Pembelajaran Berbasis Masalah Untuk Meningkatkan Hasil Belajar IPS Pada Siswa SDI Onekore 4

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

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JOYFUL LEARNING UNTUK PENINGKATAN PRESTASI BELAJAR ALJABAR KELAS SMP NEGERI 1 WONOMERTO

JIRA: Jurnal Inovasi dan Riset Akademik ◽

10.47387/jira.v1i1.22 ◽

2020 ◽

Vol 1 (1) ◽

pp. 28-35

Author(s):

Mr. Mujiono

Keyword(s):

Action Research ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

Teaching And Learning ◽

Learning Strategy ◽

Student Learning Outcomes ◽

Average Score ◽

Research Subjects ◽

Improve Student Learning

Penelitian ini bertujuan meningkatkan hasil belajar dengan menggunakan Strategi Joyful Learning. Strategi joyful learning membantu guru untuk lebih kreatif dalam proses belajar mengajar dan dapat meningkatakan hasil belajar siswa. Desain penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilakukan secara kolaboratif. Subjek penelitian adalah peserta didik kelas VII B berjumlah 22 orang, 5 putri dan 17 putra. Penerapan strategi joyful learning menunjukkan peningkatan pada hasil belajar. Siklus I meningkat menjadi 21 siswa yang mencapai ketuntasan dengan nilai rata-rata kelas 95. Pada siklus I memperoleh nilai rata-rata IPG 73% dengan kategori baik, IRS 88 % dengan kategori sangat baik, dan IKL 80% dengan kategori baik. This study aims to improve learning outcomes by using the Joyful Learning Strategy. Joyful learning strategies help teachers to be more creative in the teaching and learning process and can improve student learning outcomes. The design of this research is Classroom Action Research (PTK) which is conducted collaboratively. The research subjects were 22 students of class VII B, 5 girls and 17 boys. The application of joyful learning strategies shows an increase in learning outcomes. The first cycle increased to 21 students who achieved completeness with an average grade of 95. In the first cycle, the IPG average score was 73% in the good category, 88% IRS in the very good category, and 80% IKL in the good category.

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PENINGKATAN PEMAHAMAN KONSEPTUAL TENTANG PERBANDINGAN MELALUI PEMBELAJARAN KOOPERATIF TIPE STAD BERBASIS KONTEKSTUAL

JIRA: Jurnal Inovasi dan Riset Akademik ◽

10.47387/jira.v1i4.52 ◽

2020 ◽

Vol 1 (4) ◽

pp. 183-291

Author(s):

Binti Maqsudah

Keyword(s):

Action Research ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Student Learning Outcomes ◽

Teaching Material ◽

Research Subjects ◽

Average Value ◽

Classroom Action Research

Salah satu penyebab kesulitan siswa dalam memahami nilai materi dan nilai perbandingan ternyata adalah penerapan strategi pembelajaran yang kurang tepat. Oleh karena itu, diperlukan strategi pembelajaran yang efektif untuk membantu siswa mencapai pemahaman materi ajar. Tujuan penelitian ini mendeskripsikan peningkatan pemahaman konseptual tentang materi perbandingan melalui pembelajaran kooperartif tipe STAD berbasis kontekstual. Jenis penelitian ini adalah penelitian tindakan kelas yang dilakukan secara kolaboratif. Penelitian Tindakan kelas ini dilakukan dengan tiga siklus dengan subjek penelitian siswa kelas VII sejumlah 29 siswa. Hasil penelitian menunjukan terjadi peningkatan hasil belajar peserta didik yang ditandai dengan rata-rata hasil belajar peserta didik di atas KKM 8,0, dan nilai rata-rata yang diperoleh yaitu 83,31 dengan ketuntasan belajar 93,10%. Respons siswa terhadap pembelajaran berbasis kontekstual adalah positif artinya siswa dengan mudah memahami materi ajar.One of the reasons for the difficulty of students in understanding the value of the material and the value of comparison is the improper application of learning strategies. Therefore, an effective learning strategy is needed to help students achieve understanding of the teaching material. The purpose of this study is to describe an increase in conceptual understanding of comparative material through contextual-based STAD cooperative learning. This type of research is classroom action research conducted collaboratively. This classroom action research was conducted in three cycles with the research subjects of class VII students totaling 29 students. The results showed an increase in student learning outcomes which was marked by an average student learning outcomes above the KKM 8.0, and the average value obtained was 83.31 with 93.10% learning completeness. Student responses to contextual-based learning are positive, meaning that students easily understand the teaching material.

