scholarly journals PENGARUH MEDIA PEMBELAJARAN VIDEO TUTORIAL MYOB DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR AKUNTANSI KOMPUTER KELAS XI SMK NEGERI 1 RANGKASBITUNG

2021 ◽  
Vol 4 (2) ◽  
pp. 87-95
Author(s):  
Otong Hidayat
Keyword(s):  
Learning Outcomes ◽  
High Learning ◽  
Video Tutorial ◽  
Video Tutorials ◽  
The Difference ◽  
Power Point

This study aims to knowing the difference between computer accounting learning outcomes of students who learn to used MYOB video tutorials and students who learn to used power point And the difference between learning outcomes of students who have high learning independence and low independence. In addition, this research aims to determine the effect of video tutorial interactions and learning independence. The results show that there is a difference in learning outcomes of 12.35% who learn used video tutorials and those who learn using power point. In addition, there is a difference in learning outcomes of 7.63%, students who have high learning independence and students who have low learning independence and there is an influence of video tutorial interactions and learning independence.

scholarly journals Comparative Study to Video Tutorial and Peer Tutor on Student’s Learning Outcomes on 2 Dimensional Animation Techniques

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Maria Linda Kartika Mukti ◽  
Basori Basori ◽  
Cucuk W Budiyanto
Keyword(s):  
Learning Outcomes ◽  
T Test ◽  
Peer Tutors ◽  
Video Tutorial ◽  
Peer Tutor ◽  
Video Tutorials ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Type Data

<div align="center"><table width="100%" border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="543"><p>This research purpose is (1) to know the difference of learning outcomes from the utilization of video tutorials and peer tutors (2) to find out the effectiveness between the utilization of video tutorials and peer tutors  towards students’s learning outcomes on 2 dimensional Animation Technique subject at second grade.</p><p>Research method used in this research is quantitative method of quasi experimental with pre-test and post-test type. Data collection techniques in this reasearch with (1) observation (2) t test by using a pre-test and post-test (3) and documentation.</p><p>The results obtained from this research are (1) there are differences of learning outcomes of students between utilization of video tutorial and peer tutors with the calculated of post-test value of each class using the t test independet amounted to 0,032. (2) the utilization of peer tutors in this research is more effective than the utilization of video tutorials, this calculation outcomes obtained from a test of gain in each class. On video tutorial class gets the calculation outcomes of 0.32, while on peer tutor class gets the calculation outcomes of 0.58.</p></td></tr><tr><td valign="top" width="543"><p>Keywords: video tutorials, peer tutor, 2 dimensional animation, learning outcomes</p></td></tr></tbody></table></div>

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

scholarly journals EFEK MODEL PEMBELAJARAN PROBLEM SOLVING DAN MOTIVASI TERHADAP HASIL BELAJAR FISIKA SISWA SMA

2013 ◽  
Vol 2 (2) ◽  
pp. 65 ◽  
Author(s):  
Grace Dennys Hutabarat ◽  
Sahyar ,
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Motivation ◽  
Cluster Sampling ◽  
High Learning ◽  
Random Cluster ◽  
The Difference

The Objectives of this research are (1) find out the difference oflearning outcomes Physic by Problem solving and Expository (2) differenceof students the learning outcomes with high learning motivation comparedlow learning motivation, (3) interaction between motivation and learningoutcomes of Problem solving and Expository. This study is a quasiexperimentresearchwith2x2factorialdesigns.Thepopulationin this studyis 320 students from eight classes of grade X at SMA N 1 Sidamanik, NorthSumatra. The samples of this research were two classes, consisted of 75students determined by random cluster sampling. Data were analyzed usingtwo ways ANAVA at significant level of 0.05. Research shows that (1)students learning outcomes of problem solving class is better then expositoryclass. (2) students learning outcomes with high learning motivation is better then low learning motivation (3) interaction of motivation and learningoutcomes is available in the problem solving and expository.

