scholarly journals Reasoning Model and Moral Simulation to Improve Students’ Social Skills: A Focused Look at Emotional Intelligence

2022 ◽  
Vol 12 (1) ◽  
pp. 335
Author(s):  
Risma Margaretha Sinaga ◽  
Albet Maydiantoro ◽  
Onojah Amos Ochayi ◽  
Dwi Yulianti ◽  
Suparman Arif ◽  
...  
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Social Studies ◽  
Moral Reasoning ◽  
Learning Model ◽  
Comparative Approach ◽  
Community Environment ◽  
Significant Difference ◽  
Simulation Based ◽  
Quasi Experimental

Education serves the purpose of cultivating the capacity to shape character and civilisation in a dignified manner to advance the nation's intellectual life. Social studies education is an affective domain subject because it teaches students to see knowledge in social interactions and to apply it directly in the community environment. This study compares students' social skills acquired through moral reasoning-based cooperative learning to those acquired through simulation-based cooperative learning in order to determine the effectiveness of simulation-based and moral reasoning-based cooperative learning in improving students' social skills, as well as the interaction between the two. This research employed a quasi-experimental design with a comparative approach. The study was conducted in classes VIII A and VIII B, with 27 students and 26 students, respectively, at SMP N 27 Pesawaran, Lampung Province, Indonesia. The findings of this study indicate a significant difference in social skills between students taught using the Moral Reasoning cooperative learning model and students taught using the Simulation cooperative learning model in social studies subjects. Learning that employs the Moral Reasoning learning model is more effective than learning that employs the Simulation one.   Received: 2 September 2021 / Accepted: 5  December 2021 / Published: 3 January 2022

scholarly journals HASIL BELAJAR FISIKA MODEL PEMBELAJARAN LESSON STUDY DAN KOOPERATIF TYPE STAD SISWA MAN 1 KONAWE SELATAN

2018 ◽  
Vol 12 (2) ◽  
pp. 153
Author(s):  
Syafrial Syafrial
Keyword(s):  
Cooperative Learning ◽  
Experimental Research ◽  
Lesson Study ◽  
Lesson Plan ◽  
Learning Model ◽  
Average Score ◽  
Learning Achievement ◽  
Model Type ◽  
Significant Difference ◽  
Quasi Experimental

This study aims to know the students’ learning achievement after studying under Lesson Study learning model at MAN 1 Konawe Selatan, under cooperative learning model type STAD and to investigate the significant difference between Lesson Study learning model and cooperative learning model type STAD.  The subject of the study is the students of MAN 1 Konawe Selatan class XI IPA. This study is a quasi experimental research which means that it is not a real experimental research because it included the basic steps of experiment but exclude the control class. The result indicates that there is different students’ physics learning achievement between using Lesson Study learning model and coopertive learning model type STAD. The students learning under lesson study model obtained 87 as their average score, while those with cooperative model type STAD obtained 67.3. In other words, learning by lesson plan model contributes more positively to students’ learning achievement than STAD model. This indicates that there are differences in physiscs learning achievement between lesson study learning model and cooperative learning model type STAD at students class XI-Science MAN 1 South of Konawe

scholarly journals The Effectiveness of Student Team Achiement Divisions (STAD) Cooperative Learning In Science Learning On Analysis Skills and Social Skills

2020 ◽  
Vol 4 (1) ◽  
pp. 22-27
Author(s):  
Yunita Aryanti ◽  
Eko Widodo
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Natural Science ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Analytical Skills ◽  
The Social ◽  
Quasi Experimental ◽  
Equivalent Control

