scholarly journals PEMBELAJARAN STRATEGI PEMECAHAN MASALAH SISTEMATIS DAN WANKAT-OREOVOCZ BERBANTUAN METODE EKSPERIMEN DAN DEMONSTRASI UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF PESERTA DIDIK PADA MATERI OPTIK

2021 ◽  
Vol 9 (2) ◽  
pp. 68-78
Author(s):  
FIAN IRSADA
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Design Data ◽  
Spss Software ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
Cognitive Learning Outcomes

The purpose of this study was to determine the interaction between the application of learning systematic problem solving solutions and Wanket-Oreovocz. Experimental and demonstration methods have different effects. The number of students in this study were 70 students who were divided into two classes, namely the application of systematic problem solving strategy learning which amounted to 34 students and the application of the Wanket-Oreovocz problem solving strategy class totaled 36 students in terms of the application of experiments and demonstrations. learning methods. Samples were taken using the purposive sampling technique. The research design used in this study is a factorial design. Data analysis using Anova technique with SPSS software version 16.0..Research results of data analysis in this research used to improve students’ cognitive learning outcomes in terms of application of learning systematic troubleshooting strategy and demonstration method obtained 0.59 which was in moderate “category”, the application of Wanket-Oreovocz troubleshooting strategy and experimental methods obtained 0.56 which was in moderate “category”. Wanket-Oreovocz troubleshooting strategy that obtained 0.61 was also obtanined 0.61. Results hypothesis showed that there is difference in cognitive learning outcomes between the application of learning systematic troubleshooting strategy and Wanket-Oreovcz (sig-value 0.854 > 0,05); there are differences in cognitive learning outcomes between the application of experimental method and demonstration method (sig-value 0.035 < 0.05);and there is no interaction between systematic troubleshooting strategy and Wanket-Oreovcz, which demonstration method was better used than experiment method.

scholarly journals Pengaruh Model Pembelajaran Creative Problem Solving Terhadap Keterampilan Pemecahan Masalah dan Hasil Belajar Kognitif Siswa

2017 ◽  
Vol 5 (1) ◽  
pp. 25
Author(s):  
Rosmianti Lestari Mbembok ◽  
Any Fatmawati ◽  
Siti Rabiatul Adawiyah
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Creative Problem Solving ◽  
Problem Solving Skills ◽  
Average Percentage ◽  
Creative Problem ◽  
Cognitive Learning Outcomes

This research with the aim to know the influence of the use of Creative Problem solving learning model on problem solving skills and cognitive learning outcomes of grade X SMA Islam Al-Ma'arif Pandan Indah Lesson 2016/2017. Population in this research is all student of class X SMA Islam Al-Ma'arif Pandan Indah Lesson Year 2016/2017 with amount of population counted 36 person which existed in class XA and XB. Furthermore, sampling technique used is a saturated sampling technique that is sampling technique when all members of the population used as a sample. Where class XA as experiment class and XB as control class. The type of research used in this study is quasi experiment with observation and test data collection techniques. The results showed that problem solving skills in the first experimental classroom obtained an average percentage of 66% included in the good category, while in the second meeting obtained an average percentage of 79% included in the category of very good. The students' cognitive learning outcomes in the experimental class were 70.4 and the control class was 66.2. The result of hypothesis test with t test at 5% significant level shows that tcount> ttable (2,675> 2,042), meaning H0 is rejected. So it can be concluded that there is influence Creative Problem Solving learning model to problem solving skills and student cognitive learning outcomes.

scholarly journals Penerapan model pembelajaran problem solving fisika berbantuan alat peraga kolektor surya pada pembelajaran kalor di SMA IT Iqra’

2019 ◽  
Vol 3 (3) ◽  
pp. 154-159
Author(s):  
Rini Wulandari ◽  
Eko Swistoro ◽  
M Lutfi Firdaus
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Extracurricular Activities ◽  
Measurement Data ◽  
Cognitive Learning ◽  
Learning Model ◽  
Design Data ◽  
Anova Test ◽  
Significant Difference ◽  
Cognitive Learning Outcomes

