scholarly journals LEARNING PHYSICS THROUGH THE COOPERATIVE MODEL OF THE TYPE OF TAI OBSERVED FROM METACOGNITIVE SKILLS AGAINST COGNITIVE LEARNING OUTCOMES

2018 ◽  
Author(s):  
Muhammad Satriawan
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
First Grade ◽  
Control Group ◽  
Metacognitive Skills ◽  
Learning Models ◽  
Design Data ◽  
Experimental Group ◽  
Cognitive Learning Outcomes

This study aims to determine whether there is: (1) Difference between the learning outcomes of students who taught used the model of TAI type of cooperative learning with students who taught used conventional learning models. (2) Difference between the learning outcomes of students with high metacognitive skills and students who had low metacognitive skills. (3) Interaction between the models of learning with metacognitive skills of learning outcomes. The samples taken 2 classes from 5 classes of the first grade science class at senior high school 5 Mataram that amounted 177 students, which are divided into an experimental group and a control group, the first used of cooperative learning model of the type of TAI and the second group using the conventional model. Data is collected by the tests for cognitive learning outcomes and questionnaire for the metacognitive skills. This experimental study using 2 x 2 factorial design. Data were analyzed using analysis of variance technique (ANAVA) two-way with SPSS 20.0 for windows. The results analysis of data on a significant level of 0.05 shows that: (1) significant values of the used learning models to learning outcomes the results of 0.300 (2) the significant value of metacognitive skills of students to learning outcomes the results of 0.000, (3) significant interaction of learning with the used of models metacognitive skills of 0.674. Conclusion: (1) there was no difference between students cognitive learning outcomes using the model of cooperative learning type of TAI with the conventional learning models, (2) there were differences in learning outcomes between students with high metacognitive skills and metacognitive skills low, (3) there was no interaction between the use of learning models (cooperative type TAI and Conventional) with metacognitive skills (high and low) of the students cognitive learning outcomes.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe STAD terhadap Keterampilan Sosial dan Hasil Belajar Kognitif Siswa

2021 ◽  
Vol 2 (1) ◽  
pp. 19-28
Author(s):  
Dorkas Wini Ngailo ◽  
Agus Muliadi ◽  
Siti Rabiatul Adawiyah ◽  
Taufik Samsuri ◽  
Armansyah Armansyah
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Experimental Group ◽  
Cognitive Learning Outcomes

Tujuan penelitian ini adalah mendeskripsikan keterampilan sosial dan hasil belajar siswa setelah pembelajaran menggunakan model pembelajaran kooperatif tipe (STAD). Posttest control group design digunakan dalam penelitian eksperimen semu ini. Sampel penelitian ini adalah kelas VII A (kelompok eksperimen) dan kelas B (kelompok control) yang dipilih menggunakan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi keterlaksanaan RPP, lembar observasi keterampilan sosial, tes hasil belajar kognitif siswa dan lembar validasi soal. Data hasil penelitian dianalisis secara deskriptif dan statistic menggunakan uji-t. Hasil penelitian menunjukkan keterampilan sosial kelompok eksperimen dan kelompok control berkategori baik. Hasil uji statistic menunjukkan bahwa tidak terdapat perbedaan signifikan antara kelompok eksperimen dengan kelompok control (thitung= 1,53 < ttabel= 1,93) meskipun secara deskriptif skor rata-rata hasil belajar kelompok eksperimen lebih baik dari kelompok control (mean= 63,75 vs. mean= 50,52). Penelitian ini menyimpulkan bahwa tidak ada pengaruh signifikan model pembelajaran kooperatif tipe STAD terhadap keterampilan sosial dan hasil belajar kognitif siswa. The Effect of the STAD Type Cooperative Learning Model on Students' Social Skills and Cognitive Learning Outcomes Abstract The purpose of this study was to describe social skills and student learning outcomes after learning using the STAD type cooperative learning model. Posttest control group design was used in this quasi-experimental research. The samples of this study were class VII A (experimental group) and class B (control group) which were selected using purposive sampling technique. The instruments used in this study were the lesson plan implementation observation sheet, social skills observation sheet, student cognitive learning outcomes test and question validation sheets. The research data were analyzed descriptively and statistically using t-test. The results showed that the social skills of the experimental group and the control group were categorized as good. The results of the statistical test showed that there was no significant difference between the experimental group and the control group (tcount= 1.53 < ttable= 1.93) although descriptively the average score of the experimental group's learning outcomes was better than the control group (mean= 63.75 vs. mean = 50.52). This study concludes that there is no significant effect of the STAD type cooperative learning model on social skills and students' cognitive learning outcomes.

