IMPROVING PHYSICS LEARNING OUTCOME THROUGH COOPERATIVE LEARNING MODEL OF GROUP INVESTIGATION TYPE AND STUDENT LEARNING MOTIVATION IN SMAN 1 PESANGGARAN-BANYUWANGI

This research aims to determine the effect of GI type cooperative learning model and learning motivation, as well as the influence of interaction model of cooperative learning type GI and motivation to physics learning outcome. The population in this research is the students of class XI IPA SMAN 1 Pesanggaran-Banyuwangi, which consists of two classes of classes that are homogeneous, the control class and experimental class. The data used in this research are primary data collected from pre-test and post-test for learning outcome, and questionnaires for student motivation data. The instrument before it is tested has been tested for its validity and reliability. The statistical test uses two-way Anova analysis method with the help of SPSS computer program. The results showed that (1) there were significant differences between groups of students using cooperative type of GI learning model with conventional learning model on Physics learning Outcome. This conclusion is based on the result of two-way Anova analysis, the value (F Count) 13.491> (F table) 3,13 at significance level (α) 0,05 and P value (Sig.) 0.000 <(α) 0,005. (2) there is a significant difference of influence between high motivated group of students with low motivation toward Physics learning Outcome This conclusion is based on the result of analysis of two path Anova analysis, that is value (F Count) 14,908 <3,13 (F table) on level Significance (α) 0.05 and P value (Sig) 0.000 <(α) 0.05. (3) There is no interaction of GI type cooperative learning model and learning motivation toward student physics learning result at SMAN 1 Pesanggaran. This conclusion is based on two-way Anova analysis test result (F Count) 0,036 <(F Table) 3,13 at significance level (α) 0,05, and P value (Sig) 0,851 <(α) 0,05. From the results of this research teachers are required to always innovate in choosing a model of learning. Due to selection of learning models in accordance with the conditions of learners and schools, it will be able to improve learning outcome. One of the learning models that can improve learning outcome is by using the GI model.

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The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students’ Motivation toward Physics Learning Outcome

International Education Studies ◽

10.5539/ies.v10n2p123 ◽

2017 ◽

Vol 10 (2) ◽

pp. 123 ◽

Cited By ~ 2

Author(s):

Nadrah Nadrah ◽

Ismail Tolla ◽

Muhammad Sidin Ali ◽

Muris Muris

Keyword(s):

Cooperative Learning ◽

Learning Outcome ◽

Learning Model ◽

Motivation To Learn ◽

Learning Models ◽

Moderator Variable ◽

Significant Interaction Effect ◽

Physics Learning ◽

Quasi Experimental ◽

Learn Physics

This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and conventional learning model. Motivation as moderator variable was divided into two factors, namely high and low learning motivation. The dependent variable was physics learning outcome. The instrument was a questionnaire of motivation to learn physics used to measure the motivation of students. Whereas physics achievement test was used to measure the physics learning outcome of the students. There were 36 students of class X in SMAN 2 Makassar taken using random sampling techniques as the research samples. The data were analyzed using two ways of ANOVA. There were some findings of this research. First, the physics learning outcome of the students taught using cooperative learning model TGT was higher than students taught using conventional learning models. Second, the physics learning outcome of students who had high motivation to learn physic and were taught using cooperative learning with TGT was higher than students taught using conventional learning model. Third, the physics learning outcome of students who had low motivation to learn physic and were taught using cooperative learning with TGT was not significantly lower than students taught by conventional learning model. However, the learning outcome between those two learning models were significantly different with α = 0, 05. Fourth, there was a significant interaction effect between learning model and motivation toward physics learning outcome of the students.

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THE EFFECT OF COOPERATIVE LEARNING MODEL OF GROUP INVESTIGATION (GI) TYPE USING ANIMATION IN INCREASING PHYSICS LEARNING OUTCOMES OF STUDENTS MAN 3 MEDAN A.Y. 2014/2015

INPAFI (Inovasi Pembelajaran Fisika) ◽

10.24114/inpafi.v3i4.5397 ◽

2015 ◽

Vol 3 (4) ◽

Author(s):

Nurul Wahida Wahida ◽

Jonny H. Panggabean

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Fluid Dynamic ◽

Learning Outcome ◽

Learning Model ◽

Cluster Sampling ◽

Physics Learning ◽

Significant Difference ◽

Quasi Experimental ◽

Academic Year

ABSTRACT The purpose of this research is to know the effect of Cooperative Learning Model through GI type using animation media in increasing the physics learning outcome of student MAN 3 Medan in the material fluid dynamic class XI Academic Year 2014/2015, the type of research is quasi experimental research. The population were all the student of class XI MAN 3 Medan academic year 2014/2015, consist of 5 class. Two class is selected random cluster sampling as sample. One class as experimental class was treatment by Cooperative Learning Model through GI type using animation media and another class as control class was treatment by conventional learning. Instrument that used as learning result test, namely objective test as the amount is twenty items that contains of five options and already valid. To test the hypothesis, used the t test after normality and homogeneous test.After test it was obtained the are significant difference between the physics learning outcomes of student in experimental class and in the control class. Because of the difference it means there are significant effect of cooperative learning model through GI type using animation media in increasing the physics learning outcome of student MAN 3 Medan class XI Academic Year 2014/2015 in higher learning outcomes than conventional learning. Keywords: cooperative learning model, group investigation (GI), animation,

