Review: The Effect of the Teaching Game For Understanding Model on Cognitive Ability

Physical education has an important role in helping students develop quality skills. The Teaching Games for Understanding (TGFU) approach is a learning model that focuses on developing abilities through the form of basic playing concepts. TGFU is considered to have an influence in improving learning skills, especially in the domain of cognitive abilities such as decision making. This study describes the effectsthe TGFU model of cognitive abilities. The design of this writing is study literature review. The results of several studies indicate an increase in cognitive abilities in students who apply the TGFU learning model in the implementation of sports and games.

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PENGGUNAAN MEDIA MADDING UNTUK MENGASAH KEMAMPUAN KOGNITIF PESERTA DIDIK PADA MATERI KONSEP PERDAGANGAN INTERNASIONAL

TEACHER : Jurnal Inovasi Karya Ilmiah Guru ◽

10.51878/teacher.v1i2.736 ◽

2021 ◽

Vol 1 (2) ◽

pp. 178-184

Author(s):

DIAH ARUMSASI

Keyword(s):

Social Sciences ◽

International Trade ◽

Cognitive Ability ◽

Cognitive Abilities ◽

Inquiry Learning ◽

Learning Model ◽

Average Score ◽

Step Cycle ◽

Average Value ◽

Daily Test

The research objectives of this class are: (1) to describe the learning process using the Inquiry Learning Model to improve the Cognitive Ability of the International Trade Concept Students of Class XI Social Sciences 2. (2) to describe how much the students' increase in the cognitive ability of the international trade concept is indicated by the value of the results. student learning using the Inquiry Learning Model for Class XI Social Sciences 2. (3) Describing behavioral changes that accompany cognitive abilities or understanding the concept of International Trade is too broad and often updated with regard to International Trade information related to the condition of the country in society, by using Inquiry Learning Model for Class XI Social Sciences 2 Students using the Inquiry Learning Model for Class XI Social Sciences 2 Students. SMA N 2 Mranggen. Based on the results of the study, it is known that the average score for the Daily Test which is used as the Pre-Cycle is 38.43, only 1 student has completed the KKM, the average score for Cycle 1 which is used as the Pre-Cycle is 43.14 with 1 student who completes KKM, the average value for Cycle 2 which is used as Pre-Cycle is 59.71 with 21 students who complete the KKM. Thus, the average daily test for both Pre-Cycle, Cycle 1 and Cycle 2 continues to increase with the number of each student. above the KKM has increased. In addition, non-test results also showed a change in behavior for the better in terms of motivation and interest in reading. Students show better responses and activities starting from Pre-Cycle, Cycle I and Cycle II. It can be seen that there is an increase in each step / cycle, which shows things that show success in the application of learning models and media madding in learning economics of the basic competencies of International Trade. ABSTRAKTujuan Penelitian Kelas ini yaitu: (1) Mendeskripsikan Proses Pembelajaran dengan menggunakan Model Pembelajaran Inquiry untuk meningkatkan Kemampuan Kognitif Konsep Perdagangan Internasional Peserta Didik Kelas XI IPS 2. (2) Mendeskripsikan Seberapa banyak Peningkatan Peserta didik Kemampuan Kognitif Konsep Perdagangan Internasional yang ditunjukkan oleh nilai hasil belajar siswa dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. (3) Mendeskripsikan perubahan perilaku yang menyertai peningkatan kemampuan kognitif atau pemahaman Konsep Perdagangan Internasional terlalu luas dan seringkali update berkaitan dengan informasi Perdagangan Internasional berkaitan dengan kondisi negara di masyarakat, dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. SMA N 2 Mranggen, (4) Mendeskripsikan perubahan perilaku yang menyertai peningkatan motivasi belajar dan membaca yang kurang untuk memahami materi Perdagangan Internasional ini dengan menggunakan Model Pembelajaran Inquiry pada Peserta Didik Kelas XI IPS 2. SMA N 2 Mranggen. Berdasarkan hasil penelitian, diketahui Nilai Rata - rata untuk Ulangan Harian yang dijadikan sebagai Pra Siklus adalah 38,43, hanya 1 siswa yang tuntas KKM, Nilai Rata - rata untuk Siklus 1 yang dijadikan sebagai Pra Siklus adalah 43,14 dnegan 1 siswa yang tuntas KKM, Nilai Rata - rata untuk Siklus 2 yang dijadikan sebagai Pra Siklus adalah 59,71 dengan 21 siswa yang tuntas KKM dengan demikian untuk rata - rata ulangan harian baik Pra Siklus, Siklus 1 dan Siklus 2 tetap mengalami peningkatan dengan jumlah masing – masing siswa yang diatas KKM mengalami peningkatan. Selain itu hasil non tes juga menunjukkan adanya perubahan perilaku menjadi lebih baik dalam hal motivasi dan minat baca. Peserta didik menunjukkan respon dan aktivitas yang lebih baik dimulai dari Pra Siklus, Siklus I dan Siklus II. Dapat dilihat bahwa ada peningkatan pada setiap step / siklusnya, dimana memperlihatkan hal yang menunjukkan keberhasilan dalam penerapam model pembelajaran dan media madding dalam pembelajaran ekonomi kompetensi dasar Perdagangan Internasional ini.

