A comparative study of learning outcomes between video-based and traditional lecture-based teaching in physiology

2021 ◽  
Vol 20 (4) ◽  
pp. 833-839
Author(s):  
Raisa Nazir Ahmed Kazi ◽  
Mirfat Mohamed Labib El Kashif ◽  
Manjur Kolhar
Keyword(s):  
Learning Outcomes ◽  
Medical Science ◽  
Affective Domain ◽  
Assessment Methods ◽  
Cognitive Domain ◽  
Digestive Physiology ◽  
Traditional Lecture ◽  
Lecture Session ◽  
Affective Domains ◽  
Different Levels

Background: -Video-based teaching, a distance learning tools is widely beingused in the present COVID-19 pandemic. Present study compares cognitive and affective domains learning outcomes between traditional and video-based physiology lecture. Methods and material: -A total of 25female students of Applied Medical College, Prince Sattam bin Abdul Aziz University, kingdom of Saudi Arabia during 2019 were selected for the study. Physiology course consist of 45 credit hours in a fifteen-week semester. Students were evaluated by various methods for different levels of cognitive and affective domains between traditional method of endocrine physiology lecture session and video-based digestive physiology lecture session. Marks obtained by each student in all the assessment methods of cognitive and affective domains were calculated to get a total mean score and expressed in percentage and compared between the traditional and video-based physiology lecture. Results: -The total mean score for all the assessment methods of the cognitive domains in the digestive physiology lecture with video was 70% and endocrine lecture without video was 50%.The total mean score for affective domain in the digestive physiology lecture with video was 80% and endocrine lecture without video was 50%.Cognitive domain show no major difference between traditional endocrine physiology and video-based digestive physiology lecture, while student performance was good for affective domain in the lecture supported by video. Conclusion: -Video-based teaching helps the learner to achieve objectives of the different levels of affective domain compared to cognitive domain as well as compared to traditional lecture with no video. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.833-839

scholarly journals Efektifitas Modul Tematik Berbasis Qur’an dan Hadist Dengan Buku Paket Tematik Terhadap Hasil Belajar dan Karakter Religius Siswa Kelas 4

2019 ◽  
Vol 1 (2) ◽  
pp. 79
Author(s):  
Nuril Nuzulia
Keyword(s):  
Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Average Score ◽  
Average Value ◽  
Learning Module ◽  
Domain Learning ◽  
Lower Effect ◽  
Affective Domains ◽  
Thematic Learning

The module is one of the teaching material media that is intact and systematic. This study aims to determine the effectiveness of teaching thematic modules based on the Qur'an and Hadith with the thematic package book on the 4th class religious character in SDN Janti 2 Tarik Sidoarjo. The type of research is experimental research with samples taken by class 4 A (experimental class with thematic learning module based on qur'an and hadith) and 4 B (control class with thematic package book). The data were obtained from the students' learning outcomes of the cognitive and affective aspects of my dream ideals by analyzing using SPSS program statistics. The result of cognitive domain using SPSS Independent Samples Test shows the significance of 0.000 <0,05 then Ho is rejected so it can be concluded that there is effectiveness of thematic teaching module based on qur'an and hadith with thematic package book to the result of fourth grade student learning at SDN Janti 2 Pull Sidoarjo. Likewise, the affective domain results show the percentage of 90% so it can be concluded to increase students' religious kararkter. Learning module has a high influence, seen from the cognitive domain learning results obtained by an average score of 80, while affective domain average value 4. For thematic package books have a lower effect because of the cognitive domain learning results obtained an average of 75,  while affective domains result in an average value of 3.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION TERHADAP HASIL BELAJAR FISIKA PESERTA DIDIK KELAS XI MIPA

2019 ◽  
Vol 6 (1) ◽  
pp. 30-40
Author(s):  
Afni Karmilawati ◽  
Aidhia Rahmi
Keyword(s):  
Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Learning Material ◽  
Control Data ◽  
Physics Learning ◽  
Physics Students ◽  
Student Activity ◽  
Group Control ◽  
Affective Domains

The background of this research  not all students like physics learning. This is caused by students' lack of understanding of physics learning material. The students' incomprehension can be seen when the learning process takes place, some students are embarrassed to ask even though basically the students do not understand the material presented by the teacher in front of the class. This type of research is Quasi Experiment with research design in the form of Design Group Control. Data on physics learning results are seen in two domains, namely the cognitive and affective domains. In the cognitive domain, the average experimental class has an average of 67.37 while the class has an average of 60.76. Learning outcomes in the affective domain obtained from the assessment of student activity sheets had an average of 79 in the experimental class and 74 in the control class. Based on the results of the analysis of hypothesis testing with the F test, it was found that t count = 1.64, and t table = 2.00, where if –t table < t count < t table then the hypothesis is rejected. So it can be concluded that the use of cooperative learning model type Group Investigation does not affect the learning outcomes of physics students of class XI MIPA SMAN 1 Enam Lingkung.

