Talking Stick Learning Model Test on Biology Students Cognitive Learning Outcomes

2021 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
Ika Rosenta Purba
Keyword(s):  
Experimental Design ◽  
Learning Outcomes ◽  
Model Test ◽  
Cognitive Learning ◽  
Learning Model ◽  
Biology Students ◽  
Quasi Experimental ◽  
Biology Learning ◽  
Cognitive Learning Outcomes

The talking stick learning model is a learning model that allows students to be active and creative so that Students cognitive learning outcomes can be achieved. This learning model basically uses the help of a stick, but in practice it can be combined with appropriate learning media. In this case, the researcher only used the stick as a test of the talking stick learning model on Studentscognitive learning outcomes. The method of testing this model used a quasi-experimental design with a One-group pretest-posttest design with 3 trials. The results of the research proved that the second (71.56) and third (78.44) experiments have reached the KKM (> 70). This proves that the talking stick learning model can improve Students cognitive biology learning outcomes.

scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN BIOLOGI

2020 ◽  
Vol 11 (2) ◽  
pp. 175
Author(s):  
Ni Kadek Dewi Novianti ◽  
Handoko Santoso ◽  
Agil Lepiyanto
Keyword(s):  
Learning Outcomes ◽  
Experimental Research ◽  
Learning Process ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Psychomotor Learning ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Cognitive Learning Outcomes

The Effect of using the Problem Based Instruction (PBI) learning model to determine the effect on learning outcomes using the Problem Based Instruction (PBI) learning process. This research is a quasi experimental research which consists of a control class and an experimental class. The control class uses the conventional learning model and the experimental class uses the Problem Based Instruction (PBI) learning model, conducted in the X MIPA 1 and X MIPA 2 in SMA Negeri 1 Rumbia. The research data were obtained from test sheets and observations at the end of each lesson. The average cognitive learning outcomes of the experimental class were 80% and the control class was 63,83%. The average psychomotor learning outcomes of the experimental class were 80,46% and the experimental class was 75%. The results showed that there was an influence of the Problem Based Instruction (PBI) learning model on the learning outcomes of students in learning biology. Kata Kunci : Model Pembelajaran Problem Based Instruction (PBI), Hasil, Belajar peserta didik

scholarly journals PjBL-HOTS learning model: Its application and effect on cognitive learning outcomes, critical thinking, and social attitudes

2021 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Aminah Launuru ◽  
Dominggus Rumahlatu ◽  
Muhammad Nur Matdoan
Keyword(s):  
Critical Thinking ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Social Attitudes ◽  
Teachers And Students ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Cognitive Learning Outcomes

Learning in the digital era 4.0 brings changes for teachers and students. Teachers must prepare innovative digital-based learning to improve students' higher-order thinking skills. This study aims to analyze the effect of the application of the PjBL-HOTS learning model on cognitive learning outcomes, critical thinking, and social attitudes. This type of research is a quasi-experimental research design, which uses a pretest-posttest nonequivalent group design. The study used two classes, namely class X1 as the experimental class while class X2 as the control class. The research instrument is in the form of essay questions to assess students 'cognitive learning outcomes and students critical thinking. Meanwhile, a questionnaire is used to assess students' social attitudes. The data analysis used descriptive and inferential analysis techniques. The inferential analysis used ANCOVA and ANOVA analysis with a significant level of α = 0.05. The results showed that there was an effect of the PjBL-HOTS learning model in improving students' cognitive learning outcomes, critical thinking, and social attitudes. This is because the ability to think critically is always empowered by the teacher at every stage of PjBL

scholarly journals Pengaruh Model Pembelajaran GQGA (Giving Question and Getting Answer) terhadap Hasil Belajar Siswa

2019 ◽  
Vol 2 (2) ◽  
pp. 111-121
Author(s):  
Sri Nengsih ◽  
Risky Oktaria
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Experimental Methods ◽  
Learning Model ◽  
Sampling Techniques ◽  
Biology Students ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Study Population ◽  
Biology Learning

