scholarly journals Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

2018 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Hilmiyah Akib ◽  
Abd. Rauf Ibrahim
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
The People ◽  
Twelfth Grade ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

scholarly journals Keefektifan Pembelajaran dengan Pendekatan CTL dan PBL Ditinjau dari Motivasi dan Prestasi Belajar Matematika

2016 ◽  
Vol 11 (1) ◽  
pp. 25 ◽  
Author(s):  
Husnul Laili
Keyword(s):  
Teaching And Learning ◽  
Mathematics Learning ◽  
Univariate Analysis ◽  
Problem Based Learning ◽  
T Test ◽  
Significance Level ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
Contextual Teaching ◽  
Motivation And Achievement

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL) ditinjau dari motivasi dan prestasi belajar matematika siswa, serta membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL ditinjau dari motivasi dan prestasi belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu, yang menggunakan dua kelompok eksperimen. Untuk mengetahui keefektifan pembelajaran dengan pendekatan CTL dan PBL digunakan uji one sample t-test pada taraf signifikansi 5%. Untuk membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL, data dianalisis secara multivariat menggunakan T2 Hotelling dengan taraf signifikansi 5% dan dianalisis lanjut menggunakan uji t univariat dengan kriteria Bonferoni. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan CTL dan PBL efektif ditinjau dari motivasi dan prestasi belajar matematika siswa, dan pembelajaran dengan pendekatan PBL lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari prestasi belajar matematika siswa, tetapi pembelajaran dengan pendekatan PBL tidak lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari motivasi belajar matematika siswa.Kata kunci: CTL, PBL, motivasi, prestasi belajar. The Effectiveness of the CTL and PBL Approaches Viewed from Students’ Motivation and Achievement in Mathematics Learning AbstractThis study aimed to describe the effectiveness of the Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) approaches viewed from students’ motivation and achievement in mathematics learning, and to compare the effectiveness of the CTL and the PBL approach in mathematics learning viewed from students’ motivation and achievement. This study was a quasi-experimental research and used two experimental groups. To find out the effectiveness of the CTL and PBL approach in each variable, the data were analyzed using one-sample t-test what the significance level of 5%. To compare the effectiveness of the CTL and PBL approaches, the data were analyzed using the multivariate T2 Hotelling with the significance level of 5% and followed up by the univariate analysis using the Bonferoni criterion. The results of the study show that the CTL and PBL approaches were effective viewed from students’ motivation and achievement in mathematics learning and the PBL approach was more effective than CTL approach viewed from students’ achievement in mathematics but the PBL approach is not more effective than CTL approach viewed from students’ motivation in mathematics learning.Keywords: CTL, PBL, motivation, learning achievement.

scholarly journals SAINTIFIK BERBASIS CONTEXTUAL TEACHING AND LEARNING TERHADAP KEMAMPUAN SAINS PADA PEMBELAJARAN ANAK USIA DINI

2021 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Igha Putri Kesuma ◽  
Parwoto Parwoto
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Quasi Experimental ◽  
Contextual Teaching

Tujuan penelitian ini untuk  mengetahui efektivitas pendekatan saitifik berbasis contextual teaching and learning terhadap kemampuan sains anak pada PAUD Al-Wildan Kec. Wonomulyo Kab. Polewali Mandar. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan penelitian kuantitatif. Jenis penelitian yang digunakan adalah  quasi-experimental design atau eksperimen semu. Teknik   pengumpulan   data   yang   digunakan  adalah observasi, tes, dan dokumentasi. Hasil perhitungan dengan menggunakan uji hipotesis-t (Separated Varian) diperoleh thitung lebih besar dibanding ttabel pada taraf signifikan dan derajat kebebasan tertentu. Sehingga dapat disimpulkan bahwa kemampuan sains kelompok anak yang mengikuti pembelajaran pendekatan saintifik berbasis CTL termasuk kategori tinggi, serta terdapat pengaruh positif penerapan pendekatan saintifik berbasis CTL terhadap kemampuan sains anak di PAUD Al-Wildan Kecamatan Wonomulyo Kabupaten Polewali Mandar.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR IPA SISWA SEKOLAH DASAR

Instruksional ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 87
Author(s):  
Mayasari Mayasari
Keyword(s):  
Random Sampling ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
P Value ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Level 2 ◽  
Cluster Random Sampling

