scholarly journals Pengaruh Model Pembelajaran Discovery Learning Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas IX SMP Negeri 5 Sumbul

2018 ◽  
pp. 62-74
Author(s):  
Verawaty Sihotang
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Hypothesis Test ◽  
Learning Model ◽  
Discovery Learning ◽  
Student Response ◽  
Mathematical Concepts ◽  
Student Responses ◽  
Significance Level ◽  
Quasi Experimental

This study aims to determine the ability to understand the mathematical concepts of students who take part in learning with the discovery learning model higher than the ability to understand the mathematical concepts of students who follow conventional learning and student responses to the discovery learning model. This research was conducted at 5 Sumbul Junior High School in  2017/2018 Academic Year. The sample in this study was class IX-1 as an experimental class as many as 35 people and class IX-2 as a control class of 35 people. The research method used was the quasi-experimental method with the design of pretest-posttest control in group design. Hypothesis test results show at the significance level = 0.05 the value of t count = 4.964> t table = 1.667. So that H0 is rejected and Ha is accepted, which means that the ability to understand the mathematical concepts of students who take part in learning with the discovery learning model is higher than the comprehension abilities of students who take conventional learning. The results of the questionnaire analysis of student responses to the discovery learning model were obtained: (1) 98.57% of students were interested; (2) 96.67% of students stated that there were benefits obtained; (3) 75% of students stated that there were no obstacles experienced during the learning process; and (4) 84.76% of students hope that the discovery learning model is used in the learning process. This shows that the positive student response to the discovery learning model.

scholarly journals Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students' Affective Competence in Learning Natural Science

2019 ◽  
Author(s):  
Amrianto Amrianto ◽  
Lufri
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Learning Model ◽  
Discovery Learning ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
Written Test

The 2013 Curriculum emphasizes on active learning pattern. However, based on the questionnaire spread in junior high school 18 Padang, it was gotten the result that teachers still have difficulty in implementing it, especially in affective competence of confidence. The affective competence of confidence will encourage students to be active in learning process, both in asking questions and expressing opinion. In cooperative learning, students are provided a vehicle to increase their confidence through presenting their discussion result in front of the class. By considering this issue, there is an alternative solution that can be used by teacher, which is example non example method. This method is one of cooperative learning method. Besides that, it can support the implementation of scientific approach and discovery learning model in learning process. The scientific approach and discovery learning model are the approach and model recommended in the 2013 Curriculum. Purpose of the research was to know effect of example non example method in scientific approach and discovery learning model on students' affective competence. It was a quasi-experimental research. It was done in junior high school 18 Padang to grade VII students. The instrument used was written test in form of multiple-choice and essay. Technique of data analysis used Mann Whitney U test. It was done by using SPSS software. The finding shows that example non example method in scientific approach and discovery learning model has significant effect on students' affective competence, with sig. value (0.036) < 0.05.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII SMP

2019 ◽  
pp. 45-59
Author(s):  
Four Marito Marbun
Keyword(s):  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Learning Model ◽  
Student Response ◽  
Coefficient Of Determination ◽  
Mathematical Concepts ◽  
Average Percentage ◽  
Average Value ◽  
Student Teams

The purpose of this study was to determine the effect of the cooperative Student Teams Achievement Devision (STAD) learning model on the ability to understand students 'mathematical concepts and students' responses to the STAD cooperative learning model type. This research method is a quasi experimental method. This research was conducted in State 2 Junior High School of Sorkam at the even semester of the 2016/2017 Academic Year. The sample of this study was class VIIIA as the experimental class and VIIIB as the control class. From the research data obtained a regression equation Y = 74,857 + 8.857X (there is a positive effect). The average value of students' understanding of mathematical concepts learned by the STAD cooperative learning model is 83,714, while the conventional learning model is 74,857. The coefficient of determination is 21.6%, meaning that 21.6% of the influence of the STAD type cooperative learning model on the ability to understand students' mathematical concepts. The results of the analysis of student responses were obtained (1) by 98.2% stating they were interested and the rest not; (2) amounting to 95.05% stating that there are benefits obtained and the rest not; (3) amounting to 86.78% stated that there were no obstacles experienced during the learning process and the rest stated there were; (4) 94.04% hoped the STAD type cooperative learning model was used in the learning process and the rest did not expect. So, it can be concluded that the student response is very positive because the average percentage of student approval responses to the STAD type cooperative learning model is ≥ 85%.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN NUMBERED HEADS TOGETHER PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI KECERDASAN INTERPERSONAL SISWA KELAS VIII SMP NEGERI DI KOTA MADIUN