This study aims to determine the effect of the application of the GQGA (Giving Question and Getting Answer) learning model to the learning outcomes of Biology students in class X MIPA SMAN 1 Payakumbuh District. This research is a quantitative study, using quasi-experimental methods (quasi experiment) with Randomized posstest only control design. The study population was students. Obtaining samples with random sampling techniques. Based on these techniques, obtained class X MIPA 1 as an experimental class of 22 samples and class X MIPA 2 as a control class of 25 samples. Data analysis technique was performed using t-test with α = 0.05. The results of data analysis obtained t-count = 2.52 ˃ t-table = 1.67 at 95% confidence level, which means the hypothesis is accepted, which means that there is an influence of GQGA learning models on student Biology learning outcomes. The conclusion of the application of the GQGA learning model has a significant influence on student Biology learning outcomes. Keywords: ecology, giving question and getting answer (GQGA), learning model

scholarly journals PENERAPAN PEMBELAJARAN KOOPERATIF TIPE STAD DAN PENGARUHNYA TERHADAP HASIL BELAJAR KOGNITIF DAN KECAKAPAN SOSIAL DITINJAU DARI SIKAP ILMIAH PESERTA DIDIK

2018 ◽  
Vol 16 (2) ◽  
pp. 126-143
Author(s):  
Hadi Kusuma Ningrat
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Scientific Attitude ◽  
Quasi Experimental ◽  
Direct Learning ◽  
Scientific Attitudes ◽  
Cognitive Learning Outcomes

This study aims to determine the effect of STAD type cooperative learning model that is integrated through a scientific attitude toward the students' cognitive learning outcomes and social skills. The research method used is a quasi-experimental method with 2x2 factorial research design. The population of the study was students SMPN 1 Sakra Lombok Timur NTB. The sample is 64 students, divided into two classes. The research instrument is in the form of a questionnaire of social skills, a questionnaire of scientific attitudes, and tests of cognitive learning outcomes given at the beginning and end of the study. The data of the research were analyzed with Anakova two lanes. The results showed that (1) the students who used STAD type cooperative learning model differed significantly on the cognitive learning outcomes compared to the students who studied with direct learning, (2) the students who had high scientific attitude were not significantly different in the cognitive learning outcomes compared to the students with (3) there is no interaction effect between the learning model and the scientific attitude toward the students' cognitive learning outcomes, (4) the students who learn to use STAD type cooperative learning model differ significantly on social skills aspect than the students who learn by direct learning, 5) students who have a high scientific attitude are not significantly different in the aspects of social skills than students with low scientific attitude, (6) there is interaction influence between the learning model with the scientific attitude toward students' social skills.

scholarly journals MODEL PEMBELAJARAN TWO STAY TWO STRAY DAN HASIL BELAJAR KOGNITIF

2021 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Fitriyanti Fitriyanti ◽  
Supardi U.S.
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Average Score ◽  
Learning Models ◽  
Living Things ◽  
Quasi Experimental ◽  
Inferential Analysis ◽  
Cognitive Learning Outcomes

This study aims to analyze the effect of the Two Stay Two Stray learning model on cognitive learning outcomes for the Diversity of Living Things and Their Conservation Efforts. The research was conducted by using a quasi-experimental method on seventh grade students of SMPN in Serang Regency, Banten Province. The research data were analyzed using statistics of descriptive and t-test inferential. The results showed that the cognitive learning outcomes who were taught using conventional learning models had an average score of 71.7; while for students who used the Two Stay Two Stray learning model obtained an average score of 78.8. The results of inferential analysis obtained t-count = 3.694 higher than t-table = 1.729 so that it can be concluded that there is a significant effect of the Two Stay Two Stray learning model on the cognitive learning outcomes of the Diversity of Living Things and Their Conservation Efforts. In order to improve student cognitive learning outcomes, teachers should use the Two Stay Two Stray model in the learning process in the classroom.

scholarly journals PENGARUH MODEL PEMBELAJARAN ROLE PLAYING BERBANTUAN MEDIA VIDEO TERHADAP HASIL BELAJAR KOGNITIF SISWA SD