scholarly journals THE INFLUENCE OF LEARNING MOTIVATION ON THE IMPROVEMENT OF LEARNING ENGLISH CLASS V STUDENTS OF SDN SUKAHARJA 1 TELUKJAMBE TIMUR KARAWANG

2021 ◽  
Vol 6 (1) ◽  
pp. 36-49
Author(s):  
Tarpan Suparman
Keyword(s):  
Standard Deviation ◽  
Learning Outcomes ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Average Score ◽  
High Learning ◽  
Significance Level ◽  
High Motivation ◽  
The Difference ◽  
Low Motivation

The purpose of this study was to determine the difference in high learning outcomes between high and low learning motivation, and the difference in low learning outcomes between high and low learning motivation held in SD Negeri Sukaharja 1, Telukjambe Timur District, Karawang Regency. The method used in this research is the comparative method, which is to compare the learning motivation with the learning outcomes of the fifth grade elementary school students. With observation techniques, questionnaires, literature studies, and documentation studies. The results of testing the first hypothesis show that the average score of high learning outcomes with high motivation is 78.86 with a standard deviation of 6.87 higher than the average score of high learning outcomes with low motivation, namely 71.40 with a standard deviation of 2.51. The results of homogeneity testing of the variance of high learning outcomes between high motivation and low motivation. Fcount of 10.96 while Ftable at a significance level of 0.95 (α = 0.05) is 4.88 and a significance level of 0.99 (α = 0.01) is 10.45. This means that Fcount = 10.96> 4.88 = Ftable (0.95; 7; 5) and Fcount = 10.96> 10.45 = Fcount (0.99; 7; 5)., T-test calculation. with the results of t count of 3,971 greater than t table of 2,228 (α = 0.05) and 3,165 (α = 0.01). Then the test results prove that there are differences in high learning outcomes between high motivation and low motivation. So that one of the efforts to maintain the learning outcomes of the fifth grade students of SDN Sukaharja 1 is the high motivation given and the ability of IQ which is quite high and the willingness to learn independently. The second hypothesis testing shows that the average score of low learning outcomes with high motivation is 61.83 with a standard deviation of 2.86 higher than the average score of low learning outcomes with low motivation, which is 58.83 with a standard deviation of 2.40. The results of the homogeneity test of variance for low learning outcomes between high motivation and low motivation, Fcount of 1.42, while Ftable at a significance level of 0.95 (α = 0.05) is 4.48 and a significance level of 0.99 (α = 0.01) is 8.47. This means that Fcount = 1.42 <4.48 = Ftable (0.95; 6; 6) and Fcount = 1.42 <8.47 = Ftable (0.99; 6; 6). Then the test results prove that there is a difference in low learning outcomes between high motivation and low motivation. So that one of the efforts to improve the learning outcomes of the fifth grade students of SDN Sukaharja 1 is by providing intensive motivation and giving more homework.

scholarly journals The Influence of Learning Model and Learning Independence on 11th Students' Learning Outcomes in Entrepreneurship Subject SMK N 7 Medan

2020 ◽  
Vol 2 (1) ◽  
pp. 55-65
Author(s):  
Ummi Chairani ◽  
Dede Ruslan ◽  
Arwansyah
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Learning Model ◽  
Higher Learning ◽  
Discovery Learning ◽  
Advance Organizer ◽  
High Learning ◽  
Student Entrepreneurship ◽  
The Difference ◽  
11Th Grade

