scholarly journals Improving Biology Learning Outcomes on Enzymes and its Functions Through Modification of Multiple Refresentation Learning Model in Class XII IPA SMAN 1 Danau Panggang

2021 ◽  
Vol 2 (2) ◽  
pp. 569-575
Author(s):  
Noraini Noraini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Representation Learning ◽  
Learning Model ◽  
Multiple Representation ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Biology Learning

The Biology learning process in class XII IPA at SMA Negeri 1 Danau Panggang has so far been more dominant in applying conventional learning models which are characterized by 1) teacher-centered, 2) emphasis on receiving knowledge, 3) less variety, 4) less empowerment of all potential students, and 5) using a monotonous method, because the teacher is dominant as the center of learning resources as a result, there are still many students who are passive, most students do not dare to ask questions. Student activity in learning and discussion is still low, many students in the learning process seem to be passive. As a result, learning becomes boring and less passionate, so learning outcomes are low. The purpose of this study was to improve learning outcomes of Biology on the subject of enzymes and their functions through Modification of the Multiple Representation Learning Model in class XII IPA SMAN 1 Danau Panggang. The research method used is comparative descriptive. Data were taken from 23 students with details of 8 men and 15 women. Then from the data, the percentage value of student learning completeness classically is sought using a predetermined formula using instruments in the form of observations of teacher activities, observations of student activities and student learning outcomes. The results of the final study showed that the average value obtained was 76.52 and the completeness of learning outcomes was 100%. Meanwhile, the activities of teachers and students also increased. Teacher activity increased from 59.72% to 79% with criteria from good to very good. Student activity also increased from 48% to 65% with good criteria

scholarly journals PENERAPAN MODEL PEMBELAJARAN OPEN ENDED PROBLEM UNTUK MENINGKATKAN HASIL BELAJAR SISTEM KOPLING GANDA

2019 ◽  
Vol 1 (1) ◽  
pp. 26-30
Author(s):  
Admin JPTM
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Student Response ◽  
Student Activities ◽  
Student Activity ◽  
Clutch System ◽  
The Subject ◽  
Cognitive Learning Outcomes

This study aims to determine; (1) teacher activities after applying the open ended problems learning model in class XI TBSM SMKN 1 Kurun, (2) student activities after applying the open ended problems learning model in class XI TBSM SMKN 1 Kurun, (3) student responses after applying the open ended problems learning model on the double clutch system lesson, and (4) learning outcomes of class XI TBSM SMKN 1 Kurun, after following the open ended problems learning model on the double clutch system lesson. This research is descriptive quantitative, this research took the subject of class students XI TBSM SMKN 1 Kurun chosen as the subject of research. The instrument used is a test of cognitive learning outcomes, student activity sheet, teacher activity sheet, and student response questionnaires. As well as student learning outcomes related to cognitive, affective and psychomotor aspects. The results of data analysis showed that overall student activity was carried out well. The completeness of the classically tested cognitive learning outcomes of students in 13 people (92,85%) and 1 student has not yet finished (2,94%), so classically the results of student learning using open ended problems models are said to be successful

PENGGUNAAN METODE SNOWBALL THROWING DALAM MENINGKATKAN HASIL BELAJAR IPS KELAS V SDN 007 PURNAMA KECAMATAN DUMAI BARAT KOTA DUMAI

2017 ◽  
Vol 5 (3) ◽  
pp. 158
Author(s):  
Rosidawati '
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Class V ◽  
Student Activity ◽  
Average Value ◽  
Teachers And Students ◽  
Written Test

The low value of students caused by wrong way teachers teach. Students tend to get bored inthe following subjects in school, because teachers who dominated the peroses learning. Thisresulted in students feel compelled to follow the lessons. This study aims to improve studentlearning outcomes in social studies class V SDN 007 Purnama Kota Dumai. Starting onJanuary 4 until January 12, 2012. The research was conducted on students of class V,totaling 26 people, 15 men, 11 women. This study consisted of two cycles, each cycleconsisting of two meetings. To find out the data of student learning outcomes in learningimplementation using throwing snowball method is to use a written test. As for knowing theactivities of teachers and students are using the observation sheet. The results of thediscussion stated that the activity of students in the first cycle of meeting I just 45.1% lesscategory, while the second meeting of the first cycle of student activity reached 59.2% are stillin the category of less, the first meeting of the second cycle increased to 68.7% still includethe category lacking in cycle II meeting II student activity rose to 86.9 good category. Andlearning outcomes in the first cycle of the first meeting in 1280 with an average of 50 includethe category less, learning outcomes in the first cycle II reached the number of meetings in1850 with an average value of 71.15 include the category enough. In the second cycle ofmeeting the learning outcomes of 2095 amounted to an average of 80.3 including goodcategory. In the second cycle II meeting in 2116 rose an average value of 81.38 bothcategories thus be seen that by throwing a snowball learning model can improve studentlearning outcomes in social studies learning class V SDN 007 Purnama Kota Dumai.

