Experimental Study of Sports Training of Computer Supported Collaboration

2014 ◽  
Vol 926-930 ◽  
pp. 1708-1711
Author(s):  
Guo Lin
Keyword(s):  
Experimental Study ◽  
Cognitive Psychology ◽  
Cooperative Learning ◽  
Learning Theory ◽  
Learning Strategy ◽  
Achievement Test ◽  
Learning Method ◽  
Computer Supported Collaborative Learning ◽  
Constructivist Learning Theory ◽  
Teacher Student

Based on pedagogy, cognitive psychology, constructivist learning theory, supported by computer, the movement cognition learning strategy is put forward in experiment, which will achieve a Teacher-Student-Multimedia-multi-factor mutual teaching. This paper design the experiment, unvestigation question and achievement test to verify it. It proves that computer supported collaborative learning method increases the students interest in learning and skills in sports. The effectiveness of the method and teaching strategies are related to the use of Synchronous teaching and cooperative learning in P.E.

scholarly journals Pengaruh Metode Pembelajaran terhadap Kemampuan Mahasiswa dalam Menerapkan Model-Model Pembelajaran pada Perkuliahan Strategi Pembelajaran Matematika

FONDATIA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 131-149
Author(s):  
Husnul Laili
Keyword(s):  
Cooperative Learning ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Study Program ◽  
Multivariate Test ◽  
Significance Level ◽  
Research Population ◽  
Simulation Learning

The research population comprised semester VI students of the mathematics study program of STIT Palapa Nusantara. The sample was selected using the purposive random sampling in three steps: (1) randomly selecting 2 classes out of 5 available classes, (2) selecting 8 groups, each consisting of 4 students, from each selected class, and (3) randomly selecting the groups applying each learning model. The data were analyzed using the T2 Hotellings multivariate test at the significance level of 5% (0.05) for two-tailed testing and the univariate test at the significance level of 0.025. The results of the data analysis are as follows. (1) There are different effects of the STAD-type cooperative learning method and the simulation learning method on students’ abilities in theory and application of learning methods in the mathematics strategy learning course (Fobserved = 6.76 > Ftable = F0.05;(2;65) = 3.14). (2) Abilities in theory of learning methods through the STAD-type cooperative learning method are higher than those through the simulation learning method in the mathematics learning strategy course (tobserved = 2.28 > ttable(0.025) = 2.00). (3) Abilities in application of learning methods through the simulation learning method are higher than those through the STAD-type cooperative learning method in the mathematics learning strategy course (tobserved = 4.05 >t table(0.025) = 2.00).

scholarly journals Pengaruh Media Pembelajaran dalam Tataran Strategi Pembelajaran TPS (Think- Pair - Share) Terhadap Retensi Belajar Siswa SMA Mitra Inalum

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Irwansyah Irwansyah
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Multiple Choice ◽  
Achievement Test ◽  
Senior High School ◽  
Difficulty Level ◽  
Multiple Choice Questions ◽  
Strategy Type ◽  
Static Picture

This research was aimed to know The best learning strategy between the cooperative learning strategy type TPS with animation media, cooperative learning strategy type TPS with static picture media, and conventional learning strategy to the memory retency of XI grade students in State Senior High School Mitra Inalum. This research was conducted with quasi experiment methods with three classes which sample randomly, XI IA.1 class with cooperative learning strategy type TPS with animation media; XI IA. 2 class with , cooperative learning strategy type TPS with static picture media, and XI IA. 3 class with conventional learning strategy. Instrument in this research used achievement test in the form of 50 multiple-choice questions that have been tested for validity, reliability, dicrimination power, and difficulty level. Student’s retency memory can be gathered from the achievement test after 21 days sub matter is done finished. The techique of analysis used analysis of covarians with SPSS 17.0 for Windows. The result of this research and test shows the best learning strategy to  get student memory retency is cooperative learning strategy type TPS with static picture media, continued by cooperative learning strategy type TPS with animation media, and then with conventional learning strategy. There are differences between memory retency XI grade students in State Senior High School of Mitra Inalum thay by used the cooperative learning strategy type TPS with animation media, cooperative learning strategy type TPS with static picture media, and conventional learning strategy (Sig.= 0.03 < 0.05).

scholarly journals Application of Constructivist Theory in Flipped Classroom — Take College English Teaching as a Case Study

2018 ◽  
Vol 8 (7) ◽  
pp. 880 ◽  
Author(s):  
Ziling Xu ◽  
Yeli Shi
Keyword(s):  
Learning Theory ◽  
Flipped Classroom ◽  
Constructivist Learning ◽  
Student Interactions ◽  
Constructivist Learning Theory ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Teacher Student ◽  
Teacher Student Interactions

In the context of information globalization and the popularity of the Internet, the flipped classroom as a new teaching mode, a new pedagogical method has become a heated topic and a growing concern for educators across the world. In this paper, the flipped classroom is supported by constructivist learning theory. The teaching mode under the constructivist learning theory is typically students-centered which corresponds with the flipped classroom mode. This paper mainly focuses on the application of constructivist learning theory in flipped classroom, taking college English teaching for example to interpret the student- student, teacher- student interactions in the flipped classroom with the final goal to promote students’ learning efficiency and quality.

