scholarly journals The differences in the effectiveness of the participatory model and the discovery learning model on the results of mathematics learning in madrsah

2021 ◽  
Vol 7 (01) ◽  
pp. 61-74
Author(s):  
Ayu Ramdhayani ◽  
Habib Husnial Pardi ◽  
Mauliddin Mauliddin
Keyword(s):  
Learning Outcomes ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Posttest Score ◽  
Discovery Learning ◽  
Pretest Score ◽  
Significant Difference ◽  
Participatory Model

The purpose of this study was to determine whether there is a difference in effectiveness between the participatory model and the discovery learning model on the mathematics learning outcomes of students at SMPN 21 Mataram on the subject of circles. This research is an experimental research type with the static group pretest-posttest desaign design. The sample in this study were students of class VIII SMPN 21 Mataram. The sampling technique in this research is purposive sampling with circle material. The research data collection process used interview, observation, and test instruments. From the research results, the participatory model of learning outcomes obtained an average pretest score of 58.68 and an average posttest score of 73.32. While the discovery learning model of learning outcomes obtained an average pretest score of 58.86 and an average posttest score of 73.91. The results of the hypothesis test of learning outcomes found that the sig. (2-tailed) 0.821. Because the sig value> 0.05, meaning that H0 is accepted and H1 is rejected, it can be concluded that there is no significant difference in effectiveness between the participatory model and the discovery learning model on the mathematics learning outcomes of grade VIII students of SMPN 21 Mataram

scholarly journals The Differences of Mathematics Learning Outcomes between Think Pair Share (TPS) and Number Heads Together (NHT)

2018 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Arie Purwa Kusuma ◽  
Maskuroh Maskuroh
Keyword(s):  
Learning Outcomes ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
T Test ◽  
Learning Models ◽  
Experimental Group

The low learning outcomes of mathematics are not appropriate thought of learning models in the classroom. Therefore, the NHT and TPS learning models can be applied to improve the learning of outcomes of the student. This study aims to determine the differences in learning outcomes using the NHT learning model with the TPS learning model. The sampling technique is used as a random sampling cluster with 2 groups of experiments for the first experimental group  (classroom view of TPS model) and the second experimental group (classes of NHT modeling). The instrument of this research uses the test of mathematics learning result. The hypothesis test is used  T-Test. The conclusion of research that are differences in the outcomes of the two learning models (NHT and TPS) on learning outcomes, based on the marginal mean of the TPS learning model is better learning outcomes than the NHT learning model. 

scholarly journals Pengaruh Model Guided Discovery Learning Dengan Metode Eksperimen Terhadap Hasil Belajar Fisika Peserta Disik MAN 1 Mataram Ditinjau Dari Gaya Belajar VAK

2019 ◽  
Vol 5 (1) ◽  
pp. 74
Author(s):  
Suci Febriani ◽  
Muhammad Taufik ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Learning Model ◽  
Discovery Learning ◽  
Choice Test ◽  
Guided Discovery ◽  
Physics Learning ◽  
Significance Level

The aim of this research applied a quasi-experiment by factorial design 2x3 which was conducted to the student of MAN 1 Mataram is to find out the influence of guided discovery learning model combined with experiment method and VAK style due to physics learning outcomes. The population is the students from grade X MIA in MAN 1 Mataram. The sampling technique is using purposive sampling, where, grade X of MIA 1 as an experiment class and grade X of MIA 2 as a control. Data for learning outcomes are measured by applying multiple choice test while learning style of students using a questionnaire — the hypothesis test using ANAVA test of two ways supported by SPSS 16 with 5% significance level. According to the analysis results, it can be concluded that: 1) there is an effect of guided discovery learning model with experimental method toward physics learning outcome of students because of sig. <0,05;  2) there is no effect of VAK learning style on physics learning result in MAN students because sig.>0,05; 3) there is no interaction between guided discovery learning model with experiment and VAK learning style method of physics learning result in MAN student because of sig.>0,05.

scholarly journals The Positive Impact of Teams Games Tournament Learning Model Assisted with Video Media on Students’ Mathematics Learning Outcomes

2020 ◽  
Vol 4 (3) ◽  
pp. 367
Author(s):  
Ida Ayu Kadek Sri Puspita Dewi ◽  
Ni Wayan Arini
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Learning Model ◽  
Test Method ◽  
Fifth Grade ◽  
Control Group ◽  
Fifth Grade Students ◽  
Significant Difference

