Penerapan model pembelajaran problem solving  fisika berbantuan alat peraga kolektor surya  pada pembelajaran kalor di SMA IT Iqra’

AbstraCT[Application of Physics Problem Solving Learning Model Assisted Collector Solar Props on Heat Learning in SMA IT Iqra ']. The aims of this study is to explain the students 'cognitive learning outcomes using the learning model of Physics Solving Problem assisted solar collectors in heat learning in SMA IT Iqra' Bengkulu, and to explain the cognitive learning outcomes between high, medium and low group students. The subjects of this study are 24 students who follow the physical extracurricular activities in SMA IT Iqra ' Bengkulu. This type of research is pre-experimental by setting aside a group of pretest and posttest designs. Student cognitive learning result data obtained by test instrument that is question of multiple choice. Pretest measurement data form the basis for grouping students into high, medium and low groups. Data on cognitive learning outcomes were analyzed and calculated using normalized gain values and analyzed using the Anova test. The results showed that overall N-gain of 0.59 was moderate. N-gain based on group that is high group equal to 0,72; medium group of 0,58; and low group of 0.47. Based on anova test conducted to know the difference of cognitive learning result between student group obtained Fcount = 4,046 > F table 3,47 and sig value. 0.033 ? 0.05. The conclusion of this research is the learning model of Physics Solving Problem assisted by solar collector can improve students 'cognitive learning outcomes in extracurricular activities in SMA IT Iqra' Bengkulu and there is a significant difference of cognitive learning achievement among high, medium and low students.Keywords: Learning model; Physics Problem Solving; Heat, Cognitive learning outcomes (Received December 17, 2019; Accepted July 5, 2019; Published October 24, 2019) AbstrakPenelitian ini bertujuan untuk menjelaskan peningkatan hasil belajar kognitif siswa yang diajarkan menggunakan model pembelajaran Problem Solving Fisika berbantuan alat peraga kolektor surya dalam pembelajaran kalor di SMA IT Iqra’ Kota Bengkulu, dan untuk menjelaskan perbedaan peningkatan hasil belajar kognitif antara siswa kelompok tinggi, sedang dan rendah. Subjek penelitian ini adalah 24 siswa yang mengikuti kegiatan ekstrakurikuler fisika di SMA IT Iqra’ Kota Bengkulu. Jenis penelitian adalah pre-eksperimental dengan desain one group pretest and posttest design. Data hasil belajar kognitif siswa diperoleh dengan instrumen tes yaitu soal pilihan ganda. Data hasil nilai pretest menjadi dasar pengelompokan siswa ke dalam kelompok tinggi, sedang dan rendah . Data hasil belajar kognitif dianalisis secara deskriptif dan dihitung dengan menggunakan skor gain yang dinormalisasi serta dianalisis menggunakan uji Anova. Hasil penelitian menunjukkan N-gain keseluruhan siswa sebesar 0,59 berkategori sedang. N-gain berdasarkan kelompok yaitu kelompok tinggi sebesar 0,72; kelompok sedang sebesar 0,58; dan kelompok rendah sebesar 0,47. Berdasarkan uji anova yang dilakukan untuk mengetahui perbedaan hasil belajar kognitif antar kelompok siswa diperoleh Fhitung 4,046 > Ftabel 3,47 dan nilai sig. 0,033 ? 0.05. Kesimpulan penelitian ini adalah model pembelajaran Problem Solving Fisika berbantuan alat peraga kolektor surya dapat meningkatkan hasil belajar kognitif siswa pada kegiatan ekstrakurikuler di SMA IT Iqra’ Kota Bengkulu dan terdapat perbedaan peningkatan hasil belajar kognitif yang signifikan antara siswa kelompok tinggi, sedang dan rendah.Kata kunci: Model Pembelajaran; Problem Solving Fisika; Kalor, Hasil belajar kognitif.