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Kiki Riska Ayu Kurniawati ◽  
Budiyono Budiyono ◽  
Dewi Retno Sari S
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Junior High School ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Significance Level ◽  
Quasi Experimental ◽  
Direct Learning

<p><strong>Abstract</strong>: The aims of this research were to find out the different effect of each categories of learning model, students interpersonal intelligence and their interaction towards students mathematics learning achievement on the subject of plane geometry. The research was quasi experimental with 3×3 factorial design. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. Sampling was done by stratified cluster random sampling technique. The sample of this research consisted of the students of SMP N 3 Madiun, SMPN 7 Madiun, and SMPN 10 Madiun. The sample consisted of 260 students. The hypothesis test used unbalanced two ways analysis of variance at the significance level of 0,05. Based on hypothesis test, it can be concluded that: (1) the cooperative learning model of <em>Jigsaw</em> type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model; (2) students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; (3) on the cooperative learning model of <em>Jigsaw</em> type, NHT type and direct learning model, students with the high interpersonal intelligence had the same achievement as students with the medium interpersonal intelligence, students with the high interpersonal intelligence had better achievement than students with the low interpersonal intelligence and the students with the medium interpersonal intelligence had the same achievement as students with the low interpersonal intelligence; and (4) on students interpersonal intelligence high, medium and low, the cooperative learning model of <em>Jigsaw</em> type gives a better mathematics achievement than cooperative learning model of NHT type and direct learning model, and the cooperative learning model of NHT type gives a better mathematics achievement than direct learning model.</p><p><strong>Keywords</strong>:  <em>Jigsaw</em>, NHT, interpersonal intelligence</p>

scholarly journals Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students' Psychomotor Competence in Learning Natural Science

2019 ◽  
Author(s):  
Amrianto Amrianto ◽  
Lufri
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Learning Model ◽  
Discovery Learning ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
Asking Questions

Based on the result of questionnaire spread in junior high school 18 Padang, it was found that teachers still have difficulties to make students active in learning process. Beside that, teachers have not implemented cooperative learning, as a requirement of the 2013 Curriculum, in teaching in the classroom. In addition, students rarely ask questions and express their opinion or ideas in learning process. It shows that students' presentation skill (asking questions and expressing opinion or ideas) is still low. Therefore, there is an alternative solution to solve the problems, which is example non example method. This method is one of cooperative learning. Through cooperative learning, students are provided a situation to present their discussion result. Furthermore, it can also support the implementation of discovery learning model and scientific approach in learning process. The discovery learning and scientific approach are recommended in the 2013 Curriculum. The purpose of the research was to know effect of example non example method in scientificapproach and discovery learning model on students' psychomotor competence in learning IPA. It was a quasi experimental research. It was done in grade VII of junior high school 18 Padang. Instrument used was observation sheet. Technique of data analysis used Mann Whitney U test. The Analysis was done by using SPSS software. The finding shows that there is effect of example non example method on students' psychomotor competence in learning IPA. From the hypothesis testing, it is known that sig. Value &lt; 0,05 or 0,030 &lt;0,05.

scholarly journals PENGARUH MODEL PEMBELAJARAN REACT DAN GUIDED DISCOVERY LEARNING TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA

EDUPEDIA ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Nia Risti Rahayu ◽  
Sumaji Sumaji
Keyword(s):  
Hypothesis Test ◽  
Mathematical Concept ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Concepts ◽  
Guided Discovery ◽  
Significance Level ◽  
Concept Understanding ◽  
Comprehension Test ◽  
The Difference

