scholarly journals Pengaruh Implementasi Model Pembelajaran Group Investigation Dan Learning Cycle 5E Terhadap Prestasi Belajar Agama Hindu Dan Kreativitas Bermain Mind Mapping Siswa Kelas V Sekolah Dasar Negeri 17 Dauh Puri

2021 ◽  
Vol 4 (3) ◽  
pp. 492-497
Author(s):  
I Made Dedy Paramartha
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Learning Cycle ◽  
Cycle Model ◽  
Mind Mapping ◽  
Learning Achievement ◽  
Learning Group ◽  
Group Type ◽  
Hindu Religion ◽  
The Difference

Education in Indonesia theoretically emphasized on the success achieved by learners during a learning process. The purpose of education in Indonesia is to create a quality person and character, this research is a research experiment by applying two different models of cooperative learning in students of class V State primary school 17 Dauh Puri in 2016/2017 lesson to find out the difference of achievement study Hinduism and the creativity of students in play mind mapping. The data obtained will be analysed using two methods of data analysis. Anava and manova one way. Anava a road used to measure learning achievement differences of Hindu religion and creativity play mind mapping model of learning the second whereas one way manova is used to analyze the difference of achievement study Hinduism and creativity play mind mapping students simultaneously. The results of testing hypotheses in mind that learning methods are applied affect the learning achievements of the Hindu religion. It proved ultimately based on the acquisition value of the average Hindu learning accomplishments of students who follow the model of cooperative learning group-type investigation is lower than 5E learning cycle model of learning. Simultaneously it is known that the model of cooperative learning group-type investigation and larning cycle 5E influence on hindu learning achievements of students but less effect on students ' creativity in playing mind mapping. Based on the results of the analysis of the effectiveness of the size it is known that learning learning cycle model 5E instructional model and type of group cooperative investigation learning achievements influence on Hindu students learning learning cycle model 5E more influence of Hindu learning achievement grade V. Based on results of testing the effectiveness of learning model is known then the full-size learning cycle 5E more effectively applied at the level of primary school.

PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF STAD DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 054938 ALUR DUA KECAMATAN SEI LEPAN PANGKALAN BRANDAN KABUPATEN LANGKAT

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Uthman Uthman
Keyword(s):  
Primary School ◽  
Learning Style ◽  
Instructional Strategy ◽  
Visual Learning ◽  
Learning Achievement ◽  
Kinesthetic Learning ◽  
The Difference ◽  
Education Of Students

The objectives of this research were to discover: (1) the difference in learning<br />achievement of Islam Religion Education of students taught by cooperative<br />instructional strategy STAD type and student taught by expository instructional<br />strategy, (2) the a difference of learning style Islam Religion education with visual,<br />auditory and kinesthetic, learning style, and (3) the interaction between instructional<br />strategy and learning style in affecting learning achievement of learning style Islam<br />religion education. The population was Grade V students of Primary School Inti<br />Number SD Negeri 054938 Alur Dua Sei Lepan Pangkalan Brandan Langkat regency<br />consisting of three classes. The sample chosen for instructional class using STAD was<br />class Vc with 40 students, while those taught by expository was class Vb with 40<br />students. The results of the findings were: (1) the average of Islam Religion Education<br />of students taught by STAD instructional strategy ( X = 29,95) was higher than the<br />average of students taught by expositoyi instructional strategy ( X = 28,62) with Fcount<br />= 12,46 &gt; Ftable = 3, 972), the avarage learning achievement of Islam religion education<br />with kinesthetic learning style ( X = 29,77) and visual learning style ( X = 25.35) with<br />Fcount = 5,92 &gt; Ftable = 3,972, and (3) there was an interaction between instructional<br />strategy and learning style toward students learning achievement Islam Religion<br />education with Fcount = 23.84 &gt; Ftable = 3,972.

scholarly journals EFEKTIFITAS MODEL PEMBELAJARAN JIGSAW II PADA MATERI BARISAN DAN DERET DITINJAU DARI TIPE KEPRIBADIAN SISWA KELAS X SMK MUHAMMADIYAH 3 KLATEN UTARA

Intersections ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 44-51
Author(s):  
Aji Permana Putra
Keyword(s):  
Cooperative Learning ◽  
Hypothesis Test ◽  
Statistical Tests ◽  
Sampling Technique ◽  
Learning Model ◽  
Personality Types ◽  
Learning Achievement ◽  
Significance Level ◽  
Learning Group ◽  
Direct Learning