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Peningkatan Hasil Belajar Tema 7 Melalui Discovery Learning Berbantu Permainan Orang-Orangan pada Peserta Didik Kelas IV SDN Gajahmungkur 04 Semarang

Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran ◽

10.26877/mpp.v13i1.5088 ◽

2019 ◽

Vol 13 (1) ◽

pp. 42

Author(s):

Leviatun Khasanah ◽

Ganis Suprihartini

Keyword(s):

Action Research ◽

Social Studies ◽

Learning Outcomes ◽

Learning Model ◽

Class Action ◽

Discovery Learning ◽

Learning Activities ◽

Teaching Skills ◽

Research Subjects ◽

Class Iv

Conventional learning causes the learning outcomes of the theme of 7 students to be still low, especially in the content of Indonesian and social studies. This class action research was carried out aimed at improving learning outcomes through the Discovery Learning model aided by the puppeteer's pupils playing class IV SDN Gajahmungkur 04 Semarang. Discovery learning is a learning model that emphasizes students discovering their own knowledge through active learning. Scarecrow is a game that pairs images that are adapted to the diversity of Indonesian culture. The research subjects were class IV totaling 34 children. The study was conducted in two cycles with two meetings per cycle. Data collection uses observation, written tests, and documentation. Data analysis uses quantitative and qualitative analysis. The results showed an increase in Indonesian mupel learning outcomes from cycle I with a graduation percentage of 50% to 94% in cycle II, whereas in IPS mupel from cycle I with a percentage of graduation 44% to 91% in cycle II. Student activity has increased from cycle I with a score of 610 to 762 in cycle II. Teachers' teaching skills have improved from cycle I with a score of 93 (Fair) to 128 (Very Good). Based on the results of classroom action research that has been carried out it can be concluded that the Discovery Learning model assisted by a puppet game can improve the results of student learning activities as well as teacher teaching skills.

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Pengaruh Strategi Pembelaharan Terhadap Hasil Belajar Matematika Siswa Kelas IV Di SDN 09 Kaba Wetan

Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah ◽

10.36768/abdau.v3i2.80 ◽

2021 ◽

Vol 3 (2) ◽

pp. 141-158

Author(s):

Ahmad Abdul Rochim ◽

Siti Bandiah

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Design Research ◽

Learning Strategy ◽

Interactive Learning ◽

Mathematics Learning ◽

Problem Based Learning ◽

Sampling Technique ◽

Analysis Technique ◽

Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

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Pengembangan Lembar Kerja Peserta Didik Berbasis Praktikum Model Problem Based Pada Pembelajaran IPS

The Indonesian Journal of Social Studies ◽

10.26740/ijss.v2n1.p51-58 ◽

2019 ◽

Vol 2 (1) ◽

pp. 51

Author(s):

Armawati Hidayati ◽

Mustaji Mustaji ◽

Hari Sugiharto

Keyword(s):

Social Studies ◽

Learning Outcomes ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Learning Models ◽

Research Subjects ◽

Practicum Students ◽

The Social ◽

Addie Model ◽

Selection Of

This study aims to: (1) Test the feasibility of student worksheets based on the practice of Problem based learning models in social studies (2) Test the effectiveness of student worksheets based on Problem based learning models for changes in student learning outcomes in social studies. The research on the development of this learning media is based on the ADDIE model. The research subjects were seventh grade students of SMPIT Insan Permata Bojonegoro. The selection of subjects by random or random sampling was class VII A as a treatment class with 30 children and class VII B as a control class with 30 children. The results of this study indicate. First, teaching materials in the form of worksheets for social studies -based practicum students in PBL models according to learning experts fall into the criteria of "feasible". According to the material expert on the contents of the material on the social studies student worksheets Integrated practicum based on the results of validation stated "very feasible". And the validation results from media experts get the category "feasible". In general, student worksheets fall into the "very feasible" category. The effectiveness test shows that there are significant differences between classes using LKPD and classes that do not use. This is indicated by the average posttest values between the experimental class and the control class which also differ significantly.

