scholarly journals Pengaruh Media Pembelajaran terhadap Motivasi Belajar: Tinjauan berdasarkan Karakter Generasi Z

2020 ◽  
Vol 4 (2) ◽  
pp. 197
Author(s):  
M. Ichsan Nawawi
Keyword(s):  
Problem Solving ◽  
Research Data ◽  
Learning Motivation ◽  
Motion Graphics ◽  
Generation Z ◽  
Before And After ◽  
Quasi Experimental ◽  
Problem Solving Strategies ◽  
The Difference ◽  
Motion Graphic

Salah satu permasalahan yang menarik adalah perbedaan karakter mahasiswa yang sering disebut sebagai Generasi Z. Tujuan penelitian ini adalah untuk mengetahui perbedaan motivasi belajar mahasiswa yang diberikan media pembelajaran sesuai dengan karakter Generasi Z. Penelitian ini merupakan penelitian kuasi eksperimen dengan one sample pretest-posttest design. Sampel dalam penelitian ini adalah 21 mahasiswa di Jurusan Matematika, UIN Alauddin Makassar. Data hasil penelitian dikumpulkan menggunakan kuesioner dan dianalisis menggunakan uji t. Hasil penelitian menunjukkan bahwa terdapat perbedaan motivasi sebelum dan sesudah diberikan media pembelajaran sesuai dengan karakter Generasi Z (bahan ajar yang menarik, penggunaan motion graphic, sli.do, kahoot dan strategi problem solving berdasarkan permasalahan kehidupan sehari-hari).The Effect of Learning Media on Learning Motivation: Overview based on Generation Z CharacterAbstractOne interesting problem is the difference in the character of students who are often referred to as Generation Z. The purpose of this study was to determine differences in student learning motivation given learning media in accordance with Generation Z characters. This research is a quasi-experimental study with one sample pretest-posttest design. The sample in this study were 21 students in the Department of Mathematics, UIN Alauddin Makassar. Research data were collected using a questionnaire and analyzed using t test. The results showed that there were differences in motivation before and after learning media were given according to Generation Z characters (interesting teaching materials, use of motion graphics, sli.do, kahoot and problem solving strategies based on problems of daily life).

scholarly journals PENINGKATAN MOTIVASI DAN PRESTASI BELAJAR MATEMATIKA MELALUI PEMBELAJARAN MENGGUNAKAN STRATEGI PEMECAHAN MASALAH DENGAN MEDIA KOMIK

2017 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Indra Leviana
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Research Data ◽  
Learning Motivation ◽  
Reliability Test ◽  
Validity And Reliability ◽  
Average Value ◽  
Problem Solving Strategies ◽  
Motivation And Learning ◽  
Academic Year

Abstract: This study aimed to describe the process of learning used problem-solving strategies with Media Comic which increase motivation and achievement of students in grade VII C SMP N 3 Pleret Bantul Yogyakarta academic year 2013/2014. This type of research is the Classroom Action Research. Data was collected using questionnaire and test description. Types of experiments performed in this study is unused test with respondent around 28 students with test instruments that used to include the validity and reliability test. The results showed that there was an increase in the average value of 60.97 learning motivation into 80.07 after the action. While the percentage of students' abilities to pass the KKM with 69 score also increased that the first cycle of 71.43% increased to 78.57% in the second cycle. So the problem-solving strategies with Media Comic is improving the motivation and learning achievement of students.

scholarly journals THE EFFECTIVENESS OF MATHEMATICAL LEARNING BASED ON PROBLEM SOLVING REVIEWED FROM STUDENTS’S MOTIVATION AND LEARNING ACHIEVEMENT

2013 ◽  
Vol 1 (2) ◽  
pp. 117
Author(s):  
Lalu Saparwadi
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Verbal Ability ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Significance Level ◽  
Self Confidence ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental

This study aims to describe whether there are differences in learning mathematics-based problem-solving in terms of results and student motivation of mathematics. This type of research is a quasi-experimental research and the design carried out on this study is a pretest-postest nonequivalent group design. In this research, the observation was done twice, before and after treatment. Observations made earlier are called pre-test and later observations are called post-test. The result of the calculation of the implementation of mathematics learning with the problem-solving based approach to student achievement is significant (p = 0,000 <0.05). It showed a Fcount of 1.002 <Ftabel of 1.76 with a significance level of 5%. Thus H0 is accepted and Ha is rejected, meaning there is a significant difference in mathematics learning achievement between problem-solving approach and conventional. The result of the calculation of the implementation of mathematics learning with the problem-solving-based approach to student's learning motivation is significant (p-count = 0.03 <0.05) or refer to Fcount of 1.07 <Ftable of 1.76 with a significance level of 5%. So that Ho accepted, it means there are differences in student learning motivation that is taught between using problem-solving based learning and conventional learning. Learning with problem-solving approaches will be effective if the teacher as an educator prepares the problems according to the context. From the results of this study, the researchers recommend being used as a reference for similar research with different subject materials. This research can be developed by adding other attribute variables such as student self-confidence, verbal ability, motivation, nor critical thinking ability.

scholarly journals How to increase learning motivation using hypnotherapy

2021 ◽  
Vol 8 (1) ◽  
pp. 107-114
Author(s):  
Oki Dermawan ◽  
Busmayaril Busmayaril ◽  
Defriyanto Defriyanto ◽  
Fachrur Rozi
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Design Research ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Self Confidence ◽  
Before And After ◽  
Quasi Experimental ◽  
The Difference ◽  
The Individual

Each individual must have different motivation to learn, some are low, and some are high. Students' motivation to learn can be expressed from outside or within the individual. The result of low learning motivation is not being excited during the learning process. Low learning motivation can work for anyone. This problem occurs in 29 State Junior High School, Bandar Lampung students experience low learning motivation with characteristics such as chatting, sleeping, not paying attention while in the learning process. So it is necessary to increase the motivation to learn by using hypnotherapy. This study aims to reveal the effect of hypnotherapy on learning motivation, followed by students. This research is quantitative with a Quasi-Experimental research type, and One group pretest-posttest design research design. The results show the difference between before and after being given hypnotherapy. So it can be denied that hypnotherapy affects learning motivation in students. Hypnotherapy can arouse students' enthusiasm in learning and can suggest various positive things that aim to increase self-confidence, motivation, and a positive self-image.

scholarly journals Educational intervention for liver transplantation candidates

2013 ◽  
Vol 21 (1) ◽  
pp. 419-425 ◽  
Author(s):  
Karina Dal Sasso Mendes ◽  
Orlando de Castro e Silva Junior ◽  
Luciana da Costa Ziviani ◽  
Fabiana Murad Rossin ◽  
Márcia Maria Fontão Zago ◽  
...  
Keyword(s):  
Liver Transplantation ◽  
Patient Education ◽  
Research Design ◽  
Educational Intervention ◽  
Research Data ◽  
Intervention Method ◽  
Final Sample ◽  
Education Strategy ◽  
Before And After ◽  
Quasi Experimental

OBJECTIVE: The objective in this study was to analyze candidates' knowledge on the liver transplantation process before and after putting in practice an educational intervention. METHOD: A quasi-experimental, one-group pretest-posttest research design was adopted. The final sample included 15 subjects. Research data were collected between January and March 2010 in three phases, which were: pretest, implementation of the educational intervention (two meetings) and posttest. RESULTS: The results evidenced significant cognitive gains after the intervention, with improvements in the participants' performance . CONCLUSIONS: The research presents evidence that putting in practice a patient education strategy can enhance candidates' knowledge on the liver transplantation process and consequently contribute to a successful treatment.

scholarly journals Effect of pterygium excision on mean corneal curvature.

