scholarly journals Effect of Jigsaw Strategy and Learning Style to Conceptual Understanding on Senior High School Students

2019 ◽  
Vol 14 (19) ◽  
pp. 4
Author(s):  
Amiruddin Kade ◽  
I Nyoman Sudana Degeng ◽  
Muhammad Nur Ali
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Learning Strategy ◽  
Senior High School ◽  
School Students ◽  
Learning Style Inventory ◽  
The Difference ◽  
Senior High School Students

Conceptual understanding should have serious attention due to the low score of Physics subject on national examination in Palu. The difference between learning style and jigsaw strategy is able to combine abstract conceptualization and active experiment towards the conceptual understanding for students whose learning style is converger and diverger. The research design was quasi experiment. The sample is the eleventh class of Senior High School students in Palu that are chosen using cluster random sampling (multistage), that is, 167 students. The research instrument was Kolb’s Learning Style Inventory (KLSI) of conceptual understanding test on Physics (Tes Pemahaman Konsep Fisika or TPKF). The data was analyzed by using ANOVA, with the significant level is 5%. The result shows that: (1) cooperative learning strategy of jigsaw type has more benefits than direct learning strategy in conceptual understanding on Physics, (2) student group of which learning style was converger has higher conceptual understanding than that of which learning style was diverger, (3) there are interaction influence between learning strategy and learning style towards the conceptual understanding on Physics

scholarly journals THE EFFECTIVENESS OF JIGSAW LEARNING STRATEGY TO IMPROVE STUDENTS’ READING ABILITY

2016 ◽  
Vol 1 (1) ◽  
pp. 68
Author(s):  
Kurniawan Yudhi Nugroho ◽  
Khosiatul Fitri
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Ability ◽  
Learning Strategy ◽  
Senior High School ◽  
Learning Performance ◽  
School Students ◽  
The Mean ◽  
The Impact ◽  
Senior High School Students

This research was an attempt to investigate the use of Jigsaw learning Strategy in term of improving students’ reading ability. This six month project was conducted to Senior-high school students around Semarang. In order to get to know the impact of this program, this research required two classes designed as the class of experiment and the class of control. Each class would have its roles in this research. As the project was completely done, it was observed that the mean score of the posttest in the class ofexperiment (85.4412) was higher than that of the class of control (67.95). Of referring to the data, this was concluded that this learning strategy was positively effective to improve students’ learning performance in reading.

scholarly journals Analysis of School Climate of Senior High Schools in Jember: A Case Study of Student in History Lesson

2019 ◽  
pp. 40-47
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
School Climate ◽  
Senior High School ◽  
School Students ◽  
Significant Difference ◽  
The Difference ◽  
Lesson Context ◽  
Senior High School Students

This paper analyzed of the school climate of senior high school students in Jember in the history lesson context. The purposes of this study are: (1) analyzing the school climate of senior high school students in Jember in the history lesson context; (2) examining the difference of school climate of senior high schools in jember. The total samples involved were 375 students. The analysis of variance (ANOVA) was used to test the difference by using SPSS 23 for windows program. The results showed that the mean value of school climate of SMA 1 Jember 3.66; SMA 2 Jember 3:47; SMA 3 Jember 3:20; SMA 4 Jember 3:39 and; SMA 5 Jember 3:40. The result of the ANOVA test showed that there was a significant difference of school climate of the senior high school students in Jember in the history lesson context (f = 4.789; Sig.0,001). The largest difference of significance level was shown by the sample group of SMA 1 Jember and SMA 3 Jember (mean differences = 0.46611). The school climate of SMA 1 Jember has very significant difference compared to the school climate of SMA 3 Jember.

scholarly journals INFLUENCES OF TEACHERS ON THE LEARNING MOTIVATION OF SENIOR HIGH SCHOOL STUDENTS

2021 ◽  
Vol 9 (5) ◽  
pp. 634-646
Author(s):  
Marc Sylvester P. Garcia ◽  
◽  
Maria Lurlyn M. Nuguid ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Extrinsic Motivation ◽  
Senior High School ◽  
Learning Motivation ◽  
School Students ◽  
Intrinsic And Extrinsic Motivation ◽  
Senior High School Students

Motivation is one of the most important factors for academic learning and achievement across childhood through adolescence, according to Elliot and Dweck, (2005). Using descriptive qualitative method, this study sought to establish information to determine the influence of teachers on the learning motivation of senior high school students in Siniloan Integrated National High School, Laguna, Philippines, the researcher used purposive random sampling and got 239 senior high school students as respondents. The study finds that (52.30) or 125 of the students are male where (35.98) or 86 are age 16 years old, (99.58) or 238 are also single belonging to an entire family. Two hundred thirty-three or (97.49) of the students also claimed to like the Technical Vocational Livelihood Strand and 69 or (28.87) are taking Food Processing as their field of specialization. 141 or (59.00) of the students also depicted that it was their parents that influenced them to take the TVL strand. It was found in this study that the teachers influence the students greater in terms of their learning styles and it was found that the senior high school students are aural or auditory learners. In view of the forgoing findings, it confirms that senior high school students from the Siniloan Integrated National High School under the TVL strand showed intrinsic and extrinsic motivation. The study also stated that the intrinsic and extrinsic motivation is significantly influenced bythe teachers method of motivation. The researcher recommends that the teachers continuously improve and use different methods of motivating students and to teach and allow the students to practice learning styles that would help the students to learn better and encourage students to use solitary learning style or become intrapersonal learners to help them become successful in the futureconcluded that solitary learning style is likely to influence a students academic performance because students that are intrapersonal tend to be more organized, focused andaccordance with the method of motivation used.

