scholarly journals SPIRITUAL INTELLEGENCE

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Ramdani R
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Mathematical Concepts ◽  
Test Analysis ◽  
Initial Learning ◽  
Class Viii ◽  
Written Test

The ability of understanding mathematical concepts and was a math learning goals stated by the Ministry of Education, and was a very important aspect in learning mathematics. Lack of understanding of mathematical concepts students will affect the quality of student learning that result in low student achievement in school, it was also happening in SMP N Lembah Gumanti. Think Talk Write learning strategies was one alternative to improve the liveliness and creativity of students in learning.This research is a Quasi Experiment. The population in this study were students of SMP N Lembah Gumanti District. The samples in this study were students of class VIII 1 SMP N 3 Lembah Gumanti as experimental class and VIII 2 grade students as a class randomly selected controls. Instrument used was a written test. The data obtained were analyzed using ANCOVA test (analysis of Covariance).The results showed that the ability of understanding the overall concept and capable students who are taught by low initial learning strategy TTW higher than students taught with conventional learning.

scholarly journals PENGARUH PENERAPAN STRATEGI PEMBELAJARAN THINK TALK WRITE TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VIII SMP N KECAMATAN LEMBAH GUMANTI

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Asmaul Husna
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Mathematical Concepts ◽  
Test Analysis ◽  
Initial Learning ◽  
Class Viii ◽  
Written Test

The ability of understanding mathematical concepts and was a math learning goals stated by the Ministry of Education, and was a very important aspect in learning mathematics. Lack of understanding of mathematical concepts students will affect the quality of student learning that result in low student achievement in school, it was also happening in SMP N Lembah Gumanti. Think Talk Write learning strategies was one alternative to improve the liveliness and creativity of students in learning.This research is a Quasi Experiment. The population in this study were students of SMP N Lembah Gumanti District. The samples in this study were students of class VIII 1 SMP N 3 Lembah Gumanti as experimental class and VIII 2 grade students as a class randomly selected controls. Instrument used was a written test. The data obtained were analyzed using ANCOVA test (analysis of Covariance).The results showed that the ability of understanding the overall concept and capable students who are taught by low initial learning strategy TTW higher than students taught with conventional learning.

scholarly journals PENGARUH PENERAPAN STRATEGI PEMBELAJARAN ”THINK, TALK, WRITE” TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN KOMUNIKASI MATEMATIKA SISWA KELAS III N KECAMATAN LEMBAH GUMANTI

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Asmaul Husna
Keyword(s):  
Learning Strategies ◽  
Communication Skills ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Learning Goals ◽  
Ministry Of Education ◽  
Mathematical Concepts ◽  
Test Analysis ◽  
Initial Learning ◽  
Quasi Experiment

Kemampuan memahami konsep-konsep matematika dan keterampilan komunikasi adalah tujuan pembelajaran matematika sebagaimana yang dinyatakan oleh Departemen Pendidikan, dan merupakan aspek yang sangat penting dalam belajar matematika. Kurangnya keterampilan komunikasi dan pemahaman konsep-konsep matematika siswa akan mempengaruhi kualitas belajar siswa yang menghasilkan prestasi siswa rendah di sekolah, itu juga terjadi di SMP N Lembah Gumanti. Think Talk Write learning strategies adalah salah satu alternatif untuk meningkatkan keaktifan dan kreativitas siswa dalam belajar. Penelitian ini adalah Quasi Experiment. Populasi dalam penelitian ini adalah siswa dari SMP N Lembah Gumanti Kabupaten. Sampel dalam penelitian ini adalah siswa kelas VIII 1 SMP N 3 Lembah Gumanti sebagai kelas eksperimen dan siswa kelas VIII 2 kelas sebagai kelas kontrol yang dipilih secara acak. Instrumen yang digunakan adalah tes tertulis. Data yang diperoleh dianalisis menggunakan uji ANCOVA (analisis Kovarian. Hasil penelitian menunjukkan bahwa kemampuan pemahaman konsep secara keseluruhan dan kemampuan siswa yang diajarkan dengan menggunakan low initial learning strategy awal TTW lebih tinggi daripada siswa diajarkan dengan pembelajaran konvensional, keterampilan komunikasi dan strategi yang mampu keseluruhan tinggi awal pembelajaran yang diajarkan oleh TTW lebih tinggi dari siswa yang diajar oleh pembelajaran konvensional Kata Kunci: Strategi Pembelajaran Kooperatif TipeThink Talk Write,Kemampuan Awal, Kemampuan Pemahaman Konsep Dan Kemampuan Komunikasi Matematis.  The ability of understanding mathematical concepts and communication skills was a math learning goals stated by the Ministry of Education, and was a very important aspect in learning mathematics. Lack of communication skills and understanding of mathematical concepts students will affect the quality of student learning that result in low student achievement in school, it was also happening in SMP N Lembah Gumanti. Think Talk Write learning strategies was one alternative to improve the liveliness and creativity of students in learning.This research is a Quasi Experiment. The population in this study were students of SMP N Lembah Gumanti District. The samples in this study were students of class VIII 1 SMP N 3 Lembah Gumanti as experimental class and VIII 2 grade students as a class randomly selected controls. Instrument used was a written test. The data obtained were analyzed using ANCOVA test (analysis of Covariance).The results showed that the ability of understanding the overall concept and capable students who are taught by low initial learning strategy TTW higher than students taught with conventional learning, communication skills and capable overall high initial learning strategies taught by TTW higher than the students who taught by conventional learning. Keywords: of”think, talk, write”learning strategy, plimary ability, kemampuan awal, math concept and communicationskill.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN LEARNING CYCLE DAN LOCUS OF CONTROL SISWA TERHADAP HASIL BELAJAR IPA