The objectives of this research were to find out on  the topic of Sequences and Series: (1) which had better learning achievement among cooperative learning Group Jigsaw II or a direct learning; (2) which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students; (3) at each personality types, which had better learning achievement among Jigsaw II or direct learning, and (4) at each learning models, which had better learning achievement between melancholies students, phlegmatic students, sanguine students or choleric students. This research was a quasi-experimental with 2×4 factorial design. The population was all students of SMK  Muhammadiyah 3 Klaten Utara on Academic Years 2019/2020. Sampling was done by stratified cluster random sampling technique. The total of sample was 85 students. Statistical tests using the method Lilliefors test for normality, homogeniety of the Bartlett method, anava test with F test (Fisher) and post hoc test using the Scheffe’ method. The significance level was 0,05. Based on hypothesis test, it could  be concluded as follows: (1) Jigsaw II  had better learning achievement than direct learning,; (2) there were no any differences in the learning achievement in mathematics of the students with melancholies, phlegmatic, sanguine or choleric personality types; (3) in each personality types, the cooperative learning model Jigsaw II  had better than direct learning model; (4) in each learning model, the students with melancholies, phlegmatic, sanguine or choleric personality types have the same learning achievement.

scholarly journals Pengaruh Model Pembelajaran dan Kecerdasan Sosial Terhadap Hasil Belajar Sejarah

2017 ◽  
Vol 6 (1) ◽  
pp. 59
Author(s):  
Agi Hagiaman
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Social Intelligence ◽  
Learning Model ◽  
Group Model ◽  
Test Results ◽  
Learning Group ◽  
History Learning ◽  
The Difference ◽  
Cluster Random Sampling

The purpose of this research is to know the difference of learning result of history between students studying with cooperative learning model of group investigation type with conventional learning model, the influence of interaction between learning model with social intelligence to historical learning result, difference of historical learning result between students who have social intelligence High learning group model investigation with students who have high social intelligence learning with conventional learning model, differences in historical learning outcomes between students who have low social intelligence who learn with group investigation model with students who have low social intelligence learning by model of learning Conventional. The research method used experimental method with factorial design 2x2 by level. The population of this research is students of SMA Negeri 1 Jatisari class XI (eleven) IPS. The sample of research is two classes taken randomly by technique (cluster random sampling). The research instrument uses questionnaires and test results of learning. The result of the research shows that there is influence and difference of the result of history learning between the students who have high social intelligence and low social intelligence that study with cooperative learning model of group investigation type and conventional learning model.

scholarly journals 5E learning cycle combined with mind mapping in excretory system: effectiveness on curiosity

Biosfer ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 130-142
Author(s):  
Dhani Nugrahaningtyas Utami ◽  
Bambang Subali
Keyword(s):  
Learning Cycle ◽  
Control Group ◽  
Cycle Model ◽  
Mind Mapping ◽  
Control Group Design ◽  
Group Design ◽  
Study Population ◽  
Science Classes ◽  
System Effectiveness ◽  
Very High

Curiosity is one of the important characters developed in the 21st century. This study aimed to determine the effectiveness of the 5E (engage, explore, explain, elaborate, dan evaluate) learning cycle model combined with mind mapping on the curiosity of XI classes students in the excretion system material. This research was an experimental study with a non-equivalent pretest-posttest control group design. The study population included all students of XI science classes in Yogyakarta, Indonesia that amounted to 96 people. Samples were 32 for experimental as well as control group, with a total of 64 people. The instrument used was a non-test instrument in the form of a questionnaire consisting of 20 items. The validity of the instruments was good, and the reliability was very high, so the instruments were suitable to be used in data collection. Based on the results of data analysis using the Mann Whitney test, it was found that there were significant differences in the use of the 5E learning cycle model combined with effective mind mapping on student curiosity (p: 0.007 <0.05). It is recommended for Biology teachers to use the 5E learning cycle model with mind mapping to improve student curiosity in excretory material.

scholarly journals Ekperimentasi Metode Conceptual Understanding Procedures dan Mind Mapping Ditinjau dari Gaya Belajar

2015 ◽  
Vol 27 (1) ◽  
pp. 33-42
Author(s):  
Anis Mahmudah ◽  
Sri Sutarni ◽  
Sri Rejeki
Keyword(s):  
Learning Styles ◽  
Conceptual Understanding ◽  
Teaching Methods ◽  
Mathematics Learning ◽  
Mapping Method ◽  
Mind Mapping ◽  
Learning Methods ◽  
Learning Achievement ◽  
Significance Level ◽  
The Difference

This study aims at evaluating: (1) the difference of students’ mathematics learning achievement viewed from two different learning methods, (2) the difference of students’ mathematics learning achievement viewed from different learning styles, (3) the effect of interaction between teaching methods and learning styles on students’ mathematics learning achievement. This study is a quantitative research with quasiexperimental research design. The population of this study is 210 students of 10thgrade of SMA MTA Surakarta. Two classes were chosen for the sample of this study by cluster random sampling. The first class was treated using Conceptual Understanding Procedures (CUPs) method and the second class was treated using Mind Mapping method. The data collection was conducted using test, questionnaire, and documentation. Morever, the data was analized using different number of cell analysis of variance with 5% significance level. The conclusion are: (1) there is difference on student’s mathematics learning achievement viewed from two different learning methods, Conceptual Understanding Procedures (CUPs) a give better achievement than Mind Mapping, (2) there is no difference on students’ learning achievement viewed from different learning styles, (3) there is no effect of interaction between teaching methods and learning styles on students’ mathematics learning achievement.