UPAYA PENINGKATAN HASIL BELAJAR PASING BAWAH BOLA VOLI DENGAN PENDEKATAN BERMAIN PADA SISWA KELAS X MAN DEMAK

2020 ◽  
Vol 13 (2) ◽  
pp. 41-55
Author(s):  
Indrianto Arif Ramadhana ◽  
Jeff Agung Perdana
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Reflection Data ◽  
Normalized Gain ◽  
Improve Student Learning ◽  
Planning Action

Forearm pass is one of the materials that must be mastered by students of class X Senior High School. In fact, many students do not yet master and know forearm pass techniques. This research is a classroom action research (CAR) with two cycles. Each cycle consists of 4 stages, namely: planning, action, observation and reflection. Data collection was carried out using observations and questionnaires. Data were analyzed using Hake's Normalized Gain formula. From the results of the study it is known that the psychomotor domain of students increased by 0.42 with average criteria from cycle 1 to cycle 2. The affective domain increased by 0.37 with average criteria. The cognitive domain increased by 0.39 with average criteria. Based on the results of the data analysis, it can be concluded that learning forearm pass techniques with games method can improve student learning outcomes.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR IPS SEJARAH PADA SISWA KELAS VII.3 SMPN 7 DENPASAR

2020 ◽  
Vol 10 (1) ◽  
pp. 76-80
Author(s):  
Filfiana Filda ◽  
Rulianto
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Learning Outcomes ◽  
Social History ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Affective Domain ◽  
Cognitive Domain ◽  
History Learning ◽  
Psychomotor Domain

The purpose of this study was (1) to find out whether applying the Numbered Heads Together (NHT) type of cooperative learning model could increase the interest in studying Social History History in Grade VII.3 students of SMPN 7 Denpasar and (2) to find out whether the application of the Numbered type cooperative learning model Heads Together (NHT) can improve social studies history learning outcomes for Grade VII.3 students of SMPN 7 Denpasar. The method used in this research is the Numbered Heads Together (NHT) type of cooperative learning method with observation, interview, documentation, and questionnaire data collection. Research shows that student learning outcomes can be seen in Cycle I that the cognitive domain value of students is an average of 6.75 and 52.7% completeness, from the affective domain the value obtained by students is very good 27.7%, good 58.3% and enough 13.3%. While from the psychomotor domain, the scores obtained by students were very good 63.8%, good 27.7% and 8.3% sufficient. In Cycle II the value of the cognitive domain of students is an average of 80 and 100% completeness, from the affective domain the value obtained by students is very good 8.3%, 8.3% good, while from the psychomotor domain the value obtained by students is very good 94 , 4% and good 5.5%

scholarly journals Steps of Designing a Personal Questions Bank in a Pedagogical Way

2020 ◽  
Vol 10 (6) ◽  
pp. 638
Author(s):  
Mona M. Hamad ◽  
Ehab S. Alnuzaili
Keyword(s):  
Learning Outcomes ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Whole Process ◽  
Bloom’S Taxonomy ◽  
Complicated Process ◽  
Different Types ◽  
The Difference ◽  
Intended Learning Outcomes ◽  
Different Levels

Teaching is one of the most important professions that affect different aspects of life. Despite the difference between teaching and testing process, they have a huge interdependent and integrated relation. Teasing information out of them is a complicated process when they are separated. The educational objectives can’t be achieved without the integration between teaching and testing .This paper addresses steps of designing a questions bank that may help teachers come out with perfect tests that evaluate different levels of Bloom’s Taxonomy cognitive domain, backwash the whole process of the course learning, and reflect intended learning outcomes (ILOs). This paper helps teachers design their questions bank while they are teaching and illustrates steps of feeding it with different types of questions using the cognitive domain of Bloom’s Taxonomy, table of specification (TOS) and level of difficulties in a pedagogical way.

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM SOLVING BERBASIS EKSPERIMEN DALAM PEMBELAJARAN FISIKA

2013 ◽  
Vol 2 (2) ◽  
pp. 57
Author(s):  
Suherman .
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Model Problem ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Sufficient Criterion ◽  
Learning Problem ◽  
Average Value