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Complex Instruction Team Product (CITP) learning model: Improving student’s scientific attitudes and learning outcomes

Jurnal Pendidikan Biologi Indonesia ◽

10.22219/jpbi.v5i2.8367 ◽

2019 ◽

Vol 5 (2) ◽

Author(s):

Dominggus Rumahlatu ◽

Kristin Sangur ◽

Sintje Liline

Keyword(s):

Learning Outcomes ◽

Cognitive Learning ◽

Learning Model ◽

T Test ◽

Paired Samples ◽

Significant Difference ◽

Complex Instruction ◽

Dependent Samples ◽

Scientific Attitudes ◽

Cognitive Learning Outcomes

Complex Instruction Team Product (CITP) learning model is one of the creative-innovative learning models which is assumed to be able to empower scientific attitudes and learning outcomes of students. This study aimed to determine students’ scientific attitudes and cognitive learning outcomes by implementing CITP learning model. This research used one-group pretest-posttest design. The sample was 18 tenth graders of academic year 2017/2018 of State Senior High School 6 of Ambon, Maluku Province. The data was analyzed using N-Gain test which then continued with dependent samples t-test. This result indicated that the highest achievement of students’ scientific attitudes were honesty and creativity (54). Meanwhile, the N-Gain score of students' cognitive learning outcomes was 0.61. In addition, the results of paired samples t-test show that there was a significant difference (p<0.05) between the students’ cognitive learning outcomes before and after the application of CITP learning model. This means that the application of CITP learning model can improve students’ scientific attitudes and cognitive learning outcomes.

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Pengaruh Model Pembelajaran Creative Problem Solving Terhadap Keterampilan Pemecahan Masalah dan Hasil Belajar Kognitif Siswa

Prisma Sains Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram ◽

10.33394/j-ps.v5i1.1111 ◽

2017 ◽

Vol 5 (1) ◽

pp. 25

Author(s):

Rosmianti Lestari Mbembok ◽

Any Fatmawati ◽

Siti Rabiatul Adawiyah

Keyword(s):

Problem Solving ◽

Learning Outcomes ◽

Cognitive Learning ◽

Sampling Technique ◽

Learning Model ◽

Creative Problem Solving ◽

Problem Solving Skills ◽

Average Percentage ◽

Creative Problem ◽

Cognitive Learning Outcomes

This research with the aim to know the influence of the use of Creative Problem solving learning model on problem solving skills and cognitive learning outcomes of grade X SMA Islam Al-Ma'arif Pandan Indah Lesson 2016/2017. Population in this research is all student of class X SMA Islam Al-Ma'arif Pandan Indah Lesson Year 2016/2017 with amount of population counted 36 person which existed in class XA and XB. Furthermore, sampling technique used is a saturated sampling technique that is sampling technique when all members of the population used as a sample. Where class XA as experiment class and XB as control class. The type of research used in this study is quasi experiment with observation and test data collection techniques. The results showed that problem solving skills in the first experimental classroom obtained an average percentage of 66% included in the good category, while in the second meeting obtained an average percentage of 79% included in the category of very good. The students' cognitive learning outcomes in the experimental class were 70.4 and the control class was 66.2. The result of hypothesis test with t test at 5% significant level shows that tcount> ttable (2,675> 2,042), meaning H0 is rejected. So it can be concluded that there is influence Creative Problem Solving learning model to problem solving skills and student cognitive learning outcomes.

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PEMBELAJARAN STRATEGI PEMECAHAN MASALAH SISTEMATIS DAN WANKAT-OREOVOCZ BERBANTUAN METODE EKSPERIMEN DAN DEMONSTRASI UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF PESERTA DIDIK PADA MATERI OPTIK

Jurnal Ilmu Pendidikan Indonesia ◽

10.31957/jipi.v9i2.1716 ◽

2021 ◽

Vol 9 (2) ◽

pp. 68-78

Author(s):

FIAN IRSADA

Keyword(s):