The purpose of this study is (1) to know the effectiveness of the application of STAD cooperative learning to the ability of analysis, to know the effectiveness (2) the application of the STAD type of cooperative learning to the social skills of students in science subjects, and (3) to know the effectiveness of the application of type cooperative learning STAD on students' analytical skills and social skills of students in natural science subjects. This type of research is a quasi-experimental design with a non-equivalent control group. The population in this study were all class VII SMP Negeri 4 Wonosari, amounting to 5 classes. Sampling was done by cluster random sampling technique. The sample of this study, namely class VII A as an experimental class and class VII B as a control class. Research instruments in the form of (1) multiple choice question sheets to determine students' analytical skills, (2) social skills questionnaire sheets, and (3) observation sheets of social skills used during learning. Hypothetical test is parametric through the MANOVA test, followed by the calculation of Cohen's effect size. The results showed that (1) the STAD type cooperative learning model was effective in increasing students' ability to analyze science in science subjects, (2) the STAD type cooperative learning model was effective in increasing the social skills of students in science subjects, and (3) the cooperative learning model STAD type is effective for improving students' analytical skills and social skills in natural science subjects.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION TERHADAP HASIL BELAJAR MOTOR BENSIN SISWA JURUSAN TKR SMK NEGERI 1 MOTOLING

2021 ◽  
pp. 1-6
Author(s):  
Imanuel Alan Onibala ◽  
Parsaoran Tamba ◽  
Denny Maukkar
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Test Group ◽  
Learning Model ◽  
Educational Media ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

ABSTRAK. Media pendidikan sebagai salah satu sarana meningkatkan mutu pendidikan sangat penting dalam proses PBM. Penggunaan media pendidikan dapat memperbaiki PBM siswa yang pada gilirannya dapat meningkatkan hasil belajar yang dicapainya. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif TAI (Team Assisted Individualization) terhadap hasil siswa pada mata pelajaran Motor Bensin kelas XI di SMK Negeri 1 Motoling. Penelitian ini dikategorikan dalam penelitian Eksperimen Semu (quasi exsperimental). Desain penelitian yang digunakan pada penelitian ini adalah desain jenis pre-test dan post-test group design. Berdasarkan uji hipotesis diperoleh nilai t hitung sebesar 4,4360 dan nilai t tabel 1,6772 artinya  nilai t hitung lebih besar dari t tabel maka signifikan. Hasil tersebut menunjukkan bahwa terdapat perbedaan yang signifikan pada penggunaan model pembelajaran Kooperatif TAI (Team Assisted Individualization)  dan konvensional terhadap pencapaian hasil belajar siswa di SMK N 1 Motoling. Kata Kunci: Hasil Belajar, Team Assisted Individualization.   ABSTRACT. Educational media as a means of improving the quality of education is very important in the PBM process. The use of educational media can improve students' PBM which in turn can improve the learning outcomes they achieve. The purpose of this study was to determine the effect of the TAI (Team Assisted Individualization) cooperative learning model on student outcomes in the XI class of gasoline motorbike subjects at SMK Negeri 1 Motoling. This research is categorized as a quasi-experimental research. The research design used in this study was a pre-test and post-test group design. Based on the hypothesis test, the t value is 4.4360 and the t table value is 1.6772, which means that the t value is greater than the t table, so it is significant. These results indicate that there is a significant difference in the use of the cooperative learning model TAI (Team Assisted Individualization) and conventional to the achievement of student learning outcomes at SMK N 1 Motoling. Keywods: Learning Outcomes, Team Assisted Individualization.

ANALISIS PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT FACILITATOR AND EXPLAINING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK

2018 ◽  
Vol 3 (2) ◽  
pp. 74
Author(s):  
Eka Komala Dewi ◽  
Hendri Winata
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Control Group Design ◽  
Group Design ◽  
Significant Difference ◽  
Quasi Experimental

Critical thinking skill of students is affected by many factors, including the learning model. There are many kinds of learning model; one of it is cooperative learning model with student facilitator and explaining type. This article discussed the results of research on the application of the student facilitator and explaining model in improving critical thinking skill of students in introduction of office administration subject. This study used a quasi-experimental method with Nonequivalent Control Group design. The results of conducted research showed a positive and significant difference in the application of the cooperative learning model with student facilitator and explaining type to improve critical thinking skill of learners.ABSTRAKKemampuan berpikir kritis peserta didik dipengaruhi oleh banyak faktor, diantaranya adalah model pembelajaran,dimana model pembelajaran ini banyak sekali macamnya salah satunya adalah model cooverarative learning tipe student facilitator and eksplaining. Artikel ini membahas hasil penelitian tentang penerapan model student facilitator and eksplaining dalam meningkatkan kemampuan berpikir kritis peserta didik pada mata pelajaran pengantar administrasi perkantoran. Dalam penelitian ini menggunakan metode eksperimen semu (quasi experiment) dengan desain Nonequivalent Control Group. Hasil penelitian yang dilakukan menunjukkan adanya perbedaan yang positif dan signifikan dalam penerapan model pembelejaran kooperatif tipe student facilitator and eksplaining untuk meningkatkan kemampuan berpikir kritis peserta didik. 

