scholarly journals The Development Biology Authentic Learning of Mahasarakham University Demonstration School (Secondary). Thailand

2021 ◽  
Author(s):  
Wutthisak Bunnaen
Keyword(s):  
Authentic Learning ◽  
Learning Activities ◽  
Average Score ◽  
Control Group ◽  
Test Results ◽  
Knowledge Test ◽  
Before And After ◽  
Biology Learning ◽  
Experimental Group ◽  
Demonstration School

The research study Development of Authentic Biology Learning Activities, Mahasarakham University Demonstration School (Secondary). The sample group consisted of 160 students in grade 10 students, Science-Mathematics major, 160 students, divided into experimental groups of 80 people and 80 control groups from purposive sampling. The instruments used in research is a set of authentic biology learning activities, the biology knowledge tests and attitude questionnaire. The research used experimental process (Quasi-experimental Design Research) Quasi-equivalent control group design. The results of comparative analysis of the average test results of biology knowledge Before and after learning of students in the experimental group It was found that before the students had an average score of 8.96 and the post-test results in the experimental group students had an average score increased to 12.98, with the average after learning scores increased significantly at the level of .05. The biology knowledge test before and after learning found that the students in the experimental group average score from the biology knowledge test after learning higher than students in the control group with statistical significance at the level of.05 and the results of attitudes towards the arrangement of authentic learning biology learning activities of grade 10 students in the experimental group found that in almost all questions, the average score of the score is greater than 4.51 Which is at the highest level and the overall average score is 4.74 which is at the highest level show that. The organizing of authentic learning activities in biology for grade 10 students, gives students a better understanding of the learning content with scores from higher knowledge tests therefore, is an effective way to organize learning activities for students that can be applied with other courses.

scholarly journals PELATIHAN KOMUNIKASI INTERPERSONAL UNTUK MENINGKATKAN KOMITMEN ORGANISASI KARYAWAN

2019 ◽  
Vol 9 (2) ◽  
pp. 151-159
Author(s):  
Nira Gusfika
Keyword(s):  
Organizational Commitment ◽  
Interpersonal Communication ◽  
Communication Training ◽  
Wilcoxon Test ◽  
Control Group ◽  
Test Results ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Before And After ◽  
Experimental Group

This study aims to determine the improvement of organizational commitment through interpersonal communication training. The hypothesis of this research is that there is a difference of organizational commitment to employees between before and after being given interpersonal communication training on experimental group, where the level of commitment of employee organization after being given interpersonal communication training is higher than the level of organizational commitment of the employees before being given interpersonal communication training. Second hypothesis, there is difference of posttest organizational commitment level between experiment group and control group, where posttest of organizational commitment in experiment group is higher than control group.The subject of this research is 17 employees at STAI YAPPTI Balaiselasa. Characteristics of the subjects of this study are employees who have levels of organizational commitment and interpersonal communication in the category very low, low and medium. The design used was Pretest-Posttest Control Group, while the data was collected using organizational commitment scale then analyzed using Mann Whitney test to see the difference of score between the experimental group who were given interpersonal communication training with the control group who were not given interpersonal communication training. Furthermore, Wilcoxon test was done for see experimental group scores between before and after interpersonal communication training.Based on Mann Whitney test results found Z = -3.447 (p <0.01), meaning there is a difference in scores between experimental groups who were trained with control groups who were not trained. Based on Wilcoxon test results found there was a difference between organizational commitment score in the experimental group between before and after being given interpersonal communication training with Z = -2,668 (p<0,01).

scholarly journals Group Guidance as an Alternative Method to Building Religious Character

2020 ◽  
Vol 7 (2) ◽  
pp. 129-138
Author(s):  
Sutarto Sutarto ◽  
Dewi Purnama Sari
Keyword(s):  
Junior High School ◽  
Sampling Technique ◽  
Average Score ◽  
Control Group ◽  
Test Results ◽  
Control Group Design ◽  
Alternative Method ◽  
General School ◽  
Experimental Group ◽  
Group Guidance