Data Analysis ◽

Problem Solving ◽

Learning Outcomes ◽

Cognitive Learning ◽

Sampling Technique ◽

Design Data ◽

Spss Software ◽

Problem Solving Strategy ◽

Solving Strategy ◽

Cognitive Learning Outcomes

The purpose of this study was to determine the interaction between the application of learning systematic problem solving solutions and Wanket-Oreovocz. Experimental and demonstration methods have different effects. The number of students in this study were 70 students who were divided into two classes, namely the application of systematic problem solving strategy learning which amounted to 34 students and the application of the Wanket-Oreovocz problem solving strategy class totaled 36 students in terms of the application of experiments and demonstrations. learning methods. Samples were taken using the purposive sampling technique. The research design used in this study is a factorial design. Data analysis using Anova technique with SPSS software version 16.0..Research results of data analysis in this research used to improve students’ cognitive learning outcomes in terms of application of learning systematic troubleshooting strategy and demonstration method obtained 0.59 which was in moderate “category”, the application of Wanket-Oreovocz troubleshooting strategy and experimental methods obtained 0.56 which was in moderate “category”. Wanket-Oreovocz troubleshooting strategy that obtained 0.61 was also obtanined 0.61. Results hypothesis showed that there is difference in cognitive learning outcomes between the application of learning systematic troubleshooting strategy and Wanket-Oreovcz (sig-value 0.854 > 0,05); there are differences in cognitive learning outcomes between the application of experimental method and demonstration method (sig-value 0.035 < 0.05);and there is no interaction between systematic troubleshooting strategy and Wanket-Oreovcz, which demonstration method was better used than experiment method.

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The Effect of PBL-based STEAM Approach on The Cognitive and Affective Learning Outcomesof Primary School

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i6.5521 ◽

2021 ◽

Vol 12 (6) ◽

pp. 2390-2399

Author(s):

I Nyoman Sudana Degeng Et al.

Keyword(s):

Primary School ◽

Learning Outcomes ◽

Measurement Data ◽

Cognitive Learning ◽

Affective Learning ◽

Project Based Learning ◽

Design Data ◽

Test Analysis ◽

Test Technique ◽

Cognitive Learning Outcomes

The purpose of this study was to discover the existence of cognitive and affective learning outcomes of students using Project Based Learning (PBL) - based STEAM (Science, Technology, Engineering, Art, and Mathematics) with scientific learning with inquiry learning models. The type of research was a quasi experimental design. Data were collected by means of test analysis, observation, interviews, and documentation from all fifth grade students of primary school. Data analysis used t-test technique. To discover the effect of PBL-based STEAM approach on cognitive learning outcomes obtained from the pretest-posttest results, while affective learning outcomes were obtained through observation using the measurement data scale in the rubric.The results showed that there were significant differences between the experimental class and the control class on cognitive learning outcomes, however, there were differences in affective learning outcomes. It is expected to strengthen the results of the discussion in the long term to strengthen cognitive and affective learning outcomes.

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Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Tingkat Tinggi dan Hasil Belajar Siswa Kelas V SD

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i4.13371 ◽

2020 ◽

Vol 5 (4) ◽

pp. 503

Author(s):

Risky Priliani Puspitasari ◽

Sutarno Sutarno ◽

I Wayan Dasna

Keyword(s):

