scholarly journals Peningkatan Pemahaman Konsep Bilangan Bulat Melalui Cerita Si Unyil Berbasis ICT

2020 ◽  
Vol 9 (2) ◽  
pp. 215-226
Author(s):  
Lisnani Lisnani ◽  
Yohanes Heri Pranoto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Test Results ◽  
Quantitative Descriptive Analysis ◽  
Qualitative Descriptive ◽  
Quantitative Descriptive ◽  
Planning Action

AbstrakHasil belajar siswa yang dibawah standar menunjukkan siswa kurang memahami konsep pada materi bilangan bulat. Penelitian ini bertujuan meningkatkan pemahaman konsep siswa pada materi bilangan bulat melalui penggunaan media pembelajaran yaitu cerita Si Unyil berbasis ICT, yang terlihat dari peningkatan hasil belajar siswa. Jenis penelitian ini yaitu penelitian kualitatif yaitu Penelitian Tindakan Kelas (PTK). Siklus yang terjadi dalam PTK terdiri dari dua siklus, dimana tiap siklus terdiri dari empat tahapan: perencanaan, tindakan, pengamatan, dan refleksi. Subjek penelitian adalah siswa kelas VIIA SMP Xaverius 6 Palembang yang berjumlah 26 orang. Data penelitian dikumpulkan menggunakan lembar observasi, tes, dan dokumentasi. Deskriptif kualitatif digunakan untuk menganalisa data observasi dan dokumentasi. Sedangkan deskriptif kuanlitatif yaitu menganalisa hasil tes. Hasil dari penelitian ini berupa peningkatan pemahaman konsep terlihat dari meningkatnya hasil belajar siswa dari siklus pertama sebesar 57,84 meningkat pada siklus kedua menjadi 71,19.  AbstractUnder-standard learning outcomes of students show students do not understand the concepts in integer material. This study aims to increase students' understanding of the concepts of integers through the use of instructional media, namely the ICT-based Si Unyil story, which can be seen from the increase in student learning outcomes. This type of research is qualitative research, Classroom Action Research (CAR). The cycle that occurs in CAR consists of two cycles, where each cycle consists of four stages: planning, action, observation, and reflection. The subjects of the study were the students of class VIIA Xaverius 6 Palembang Junior High, totaling 26 people. Research data were collected using observation sheets, tests, and documentation. Qualitative descriptive is used to analyze observation and documentation data. While quantitative descriptive analysis of test results. The results of this study in the form of an increased understanding of the concept can be seen from the increase in student learning outcomes from the first cycle of 57.84 increased in the second cycle to 71.19.

scholarly journals IMPLEMENTASI MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR SISWA KELAS X TKRO 3 SMKN 2 YOGYAKARTA

2019 ◽  
Vol 2 (1) ◽  
pp. 45-58
Author(s):  
Lukman Budhi Purnomo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Test Results ◽  
Quantitative Descriptive Analysis ◽  
Average Value ◽  
Class Average ◽  
Quantitative Descriptive ◽  
Academic Year

This study aims to determine whether the implementation of inquiry based learning is able to increase the student activity and learning outcomes of X TKRO 3 class at SMKN 2 Yogyakarta in Automotive Basic Engineering Subjects. This study is a Classroom Action Research using the Kemmis & Mc Taggart design. Kemmis & Mc Taggart's design includes the stages of planning, action & observation, and reflection. The study subjects were X TKRO 3 class of SMKN 2 Yogyakarta 2018/2019 academic year totaling 32 students. Data collection techniques using the method of observation and test results. Data analysis used quantitative descriptive analysis. This is indicated by student learning activeness data of 60.71% in the first cycle and 62.67% in the second cycle. For student learning outcomes data, indicated by the class average value of 77,48 with the percentage of learning completeness of 85,2% in the first cycle and the class average of 91.56 with the percentage of learning completeness of 93,5% in the second cycle.

scholarly journals Peningkatan Hasil Belajar Siswa Melalui Pembelajaran Portofolio pada Mata Pelajaran PKN di SD Negeri 2 Uekuli Sulawesi Tengah

2020 ◽  
Vol 7 (4) ◽  
pp. 312
Author(s):  
Nirwan Moara
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Class Ii ◽  
Learning Material ◽  
Research Subjects ◽  
Quantitative Descriptive Analysis ◽  
Quantitative Descriptive

