scholarly journals THE EFFECT OF USING OUTDOOR LEARNING METHOD IN GRADE 1 AT SDN KEDUNGLUMPANG MOJOAGUNG

2020 ◽  
Vol 1 (1) ◽  
pp. 149-153
Author(s):  
Nadia Qatrunnada ◽  
Haris Supratno ◽  
M. Bambang Edi Siswanto
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Outdoor Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Written Test

The method of learning outside the classroom based on problem solving is a learning activity that takes place outside the classroom that involves a variety of problem solving activities. In this case the research is focused on how student learning outcomes in the classroom use the lecture method, how student learning outcomes with methods of learning outside the classroom based learning problem solving, as well as how the influence of learning methods outside the classroom based on problem solving on student learning outcomes. By knowing this the researcher aims to be able to contribute to the learning methods in schools so that the method can be applied in schools and can benefit both parties.Researchers use quantitative methods. This research was conducted at SDN Kedulumpang Mojoagung in 2 classes with 25 students in each class. Data collection used in this study are: observation and written test. Observations were made during the learning activities took place and the written test was carried out after the learning activities. Researchers validate all instruments used to education experts before the research instruments are used. Analysis of the data collected in this study uses perametric and non-parametric data analysis.Based on the analysis of the data obtained shows that the control class get good value criteria by getting an average grade of 72, while for the experimental class get very good criteria by obtaining a class average value of 84. Researchers also do man whitney analysis because the data berdistribisi obtained is not normal, indicating that the mean rank class experiment more substantial than classroom control and value Asympotic Significancy ujinya worth 0.004 or more smaller than the level of real 5%. It is demonstrated that the value of the exam students classroom experiment is higher than the value of the exam students grade control . so it can be concluded that the outdoor learning method based on problem solving can have a positive influence on student learning outcomes.

scholarly journals PENERAPAN METODE PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING BERBASIS PETA KONSEP UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA

2014 ◽  
Vol 2 (2) ◽  
pp. 94
Author(s):  
Masjudin Masjudin ◽  
Ni Ketut Resna Arini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Teaching Method ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Learning Methods

Students' learning activity and achievement are very low. This is because the teaching method used by the teacher is always monotonous and boring. Therefore, the purpose of this study is to describe the steps of learning methods Student Facilitator and Explaining-based Concept Map in order to improve the activity and learning outcomes of students of grade VII B SMPN 1 Jonggat on the subject matter of square. This research is a classroom action research consisting of two cycles containing planning, implementation, observation and reflection phase. Subjects of this study amounted to 28 students. The research instrument used is the learning achievement test given at the end of each cycle, the observation guideline to get a direct description of the learning activities through the application of learning methods of student facilitator and explaining based on concept maps, as well as interview guidelines to strengthen the research results obtained. The data obtained were analyzed using learning mastery. Indicators of this study is an increase in the average score of student learning outcomes and student learning activities. The results showed an increase in the average score of student learning outcomes in the first cycle of 79.29 with classical completeness 85.71% increased in cycle II to 88.08 with 92.86 classical completeness. The average score of student learning activity in cycle I was 16.48 (active category) increased in cycle II to 18,11 (active category). We conclude that by applying the steps of student learning methods facilitator and explaining based on concept maps in teaching and learning process can improve student activity and learning outcomes

Application of Creative Problem Solving Learning Model to Improve Learning Outcomes and Learning Activities on Simulation and Digital Communication

2021 ◽  
Vol 5 (1) ◽  
pp. 46-50
Author(s):  
Nurfarida Ilmianah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Male Students ◽  
Learning Activity ◽  
Research Subjects ◽  
The Media

The learning process at this time tends to decrease. This is caused by learning that is less interesting.   The Media and methods as a way to overcome monotonous learning need to be developed to improve the quality of  the student learning outcomes. This study aims to improve the activeness and learning outcomes through the implementation of the Creative Proplem Solving (CPS) learning model. "This study uses classroom action research (PTK) consisting of 4 stages,  the stages namely of planning, implementation, observation and reflection. With  the research  subjects XDPIB2 class students consisting of 34 students, 24 male students and 10 female students. The instrument used was an observation sheet of student learning activities, and a test of student learning outcomes. The results of this study indicate an increase in the average of student learning activities that continue to increase from cycle I to cycle III, it can be seen from the average learning activity of students who continue to increase starting from cycle I in the category of sufficient activity, amounting to 2.44. Cycle II was 3.38 with good category activity and Cycle III increased by 4.31 with very good category activity. Learning by using this CPS can improve student learning outcomes. based on observations on cycles I, II and III. From the three cycles, there was an increase in the average test of student learning outcomes in a row starting from cycle I, II and III was 60.65, 72.85 and 85.24 and only 1 student had a score below 75 of 34 students so that the application of the model CPS learning can improve the activities and learning outcomes of students of SMK Negeri 1 Sidoarjo

scholarly journals Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Moch Sukardjo ◽  
Lipur Sugiyanta
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Quality Level ◽  
Learning Material ◽  
Improve Student Learning

Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is implemented thoroughly. The only way to get test with high quality results is to start testing at the beginning of the design process and continuously testing each of the next steps. This research performs usability testing on of website by using WAMMI criterion (Website Analysis and Measurement Inventory) and will be focused on how convenience using the website application. Components of Attractiveness, Controllability, Efficiency, Helpfulness, and Learnability are applied. The website in Multimedia Interactive Learning for Mathematics SMK Class X can be in accordance with the purpose to be accepted by student to improve student learning outcomes. The results show that WAMMI method show the usability value of Multimedia Mathematics SMK Class X is about from 70% to 90%.

scholarly journals INOVASI PEMBELAJARAN BLENDED LEARNING DENGAN METODE PROJECT BASED LEARNING TERHADAP MOTIVASI, MINAT DAN HASIL BELAJAR SISWA DI MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 79-86
Author(s):  
Lilis Suryani ◽  
Tri Susilawati ◽  
Harjito
Keyword(s):  
Blended Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Learning Motivation ◽  
Learning Method ◽  
Learning Methods ◽  
The Relationship ◽  
Interest And Motivation

This study aims to: (1) find out how big the relationship between the application of blended learning innovations with project based learning methods on student learning motivation (2) find out how big the relationship between the application of blended learning innovations with project based learning methods on student learning outcomes (3) Knowing how big the relationship between the application of blended learning innovation and project based learning method on students' interest in learning (4) Knowing how big the relationship between the application of blended learning innovation and project based learning method on students' interest and motivation. This research is a quantitative research with a quasi-experimental type of research. The results showed that: (1) there was no significant relationship between the learning outcomes of blended learning and project based learning methods on students' learning motivation; (2) there is no significant relationship between the learning outcomes of blended learning and project based learning methods on interest in learning; (3) there is no relationship between blended learning learning outcomes and project based learning methods on interest and motivation; (4) There is a significant effect between blended learning and project based learning methods on student learning outcomes.

scholarly journals UPAYA PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR SISWA MELALUI PENERAPAN METODE ROLE PLAYING PADA MATA PELAJARAN BAHASA INGGRIS DI MAN 5 SLEMAN

2021 ◽  
Vol 1 (2) ◽  
pp. 181-191
Author(s):  
NOOR HAYANTI
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Role Playing ◽  
Student Learning Outcomes ◽  
Learning Activity ◽  
The Subject ◽  
Written Test ◽  
Planning Action

This research is conducted to improve the student learning activity and learning outcomes by using role playing method at MAN 5 Sleman. The improvement of the student learning activity and learning outcomes has been done by using role playing method. This research is classroom action research which was conducted in two cycles. Each cycle consisting of planning, action, observation, and reflection. The subject of this research is the twelve science graders with the total number of students are 29. The data collection techniques used in this study were observation and written test. Observation is used to determine the activeness of students, while test is used to determine learning outcomes. The results showed that by the implementation of the role playing method, the activeness of students from the former condition, cycle 1, and cycle 2 increased. This can be seen from the percentage of activity in the low category that continues to decline from 62,1% - 50,0% - 8,6%, the medium category increased from 34,5% - 43,1% - 53,4% and the high category increased from 3,4% - 6,9% - 38%. An increase also occurred in the score of student learning outcomes. From the former conditioncycle 1 to cycle 2 has increased. Students who completed in the former condition were 20,7% increased to 62,1% in cycle 1 and in cycle 2 increased to 82,8%. The results of this study showed that the implementation of role playing strategy has been successful since there was an increase in students learning activity and learning outcomes. ABSTRAKPenelitian ini dilaksanakan untuk meningkatkan keaktifan dan hasil belajar siswa dengan menggunakan metode role playing di MAN 5 Sleman. Peningkatan keaktifan belajar dan hasil belajar siswa dilakukan dengan menggunakan metode role playing.  Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari perencanaan, tindakan, observasi, dan refleksi. Subyek penelitian ini adalah siswa kelas XII IPA yang berjumlah 29 siswa. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu observasi dan tes tertulis. Observasi digunakan untuk mengetahui keaktifan belajar siswa, sedangkan tes digunakan untuk mengetahui hasil belajar. Hasil penelitian menunjukkan bahwa dengan penerapan metode role playing, keaktifan belajar siswa dari kondisi awal, siklus 1, dan siklus 2 meningkat. Hal ini terlihat dari persentase aktivitas pada kategori rendah yang terus menurun dari 62,1% - 50,0% - 8,6%, kategori sedang meningkat dari 34,5% - 43,1% - 53,4% dan kategori tinggi meningkat dari 3,4% - 6,9% - 38%. Peningkatan juga terjadi pada skor hasil belajar siswa. Dari kondisi awal, siklus 1 ke siklus 2 mengalami peningkatan. Siswa yang tuntas pada kondisi awal sebesar 20,7% meningkat menjadi 62,1% pada siklus 1 dan pada siklus 2 meningkat lagi menjadi 82,8%. Hasil penelitian ini menunjukkan bahwa penerapan metode role playing telah berhasil karena adanya peningkatan aktivitas belajar dan hasil belajar siswa.

