scholarly journals PENINGKATAN PRESTASI BELAJAR BAHASA ARAB ASPEK AT-TARĀKIB DENGAN STRATEGI DRILL BERBASIS ACCELERATED LEARNING

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Helmy Fauzi Awaliyah
Keyword(s):  
Test Score ◽  
Concept Maps ◽  
Learning Strategy ◽  
Accelerated Learning ◽  
Learning Models ◽  
Average Value ◽  
Post Test ◽  
Test Increase ◽  
11Th Grade ◽  
Material Concept

This research is based on the fact that the low Arabic values of the At-Tarākib aspect of the 11th grade students of Accounting Muhammadiyah 2 Yogyakarta. This is due to several factors, including inappropriate learning models and strategies. This research is a classroom action research (CAR) consisting of two cycles. This aims to determine the improvement of learning achievement in Arabic aspects of At-Tarākib. The results showed that learning with the Drill-based Accelerated Learning strategy could improve the achievement of learning Arabic in the aspect of At Tarākib. In first cycle the average value of pre-test score was 48 and post-test score 70, so the increase was 22. The meaning of students' understanding of the material increased. Some students are able to make material concept maps and can make sentences according to the material. In the second cycle the pre-test score was 66 and the post-test score was 84, so the increase was 24. The average post-test increase from the first cycle in the second cycle was 14. Its meaning, most students were able to make concept maps about the material and were able make sentences according to the material.

scholarly journals Analisis kemampuan argumentasi ilmiah siswa pada materi optik: Problem-based learning berbantuan edu-media simulation

2019 ◽  
Vol 5 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Riwayani Riwayani ◽  
Riki Perdana ◽  
Ratna Sari ◽  
Jumadi Jumadi ◽  
Heru Kuswanto
Keyword(s):  
Problem Based Learning ◽  
T Test ◽  
Scientific Argumentation ◽  
Learning Models ◽  
Paired Sample ◽  
Average Value ◽  
Online Simulation ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

Terdapat banyak model pembelajaran yang diterapkan untuk menganalisis kemampuan argumentasi ilmiah siswa. Namun, belum banyak model yang diintegrasikan dengan pembelajaran berbasis simulasi online untuk meningkatkan kemampuan argumentasi ilmiah siswa. Padahal, saat ini ada banyak website simulasi online yang diterbitkan oleh lembaga pendidikan atau universitas di tingkat internasional dan jarang digunakan dalam penelitian. Penelitian ini mengintegrasikan model pembelajaran inovatif dengan pembelajaran berbasis online simulation untuk meningkatkan kemampuan argumentasi ilmiah siswa. Website simulasi yang digunakan adalah Edu-media simulation. Dalam website ini ada banyak simulasi fisika yang disediakan, tetapi belum banyak penelitian yang menerapkan simulasi ini. Penelitian ini dilakukan dengan kuasi eksperimen yang terdiri dari satu kelas eksperimen dengan sampel 25 siswa kelas XI MIA 3 di SMA N 1 Prambanan Yogyakarta. Argumentasi ilmiah siswa diukur melalui instrumen tes uraian. Data argumentasi ilmiah siswa dianalisis menggunakan paired sample t-test  dan pola argumentasi Toulmin (TAP). Hasil penelitian menunjukkan bahwa PBL berbantuan edu-media simulation dapat meningkatkan kemampuan argumentasi ilmiah siswa baik secara kuantitatif maupun kualitatif. Ini ditunjukkan dengan nilai t value -11.051 < -1.711 bahwa terdapat perbedaan nilai rata-rata argumentasi pada pre-test (17) dan post-test (47). Dalam hal ini, siswa sudah mampu membuat klaim yang tegas dengan menyajikan bukti dan alasan yang mendukung klaim. Analyzing students’ scientific argumentation skill in optic: Problem-based learning assisted edu-media simulation AbstractThere are many learning models applied to analyze the ability of students' scientific argumentation. However, not many models have been integrated with online simulation-based learning to improve students' scientific argumentation skills. In fact, there are currently many online simulation websites published by educational institutions or international universities and rarely used in research. This research integrates innovative learning models with online simulation-based learning to improve students' scientific argumentation skills. The simulation website used is Edu-media simulation. In this website there are many physics simulations provided, but not many studies have applied this simulation. This research was conducted with a quasi-experimental consisting of one experimental class with a sample of 25 XI MIA 3 graders in Prambanan High School 1 Yogyakarta. Students' scientific arguments are measured through a description test instrument. Students' scientific argumentation data were analyzed using paired sample t-test and Toulmin argumentation patterns (TAP). The results showed that PBL assisted by edu-media simulation can improve students' scientific argumentation ability both quantitatively and qualitatively. This is indicated by the value of t value -11.051 <-1.711 that there are differences in the average value of argumentation in the pre-test (17) and post-test (47). In this case, students have been able to make assertive claims by presenting evidence and reasons that support the claim.