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Studi Komparasi Penerapan Model Guided Discovery Learning dan Inquiry Learning terhadap Retensi Matematika

Jurnal Ilmiah Universitas Batanghari Jambi ◽

10.33087/jiubj.v19i3.716 ◽

2019 ◽

Vol 19 (3) ◽

pp. 524

Author(s):

Lilik Masfiyah ◽

Rufi'i Rufi'i ◽

Harwanto Harwanto

Keyword(s):

Inquiry Learning ◽

Learning Model ◽

Discovery Learning ◽

P Value ◽

Retention Data ◽

Guided Discovery ◽

Significance Level ◽

Significant Difference ◽

Written Test ◽

Academic Year

This study aimed to examine the differences in mathematics retention of grade V Primary school between students who were taught using guided discovery learning model and inquiry learning model. The method in this study was a quasy experimnetal method. The population in this study was all students in grade V at SDN Pongangan and SDN Sukomulyo in 2018/2019 academic year which in total were 202 students. Samples were selected by purposive random sampling. The sample was divided into two group which are experiment 1 and experiment 2. The instrument used to collect mathematics retention data was a written test. The Data was analysed using descriptive statistic analysis and t-test. The results of data analysis at 0,05 significance level and df = 130 showed that t-count (2,276) > t-tabel (1,978) and also p-value (2-tailed) 0,024 < 0,05. So, it mean that there was a significant difference in mathematics retention between students who were taught using guided discovery learning model and inquiry learning model.

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Studi perbedaan antara model pembelajaran think talk write dan example non example terhadap keterampilan menulis narasi ditinjau dari motivasi belajar pada peserta didik kelas iv sekolah dasar

Didaktika Dwija Indria ◽

10.20961/ddi.v7i8.34991 ◽

2019 ◽

Vol 7 (8) ◽

Cited By ~ 1

Author(s):

Annisa' Nur Latifah

Keyword(s):

Factorial Design ◽

Random Sampling ◽

Writing Skills ◽

Learning Model ◽

Learning Motivation ◽

Narrative Writing ◽

Learning Models ◽

High Learning ◽

Significance Level ◽

Cluster Random Sampling

The goals of this research to find out: (1) the different of narrative writing skills between students that teached using Think Talk Write learning model with Example Non Example learning model; (2) differences in narrative writing skills between students who hashigh learning motivation and low learning motivation; (3) the interaction between learning models and learning motivation trough narrative writing skills. This research is quantitative experimental with 2x2 factorial design. The technique to got sample using cluster random sampling. Two WaysAnava was used to analys the data with a significance level of 0.05.The results of thisresearch were (1) there was a different in narrative writing skills between students who teached by Think Talk Write learning model with Example Non Example learning model with FA = 6.259; (2) there was a different in narrative writing skills between the high learning motivation and low learning motivation with FB = 35,688; (3) there is no interaction between the learning model and learning motivation towards narrative writing skills as indicated by FAB = 0.628. Keyword: think talk write, example non example, narrative writing skills, elementary school

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PERBEDAAN HASIL BELAJAR FISIKA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER BERBANTU LEMBAR KEGIATAN SISWA DENGAN MODEL PEMBELAJARAN LANGSUNG PADA MATERI POKOK OPTIK GEOMETRI

Jurnal Pendidikan Fisika ◽

10.22611/jpf.v2i2.3476 ◽

2013 ◽

Vol 2 (2) ◽

pp. 33

Author(s):

Rappel Situmorang

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Learning Model ◽

Instructional Model ◽

Testing Hypotheses ◽

Significance Level ◽

Student Activity ◽

Average Value ◽

Significant Difference ◽

The Subject

This study aims to determine the differences in physics learningoutcomes using cooperative learning model Numbered Heads Together Sheet-assisted Student Activity with direct instruction model in the subjectmatter Geometric Optics in Class X Semester 2 SMAN 7 T.P. 2012/2013. The population in this study were all students of class X consists of 9 parallelclasses. The study sample comprised 2 classes taken by cluster randomsampling is a class X-3 as a class experiment given cooperative learningmodel Numbered Heads Together Student Activity Sheet assisted and X-9 asa control class with direct instructional model, each of which consists of 40students. Pretest data obtained average value is the experimental class andcontrol class 34.90 is 37.10. After being given a different treatment to thesecond class, the average values obtained posttest for the experimental classwas 73.20 and 66.80 control class. The results of testing hypotheses obtainedt-test = 2.78 and t-table = 1.99 at significance level α = 0.05 and df = 78, ttest>t-table. It showed no significant difference in the learning outcomes of students using cooperative learning model Numbered Heads Together Sheet assisted Student Activity with learning model directly in the subject matterOptical Geometry in class X Semester 2 SMAN 7 T.P. 2012/2013.