The objective in this study to improve students learning outcomes by using learning model problem solving based experiments in learningphysics. The subjects were students of class XI IA-1 SMAN 1 Stabat totaling 38 people, consisting of 10 men and 28 women. Student learning outcomes inthe cognitive domain in the first cycle the average values posttest obtained 72.95 with N-gain of 37% including the category, the second cycle increasedto 77.30 with N-gain of 43% including the medium category. The number ofstudents who pass the study increased from 63.16% to 86.84% first cycle tothe second cycle. Student learning outcomes in the psychomotor domain ofthe first cycle obtained an average value of 72.11 including sufficient criteriaand the second cycle becomes 77.54 including both criteria. Classicalcompleteness in the first cycle of 52.63% and the second cycle becomes 89.47%. Student learning outcomes in the affective domain, the averagevalues obtained 64.47 including sufficient criterion in the first cycle and thesecond cycle becomes 75.09 including both criteria. Completeness in the firstcycle of 44.74% and the second cycle becomes 94.74%. Conclusion: there isan increase in student learning outcomes in the cognitive, psychomotordomain and affective domain by using learning problem solving basedexperiment.

scholarly journals Development of the 4E-FTE Engine Simulator Trainer to Improve Learning Outcomes through Problem Based Learning

2020 ◽  
Vol 2 (8) ◽  
Author(s):  
Tohadi Tohadi ◽  
Muchlas Samani ◽  
I Wayan Susila
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Mean Value ◽  
Cognitive Domain ◽  
Significant Difference ◽  
Domain Learning ◽  
The Mean

This research aims development of the 4E FTE simulator trainer and peripheral equipment which is integrated with the problem based learning model from validated 4D Models trainer simulators: (1) pedagogical aspects; (2) conceptual aspects and; (3) conceptual aspects. Developed trainer simulator is able to improve cognitive, affective and psychomotor domains of learning outcomes. Questionnaire and student achievement test were used as research instruments. Data analysis was performed to determine the level of validity, practicality and student learning outcomes which include learning outcomes in the cognitive, affective and psychomotor domains. This research found some evidence (1) There was no significant difference in cognitive domain learning outcomes using the 4E FTE engine simulator trainer which was compared to learning outcomes using the engine stand with a mean value of 82.36 and for the engine stand class with a cognitive mean value of 80.55; (2) Based on affective domain learning outcomes for students who use the 4E FTE engine simulator trainer perspective, there were significant differences compared to students who learn using the engine stand, with an affective domain mean value of 85.64, mean engine stand of affective value 84.62, and; (3) There was no significant difference between the Problem Based Learning (PBL) model using the 4E FTE engine trainer simulator with the engine stand on psychomotor student learning outcomes. The mean value of the psychomotor domain was 79.39 while the mean value of the psychomotor was 78.64.

scholarly journals PENERAPAN METODE PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN HASIL BELAJAR PADA MATA PELAJARAN LAYANAN PORTER SISWA KELAS XI AKOMODASI PERHOTELAN 1 SMK PARIWISATA TRIATMAJAYA SINGARAJA

2020 ◽  
Vol 11 (2) ◽  
pp. 45
Author(s):  
Kadek Meli Anggarsari ◽  
Ni Desak Made Sri Adnyawati ◽  
Cokorda Istri Raka Marsiti
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Role Playing ◽  
Affective Domain ◽  
Student Response ◽  
Cognitive Domain ◽  
Data Collection Tool ◽  
Student Responses ◽  
Service Role ◽  
The Subject

Abstrak Penelitian ini bertujuan untuk (1) mendeskripsikan penerapan metode pembelajaran role playing untuk meningkatkan hasil belajar pada mata pelajaran layanan porter siswa kelas XI AP1 SMK Pariwisata Triatma Jaya Singaraja; (2) mendeskripsikan respon siswa kelas XI AP1 terhadap metode pembelajaran role playing dalam pembelajaran layanan porter. Alat pengumpulan data yang digunakan untuk hasil belajar pada ranah kognitif menggunakan tes tulis, ranah afektif menggunakan lembar observasi, dan ranah psikomotor menggunakan tes kinerja. Alat pengumpulan data yang digunakan untuk respon siswa adalah angket tertutup. Jenis penelitian ini adalah penelitian tindakan kelas. Hasil penelitian ini menunjukan bahwa (1) terjadi peningkatan hasil belajar dilihat dari analisis data pada siklus I yaitu rata-rata hasil belajar 83,6 dan ketuntasan hasil belajar 62,5%. Pada siklus II yaitu rata-rata hasil belajar 87,0 dan ketuntasan hasil belajar 87,5%.  (2) respon siswa terhadap pembelajaran layanan porter dengan metode role playing pada siklus I sebesar 58,03 dan siklus II sebesar 64,18 yang terkategori positif. .        Kata Kunci: hasil belajar, layanan porter, role playing Abstract This research ams to (1) Describe the application of learning method role playing to improve learning on the subject student porter service XI AP1 SMK Pariwisata Triatma Jaya Singaraja. (2) Describe student responses class XI Ap1 SMK Pariwisata Triatma Jaya Singaraja to method study role playing in learning service porter. Test was used in assessing cognitive domain, observation sheet was used in assessing affective domain, and psychomotor domain was assessed through practicing. Test the data collection tool used to respond student is aclosed questionnaire. Study was classroom action research. The result of this study shows that (1) there is an increase in learning outcomes seen from the analysis of the data on the cycle I was 83,6 and completeness of learning outcomes was 62,5% and in Cycle II average of learning outcomes  was 87,0 and completeness of learning outcomes was 87,5%. (2) Student response to porter service learning by method role playing in cycle I amount 58,03 and in cycle II was 64,18 which is category positive Keywords: learning outcome, porter service, role playing      

scholarly journals Penerapan Model Pembelajaran Blended Learning dalam Meningkatkan Hasil Belajar Siswa Sekolah Menengah Kejuruan