AbstraCT[Application of Physics Problem Solving Learning Model  Assisted Collector Solar Props on Heat Learning in SMA IT Iqra '].  The aims of this study is to explain the students 'cognitive learning outcomes using the learning model of Physics Solving Problem assisted solar collectors in heat learning in SMA IT Iqra' Bengkulu, and to explain the cognitive learning outcomes between high, medium and low group students. The subjects of this study are 24 students who follow the physical extracurricular activities in SMA IT Iqra ' Bengkulu. This type of research is pre-experimental by setting aside a group of pretest and posttest designs. Student cognitive learning result data obtained by test instrument that is question of multiple choice. Pretest measurement data form the basis for grouping students into high, medium and low groups. Data on cognitive learning outcomes were analyzed and calculated using normalized gain values and analyzed using the Anova test. The results showed that overall N-gain of 0.59 was moderate. N-gain based on group that is high group equal to 0,72; medium group of 0,58; and low group of 0.47. Based on anova test conducted to know the difference of cognitive learning result between student group obtained Fcount = 4,046 > F table 3,47 and sig value. 0.033 ? 0.05. The conclusion of this research is the learning model of Physics Solving Problem assisted by solar collector can improve students 'cognitive learning outcomes in extracurricular activities in SMA IT Iqra' Bengkulu and there is a significant difference of cognitive learning achievement among high, medium and low students.Keywords: Learning model; Physics Problem Solving; Heat, Cognitive learning outcomes (Received December 17, 2019; Accepted July 5, 2019; Published October 24, 2019) AbstrakPenelitian ini bertujuan untuk menjelaskan peningkatan hasil belajar kognitif siswa yang diajarkan menggunakan model pembelajaran Problem Solving Fisika  berbantuan alat peraga kolektor surya dalam pembelajaran kalor di SMA IT Iqra’ Kota Bengkulu, dan untuk menjelaskan perbedaan peningkatan hasil belajar kognitif antara siswa kelompok tinggi, sedang dan rendah. Subjek penelitian ini adalah 24 siswa yang mengikuti kegiatan ekstrakurikuler fisika di SMA IT Iqra’ Kota Bengkulu. Jenis penelitian adalah pre-eksperimental dengan desain one group pretest and posttest design. Data  hasil belajar kognitif siswa diperoleh dengan instrumen tes yaitu soal pilihan ganda. Data hasil nilai pretest menjadi dasar pengelompokan siswa ke dalam kelompok tinggi, sedang dan rendah . Data  hasil belajar kognitif dianalisis secara deskriptif dan dihitung dengan menggunakan skor gain yang dinormalisasi serta dianalisis menggunakan uji Anova. Hasil penelitian menunjukkan N-gain  keseluruhan siswa sebesar 0,59 berkategori sedang. N-gain berdasarkan kelompok yaitu kelompok tinggi sebesar 0,72; kelompok sedang sebesar 0,58; dan kelompok rendah sebesar 0,47. Berdasarkan uji anova yang dilakukan untuk mengetahui perbedaan hasil belajar kognitif antar kelompok siswa diperoleh Fhitung 4,046 > Ftabel 3,47 dan nilai sig. 0,033 ? 0.05. Kesimpulan penelitian ini adalah model pembelajaran Problem Solving Fisika berbantuan alat peraga kolektor surya dapat meningkatkan hasil belajar kognitif siswa pada kegiatan ekstrakurikuler di SMA IT Iqra’ Kota Bengkulu dan terdapat perbedaan peningkatan hasil belajar kognitif yang signifikan antara siswa kelompok tinggi, sedang dan rendah.Kata kunci: Model Pembelajaran; Problem Solving Fisika; Kalor, Hasil belajar kognitif.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA “MINITIM KABAR” UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA

2020 ◽  
Vol 2 (2) ◽  
pp. 152-168
Author(s):  
Zania Ramadani ◽  
Wuli Oktiningrum
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Design Data ◽  
Weight Measurement ◽  
Student Questionnaire ◽  
The Media ◽  
High Level ◽  
Testing Product ◽  
Cognitive Learning Outcomes

Weight measurement mathematics was an important material for weighing objects in everyday life. Based on the resulted of observations of students' scores on weight measurement 58% did not reach the KKM (Minimum Completeness Criteria). This study aim to (1) developing Minitim Kabar media for 2nd grade; (2) knowing the feasibility of “Minitim Kabar" media; (3) knowing the increased in cognitive learning outcomes measuring weight in Class II SD students. This research was R&D which includes 10 steps in research which include: research potentials and problems, design data, design validation, revision design, product testing, product revision, usage testing, product revision, product production. The expert tested subjects in this study were the media expert validator and the material expert validator, while the tested subjects were 6 students in the media trial and 9 students in the product trial. Data tested techniques using interviews, observation, tests, and documentation. The data analysis technique used quantitative data analysis techniques and qualitative data analysis. The resulted of this study indicate that the mini media had a high level of validity and attractiveness. The resulted of the validation of material experts were 92.3%, the resulted of the validation of media experts were 87.5%, and the proportion of student questionnaire responses was 100%. The increase in students' cognitive learning outcomes was 45.06. The N-gain test result of 0.65 was at a moderate level. Thus, the Minitim Kabar media was suitable for used as a thematic learning media to improve cognitive learning outcomes in 2nd grade on weight measurement matters.

