PENGEMBANGAN ECONOMICS LIFE SKILLS LEARNING MODEL BERBANTUAN APLIKASI MOBILE LEARNING ANDROID TERHADAP PENGUASAAN KONSEP DAN KECAKAPAN EKONOMI DI PERGURUAN TINGGI

2021 ◽  
Vol 12 (2) ◽  
pp. 258-266
Author(s):  
Aris Budiman ◽  
Disman Disman
Keyword(s):  
Mobile Learning ◽  
Life Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Skill Learning ◽  
Economic Life ◽  
Control Group ◽  
Life Skill ◽  
Skills Learning ◽  
Experimental Group

ABSTRAKRendahnya penguasaan konsep dan kecakapan ekonomi pada mahasiswa menjadi latar belakang dari penelitian ini. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran economics life skills berbantuan aplikasi mobile learning Android. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen berbantuan aplikasi SPSS. Sample dalam penelitian ini ditentukan dengan random sampling untuk menentukan kelas kontrol dan kelas eksperimen. Berdasarkan Hasil pengujian, diketahui bahwa ada perbedaan rata-rata yang signifikan antara kelas kontrol yang menerima pembelajaran berbasis proyek dan kelas eksperimen yang memperoleh pembelajaran berbasis proyek berbantuan aplikasi mobil elearning. Hal ini dibuktikan dari hasil uji hipotesis yang telah dilakukan dengan hasil uji beda mean dimana kelompok kontrol memiliki rata-rata sebesar 23.26 dibandingkan dengan kelompok eksperimen dengan treatment PjBL berbasis mobile learning sebesar 71.86. Hal ini didukung oleh probabilitas (Sig.) 0,000 < 0.05 yang menunjukkan bahwa ada perbedaan secara signifikan antara kelompok kontrol dan kelompok eksperimen. Para guru dan pengajar dapat mempertimbangkan Project based learning berbantuan aplikasi mobile learning sebagai salah satu alternatif pembelajaran.Kata Kunci: economic life skill learning model, mobile learningAndroid,penguasaan konsepekonomi, kecakapanekonomi ABSTRACTThe low mastery of concepts and economic skills in students is the background of this research. This study aims to determine the effect of the economics life skills learning model assisted by the Android mobile learning application. The method used in this study is a quasi-experimental application assisted by SPSS. The sample in this study was determined by random sampling to determine the control class and the experimental class. Based on the test results, it is known that there is a significant average difference between the control class receiving project-based learning and the experimental class receiving project-based learning assisted by the e-learning mobile application. This is evidenced from the results of hypothesis testing that has been carried out with the results of the mean difference test where the control group has an average of 23.26 compared to the experimental group with PjBL treatment based on mobile learning of 71.86. This is supported by the probability (Sig.) 0.000 < 0.05 which indicates that there is a significant difference between the control group and the experimental group. Teachers and lecturers can consider Project based learning assisted by mobile learning applications as an alternative learning.Keyword: economic life skill learning model, Android mobile learning, mastery of economic concepts, economic skills

scholarly journals PENGARUH PENERAPAN PROJECT BASED LEARNING MELALUI GOOGLE CLASSROOM TERHADAP HASIL BELAJAR SISWA PADA MATERI LAJU REAKSI

2020 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Widia Qholby ◽  
Lazulva
Keyword(s):  
Reaction Rate ◽  
Learning Model ◽  
Project Based Learning ◽  
T Test ◽  
Control Group ◽  
Experiment Research ◽  
Control Group Design ◽  
Learning Achievement ◽  
Group Design ◽  
Experimental Group

The application of 2013 curriculum which has not been implemented perfectly become a problem in the learning process. This research aimed at knowing the effect of implementing Project Based Learning model with Google Classroom media toward student learning achievement on Chemistry subject, especially Reaction Rate lesson.  It was an quasi experiment research with posttest only control group design.  The eleventh-grade students of MIA were the population of this research.  Random sampling was used in this research, and it was obtained the eleventh-grade students of MIA 1 (experimental group) and MIA 2 (control group).  Interview, test, observation, and documentation were the techniques of collecting the data.  Analyzing the data was using Independent t-test.  Based on the results of Independent t-test with α=0.05, it was obtained the cognitive score of sig. (2 tailed) 0.046 (H0 was rejected). It showed that Project Based Learning model with Google Classroom media facilitated better learning achievement than the model without the use of Google Classroom media.