The purpose of this research were to know: (1) the effect of REACT learning model on the students’ understanding of mathematical concepts, (2) the effect of guided discovery learning model on students' understanding of mathematical concepts, (3) the difference in students’ mathematical concept understanding obtained by using REACT learning model and guided discovery learning. This research type was quasi experiment with entire class VII MTs Al-Islam Joresan as population and class VIIA and VIIB as sample. Class VIIA was taught  by using the REACT learning model and class VIIB was taught by using the guided discovery learning model. The instrument used was a question sheet of concept comprehension test and data collection the technique was test and documentation. The concept comprehension test results were analyzed using t test with significance level of 0.05. The results of the hypothesis test showed that the REACT learning model has an effect on the students’ understanding of mathematical concepts. In addition, the guided discovery learning model has an effect on the students’ understanding of mathematical concepts. Both REACT learning model and guided discovery learning model showed no difference in students’ mathematical concept understanding.

scholarly journals Hubungan antara Kedalaman Permukaan Air Tanah dengan Salinitas di Pesisir Pantai Kungkai Baru serta Penggunaan Model Discovery Learning

2018 ◽  
Vol 2 (2) ◽  
pp. 178-182
Author(s):  
Sutijo Joko Sudiro ◽  
Muchammad Farid ◽  
Eko Swistoro
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
High Ability ◽  
Significance Level ◽  
Average Value ◽  
A Value ◽  
Quasi Experimental ◽  
The Difference ◽  
The Relationship

ABSTRACT [Relationship between Groundwater Surface Depth with Salinity at the Coast of New Kungkai Beach and its Implementation on Discovery Learning Model]. The aims of this study were 1) to describe the relationship between groundwater surface depth with salinity in the coastal areas of new kungkai beach of Seluma, and 2) to determine the improvement of learning outcomes (cognitive) of high ability students, moderate and low by using discovery learning model on the concept of static fluid in class X computer and network engineering at SMK Negeri 3 Seluma. This research was a quasi experimental research with one groups pretest-posttest design. The results showed: 1) The relationship between depth with salinity has a value of 0.6478 with a significance level of 0.001 (<0.05); 2) Learning with discovery learning model can improve student learning outcomes on cognitive aspects (knowledge). Increased cognitive results can be seen from the average value of the initial test, the final test and the average value of gain in the class x Tkj is high-ability groups are at high criteria with a value of 0.75 gain in the group is in the criteria medium with the value of gain 0,52 and in the low group were in moderate criteria with a gain value of 0.44. There is a difference in learning outcomes between the high, medium and low groups. The difference is shown by Fcount > Ftable (4.04 > 3.35) with a significance level of 5%. Keywords: Groundwater surface depth; salinity; discovery learning model; SMKN 3 Seluma.

scholarly journals Perbedaan Model Problem Based Learning dan Discovery Learning Ditinjau Dari Hasil Belajar Matematika Siswa Kelas 4 SD

2018 ◽  
Vol 8 (2) ◽  
pp. 132-141
Author(s):  
Bella Anandya Yovita Oktaviani ◽  
Mawardi Mawardi ◽  
Suhandi Astuti
Keyword(s):  
Learning Outcomes ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Validity And Reliability ◽  
Test Items ◽  
Average Value ◽  
Quasi Experimental ◽  
The One

The purpose of this study is to determine differences in learning outcomes of 4th grade students in Mathematics in SD Gugus Patimura using Problem-based Learning and Discovery Learning model. This is a quasi experimental research. The instrument of data collection was test items, previously tested of its validity and reliability. The result of hypothesis test using ANCOVA test showed the result of significance / probability 0,00 <0,05, meaning H0 was refused and Ha was accepted. It means that Problem-based Learning has significantly higher impact than Discovery Learning model. The conclusion is supported by the average value of the learning outcomes using Problem-based Learning model which was 80.24, while the one using Discovery Learnings model only reached 71,87. Based on the conclusions of this study, it is recommended that the elementary school teachers use the model of learning Problem Based Learning.