scholarly journals PERBEDAAN HASIL BELAJAR MATA KULIAH GELOMBANG MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF BERBASIS INQUIRI MAHASISWA PENDIDIKAN FISIKA.

2014 ◽  
Vol 2 (1) ◽  
pp. 136
Author(s):  
Syifa’ul Gummah ◽  
Sukainil Ahzan
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Physics Education ◽  
Cognitive Learning ◽  
Data Retrieval ◽  
T Test ◽  
Learning Models ◽  
Test Statistic ◽  
Significance Level ◽  
Cognitive Learning Outcomes

This study aims to determine the difference in learning outcomes of 'Wave courses' between groups of students using cooperative learning models based on inquiry and conventional methods. The sample of this research is Student of Physics Education Department in FPMIPA IKIP Mataram class A and B determined by random sampling technique. Data retrieval was performed with tests for cognitive learning outcomes. Research data were taken through pre-test and post-test scores. The research hypothesis was tested by using t test statistic. The results showed that there were differences in students' cognitive learning outcomes between groups of cooperative learning models based on inquiry with conventional learning model expressed by t-test (2.36)> t-table (1.96) at 5% significance level.

scholarly journals The Effect of Problem Based Learning Models in Online Learning Settings on Student Cognitive Learning Outcomes in History Subjects

2021 ◽  
Vol 5 (1) ◽  
pp. 148
Author(s):  
Megiridha Loppies ◽  
Aip Badrujaman ◽  
Sarkadi Sarkadi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

This study aims to examine the effect of problem-based learning models on the achievement of student learning outcomes in History subjects. This research was conducted at Pusaka 1 Jakarta Senior High School. The method used in this research is quantitative quasi-experimental with a nonequivalent control group design model. The population in this study were all students of class XI IPS as many as four classes at SMAS Pusaka 1 Jakarta. The research sample was determined by purposive sampling technique to determine one class as an experimental class using a problem-based learning model and another class as a control class using conventional learning models. The results of hypothesis testing using the t test, obtained tcount = 9.25,> from ttable = 1.99. Thus, Ho is rejected and Ha is accepted, so it can be concluded that there is a significant influence between problem-based learning models in online learning settings on cognitive learning outcomes of class XI IPS at SMAS Pusaka 1 Jakarta on History Subjects.

scholarly journals Perbedaan kemampuan berpikir kritis dan hasil belajar kognitif dengan model pembelajaran problem based learning berbantuan media audio visual

2020 ◽  
Vol 5 (01) ◽  
Author(s):  
Meti Herlina ◽  
Jayanti Syahfitri ◽  
Ilista Ilista
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Visual Media ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
Cognitive Learning Outcomes

Utilization of Problem Based Learning models assisted by learning media to improve critical thinking skills and cognitive learning outcomes of students have not run optimally. This study aims to determine the differences in critical thinking skills and cognitive learning outcomes of students with Problem Based Learning (PBL) learning models assisted by audio-visual media in SMA Negeri 06 Bengkulu City. The research method used was quasi-experimental with a randomized pretest-posttest control group design. The study population was students of class XI SMA Negeri 06 Bengkulu City with two sample groups namely experiment and control with 36 people each. The instrument used, namely essay question test totaling 5 questions that measure critical thinking and multiple-choice questions totaling 10 questions to measure cognitive learning outcomes. The research data analysis technique used a t-test. The results showed that there were differences in critical thinking skills and student cognitive learning outcomes. This is evident from the t-count value of critical thinking skills of 6.414 (> t-table) and cognitive learning outcomes of 5.826 (> t-table). This research concludes that there are differences in critical thinking skills and cognitive learning outcomes of students with PBL models assisted by audio-visual media.