scholarly journals Growing Minds: The Effects of a One-year School Garden Program on Six Constructs of Life Skills of Elementary School Children

2005 ◽  
Vol 15 (3) ◽  
pp. 453-457 ◽  
Author(s):  
Carolyn W. Robinson ◽  
Jayne M. Zajicek
Keyword(s):  
Elementary School ◽  
Life Skills ◽  
Control Group ◽  
Life Skill ◽  
School Garden ◽  
School Students ◽  
Treatment Groups ◽  
Life Skill Development ◽  
One Year ◽  
Experimental Group

The goal of this study was to assess changes in the life skill development of elementary school students participating in a 1-year school garden program. The Life Skills Inventory included statements for six constructs of life skills including teamwork, self-understanding, leadership, decision making skills, communication skills, and volunteerism. The students were divided into two treatment groups, an experimental group that participated in the garden program and a control group that did not participate in the school garden program. Students in the control group had significantly higher overall life skills scores on the pretest compared to students participating in the garden program but the scores were no longer significantly different between the groups on the posttest scores at the end of the program. In addition, there were no significant differences in the control group's pretest scores compared to their posttest scores. However, the students in the experimental group did significantly increase their overall life skills scores by 1.5 points after participating in the garden program. Two internal life skill scales were positively influenced by the garden program; “working with groups” and “self understanding.”

scholarly journals The Effect of Project-Based Learning Model on Persuasive Writing Skills of Saudi EFL Secondary School Students

2020 ◽  
Vol 13 (7) ◽  
pp. 19
Author(s):  
Majed Ghazai Alotaibi
Keyword(s):  
Secondary School ◽  
Performance Test ◽  
Writing Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Persuasive Writing ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Experimental Group

The aim of this study was to investigate the effect of project-based learning model on persuasive writing skills of Saudi EFL secondary students. The design of the study was quasi-experimental approach using pre and posttest for control and experimental groups. Participants were consisted of (59) students of third grade secondary school, randomly divided into two groups: experimental group consisted of (30) students and control group consisted of (29) students. Experimental group was taught using project-based learning while control group was taught using the traditional method. All participants were tested using the pre/post persuasive writing performance test before and after the intervention. The difference between the posttest&#39;s mean scores of the control and experimental groups were calculated using independent samples T-test. The result showed that there was a significant difference between the posttest&#39;s mean scores of the control and the experimental groups in favor of the experimental group. It was concluded that participants&rsquo; level of persuasive writing performance significantly developed after receiving the explicit project-based learning model.

scholarly journals The Effect of Project Based Learning Model in the Group Investigation in Learning Strategy on Social Attitude Student Subject in USI Pematangsiantar

2020 ◽  
Vol 3 (3) ◽  
pp. 1599-1605
Author(s):  
Fenny Mustika Piliang ◽  
Asnewastri Asnewastri
Keyword(s):  
Learning Strategy ◽  
Total Sample ◽  
Learning Model ◽  
Social Attitudes ◽  
Project Based Learning ◽  
Control Group ◽  
Social Attitude ◽  
Quasi Experimental ◽  
Student Subject ◽  
Experimental Group

This study analyzes the determine the effect of project based learning model in the Group Investigation and conventional of learning strategy on social attitude student subject in USI Pematangsiantar. Samples are taken by total sampling, namely all semester VI students. The total sample of 60 people are grouped into the experimental group with the project based learning model in the Group Investigation, the experimental group with the Group Investigation learning model, and the control group with the conventional learning model. The research instrument was in the form of an observation sheet on students' social attitudes. This research method is quasi-experimental with data analysis techniques using ANOVA test at a significant level α = 5% with the help of the SPSS 21.0 program. The result of this study found that: Social attitudes of students who are taught with project-based learning in the order of Group Investigation 83.10 ± 4.52 are significantly higher compared to Group Investigation learning 69.80 ± 4.56 and conventional learning 63.15 ± 8 , 20 with (Fcount = 57.005; P = 0.000). Thus, it can be concluded that the project based learning model in the Group Investigation order influences the social attitudes of USI Pematangsiantar students.

scholarly journals Football Juggling Learning Alters the Working Memory and White Matter Integrity in Early Adulthood: A Randomized Controlled Study

2021 ◽  
Vol 11 (9) ◽  
pp. 3843
Author(s):  
Yifan Shi ◽  
Kelong Cai ◽  
Hao Zhu ◽  
Xiaoxiao Dong ◽  
Xuan Xiong ◽  
...  
Keyword(s):  
Working Memory ◽  
White Matter ◽  
Motor Skill ◽  
Early Adulthood ◽  
Skill Learning ◽  
Neural Mechanisms ◽  
White Matter Integrity ◽  
Control Group ◽  
Motor Skill Learning ◽  
Experimental Group