scholarly journals COLLABORATIVE-COOPERATIVE LEARNING MODEL TO IMPROVE THEOLOGY STUDENTS’ CHARACTERS: IS IT EFECTIVE?

2020 ◽  
Vol 39 (2) ◽  
pp. 409-421
Author(s):  
GP Harianto ◽  
Rusijiono Rusijiono ◽  
Siti Masitoh ◽  
WH Setyawan
Keyword(s):  
Cooperative Learning ◽  
Subject Matter ◽  
Learning Model ◽  
Significant Difference ◽  
Self Development ◽  
Quasi Experimental ◽  
Social Discipline ◽  
The Subject ◽  
Theology Students ◽  
And Control

The Collaborative-Cooperative Learning Model (CCL) helps improve students’ characters. This study is aimed at finding out the effectiveness of the CCL instructional model in improving the characters of the theology students in the subject matter class Self Development. The study used the quasi-experimental research design. The research sample consisted of 58 students of the Surabaya Excelsius Institute of Theology. Data were collected by way of a test in a pre-test and posttest for the experiment and control groups and analyzed by way of an independent sample t-test on the SPSS software program of Amos 25. Results show that (1) the CCL model is found to be able to improve students’ characters. Experts’ reviews conclude that the CCL syntax can be categorized as having innovative aspects based on the rationality model on the score of 3.29; (2) The CCL model is found to be effective in improving students’ characters by the Mann-Whitney test (sig. = 0,012) and the paired sample t-tes (sig. = 0.000) showing a significant difference in the mean scores; (3) the CCL model can improve the characters of self-discipline, social discipline, and religious discipline  in the theology students in the subject matter class Self Development and can be used for subject matter classes with the same characteristics, be followed-up by research in wider subject-matter contexts, and be integrated  with research from other academic fields.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION TERHADAP HASIL BELAJAR MOTOR BENSIN SISWA JURUSAN TKR SMK NEGERI 1 MOTOLING

2022 ◽  
Vol 2 (2) ◽  
pp. 52-57
Author(s):  
Imanuel Alan Onibala ◽  
I. Parsaoran Tamba ◽  
Denny Maukar
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Test Group ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif TAI (Team Assisted Individualization) terhadap hasil siswa pada mata pelajaran Motor Bensin kelas XI di SMK Negeri 1 Motoling. Penelitian ini dikategorikan dalam penelitian Eksperimen Semu (quasi exsperimental). Desain penelitian yang digunakan pada penelitian ini adalah desain jenis pre-test dan post-test group design. Berdasarkan uji hipotesis diperoleh nilai t hitung sebesar 4,4360 dan nilai t tabel 1,6772 artinya  nilai t hitung lebih besar dari t tabel maka signifikan. Hasil tersebut menunjukkan bahwa terdapat perbedaan yang signifikan pada penggunaan model pembelajaran Kooperatif TAI (Team Assisted Individualization)  dan konvensional terhadap pencapaian hasil belajar siswa di SMK N 1 Motoling.     Kata Kunci: Hasil Belajar, Team Assisted Individualization. The purpose of this study was to determine the effect of the TAI (Team Assisted Individualization) cooperative learning model on student outcomes in the XI class of gasoline motorbike subjects at SMK Negeri 1 Motoling. This research is categorized as a quasi-experimental research. The research design used in this study was a pre-test and post-test group design. Based on the hypothesis test, the t value is 4.4360 and the t table value is 1.6772, which means that the t value is greater than the t table, so it is significant. These results indicate that there is a significant difference in the use of the cooperative learning model TAI (Team Assisted Individualization) and conventional to the achievement of student learning outcomes at SMK N 1 Motoling.           Keywods: Learning Outcomes, Team Assisted Individualization.