2021 ◽  
Vol 28 (04) ◽  
pp. 568-571
Author(s):  
Saira Bano ◽  
Sumaya Khan ◽  
Mahnoor Waqar ◽  
Moniba Iqbal ◽  
Hamza Waqar Bhatti ◽  
...  
Keyword(s):  
P Value ◽  
Corneal Curvature ◽  
Ocular Surgery ◽  
Department Of Ophthalmology ◽  
Before And After ◽  
Quasi Experimental ◽  
History Of ◽  
Induced Astigmatism ◽  
Pterygium Excision ◽  
The Difference

Objective: To determine the difference in mean corneal curvatures before and after pterygium excision. Study Design: Quasi-experimental study. Setting: Department of Ophthalmology, Holy Family Hospital, Rawalpindi. Period: 1st January 2015 to 1st July 2015. Material & Methods: 68 patients aged between 18 to 65 years were included in the study. Patients with history of ocular trauma, ocular surgery, glaucoma, anti-glaucoma treatment, allergy to steroids, pseudo pterygium, recurrent pterygium and presence of corneal abnormalities such as, scarring that might affect the astigmatic value were excluded. All patients underwent comprehensive ophthalmic examination by slit lamp and best corrected visual acuity and keratometric values were noted. Pterygium excision was done by a single surgeon. BCVA and keratometric readings were taken again after 2 weeks of pterygium excision. Results: Mean age was 37.60 ± 11.11 years. Out of these 68 patients, 44 (64.71%) were male and 24 (35.29%) were females. Mean pre-operative corneal curvature was 2.99 ± 0.69D and post-operative corneal curvature was 1.70 ± 0.40D with P-value of <0.0001 which is statistically significant. Conclusion: This study concluded that pterygium excision brings significant change in corneal curvature in patients of pterygium induced astigmatism.

scholarly journals The difference in saliva pH before and after brushing with fluoride containing toothpaste and without toothpaste

2008 ◽  
Vol 20 (3) ◽  
Author(s):  
Samuel Setiawan ◽  
Edeh Rolleta Haroen ◽  
Dede Hadidjah
Keyword(s):  
Drinking Water ◽  
Research Method ◽  
Control Group ◽  
Research Subjects ◽  
Male And Female ◽  
Significant Difference ◽  
Salivary Ph ◽  
Before And After ◽  
Quasi Experimental ◽  
The Difference

In administering fluoride through drinking water there is the risk of overdose, higher cost and inadequate availability of drinking water containing fluoride in developing countries like Indonesia. A safe fluoride source is contained in toothpaste. The purpose of this research was to obtain data concerning difference in saliva pH before and after brushing with toothpaste containing fluoride and without toothpaste. The research method used was the quasi-experimental method. Samples were collected by the way of purposive sampling, conducted on 43 male and female research subjects. The data were analyzed by statistical analysis using the t test at 95% confidence level. In this research a control group consisting of 43 people was used. Research results indicated that the average saliva pH before brushing was 7.174; after brushing with fluoride containing toothpaste salivary pH was 7.593. Result research of brushing without toothpaste showed an average saliva of 7.163 before brushing and 7.379 after brushing without toothpaste. The average changes in saliva pH before and after brushing using fluoride containing toothpaste was 0.216. The conclusion of this research was that there was significant difference in saliva pH before and after brushing with toothpaste containing fluoride; there was significant difference in saliva pH before and after brushing without toothpaste, and there was significant difference in saliva pH before and after brushing with toothpaste containing fluoride and without toothpaste.

scholarly journals Improving the Students’ Self-confidence in Speaking English through YouTube

2021 ◽  
Vol 2 (3) ◽  
pp. 166-176
Author(s):  
Tri Pujiani ◽  
Khoirun Nisa ◽  
Benny Krisbiantoro
Keyword(s):  
Random Sampling ◽  
Research Data ◽  
Self Confidence ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Media ◽  
Speaking Performance ◽  
Use Of Social Media ◽  
Paired T Test

Speaking in English is often a frightening spectre for students since it is complex and involves all language elements. Self-confidence is one of the factors that influencing speaking performance. The students’ self-confidence can be stimulated by using an interesting activity that promotes practice in relax situation. The use of social media such as YouTube may be the alternative to train the students’ self-confidence in speaking English. This research was aimed to improve the students’ self-confidence in order to overcome their problem in Speaking English by utilizing YouTube as the media. In this research, the students were assigned to post their speaking assignments on YouTube. This research was a quasi-experimental one group with pre and post-test research that utilized 43 students from English for Nursing 1 Class as the sample who were taken by using random sampling. The research data were obtained from the students’ verbal scores and self-confidence questionnaire which were compared before and after the project. The result of this research showed that there was an increase on the students’ self-confidence and speaking performance after they joined this project. Moreover, paired t-test proved that the increase was significant. Thus, it can be concluded that utilizing YouTube as the media to post the students’ work is effective to increase the students’ self-confidence as well as their speaking performance. This project should be continued and developed to maintain the students’ self-confidence and facilitate more practice for students in speaking English.