This study aims to improve student learning outcomes through portfolio learning in Class II PKN subjects SDN 2 Uekuli. The research method used was classroom action research with 15 students of class II SDN 2 Uekuli as the research subjects. The research instrument used observation sheets, questionnaires and tests. The data analysis technique used in this research was qualitative and quantitative descriptive analysis. The results of this study indicate that there is an increase in student activity and teacher performance in the learning process. The increase in the learning process has a positive effect on student learning outcomes, student outcomes have increased each cycle. Cycle I shows that classically students who have completed learning reached 25.58%, cycle II increased to 81.39%, then increased again in cycle III to 97.67%. The average learning outcomes also increased, in the first cycle was 53.05; cycle II increased to 73.49; and increased again in cycle III to 86.51. This shows an increase in students' understanding of learning material on children's rights at home and at school.

scholarly journals Upaya Meningkatkan Hasil Belajar Siswa Melalui Strategi Pembelajaran Permainan Angka Tertempel di SD Inpres 3 Tolai

2021 ◽  
Vol 8 (2) ◽  
pp. 271
Author(s):  
I Wayan Suada
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Quantitative Descriptive Analysis ◽  
School Year ◽  
Quantitative Descriptive ◽  
Numbers Games

The purpose of this study was to improve student learning outcomes about mixed arithmetic in the Mathematics learning process using learning strategies through sticky numbers games. This study uses a classroom action research method which is carried out in 2 (two) cycles. Each cycle is carried out in 4 (four) stages, namely planning, acting, observing, and reflecting. The subjects of this study were Grade VI students of SD Inpres 3 Tolai in the 2020/2021 school year. Data collection techniques using tests, observation, and documentation. The data analysis technique used in this research was qualitative and quantitative descriptive analysis. Based on the results of this study, it is known that the increase in student activity, the pre-cycle average is 49.68. In the first cycle it increased to 67.31, and the second cycle increased to 83.97. While the increase in student learning outcomes that have met the completeness value, namely pre-cycle by 50%. In the first cycle it increased, namely to be 79.17% and increased again in the second cycle to 100%.

scholarly journals PENINGKATAN KUALITAS PEMBELAJARAN IPA MELALUI MODEL ROLE PLAYING BERBANTUAN MEDIA AUDIOVISUAL

2016 ◽  
Vol 5 (1) ◽  
pp. 33
Author(s):  
Ida Riana Valentina, sri hartati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Role Playing ◽  
Student Learning Outcomes ◽  
Test Analysis ◽  
Quantitative Descriptive Analysis ◽  
The Third ◽  
Teacher Skills

<p>The purpose of this research is to improve the skills of teachers, activities, and student learning outcomes.The research design is a classroom action research consists of four phases: planning, action, observation, and reflection is done in three cycles. The subjects were 42 students in grade IVA SDN Tambakaji 04 Semarang. The techniques of data collection is using tests and non-test. Analysis using quantitative descriptive analysis and qualitative descriptive analysis. The results showed the average teacher skills first cycle was 26 including good category, increased in the second cycle to 28, and increased again in the third cycle the 34 scores obtained with very good category. The average student activity first cycle is 23.8 with enough categories, increased in the second cycle to obtain a score of 28 including both categories, and increased again in the third cycle to 34 with a very good category. Likewise, the percentage of student learning outcomes first cycle of 60%, with the lowest value and the highest 40 100, increased in the second cycle of 76%, with the lowest value and highest value 60 100, and rose again the third cycle to 86% with the lowest value of 60 , and the highest value of 100. Conclusion Research is through role playing with a model of audiovisual media, can improve the quality of science teaching include teachers skills, students activities and student learning outcomes.</p>

scholarly journals PENERAPAN METODE PEMBELAJARAN IMAJINATIF MATERI MENGARANG BAHASA INDONESIA PADA SISWA SEKOLAH DASAR

2020 ◽  
Vol 18 (2) ◽  
pp. 264
Author(s):  
Ida Isnaini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Planning Process ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Research Subjects ◽  
Quantitative Descriptive Analysis ◽  
Quantitative Descriptive ◽  
Bahasa Indonesia