Learning Outcomes ◽

Model Problem ◽

Cognitive Learning ◽

Problem Based Learning ◽

Learning Model ◽

High Ability ◽

Significant Difference ◽

Quasi Experimental ◽

And Control ◽

Cognitive Learning Outcomes

Abstract: This research aimed to find out the differences HOTS and learning outcomes between Problem Based Learning model and conventional, uses types of research a quasi-experimental. The results of this study indicate that: There is a significant difference HOTS between experimental class students and control class students, there is a significant difference HOTS between high-skilled students and low-ability early students, there is no interaction between Problem Based Learning model and HOTS, there were significant differences in learning outcomes between experimental class students and class students control, there is no significant difference in cognitive learning outcomes between high-ability early students and low initial ability students, there is no interaction between the Problem Based Learning model and the initial ability to the learning outcomes of students.Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan HOTS dan hasil belajar antara model Problem Based Learning dan konvensional dengan menggunakan jenis penelitian quasi experiment. Hasil penelitian menunjukkan ada perbedaan yang signifikan HOTS antara siswa kelas eksperimen dan kontrol, ada perbedaan yang signifikan HOTS antara antara siswa berkemampuan awal tinggi dan rendah, tidak ada interaksi antara model Problem Based Learning dan kemampuan awal terhadap HOTS, ada perbedaan yang signifikan hasil belajar antara siswa kelas eksperimen dan kontrol, tidak ada perbedaan yang signifikan hasil belajar antara siswa berkemampuan awal tinggi dan rendah, dan tidak ada interaksi antara model Problem Based Learning dan kemampuan awal terhadap hasil belajar.

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Penerapan Model Pembelajaran Problem Solving Fisika pada Konsep Listrik Dinamis di SMA IT IQRA Kota Bengkulu

PENDIPA Journal of Science Education ◽

10.33369/pendipa.3.2.61-65 ◽

2019 ◽

Vol 3 (2) ◽

pp. 61-65

Author(s):

Fitri Nur Khairi ◽

Muhammad Farid ◽

Eko Swistoro

Keyword(s):

Problem Solving ◽

Learning Outcomes ◽

Cognitive Learning ◽

Lower Class ◽

Student Learning Outcomes ◽

Learning Model ◽

High Group ◽

Gain Scores ◽

Normalized Gain ◽

Cognitive Learning Outcomes

Abstract[Application of Physics Problem Solving Learning Model on the Concept of Dynamic Electricity in SMA IT IQRA Bengkulu City]. This study aims to explain improvement of cognitive learning outcomes of students and differences in student learning outcomes of low, medium, and high group on the concept of dynamic electricity by applying the model of Problem Solving Physics Problem. This research is a Pre-experiment research of One Group Pretest-Posttest design. The study was conducted at IQRA IT Bengkulu in Extracurricular Learning 20 students. Learning media used in learning is stem kedondong (Spondias dulcis). The Increasing cognitive learning outcomes were analyzed descriptively and calculated by normalized gain scores and analyzed by Anova test. The results show that high group N-gain of 0.71, medium group 0,56, and low group by 0,49. The result of the anava test show the value of Fh 27,89> Ft 3,59 with significant 5% and 6,11 at significant level 1%. The conclusion of this research 1) the application of the learning model of Problem Solving Physics on the concept of dynamic Electricity can improve students' cognitive learning outcomes 2) there are differences in learning outcomes for high, medium and lower class students. Keywords: Learning model; Problem Solving Physics; Dynamic Electricity; Learning Outcomes. (Received December 6, 2018; Accepted March 29, 2019; Published June 19, 2019) AbstrakPenelitian ini bertujuan untuk menjelaskan peningkatan hasil belajar kognitif siswa dan perbedaan hasil belajar siswa kelompok rendah, sedang, dan tinggi pada konsep listrik dinamis dengan menerapkan model pembelajaran Problem Solving Fisika.Jenis penelitian ini adalah Pre-ekperimen desain One Group Pretest-Posttest. Penelitian dilakukan di SMA IT IQRA kota Bengkulu pada pembelajaran Ekstrakurikuler. Media pembelajaran yang digunakan dalam pembelajaran adalah batang pohon kedondong (Spondias dulcis).Peningkatan hasil belajar kognitif dianalisis secara deskriptif dan dihitung dengan skor gain yang dinormalisasi serta dianalisis dengan uji Anova. Hasil penelitian menunjukkan N-gain kelompok tinggi sebesar 0,71, kelompok sedang 0,56, dan kelompok rendah sebesar 0,49. Hasil uji anava menunjukkan nilai Fhitung 27,89 > Ftabel 3,59 dengan signifikan 5% dan 6,11 pada taraf signifikan 1%. Kesimpulan dari penelitian ini 1) penerapan model pembelajaran Problem Solving Fisika pada konsep Listrik dinamis dapat meningkatkan hasil belajar kognitif siswa 2) terdapat perbedaan hasil belajar siswa kelompok atas, sedang dan bawah. Kata kunci: Model pembelajaran Problem Solving Fisika, Listrik Dinamis, Hasil belajar