PENGARUH METODE PEMBELAJARAN KOOPERATIF (COOPERATIVE LEARNING) DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR SISWA SMA

Proyeksi ◽  
1970 ◽  
Vol 6 (2) ◽  
pp. 34
Author(s):  
Hazhira Qudsyi ◽  
Lya Indriaty ◽  
Yulia Herawaty ◽  
Saifullah ◽  
Ilham Khaliq ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Student Achievement ◽  
Cooperative Learning ◽  
Achievement Test ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Bahasa Indonesia

Peningkatan mutu pendidikan dapat diketahui dari hasil akhir pendidikan, yang dapat dilihat dari output yang termasuk di dalamnya adalah prestasi belajar. Banyak hal yang turut berpengaruh pada prestasi belajar siswa, diantaranya adalah motivasi belajar siswa dan metode pembelajaran yang digunakan. Penelitian ini bertujuan untuk menguji apakah ada pengaruh metode pembelajaran kooperatif (cooperative learning) dan motivasi belajar terhadap prestasi belajar siswa SMA. Hipotesis penelitian ini adalah ada pengaruh yang signifikan dari metode pembelajaran kooperatif terhadap prestasi belajar siswa SMA, dimana kelompok siswa yang dikenakan metode pembelajaran kooperatif memiliki prestasi belajar lebih tinggi dibandingkan dengan prestasi belajar kelompok siswa yang dikenakan metode pembelajaran tradisional. Subjek dalam penelitian ini adalah siswa-siswi kelas X-3 dan kelas X-4 salah satu Sekolah Menengah Atas (SMA) di Yogyakarta. Kelas X-3 diberikan pembelajaran Bahasa Indonesia dengan metode pembelajaran kooperatif teknik Jigsaw, dan kelas X-4 diberikan pembelajaran Bahasa Indonesia dengan metode pembelajaran tradisional. Penelitian ini merupakan penelitian kuasi-eksperimen dengan desain control group pre-test-post-test. Adapun alat ukur yang digunakan dalam penelitian ini adalah hasil modifikasi Skala Motivasi Belajar yang dibuat oleh Hasanah (2006), dengan total aitem sebanyak 60 aitem yang terbagi dalam tiga aspek, serta alat untuk mengukur hasil belajar Bahasa Indonesia pada siswa, yakni dengan Tes Hasil Belajar Bahasa Indonesia, dimana pada tes hasil belajar ini berisikan materi paragraf dengan pertanyaan sebanyak 36 butir soal. Tes hasil belajar ini disusun sendiri oleh peneliti dengan mengacu pada silabus yang digunakan oleh guru yang bersangkutan. Hasil analisis menunjukkan t sebesar 0,257 dengan p=0,798, memperlihatkan hasil yang tidak signifikan (p>0,05), yang artinya bahwa tidak ada perbedaan antara kedua kelompok. Kesimpulan, tidak ada perbedaan prestasi belajar Bahasa Indonesia pada siswa antara kelompok siswa yang diberikan pembelajaran kooperatif dengan kelompok siswa yang diberikan pembelajaran tradisional. Kata Kunci: Metode Pembelajaran Kooperatif (Cooperative Learning), Motivasi Belajar, Prestasi Belajar Bahasa Indonesia    THE INFLUENCE OF COOPERATIVE LEARNING METHOD AND LEARNING MOTIVATION TOWARD ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS  ABSTRACT Improvement of education quality can be observed from the end result of education, which can be noticed from the output that includes academic achievement. There are many things that effect on student achievement, including the students' motivation and learning methods that used by teacher. This study aimed to test whether there is influence of cooperative learning methods and students’ motivation of student achievement in high school. Hypothesis of this study was that there are significant effects of cooperative learning methods towards student achievement in high school, where groups of students who apply methods of cooperative learning had higher achievement compared with students’ achievements of group learning who used the traditional learning methods. Subjects in this study were students of X-3 class and X-4 class at one of high school in Yogyakarta. X-3 class were given Bahasa Indonesia’s lesson with cooperative learning method and the Jigsaw techniques, and X-4 class were given Bahasa Indonesia’s lesson with traditional learning methods. This study was a quasi-experimental research with control group pre-test-post-test design. Measuring instrument used in this study was modification version of Learning Motivation Scale by Hasanah (2006), with a total of 60 items that divided into three aspects, and tools to measure students achievement in Bahasa Indonesia’s lesson, with Bahasa Indonesia Achievement Test, where this achievement test consists of paragraph matter in question as much as 36 items. This achievement test compiled by researcher with reference to syllabus that used by the teacher. Analysis of this study showed t = 0.257 with p = 0.798, showed no significant results (p> 0.05), which means that there was no difference between the two groups. As conclusion, there was no difference in students’ achievement of Bahasa Indonesia between group of students given cooperative learning method and group of students given traditional learning method. Keywords: cooperative learning method, students’ motivation, academic achievement, Bahasa Indonesia’s Lesson