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EFEK TEACHING GAMES FOR UNDERSTANDING MODEL TERHADAP RESPONSIBILITY ANAK SEKOLAH DASAR

PHEDHERAL ◽

10.20961/phduns.v16i1.50993 ◽

2019 ◽

Vol 16 (1) ◽

pp. 1

Author(s):

Sri Santoso Sabarini

Keyword(s):

Elementary School ◽

Data Analysis ◽

Physical Education ◽

Elementary School Students ◽

Fourth Grade ◽

Learning Model ◽

Control Group ◽

Research Subjects ◽

School Students ◽

Teaching Games For Understanding

The purpose of this research are: (1). To find out whether there is an influence "Teaching Games for Understanding Models" in physical Education on the character of the responsibility of fourth grade elementary school students. (2). To find out how much influence the "Teaching Games for Understanding Model" at physical education learning on understanding the Responsibility Attitude of fourth grade children in elementary school. This type of research uses the quasi experiment method in the form of pretest-posttes non equivalent control-group design. The research subjects used in this study were fourth grade students of Klumprit 3 Mojolaban Elementary School. Sukoharjo The size of the study subjects was 27 students. The technique of collecting data is using questionnaire responsibility that has been developed from Don Hellison (1995) through a valid and reliable question instrument with Cronbach's Alpha: 0.921. The data analysis technique used in this study used the Wilcoxon difference test to see the gain score of the pretest and posttest. The results of data analysis can be concluded that: (1). There is a significant effect between the Application of the TGfU Learning Model to the Responsibility of 4th grade elementary school students. It is obtained that the calculated Z value for the TGfU Learning Model is -4,543 with a significance value of 0,000 because the significance value is lower than 0.05, the null hypothesis number is rejected, from the research conducted, the hypothesis is accepted. (2). From the description of the data it was seen that the average pre test results of 50.9630 and post tets were 67.4815, thus there was an increase in the influence of the application of the TGfU model on student Responsibility by 16, 52.