2021 ◽  
Vol 7 (2) ◽  
pp. 283
Author(s):  
Riya Wulandari ◽  
Angelia Timara ◽  
Emi Sulistri ◽  
Sumarli Sumarli
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Role Playing ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Test Technique ◽  
Post Test ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Role Playing berbantuan media video terhadap hasil belajar kognitif siswa pada materi bunyi. Penelitian dilaksanakan di SD Swasta Torsina III Singkawang. Jenis penelitian yaitu penelitian kuantitatif dengan metode quasi experimental, dalam bentuk Nonequivalent Pre-test and Post-test Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas IV SD Torsina III Singkawang. Sampel diambil menggunakan teknik non probability dengan jenis sampling jenuh. Teknik pengumpulan data menggunakan teknik tes berupa tes objektif materi bunyi dan teknik non tes berupa angket respon. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar ranah kognitif antara siswa yang diterapkan model pembelajaran role playing berbantuan media video dengan siswa yang mendapatkan pembelajaran langsung; (2) Penggunaan model pembelelajaran role playing berbantuan media video berpengaruh tinggi terhadap hasil belajar kognitif siswa; (3) Respon siswa positif terhadap model pembelajaran role playing berbantuan media video pada kategori baik. Kata kunci: model pembelajaran role playing; media video; hasil belajar kognitif. ABSTRACTThis study aims to determine the effect of the video media-assisted Role Playing learning model on students' cognitive learning outcomes on sound material. The research was conducted at Torsina III Private Elementary School, Singkawang. The type of research is quantitative research with quasi-experimental method, in the form of Nonequivalent Pre-test and Post-test Control Group Design. The population in this study were all fourth grade students of SD Torsina III Singkawang. Samples were taken using a non-probability technique with saturated sampling type. The data collection technique used a test technique in the form of an objective test of sound material and a non-test technique in the form of a response questionnaire. The results showed that: (1) there were differences in cognitive domain learning outcomes between students who applied the role playing learning model assisted by video media and students who received direct learning; (2) The use of role playing learning models assisted by video media has a high effect on students' cognitive learning outcomes; (3) Positive student responses to the video-assisted role playing learning model in the good category. Keywords: role playing learning model; video media; cognitive learning outcomes.

scholarly journals Pengaruh Model Problem Based Learning terhadap Kemampuan Berpikir Tingkat Tinggi dan Hasil Belajar Siswa Kelas V SD

2020 ◽  
Vol 5 (4) ◽  
pp. 503
Author(s):  
Risky Priliani Puspitasari ◽  
Sutarno Sutarno ◽  
I Wayan Dasna
Keyword(s):  
Learning Outcomes ◽  
Model Problem ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
High Ability ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Cognitive Learning Outcomes

<p><strong>Abstract:</strong><strong> </strong>This research aimed to find out the differences HOTS and learning outcomes between Problem Based Learning model and conventional, uses types of research a quasi-experimental. The results of this study indicate that: There is a significant difference HOTS between experimental class students and control class students, there is a significant difference HOTS between high-skilled students and low-ability early students, there is no interaction between Problem Based Learning model and HOTS, there were significant differences in learning outcomes between experimental class students and class students control, there is no significant difference in cognitive learning outcomes between high-ability early students and low initial ability students, there is no interaction between the Problem Based Learning model and the initial ability to the learning outcomes of students.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui perbedaan HOTS dan hasil belajar antara model <em>Problem Based Learning</em> dan konvensional dengan menggunakan jenis penelitian <em>quasi experiment</em>. Hasil penelitian menunjukkan ada perbedaan yang signifikan HOTS antara siswa kelas eksperimen dan kontrol, ada perbedaan yang signifikan HOTS antara antara siswa berkemampuan awal tinggi dan rendah, tidak ada interaksi antara model <em>Problem Based Learning</em> dan kemampuan awal terhadap HOTS, ada perbedaan yang signifikan hasil belajar antara siswa kelas eksperimen dan kontrol, tidak ada perbedaan yang signifikan hasil belajar antara siswa berkemampuan awal tinggi dan rendah, dan tidak ada interaksi antara model <em>Problem Based Learning</em> dan kemampuan awal terhadap hasil belajar.

scholarly journals The Effect of TGT Model on Student Cognitive Learning Outcomes: The Concept of Relay Running

2021 ◽  
Vol 13 (3) ◽  
pp. 2595-2606
Author(s):  
Albertus Fenanlampir
Keyword(s):  
Learning Outcomes ◽  
Cognitive Learning ◽  
Learning Model ◽  
Control Group ◽  
Game Based Learning ◽  
Data Collection Instrument ◽  
Quasi Experimental ◽  
Achievement Test Score ◽  
And Control ◽  
Cognitive Learning Outcomes