The low of Mathematics learning outcomes of the fifth-grade students are the main problem in this study. It is because the teacher has not implemented a learning model that can enable students in the learning process, the lack of use of media in the learning process provided by the teacher, students study Mathematics rarely, and the lack of concentration in receiving Mathematics. This study aimed to determine the effect of the video media assisted Teams Games Tournament (TGT) learning model on the Mathematics learning outcomes of the fifth-grade students. This research was a quasi-experimental with using non-equivalent post-test only control group design. The population of this research was 137 students. This study applied an intact group technique so the research sample of fifth grade students was 52 students. The students’ Mathematics learning outcomes were collected by using an objective test method through 24 multiple choice questions. The research hypothesis was tested using t-test. Based on the results of data analysis, the researcher obtained tcount = 14,354 > ttable = 2,021 (at a significance level 5%). The result of hypothesis test indicated that there was a significant difference on students’ Mathematics learning outcomes. Thus, it can be concluded that the video media assisted Teams Games Tournament (TGT) significantly influences the mathematics learning outcomes.

scholarly journals PENGARUH MODEL PAIKEM GEMBROT TERHADAP PEMBELAJARAN KOOPERATIF TYPE JIGSAW PADA PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

2021 ◽  
Vol 2 (1) ◽  
pp. 66-76
Author(s):  
Chrisnaji Banindra Yudha ◽  
Evayenny Evayenny ◽  
Dyah Anungrat Herzamzam
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Total Sample ◽  
Learning Model ◽  
Average Model ◽  
Class V ◽  
Significant Difference

This study aims to prove the effect of the  PAIKEM GEMBROT  model on mathematics learning outcomes in fractions material, between students who are given learning with the  PAIKEM GEMBROT  model compared to students taught with the Jigsaw cooperative learning model. This research was conducted for two months to be precise, namely January to March 2019, with a total sample of 60 students, to be precise 30 VD class students who were given using the  PAIKEM GEMBROT  model and 30 students in VA class using the Jigsaw cooperative learning model. . Based on the calculation, it was found that the average learning outcomes of students through the  PAIKEM GEMBROT  model had an average of 73.5. Furthermore, the learning outcomes using the average model are 60.1. Based on the hypothesis test, the value of tcount = 5.101> t table = 2.00172 is obtained. So it can be concluded that H1 is accepted and Ho is rejected. The conclusion of this study is that there is a significant difference between the mathematics learning outcomes of students who are taught using the  PAIKEM GEMBROT  model and the Mathematics learning outcomes using the Jigsaw cooperative learning model on fraction material in class V Jatirangga 03 Bekasi elementary school.

scholarly journals PERBANDINGAN MODEL PEMBELAJARAN ELABORASI DENGAN MODEL PEMBELAJARAN ADVANCE ORGANIZER

2018 ◽  
Author(s):  
andy sapta
Keyword(s):  
Learning Outcomes ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Advance Organizer ◽  
Material Function ◽  
Average Value ◽  
Elaboration Model

Abstrak. Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar matematika siswa yang menggunakan model pembelajaran Elaborasi dengan hasil belajar yang menggunakan model pembelajaran Advance Organizer pada materi fungsi di kelas XI IPA SMA Negeri 1 Buntu Pane. Populasi dalam penelitian ini adalah semua siswa kelas XI IPA SMA Negeri 1 Buntu Pane. Sampel penelitian ini diambil 2 kelas dengan teknik claster random sampling. Alat pengumpul data digunakan tes hasil belajar siswa pada materi Fungsi dalam bentuk pilihan ganda yang terdiri dari 10 soal. Dari analisa data diperoleh nilai rata-rata pretes dengan model pembelajaran Elaborasi sebesar 67,61 dengan nilai rata-rata postes 80,55. Sedangkan untuk kelas dengan model pembelajaran Advance Organizer diperoleh nilai rata-rata pretes sebesar 69,05 dengan nilai rata-rata postes 74,61. Dari uji hipotesis yang dilakukan dengan menggunakan uji satu pihak didapat bahwa ditolak. Dengan demikian dapat disimpulkan bahwa hasil belajar matematika pada materi fungsi yang menggunakan model elaborasi lebih baik daripada menggunakan model Advance Organizer pada siswa kelas XI IPA SMA Negeri 1 Buntu Pane. Kata kunci: model Elaborasi, model Advance Organizer, FungsiAbstract. This study aims to determine the comparison of mathematics learning outcomes of students who use Elaboration learning model with learning outcomes that use Advance Organizer learning model on the material function in class XI IPA SMA Negeri 1 Buntu Pane. Population in this research is all student of class XI IPA SMA Negeri 1 Buntu Pane. The sample of this research is taken two class with cluster random sampling technique. Data collection tool used test result of student learning on material Function in the form of multiple choice consist of ten problem. From the data analysis, the average value of pretest with Elaboration learning model is 67.61 with the average value of postest 80.55. As for the class with the learning model of Advance Organizer obtained pretest average value of 69.05 with the average postest 74.61. From the hypothesis test conducted by using one party test found that rejected. Thus it can be concluded that the results of mathematics learning on the material functions that use the elaboration model is better than using the Advance Organizer model on the students of grade XI IPA SMA Negeri 1 Buntu Pane.Keywords: Elaboration model, Advance Organizer model, Function