scholarly journals PENGGUNAAN MODEL PEMECAHAN MASALAH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR ANALISIS PESERTA DIDIK PADA MATERI GRAVITASI NEWTON

2019 ◽  
Vol 7 (1) ◽  
pp. 25
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Problem Solving ◽  
Homogeneity Test ◽  
Learning Models ◽  
Final Test ◽  
Average Ability ◽  
Average Value ◽  
Analytical Skills ◽  
A Value ◽  
Post Test ◽  
Parametric Statistics

Mathematical analytics Important, analytical skills When students are able to understand analysis in physics learning, students will be able to answer questions with questions that are different from the examples given by the teacher. The aim of studying the increased thinking of participants in cognitive taxonomy analysis in Newton's law materials was approved using problem solving learning models. Hypothesis testing is done by comparing the average value of the ability of the initial test (pre-test) and the average ability of the final test (post-test) of students. The process of testing the hypothesis will test the normality and homogeneity test as a requirement to use parametric statistics, namely by using the t-test. Based on the results of the study obtained a value of tcount (8.25) and ttable value at dk = 42 with a 95% confidence level obtained at 2.02. This shows that tcount> t table. So can it be concluded that the expansion of students' thinking analysis ideas on cognitive taxonomy in the legal material used uses problem solving learning models.

scholarly journals Analysis of Improving Students' Physics Conceptual Understanding through Discovery Learning Models Supported by Multi-representation: Measurement Topic

2020 ◽  
Vol 3 (2) ◽  
pp. 57 ◽  
Author(s):  
La Sahara ◽  
Nafarudin Nafarudin ◽  
Suritno Fayanto ◽  
Babajanova Asal Tairjanovna
Keyword(s):  
Experimental Study ◽  
Conceptual Understanding ◽  
Research Method ◽  
Test Score ◽  
Discovery Learning ◽  
Test Design ◽  
Public High School ◽  
Learning Models ◽  
Post Test ◽  
Quasi Experimental

This study aimed to analyze students' conceptual understanding by using a multi-representation assisted discovery learning model in measurement. This research was conducted in Public High School 1 Kendari. This research is a quasi-experimental study using a one-group pre-post test design. The research method consisted of a conceptual comprehension test using a caliper and a screw micrometer in an essay in the form of a multi-representational test on long measurements. The analysis showed an increase in conceptual understanding between the pre-test and post-test with an average pre-test score of 16.24 (SD = 14) and a post-test of 61.4 (SD = 21). These results indicate an increase in students' understanding of concepts after learning with an average N-gain increase of 0.5 (SD = 0.2) in the medium category. It also obtained the most significant increase in students' understanding of the indicators mentioned parts caliper and micrometer with an N-gain average of 0.6 in the medium category.

scholarly journals Penerapan Model Pembelajaran Berbasis Think-Talk-Write (TTW) Untuk Meningkatkan Kemampuan Berpikir Logis Pada Siswa

2021 ◽  
Vol 3 (3) ◽  
pp. 270-278
Author(s):  
Bambang Bambang
Keyword(s):  
Student Achievement ◽  
Test Score ◽  
Thinking Skills ◽  
Learning Model ◽  
Logical Thinking ◽  
Average Value ◽  
Post Test ◽  
Improve Student Achievement ◽  
Improving Student Achievement ◽  
Math Problems

The Think Talk Write (TTW) based learning model in school action research is applied to material regarding math problems in everyday life. The research was carried out with the aim of knowing whether the application of the Think Talk Write (TTW) based learning model for students of SD Negeri Wonokusumo VII / 46 Surabaya could improve their logical thinking skills in Mathematics. The research was conducted with a two-cycle action mechanism. And based on the results of the analysis, it can be concluded that the application of the Think Talk Write (TTW) based learning model can improve logical thinking skills and improve student achievement at SD Negeri Wonokusumo VII / 46 Surabaya. This can be seen from the increase in students' logical thinking skills in improving their learning outcomes. The effectiveness of the application of the Think Talk Write (TTW) based learning model in improving student achievement of SD Negeri Wonokusumo VII / 46 is shown through an increase in the average post-test score, an increase in the percentage of classical completeness and an increase in the value of observations on students' logical thinking abilities. The average post-test score in cycle I was 74.25 and cycle II was 78.29. Classical completeness in cycle I 76% and cycle II 91%. The average value of observations on students' logical thinking skills in the first cycle is 79.59 and the second cycle is 82.4.