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PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v10i2.8728 ◽

2017 ◽

Vol 10 (2) ◽

pp. 151

Author(s):

Harningsih Fitri Situmorang

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Problem Based Learning ◽

Personality Type ◽

Student Learning Outcomes ◽

Personality Types ◽

Descriptive Statistics ◽

Scheffe Test ◽

Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

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The Relations Between Tutor Learning Strategy With Learning Performance in Equivalency Program Paket B

Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) ◽

10.24036/spektrumpls.v9i3.113782 ◽

2021 ◽

Vol 9 (3) ◽

pp. 432

Author(s):

Hayatul Husna ◽

Irmawita Irmawita

Keyword(s):

Social Studies ◽

Learning Community ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Strategy ◽

Rank Order ◽

Sampling Technique ◽

Processing Technique ◽

Learning Performance ◽

Data Collection Technique

This research is motivated by the low learning outcomes of social science subjects for equivalence education package B at PKBM Suka Maju Sejahtera, Padang City. This can be seen from the learning strategy provided by the tutor is not good so that it affects the learning outcomes of learning residents. The objectives of the research are: (1) to see the description of the tutor's learning strategy (2) to see the description of the learning outcomes obtained by the learning community; and (3) to find out the relationship between tutor learning strategies and learning outcomes for social studies subjects in equivalence education package B. This research is classified as quantitative with correlational type. The population in this study were 20 people, the sampling technique was in the form of random sampling and taken as much as 100% or all of those included in the population would be used as a sample of 20 people. The data collection technique uses a questionnaire with the tool in the form of a list of statements. The data were analyzed by the percentage formula and the data processing technique used the rank order formula. The results of this study are: (1) tutor learning strategies at PKBM Suka Maju Sejahtera Padang City are categorized as low. (2) the learning outcomes of social studies subjects are categorized as low. (3) there is a significant relationship between the tutor's learning strategy and the learning outcomes of social studies subjects for equivalence education package B at PKBM Suka Maju Sejahtera, Padang City. It is hoped that further researchers will be able to innovate by examining other variables.

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Improvement of Student Learning Outcomes Through The Implementation Of The Problem Based Learning Model For Class IV Elementary School

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.46070 ◽

2020 ◽

Vol 3 (3) ◽

pp. 803

Author(s):

Ita Laila Puji Rahmawati

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Initial Conditions ◽

Problem Based Learning ◽

Student Learning Outcomes ◽

Learning Model ◽

Assessment Instrument ◽

Research Subjects ◽

Improve Student Learning ◽

Class Iv

This research is a classroom action research (PTK) which consists of two cycles. This PTK has two cycles in one cycle, there are four stages, namely planning, implementing, observing and reflecting. The research subjects were students of grade IV A SDN Pedurungan Lor 01 Semarang, Central Java with a total of 31 students. Data collection techniques using test and non-test techniques. The assessment instrument uses item items and observations of the scoring rubric. The results showed that the application of the Problem Based Learning learning model can improve student learning outcomes in Theme 4 Various Classes IV A SDN Pedurungan Lor 01 Semarang, this is evidenced by the learning outcomes in cycle I, namely 14 students out of 31 students or 45%, while students who completed as many as 17 students from 31 students or 55%. In cycle II, in the initial conditions according to the background of the research, there were 22 students out of 31 students or 71% who had not yet completed it. In cycle II, there were 7 students out of 31 students or 23% who had not completed, while 24 students out of 31 students or 77% who had completed it. This means that student learning outcomes increase from cycle I to cycle II. The conclusion of this study is that using the Problem Based Leraning learning model can improve student learning outcomes in Theme 4 Various Occupations of class IV A SDN Pedurungan Lor 01 Semarang.

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Comparing project-based learning and problem-based learning to foster 21st-century learning skills in agricultural seaweed product

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i3.5842 ◽

2021 ◽

Vol 16 (3) ◽

pp. 1217-1230

Author(s):

Muhammad Rais ◽

Muhammad Yahya ◽

Jamaluddin Jamaluddin ◽

Purnamawati Purnamawati

Keyword(s):

Learning Strategies ◽

21St Century ◽

Learning Strategy ◽

Problem Based Learning ◽

21St Century Learning ◽

Project Based Learning ◽

Product Diversification ◽

Research Subjects ◽

Learning Skills ◽

21St Century Learning Skills

This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill. Keywords: Project-based learning; problem-based learning; 21st-century learning skills.

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