SOME ASPECTS OF THE CONSTRUCTION OF THE THEMATIC TESTS FOR THE DIAGNOSIS OF COGNITIVE LEARNING OUTCOMES CHEMISTRY ENGINEERING STUDENTS

2015 ◽  
Author(s):  
Liudmila Gorbunova ◽  
Keyword(s):  
Key Words ◽  
Learning Outcomes ◽  
Diagnostic Test ◽  
Engineering Students ◽  
High Reliability ◽  
Cognitive Learning ◽  
Reliability And Validity ◽  
Educational Measurement ◽  
Selection Of ◽  
Cognitive Learning Outcomes

The article discusses the procedure of the preparation of test materials for the diagnosis of cognitive learning outcomes in chemistry. It is shown that the use of the thesaurus approach to the selection of the content and methods of mathematical statistics provides a test with high reliability and validity coefficients. Key words: diagnostic test, chemistry, educational measurement.

scholarly journals EFEKTIFITAS PEMBELAJARAN TRANSPOR MEMBRAN BERMUATAN ETNOSAINS TERHADAP HASIL BELAJAR KOGNITIF DAN MINAT BERWIRAUSAHA PADA SISWA SMA

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Puput Wulandari ◽  
Eny Hartdiyati W.H ◽  
Atip Nurwahyunani
Keyword(s):  
Data Collection ◽  
Key Words ◽  
Membrane Transport ◽  
Learning Outcomes ◽  
Egg Production ◽  
Cognitive Learning ◽  
Posttest Score ◽  
Pretest Score ◽  
Significant Difference ◽  
Cognitive Learning Outcomes

ABSTRACTThis study aims to determine the effectiveness of membrane transport learning which contains ethnoscience for cognitive learning outcomes and entrepreneurial interests in SMAN 1 Kendal students. The instrument of data collection are question and questionnaire. The results are average pretest score of experiment class is 49,67 and posttest score is 83,50. Besides, control class have 52,17 and 72,33 as average pretest score and posttest score respectively. Both class are classified to medium category based on N-gain value (the value of experiment class is 0,67 and 0,44 for control class). Those class have significant difference result of t test both in posttest score and entrepreneurial interest (p <0,05). The conclusion of this research is that the ethnoscience of salted egg production in membrane transport learning is significantly effective (p <0,05) for cognitive learning outcomes and entrepreneurial interest of SMA N 1 Kendal students. Key words: cognitive learning outcomes, entrepreneurial interest, ethnosains,  salted egg  ABSTRAKPenelitian ini bertujuan mengetahui efektifitas pembelajaran transport membran bermuatan etnosains terhadap hasil belajar kognitif dan minat berwirausaha siswa SMA. Instrumen pengambilan data menggunakan butir soal, dan angket. Hasil penelitian ini adalah rata-rata nilai pretest kelas eksperimen 49,67 dan nilai posttest sebesar 83,50;  pada kelas kontrol rata-rata pretest sebesar 52, 17 dan nilai posttest sebesar 72,33;  N-gain kelas eskperimen maupun kelas kontrol pada kategori sedang, demikian juga pada kelas kontrol (nilai N gain kelas eksperimen sebesar 0,67, kelas kontrol sebesar 0,44); uji t pretest posttest kelas eksperimen maupun kelas kontrol menunjukkan berbeda secara signifikan (p<0,05); uji t posttest kelas eksperimen dengan kelas kontrol menunjukkan berbeda secara signifikan (p<0,05); minat berwirausaha kelas eksperimen dengan kelas kontrol menunjukkan berbeda secara signifikan (p<0,05). Kesimpulan penelitian ini adalah  bahwa etnosains produksi telur asin dalam pembelajaran transport membran efektif secara signifikan (p<0,05) terhadap  hasil belajar kognitif dan minat berwirausaha siswa. Kata kunci : hasil belajar kognitif, minat wira usaha, etnosains, telur asin

CRITICAL THINKING SKILLS AND STUDENTS' LEARNING OUTCOMES IN LEARNING BIOLOGY OF MUSHROOM CONCEPT AT SMA NEGERI 4 BARABAI

2021 ◽  
Vol 2 (1) ◽  
pp. 25-34
Author(s):  
Norhasanah Norhasanah ◽  
Ruswaty Ruswaty ◽  
Fahmi Fahmi ◽  
Marnina Ika Putri
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Descriptive Research ◽  
Real Objects ◽  
Skills Learning ◽  
Academic Year ◽  
Cognitive Learning Outcomes