2018 ◽  
Vol 1 (1) ◽  
pp. 8
Author(s):  
Bambang Joko Surya
Keyword(s):  
Locus Of Control ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Cycle ◽  
External Locus ◽  
Internal Locus ◽  
Internal Locus Of Control ◽  
Class Viii ◽  
External Locus Of Control

<p>: This study aims to determine: (1) Differences biology student learning outcomes that dibelajarkan with learning strategies Learning Cycle better than students who study with strategei conventional learning, (2) The difference of students who have internal locus of control to obtain the results of studying biology better of the students who have external locus of control, (3) Interaction between learning strategies and locus of control in giving effect to biology students' learning outcomes. The research was conducted in the Junior School I Binjai. The population of this study are all eighth graders Binjai SMP Negeri 1 212 people. Samples were taken with a random cluster technique samplig and further through the draw, the class VIII was selected as the class-2 treated with the learning strategies and classroom Learning Cycle VIII-3 was chosen as the class that were treated with conventional pembelajara. Locus of Control Data was collected using a questionnaire and data with the test results to study Biology.Instruments used after validated by the validator and test instruments. The test results show the distribution of the data requirements for learning outcomes Biology and Locus of Control is the normal distribution and homogeneous. The research hypothesis was tested by using ANOVA test followed by Tukey test. These results indicate (1) learning strategy gives a significantly different influence on the result of class VIII studying biology SMP Negeri 1 Binjai (Fcount 6.110&gt;Ftable 4.10), (2) Locus of Control gave a significantly different effect on learning outcomes Biology class VIII SMP Negeri 1 Binjai (Fcount 19.703&gt;Ftable 7.35), (3) There is interaction between the learning strategy with the Locus of Control students on the results of class VIII studying biology SMP Negeri 1 Binjai (Fcount 6.255&gt; 4.10 Ftable ), (4) The study of biology students in the class who have a Learning Cycle Internal Locus of Control was higher ( = 81.50) compared with students who have an External Locus of Control on Conventional class ( = 67.50), higher than students who have the Internal Locus of Control on Conventional class ( = 74.32) and higher than students who have an External Locus of Control on Conventional class ( = 70.23).</p><p> </p><p>Kata Kunci: Learning Cycle, Locus ofControl, IPA</p>

scholarly journals Analisis Miskonsepsi Matematis: Dampak Strategi Pembelajaran Predict Discuss Explain Observe Discuss Explain

2019 ◽  
Vol 2 (3) ◽  
pp. 259-269
Author(s):  
Ernawati Ernawati ◽  
Siska Andriani ◽  
Farida Farida ◽  
Bambang Sri Anggoro
Keyword(s):  
Learning Strategies ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Choice Test ◽  
Design Experiment ◽  
School Year ◽  
Class Viii ◽  
Conventional Methods ◽  
Research Type