<p class="StyleAuthorBold"><strong>Abstrak</strong></p><p>Penelitian bertujuan untuk mendeskripsikan proses perencanaan pembelajaran, pelaksanaan pembelajaran, dan hasil belajar siswa pada materi Mengarang mata pelajaran Bahasa Indonesia di kelas V Sekolah Dasar Negeri 14 Pontianak Kota dengan menggunakan metode pembelajaran imajinatif. Metode penelitian yang digunakan yaitu penelitian tindakan kelas dengan tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian dilaksanakan dalam dua siklus. Subjek penelitian berjumlah 25 siswa. Teknik pengumpul data menggunakan observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan analisis deskriptif-kuantitatif. Hasil penelitian menunjukkan bahwa terdapat peningkatan dalam merencanakan pembelajaran, pelaksanaan pembelajaran, dan hasil belajar siswa dari siklus I ke siklus II.</p><p> </p><p class="StyleAuthorBold"><strong><em>Abstract</em></strong></p><p><em>The research aimed to describe the learning planning process, the implementation of the learning process, and the student learning outcomes in the Composing material of Indonesian Language subject in class V of 14 Pontianak City Elementary School by used imaginative learning method. The research method used classroom action research with the stages of planning, implementing, observing, and reflecting. The research was conducted in two cycles. The research subjects were 25 students. Data collection techniques used observation, interviews, and documentation. The data analysis technique used quantitative-descriptive analysis. The results showed that there were an increase in planning learning, implementing the learning process, and student learning outcomes from cycle I to cycle II.</em></p>

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Disertai Penerapan Tugas Baca untuk Meningkatkan Hasil Belajar Siswa

2020 ◽  
Vol 21 (2) ◽  
pp. 121
Author(s):  
Syarifuddin Syarifuddin
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Research Subjects ◽  
Average Student ◽  
Reading Assignment ◽  
Academic Year ◽  
Planning Action

ABSTRAK Tujuan penelitian adalah untuk menemukan upaya peningkatan aktifitas dan prestasi belajar peserta didik melalui model pembelajaran kooperatif tipe Jigsaw yang disertai dengan penerapan tugas baca. Penelitian ini dilaksanakan dalam 2 siklus, setiap siklus terdiri atas tahap perencanaan, tindakan, observasi dan refleksi. Subyek penelitian adalah siswa kelas XII.IPA.1 SMA Negeri 5 Sidrap Tahun Pelajaran 2017/2018, dengan jumlah siswa 29 orang, terdiri dari 12 orang laki-laki dan 17 orang perempuan. Analisis data dilakukan dengan analisis deskriptif. Hasil penelitian menunjukkan, rata-rata hasil belajar siswa pada siklus I 74,38 dengan ketuntasan klasikal 75,38%, pada siklus II rata-rata hasil belajar siswa 77,62 dengan ketuntasan klasikal 89,66%. Dan setelah diadakan ulangan harian untuk materi siklus I dan II diperoleh rata-rata hasil belajar 78,14 dengan ketuntasan klasikal 93,10%. Kondisi ini menunjukkan adanya peningkatan hasil belajar siswa serta peningkatan ketercapaian ketuntasan belajar secara klasikal. Kata kunci: Hasil belajar, kooperatif tipe Jigsaw, tugas baca ABSTRACT The research objective was to find efforts to increase the activity and learning achievement of students through the Jigsaw cooperative learning model which was accompanied by the application of reading assignments. This research was conducted in 2 cycles, each cycle consisting of planning, action, observation and reflection stages. The research subjects were students of class XII.IPA.1 SMA Negeri 5 Sidrap in the academic year 2017/2018, with 29 students, consisting of 12 boys and 17 girls. Data analysis was carried out by descriptive analysis. The results showed, the average student learning outcomes in the first cycle 74.38 with 75.38% classical completeness, in the second cycle the average student learning outcomes 77.62 with 89.66% classical completeness. And after the formative tests were held for the material of the first and second cycles, the average learning outcome was 78.14 with 93.10% classical completeness. This condition indicates an increase in student learning outcomes and an increase in the achievement of classical learning completeness. Keywords: Learning outcomes, Jigsaw cooperative, reading assignment

scholarly journals MENINGKATKAN HASIL BELAJAR KEWIRAUSAHAAN MELALUI PENDEKATAN KONSTRUKTIVISME

2018 ◽  
Vol 21 (1) ◽  
Author(s):  
Roskina Roskina
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Entrepreneurial Learning ◽  
Quantitative Descriptive Analysis ◽  
High Category ◽  
Quantitative Descriptive

This research is a Classroom Action Research which aims to improve students' entrepreneurial learning outcomes through the Constructivism Approach. The results of the analysis show that what is obtained from quantitative descriptive analysis are as follows: (1) There is an increase in student learning outcomes with the increasing number of students in the high category, namely in Cycle I 10 students (30%) and Cycle II 20 students or 70%. The average score of mastery of material has increased by 10.04 (10.04%). (2) Students' completeness of learning increases after being given learning by using the constructivism approach at each meeting in Cycle II. From the results of the above analysis it can be concluded that the constructivism approach can improve students' entrepreneurial learning outcomes.