scholarly journals PENINGKATAN KEMAMPUAN SISWA DALAM PEMBELAJARAN TORTOR NAPOSO NAULI BULUNG MELALUI STRATEGI TEKSTUAL DAN KONTEKSTUAL DI MADRASAH ALIYAH NEGERI SIBUHUAN KABUPATEN PADANG LAWAS

2019 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Suheni Safitri Hsb ◽  
Nurwani Nurwani
Keyword(s):  
Cognitive Abilities ◽  
Random Sampling ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Ability Test ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control

ABSTRACT This study aims to determine the ability of students in learning Tortor Naposo Nauli Bulung by using textual and contextual strategies in the Sibuhuan Madrasah Aliyah Negeri Padang Lawas Regency. The theory used in this research is theory The learning strategy by Rusman as the main theory, for supporting theories is textual use from Nurwani and contextual from Nurhadi. This type of research is quasi-experimental using simple random sampling technique, namely the experimental class using the contextual and contextual strategies in Tortor Naposo Nauli Bulung learning and control classes using conventional learning. The instruments used in this study were two, namely the cognitive ability test in the form of a test essay by using the cognitive domains C1, C2, C3, and C4. Psychomotor ability test which consists of three aspects of assessment, namely wiraga, wirasa, and wirama where each aspect consists of three components. The cognitive abilities of students in the experimental class and control class before using textual and contextual strategies are the same, by using the pre test the average value of the experimental class is 46.9 and the average in the control class is 45.5. After the post test, the ability of students in the experimental class who were treated with textual strategies and contextual learning in Tortor Naposo Nauli Bulung experienced a significant increase compared to the control class. Obtained an increase in student learning outcomes in the experimental class of 39.9 from 46.9 so as to achieve 86.8% completeness and for the control class at 9.8 from 45.5 to 55.3%. Psychomotor abilities of students also experienced improvement in each meeting, where the first meeting reached 61.90%, the second meeting reached 75.20% and the third meeting reached 86.92%. The results showed that there were significant differences using textual and contextual strategies for improving students' abilities in learning Tortor Naposo Nauli Bulung at Sibuhuan State Islamic Senior High School, Padang Lawas District. Keywords: Tortor naposo nauli bulung, bextual, contextual, cognitive, psychomotor, conventional   ABSTRAK Penelitian ini bertujuan untuk mengetahui kemampuan siswa  dalam pembelajaran Tortor Naposo Nauli Bulungdengan menggunakan strategi tekstual dan kontekstual di Madrasah Aliyah Negeri Sibuhuan Kabupaten Padang Lawas. Teori yang digunakan dalam penelitian ini adalah teori Strategi pembelajaran oleh Rusman sebagai teori utama, untuk teori pendukung digunakan tekstual dari Nurwani dan kontekstual dari Nurhadi. Jenis penelitian adalah quasi eksperiment dengan menggunakan teknik simple random sampling, yaitu kelas eksperimen dengan menggunakan strategi terkstual dan kontekstual pada pembelajaran Tortor Naposo Nauli Bulung dan kelas kontrol dengan menggunakan pembelajaran konvensional. Instrumen yang digunakan dalam penelitian ini ada dua yaitu tes kemampuan kognitif dalam bentuk essay test dengan mengguanakan ranah kognitif C1,C2,C3, dan C4. Tes kemampuan psikomotorik yang terdiri dari tiga aspek penilaian yaitu wiraga, wirasa, dan wirama dimana masing-masing aspek terdiri dari tiga komponen. Kemampuan kognitif siswa pada kelas eksperimen dan kelas kontrol sebelum dilaukan strategi tekstual dan kontekstual adalah sama, dengan menggunakan pre test diperoleh nilai rata-rata kelas eksperimen sebesar 46,9 dan rata-rata pada kelas kontrol sebesar 45,5. Setelah dilakukan post test, kemampuan siswa pada kelas eksperimen yang diberi perlakukan strategi tekstual dan kotekstual pada pembelajaran Tortor Naposo Nauli Bulung mengalami peningkatan yang signifikan dibandingkan dengan kelas kontrol. Diperoleh peningkatan hasil belajar siswa dikelas eksperimen sebesar 39,9 dari 46,9 sehingga mencapai ketuntasan 86,8 % dan untuk kelas kontrol sebesar 9,8 dari 45,5 sehingga menjadi 55,3%. Kemampuan psikomotorik siswa juga mengalami peningktan disetiap pertemuan, dimana pertemuan I mencapai 61,90%, pertemuan II mencapai 75,20% dan pertemuan III mencapai 86,92%. Hasil menunjukkan ada perbedaan yang signifikan dengan menggunakan strategi tekstual dan kontekstual terhadap peningkatan kemampuan siswa dalam pembelajaran Tortor Naposo Nauli Bulung di Madrasah Aliyah Negeri Sibuhuan Kabupaten Padang Lawas. Kata kunci: Tortor naposo nauli bulung, tekstual, kontekstual, kognitif, psikomotorik, konvenssional