scholarly journals PENGARUH MODEL PROJECT BASED LEARNING (PjBL) PADA KONSEP SISTEM KOORDINASI MANUSIA TERHADAP KETERAMPILAN METAKOGNITIF SISWA KELAS XI SMA NEGERI 4 BANJARMASIN

2020 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Aulia Mahfuzah ◽  
Siti Ramdiah
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Control Group ◽  
Metacognitive Skills ◽  
Design Data ◽  
Control Group Design ◽  
Significance Level ◽  
Average Value

<em>Quality education is needed to support the creation of intelligent people who are able to compete in the era of globalization. However, based on a number of international, national, to regional assessments and facts that are encountered directly in the field, students provide information that student awareness in learning is still lacking. This information shows that the cognitive learning outcomes of students have not been maximized. This study aims to determine the effect of the PjBL model on the metacognitive skills of the XI MIPA grade students of SMA Negeri 4 Banjarmasin. Metacognitive skills can help students develop thinking skills which further influence student learning outcomes. This type of research is a quasi experiment, with a design model known as non equivalent pretest-posttest control group design. Data collection techniques using essay tests. Assessment of metacognitive skills refers to Corebima (2009). The research data were analyzed by one way ANOVA statistical analysis using SPSS version 24 for windows with a significance level of 5%. The results showed the average value of the experimental class students facilitated by the PjBL model by 85.47 and the control class facilitated by conventional learning by 73.41 with Fcount = 17.616 (p = 0.000 &lt;0.05). Thus, it can be concluded that the Project Based Learning model has a significant positive effect on the metacognitive skills of the 11th grade students of Mathematics and Natural Sciences in SMA Negeri 4 Banjarmasin</em>

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TERHADAP HASIL BELAJAR KOGNITIF DITINJAU DARI KEMAMPUAN AKADEMIK MAHASISWA

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Fahruddin ◽  
A. Wahab Jufri ◽  
Jamaluddin
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Biology Education ◽  
Learning Model ◽  
Academic Ability ◽  
Cognitive Achievement ◽  
Control Group ◽  
Model Type ◽  
Cognitive Learning Outcomes

This research aims to determine the effect of cooperative learning on cognitive learning outcomes in terms of students' academic abilities. This study was aquasi-experimental research design with non-equivalent pretest-posttest control group design with 2x4 factorial design. The study population was a student of biology education STKIP Bima semester IV, total of 8 classes with a number of 336 students. Samples were obtained through a simple random sampling technique, of which there are 8 classes taken 4 classes as the sample with 168 students.The research instrument is a cognitive achievement test. The data were analyze dusing statistical techniques Anacova two paths. The results showed that 1) There is influence of cooperative learning model type STAD, Jigsaw II, and the TGT to the cognitive achievement of students (p <0.05), 2) There is influence of academic ability on the cognitive achievement of students (p <0.05) , 3) There is no influence to interaction effect between cooperative learning model type STAD, Jigsaw II, and TGT with academic ability of the student cognitive learning outcomes (p> 0.05), 4) Different test results show that the cooperative learning model TGT significant differences in their effects oncognitive learning outcomes, compared with Jigsaw II, and STAD (coefficient positively and sig. <0,05).

scholarly journals Penerapan model pembelajaran inkuiri terbimbing untuk meningkatkan KPS dan hasil belajar siswa SMP kelas VIII

2017 ◽  
Vol 3 (2) ◽  
pp. 150 ◽  
Author(s):  
Iswatun Iswatun ◽  
Mosik Mosik ◽  
Bambang Subali
Keyword(s):  
Learning Outcomes ◽  
Direct Instruction ◽  
Junior High School ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Control Group ◽  
Guided Inquiry ◽  
Learning Models ◽  
Positive Effect ◽  
Cognitive Learning Outcomes

Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains (KPS) dan hasil belajar kognitif siswa melalui model pembelajaran inkuiri terbimbing serta untuk mengetahui korelasi KPS terhadap hasil belajar kognitif. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Bojong Kabupaten Pekalongan tahun ajaran 2016/2017. Penelitian ini merupakan penelitian quasi experiment dengan desain control group pretest posttest. Pengambilan data dilakukan dengan metode tes dan observasi. Pembelajaran inkuiri terbimbing diterapkan pada kelas eksperimen sedangkan Direct Instruction (DI) diterapkan pada kelas kontrol. Hasil penelitian menunjukkan peningkatan KPS kelas eksperimen sebesar 0,52 sedangkan kelas kontrol sebesar 0,33. Pada penelitian ini, aspek keterampilan proses sains yang memperoleh hasil optimal adalah aspek observasi, mengukur, melakukan percobaan, dan komunikasi. Peningkatan hasil belajar kognitif kelas eksperimen sebesar 0,53 sedangkan kelas kontrol sebesar 0,38. Berdasarkan hasil penelitian tersebut menunjukkan bahwa peningkatan kelas eksperimen baik KPS maupun hasil belajar kognitif lebih tinggi dibandingkan kelas kontrol. Hasil uji korelasi pearson menunjukkan bahwa KPS memberikan pengaruh positif terhadap hasil belajar kognitif siswa dengan hasil output korelasi pearson r(35)=0,554; . Sehingga dapat disimpulkan bahwa penerapan model pembelajaran inkuiri terbimbing dapat meningkatkan KPS dan hasil belajar kognitif siswa serta memberikan pengaruh positif antara KPS terhadap hasil belajar kognitif siswa.Kata kunci: inkuiri terbimbing, keterampilan proses sains, hasil belajar kognitif Application of Guided Inquiry Learning Model to Improve SPS and Student Learning Outcomes for Junior High School Grade VIII AbstractThe aim of this reseach is to improve the Science Prosess Skill (SPS) and to find out the student cognitive learning outcomes by guided inquiry learning models and also to find out the corelation of SPS and student’s learning outcomes. The populations of this reseach is 8th grade of SMP Negeri 1 Bojong’s students on 2016/2017 school year, in Pekalongan city. The kind of this research is quasy experimental research used control group pretest posttest design. The datas took by test and observation method. Guided inquiry learning was applied in experimental class while direct instruction was applied in control class instead. The results of this research shown 0.52 for experimental class while 0.33 for control class in improvement of SPS. In this research, the aspects of improvement of SPS which got optimal result is observation, measurement, experiment, dan comunications aspect.  The improvement of cognitive learning outcomes for experimental class is 0.53 while 0.38 for control class. Based on the results of this research, experimental class got higher point for SPS and cognitive learning outcomes than control class. The result of analisys in pearson corelation shown that SPS gave more positive effect for student cognitive learning outcomes at points r(35)=0.554; p<0.01 for  pearson corelation score. From this research can be conclude  that applyng the guided inquiry learning models can improve SPS and student cognitive learning outcomes and also give more positive effect of SPS in student cognitive learning outcomes.Keywords: Guided Inquiry, Science Process Skills, Cognitive Learning Outcomes

scholarly journals PERBANDINGAN PENERAPAN PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN TAI TERHADAP HASIL BELAJAR RANAH KOGNITIF KELAS VIII [A COMPARISON OF THE IMPLEMENTATION OF COOPERATIVE LEARNING METHODS JIGSAW AND TAI ON COGNITIVE LEARNING OUTCOMES OF GRADE 8 STUDENTS]

2017 ◽  
Vol 1 (1) ◽  
pp. 22
Author(s):  
Yuni Eka Susilawati ◽  
Desri Kristina Silalahi ◽  
Melda Jaya Saragih
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Cognitive Learning Outcomes