scholarly journals EFFECTIVENESS OF COOPERATIVE LEARNING METHOD ON STUDENTS REPEATING COURSES OF MATHEMATICAL COMPUTING ACHIEVEMENT

2021 ◽  
Vol 3 (8) ◽  
pp. 63-70
Author(s):  
Sarizan Mursid ◽  
Nor ‘Ainaa Syuhada
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Student Centered Learning ◽  
Quasi Experimental ◽  
Experimental Group

The cooperative learning method is a learning method that is said to be efficient and in line with the transformation of the education system nowadays. This method is a student-centered learning method that emphasizing social interaction and collaboration between students in order to achieve the learning outcomes. From the preliminary observations, it was found that the level of student achievement in the Mathematical Computing course at Muadzam Shah Polytechnic is quite alarming with the failure percentage up to 36.75%. Therefore, as a teaching and learning strategy to overcome this problem, cooperative learning methods are implemented on students who repeat the Mathematical Computing courses. This study aims to examine the effectiveness of cooperative learning methods on student achievement in this course. This study uses a quasi-experimental method consisting of two groups of respondents: each consisting of 20 students from the control group and the experimental group. A pre-test was given to test student achievement before treatment and a post-test were given to test the effectiveness of the treatment given. The analysis was made based on the percentage of student achievement for the experimental group and the control group. The findings of the study show that cooperative learning methods have been successful in improving student achievement in the course. This shows that cooperative learning methods in teaching and learning are effective and suitable to be used as an approach in the teaching and learning process of Mathematical Computing courses.

An Experimental Study of Accounting Majors' Academic Achievement Using Cooperative Learning Groups

2008 ◽  
Vol 23 (3) ◽  
pp. 391-404 ◽  
Author(s):  
Alexander L. Gabbin ◽  
Lynette I. Wood
Keyword(s):  
Academic Achievement ◽  
Experimental Study ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Control Groups ◽  
Learning Groups ◽  
Treatment Groups ◽  
Exam Scores ◽  
Testing Site ◽  
And Control

This study replicates the work of Hite (1996) by examining the exam re-take cooperative learning strategy. During one semester of an Intermediate Accounting II course, 68 accounting majors took exams in two-and-one-half hour night testing sessions. Students in the treatment groups took group exams immediately after individual exams, while students in the control groups left the testing site after individual exams. The results show that neither the comprehensive final nor the cumulative individual exam scores were significantly different between the treatment and control groups. Contrary to Hite's (1996) findings, this study refutes the assertion that the exam re-take cooperative learning strategy promotes accounting majors' academic achievement.

scholarly journals  The Effectiveness of A Training Program Based on Flipped Learning Strategy in Achievement in Maths and Achievement Motivation among Seventh Grade Female Students in Jordan: أثر برنامج تدريبي قائم على استراتيجية التدريس المعكوس في التحصيل الرياضي ودافعية الإنجاز لدى طالبات الصف السابع الأساسي في الأردن

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Amal Ali Ibdah, Mohammad Walid Al- Shraidh
Keyword(s):  
Training Program ◽  
Achievement Motivation ◽  
Learning Strategy ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Learning Method ◽  
Seventh Grade ◽  
Experimental Group

The aim of study is to investigate the effectiveness of a training program based Flipped learning strategy in the achievement in Maths and motivation of achievement among the seventh grade students in Jordan. In order to achieve the objectives of this study, a sample of (70) female seventh grade students was selected intentionally in Zahra Al Madaen School in Naor in the year ( 2017/2018). The sample was divided equally into two groups; the control group which was taught by the conventional method consisted of 35 students, the experimental group which was taught by flipped learning method also consisted of 35 students. Two tools were applied on both groups, an achievement test composed of 20 paragraphs, and a questionnaire of achievement motivation developed by Al- Youssafi (2008). In order to test the study hypotheses, the arithmetical means and standard deviations of the students' performance were obtained on the pre and posttest of the achievement test and the achievement motivation questionnaire. ANCOVA was used to find the differences between the average performance. The results showed that there are statistically significant differences between the means of the scores in favour of the Flipped learning strategy. The study recommends the necessity of constructing students' knowledge using the flipped learning strategy in teaching Math’s through employing different activities.