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The Effect of Numbered Head Together (NHT ) Cooperative Learning Model and Learning Motivation on Social Studies Learning Outcomes for Grade VII Students of Smp 40 Padang

International Journal of Educational Dynamics ◽

10.24036/ijeds.v2i1.232 ◽

2020 ◽

Vol 2 (1) ◽

pp. 55-61

Author(s):

Fira Zarti ◽

Khairani Khairani

Keyword(s):

Cooperative Learning ◽

Social Studies ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Motivation ◽

Learning Models ◽

High Motivation ◽

Conventional Methods

This study aims to implement the Numbered Head Togerher (NHT) type of cooperative learning model in social studies subjects for grade VII students of SMPN 40 Padang. This research is an experimental research. Research instruments in the form of tests and questionnaires. Data analysis techniques using ANOVA. The results showed (1) student learning outcomes applied to the NHT type cooperative model were higher than student learning outcomes with conventional methods at SMPN 40 Padang. (2) The learning outcomes of students who have high motivation to learn are higher using NHT type cooperative learning models than students who have low motivation with conventional methods. (3) The learning outcomes of students who have lower learning motivation are higher using conventional learning models higher than using NHT learning models. (4) there is an interaction between the use of the Numbered Head Together (NHT) type of cooperative learning model and motivation in influencing student learning outcomes in social studies subjects in class VII SMPN 40 Padang.

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Mathematical Problem Solving Capabilities: The Impact of Search Solve Create Share and Think Pair Share learning models on Logarithmic Lesson

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v11i1.6740 ◽

2020 ◽

Vol 11 (1) ◽

pp. 159-166

Author(s):

Syahfitri Purnama ◽

Muawanah Muawanah ◽

Tista Maya Surati ◽

Rika Septianingsih

Keyword(s):

Problem Solving ◽

Quantitative Study ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Problem Solving ◽

P Value ◽

Learning Models ◽

Significance Level ◽

The Impact ◽

Better Than

A learning can run well supported by an appropriate learning model. In this study the Search Solve Create Share (SSCS) and Think Pair Share (TPS) learning models are used. This research is a quantitative study using t test. The purpose of this study is to study whether there are differences between the SSCS learning model and the TPS learning model on students' mathematical problem solving abilities. This research is a quantitative study with a research design. Random Design Group Pretest-Posttest Group. The results of this study obtained a P-value smaller than the significance level. Hypothesis testing from this study provides conclusions about the TPS learning model better than the SSCS learning model in improving students' mathematical problem solving abilities.

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Jigsaw Technique in Learning Physics and Problem-solving Dimensions of Senior High School Students

JPAIR Multidisciplinary Research ◽

10.7719/jpair.v32i1.577 ◽

2018 ◽

Vol 32 (1) ◽

pp. 90

Author(s):

Giovanni Pelobillo

Keyword(s):

High School Students ◽

Problem Solving ◽

Cooperative Learning ◽

Control Group ◽

P Value ◽

Problem Solving Skills ◽

Physics Learning ◽

Significant Difference ◽

Jigsaw Technique ◽

Experimental Group

Physics was perceived as a difficult subject with in dire need for cooperative learning and problem-solving skills rubric modified from Jennifer Docktor, namely, useful description, physics approach, the specific application of physics, mathematical procedures, and logical progression. This study aimed to determine and describe the effectiveness of jigsaw technique in physics learning and problem-solving skills which employed pretest-posttest and quasi-experimental research design with a 95% confidence level. There were two groups included in the study as control and the experimental group which received jigsaw technique and traditional teaching respectively as treatment. Independent samples t-test results showed the use of jigsaw technique as cooperative learning has a statistical difference on the post-test and post-rubric scores against the control group with the large effect size in which the students showed a proficient performance in learning physics and problem-solving skills with the common use of useful description and physics approach. There is no significant difference on the pre-test and pre-rubric scores between the control and experimental group with the p-value of 0.772 and 0.019. Moreover, this study revealed that the experimental group struggled with mathematical procedures and logical progression posting low percentage gain. Overall this study concludes that students’ exposure to jigsaw technique improved physics learning.