<p>One of the factors affecting student learning outcomes is the learning process in the classroom. A teacher-centered learning process provides little learning experience for students. Student-centered learning needs to be developed so that students may experience meaningful learning and achieve good outcomes. The purpose of this study was to see the different cognitive learning outcomes caused by the implementation of two cooperative learning methods: jigsaw and TAI. The research method used is a quantitative quasi experiment with Nonequivalent Control Group Design. Student learning outcomes were measured by a post test. The difference in the learning outcomes were tested using a t-test. The research concludes that there is a significant difference of cognitive learning outcomes between students who are given cooperative learning jigsaw type (mean 43.14) and TAI (mean 47.85).</p><p><strong>ABSTRAK BAHASA INDONESIA: </strong>Salah satu faktor yang memengaruhi hasil belajar siswa adalah proses pembelajaran di kelas. Pembelajaran yang berpusat kepada guru cenderung memberikan sedikit pengalaman belajar kepada siswa. Pembelajaran yang berpusat kepada siswa perlu dikembangkan agar siswa dapat mengalami pembelajaran yang bermakna dan mendapatkan hasil belajar yang baik. Tujuan penelitian ini untuk melihat perbedaan hasil belajar kognitif karena penerapan dua jenis pembelajaran kooperatif yaitu <em>jigsaw</em> dan <em>TA</em>I pada dua kelas yang berbeda. Metode penelitian yang digunakan adalah kuantitatif <em>quasi eksperimen </em>dengan desain penelitian <em>Nonequivalent Control Group Design</em>. Hasil belajar siswa diukur menggunakan nilai <em>post-test</em>. Perbedaan hasil belajar  dianalisis menggunakan uji t.  Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan (hasil belajar ranah kognitif antara siswa yang diberikan pembelajaran kooperatif tipe <em>jigsaw</em> (mean 43.14) dengan tipe <em>TAI</em> (mean 47.85).</p>

scholarly journals Pengaruh model pembelajaran discovery learning berbantuan video dan problem based learning terhadap motivasi dan hasil belajar siswa

2020 ◽  
Vol 5 (01) ◽  
Author(s):  
Mira Wabula ◽  
Pamella Mercy Papilaya ◽  
Dominggus Rumahlatu
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Learning Models ◽  
Multiple Choice Questions ◽  
Control Group Design ◽  
Cognitive Learning Outcomes

The low motivation and cognitive learning outcomes of students can be caused by errors in the selection and use of learning models in the class. This study aims to determine the effect of discovery video learning and problem-based learning model (PBL) on motivation and learning outcomes of class X students of SMA Negeri 1 Ambon. The research method used was a quasi-experimental research design using a pretest-posttest nonequivalent control group design. The sample used was grade X MIPA-6 and X MIPA-7 students. The instrument used was a questionnaire containing 30 items to measure motivation and 60 multiple choice questions to measure cognitive learning outcomes. Motivational data and student learning outcomes were analyzed with the ANCOVA test. The results showed that there was no effect of the discovery-assisted learning model and the PBL learning model on student motivation (p> 0.742). But there is an influence of learning models of learning with the help of the discovery and PBL learning models on cognitive learning outcomes (p <0.003). The conclusion of this study, the discovery learning model and PBL learning model do not affect motivation but affect cognitive learning outcomes.

scholarly journals Differences in Learning Outcomes Using Direct Learning Models Viewed from Spatial Ability: Study At Basic Survey Working Lesson in the Engineering Surveying

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Oni Widiantoro ◽  
Kusnan Kusnan ◽  
Suparji Suparji ◽  
Suparji Suparji ◽  
Tri Rijanto
Keyword(s):  
Learning Outcomes ◽  
Spatial Ability ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Experiment Research ◽  
Direct Learning ◽  
Cognitive Learning Outcomes

The purpose of this research is (1) analyze difference in cognitive students learning outomes are taught using direct learning model compared students learning outomes are taught using direct learning model; (2) analyze difference in cognitive students learning outcomes who have high spatial ability compared low spatial ability; and (3) analyze interaction between learning model and spatial ability towards cognitive students learning outomes. The type of research used is experiment research in faktorial design. Population of this research is all of engineering building students in SMK Negeri 3 Jombang includes Geomatika and Engineering Surveying (TSP). Sample  of this research is X TSP-1 students as experiment group and X TSP-2 students as control group. The results of this research conclude that: (1) students who had taught using direct learning model gotten cognitive learning outcome significantly hingher than students who had taught using direct learning model; (2) students who have high spatial ability will get cognitive learning outcomes significantly higher than low spatial ability; and (3) there is an interaction significantly between learning model and spatial ability toward cognitive students learning.

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