This study aims to determine the effect of PDEODE learning strategies on students' misconceptions. This research is a quantitative research type Quasi Design Experiment using PDEODE learning strategies there are 6 stages in this learning namely 1) Predict 2) Discuss 3) Explain 4) Observe 5) Discuss 6) Explain. The population in this study were all students of class VIII at MTs Al-Hikmah Kedaton Bandar Lampung in the 2019/2020 school year. The sample in this study was class VIII D (Control Class using conventional methods) and VIII E (Experiment Class using the PDEODE learning strategy). Data collection instruments used were RPP, multiple choice test instruments accompanied by a scale of confidence given to material experts and question experts to determine the feasibility of the learning instrument and given to students (Pretest and Posttest). Based on the results of mathematics learning research using the PDEODE strategy for students' misconceptions is more effective than mathematics learning using conventional methods.

scholarly journals An Examination of Learning Profiles in Physical Education

2007 ◽  
Vol 26 (2) ◽  
pp. 145-160 ◽  
Author(s):  
Bo Shen ◽  
Ang Chen
Keyword(s):  
Physical Education ◽  
Learning Strategies ◽  
Skill Acquisition ◽  
Learning Strategy ◽  
Hierarchical Cluster ◽  
Sixth Graders ◽  
Education Curriculum ◽  
Initial Learning ◽  
Affective Dimensions ◽  
Knowledge Learning

Using the model of domain learning as a theoretical framework, the study was designed to examine the extent to which learners’ initial learning profiles based on previously acquired knowledge, learning strategy application, and interest-based motivation were distinctive in learning softball. Participants were 177 sixth-graders from three middle schools. A hierarchical cluster analysis was conducted to determine what kinds of learning profiles would result from the interactions among prior knowledge, learning strategies, and interest. The results revealed that individual learners could be classified into subgroups with distinctive learning characteristics. It is supported that learning in physical education is a progressive process that involves both cognitive and affective dimensions. An effective physical education curriculum should address both knowledge and skill acquisition and motivation simultaneously.

scholarly journals THE INFLUENCE OF LEARNING STRATEGIES AND STYLES OF THOUGHT ON THE ABILITY OF STUDENTS TO SOLVE ENVIRONMENTAL PROBLEMS

2017 ◽  
Vol 16 (02) ◽  
pp. 85-100
Author(s):  
Budiaman Budiaman ◽  
Nadiroh Nadiroh
Keyword(s):  
Experiential Learning ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Control Variable ◽  
Environmental Problems ◽  
Learning Model ◽  
Thinking Styles ◽  
Class Viii

This study aims to determine the effect of learning models and styles of thought on the ability of students to solve environmental problems. The study was conducted in SMP 21 Bekasi during August 2012 to May 2013 academic year 2012/2013. This study used an experimental method, with 2 x 2 factorial designs. Variable research include learning model as an independent variable, style of thinking as a control variable, and the ability of students to solve environmental problems as the dependent variable. Sampling techniques using multistage random sampling, a class VIII-2 obtained as an experimental class and class as the control class VIII-1. The results showed that: First, the ability of students to solve environmental problems learning with instructional strategies ekperiensial higher than students using expository. Second, the ability of students to think accommodative style in solving environmental problems is higher than students think assimilative style. Third, the ability of students to solve environmental problems that have accommodative learning style with experiential learning strategies are higher than students who learned with expository learning strategies. Fourth, the ability of students to solve environmental problems that have assimilative learning style with instructional strategies expository higher than students who study with experiential learning strategies.Fifth, the interaction between learning strategy and thinking styles affect students' ability to solve environmental problems. This means that the effect of the interaction between learning strategy and thinking styles affect the level of students' abilities to solve environmental problems. The conclusion of this study is that students are given learning with experiential learning model has the ability to solve environmental problems is higher compared with the gain ekpositori learning.

scholarly journals Effects of Multiple representations and Problem- solving learning strategies on Physics students’ problem-solving abilities

2021 ◽  
Vol 9 (4) ◽  
pp. 350-365
Author(s):  
YINKA TOSIN ORULEBAJA ◽  
OLATUNDE LAWAL OWOLABI ◽  
HAKEEM AKINTOYE
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Multiple Representations ◽  
Assessment Instrument ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Physics Students ◽  
Senior Secondary