The purpose of this study were to (1) find out and analyze between the Advance Organizer learning model and the Discovery Learning learning model towards learning outcomes in entrepreneurship subjects in class XI SMK N 7 Medan, (2) Knowing and analyzing learning independence using the Advance Organizer learning model with learning independence that uses the Discovery Learning model of learning outcomes on entrepreneurship subjects in 11th Grade Students in SMK N 7 Medan. This research was conducted at SMK N 7 Medan which is located at JL. STM. No. 12 E Medan. The subjects of this study were 71 11th grade Ak students. Data collection techniques and instruments use tests and questionnaires. The results showed (1) the difference in student entrepreneurship learning outcomes taught by using the Advamce Organizer learning model with the learning outcomes of students who were taught using the Discovery Learning learning model with a Fcount score of 4.59 and a Ftable of 3.94. (2) Differences in student entrepreneurship learning outcomes that have high learning independence and entrepreneurial learning outcomes of students who have low learning independence with a Fcount score of 6.04 and Ftable of 3.94. So it can be concluded that the results of student entrepreneurship learning are taught by using the Advance Organizer learning model and have higher learning independence than using the Discovery Learning learning model.

scholarly journals PENGEMBANGAN VIDEO TUTORIAL TARI TRADISIONAL TERINTERNALISASI PENDIDIKAN KARAKTER PADA MATA PELAJARAN SENI

2021 ◽  
Vol 8 (2) ◽  
pp. 154
Author(s):  
Indaria Anggita ◽  
Abdul Hamid K ◽  
Dina Ampera
Keyword(s):  
Character Education ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Media Design ◽  
Video Tutorial ◽  
Traditional Dance ◽  
Video Tutorials ◽  
Before And After ◽  
Private High School ◽  
D Model

Abstrak: Penelitian ini bertujuan untuk menghasilkan produk video tutorial tari tradisional terinternalisasi pendidikan karakter yang layak bagi siswa kelas X SMA Swasta Medan, serta mengetahui efektifitas produk video tutorial tari tradisional terinternalisasi pendidikan karakter terhadap hasil belajar siswa. Penelitian ini menggunakan model penelitian penelitian dan pengembangan (R & D) dengan 50 subjek uji serta 10 orang sebagai pakar validator desain media, materi dan pembelajaran. Hasil dari penelitian ini menghasilkan produk video tutorial tari tradisional terinternalisasi pendidikan karakter yang "sangat layak" digunakan.  Produk yang dikembangkan menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar sebelum dan sesudah menggunakan produk, dimana hasil belajar setelah menggunakan multimedia lebih tinggi dari sebelum menggunakan multimedia. Selain mampu mengembangkan karakter siswa, yaitu kerjasama, toleransi dan santun. Kata Kunci:  Video Tutorials, Traditional Dance, Character Education Abstract : This study aims to produce traditional dance video tutorial products internalized with proper character education for students of class X in Medan Private High School, and to know the effectiveness of traditional dance video product products internalized character education on student learning outcomes. This study uses a research and development (R & D) model with 50 test subjects and 10 people as experts in media design, material and learning validators. The results of this study produce traditional dance video products internalized character education that is "very feasible" to use. Products developed show that there are significant differences between learning outcomes before and after using the product, where learning outcomes after using multimedia are higher than before using multimedia. Besides being able to develop students' character, namely cooperation, tolerance and courtesy. Keyword: Video Tutorial, Tari Tradisional, Pendidikan karakter

scholarly journals PENGEMBANGAN MEDIA AJAR GRAFIS KOMPUTER MATERI WPAP DALAM BENTUK E-BOOK DAN VIDEO TUTORIAL BAGI MAHASISWA SENI RUPA

2020 ◽  
Vol 9 (1) ◽  
pp. 127
Author(s):  
Gamal Kartono ◽  
Mesra Mesra ◽  
Adek Cerah Kurnia Azis
Keyword(s):  
Learning Outcomes ◽  
Computer Graphic ◽  
Fine Arts ◽  
Student Interest ◽  
User Interest ◽  
Scientific Publications ◽  
Learning Modules ◽  
Video Tutorial ◽  
Video Tutorials ◽  
Learning Interest