scholarly journals Extrovert versus Introvert Students: What EFL Learning Strategy do They Use?

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Eko Noprianto
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Senior High School ◽  
School Students ◽  
Language Learning Strategy ◽  
Senior High School Students

<em>Since Indonesian students come from different cultures, languages and personality traits as well, recognizing their personality traits and their language learning strategy choice might be effective to help teacher design an effective teaching strategies to achieve learning objectives. This study was intended to find out (1) what personality traits Indonesian senior high school students fell into, and (2) to investigate what language learning strategies introvert and extrovert students used highly frequently. The 58 participants aged from sixteen to eighteen years old who were from the third grade of senior high school and were all from science class were given eighteen statements of McCroskey’s introversion scale to categorize them into extrovert and introvert and were administered with 32 statements of English Language Learning Strategy Inventory or ELLSI to see their learning strategy. The data were analyzed by means of descriptive statistics in terms of mean frequencies and statistical differences. The finding revealed that majority of senior high school students majoring science study program fell into introvert with 89.6% (52 students). Besides, extrovert students used more language learning strategy highly frequently than introvert students with eight items compared to introvert students with only five items. Interestingly, both extrovert and introvert students share four strategy items in common. Although it is statistically not significant (ρ &gt; 0.05), the finding also shows that extrovert students seemed to use affective strategy more than introverts who used memory strategy highly frequently.</em>

scholarly journals The C3PDR Learning Model to Increase Conceptual Understanding and Creative Thinking Skills of Senior High School Students

2020 ◽  
Vol 8 (3) ◽  
pp. 170
Author(s):  
Emilia Julfitri ◽  
Shelly Efwinda ◽  
Zulkarnaen Zulkarnaen
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Understanding ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Senior High School ◽  
Sound Waves ◽  
School Students ◽  
Senior High School Students

The C3PDR Learning Model was designed to increase student creativity in science. This study aimed to determine the effect of C3PDR learning model on improving conceptual understanding and creative thinking skills of senior high school students on sound waves topic. This study used a Quasi-Experimental Method and One-Group Pretest-Posttest Design. The sample in this study was 32 students of the eleventh-grade student in the 2017/2018 academic year from one of senior high school in Samarinda, selected by purposive sampling. Data collection used Test Techniques. The instrument used Essay Questions. Essay questions indicators to determine the understanding of physics concepts were interpreting, clarifying, comparing, summarizing, and inferring. Essay questions indicators to determine students' creative thinking skills were Asking Questions, Guessing the Causes, Guessing the Cause of an Occurrence or Even, Improving product, and Supposing. Analysis of the data used is the N-Gain analysis and paired t-test. The results showed the C3PDR Learning Model influenced the increase of conceptual understanding and the creative thinking skills of senior high school students on sound waves topic. This is indicated by 1) N-Gain of conceptual understanding was 0,76 in the high category, 2) N-Gain of creative thinking skills was 0.51 in the moderate category, 3) A significant difference between students' conceptual understanding and 4) the students' creative thinking skills before and after the C3PDR Learning Model was applied, marked with p mode <0.05.

scholarly journals Senior high school students’ understanding of Newton’s laws in outer space: Identification of misconceptions

2021 ◽  
Vol 10 (2) ◽  
pp. 265-276
Author(s):  
W Winarti ◽  
Eko Pardiyanto ◽  
Fajar Kurnianto
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Understanding ◽  
Outer Space ◽  
Senior High School ◽  
School Students ◽  
Test Instrument ◽  
Newton’S Laws ◽  
Multiple Choice Items ◽  
Senior High School Students

One of the most frequently observed explanations in misconceptions is conceptual understanding. This research aimed to determine the senior high school students’ conceptual understanding of Newton’s laws in outer space. The researchers assumed that the research results would be rich in variation by elaborating the item questions based on the precise step of Digital Story Conceptual Change-Oriented as a learning medium.  The researchers researched State Senior High School 5 Yogyakarta. The participants of this study consisted of 91 students. The applied instruments were fifteen two-tier multiple-choice items. The researchers also used a non-test instrument, namely an interview sheet. The researchers found related misconceptions in Newton’s law in outer space during the research. It was found that 30% of students experienced misconceptions. The results are important for the learning process that through identification, teachers could use strategy to explain the materials.

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