scholarly journals Pengembangan Komik Matematika dengan Metode Preview, Question, Read, Reflect, Recite, & Review (PQ4R) Pada Materi Lingkaran Kelas VIII SMP

2019 ◽  
Vol 3 (1) ◽  
pp. 01
Author(s):  
Elsa Farapatana ◽  
Yunita Septriana Anwar ◽  
Abdillah Abdillah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Junior High School ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Average Score ◽  
Learning Method ◽  
Average Percentage ◽  
Active Teaching

Abstrak: Penelitian ini bertujuan untuk menghasilkan komik dengan metode pembelajaran PQ4R pada materi lingkaran kelas VIII SMP yang memiliki validitas, kepraktisan, dan efektifitas yang baik. Penelitian ini menggunakan model 4-D yaitu tahap pendefenisisan (define), tahap perancangan (design), dan tahap pengembangan  (develop). Instrumen penelitian adalah lembar validasi komik, lembar kepraktisan komik dan lembar efektifitas komik. Hasil penelitian menunjukan bahwa (1) komik matematika dengan metode pembelajaran PQ4R termasuk dalam kategori valid dari aspek materi, bahasa, dan desain dengan skor rata-rata 4.01; (2) komik tersebut termasuk dalam kategori praktis dengan skor rata-rata 4.14; (3) komik tersebut termasuk dalam kategori efektif dengan skor rata-rata 4.06. Kemudian pencapaian aktivitas meliputi (1) aktifitas dalam kegiatan belajar mengajar aktif dengan skor rata-rata aktivitas siswa 4.19; (2) respon siswa terhadap pembelajaran efektif dengan skor rata-rata respon siswa sebesar 4.27; (3) aktifitas dalam kegiatan belajar mengajar aktif dengan skor rata-rata aktivitas guru sebesar 4.42; dan (4) hasil belajar siswa efektif dengan skor rata-rata hasil belajar siswa sebesar 4,00 dan persentase rata-rata siswa yang mencapai nilai ketuntasan minimal 70 adalah 86%.Abstract:  This study aims to produce comics with the PQ4R learning method on the material of the class VIII of junior high school that has good validity, practicality and effectiveness. This study uses a 4-D model, namely the stage of define, design, and  develop. The research instruments were comic validation sheets, comic practicality sheets and comic effectiveness sheets. The results showed that (1) mathematical comics with the PQ4R learning method included in the valid category of material, language, and design aspects with an average score of 4.01; (2) the comic is included in the practical category with an average score of 4.14; (3) the comic is included in the effective category with an average score of 4.06. Then the achievement of activities includes (1) activities in active teaching and learning activities with an average score of student activity 4.19; (2) student responses to effective learning with students' average response scores of 4.27; (3) activities in active teaching and learning activities with an average score of teacher activity of 4.42; and (4) effective student learning outcomes with an average score of student learning outcomes of 4.00 and the average percentage of students who achieve a minimum completeness score of 70 is 86%.

scholarly journals Application of It-Based Learning Media to Improve the Basic Skills of Sewing Technology

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Tri Mutmainnah ◽  
Munoto Munoto ◽  
Marniati Marniati ◽  
Tri Rijanto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Method ◽  
Willingness To Participate ◽  
Student Activities ◽  
Average Percentage ◽  
Average Value ◽  
Basic Learning