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Comparison of Application of Jigsaw IV and Reverse Jigsaw Methods based on Students’ Participation and Achievement

Journal of Informatics and Vocational Education ◽

10.20961/joive.v2i2.35750 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Komang Talita Putri Sri Dewati ◽

Basori Basori ◽

Agus Efendi

Keyword(s):

Data Analysis ◽

Cooperative Learning ◽

Cognitive Ability ◽

Factorial Design ◽

Cognitive Abilities ◽

Random Sampling ◽

Sampling Technique ◽

Learning Model ◽

Learning Activity ◽

Cluster Random Sampling

The purpose of this research is to study the effects of Jigsaw IV and Reverse Jigsaw cooperative learning model from participation and achievement (cognitive abilities). The method used in this research was the experiment 2x2 factorial design. The population was students (X Class) of SMK N 3 Surakarta. This research used a cluster random sampling technique. The techniques of collecting data of this research were the interview, observation, questionnaire, and testing. The techniques of data analysis were used as a two-way analysis of variance. Based on this research, it could be concluded as follows: (1) there is a different influence between application of Jigsaw IV and Reverse Jigsaw cooperative learning model based on students' cognitive ability (Sig. = 0,045 < 0,05), (2) there is a different influence between the high and low category of students' participation toward cognitive ability (Sig. = 0,000 < 0,05), (3) there is an interaction between the influence of cooperative learning type Jigsaw IV and Reverse Jigsaw application and students' participation toward students' cognitive ability (Sig. = 0,027 < 0,05). The result of this research could be put into consideration for the teacher to application Jigsaw IV and Reverse Jigsaw cooperative learning model in the learning activity.

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Literature review: Physical education in the covid-19 pandemic

JUARA Jurnal Olahraga ◽

10.33222/juara.v6i1.1054 ◽

2020 ◽

Vol 6 (1) ◽

pp. 50-63

Author(s):

Mujiono Mujiono ◽

Novri Gazali

Keyword(s):

Online Learning ◽

Physical Education ◽

Data Collection ◽

Literature Review ◽

Meta Analysis ◽

Learning Model ◽

Collaborative Approach ◽

Literature Study ◽

Teachers And Students ◽

Search Tool

Currently, teachers and students face problem regarding the learning media used during online learning for physical education. Meanwhile, most students stated that online learning for physical education during this pandemi was not yet fully effective. The purpose of this literature study was to provide a review of the latest research related to physical education learning during the Covid-19 pandemi. The research method is literature study or literature review. Data collection for literature studies was carried out using a database search tool, which is a phase of searching for literature sources from journals starting from 2017 to 2018. This data collection uses the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) method. The research was carried out by analyzing journals and then making a summary related to the questions and objectives of the study. The procedure for searching journals to become material in this study is to have criteria that are in accordance with the PICOT procedure. Based on the articles that have been found and analyzed, the online learning model can be applied in physical education with the schoology portal method, and vlogs and can also use the distance learning model with a collaborative approach.

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Cognitive Reflection and Decision Making

The Journal of Economic Perspectives ◽

10.1257/089533005775196732 ◽

2005 ◽

Vol 19 (4) ◽

pp. 25-42 ◽

Cited By ~ 1801

Author(s):

Shane Frederick

Keyword(s):

Decision Making ◽

Cognitive Ability ◽

Cognitive Abilities ◽

Time Preference ◽

Final Section ◽

Expected Utility Theory ◽

Theoretical Explanation ◽

Cognitive Reflection Test ◽

Cognitive Reflection ◽

First Response

This paper introduces a three-item “Cognitive Reflection Test” (CRT) as a simple measure of one type of cognitive ability—the ability or disposition to reflect on a question and resist reporting the first response that comes to mind. The author will show that CRT scores are predictive of the types of choices that feature prominently in tests of decision-making theories, like expected utility theory and prospect theory. Indeed, the relation is sometimes so strong that the preferences themselves effectively function as expressions of cognitive ability—an empirical fact begging for a theoretical explanation. The author examines the relation between CRT scores and two important decision-making characteristics: time preference and risk preference. The CRT scores are then compared with other measures of cognitive ability or cognitive “style.” The CRT scores exhibit considerable difference between men and women and the article explores how this relates to sex differences in time and risk preferences. The final section addresses the interpretation of correlations between cognitive abilities and decision-making characteristics.