scholarly journals PENGARUH PENERAPAN MODEL DISCOVERY LEARNING TERHADAP HASIL PEMBELAJARAN PADA MATA PELAJARAN MATEMATIKA

2020 ◽  
Vol 3 (1) ◽  
pp. 61-65
Author(s):  
Nita Yunita ◽  
Santa . ◽  
Wawan Syahiril Anwar
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Conventional Group ◽  
Homogeneity Test ◽  
Learning Group ◽  
Two Samples

EFFECT OF THE APPLICATION OF THE DISCOVERY LEARNING MODEL ON LEARNING OUTCOMES IN MATHEMATICS SUBJECTSEffect of the Application of the Discovery Learning Model on Learning Outcomes in Mathematics Subjects in Class IV of Padarincang Elementary School, Cianjur Regency. This study aims to determine the effect of Discovery Learning models on the mathematics learning outcomes of statistical material. The experimental class N-Gain calculation (Discovery Learning group) is 56.99 while the control class N-Gain value (conventional group) is 43.81. So that the N-Gain value in the experimental class is greater than the control class. In the normality test with Lilliefors test both samples were normally distributed because the values of the two samples were smaller than Ltable. In the Discovery Learning group in Lcount (0.097) ≤ Ltable (0.147), in the conventional group obtained Lcount (0.107) ≤ Ltable (0.170). Then in the homogeneity test with Fisher's test the value of Fcount (1.39) ≤ Ftable (1.81) is obtained. Furthermore, the hypothesis test obtained a value of tcount of 3.222 greater than ttable of 1.99962, indicating that Ho (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. Based on the results of the above research, it can be concluded that the Discovery Learning model has more influence compared to the conventional learning model towards the improvement of learning outcomes of fourth grade students of Padarincang State Elementary School in Cianjur district even semester 2018/2019 academic year.

scholarly journals The Influence of Student Teams Achievement Division combined with Discovery Learning to Improve Student Learning Outcomes and Activeness

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Arief Hermanto ◽  
Agus Efendi ◽  
Nurcahya Pradana Taufik Prakisya
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Student Teams ◽  
Significant Difference ◽  
Quasi Experimental

This research aims to find out the influence of learning outcomes as well as the activeness of students in the classroom who apply the learning model of student teams achievement division combined with discovery learning with classes that apply conventional learning models. The method used is a quantitative quasi-experimental design using pretest-posttest control. The sample used in this study was 72 students consisting of 2 classes. The sampling techniques in this study used total sampling. Data is obtained from pretest and posttest results based on indicators of student learning outcomes and activeness. The results showed differences and improved learning outcomes and student activity that implemented the student teams achievement division learning model combined with discovery learning compared to conventional learning models. This is evidenced by the results of the first hypothesis test using a t-test that confirms that the posttest result is 0.00 which means the value is less than the error level of 0.05 so it can be concluded that the two classes have a significant difference (H0 rejected). Furthermore, the results of the second hypothesis test used again to test showed a score of 0.52 in the experiment class and a score of 0.28 in the control class which meant there was an increase in learning outcomes and liveliness in the experiment and control classes.

scholarly journals THE EFFECT OF DISCOVERY LEARNING MODEL WITH MULTIMEDIA AND CREATIVITIES TO STUDENTS LEARNING OUTCOMES

2014 ◽  
Vol 3 (2) ◽  
pp. 60
Author(s):  
Jeperis Nahampun
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Sampling Technique ◽  
Learning Model ◽  
Discovery Learning ◽  
Physics Students ◽  
Significant Difference ◽  
The Difference ◽  
Instruction Model