scholarly journals The Effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) Model in Educational Psychology Learning

2018 ◽  
Vol 2 (2) ◽  
pp. 375
Author(s):  
Sri Haryati
Keyword(s):  
Learning Outcomes ◽  
Educational Psychology ◽  
Test Score ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Learning Models ◽  
Research Results ◽  
Significant Difference ◽  
Post Test ◽  
Process Oriented

Theoretically, this research contributes to: (1) the development of educational psychology theory, and (2) the development of research-based learning theory; the research results are especially relevant to methods such as authentic learning, problem-based learning, cooperative learning, inquiry learning, process oriented guided inquiry learning (POGIL) and contextual teaching and learning, which are currently increasingly popular. Practically, this research can be used as a teaching material for lecturers and students in lectures, and may be particularly beneficial as a comparative or supplemental book to enrich the educational psychology materials used in a new course of Faculty of Education and Teachers’ Training at Tidar University. The objectives of this study were: (1) to propose appropriate learning materials for the subject of educational psychology using research-based learning models, and (2) to test the effectiveness of research-based learning models, especially POGIL. The research was conducted among the second semester students in English Education Study Program. The research method used was Research and Development, which consisted of three steps, namely preparation, development, and reporting of results. The data analysis technique used was one group pre-test post-test design. This research succeeded in developing teaching materials for educational psychology using a research-based learning model and indicates that POGIL can improve students’ learning outcomes. The research results show that: (1) there is a significant difference between learning outcomes before and after learning using the POGIL model, as proven by the increase in the mean score from 58 to 91, and (2) there is no significant difference between the three sample groups using POGIL model in their learning, as proven by t-count being smaller than t-table, and the average post-test score of both groups 1 and 2 being 90, and the average post-test score of group 3 being 93.

scholarly journals Pengaruh Model Outdoor Learning terhadap Pemahaman Sejarah Mahasiswa Pendidikan Sejarah

2019 ◽  
Vol 4 (6) ◽  
pp. 803
Author(s):  
Nilan Loliyana ◽  
Geraldius Maria Sukamto ◽  
Endang Sri Andayani
Keyword(s):  
Student Learning ◽  
Learning Model ◽  
Historical Understanding ◽  
Outdoor Learning ◽  
State University ◽  
Learning Models ◽  
Historical Material ◽  
Average Value ◽  
Post Test ◽  
Conventional Models

<p class="Abstrak"><strong>Abstract:</strong> The purpose of this study was to determine the effect of the outdoor learning models on the historical understanding of 2018 generation students of State University of Malang. This study connects nature and historical material as a source of student learning. The results showed the acquisition of experimental class post-test values using the outdoor learning model was higher when compared to the control class using conventional models. The average value of students in the control class is 42.35 while in the experimental class is 68.62. Based on these results, it can be concluded that the model of outdoor learning is classified as feasible and well used in the process to improve historical understanding.</p><strong>Abstrak:</strong> Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran <em>outdoor learning</em> terhadap pemahaman sejarah mahasiswa sejarah angkatan tahun 2018 Universitas Negeri Malang. Penelitian ini menghubungkan alam dan materi sejarah sebagai sumber belajar mahasiswa. Hasil penelitian menunjukkan perolehan nilai <em>posttes </em>kelas eksperimen dengan menggunakan model <em>outdoor learning</em> lebih tinggi jika dibandingkan kelas kontrol dengan menggunakan model konvensional. Nilai rata-rata mahasiswa pada kelas kontrol 42.35, sedangkan pada kelas eksperimen 68.62. Berdasarkan hasil tersebut, dapat disimpulkan bahwa model pembelajaran <em>outdoor learning</em> tergolong layak dan dan baik digunakan dalam proses untuk meningkatkan pemahaman sejarah.

scholarly journals PERBEDAAN MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN MODEL PEMBELAJARAN KONVENSIONAL TERHADAP PRESTASI BELAJAR MATEMATIKA