AbstrakAdapun tujuan dari penelitian ini yaitu; 1). Meningkatkan minat dan hasil belajar mahasiswa Seni Rupa dalam membuat tugas materi WPAP pada Mata Kuliah Grafis Komputer, 2). Memaparkan validasi, praktikalitas, dan efektivitas modul dan video pada Mata Kuliah Grafis Komputer, dan 3). Menghasilkan sebuah publikasi ilmiah dalam prosiding Seminar Internasional. Modul dan video tutorial pembelajaran Mata Kuliah Grafis Komputer pada penelitian ini diperoleh bahwa tingkat pencapaian minat mahasiswa berada pada 95,23% dimana dari 42 orang mahasiswa hanya 1 (satu) orang mahasiswa saja yang tidak lulus dalam perkuliahan ini yaitu berada pada 4,78% saja. Selanjutnya validitas modul dan video berada pada pencapaian 71,25% berada pada kategori valid, kemudian untuk nilai praktikalitas modul dan video berada pada pencapaian 69% dapat dikatakan cukup praktis dan mampu meningkatkan minat pengguna dalam proses pembelajara pada Mata Kuliah Grafis Komputer, dan berada pada 84% keefektivitasan modul dan video, hal ini dapat dikatakan bahwa modul dan video sangat efektif selama proses pembelajaran pada Mata Kuliah Grafis Komputer. Diharapkan modul dan video tutorial hasil penelitian ini dapat terus meningkatkan minat dan hasil belajar mahasiswa dalam mengambil Mata Kuliah Grafis Komputer, namun diharapkan juga untuk Mata Kuliah lainnya ada penemuan baru yang dapat meningkatkan minat dan hasil mahasiswa baik itu dalam bentuk modul, video, dan lain sebagainya, yang tujuan utamanya untuk meningkatkan minat dan hasil belajar mahasiswa Seni Rupa tentunya.Kata Kunci: minat belajar, hasil belajar, WPAP.AbstractThe purpose of this study are; 1). Increase the interest and learning outcomes of Fine Arts students in making WPAP assignments in Computer Graphic Courses, 2). Describe the validation, practicality, and learning modules and videos on Computer Graphic Courses, and 3). Produce scientific publications in International Seminars. Modules and video tutorials for learning Computer Graphic Courses in this study were obtained by students at the 95.23% level where of the 42 students only 1 (one) student could not be obtained in this lecture while at 4.78%. Furthermore the validity of the module and videos according to the achievement of 71.25% according to the valid category, then for the practicality value of modules and videos in accordance with the achievement of 69% can be accepted quite practical and able to increase user interest in the process of spending on Computer Graphic Courses, and depends on 84% effectiveness modules and videos, this can be requested modules and videos that are very effective during the learning process in the Computer Graphics Course. It is hoped that the modules and video tutorials of the results of this study can continue to increase students' interest and learning outcomes in taking Computer Graphic Courses, but it is also hoped that for other courses there are new discoveries that can increase student interest and results in the form of modules, videos, etc. etc., whose purpose is to increase student interest and learning outcomes.Keywords: learning interest, learning outcomes, WPAP

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IX SMP MUHAMMADIYAH PADANG LUAS KECAMATAN TAMBANG KABUPATEN KAMPAR

2018 ◽  
Vol 2 (5) ◽  
pp. 744
Author(s):  
Zainur Zainur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Research Instrument ◽  
The Difference ◽  
Better Than

This research was motivated by the low learning outcomes of grade IX SMP Muhammadiyah Padang LuasKecamatan Tambang Kabupaten Kampar. This study aims to improve learning outcomes in mathematicslearning through STAD type cooperative learning with the RME approach in class IX SMP MuhammadiyahPadang Luas Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all classes IX in SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar totaling 26 people. The form ofresearch is classroom action research. This research instrument consists of performance instruments and datacollection instruments in the form of teacher activity observation sheets and activities. The results of the studystated that there were significant differences between students' mathematics learning outcomes before applyingthe STAD type cooperative learning model with the RME approach with after applying the STAD typecooperative learning model with the RME approach. The difference shows student learning outcomes after theaction is better than before the action with completeness reaching 80.77% or 21 completed. Based on the resultsof the study and discussion it can be concluded that the application of STAD type learning model with RealisticMathematic Education (RME) approach can improve the learning outcomes of grade IX students of SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar on statistical material.