scholarly journals PENINGKATAN HASIL BELAJAR MATEMATIKA MATERI VEKTOR MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION (STAD)

2021 ◽  
Vol 1 (3) ◽  
pp. 261-273
Author(s):  
SITI RAHMATUN HAYATI
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Suitable Model ◽  
Analytical Technique ◽  
Average Value ◽  
Learning Mathematics

Learning mathematics that tends to be monotonous will cause boredom and for students. This can be seen from their enthusiasm for learning. They pay attention when the teacher provides material and sample questions, but when working on the questions, they have difficulty. Therefore, it is necessary to think about ways of presenting and learning mathematics that are suitable for students, so that students can actively participate in the learning process. The suitable model is the cooperative model. One of the cooperative models is the STAD type. In this type, the teacher provides material, which in the next group of students will be deepened further. At the time of the teacher's presentation, students must really pay attention, so that later when doing quizzes they will not experience difficulties. In the group, all students can certainly master the material being studied. students of class X MIPA 1 in the even semester of the 2019/2020 Academic Year after participating in the learning process by applying the STAD type cooperative learning model. Methods of collecting data using the method of observation and tests. The technique used in this research is descriptive analytical technique, namely quantitative data obtained from quiz results that are processed using percentage descriptions and qualitative data obtained from observations about teacher and student activities are used as the basis for describing the successful application of the STAD type cooperative learning model. Student learning outcomes from cycle I and cycle II have increased. For the first cycle the average value is 54.17. While in the second cycle the average value is 67.92. The percentage of complete learning outcomes of students in the first cycle is 37.50% and in the second cycle is 79.20%. Thus the research hypothesis is proven. The action is said to be successful if there is an increase in learning outcomes from cycle I to cycle II and the percentage of students who achieve the KKM (completed) score has reached a minimum of 75%. So this CAR is declared to have succeeded in improving student learning outcomes. ABSTRAKPembelajaran matematika yang cenderung monoton akan menyebabkan rasa bosan dan bagi peserta didik. Hal ini bisa dilihat dari antusiasme mereka mengikuti pembelajaran. Mereka perhatian ketika guru memberikan materi dan contoh soal, tetapi ketika mengerjakan soal, mereka mengalami kesulitan. Oleh karena itu, maka perlu dipikirkan cara penyajian dan suasana pembelajaran matematika yang cocok buat peserta didik, sehingga peserta didik dapat berpartisipasi aktif dalam proses pembelajaran. Model yang cocok adalah model kooperatif. Salah satu model kooperatif adalah tipe STAD. Pada tipe ini guru memberikan suatu materi, yang selanjutnya dalam kelompok peserta didik akan diperdalam lebih lanjut. Pada saat guru presentasi, peserta didik harus benar-benar memperhatikan, sehingga nantinya ketika mengerjakan kuis tidak mengalami kesulitan.Dalam kelompoknya, semua peserta didik dipastikan dapat menguasai materi yang dipelajari.Penelitian tindakan kelas ini dilakukan untuk mengetahui peningkatkan hasil belajar Matematika pada materi vektor pada peserta didik kelas X MIPA 1 semester genap Tahun Ajaran 2019/2020 setelah mengikuti proses pembelajaran dengan menerapkan model pembelajaran kooperatif tipe STAD. Metode pengumpulan data menggunakan metode observasi dan tes. Teknik yang digunakan dalam penelitian ini adalah teknik deskriptik analitik yaitu data kuantitatif yang diperoleh dari hasil kuis yang diolah dengan menggunakan deskripsi persentase dan data kualitatif yang diperoleh dari observasi tentang kegiatan guru dan peserta didik dijadikan dasar untuk mendeskripsikan keberhasilan penerapan model pembelajaran kooperatif tipe STAD. Hasil belajar peserta didik dari siklus I dan siklus II mengalami peningkatan. Untuk siklus I nilai rata-ratanya 54,17. Sedangkan pada siklus II nilai rata-ratanya 67,92. Persentase ketuntasan hasil belajar peserta didik pada siklus I sebesar 37,50% dan pada siklus II sebesar 79,20%. Dengan demikian hipotesis penelitian ini terbukti. Tindakan dikatakan berhasil jika ada peningkatan hasil belajar dari siklus I ke siklus II dan persentase peserta didik yang mencapai nilai  KKM (tuntas) sudah mencapai minimal 75%. Maka PTK ini dinyatakan telah berhasil meningkatkan hasil belajar peserta didik.