scholarly journals Perbedaan Jigsaw II dan GI terhadap pemahaman konsep dan pemecahan masalah masalah pada kompetensi mendiagnosis permasalahan pengoperasian PC dan Peripheral ditinjau dari motivasi belajar

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Pipit Utami ◽  
Pardjono Pardjono
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Comparison Group ◽  
Learning Motivation ◽  
Type Ii ◽  
Concept Understanding ◽  
Group Design ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Better Than

Penelitian ini bertujuan untuk mengetahui perbedaan pemahaman konsep dan pemecahan masalah pada materi KK3: (1) antara siswa yang diajar dengan pembelajaran kooperatif tipe Jigsaw II dan siswa dengan pembelajaran kooperatif tipe Group Investigation (GI) ketika motivasi belajar TKJ dikendalikan; dan (2) antara penggunaan tipe pembelajaran kooperatif (tipe Jigsaw II dan tipe GI) dengan tingkat motivasi belajar TKJ (tinggi dan rendah). Penelitian ini merupakan penelitian eksperimen semu dengan nonequivalent comparison-group design menggunakan dua kelas perlakuan sebagai variabel bebas yang diberikan pembelajaran kooperatif dengan dua tipe berbeda. Satu kelas menggunakan tipe Jigsaw II, sedangkan kelas yang lainnya diberikan tipe GI. Variabel motivasi belajar TKJ dijadikan sebagai pembagi kategori kelompok siswa yang memiliki motivasi belajar TKJ tinggi dan rendah serta sebagai kovarian. Teknik analisis data yang digunakan adalah analisis multivarian kovariat dan desain faktorial dengan progam SPSS 16. Artikel ini menunjukkan tujuan kedua, dengan hasil penelitian menunjukkan bahwa: (1) untuk pencapaian pemahaman konsep, pembelajaran kooperatif tipe Jigsaw II dan tipe GI baik diaplikasikan untuk siswa yang memiliki motivasi belajar TKJ tinggi dan rendah, akan tetapi untuk siswa yang memiliki motivasi belajar TKJ rendah lebih baik menggunakan tipe GI; dan (2) untuk pencapaian pemecahan masalah, pembelajaran kooperatif tipe Jigsaw II dan tipe GI baik diaplikasikan untuk siswa yang memiliki motivasi belajar TKJ tinggi, siswa yang memiliki motivasi belajar TKJ rendah maupun siswa yang memiliki motivasi belajar TKJ tinggi lebih baik menggunakan tipe GI. Kata  THE DIFFERENCES OF JIGSAW II AND GI ON THE CONCEPT UNDERSTANDING AND PROBLEM SOLVING IN COMPETENCE OF DIAGNOSING PROBLEMS WHEN OPERATE PC AND PERIPHERAL IN TERMS OF LEARNING MOTIVATIONAbstractThis research aims to describe the differences of concept understanding and problem solving on the KK3 material: (1) between students taught using the cooperative learning Jigsaw Type II and GI Type when TKJ learning motivation was controlled; and (2) between the use of cooperative learning (Jigsaw Type II and Group Investigation (GI) Type) with the levels of TKJ learning motivation (high and low). This research was quasi-experimental with the nonequivalent comparison-group design using two treatment classes as independent variables which were given cooperative learning with two different types. One class used the Jigsaw Type II while the other used the GI Type. The TKJ learning motivation was used as the divider category of students who have high and low TKJ learning motivation as well as covariant. The data analysis technique in this research was the multivariat analysis of covariate and factorial design using the SPSS 16 program. This article shows the second aim, and the results shows that: (1) for concept understanding achievement, cooperative learning Jigsaw Type II and GI Type are good to be applied for students who have high and low TKJ learning motivation, but for those who have low TKJ learning motivation, GI Type is better than Jigsaw Type II; and (2) for problem solving achievement, cooperative learning Jigsaw Type II and GI Type are good to be applied to students who have high TKJ learning motivation, where for those who have high and low TKJ learning motivation GI Type is better than Jigsaw Type II.