scholarly journals Improvement of Student Geography Learning Achievement Trough Application of Coperative Learning Model Type “Numbered Head Together” in X Grade SMAN 2 Watansoppeng

2018 ◽  
Vol 2 (1) ◽  
pp. 48
Author(s):  
Hilda Cahyani Hariana
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Quantitative Descriptive Analysis ◽  
Mean Values ◽  
Quantitative Descriptive ◽  
Improve Student Learning

This study aimed to assess whether NHT cooperative learning model to improve learning outcomes of students geography. Implementation of the actions performed by 2 cycles, each cycle consists of planning, action, observation and evaluation, and reflection. Analysis using quantitative descriptive analysis. The results showed that: there is an increase in learning outcomes for implementing cooperative learning model NHT during the execution of the learning cycle I and xycle II. The everage value of the learning outcomes before deploying cooperative learning model NHT increased 68,09 after applied cooperative learning model NHT, in the first cycle is obtained mean values obtained by an average of 76,26. It can be concluded that through the application of learning models on the subjects geography of NHT can improve student learning outcomes geography class X2 SMAN 2 Watansoppeng.Penelitian ini bertujuan untuk mengkaji apakah model pembelajaran kooperatif tipe NHT dapat meningkatkan hasil belajar geografi siswa.  Pelaksanaan tindakan yang dilakukan sebanyak 2 siklus, tiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi dan refleksi. Teknik analisis data menggunakan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa: ada peningkatan hasil belajar selama menerapkan model pembelajaran kooperatif tipe NHT selama pelaksanaan pembelajaran siklus I dan siklus II. Nilai rerata hasil belajar siswa yang sebelum diterapakan model pembelajaran kooperatif tipe NHT 68,09 meningkat sesudah diterapkan model pembelajaran kooperatif tipe NHT, pada siklus I diperoleh nilai rerata 69,74 dan Pada siklus II diperoleh nilai rerata sebesar 76,26.Dengan demikian dapat disimpulkan bahwa melalui penerapan model pembelajaran NHT pada mata pelajaran geografi  dapat meningkatkan hasil belajar geografi siswa kelas X2 SMA Negeri 2 Watansoppeng.

scholarly journals Increased Motivation and Student Outcomes Through Problem Based Learning (PBL) in Mathematics Learning

2019 ◽  
Vol 2 (3) ◽  
pp. 50
Author(s):  
Arofiq Arofiq
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Quantitative Descriptive Analysis ◽  
Quantitative Descriptive ◽  
Motivation And Learning

The material in mathematics learning is considered boring and monotonous. This proves that there are students who have not been able to reach the minimum success rate. Therefore, the purpose of this research is to know the increased motivation and learning outcomes of students through Problem Based Learning (PBL). This research is a class action research implemented over two cycles. Each cycle consists of planning, implementation, action, observation, and reflection phases. The research instruments used are observation sheets, tests, and polls. Data collection techniques using interviews and documentation. While data analysis uses qualitative and quantitative descriptive analysis techniques. The results of the action showed an increase in motivation and student learning outcomes through the implementation of a problem based learning (PBL).  The student's learning motivation increased 75% well-endowed in cycle I increased to 87.5% which was very well-endowed in cycle II. While the results of learning in pre-action, the learners showed an average of 78.20 increased to 81.05 in cycle I, and increased to 88.50 in cycle II. The conclusion of this study is problem based learning (PBL) can significantly increase the motivation and learning outcomes of students

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe STAD dengan Pendekatan Kontekstual bagi Siswa SDN 7 Tentena Sulawesi Tengah

2020 ◽  
Vol 7 (4) ◽  
pp. 275
Author(s):  
Sustin Sumarni Burengge
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Contextual Approach ◽  
Quantitative Descriptive Analysis ◽  
Student Responses ◽  
Student Activities ◽  
Quantitative Descriptive

The purpose of this study was to describe student activities, teacher activities, student learning outcomes and student responses during the application of the STAD type learning model with a contextual approach. This research method uses classroom action research. This research was conducted in class II SDN 7 Tentena which consisted of three cycles. The data collection techniques used were observation, tests and documentation. Meanwhile, the data analysis technique used in this research was qualitative and quantitative descriptive analysis. The results of this study indicate that students are active in the aspects of understanding problems, discussions, and working in groups, even with positive student responses to the learning that has been done, the management of the teaching and learning process is in a good category because all aspects are implemented and student learning outcomes can be achieved. So it can be concluded that the application of STAD type learning with a contextual approach can achieve student learning outcomes.

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