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR KIMIA MELALUI MODEL NUMBERED HEADS TOGETHER DI SMAN 1 SUNGAI RAYA

At- Tarbawi ◽  
2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Baihaki
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Lessons Learned ◽  
Student Activities ◽  
Student Activity ◽  
Average Value ◽  
Teacher Ability ◽  
Indicators Of Success

Data obtained in this study include: student learning outcomes taken from giving daily test questions given at the end of the cycle, the ability of teachers in learning taken from the observation sheet, student activities in learning taken from the observation sheet, and data about student reflection on lessons learned from the questionnaire at the end of each meeting. Indicators of success in this study are: (1) if ≥ 70% of the total students are categorized as complete with the criteria of completion of learning if the value of the evaluation results in cycles I and II, ≥ 70, (2) if student activities in learning ≥ 70% are measured by look at the student observation sheet. The results of the study in the first cycle showed the average value of student learning outcomes of 65.29 and the percentage of mastery learning at 58.82%. Student activity 61.36%, percentage of teacher ability 68.33%. While the results of research in the second cycle the average value of student learning outcomes by 75.88 and the percentage of mastery learning by 88.24%. Student activity 84.09%, and the percentage of teacher ability by 85%. From this study it was concluded that using the NHT learning model could improve the learning outcomes of chemistry and class X.1 student activities in semester II of the 2014/2015 academic year on the subject matter of nomenclature of compounds and reaction equations.

scholarly journals IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION BERBASIS LKS UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA KONSEP SISTEM PERNAPASAN KELAS VIII SMP NEGERI 5 AMBON

2016 ◽  
Vol 3 (1) ◽  
pp. 68-74
Author(s):  
Yulita Kailola ◽  
F Leiwakabessy ◽  
Prelly Tuapattinaya
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Respiratory System ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Teachers And Students ◽  
Biology Learning ◽  
Based Instruction ◽  
Improve Student Learning

Background: One reason students tend to score below the KKM is the lack of understanding of the material provided by teachers and students less actively involved in the learning process. Method: This research uses Problem Based Instruction (PBI) model and the Student Sheet (LKS) media. This study looks at the improvement of students' learning outcomes on the concept of the VIII grade system of SMP Negeri 5 Ambon by applying the Problem Based Instruction based LKS model. This research was conducted at SMP Negeri 5 Ambon. Result: Implementation of Problem Based Instruction based learning model (LKS) based on LKS can improve biology learning result. Conclusion: Implementation of Problem Based Instruction based learning model can improve student learning outcomes on the concept of Respiratory System of Class VIII4 SMP Negeri 5 Ambon.

scholarly journals Implementation of Cooperative Learning Model by Greeting and Question Technique to Improve the Learning Outcomes and Activities Students in SMA 1 Bengkulu

2020 ◽  
Vol 3 (2) ◽  
pp. 66-69
Author(s):  
Habibi Hidayat ◽  
Salastri Rohiat ◽  
Amrul Bahar
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Model ◽  
Average Score ◽  
Student Activity ◽  
Average Value ◽  
The Third ◽  
Chemistry Learning

Cooperative learning model is one learning model of activities and interactions between students to motivate each other and help each other in mastering subject matter to achieve maximum achievement. This research was conducted in n cycles. Each cycle is carried out by the changes to be achieved starting from initial reflection to returning to analysis and reflection. The average value of students has increased in each cycle of 50.75 in cycle 1, then increased in cycle 2 that is equal to 52.2 and cycle 3 to 72.75. teacher activity during the chemistry learning process in the classroom for each cycle using the type cooperative learning model with greeting and questions techniques continued to increase namely from an average score of 30 to 34.5 and increased very well in the cycle to 3 which is equal to 42 with good criteria while for student activity the average score of 26 to 31.5 and increased very well in the third cycle that is equal to 39 with good criteria. The conclusion is that the implementation of cooperative learning model with greeting and question techniques can improve the learning outcomes and activities of students in SMA 1 Bengkulu.

scholarly journals Implementasi Model Pembelajaran Team Teaching untuk Meningkatkan Prestasi Belajar Siswa Bidang Studi Matematika Kelas VIII MTs. Nurul Huda Genteng Tahun Ajaran 2017-2018

2018 ◽  
Vol 10 (1) ◽  
pp. 78
Author(s):  
Nawal Ika Susanti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Team Teaching ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Class Action ◽  
Student Activities ◽  
Student Activity ◽  
Teaching Learning