scholarly journals Efektivitas Akupresur dan Minuman Jahe terhadap Pengurangan Intensitas Nyeri Haid/Dismenore Pada Remaja Putri

2021 ◽  
Vol 21 (1) ◽  
pp. 215
Author(s):  
Indah Dewi Sari ◽  
Utary Dwi Listiarini
Keyword(s):  
Young Women ◽  
Learning Activities ◽  
Wilcoxon Test ◽  
P Value ◽  
Menstrual Pain ◽  
Normality Test ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference

Half of the women in Indonesia experience menstrual pain / dysmenorrhoea, 54.89%, experience various disorders including abdominal pain, cramps and back pain. The purpose of this study was to determine the effectiveness of acupressure, ginger drink and the difference in giving acupressure and ginger drink to reducing the intensity of menstrual pain / dysmenorrhea in young women at SMK Swasta PAB 5 Klambir Lima 2020. The design of this study used a quasi-experimental pre and post test with a sample of 30 students who were divided into two groups. Each group was given acupressure and ginger drink in the morning and evening during menstruation from day one to day two. Respondents were assessed for pain before and after the intervention was given. The results of the Shapiro-Wilk normality test contained Sig data (p <0.05). The Wilcoxon test has a p-value of 0.002 (p <0.05), which means that acupressure is effective in reducing the intensity of menstrual pain / dysmenorrhea, there is a p-value of 0.001 (p <0.05) which means that ginger is effective against reducing pain intensity. menstruation / dysmenorrhea, there is a p-value of 0.034 (p <0.05), which means that there is a difference in the effectiveness of acupressure and ginger drink in reducing the intensity of menstrual pain / dysmenorrhea. There is an effectiveness of giving acupressure, ginger drink, and there is a difference in giving acupressure and ginger drink on the intensity of menstrual pain / dysmenorrhea on young women. It is hoped that the school will provide ginger drinks and acupressure measures to young women who experience menstrual pain / dysmenorrhea so that they can participate in learning activities at school.

scholarly journals Students Motivation and Mathematical Problem Solving Enhancement through SFAE (Student Facilitator and Explaining) in Problem-Solving Strategies

2020 ◽  
Vol 3 (2) ◽  
pp. 52
Author(s):  
Trisnawati Trisnawati ◽  
Wanda Nugroho Yanuarto
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Learning Motivation ◽  
Mathematical Problem Solving ◽  
Average Percentage ◽  
Qualitative And Quantitative ◽  
Class Viii ◽  
Problem Solving Strategies ◽  
Student Test

This study was employed to enhance learning motivation and mathematical problem-solving abilities of class VIII A students of SMP Negeri 7 Purwokerto through SFAE learning with problem-solving strategies. The subjects of this study were 31 students of class VIII A SMP Negeri 7 Purwokerto. This study is a Classroom Action Research (CAR), which was conducted collaboratively and participative. The action research was carried out in 3 cycles, with each cycle consisting of 2 meetings. Students were given a questionnaire to measure learning motivation and a test to measure their mathematical problem-solving abilities at the end of each cycle. Data collection techniques in this study include observation, questionnaires, tests, and documentation. Data analysis was carried out by descriptive qualitative and quantitative. The finding showed that implementing of SFAE learning with problem-solving strategies could increase students’ learning motivation and mathematical problem-solving abilities. The study found that (1) The average percentage of the overall learning motivation questionnaire is steadily increased from 61.71% in cycle one to 68.10% in cycle two and 76.03% in cycle three. (2) The average percentage of student tests for problem-solving abilities in cycle one also significantly increases from 35.21% to 53.20% in cycle two and 79.61% in cycle three. The average student test rate for each indicator of problem-solving ability has met the study’s success criteria.

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