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Penerapan Model Pembelajaran Inkuiri Terbimbing Berbantuan Software Electronics Workbench untuk Meningkatkan Hasil Belajar Ranah Kognitif Peserta Didik Kelas XII pada Materi Pokok Kelistrikan Arus Searah di SMAN 1 Lasolo

Jurnal Penelitian Pendidikan Fisika ◽

10.36709/jipfi.v5i3.10557 ◽

2020 ◽

Vol 5 (3) ◽

pp. 241

Author(s):

Yusnanita Yusnanita ◽

Erniwati Erniwati ◽

Muh. Yuris

Keyword(s):

Data Analysis ◽

Learning Outcomes ◽

Inquiry Learning ◽

Cognitive Learning ◽

Learning Model ◽

Cognitive Domain ◽

Guided Inquiry ◽

Average Value ◽

Significant Difference ◽

Cognitive Learning Outcomes

The guided inquiry learning model is an approach that involves students actively thinking and finding what they want to know. This research have as a purpose to knowladge cognitive learning outcomes of students taught by guided inquiry learning models assisted by electronic workbench software. The population in this research were students of class XII MIA SMAN 1 Lasolo registered in the odd semester of the 2019/2020 academic year consisting of 3 classes with 104 students. Samples were taken by purposive sampling technique so that class XII MIA1 was obtained as an experiment class and class XII MIA2 as a control class. Data collection techniques for students' cognitive learning outcomes using multiple choice tests. Data analysis uses descriptive analysis and inferential statistics. Based on the results of data analysis and discussion obtained: (1) there is no significant difference between the average value of the experiment class pretest and the control class before learning; (2) there is a significant difference between the average value of cognitive class learning outcomes of the experiment class and the control class; (3) the average value of N-Gain learning outcomes of the cognitive domain of experiment class students is in the high category with the acquisition of a value of 0.73 while the average value of the N-Gain of the control class is in the moderate category of 0.49. This shows that the guided inquiry learning model assisted by electronics workbench software is very suitable to be applied in physics learning activities in schools.

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Penerapan Model Pembelajaran Problem Solving Fisika pada Konsep Listrik Dinamis di SMA IT IQRA Kota Bengkulu

PENDIPA Journal of Science Education ◽

10.33369/pendipa.v3i2.7612 ◽

2019 ◽

Vol 3 (2) ◽

pp. 61-65

Author(s):

Fitri Nur Khairi ◽

Muhammad Farid ◽

Eko Swistoro

Keyword(s):

Problem Solving ◽

Learning Outcomes ◽

Cognitive Learning ◽

Lower Class ◽

Student Learning Outcomes ◽

Learning Model ◽

High Group ◽

Gain Scores ◽

Normalized Gain ◽

Cognitive Learning Outcomes

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Improvement of problem solving skills and cognitive learning outcomes through implementation of guided inquiry learning model on biology subject

10.1063/5.0043398 ◽

2021 ◽

Author(s):

Syahida Widyaningsih ◽

Ibrohim Ibrohim ◽

I. Wayan Sumberartha

Keyword(s):

Problem Solving ◽

Learning Outcomes ◽

Inquiry Learning ◽

Cognitive Learning ◽

Learning Model ◽

Guided Inquiry ◽

Problem Solving Skills ◽

Cognitive Learning Outcomes

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PENERAPAN MAGANG KOGNITIF (COGNITIVE APPRENTICESHIP) UNTUK MENGAJARKAN KETERAMPILAN METAKOGNITIF DAN HASIL BELAJAR KOGNITIF SISWA

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v2n2.p212-217 ◽

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

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