scholarly journals PENERAPAN MAGANG KOGNITIF (COGNITIVE APPRENTICESHIP) UNTUK MENGAJARKAN KETERAMPILAN METAKOGNITIF DAN HASIL BELAJAR KOGNITIF SISWA

2017 ◽  
Vol 2 (2) ◽  
pp. 212
Author(s):  
Dian Anisa Rokhmah Wati ◽  
Tukiran Tukiran ◽  
Muslimin Ibrahim
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Cognitive Learning ◽  
Cognitive Apprenticeship ◽  
Reciprocal Teaching ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Static Group ◽  
Cognitive Learning Outcomes

The main aim of this research are to describe (1) cognitive learning outcomes of students who were taught using the cognitive apprenticeship using reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), and schoenfeld problem solving (SPS) strategies and (2) metacognitive skill level of students who are taught using the cognitive apprenticeship with RT, SB, and SPS strategies. This type of research is experimental research using the static group pretest-posttest design consisting of three classes of experiments with different treatments. Research subjects are students of XI IPA 2 SMA Darul Ulum Unggulan BPPT Jombang by the number of each class of experiments is 22 students. Instruments used are in the form of test and questionnaire. Students' cognitive learning outcomes data obtained will be analyzed with one way ANOVA using SPSS 19 and questionnaire data will be described.The result of data analysis revealed that Ho is rejected and Hi is accepted. It means that there was differences in cognitive learning outcomes of students who were taught using the cognitive apprenticeship with RT, SB, and SPS strategies. Metacognitive skill level of individual students experiencing increased tendency for RT, SB, and SPS class, while the average grade of students' metacognitive skills is in grade 3, developing grade for RT and SB class, while grade of students' metacognitive skills is in grade 4, ok grage for SPS class. It can be concluded that the cognitive apprenticeship learning with SPS strategy can be used to teach metacognitive skills with more scaffolding and advised to use RT and SB strategies for suitable characteristics topic (reading and writing)Tujuan utama penelitian ini adalah untuk mendeskripsikan (1) Hasil belajar kognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), dan schoenfeld problem solving (SPS), (2) Tingkat keterampilan metakognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Jenis penelitian yang dilakukan adalah experimental research menggunakan static group pretest- postest design yang terdiri dari tiga kelas eksperimen dengan perlakuan yang berbeda-beda. Subjek penelitian yaitu siswa kelas XI IPA SMA Darul Ulum 2 Unggulan BPPT Jombang dengan jumlah masing-masing kelas eksperimen adalah 22 siswa. Instrumen yang digunakan berupa soal tes dan angket. Data hasil belajar kognitif siswa yang diperoleh akan dianalisis dengan anava satu jalur menggunakan SPSS 19 dan data angket akan dideskripsikan. Hasil analisis data menunjukkan terdapat perbedaan hasil belajar kognitif siswa yang diajar menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Tingkat keterampilan metakognitif siswa secara individual mengalami kecendrungan meningkat untuk kelas RT, SB, dan SPS, sedangkan secara rata - rata kelas tingkat keterampilan metakognitif siswa berada pada tingkat 3 yaitu tingkat developing untuk kelas RT, dan SB, sedangkan untuk kelas SPS berada pada tingkat 4 yaitu tingkat ok. Disimpulkan bahwa pembelajaran magang kognitif dengan strategi SPS dapat digunakan untuk mengajarkan keterampilan metakognitif, dengan pendampingan yang lebih maksimal dan disarankan untuk menerapkan strategi RT dan SB pada topik yang memiliki karakteristik yang sesuai yaitu membaca dan menulis

scholarly journals Penerapan Strategi Pemecahan Masalah Sistematis (Systematic Approach to Problem Solving) untuk Meningkatkan Hasil Belajar Matematika Kelas XI IPS 2 SMA Negeri 1 Kerinci Tahun Pelajaran 2019/2020

2020 ◽  
Vol 20 (3) ◽  
pp. 784
Author(s):  
Hadiawati Hadiawati
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Problem Solving ◽  
Systematic Approach ◽  
Average Score ◽  
Limit Function ◽  
Learning Achievement ◽  
Math Teachers ◽  
Problem Solving Strategy ◽  
Solving Strategy