Student’s learning in physics takes many forms. Equations, diagrams, graphs and words all can be used to describe physical phenomena. Constructing descriptions of physical situations with these representations and focusing on their correct usage led to this study which investigated physics students’ knowledge of multiple representations and problem-solving abilities using multiple representations learning strategy and problem-solving learning strategy as an intervention. The pretest-posttest, control group quasi-experimental design with a 3x2x3 factorial matrix was used. A total of 294 Senior Secondary School-two (SSII) Physics students selected from six purposively sampled co-educational schools in Education Districts V of Lagos State formed the sample. Test of Knowledge of Multiple Representations Abilities in Projectiles and Equilibrium of forces (TKMRA-PE), Multiple Representations Abilities Assessment Instrument (MRAI) and Problem-Solving Assessment Instrument (PSAI). The reliability coefficient of the TKMRA-PE, MRAI, and PSAI were 0.83, 0.75 and 0.70 respectively. Data gathered were subjected to statistical techniques of Analysis of Covariance (ANCOVA) at 0.05 level of significant. Findings from the results showed significant effect of multiple representations learning strategies on problem-solving abilities; F (2, 291) = 4.440; p< 0.05, Ƞ2 =0.030. The descriptive statistics revealed the magnitude of problem-solving abilities across the groups. Students exposed to multiple representations learning strategy had the highest problem-solving abilities (x= 3.83), than their counterparts in problem-solving learning strategy( x = 29.4), and those conventional strategy group had the least problem-solving abilities(x =22.3). The finding showed that irrespective of gender and ability level, multiple representations and problem-solving strategies facilitate learning and should be recommended for teaching and learning of physics in senior secondary schools in Nigeria.

scholarly journals Perbandingan Strategi Pembelajaran Jigsaw dan Group to Group Exchange Terhadap Pemahaman Konsep Fisika

2019 ◽  
Vol 2 (2) ◽  
pp. 262-269
Author(s):  
Misbahul Ihsan ◽  
Yahya AD
Keyword(s):  
Learning Strategies ◽  
Conceptual Understanding ◽  
Learning Strategy ◽  
Test Calculation ◽  
Physics Students ◽  
Class 1 ◽  
Quasi Experimental ◽  
Class Viii ◽  
The Difference ◽  
Academic Year

Abstract: This study aims to determine whether there are differences in the average understanding of the concepts of physics students are taught using learning strategies jigsaw with learners who are taught using instructional strategies goup to group exchange and see the difference in both learning strategies jigsaw and group to group exchange of average to seven aspects of the concept of a higher understanding. Class VIII SMP Negeri 24 Bandar Lampung in academic year 2015-2016. This research is quasi-experimental research. This study uses two classes as a class experiment. The population in this study were students grade SMP Negeri 24 Bandar Lampung with 67 students of two classes of grade VIII VIII G and J as a sample. Then the researchers gave the treatment of class VIII G as the experimental class 1 with the use of learning strategies jigsaw in learning, and VIII as the experimental class 2 learning strategy group to group exchange. Based on the results of the calculation of average chart between the jigsaw and group to group the most different exchange haasilnya on summarizing aspects. The sixth aspect being acquitted of the same because there is no difference in the difference in value is high. From the t test calculation can be concluded that the hypothesis is rejected and Ha = H0 = acceptable, it indicates that there is no difference between the conceptual understanding of physics jigsaw strategy and group to group exchange.Abstrak: Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan rata-rata pemahaman konsep fisika peserta didik yang diajar menggunakan strategi pembelajaran jigsaw dengan peserta didik yang diajar menggunakan strategi pembelajaran goup to group exchange dan melihat perbedaan kedua strategi pembelajaran jigsaw dan group to group exchange dari rata-rata ke tujuh aspek pemahaman konsep yang lebih tinggi. Kelas VIII SMP Negeri 24  Bandar Lampung tahun pelajaran 2015-2016. Penelitian ini termasuk jenis penelitian eksperimen semu. Penelitian ini menggunakan dua kelas sebagai kelas eksperimen. Populasi pada penelitian ini adalah peserta didik kelas SMP Negeri 24 Bandar Lampung dengan 67 peserta didik dari dua kelas yaitu kelas VIII G dan VIII J sebagai sampelnya. Kemudian peneliti memberikan perlakuan terhadap kelas VIII G sebagai kelas eksperimen 1 dengan penggunaan strategi pembelajaran jigsaw dalam belajar, dan kelas VIII sebagai kelas eksperimen 2 strategi pembelajaran group to group exchange. Berdasarkan hasil perhitungan grafik rata-rata antara jigsaw dan group to group exchange yang paling berbeda hasilnya pada aspek merangkum. Sedang keenam aspek lainnya dinyatakan sama karena tidak ada perbedaan selisih nilai yang tinggi. Dari perhitungan uji t dapat disimpulkan bahwa hipotesis  Ha = ditolak dan H0 = diterima, hal ini menunjukkan bahwa tidak terdapat perbedaan pemahaman konsep fisika antara strategi jigsaw dan group to group exchange