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Combining Physical Education and unstructured practice during school recess to improve the students’ decision-making and execution (Combinando las clases de Educación Física con práctica no estructurada durante los recreos para aumentar la toma de decisi

Retos ◽

10.47197/retos.v0i41.83455 ◽

2021 ◽

pp. 502-511

Author(s):

Alba Práxedes ◽

Rafael González ◽

Fernando Del Villar ◽

Alexander Gil-Arias

Keyword(s):

Decision Making ◽

Physical Education ◽

Control Group ◽

Evaluation Tool ◽

Systematic Observation ◽

Teaching Games For Understanding ◽

Post Test ◽

Toma De Decisiones ◽

School Recess ◽

Experimental Group

The purpose of this study was to analyze the effect of a unit of basketball based on Teaching Games for Understanding model combined with a program of unstructured practice based on small-sided games (experimental group), in comparison to the only application of the unit (control group), on the decision-making and execution in Physical Education students. Participants were 31 students with ages between 12 and 14. The intervention was conducted over four weeks, developing eight PE lessons and eight school recess to unstructured practice. The decision-making and the execution of the pass action were measured by systematic observation, using the Game Performance Evaluation Tool instrument. Results showed in the experimental group, significantly higher values in post-test with respect to pre-test, in both variables (decison-making, p = .001; execution, p = .024). Regarding to the control group, these differences were found only in the decision-making (p = .021). Findings demonstrated that the joined application of a unit with unstructured practise is more effective to improve decision-making and skill execution that if students are expose only in the Physical Education lessons. Therefore, we recommend teachers promote opportunities to students to have experiences in school recess. Resumen: El propósito de este estudio fue analizar el efecto de una Unidad Didáctica de baloncesto basada en el modelo Enseñanza de los Juegos a través de la Comprensión, combinada con un programa de práctica no estructurada basado en juegos modificados (grupo experimental), en comparación con la aplicación únicamente de la Unidad Didáctica (grupo control), en la toma de decisiones y la ejecución en alumnos de Educación Física. Participaron 31 alumnos con edades entre 12 y 14 años. La intervención se realizó durante cuatro semanas, desarrollándose ocho clases de Educación Física y ocho recreos para la práctica no estructurada. La toma de decisiones y la ejecución fueron medidas a través de observación sistemática, usando el Instrumento de Evaluación del Rendimiento en el Juego. Los resultados mostraron en el grupo experimental, valores significativamente más altos en la evaluación final con respecto a la inicial, en ambas variables (toma de decisiones, p = .001; ejecución, p = .024).. Con respecto al grupo control, estas diferencias se encontraron solo en la toma de decisiones (p = .021). Los resultados demostraron que la aplicación conjunta de una Unidad Didáctica con práctica no estructurada es más efectiva para mejorar tanto la toma de decisiones como la ejecución de las habilidades, en vez de exponer a los alumnos solo a las clases de Educación Física. Por tanto, se recomienda que los profesores promuevan oportunidades de práctica en los recreos para los alumnos.

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The Effect of Make a Match Learning Models and Cognitive Ability to Recognize the Concept of Number

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i4.1401 ◽

2020 ◽

Vol 3 (4) ◽

pp. 1873-1883

Author(s):

Siti Rahmatunnisa ◽

Anita Yus ◽

Evi Eviyanti

Keyword(s):