This study was an Action Research which was conducted because the student’s achievement on Mathematics  were still lower than The Minimum Achievement Criteria (KKM). The research was conducted to see whether the Systematic Problem Solving Strategy could improve the student’s learning achievement. The aim of the research was to improve the student’s comprehension on Algebra Limit Function subject In Mathematics, so their learning achievement also improved significantly. The research participants were the students of grade XI IPS 2 SMAN 1 Kerinci. The researcher was helped by a collaborator who was a Math Teacher at the same school. The study was done in two cycles with four stages, (a) Planning (b) Action (c) Observation (d) Reflection. The result of data analysis showed that the student’s average score in cycle 1 was 69 (65%). It became higher in cyle 2 to 83 ( 85%). There was significant improvement seen from the result of cycle 1 compared to cycle 2. It could be concluded that the implementation of Systematic Problem Solving Strategy on Algebra Limit Function subject improved the student’s learning achievement significantly. Therefore, it was suggested to Math Teachers to apply the strategy in teaching  as the alternative solution particularly in Algebra Limit Function subject

scholarly journals Effect of Hypnoteaching Methods Toward Cognitive Learning Outcomes to Nervous System Subject in SMAN 97 Jakarta

Biosfer ◽  
2018 ◽  
Vol 8 (2) ◽  
pp. 46-54
Author(s):  
Yolanda Holinda Sari ◽  
Rusdi Rusdi ◽  
Sri Rahayu
Keyword(s):  
Nervous System ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Total Sample ◽  
External Factors ◽  
Control Group ◽  
Control Group Design ◽  
Cognitive Learning Outcomes

Learning results are influenced by 2 factors; internal and external factors. Method of learning is one of external factors. This study aimed to determine the effect of Hypnoteaching method toward application the cognitive learning outcomes on Nervous System Topic at SMAN 97 Jakarta. The research was conducted in the second semester of Academic Year 2014/2015. The method was a quasi-experimental with pretest-posttest control group design. A total sample of 74 students of class XI MIA was selected by simple random sampling technique. This research used a cognitive learning. Test instrument data was analized by analysis of variance of the path of non-parametric Kruskal Wallis. The result showed a significance value 0.07> 0.05 so that it was conclude that Hypnoteaching method had no effect on students cognitive learning outcomes Nervous System Topic.

scholarly journals Model Pembelajaran Interaktif dan Keterampilan Sosial terhadap Hasil Belajar Kognitif Siswa pada Pembelajaran Sejarah di SMA

2019 ◽  
Vol 4 (7) ◽  
pp. 938
Author(s):  
Ririk Ajeng Alfianti ◽  
Blasius Suprapta ◽  
Endang Sri Andayani
Keyword(s):  
Social Skills ◽  
Data Analysis ◽  
Learning Outcomes ◽  
Interactive Learning ◽  
Cognitive Learning ◽  
Learning Models ◽  
Analysis Technique ◽  
History Learning ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

<p class="Abstrak"><strong>Abstract:</strong> This research aims to determine the effect of interactive learning models on student cognitive learning outcomes, determine the effect of social skills on students 'cognitive learning outcomes, and determine the effect of interaction between interactive learning models and social skills on students' cognitive learning outcomes in history learning in high school. This research was a quasi-experimental with factorial design. The research samples were class X IPS 2 as an experimental class and class X IPS 3 as a control at SMAN 1 Gondanglegi. The research instruments were test, questionnaire, and learning implementation observation sheet. Data analysis technique was two-way ANOVA. The results of this research shows that there is is impact on the use of interactive learning models on student cognitive learning outcomes, there is impact of students' social skills on student cognitive learning outcomes, and there is impact of the interaction between interactive learning models and social skills on student cognitive learning outcomes.</p><strong>Abstrak: </strong>Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran interaktif terhadap hasil belajar kognitif siswa, mengetahui pengaruh keterampilan sosial terhadap hasil belajar kognitif siswa, dan mengetahui pengaruh interaksi antara model pembelajaran interaktif dan keterampilan sosial terhadap hasil belajar kognitif siwa dalam pembelajaran sejarah di SMA. Bentuk penelitian ini adalah eksperimen semu dengan desain faktorial. Sampel penelitian adalah kelas X IPS 2 sebagai kelas eksperimen dan kelas X IPS 3 sebagai kelas kontrol di SMAN 1 Gondanglegi. Instrumen yang digunakan adalah tes, angket, dan lembar observasi keterlaksanaan pembelajaran. Teknik analisis data menggunakan anova dua jalur. Hasil penelitian menunjukkan bahwa ada pengaruh penggunaan model pembelajaran interaktif terhadap hasil belajar kognitif siswa, ada pengaruh keterampilan sosial terhadap hasil belajar kognitif siswa dan ada pengaruh interaksi antara model pembelajaran interaktif dan keterampilan sosial terhadap hasil belajar kognitif siswa.