Cross-sectional studies suggest that motor skill learning is associated with working memory (WM) and white matter integrity (WMI). However, it has not been established whether motor skill learning improves WM performance, and information on its neural mechanisms have not been clearly elucidated. Therefore, this study compared WM and WMI across time points prior to and following football juggling learning, in early adulthood (18–20 years old), relative to a control group. Study participants in the experimental group were subjected to football juggling for 10 weeks while participants in the control category went on with their routine life activities for the same period of time and were not involved in the learning-related activities. Data on cognitive measurements and that from diffusion tensor imaging (DTI) were collected before and after learning. There was a significant improvement in WM performance of the experimental group after motor learning, although no improvement was observed in the control group. Additionally, after learning, DTI data revealed a significant increase in functional anisotropy (FA) in the genu of corpus callosum (GOCC) and the right anterior corona radiata (R.ACR) in the experimental group. Moreover, the better WM associated with football juggling learning was correlated to a higher FA. Mediation analysis suggested that FA in the GOCC acts as a mediation variable between football juggling learning and WM. These findings show that motor skill learning improves the WM and remodels WMI in early adulthood. With a particular emphasis on the importance of WMI in motor skill learning and WM, this study also revealed the possible neural mechanisms mediated by WMI.

scholarly journals Students’ Perceptions of Life Skill Development in Project-Based Learning Schools

2016 ◽  
Vol 2 (1) ◽  
pp. 91 ◽  
Author(s):  
Kimberly Meyer ◽  
Scott Wurdinger
Keyword(s):  
Problem Solving ◽  
Time Management ◽  
Life Skills ◽  
Skill Development ◽  
Positive Influence ◽  
Project Based Learning ◽  
Life Skill ◽  
Structured Interviews ◽  
Life Skill Development ◽  
Learning Schools

<p>This research aimed to examine students’ perceptions of their life skills while attending project-based learning (PBL) schools. The study focused on three questions including: 1) What are students’ perceptions of their development of life skills in project-based learning schools? 2) In what ways, if any, do students perceive an increase in their life skill development over a one-year period of time? 3) What relationship, if any, is there between grade level and students’ perceptions of their life skills? The subjects were 275 6-12 students from two project-based learning charter schools in Minnesota. One school was located in a rural location; the other in an urban location. The triangulating data collection methods included a Likert-scale survey, semi-structured interviews, and focus groups. Quantitative analysis using SPSS were used to analyze the survey data. Qualitative analysis methods used were coding and identification of emergent themes. Qualitative results showed perceptions of most improved skills as time management, collaboration, communication, and self-directedness. Quantitative data results showed most improved skills within an academic year as responsibility, problem-solving, self-directedness, and work ethic. Self-directedness was the single skill that was evident in all data results. The results showed students’ perceptions of their life skills were positive and that project-based learning helped them develop multiple life skills including, but not limited to communication, collaboration, problem-solving, responsibility, and time management. Implications of this research suggest that project-based learning has a positive influence on students’ life skills development across 6-12 grade levels and helps prepare them to be successful in the 21<sup>st</sup> century global community and economy.</p>

scholarly journals The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Hermawan Gatot Priyadi ◽  
◽  
Yumiati Yumiati
Keyword(s):  
Experimental Research ◽  
Teaching And Learning ◽  
Learning Model ◽  
Mathematical Representation ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Experimental Group

This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students’ ability in mathematical representation. It was quasi-experimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students’ ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students’ ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.

scholarly journals Improvement of Physical, Honesty, Discipline and Cooperation in Class IV Elementary School Students through Circuit Training Learning Model

2020 ◽  
Vol 3 (1) ◽  
pp. 244-250
Author(s):  
Dean Novianti ◽  
I Made Sriundy Mahardika ◽  
Abdul Rachman Tuasikal
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
Learning Model ◽  
Control Group ◽  
Circuit Training ◽  
School Students ◽  
Post Test ◽  
The Difference ◽  
Efficient Learning ◽  
Experimental Group