This research aims to analyzed (1) the difference between students the learning outcomes of students who were taught physics using Discovery Learning Model with multimedia and Direct Instruction Model. (2) The difference between physics students learning outcomes in the group that have low and high creativity. (3) Interaction creativity level who were taught using Discovery Learning Model with multimedia and Direct Instruction Model on learning outcomes of physics. This research was a quasi experiment. The population of this research was a student os class X MIA SMAN 5 Medan of the academic year 2013/2014. Sampling technique using a cluster random sampling consisting of two classes with 46 samples for the control class and 45 samples for the experiment class. The instrument of this research is in form of test learning result and creativity test. The technique used to analyze the data is the two way Varian of analysis. Based on the results of data processing, concluded that (1) there was a significant difference between the student achievement taught with discovery learning model with multimedia and those were taught with direct instruction model. (2) There was a significant difference between student achievement that has high creativity and low creativity. (3) There was a significant interaction between discovery learning model and direct instruction with the creativity level toward students’ achievement of physics.

PENERAPAN MODEL DISCOVERY LEARNING BERBANTU MEDIA PAPAN KANTOR UNTUK MENINGKATKAN PEMAHAMAN MATEMATIS MATERI FPB DAN KPK PADA SISWA KELAS IV SD NEGERI SENDANGMULYO 02

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Lailatul Hikmah ◽  
Aries Tika Damayani ◽  
Arfilia Wijayanti
Keyword(s):  
Random Sampling ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Posttest Score ◽  
Mathematical Understanding ◽  
Discovery Learning ◽  
Pretest Score ◽  
Class Iv

This Research Is Motivated By The Mathematical Value Of FPB and KPK material which is still below the KKM. This happens because in learning the teacher has not applied the model and media so that students' mathematical understanding is still lacking. This study aims to determine the effectiveness of the application of discovery learning model assisted by office board media to improve mathematical understanding of FPB and KPK material in grade IV SD Negeri Sendangmulyo 02.This type of research is quantitative research, with a pre-experimental research design in the form of One-Group. Pretest-Posttest. The population of this research is class IV SD Negeri Sendangmulyo 02, the sample taken by class IV B SD Negeri Sendangmulyo 02 with the number of students is 36, using the simple random sampling type Probability Sampling technique. In collecting data, researchers used several techniques including interviews, observation, documentation, and tests. The results showed that there were differences between the pretest and posttest scores. The average pretest score was 57.87 and the average posttest score was 76.62. This is evidenced by the calculation of the t test obtained ttable (2.030) and tcount (10.375). So tcount> ttable, meaning that Ho is rejected and Ha is accepted, and the percentage of students reaches 83%. This proves that the application of the discovery learning model assisted by office board media is effective in improving the mathematical understanding of FPB and KPK material in grade IV SD Negeri Sendangmulyo 02

Comparison of Mathematics Learning Outcomes of Students in Auditory Intellectually Repetition (AIR) and Reciprocal Teaching (RT) Learning Models

2020 ◽  
pp. 324-331
Author(s):  
Sufri Mashuri ◽  
Jahring Jahring ◽  
Nasruddin Nasruddin ◽  
Hasan Djidu
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Pretest Score ◽  
Control Group Design ◽  
Class 1 ◽  
The Mean

The purpose of this study is to see the differences in the mean increase in student mathematics learning outcomes in the Auditory, Intellectually, Repetition (AIR) model and reciprocal teaching (RT) model. The sample in this study were 25 students as the experimental class 1 and 23 students as the experimental class 2. This research was an experimental study with a nonequivalent control group design. The data analysis used was descriptive and inferential analysis. The results of the descriptive analysis showed that the mean pretest score of the experimental class 1 was 51.64 and the posttest result was 70.88 with the increase in student mathematics learning outcomes reaching 0.39. While the mean pretest score of experimental class 2 was 36.52 and the posttest result was 70.48 with the increase in student mathematics learning outcomes reaching 0.51. The variance of the increase in mathematics learning outcomes in the experimental class 1 was 0.02, and the experimental class 2 was 0.01. The results obtained indicate that the increase in mathematics learning outcomes through the reciprocal teaching learning model is higher than the increase in student mathematics learning outcomes using the AIR learning model.

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