This research is a Class Action Research which aims to improve students' mathematics learning outcomes through the Teaching Teaching Learning model in class VIII MTs. Nurul Huda material Triangle. This research was conducted in 2 cycles, namely from each cycle consisting of 5 meetings and the last meeting was used for evaluation. During the implementation of the cycle, the team teaching learning model can be said to be quite successful because it can increase student activity and learning outcomes. An increase in activity and learning outcomes from the implementation of learning cycle I to cycle II is 6.11%.. So it can be concluded that student activities fall into the active category. As for student learning outcomes in the first cycle of 77.27% and 90.9% in cycle II, so that student learning outcomes experienced an increase of 13.63%. This shows that team teaching learning models can improve student activity and student learning outcomes. Based on the analysis of the results of tests I and II, one of the obstacles faced by students at the time of testing was the lack of students' understanding of the count operation on the triangle. Another factor is the inaccuracy of students in doing the tests given

scholarly journals IMPLEMENTASI METODE TUTOR SEBAYA DAPAT MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA PADA PELAJARAN KIMIA MATERI TERMOKMIA DIKELAS XI IPA 1 SMA NEGERI 1 INDRAPURI SEMESTER GANJIL TAHUN PELAJARAN 2018/2019

2019 ◽  
Vol 6 (2) ◽  
pp. 156
Author(s):  
Suryati Suryati
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Learning Outcomes ◽  
Peer Tutoring ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Peer Tutors ◽  
Student Activity ◽  
Average Value ◽  
Improving Student Learning

The aim of this study was to improve the learning outcomes and the student activity in the learning process of Chemistry in SMAN 1 Indrapuri of XI IPA 1 class. The solution to improve the student achievement was by the application of peer tutoring methods. This research was conducted in two cycles of 23 students. The technique of collecting data was conducted by the observation of teachers and collaborators. The KKM value of Chemistry lessons in this school is 65. Based on the results of the Cycle I was obtained around 65.21% passed the KKM with an average value of 61.3. The results of the cycle II showed the learning completeness as much as 100% with an average value of 72.4. This showed that the method of peer tutoring is successful in improving student learning outcomes. The student activity also increases with the presence of peer tutors. This showed that the use of peer tutors can improve student activity and student learning outcomes.

scholarly journals Pengaruh Model Pembelajaran Time Token terhadap Hasil Belajar Siswa pada Mata Pelajaran IPS Kelas VIII di SMP Qur’aniah 1 Palembang

2020 ◽  
Vol 3 (1) ◽  
pp. 11-16
Author(s):  
Hesti Rahayu ◽  
Dina Sri Nindiati
Keyword(s):  
Data Collection ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Average Value ◽  
Class Viii

Currently, many teachers have implemented various learning models so that students do not feel bored when the learning process takes place. One of them is the Time Token learning model. Time Token is taken from the word Time which means time and Token which means sign, where each student gets the opportunity to give their opinion in turn until the talking card runs out. In social studies learning itself, this learning model is applied so that students speak actively and avoid students dominating the conversation or being completely silent. The purpose of this study was to determine the effect of the application of the Time Token learning model on student learning outcomes in social studies class VIII at SMP Qur'aniah 1 Palembang. The method used is the quantitative / experimental method. Data collection techniques used documentation techniques and tests. The results showed that tcount = 9.038> ttable = 1.671., Then Ho was rejected and Ha was accepted, and it was seen from the increase in the average value of the experimental class from 74 to 81, and if the percentage calculation increased by 9%. Which means that it can be concluded that there is an effect of the application of the Time Token learning model on student learning outcomes in IPS class VIII subjects at SMP Qur'aniah 1 Palembang.

PENERAPAN MODEL PEMBELAJARAN QUANTUM TEACHING UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VI A SDN 011 BUKIT GAJAH KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 341
Author(s):  
Rohlina Tambunan
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Student Activity ◽  
Average Value ◽  
Average Student ◽  
Study Results ◽  
Teaching Learning

The background of this study is the low student learning outcomes IPA. Of the 20 students,only 7 students (42.31%) completed the study results, while the average student learningoutcomes is only 65.38. This study aims to improve science learning outcomes of studentswith the application of quantum teaching learning model. This research is a class act. Basedon the results of the study revealed that the learning outcomes and the activities of teachersand students has increased, the average value of the basic score 65.38 UH then the first cycleto 69.08 with an increase of 5.66%. While on the second cycle into 85.54 with an increase of23.83%. In the first cycle of the first meeting 66.7% (enough), at a meeting II increased to75% (good). In the second cycle the first meeting 83.3% (good), then at a meeting IIincreased to 95.8% (excellent). While the percentage of student activity also increased. In thefirst cycle of the first meeting 62.5% (enough), at a meeting II increased to 70.8% (good). Inthe second cycle the first meeting 79.2% (good), then at a meeting II increased to 91.7%(excellent).

Sign in / Sign up

Export Citation Format

Share Document