scholarly journals PENERAPAN MODEL PEMBELAJARAN TWO STAY TWO STRAY DENGAN MODEL PEMBELAJARAN JIGSAW TERHADAP HASIL BELAJAR KOGNITIF SISWA SMAN 2 SINTANG

2019 ◽  
Vol 4 (1) ◽  
pp. 47-61
Author(s):  
Elida Dewi Pandini ◽  
Dessy Triana Relita
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Learning Model ◽  
Research Approach ◽  
Purposive Sampling ◽  
Independent Variable ◽  
Cognitive Learning Outcomes

Abstract: This research aims to find out how the application of the Two Stay Two Stray (TSTS) model and the Jigsaw learning model on students' cognitive learning outcomes in labor issues material in Indonesia. The independent variable of this study is “Two Stay Two Stray learning model (TSTS) and Jigsaw learning model”, while the dependent variable is “Learning Outcomes”. The research approach used in this research was a quantitative approach. The form of research used in this study was an experiment form with Two Group Pretest Posttest research design. The population in this research were all students of class IX IPS consisting of four classes namely class IX IPS 1, IX IPS 2, IX IPS 3, and IX IPS 4 with the total number of students were 134. The sampling technique used in this study was purposive sampling. Data collection tools used were test questions, observation sheets and documentation. The results showed that There were no significant differences in cognitive learning outcomes between students who used the two stay two stray learning model and the jigsaw learning model with the results of Z_ (count) of 1.72 and Z_ (table) at a significant level of 0.05 were 1.96. Keywords: TSTS Learning Model and Jigsaw, Learning Outcome Abstrak: Penelitian ini bertujuan untuk melihat bagaimana penerapan model Two Stay Two Stray (TSTS) dengan model pembelajaran Jigsaw terhadap hasil belajar kognitif siswa pada materi permasalahan ketenagakerjaan di indonesia. Variabel bebas penelitian ini adalah “model pembelajaran Two Stay Two Stray (TSTS) dan model pembelajaran Jigsaw”, sedangkan variabel terikatnya adalah “Hasil Belajar”. Pendekatan penelitian yang digunakan dalam penelitian ini adalah pendekatan kuantitatif. Bentuk penelitian yang digunakan dalam penelitian ini adalah bentuk eksperimen dengan rancangan penelitian Two Group Pretest Posttest Designs. Populasi dalam penelitian ini adalah seluruh siswa kelas IX IPS yang terdiri dari empat kelas yaitu kelas IX IPS 1, IX IPS 2, IX IPS 3, dan IX IPS 4 dengan jumlah keseluruhan siswa yaitu 134. Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah purposive sampling. Alat pengumpulan data yang digunakan adalah soal tes, lembar observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan hasil belajar kognitif antara siswa yang menggunakan model pembelajaran two stay two stray dengan model pembelajaran jigsaw dengan hasil  sebesar 1,72 dan  pada taraf signifikan 0,05 sebesar 1,96. Kata kunci: Model Pembelajaran TSTS dan  Jigsaw, Hasil belajar

scholarly journals Physics Online Learning during the Covid-19 Pandemic uses a Guided Inquiry Model with Experimental Methods on teamwork Ability and Student Learning Outcomes

2021 ◽  
Vol 7 (3) ◽  
pp. 350
Author(s):  
Ilvi Maulida Nurdiana ◽  
Widha Sunarno ◽  
Daru Wahyuningsih
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Data Collection ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Cognitive Learning ◽  
Experimental Methods ◽  
Guided Inquiry ◽  
Cognitive Learning Outcomes

This study aims to determine the level of teamwork in online learning using a guided inquiry model with experimental methods, and the effectiveness of a guided inquiry learning model with experimental methods in online learning on student cognitive learning outcomes. The material used is dynamic fluid. The type of this study was a quasi-experiment with a research design is one group pretest-posttest design. This research was conducted at SMAN 2 Tanggul Jember in October 2020. The research sample used was 36 students of class XI MIPA 1. Data collection techniques are using tests and non-tests. Teamwork data collection techniques use a questionnaire given to students after learning via a google form, while the data on the effectiveness of the guided inquiry model was seen from the students' cognitive learning outcomes obtained from the pre-test and post-test scores. Teamwork data analysis techniques use Microsoft Excel to determine the description of data analysis, while the learning effectiveness data were analyzed using the N-gain test. The results of the data analysis showed that the level of teamwork ability after online learning was carried out using the guided inquiry model with the experimental method was mostly classified as medium and the guided inquiry learning model with the experimental method which is effectively used in online learning on student cognitive learning outcomes with an N-gain score of 0.514

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.

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