scholarly journals Perbandingan Pengaruh Model Pembelajaran PBL Dan Discovery Learning Terhadap Hasil Psikomotor Passing Bawah Bola Voli

2021 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Inang Widigdo
Keyword(s):  
Hypothesis Test ◽  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Learning Models ◽  
Design Data ◽  
Control Group Design ◽  
Lecture Method ◽  
Quasi Experimental

This research is motivated by the low mastery of basic movements due to the incorrect way of doing the passing technique. How to teach volleyball games using the lecture method so as to make students less interested so that students become less active during the learning process. The purpose of this study was to determine whether there was effectiveness in the problem based learning model on the psychomotor outcomes of volleyball underpassing in class XI students of SMK Negeri 2 Semarang and discovery learning models on psychomotor outcomes of volleyball underpassing in class XI students of SMK Negeri 2 Semarang. The research method used in this research is Quasi Experimental Design (quasi-experimental) with the design used in this study is the Noneequivalent Control Group Design. Data collection techniques using tests. The population in this study were students of class XI SMK N 2 Semarang, with samples of class XI BDP 1 and XI UPW 1 students. The results showed that the hypothesis test was obtained t count (22.669 < 29.556) which means that the problem based learning and discovery learning models are effective in psychomotor results of passing under volleyball in class XI students of SMK N 2 Semarang. The results of the effectiveness of passing down volleyball with a problem based learning model of 83.06. While the results of the effectiveness of passing down volleyball with the discovery learning model of 89.00. Based on the results above, it can be concluded that the discovery learning learning model is more effective than problem based learning exercises for the effectiveness of passing down volleyball in class XI students of SMK N 2 Semarang, because from the data the value of the discovery learning model is greater than problem based learning.

scholarly journals Analisis Pengaruh Pembelajaran Discovery terhadap Minat dan Hasil Belajar Asam Basa Peserta Didik

2020 ◽  
Vol 3 (2) ◽  
pp. 116
Author(s):  
Sugiarti Sugiarti ◽  
Netti Herawati ◽  
Risdawati Risdawati
Keyword(s):  
Learning Outcomes ◽  
Direct Instruction ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Acid Base ◽  
Significance Level ◽  
Positive Correlation ◽  
Quasi Experimental ◽  
Effect Learning

This research is a quasi-experimental that aimed to find out the effect of discovery learning model toward interests and learning outcomes of students in class XI MIA SMAN 3 Pinrang. Independent variable in the research is discovery learning model and direct instruction and dependent variables is areinterest and learning outcomes of acid-base. The population in this research is all students class XI MIA SMAN 3 Pinrang that consist of six classes. Class XI MIA5 as an experiment group that consist of 31 students and class XI MIA2 as a control group that consist of 33 students. The result data of the research was obtained by interest questionnaires and learning outcomes test on acid-base topic for post test. Data were analysed using descriptive statistics and inferential statistics. The results of hypothesis testing for interest using t-test values obtained at tcount = 3,025 and significance level α = 0,05 with df = 3 and ttable = 1,66 because tcount > ttable  it indscate that H0 failed. So the are is effect learning model effect learning model to learning interets of students class XI  MIA SMAN 3 Pinrang. While for testing the learning outcomes using Mann-Whitney test obtained at Zcount  = 3,48 and significance level α = 0,05 with df = 3 and ztable= 1,64. It shows that there is the effect of discovery learning model toward learning outcomes of students in class XI MIA SMAN 3 Pinrang. Testing correlation for experiment group is obtained rcount  = 0,618 on significance level  α = 0,05 and rtable = 0,355, so it can be concluded that there is positive correlation interests with learning outcomes in discovery learning model. While testing correlation for control group is obtained rcount = 0,488 on significance level α = 0,05 and rtable = 0,344, so it can be concluded that there is positive correlation interests and learning outcomes in direct instruction.

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.

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