2016 ◽  
Vol 6 (1:) ◽  
pp. 1-10
Author(s):  
Danang Fafiliyanto
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Subject Matter ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Learning Model ◽  
Test Method ◽  
Learning Models ◽  
Learning Achievement ◽  
Post Test

The low learning outcomes of students, it is due to the learning process that is dominated by traditional learning. At this learning atmosphere tends to teacher-centered classroom so that students become passive, therefore it is necessary to implement a learning strategy that can help students to understand the teaching material and its application in everyday life. Based on this, in this study it will be discussed whether there are differences in mathematics achievement subject matter sub gradient between students who are taught by STAD cooperative learning model and the conventional model of learning in class XI SMA Kartika IV-3 Surabaya. The purpose of this study was to determine differences in mathematics achievement between students who are taught by STAD cooperative learning model and conventional learning models. This study uses quantitative research. As the population is students in class XI MIA Kartika IV-3 Surabaya The sample consisted of students of class XI MIA 1, amounting to 25 students as the experimental class and the students of class XI MIA 2, amounting to 25 students as the control class.  Data collection method used is to use the test method. Data in the form of student test results done once the post-test is to determine the value of learning mathematics achievement of students in each sample after treatments or treatments performed. From the analysis we found differences in mathematics achievement between students who are taught by STAD cooperative learning model and conventional learning models, in this case increased learning achievement in cooperative learning model STAD. With the calculation of the t-test is greater than the table or 4.98> 1.98 then H0 is rejected and H1 is accepted. The conclusion from this study is that there are differences in mathematics achievement subject matter sub gradient between students who are taught by STAD cooperative learning model and conventional learning models, characterized by differences in mathematics achievement. Keywords: Type STAD Cooperative Learning Model, Model Conventional Learning, Math Learning Achievement.

scholarly journals The use of seamless learning strategy on student vocabullary mastery

2020 ◽  
Vol 29 (3) ◽  
pp. 197
Author(s):  
Muhammad Berlin Al Ausi ◽  
Muhammad Luthfi Abdillah
Keyword(s):  
Empirical Evidence ◽  
Test Score ◽  
Formal Education ◽  
Learning Strategy ◽  
Learning Experiences ◽  
Continuous Learning ◽  
Seamless Learning ◽  
Class 1 ◽  
Post Test ◽  
Home And School

This study aims to see empirical evidence of the effect of unlimited learning on students’ vocabulary mastery. Researchers used experiments in class 1 MTs Darussalam Gapluk Purwosari Bojonegoro. It aims to increase students’ awareness by expanding their room from home and school to their everyday lives. Seamless learning allows for continuous learning experiences in a number of environments, such as school or home, while seamless learning is spread across multiple environments. Seamless learning is a flawless network where learning takes place anywhere and anytime. Some of the benefits of using a seamless approach include: 1) students can study classes and time without limits 2) students can study at any time, and anywhere 3) integrated learning between formal and non-formal education. Based on the outcome of the estimation of post-test, the average post-test score was 82.6667, while the pre-test average was 52000. This means that the average post-test is 52000. The score is higher than the pre-test.

scholarly journals Penerapan Metode Total Physical Response (TPR) untuk Meningkatkan Keterampilan Kosakata Bahasa Inggris bagi Siswa Tunagrahita

2019 ◽  
Vol 2 (1) ◽  
pp. 60
Author(s):  
Nur Endah Nugraheni ◽  
Lukas Danu Kristian
Keyword(s):  
Mental Retardation ◽  
Test Score ◽  
Psychological Test ◽  
Average Score ◽  
Post Test ◽  
Physical Response ◽  
The Subject ◽  
Direct Teaching ◽  
Response Method ◽  
11Th Grade

This study aims to understand the use of Total Physical Response or TPR method to improve English vocabulary skill of students with mental retardation. Students with mental retardation are students who have an IQ score less than 70 on a psychological test of intelligence; therefore, they have difficulty in learning including learning English. TPR is a fun method to teach students with mental retardation. The subject of this study was eight students with mental retardation of the 11th grade in SLB N Kota Magelang. To investigate the TPR method, the researchers did direct teaching to the students. Pre-test was given before TPR method was employed then post-test was done afterwards. By comparing the pre-test and post-test score, the result shows that the students’ average score increases after the TPR method was implemented. The highest score in pre-test is 90 and the lowest score is 60. Meanwhile, the highest score in post-test is 100 and the lowest score is 70. The average score in pre-test is 71,25 and the average score in post-test is 87,50. It can be concluded that Total Physical Response method was successfully implemented in increasing the students’ English vocabulary skill. 

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