scholarly journals PENERAPAN PEMBELAJARAN KOOPERATIF TIPE STAD DAN PENGARUHNYA TERHADAP HASIL BELAJAR KOGNITIF DAN KECAKAPAN SOSIAL DITINJAU DARI SIKAP ILMIAH PESERTA DIDIK

2018 ◽  
Vol 16 (2) ◽  
pp. 126-143
Author(s):  
Hadi Kusuma Ningrat
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Scientific Attitude ◽  
Quasi Experimental ◽  
Direct Learning ◽  
Scientific Attitudes ◽  
Cognitive Learning Outcomes

This study aims to determine the effect of STAD type cooperative learning model that is integrated through a scientific attitude toward the students' cognitive learning outcomes and social skills. The research method used is a quasi-experimental method with 2x2 factorial research design. The population of the study was students SMPN 1 Sakra Lombok Timur NTB. The sample is 64 students, divided into two classes. The research instrument is in the form of a questionnaire of social skills, a questionnaire of scientific attitudes, and tests of cognitive learning outcomes given at the beginning and end of the study. The data of the research were analyzed with Anakova two lanes. The results showed that (1) the students who used STAD type cooperative learning model differed significantly on the cognitive learning outcomes compared to the students who studied with direct learning, (2) the students who had high scientific attitude were not significantly different in the cognitive learning outcomes compared to the students with (3) there is no interaction effect between the learning model and the scientific attitude toward the students' cognitive learning outcomes, (4) the students who learn to use STAD type cooperative learning model differ significantly on social skills aspect than the students who learn by direct learning, 5) students who have a high scientific attitude are not significantly different in the aspects of social skills than students with low scientific attitude, (6) there is interaction influence between the learning model with the scientific attitude toward students' social skills.

scholarly journals THE DIFFERENCES BETWEEN STUDENTS' WRITING NARRATIVE WITH COOPERATIVE LEARNING MODEL OF CIRC AND JIGSAW BY CONSIDERING MOTIVATION OF CLASS VII SMP NEGERI 28 PADANG

2018 ◽  
Vol 8 (1) ◽  
pp. 39
Author(s):  
Nicky Prima Yudha ◽  
Syahrul Ramadhan ◽  
Ngusman Abdul Manaf
Keyword(s):  
Cooperative Learning ◽  
Performance Test ◽  
Writing Skills ◽  
Learning Model ◽  
Essay Writing ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Difference ◽  
And Performance ◽  
Use Of Models

This study was conducted to explain (a) the difference in narrative essay writing skills of students who are taught using cooperative learning model CIRC with Jigsaw (b) differences in the ability to write narrative essays highly motivated students who are learning with cooperative learning model CIRC with Jigsaw; (c) differences in the ability to write narrative essays low motivated students who are learning to cooperative learning model CIRC with Jigsaw; and (d) the interaction between the use of models in the study of learning and motivation affect the ability of students to write a narrative essay. This study was a quasi-experimental (quasi-experiment) using a 2x2 factorial design. Population of 250 people, the study sample is taken by means of random sampling and obtained class VII / 2 as an experimental class I and class VII / 1 as the experimental class II, each consisting of 30 and 32 students. Data were collected by two instruments, namely motivation questionnaire and performance test writing narrative essays. Analyzing and discussion of the data is done by descriptive-analytical. Based on the results of data analysis, we can conclude the following four things. First, there are no significant differences in narrative essay writing skills of students who are taught using cooperative learning model CIRC with Jigsaw. Secondly, there is no significant difference in the ability to write narrative kararangan highly motivated students who are learning with cooperative learning model CIRC and Jigsaw. Third, there is no significant difference in the ability to write narrative kararangan low motivated students who are learning to cooperative learning model CIRC and Jigsaw. Fourth, there is no interaction between the model of learning with learning motivation in influencing the ability to write narrative essays seventh grade students of SMP Negeri 28 Padang. The use of models and Jigsaw cooperative CIRC can enhance students' ability to write a narrative essay, motivated either high or low.

scholarly journals Cooperative Learning Models Of Learning Effectiveness Tai And Stad Type In Improving Student's Critical Thinking