Physical education program for sport and health allocates four lesson hour of which each hour consists of 35 minutes in one week. It requires an innovative and efficient learning model in order to improve physical fitness, honesty, discipline, and cooperation. The researcher developes a circuit training learning model in the from circuit games which is a modified form of circuit training. The study aim to examine the effectiveness of the circuit training learning model in improving physical fitness, honesty, discipline, and cooperation in students of Elementary School Sidoarjo. The type of research used is quantitative and qualitative by using research and development method, and data analysis using ANOVA. The data collection process is carried out by pre-test and post-test and then the results of the research data are analyzed using SPSS series 2.0. The results of the study shows (1) the sig value of 0,011 smaller than the 0,05 ( p< 0,05 ), meaning that there is the difference in the results of the TKJ I test on groups of students who are not treated compared to the group of students who are given the learning model. (2) the average group of students who are not given the treatment (control group) is 12,50 while for the group of students         given treatment (experimental group) is 15,15, meaning that there is an increase in test results againts the experimental group at 45%, (4) there is an increase in the observations of the discipline attitude from the control group compared to the experimental group at 35 %, (5) there is an increase in the observations of the discipline attitudes of the control group compared to the experimental group at 55%. Based on the above analysis it can be cocluded that the circuit training learning model can improve physical fitness and cultivate honesty, discipline and cooperattion in students of Elementary School.  

scholarly journals Peningkatan Keterampilan Sosial dan Motorik Halus Anak Melalui Pembelajaran Berbasis Proyek

2021 ◽  
Vol 1 (1) ◽  
pp. 14-33
Author(s):  
Wuni Arum Sekar Sari
Keyword(s):  
Emotional Development ◽  
Project Based Learning ◽  
Fine Motor ◽  
Control Group ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Control Group Design ◽  
Post Test ◽  
Group A ◽  
Experimental Group

This study examines the effect of project-based learning on children’s social-emotional development and children’s fine motoric development. This study uses a Quasi-Experimental Design. Control-Group Design (Pre-test and Post Test) or Nonequivalent [Pretest and Post Test] Control-Group Design, the experimental group (A) and the control group (B), were selected without a random assignment procedure. In these two groups, both pretest and posttest were carried out. Only the experimental group (A) was treated. This research was conducted at RA Uniform Debit and RA Kusuma Mulia, Ngino, Plemahan, Kediri. Data were collected using observation sheets, descriptive statistical data analysis, and paired t-test with alpha <0.05.  Based on the results of different tests with the Paired t-test, the Sig. As much as 0.000, where this value is less than 0.05, reject H1 and accept H0, there are differences in social-emotional development and fine motor skills between before (pretest) and after (posttest) getting project-based learning the experimental group and the control group. The average value shows that the social-emotional development after being given the Project-Based learning was more significant than the social-emotional development, namely 26.03> 20.44 in the experimental group and 22.10> 20.23 in the control group. Likewise, fine motor development before being given the Project-Based learning, namely 14.97> 11.84 in the experimental group and 13.03> 11.97 in the control group. This means that the project-based learning given to RA students in Plemahan, Kediri is more effective than learning in the control group.

scholarly journals Do EFL Learners Enhance Their knowledge of Their Home Cultures as a Result of comparing them with other Cultures Through Project-Based Learning?

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Akharraz Mohamad ◽  
Keyword(s):  
Language Learners ◽  
Cultural Awareness ◽  
Cultural Practices ◽  
Project Based Learning ◽  
Control Group ◽  
Cultural Products ◽  
Treatment Groups ◽  
Foreign Language Learners ◽  
The Impact ◽  
Experimental Group

The existing research studies have revealed that project-based learning (PjBL) has significantly helped foreign language learners enhance their cultural understanding as a result of completing their projects (e.g., Bouchouk, 2017; Hsu, 2014; Kim, 2019; Liu et al., 2006; Ngo, 2014). While these studies have congruently proved the utility of PjBL in enhancing students’ cultural awareness, none of them has measured the effect of PjBL together with a comparative and contrastive approach on students’ understanding of their home cultures. Hence, the purpose of this study is to investigate the impact of comparing students’ home cultures with the English cultures through PjBL on students’ understanding of their own cultures in terms of cultural products, cultural practices, and cultural perspectives. Two similar intact groups were randomly assigned to control and treatment groups. The two groups were pretested, administered two different treatments for 24 weeks, and post-tested to assess their differences. The independent sample t-tests results exhibited that the experimental group substantially deepened their understanding of their home cultures as a result of comparing them with the English cultures through PjBL. The study also revealed that while the control group significantly improved their cultural products, those in the experimental group greatly enhanced their knowledge of cultural practices and perspectives.

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