learning outcomes of student physics. This type of research is a quasi experiment with the experimental design of one group Pretests posttest. This research sample is a student of class X MIPA 1 which amounted 33 people determined with simple random sampling technique. The instruments used in this study are cognitive learning results test and Angket learning interest learners. Data analysis results can be concluded that there is a virtual lab-assisted online learning influence to the learning interest of learners with a value of sig (2-tailed) smaller than 0.05 (0.0063 < 0.05) and there is a virtual lab-assisted online learning influence to the outcome of the students ' cognitive learning with a sig (2-tailed) value smaller than 0.05 (0.000 < 0.05).

Sign in / Sign up

Export Citation Format

Share Document