TGT cooperative type learning, as a game-based learning methodology, provides opportunities for students to develop skills in group interactions in small groups and work together with others. The world of learning today needs phenomena like this. This study aimed to determine the effect of the TGT cooperative type learning model on students' cognitive learning outcomes on the topic of relay running. This quantitative study was a quasi-experimental pretest-posttest design. The samples involved were 70 students from two different experimental and control classes. The data collection instrument in this study was 10 essay test questions validated and tested. The results showed an effect of the TGT cooperative type learning model on students' cognitive learning outcomes. The achievement test score for the TGT group was 81.67, while the control group was 75.75. It implies that the TGT group performed superior in cognitive learning outcomes when compared to the control group. Thus, it is concluded that the TGT cooperative type learning model can be recommended in improving students' cognitive learning outcomes on the concept of relay running.

scholarly journals THE INFLUENCE OF CYCLE LEARNING MODEL INTEGRATED BY THINK PAIR SHARE AND STUDENT TEAM ACHIEVEMENT DIVISSION ON QUALITY OF PROCESSES AND COGNITIVE LEARNING OUTCOMES

2020 ◽  
Vol 4 (1) ◽  
pp. 23
Author(s):  
Amar Atus Sholikah ◽  
Nanang Zubaidi
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Procedural Knowledge ◽  
Cognitive Learning ◽  
Learning Model ◽  
Research Data ◽  
Learning Models ◽  
Quasi Experimental ◽  
Cognitive Learning Outcomes

Hydrocarbons are one of the materials from Chemistry that studies abstract concepts and procedural knowledge such as alkanes, alkenes and alkyas. To study hydrocarbon material, students must master well the concepts related to previous concepts such as the concept of covalent bonding and equalizing reactions. If students do not understand the concepts related to hydrocarbon material, it will be difficult to master the concepts in hydrocarbon material. The learning process at school at this time sometimes also still does not increase student creativity and activity. The application of the Learning Cycle 5E learning model combined with cooperative type TPS (Think Pair Share) and cooperative type STAD can be used as an alternative to developing a more meaningful learning atmosphere in understanding concepts and giving students the opportunity to work together to solve problems. The purpose of this study was to determine: the quality of the learning process using the LC 5E - TPS and LC 5E - STAD models on the topic of hydrocarbons, as well as differences in the cognitive learning outcomes of hydrocarbon students who were taught with these two learning models. This study uses a quasi-experimental design with "Postest Only Group Design". The sample of this study was students of class XI IPA1 and class XI IPA2 of SMAN I Parang in the 2019/2020 school year, each consisting of 21 people. Class XI IPA1 as an experimental class taught with LC 5E - TPS model and class XI IPA2 as an experimental class taught with LC 5E - STAD model. Research data in the form of observations of the quality of the learning process, the results of observations of students 'cooperative abilities and students' post test scores. Research data were analyzed using t test. The results showed that the quality of the learning process by using the LC 5E - TPS model and the LC 5E - STAD model were included in both categories. Students' cooperative skills in both learning models are included in both categories. Cognitive learning outcomes of students in learning with the LC 5E - TPS model are higher than in learning with the LC 5E - STAD model.

scholarly journals Culture-based Learning: A Way to Improve Students' Cognitive Learning Outcome in Denpasar City

BIOEDUSCIENCE ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 148-156
Author(s):  
I Made Surya Hermawan ◽  
Hadi Suwono ◽  
Herawati Susilo ◽  
Desak Nyoman Budiningsih
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Biology Learning ◽  
Cognitive Learning Outcomes

Background: One of the learning objectives is to develop a cognitive process dimension seen in cognitive learning outcomes. In fact, this has not been implemented optimally in the learning process. The Balinese culture-based biology learning model is seen as an alternative to developing the cognitive process dimension. This study aims to reveal the effect of the Balinese culture-based biology learning model through the cognitive learning outcomes of high school students in Denpasar City. Methods: This study was conducted using a non-equivalent pretest-posttest control group design. The research subjects were 144 students who were taken using cluster random sampling technique. The data collection instrument was in the form of multiple choices questions which were categorized into questions of lower-order thinking skills (LOTS) and questions of higher-order thinking skills (HOTS). Results: The results of data analysis showed that: 1) there was a significant difference in cognitive learning outcomes between the experimental class and the control class (p <0.05); 2) the Balinese culture-based biology learning model increased students' cognitive learning outcomes by 18.21%; 3) the Balinese culture-based biology learning model improves lower-order thinking skills (LOTS) by 8.44% and higher-order thinking skills (HOTS) by 17.92%. Conclusions: This study concludes that the Balinese culture-based biology learning model improves cognitive learning outcomes and has the potential to develop higher-order thinking skills of high school students in Denpasar City.      

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