scholarly journals The Effect of the Difference Between Infographic Designing Types (Static vs Animated) on Developing Visual Learning Designing Skills and Recognition of its Elements and Principles

2018 ◽  
Vol 13 (09) ◽  
pp. 204 ◽  
Author(s):  
Mohammed Kamal Afify
Keyword(s):  
Learning Outcomes ◽  
Visual Learning ◽  
College Of Education ◽  
Kingdom Of Saudi Arabia ◽  
Learning Materials ◽  
Design Elements ◽  
Learning Content ◽  
Instructional Processes ◽  
The Difference ◽  
Group 2

This In the scope of improving learning outcomes in the age of technology, this study comes as an attempt to investigate the extent to which infographics are effective in developing learning outcomes for students. It has also attempted to study the effect of infographics types, static versus animated , on developing the skills of designing and producing visual learning materials, and the recognition of design elements and principles. The study was conducted on a sample of students of the College of Education at Imam Abdu Rahman bin Faisal University (IAU) in the Kingdom of Saudi Arabia. The sample students number is 36, and they are from students enrolled to study design and production of instructional media course (EDU195N) in the second semester of 2016/2017. The students involved are divided into two experimental groups, group (1) with 19 students who have studied the learning content through static infographics via WhatsApp platform, group (2) with 17 students who have studied the learning content through animated infographics via WhatsApp platform. In the overall, the results revealed that infographics effect the development of some learning outcomes. Besides, the results also demonstrated that static infographic type has more effects on developing skills of designing and producing visual learning materials and recognizing its elements and principles compared to the animated type. And this suggests deep consideration of integrating infographics in teaching e-courses, as well as considering the characteristics and appropriateness of each of the designing types, static versus animated when implemented in instructional processes for better outcomes for learners.

scholarly journals Development of Powerpoint-Based Learning Media on Learning Aqeedah Morals

2020 ◽  
Vol 3 (2) ◽  
pp. 958-964
Author(s):  
Lufita Sari Sitorus ◽  
Mardianto Mardianto ◽  
Hasan Matsum
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Cumulative Score ◽  
Moral Learning ◽  
Research Findings ◽  
Improving Student Learning ◽  
Power Point ◽  
Media Power ◽  
Development Methods

The purpose of this study was to find out: (1) Development of power point-based learning media on Aqeedah Moral learning in MTs N Kisaran, (2) The feasibility of power point-based learning media on learning Aqidah Akhlak in MTsN Kisaran, (3) Practicality of learning-based media power point on the learning of Aqeedah Morals in MTs N Range, and (4) effectiveness of learning media based on power point on the learning of Aqeedah Morals in MTsN Kisaran in improving student learning outcomes. Research methods used by research and development methods (R&D). Product development procedures are carried out in stages: (1) potential and problems, (2) data collection, (3) product design, (4) validation, (5) product trials and (6) product revisions. The research findings show: (1) the development of power point-based learning media on Aqeedah Akhlak learning is done first by analyzing the needs and then proceed with the design of powerpoint media. The product produced as a learning medium that is used to facilitate students to learn, (2) the feasibility of power point-based learning media on Aqeedah Moral learning is done by material experts with a score of 83.33, a very valid category and a media expert with a score of 75.00 categories valid, so the cumulative score is 79.16 with a valid category, (3) practicality of power point-based learning media on Aqeedah Akhlak is done by conducting individual trials with a score of 80.83 very practical categories, small group trials with a score of 79.38 practical categories, and field group trials with a score of 89.75 very practical categories, so that when accumulated a score of 83.33 is obtained with a very practical category, and (4) the effectiveness of powerpoint-based learning media on Aqidah Moral learning in improving student learning outcomes obtained N scores -Gain 0.51 with the effective category so that it can be concluded that the powerpoint development product for learning the Morals is effective for enhancing student achievement.

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