2021 ◽  
Vol 3 (1) ◽  
pp. 180-187
Author(s):  
Marsel Nande ◽  
Wati Ahmad Irman
Keyword(s):  
Data Collection ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Research Data ◽  
Descriptive Statistics ◽  
Cognitive Domain ◽  
The Subject ◽  
Improve Student Learning

The purpose of this study, namely to improve student learning outcomes in the subject of ledger class XA Accounting at SMK Negeri 1 Ende through the application of blended learning. This type of research used in this research is classroom action research (CAR). The subjecs of this research were 32 students of class XA SMK Negeri 1 Ende. At the same time, the data collection techniques used in this study were: (1) testing, (2) observation, (3) documentation. The research data obtained were analyzed descriptively using simple descriptive statistics. Based on the findings of researchers that learning Basic Accounting, Ledger teaching materials have been done well. In the cognitive domain, it was 18.64% from cycle I to cycle II. In the affective domain, it was 58.90% from cycle I to cycle II. Meanwhile, the psychomotor domain was 27.72% from cycle I to cycle II.

scholarly journals KEEFEKTIFAN MODEL TGT DAN JIGSAW DENGAN PENDEKATAN SAINTIFIK PEMBELAJARANEKONOMI SMA NEGERI DI SLEMAN

2016 ◽  
Vol 3 (2) ◽  
pp. 125-137
Author(s):  
Agus Hariyanto ◽  
Darmiyati Zuchdi
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Gain Score ◽  
Group Design ◽  
Significant Difference ◽  
Scientific Approach ◽  
Research Population ◽  
Quasi Experimental

Tujuan penelitian ini untuk menguji: (1) keefektifan model Teams Games Tournament (TGT)  dan model  Jigsaw dengan pendekatan saintifik, (2)  membandingkan keefektifan model TGT  dan Jigsaw dengan pendekatan saintifik dalam pembelajaran ekonomi SMA Negeri di Kabupaten Sleman. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest postest non equivalent group design.  Populasi penelitian adalah siswa kelas X SMA Negeri di Kabupaten Sleman. Hasil penelitian sebagai berikut: 1) Model TGT dan Jigsaw dengan pendekatan saintifik efektif  meningkatkan hasil belajar ranah kognitif, afektif, dan psikomotorik. 2) Ada perbedaan keefektifan signifikan antara model TGT dan Jigsaw. Model Jigsaw mempunyai jumlah indeks gain score ranah kognitif, afektif, dan psikomotoriklebih tinggi dibandingkan TGT. Model TGT mempunyai gain score lebih tinggi dibandingkan dengan Jigsaw untuk hasil belajar ranah kognitif. Model Jigsaw mempunyai gain score lebih tinggi dibandingkan dengan TGT untuk hasil belajar ranah afektif. Model TGT dan Jigsaw menunjukkan gain score yang sama  untuk hasil belajar ranah psikomotorik.THE EFECTIVENESS OF THE TGT AND JIGSAW MODELS USING THESCIENTIFIK APPROACHIN ECONOMICS LEARNINGAT STATE SHSs IN SLEMAN AbstractThis study aims to test: (1) the effectiveness of the Teams Games Tournament (TGT)  and Jigsaw modelsusing  the scientific approach. (2) tocompare the effectiveness of the TGT and Jigsaw models using the scientific approach in economics learning at state SHSs in Sleman Regency. This was a quasi-experimental study pretest postest non equivalent group design employing the pretest-posttest design. The research population comprised Grade X students of state SHSs in Sleman Regency. The results of the study are as follows. 1) The TGT and the Jigsaw modelswhich are implemented using the scientific approach effectivelyimproves the learning outcome in the cognitive, affective, and psychomotoric domains. 2) There isa significant difference in terms of effectiveness between the two models. Jigsaw model is generates a higher gain score than TGT that was indicated by results of the sum of index gain score cognitive,  affective, and psychomotoric aspects learning outcomes. The TGT learning model generates a higher gain score than the Jigsaw for the cognitive domain. The Jigsaw model, however, produces a higher gain score than the TGT  for the affective domain. Compared to the Jigsaw model, the TGT learning model shows an equal gain score for the psychomotoric domain.

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