Penelitian ini bertujuan untuk mengetahui pengaruh serta interaksi antara strategi pembelajaran dan keterampilan berpikir kritis terhadap hasil belajar IPA, dengan materi gangguan pada organ peredaran darah manusia. Penelitian dilakukan di SDI Amalina Pondok Aren pada tahun pelajaran 2018/2019. Jenis penelitian yang digunakan adalah penelitian kuantitatif quasi experimental. Sampel terdiri dari 58 siswa kelas V dengan menggunakan cluster random sampling. Kelas eksperimen mendapat perlakuan strategi pembelajaran  Contextual Teaching and Learning (CTL) dan kelas kontrol Problem based Learning (PBL). Data yang diperoleh berupa data hasil belajar dan keterampilan berpikir kritis, dengan instrumen berupa tes. Data yang diperoleh dianalisis menggunakan Analisis Varians (ANAVA) dua jalur dengan design factorial by level 2 x 2. Hasil penelitian ini menunjukkan bahwa: (1) hasil belajar siswa yang diberikan strategi pembelajaran CTL lebih tinggi dari siswa yang diberikan strategi pembelajaran PBL, dengan Fhitung = 37,775 > Ftabel = 4,20  (2) terdapat pengaruh interaksi antara strategi pembelajaran dan kemampuan berpikir kritis, dengan Fhitung = 114,744 > Ftabel = 4,20  (3) hasil belajar IPA siswa yang diberikan strategi pembelajaran CTL dan memiliki kemampuan berpikir kritis tinggi lebih tinggi dari siswa yang diberikan strategi pembelajaran PBL  dan memiliki kemampuan berpikir kritis tinggi, dengan nilai p-value (sig: 0,000 < 0,05)  (4) hasil belajar  IPA siswa yang diberikan strategi pembelajaran CTL dan memiliki kemampuan berpikir kritis rendah lebih rendah dari siswa yang diberikan strategi pembelajaran PBL dan memiliki kemampuan berpikir kritis rendah, dengan nilai p-value (sig: 0,016< 0,05)

scholarly journals Perbandingan Hasil Belajar Peserta Didik Menggunakan Problem Based Learning Dengan Contextual Teaching and Learning Dalam Pelajaran Geografi

2020 ◽  
Vol 5 (1) ◽  
pp. 81-85
Author(s):  
Novia Zalmita ◽  
Novra Rizkia
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Learning Models ◽  
Significance Level ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Banda Aceh ◽  
Better Than

Teaching and learning practices today are often found problems such as the use of models that are still minimal and not in accordance with the characteristics of students. Generally teachers teach using only conventional learning models, while the Kurikulum 2013 requires students to be able to think at a high level. This can certainly be achieved by applying learning models such as Problem Based Learning and Contextual Teaching and Learning in the learning process. This study aims to compare the learning outcomes of the two models in Class X Geography in SMAN 5 Banda Aceh. The research method uses a quantitative approach to the type of experimental research that is quasi-experimental design with the initial assumption that learning outcomes taught using Problem Based Learning are better than those taught using Contextual Teaching and Learning. The population in this study were all grade X students at SMAN 5 Banda Aceh. Sampling using a purposive sampling by considering the initial ability of students is the same. Samples were taken as many as two classes totaling 46 students. Hypothesis testing techniques using non-parametric statistical tests according to Mann-Whitney (U test) using the Z test because the sample> 20. The results obtained from the results of the U Test namely Zhitung = 5.81 and at a significance level of 5%, obtained Ztable = 1.65. So it is obtained Zhitung> Ztabel so accept Ha. Thus, it can be concluded that learning outcomes of students taught with Problem Based Learning (PBL) are better than Contextual Teaching and Learning (CTL) in Geography Class X in SMAN 5 Banda Aceh

scholarly journals INFLUENCE OF CONTEXTUAL TEACHING AND LEARNING MODELS AND SOCIAL SKILLS ON STUDENT LEARNING OUTCOMES AT SD NEGERI 101788 MARINDAL I

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Nizmi Putri ◽  
Reh Bungana Br. Perangin-angin ◽  
Daulat Saragi
Keyword(s):  
Social Skills ◽  
Data Analysis ◽  
Experimental Design ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Contextual Teaching

This study aims to analyze: (1) the influence of the Contextual Teaching and Learning Model is higher compared to the Direct learning model; (2) PPKn learning outcomes of students who have high social skills are higher than students who have low social skills (3) interactions between contextual teaching and learning models and social skills in influencing PPKn learning outcomes of grade 4 students. Research in the form of Quasi-Experimental Design with factorial 2x2. The instruments used are PPKn learning results test and Social Skills instrument. Data analysis using two-lane anava. The results showed: (1) There is an influence of Contextual Teaching and Learning Model on the learning outcomes of PPKn students in grade IV SD Negeri 101788 Marindal I; (2) PPKn learning outcomes of students who have high social skills are higher than students who have low social skills; (3) There is an interaction between contextual teaching and learning models and social skills towards the learning outcomes of PPKn Siswa at SD Negeri 101788 Marindal I.

PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Problem Based Learning ◽  
Mathematic Teacher ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Direct Learning ◽  
The Difference ◽  
And Control ◽  
Learning Data

The purposes of this research were to know: the difference of improvement in self-regulated learning of students that given problem-based learning with students that given  direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is problem based learning model while the dependent variable isself regulated learning of student.The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control)  with total 60 students. The instrument of this research were: scale of self-regulated learning. Data that have been collected then analyzed and performed hypothesis testing by using T-test. Based of the results analysis, it showed that: improvment  of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning His then, suggested that problem-based learning be used as an alternative for mathematic teacher to improved students’ ability in mathematical critical thinking and self-regulated learning.

scholarly journals Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
Tânia Pinto ◽  
António Guerner Dias ◽  
Clara Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Problem Based Learning ◽  
Convenience Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Two Phases ◽  
Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

scholarly journals THE EFFECTIVENESS OF REALISTIC MATHEMATICS EDUCATION TO IMPROVE STUDENTS’ MULTI-REPRESENTATION ABILITY

2019 ◽  
Vol 8 (1) ◽  
pp. 21 ◽  
Author(s):  
Muhtarom Muhtarom ◽  
Nizaruddin Nizaruddin ◽  
Farida Nursyahidah ◽  
Nurina Happy
Keyword(s):  
Mathematics Education ◽  
Experimental Design ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Student Responses ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
And Control ◽  
Essay Test ◽  
Better Than

This research aimed to evaluate the effectiveness of Realistic Mathematics Education (RME) to improve students' multi-representation ability. A quasi-experimental design was used in this research. Sixty-four samples from the seventh-grade students of Junior School were randomly selected and divided into two classes: experimental class was treated using RME and control class was treated using conventional learning, with each class consisting of thirty-two students. The essay test was used to measure the multi-representation ability of students and the questionnaire was used to measure students' responses in RME learning. The data from the essay test were analyzed by N-Gain test and t-test in which normality and homogenity test were conducted previously, while the students' learning completeness and student responses were presented descriptive quantitative. The result of the research concluded that the multi-representation ability of students who get RME learning is better than the multi-representation ability in students who get conventional learning. 87.25% of students who get RME learning with the developed device have completed the KKM, and many students are very enthusiastic and interested in RME based learning, thus increasing their learning spirit in a learning process.

scholarly journals The Effect of Contextual Teaching and Learning (CTL) Model With Outdoor Approach Towards the Students’ Ability of Mathematical Representation

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Hermawan Gatot Priyadi ◽  
◽  
Yumiati Yumiati
Keyword(s):  
Experimental Research ◽  
Teaching And Learning ◽  
Learning Model ◽  
Mathematical Representation ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Experimental Group

This study aimed to determine the effect of the implementation of the Contextual Teaching and Learning (CTL) model with the outdoor approach towards students’ ability in mathematical representation. It was quasi-experimental research consisting of two experimental classes and one control group. It used a pretest-posttest control group design. The population of this study was the students of SUPM Tegal. Sampling was conducted using cluster random consisting of three classes. The first experimental group was carried out by implementing the learning model of CTL with the outdoor approach. The second experimental group was carried out by implementing a learning model of CTL, while the control group was conducted by implementing a conventional learning model. The research instrument was a 7-point mathematical representation test in the form of an essay. The results of the research were 1) the learning model of CTL with an outdoor approach affected the improvement and achievement of the students’ ability in mathematical representation and was higher than CTL and a conventional learning; 2) the improvement of the students’ ability of representation in the groups of CTL with outdoor approach, CTL, and conventional learning respectively was in high, medium, and low category.

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN AKTIF EVERYONE IS A TEACHER HERE (ETH) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII

2018 ◽  
Vol 4 (1) ◽  
pp. 95-100
Author(s):  
Sri Yunita Ningsih ◽  
Gustimalasari Gustimalasari
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Group Design ◽  
Quasi Experimental ◽  
Active Learning Strategy ◽  
And Control ◽  
Better Than

Abstract. This research has been made to know skill of student’s concept by using active learning strategy everyone is teacher here (ETH). Beside that this study aims to measure student’s concept understanding with statistical test between Experimental Class (Active Learning Strategy Everyone Is Teacher Here) and control class (Conventional Learning ). The population was seventh grade of SMPN 3 Lirik consist 94 students in three classes. Sample was took randomly, experiment class ( VII.2 ) and control class ( VII.I ) This research was experiment, the form of this research was Quasi Experimental Design with randomized subject posttest only control group design. based on statistic data processing has been retrieved - t hitung -3,159 smaller than - t table was -2,000 and based on t test has been retrieved -thitung < -t table so Ho rejected and Ha received. So that the writer conclude that skill of math student’s concept understanding by using active learning Strategy Everyone Is Teacher Here (ETH) is better than conventional concept understanding.Keywords: Everyone Is A Teacher Here, Concept Understanding

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