scholarly journals STRATEGI PEMBELAJARAN AKTIF QUESTION STUDENT HAVE (QSH) PADA MATA PELAJARAN FIQH DI MTS NEGERI 9 BANTUL

2020 ◽  
Vol 5 (1) ◽  
pp. 84-102
Author(s):  
Ida Zusnani ◽  
Ali Murfi
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Goals ◽  
Learning Material ◽  
Classroom Situation ◽  
Specific Time ◽  
Active Learning Strategies ◽  
Qualitative Descriptive ◽  
Descriptive Method

Learning that does not pay attention to individual differences in children and is based on the wishes of the teacher, will be challenging to be able to lead students towards the achievement of learning goals. One application rather than active learning is the Question Students Have strategy (questions from students). This study aims to find out and understand the forms, steps, strengths, and weaknesses of the Question Student Have (QSH) learning strategy, as well as how the Learning Implementation Plan (RPP) is modeled in Fiqh subjects in MTs Negeri 9 Bantul. This research uses a qualitative descriptive method. The results showed that the form of the Question Student Have strategy teachers stimulated students to learn firsthand the learning material materials that would be delivered within a specific time. After that, students are invited to submit questions from material that they do not understand nor understand. Steps to make the Question Student Have strategy more effective then allocate time for each session after that if the class is too large so that there is not enough time to distribute the paper to all students, divide the class into groups and follow the instructions as above. This Question Student Have a strategy that can attract and focus the student's attention even though the classroom situation was complicated before or students had a joking habit during the lesson. However, not all students were comfortable with making questions because the level of students' abilities in the class was different. In the future, a teacher must continue to look for and formulate strategies that can embrace all differences held by students. Keywords: Active Learning Strategies, Question Student Have (QSH), Fiqh Subjects, MTs Negeri 9 Bantul.

scholarly journals A Development of Number Circuit Game Based Learning Strategy to Introduce Numeral Symbols for Children Aged 4-5 Years

2020 ◽  
Vol 4 (01) ◽  
pp. 47-58
Author(s):  
Rahmi Wardah Ningsih ◽  
Slamet Suyanto ◽  
Fauzi Fahmi
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Activities ◽  
P Value ◽  
Design Development ◽  
Game Based Learning ◽  
Mathematical Concepts ◽  
Qualitative And Quantitative ◽  
Analysis Design

Understanding the concept of numeral symbols in early childhood is fundamental to understanding mathematical concepts in the future. In view of that, children aged 4-5 years found many problems such as unable to distinguish the form of number symbols, unappropriated learning strategies, and monotonous learning activities. This study aimed to: (1) develop the learning strategies using number circuit games to introduce numeral symbols for 4-5-year-old-children; (2) assess the effectiveness of implementing number circuit games as the learning strategies introducing numeral symbols for 4-5-year-old children. ADDIE with five stages – namely analysis, design, development, implementation, and evaluation – was adopted in this research. The data were analyzed descriptively through qualitative and quantitative techniques. The evidence revealed that: (1) the introduction of numeral symbols for 4-5-year-old children by memorizing and understandings required the implementation of game-based learning strategies; (2) number circuit games which were modified based on the material, the implementation, and the purpose were suitable for children of 4-5 years old; (3) learning strategies using number circuit games to introduce numeral symbols for children of 4-5 year with p-value. Sig 0.000 < 0.05 had revealed that there were significant differences in children’s ability in identifying the numeral symbols.

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