Teachers as learning agents must be able to present the learning process contextually by involving the active participation of students. Some students learn best when they have the opportunity to interact with real objects through inquiry activities that will help students deepen their understanding of a concept. Inquiry learning is one that can be adapted to students' abilities, can build cognitive structures, and can motivate students to think critically. This research is classified as descriptive research. The subjects of the research were students of class X SMA Negeri 4 Barabai as many as 78 students in the 2015/2016 academic year on the mushroom group material. The research data were in the form of observations on students' critical thinking skills which were analyzed descriptively using categorical methods, namely very good (≥ 3), good (2-2.99), not good (1-1.99). While cognitive learning outcomes were obtained through tests and success was determined based on KKM = 67 with classical completeness 85%. The results showed that students' critical thinking skills were at least good, namely formulating hypotheses, designing experiments, conducting experiments, and making conclusions, while formulating problems, and analyzing data still needed improvement. Meanwhile, students' cognitive learning outcomes have not yet achieved minimal completeness. Keywords: critical thinking skills, learning outcomes, inquiry AbstrakGuru sebagai agen pembelajar harus mampu menyajikan proses pembelajaran secara kontekstual dengan melibatkan langsung peran serta siswa secara aktif. Sebagian siswa belajar dengan baik apabila mereka mendapat kesempatan berinteraksi dengan benda-benda nyata melalui aktivitas penyelidikan yang akan membantu siswa memperdalam pemahaman suatu konsep. Pembelajaran inkuiri merupakan salah satu pembelajaran yang dapat diadaptasikan dengan kemampuan siswa, dapat membangun struktur kognitif, dan dapat memotivasi siswa untuk berpikir kritis. Penelitian ini tergolong penelitian deskriptif. Subjek penelitian adalah siswa kelas X SMA Negeri 4 Barabai sebanyak 78 siswa tahun pelajaran 2015/2016 pada materi pokmok jamur. Data hasil penelitian berupa hasil observasi terhadap keterampilan berpikir kritis siswa yang dianalisis secara deskriptif dengan menggunakan kategorikal yakni sangat baik (≥ 3), baik (2-2,99), kurang baik (1-1,99). Sedangkan hasil belajar kognitif diperoleh melalui tes dan keberhasilan ditetapkan berdasarkan KKM = 67 dengan ketuntasan klasikal ≥ 85%. Hasil penelitian diperoleh bahwa keterampilan berpikir kritis siswa sekurang-kurangnya sudah baik, yakni merumuskan hipotesis, merancang percobaan, melakukan percobaan, dan membuat kesimpulan, sedangkan merumuskan masalah, dan menganalisis data masih perlu perbaikan. Sedangkan hasil belajar kognitif siswa belum mencapai ketuntasan minimal. Kata kunci: keterampilan berpikir kritis, hasil belajar, inkuiri

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 Pengaruh persepsi siswa tentang penerapan metode tutor sebaya, lingkungan belajar dan motivasi belajar siswa terhadap efektivitas metode pemecahan masalah dan hasil belajar siswa ranah kognitif pada kelas I MI Al Hikmah Ngareskidul Gedeg Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 103
Author(s):  
Achmad Padi
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Significant Relationship ◽  
Student Motivation ◽  
Cognitive Learning ◽  
Independent Variables ◽  
Application Method ◽  
Peer Tutor ◽  
Cognitive Learning Outcomes

The purpose of this study are: 1) To determine whether the effect Implementation Method Student Perceptions of the Effectiveness of Peer Tutor troubleshooting methods. 2) To determine whether the learning environment affect the effectiveness of troubleshooting methods. 3) To determine whether the Student Motivation affect the effectiveness of troubleshooting methods. 4) To determine whether the Student Perceptions of Peer Tutor Application Method to cognitive learning outcomes of students. 5) To determine whether the learning environment affect the students' cognitive learning outcomes. 6) To determine whether the Student Motivation towards cognitive learning outcomes of students. 7) To determine whether the Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation affect the effectiveness of troubleshooting methods. 8) To determine whether the Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation effect on students' cognitive learning outcomes. From the analysis can be summarized as follows: 1) There is a significant relationship between Student Perceptions of Peer Tutor Application Method, learning environment, Student Motivation Method of the Effectiveness of troubleshooting. with the value Fhitung 77 978 (significance F = 0. 000). So Fhitung> Ftabel (77 978> 1. 69) or Sig F <5% (0. 000 <0. 05). This means that together the independent variables consist of variables Student Perceptions about the application of the method tutor Peer (X1), the Learning Environment (X2), Student Motivation (X3) simultaneously to variable Efektiftas Solving Methods of Problem Solving (Y1) 2) There is a significant relationship between student Perceptions of Peer Tutor Application method, learning environment, student Motivation towards learning outcomes of students cognitive value Fhitung 78 323 (significance F = 0. 000). So Fhitung> Ftabel (78 323> 1. 69) or Sig F <5% (0. 000 <0. 05). This means that together the independent variables consist of variables Student Perceptions of Peer tutor application method (X1), the Learning Environment (X2), Student Motivation (X3) simultaneously to variable Learning Outcomes Cognitive Domains (Y2).

scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI

2020 ◽  
Vol 11 (2) ◽  
pp. 175
Author(s):  
Ni Kadek Dewi Novianti ◽  
Handoko Santoso ◽  
Agil Lepiyanto
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Cognitive Learning Outcomes

The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik

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 Pengaruh Model Pembelajaran Contextual Teaching and Learning (CTL) Terhadap Hasil Belajar Kognitif dan Literasi Sains Siswa

2021 ◽  
Vol 6 (1) ◽  
pp. 40-54
Author(s):  
Safnowandi Safnowandi
Keyword(s):  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Cognitive Learning ◽  
Learning Model ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Control Group Design ◽  
Contextual Teaching ◽  
Cognitive Learning Outcomes

The objectives of this research are to: 1) determine the effect of the Contextual Teaching and Learning (CTL) learning model on cognitive learning outcomes; and 2) to determine the effect of the Contextual Teaching and Learning (CTL) learning model on students' scientific literacy. This type of research is a quasi experiment. The research design of pre-test-post-test non equivalent control group design. The population in this study were all class VII students of SMPN 1 Tanjung North Lombok Regency in the academic year 2017/2018 which consisted of 6 classes. The sampling technique used purposive sampling, in order to obtain class VII 3 as the experimental class and class VII 1 as the control class. The instruments used to collect data were multiple choice questions totaling 20 items to measure student cognitive learning outcomes and essay questions to measure content and the scientific context. Meanwhile, worksheets are used to measure the scientific process. The data analysis technique used two-way ANOVA with a significance level of 0.05% using SPSS 16 for Windows. The results showed that: 1) there was an effect of the application of the Contextual Teaching and Learning (CTL) learning model on cognitive learning outcomes (p <0.05); and 2) there is an effect of the Contextual Teaching and Learning (CTL) learning model on students' scientific literacy (p <0.05).

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