2021 ◽  
Vol 1 (4) ◽  
pp. 205-220
Author(s):  
Yhusita Tyas Margaretha ◽  
Agustina Tyas Asri Hardini
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Experimental Research ◽  
Learning Model ◽  
Control Group ◽  
Class V ◽  
Model Type ◽  
Student Teams ◽  
Significant Difference ◽  
Quasi Experimental

This study aims to determine the level of effectiveness of the cooperative learning model type TAI "Team Assisted Individulization" and type STAD "Student Teams Achievement Divisions" as a learning model in improving the critical thinking of elementary school students of class V in science subjects. This experimental research was in the form of a Quasi Experimental Design. The research design used is a quasi-experimental research using the nonequivalent control group design pattern. This research is an experimental research conducted at SD Negeri Polobogo 03 and SD Negeri Polobogo 02 which are located in Polobogo Village. The research was conducted from February to March in the second semester of the academic year 2021/2022 which was carried out in class V. The samples in this study were obtained through probability sampling techniques with purposive random sampling type. Based on the research results, the effectiveness of the cooperative learning model type TAI "Team Assisted Individulization" showed an average increase of 28.57% greater than the cooperative learning model type STAD "Student Teams Achievement Divisions" which was 26.75%. Based on the results of the research hypothesis test using the mean difference test on the independent sample t-test, it shows that there is a significant difference between the cooperative learning model of the TAI type "Team Assisted Individulization" and the cooperative learning model of the STAD type "Student Teams Achievement Divisions" in terms of ability results. critical thinking of students in science subjects.  

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERHADAP KETERAMPILAN BERPIKIR DAN SOSIAL SISWA MADRASAH IBTIDAIYAH

ATTARBIYAH ◽  
2016 ◽  
Vol 26 ◽  
pp. 309
Author(s):  
Khulatul Lutfiah
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Quantitative Research ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Research Subjects ◽  
Thinking Skill ◽  
The Social ◽  
Significant Difference

Penelitian ini merupakan penelitian kuantitatif dengan menggunakan teknik komparatif. Desain penelitian berbentuk quasi eksperimen dengan melibatkan dua kelompok subyek penelitian yakni kelas kontrol dan kelas eksperimen. Tujuan yang ingin dicapai adalah mengetahui implementasi model pembelajaran inkuiri pada mata pelajaran IPS, mengetahui keterampilan berpikir siswa, keterampilan sosial siswa dan pengaruh implementasi model pembelajaran inkuiri pada mata pelajaran IPS terhadap peningkatan keterampilan berpikir dan sosial siswa. Berdasarkan analisi data dan pembahasannya maka diperoleh hasil bahwa: penerapan model pembelajaran inkuiri pada mata pelajaran IPS mengalami peningkatan sebesar 29% ke dalam kategori tinggi atau sangat baik; keterampilan berpikir siswa dan keterampilan sosial siswa sebelum diberi perlakuan dengan model pembelajaran inkuiri tidak menunjukkan perbedaan yang signifikan, akan tetapi setelah diberi perlakuan terdapat perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol; implementasi model pembelajaran inkuiri memberikan kontribusi positif terhadap peningkatan keterampilan berpikir siswa sebesar 28% dan keterampilan sosial siswa meningkat sebesar 29%. This research is a quantitative research using comparative technique. The study design was in the form of quasi experiment involving two groups of research subjects namely control class and experimental class. The objectives to be achieved are to know the implementation of inquiry learning model in IPS subjects, to know the students 'thinking skill, the social skill of the students and the influence of the implementation of the inquiry learning model in the social studies subjects to the improvement of students' thinking and social skills. Based on data analysis and discussion it is obtained that: the application of inquiry learning model in subjects of IPS has increased by 29% into the category of high or very good; students' thinking skills and social skills before being treated with inquiry model did not show any significant difference, but after being treated there was a significant difference between the experimental class and the control class; the implementation of the inquiry learning model contributed positively to the improvement of students 'thinking skills by 28% and the students' social skills increased by 29%. Kata kunci: model pembelajaran inkuiri, keterampilan berpikir, keterampilan sosial.

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