scholarly journals Strategi Pembelajaran Kooperatif Tipe Jigsaw Versus Pembelajaran Langsung

UNIVERSUM ◽  
2016 ◽  
Vol 10 (2) ◽  
Author(s):  
Mashudi Mashudi
Keyword(s):  
Cooperative Learning ◽  
Group Process ◽  
Positive Attitude ◽  
Learning Strategy ◽  
Authentic Assessment ◽  
Individual Responsibility ◽  
Learning Activity ◽  
Learning Method ◽  
Attention In Learning ◽  
Face To Face

One of problem that needs attention in learning activity is learning method, technique, and strategy. Cooperative learning strategy has some elements namely (1) positive inter-dependency, (2) face-to-face, (3) individual responsibility, (4) group and interpersonal skill, and (5) group process effectiveness. The theory basis of cooperative learning comes from different perspective. This article elaborates cooperative learning with behaviorism and constructivism theories, especially cooperative learning Jigsaw type. As Slavin stated that the techniques that use the appropriate approach are Jigsaw, Group investigation, and Learning Together. The advantages of cooperative learning are (1) increasing positive attitude toward learning activity, (2) rousing interaction among students, (3) increasing learning achievement, and (4) authentic assessment.

scholarly journals Developing Students’ Reading Comprehension Using STAD Strategy: A Classroom Action Research at SMA Negeri 7 Pekanbaru

2019 ◽  
Vol 1 (1) ◽  
pp. 10-16
Author(s):  
Asmida Posmauli Marpaung ◽  
Indri Yanti ◽  
Yuliana Marzuki
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Teacher Learning ◽  
Learning Strategy ◽  
Group Discussion ◽  
Average Score ◽  
Learning Method ◽  
Classroom Action Research

This study tries to explore the students’ improvement on reading comprehension and their results of completeness in learning using STAD type cooperative learning strategy. Using classroom action research (CAR), this study succeeded in finding out that the average score of the class in the first cycle using STAD was found reaching 51.42, while in the second cycle succeed with 74.28. The analysis of this study also reveals the percentage of student learning completeness in the first cycle test reached 21.43%, while the second cycle test managed to increase the score into 85.71%. The percentage of students' understanding in the first cycle showed only 51.42%, while in the second cycle extended into 74.28%. The analysis based on the observation sheet recorded on the first cycle reached 74.30%, while in the second cycle it increased into 91.66%. From The observation sheet for teacher, learning management in the first cycle recorded 84.17%, while in the second cycle it also increased into 90.47%. The data from observation sheet on group discussion in the first cycle managed also recorded 54.76%, while in the second cycle it showed a significant increasing into 90.47%. This study showed that students' reading comprehension has showing a significant increasing using the STAD Cooperative Learning Method in SMAN 7 Pekanbaru.  

scholarly journals Implementasi Teori Belajar Konstruktivistik Jerome Bruner dalam Pembelajaran Pendidikan Agama Islam di SMP Negeri 9 Yogyakarta

ISLAMIKA ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 21-37
Author(s):  
Wibisono Yudhi Kurniawan
Keyword(s):  
Learning Theory ◽  
Junior High School ◽  
Research Method ◽  
Learning Problems ◽  
Problem Solution ◽  
Learning Method ◽  
Constructivist Learning Theory ◽  
Self Confidence ◽  
Jerome Bruner ◽  
Learning Procedure

The effectiveness of implementation Islamic course depends on the approach that is used, moreover the constructivist learning theory can help teachers to solve learning problems. Research method that is used is observation, interview, and documentation. The aims of the research are (1) to get to know the implementation of Jerome Bruner learning theory in Islamic course. (2) To examine the supporting aspects and inhibition in the implementation of Jerome Bruner learning theory (3) To discover the problem solution in the implementation of Jerome Bruner learning theory in Islamic course. Based on the data analysis, the conclusion are: (1) the implementation of Jerome Bruner learning theory in Islamic course to create fun learning for students, and its implementation in Islamic course in VII grade of Junior High School 9 Yogyakarta has applied effectively based on the principal and the learning procedure. (2) In the implementation of Jerome Bruner learning theory has run well, hence completed with the supporting factors and inhibition factors. (3) The problem solving of Jerome Bruner learning method in Islamic course are teaching some characters in students such as self-confidence and tolerance the improvement of teachers quality through training participation, workshop, etc. also improving the students learning motivation.

Sign in / Sign up

Export Citation Format

Share Document