The purpose of this study was to determine the activities of students in the basic learning activities of sewing technology using video media, to determine the learning outcomes of basic students of sewing technology using video media, and to determine students' responses to the basic learning activities of sewing technology using video media. This type of research is Classroom Action Research (CAR). The learning method is implemented using the direct learning method. Data collection techniques use observation to get data about student activities, performance tests to determine student learning outcomes, and questionnaires to determine student responses. Data analysis using quantitative descriptive. The results showed that student activities which include preliminary, core, and closing activities were said to be very good with an average value of 93% in the first cycle and rose to 96% in the second cycle. Student learning outcomes reached 73% grade completeness in the first cycle and rose to 82% in the second cycle. The average percentage of success in cycle I and II was 77% in the good category. The results of students' responses stated that they agreed that video media made them have a high willingness to participate in learning by 56%, with 47% of students strongly agree that learning with video media was very interesting and not boring, 58% agreed that it was easier to understand learning materials with video media, and 39% agree that video media motivate students to excel.

scholarly journals Metode Resitasi dan Peningkatan Hasil Belajar Siswa Pada Materi Menulis Teks Editorial di Masa Pandemi Covid 19

2021 ◽  
Vol 15 (1) ◽  
pp. 28-40
Author(s):  
Susi Alawiyah Alawiyah
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Method ◽  
Improve Student Learning

This study aims to determine the effectiveness of the application of the recitation learning method on student learning outcomes at SMK Negeri 5 Tangerang Regency. The research method used is a classroom action research method. The population in this study was grade 12 SMK Negeri Tangerang Regency and the sample in this study was grade 12 TKJ1. The results of this study indicate that the recitation learning method is proven to be able to improve student learning outcomes, the percentage of student classical learning completeness increases from each cycle, namely cycle I of 42.31%, cycle II 80.38%, student learning activities in the first cycle have increased, namely cycle I of 63.46%, the second cycle was 73.90% and the teacher's ability in the teaching and learning process in the classroom also increased where in the first cycle it was in the sufficient category in the second cycle it was categorized as good..

scholarly journals Penerapan Metode Mindscaping dalam Pembelajaran Fisika sebagai Upaya Meningkatkan Hasil Belajar Siswa

2018 ◽  
Vol 6 (2) ◽  
pp. 61
Author(s):  
Sri Erdawaty ◽  
Hikmawati Hikmawati ◽  
Kosim Kosim
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Activity Data ◽  
Physics Learning ◽  
The Third ◽  
A Value

[Title: The Implementation of Mindscaping Method in Physics Learning as an Effort to Improve Student Learning Outcomes]. This study aims to improve the activities and outcomes of student physics learning by applying the mindscaping method. This type of research is classroom action research conducted in three cycles. Each cycle consists of planning, action, observation, evaluation and reflection. Student learning activity data is obtained by observation while student learning outcomes data are obtained by giving objective tests at the end of each cycle. The application of the mindscaping method in this study is said to be successful if 85% of students achieve learning outcomes greater or equal to 65, while student learning activities are at least active categories. The results of the study showed an increase in student learning activities each cycle, namely in the first cycle the category was quite active to be very active in the second cycle and in the third cycle. Student learning outcomes can be seen from the classical completeness value which has increased in each cycle, each has a value of 76% in the first cycle, 80% in the second cycle, and 92% in the third cycle. Thus it can be concluded that the application of the mindscaping method has succeeded in increasing the activities and results of student physics learning.

scholarly journals The IMPROVING STUDENT ACTIVITIES AND LEARNING OUTCOMES THROUGH RECIPROCAL TEACHING STRATEGIES WITH AUDIOVISUAL MEDIA

KadikmA ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 14
Author(s):  
Binti Munawaroh
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Student Interest ◽  
Activity Data ◽  
Audiovisual Media

The research is about classroom action research in class XI MIPA 2 SMA Negeri 3 Bondowoso in the 2019/2020 school year. Data collection methods in this research are observation, documentation, and tests. The data obtained are student interest in learning, teacher activities and student learning activities during the learning process and learning outcomes in cycle I and cycle II. Student learning activity data obtained from observations. Student learning activities were analyzed descriptively. While the completeness of students' mathematics learning outcomes was obtained from the postest results. Classical student learning activities have increased in each activity indicator observed from cycle I to cycle II. This can be seen from students who do activity indicators, the percentage increases from cycle I and cycle II, from 73% to 93%. The increase in completeness of student learning outcomes occurred in each cycle, namely 31.5% in cycle I to 89.6% in cycle II. Based on the results above, it shows that the Reciprocal Teaching Strategy with Audiovisual Media can be used as an alternative to learning that can make students more active and can understand mathematical concepts in order to improve learning activities and student learning outcomes.

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