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PENGARUH MODEL PEMBELAJARAN COOPERATIVE LEARNING TIPE EXAMPLE NON EXAMPLE TERHADAP HASIL BELAJAR PADA MATA PELAJARAN EKONOMI KELAS XI SMA NEGERI SEKAMPUNG TAHUN PELAJARAN 2018/2019

EDUNOMIA: Jurnal Ilmiah Pendidikan Ekonomi ◽

10.24127/edunomia.v1i2.1564 ◽

2021 ◽

Vol 1 (2) ◽

pp. 131-137

Author(s):

Sundari Sundari ◽

Ningrum Ningrum ◽

Tiara Anggia Dewi

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Learning Model ◽

Positive Influence ◽

Learning Models ◽

Problem Statement ◽

Significance Level ◽

Model Type ◽

Academic Year ◽

Circle Model

As for the problem in the research conducted by researchers, “ there are still many students who have not experienced learning completeness in the learning outcomes of the XI SMA Negeri 1 Sekampung in the academic year 2018/2019”. Based on these problems, the problem statement is, Is there a positive influence on the use of cooperative learning model type example non example on learning outcomes in economic subjects in class XI SMA Negeri 1 Sekampung in the academic yaer 2018/2019 ?The purpose of this study was “ to find out the effect of using cooperative learning models for example non example types on learning outcomes in economic subjects in class XI of SMA Negeri 1 Sekampung in the academic year 2018/2019. Based on the results of the research conducted, the hypothesis is accepted, because the value of tcount> t table can be seen in the appendix list G, at a significance level of 5%, namely 9,50> 1.70. Students who are declared complete with KKM are (72) after being given treatment with the inside outside circle model which is as many as 25 students or with a percentage of 83,33% and those that are not complete are 5 students with a percentage of 16,67%. Thus it shows that the Cooperative Learning Model Type Example Non Example has a positive influence on the economic learning outcomes of class XI students of State High School 1 Sekampung Academic Year 2018/2019.

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Pengaruh Model Pembelajaran Kooperatif Tipe Kancing Gemerincing dan Motivasi Belajar terhadap Hasil Belajar Mahasiswa pada Mata Kuliah Ekonomi Politik di Program Studi Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Universitas Batanghari Jambi

Jurnal Ilmiah Universitas Batanghari Jambi ◽

10.33087/jiubj.v21i2.1535 ◽

2021 ◽

Vol 21 (2) ◽

pp. 697

Author(s):

Diliza Afrila

Keyword(s):

Political Economy ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Motivation ◽

The Political ◽

Learning Models ◽

Model Type

This study aims to determine (1) Student learning outcomes in the Political Economy course taught using cooperative learning model type Kancing Gemerincing are higher than students taught using conventional learning models in the Economic Education Study Program, (2) Student learning outcomes in the Political Economy course who has high learning motivation which is taught by using the cooperative learning model type Kancing Gemerincing is higher than students who have high learning motivation who are taught using conventional learning models in the Economic Education Study Program, (3) Student learning outcomes in the Political Economy courses who have low learning motivation who are taught using the cooperative learning model type Kancing Gemerincing are higher than students who have low learning motivation who are taught using conventional learning models in the Education Study Program Economics, and (4) the interaction between cooperative learning model type Kancing Gemerincing and learning motivation towards student learning outcomes in the Political Economy course in the Economic Education Study Program. This type of research is a quasi experiment. The study population was 27 students of the Economic Education Study Program Semester VI / A1 and VI / A2 Academic Year 2019/2020. The sampling technique was purposive sampling (purposive sampling). The results showed that (1) Student learning outcomes in the Political Economy course taught by using the cooperative learning model type Kancing Gemerincing were higher than those taught using conventional learning models. This is indicated by the t value of 2.159 and the probability value of 0.041. So that the probability value of 0.041 < 0.05 then H0 is rejected, (2) Student learning outcomes in the Political Economy course who have high learning motivation who are taught using the cooperative learning model type Kancing Gemerincing are higher than students who have high learning motivation being taught with conventional learning models. This is indicated by the t value of 7.260 and the probability value of 0.001. Thus, the probability value of 0.001 < 0.05 then H0 is rejected, (3) The learning outcomes of students in the Political Economy course who have low learning motivation who are taught using cooperative learning model type Kancing Gemerincing are higher than students who have low learning motivation which taught by conventional learning models. This is indicated by the t value of 1.532 and the probability value of 0.006. Thus, the probability value of 0.006 < 0.05 then H0 is rejected, and (4) There is no interaction between the cooperative learning model type Kancing Gemerincing and learning motivation on student learning outcomes in the Political Economy course. This is indicated by the Sig level of 0.205. This means that the value of Sig is greater than the value of α = 0.05 (sig α), so the null hypothesis (Ho) is accepted.

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