Cognitive Ability ◽

Cognitive Abilities ◽

Significant Interaction ◽

Learning Model ◽

Learning Models ◽

Number Concept ◽

Average Value ◽

Model Based ◽

The Difference ◽

Banda Aceh

This study aims to investigate: (1) the difference of ability to recognize the concept of numbers between children taught by Make a Match learning model based on creativity and children taught by Make a Match learning model; (2) the difference of ability to recognize the concept of numbers between children who have high cognitive abilities and low cognitive abilities, and (3) the interaction between Make a Match learning model with children's cognitive abilities on the ability to recognize concepts. The sample in this study is 28 children in class B1 for the experimental class who are taught by Make a Match based on creativity and for the control class, class B2 consisted of 28 children who were taught by Make a Match. They are 5-6 years old children at Raudhatul Athfal Mutiara Bunda Banda Aceh. The results show that: (1) The ability of children who taught by Make a Match learning model based on creativity is 44.96, it is higher than children who taught by Make A Match learning, it is 34.64, (2) The ability to recognize the number concept of children who have high cognitive abilities obtained an average value of = 46.89, while children who have low cognitive abilities obtained an average value of = 33.21, and (3) The results show that there was no significant interaction between the use of learning and children's cognitive abilities (high and low) in influencing the ability to recognize the concept of numbers.

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Effect of Collaborative Murder Learning Model on Cognitive Ability and Learning Motivation

Report of Biological Education ◽

10.37150/rebion.v1i1.812 ◽

2020 ◽

Vol 1 (1) ◽

pp. 1-7

Author(s):

Jujun Ratnasari

Keyword(s):

Collaborative Learning ◽

Cognitive Ability ◽

Confidence Level ◽

Cognitive Abilities ◽

Learning Model ◽

Learning Motivation ◽

Wilcoxon Test ◽

Significance Level ◽

Significant Difference ◽

Quasi Experimental

Research with this quasi-experimental method aims to determine the influence of collaborative learning models of Mood, Understand, Recall, Detect, Elaborate, and Review (MURDER) on the cognitive abilities and motivational learning of learners. The instrument used to measure the cognitive abilities in the form of written tests refers to the Bloom's taxonomy, while the instrument for measuring learning motivation are motivation questionnaires. Learning cognitive ability data in the form of increase in Pretest and Posttest i.e. the normalization Gain (N-Gain) tested statistically using Wilcoxon test. Wilcoxon test results at a significance level α = 0.05 with 95% confidence level indicates calculated W of 0, while the table W (0.05) (30) amounted to 137. It can be concluded that Ho is rejected meaning that the cognitive abilities in the experiment class and the control class differ significantly. Analysis of learning motivation data was taken from a questionnaire with a Likert scale 1-4. The results of the t test calculation at the significance level α = 0.05 95% confidence level showed calculated t of 0.75, and table t (0.975) (59) of 2,001. Because the t 0.975 (59) < t < t 0.975 (59), it can be concluded that Ho is accepted meaning there is no significant difference in students' learning motivation in the experimental class and the control class. In this study the MURDER collaborative learning model has an effect on cognitive ability, but does not affect learning motivation of students.

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Reading Concept Map-Think Pair Share (Remap-TPS) Learning Model on Cognitive Ability and Scientific Attitude

Tadris Jurnal Keguruan dan Ilmu Tarbiyah ◽

10.24042/tadris.v3i2.3184 ◽

2018 ◽

Vol 3 (2) ◽

pp. 183

Author(s):

Agus Jatmiko ◽

Yesilia Kartina ◽

Irwandani Irwandani ◽

Jamal Fakhri ◽

Agitha Pricilia ◽

...

Keyword(s):

High School Students ◽

Cognitive Ability ◽

Junior High School ◽

Cognitive Abilities ◽

Concept Map ◽

Learning Model ◽

Control Group ◽

Learning Models ◽

Average Percentage ◽

Scientific Attitudes

The recent integration of learning models in the learning process has become the focus of science education experts, especially in Indonesia, such as the adoption of the Reading-Concept Map Think Pair Share (Remap TPS) learning model. This study aims to improve the students’ cognitive abilities, and scientific attitudes through the Reading-Concept Map Think Pair Share model. The study was conducted to junior high school students by employing Quasi-experimental with Non-equivalent Control Group Design. The instruments used were multiple choice tests and observation sheets. The result of the research shows that the students’ cognitive ability is in the medium category with an N-gain value of 0.47. Based on this result, it can be concluded that the Remap TPS learning influences the students’ cognitive ability. The obtained average percentage score of the students’ scientific attitudes is 81.76% which belongs to the very good category. Thus, it can be concluded that this study provides important implications for educators to be more creative in designing learning models in order to improve the students’ cognitive abilities and scientific attitudes.