scholarly journals THE EFFECT OF KOOPERATIF LEARNING MODEL TYPE GROUP INVESTIGATION AND FIRST CONCEPT UNDERSTANDING TO SCIENCE PROCESS SKILL OF SENIOR HIGH SCHOOL STUDENT

2016 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Hiba Dertyana Siregar ◽  
Motlan .
Keyword(s):  
Cooperative Learning ◽  
Multiple Choice ◽  
Learning Model ◽  
Process Skills ◽  
Model Group ◽  
Science Process Skills ◽  
Concept Understanding ◽  
Learning Group ◽  
The Difference ◽  
Initial Concept

This study aims to: know the difference science process skills of students using cooperative learning model group investigation with direct instruction teaching model. This study is quasi exsperiment. The sample in this research was done by using cluster random sampling two classes. Instruments used in this research is understanding the concept of the initial test in the form of multiple-choice comprised of 10 questions and test science process skills in the form of 15 questions of multiple choice. From the results of this study concluded that: 1) there are differences in students' science process skills are taught using cooperative learning model group investigation, 2) there is a difference science process skills of students who have an understanding of the concept of high and low initial, 3) there is an interaction between the model of cooperative learning group investigation and understanding of the initial concept of the science process skills that students have a better learning model applied to students who have an understanding of the high initial concept.

scholarly journals PENERAPAN MODEL LEARNING CYCLE KARPLUS UNTUK MENINGKATKAN PROBLEM SOLVING SKILLS DAN HASIL BELAJAR IPA KELAS V SD NEGERI 2 PADOKAN

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Muhamad Wahyu Adinugroho ◽  
Sigit Sujatmika ◽  
Shanta Rezkita
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Descriptive Analysis ◽  
Learning Cycle ◽  
Test Results ◽  
Cycle Model ◽  
Model Learning ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Analysis Techniques

This study aims to improve problem-solving skills and learning achievement by applying the Karplus Learning Cycle Model on students of class VC of SD N 2 Padokan Bantul, totaling 20 students. This research was a classroom action research and was carried out in two cycles.  Data collection techniques were test and non-test. Students’ problem-solving skills data were collected using pretest and posttest as well as observation sheets, while science learning achievement of students was taken using pretest and posttest. The data were analyzed using descriptive analysis techniques. The results showed that problem-solving skills and learning achievements of the students in class VC SD N 2 Padokan can be improved through learning with the Karplus Learning Cycle Model. Each stage of the Karplus Learning Cycle Model can improve aspects of problem-solving skills and student learning achievement. The Exploration stage increases the aspect of understanding the problem. The Explanation phase enhances the aspects of planning a solution. The concept application stage improves aspects of solving problems and evaluating problem-solving. Improved problem-solving skills are proven through test results, where the average N gain of class in the first cycle was 0.37 with the moderate category, up to 0.70 with the high category in the second cycle.  This is also strengthened from the results of observations, where the average scores of the class increase from the first cycle of 67.61% with a pretty good category to 91.66% with a very good category in the second cycle.  The increase in student learning achievements is evidenced through the results of the test, where an increase in the number of students who reached KKM 75 from the first cycle as much as 90% to 100% in the second cycle.

scholarly journals PENGGUNAAN COOPERATIVE LEARNING TIPE NUMBERED HEADS TOGETHER (NHT) UNTUK MENINGKATKAN MOTIVASI DAN PRESTASI HASIL BELAJAR SISWA SMP

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Dandan Luhur Saraswati ◽  
Ishafit Ishafit
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Achievement Test ◽  
Learning Motivation ◽  
Learning Cycle ◽  
Test Results ◽  
Learning Achievement ◽  
Average Value ◽  
Good Learning

Physics lessons in addition considered a very frightening specter because it filled with formulas, often learning application too monotonous and boring that is by using learning CDs. It is what lies behind this action research. This study aims to decide students' motivation and achievement results for physics lesson after using cooperative learning type Numbered Heads Together (NHT).The study was conducted in SMP Muhammadiyah Yogyakarta 9. This type of research is a classroom action research settingVIII A class totaling 40 students. learning model used is a model of cooperative learning type Numbered Heads Together (NHT). Plan 2 cycles of research conducted and completed in the second cycle. Data were collected with a learning achievement test results, observation sheets and questionnaires. The analysis is descriptive qualitative.Results motivation questionnaire given to each learning cycle is obtained in the first cycle is 65% of students in both categories, 35% of students in the classical category of less and 66.3%. In the second cycle of 80% of students in the excellent category, 20% of students in both categories and in the classical as much as 95% of students have had a very good learning motivation. Achievement of learning outcomes of students has increased significantly as the first cycle were 21 students approximately 52.5% declared complete with an average grade of 6.17, while the lowest value 4.5 and the highest value of 7.5, the second cycle of the average value of the class to 8.29 with the percentage of classical completeness 100% with the lowest value of 6.7 and the highest 10.

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