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Pengaruh Pembelajaran Fisika Pokok Bahasan Cahaya dengan Model Guided Discovery Learning Terhadap Kemampuan Kognitif Peserta Didik Kelas VIII SMP

Prosiding SNFA (Seminar Nasional Fisika dan Aplikasinya) ◽

10.20961/prosidingsnfa.v4i0.35911 ◽

2019 ◽

Vol 4 ◽

pp. 43

Author(s):

Aulia Afifatur Rasyidah ◽

Widayanti Widayanti

Keyword(s):

Cognitive Ability ◽

Effect Size ◽

Cognitive Abilities ◽

Quantitative Methods ◽

Sampling Technique ◽

Learning Model ◽

Discovery Learning ◽

Control Group ◽

Research Subjects ◽

Guided Discovery

Abstract: This research aims 1). To determine the effect of guided discovery learning models on students’s cognitive abilities 2). Knowing the difference in students’s cognitive abilities between the experimental class and control class. This research is a quasi-experimental research with non-equivalent control group design.The independent variable is guided discovery learning model while the dependent variable is the cognitive ability of students. The sampling technique uses saturated sampling technique because the research subjects are all students of class VIII of SMP Muhammadiyah Purwojati in the 2018/2019 academic year. The instruments used in the form of learning tools, question sheets, and observation sheets. The question sheets is used to obtain data on students’s cognitive abilities and observation sheet is used to obtain data about the activities of students in participating in learning using guided discovery learning model. Data on students’s cognitive abilities were analyzed by descriptive statistics with quantitative methods. the results showed that there was influence of guided discovery learning model. on the cognitive abilities of students as evidenced by the experimental class mean value of 70.32 higher than the control class of 43.27 and there was increase in cognitive ability in the experimental class with an N-Gain value 0,67 (moderate) higher than the control class with N-Gain of 0.35 (moderate) with an effect size value of 1.80 (very significant).Abstrak: Penelitian ini bertujuan 1). untuk mengetahui pengaruh model pembelajaran guided discovery learning terhadap kemampuan kognitif peserta didik 2). Mengetahui perbedaan peningkatan kemampuan kognitif peserta didik antara kelas eksperimen dan kelas kontrol. Penelitian ini adalah penelitian eksperimen semu dengan nonequivalent control grup design. Variabel bebas berupa model pembelajaran guided discovery learning sedangkan variabel terikat berupa kemampuan kognitif peserta didik. Teknik pengambilan sampel menggunakan teknik sampling jenuh karena subyek penelitiannya adalah semua peserta didik kelas VIII SMP Muhammadiyah Purwojati tahun pelajaran 2018/2019. Instrumen yang digunakan berupa perangkat pembelajaran, lembar soal uraian dan lembar observasi. Lembar soal digunakan untuk memperoleh data kemampuan kognitif peserta didik dan lembar observasi digunakan untuk memperoleh data tentang aktivitas peserta didik dalam mengikuti pembelajaran dengan menggunakan model guided discovery learning. Data kemampuan kognitif siswa dianalisis dengan statistik deskriptif metode kuantitatif. Hasil penelitian menunjukkan bahwa terdapat pengaruh model pembelajaran guided discovery learning terhadap kemampuan kognitif peserta didik dibuktikan dengan nilai mean kelas eksperimen sebesar 70,32 lebih tinggi dibandingkan kelas kontrol sebesar 43,27 dan terdapat peningkatan kemampuan kognitif pada kelas eksperimen dengan nilai N-Gain sebesar 0,67 (sedang) lebih tinggi dibandingkan kelas kontrol dengan N-Gain sebesar 0,35 (sedang) dengan nilai effect size sebesar 1,80 (sangat signifikan).

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