This article is aimed to determine the effectiveness of group guidance in improving understanding, attitudes, and practice of religious character values in the aspects of faith, worship, morals, and muamalah. The method used was an experiment with a pretest-posttest control group design. The population consisted of 137 people. The number of samples was 30 students with a general school or junior high school education background. Fifteen students were taken as the experimental group, and fifteen others were taken as the control group. Samples were taken by purposive sampling technique. Data were collected using a questionnaire and analyzed using SPSS 16.0 for windows. The results of the study showed that the average score of the experimental group was higher than the control group. The t-test results also showed that group guidance could significantly improve understanding, attitudes, and practice of religious character values. This means that group guidance can be used as an alternative method for building religious character. This article is aimed to determine the effectiveness of group guidance in improving understanding, attitudes, and practice of religious character values in the aspects of faith, worship, morals, and muamalah. The method used was an experiment with a pretest-posttest control group design. The population consisted of 137 people. The number of samples was 30 students with a general school or junior high school education background. Fifteen students were taken as the experimental group, and fifteen others were taken as the control group. Samples were taken by purposive sampling technique. Data were collected using a questionnaire and analyzed using SPSS 16.0 for windows. The results of the study showed that the average score of the experimental group was higher than the control group. The t-test results also showed that group guidance could significantly improve understanding, attitudes, and practice of religious character values. This means that group guidance can be used as an alternative method for building religious character.

scholarly journals Promoting Students' Understanding of the Concept of Pressure: Active Learning Environment versus Traditional One

2020 ◽  
Vol 7 (3) ◽  
pp. 284-303
Author(s):  
Güner Tural
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Control Group ◽  
Test Results ◽  
Public Secondary School ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

One of the topics students have understanding difficulties in science is pressure. The study investigates the effectiveness of an active-learning environment on the students' understanding of the concept of pressure. The sample consisted of 30 students from a public secondary school in Turkey. This study used a pre-test, post-test, quasi-experimental research design with a control group. Ten lessons were conducted with both groups. The control group was taught using the coursebook's two activities, while the experimental group was taught using additional activities and models. After the treatment, a post-test was given to both groups to determine the active-learning environment's effectiveness on the students' understanding of the concept of pressure. Interviews were also conducted with the experimental group. The post-test results showed a significant difference in favor of the experimental group. It was determined that students in both groups had misunderstandings of the topic before and after instruction. The interviews showed that the experimental group students perceive that the active learning environment facilitated better and easier learning. The conclusion that can be drawn is that the active learning environment was more effective for the students in the experimental group to learn about the concept of pressure.

scholarly journals The Effect of The Jigsaw Cooperative Learning Model on Student Learning Activities in Science Leassons

2020 ◽  
Vol 1 (2) ◽  
pp. 83-89
Author(s):  
Samsul Bahri ◽  
Amin Mustajab
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Average Score ◽  
Control Group ◽  
Average Analysis ◽  
The Difference ◽  
And Control ◽  
Experimental Group

The science learning process is still predominantly centered on the teacher, the methods and learning models are less varied. In teaching science concepts, it is only obtained from the teacher so that students' insight and activity are lacking. This makes the student bored, passive, and less active so that the learning seem monotonous. The aim of research to determine the effect of the jigsaw model of student learning activities in science lessons. The method used is the experimental method, namely the experimental group and the control group. The experimental group used jigsaw cooperative learning for grade IVA students at SDN 12 Entikong and control class for conventional learning for grade IVB students at SDN 12 Entikong. Based on the research results there is an influence on jigsaw cooperative learning. It is known that the value is 3.063 3,063 tcount > ttabel 1,063 and the average analysis is below 0,866 and the average is 4,225, so that the difference in the average score is 2,545. So it can be concluded that there is an influence on the application of the jigsaw cooperative learning model on the learning activities of fourth grade students of SDN 12 Entikong.

scholarly journals The effectiveness of group guidance services using the Gestalt Counseling Approach with projection techniques in preventing bullying among students

2021 ◽  
Vol 3 (1) ◽  
pp. 9-15
Author(s):  
Kiki Elfi Lestari ◽  
Firman Firman
Keyword(s):  
Average Score ◽  
Special Treatment ◽  
Control Group ◽  
Guidance Services ◽  
Significant Difference ◽  
Before And After ◽  
Projection Techniques ◽  
Bullying Behavior ◽  
Experimental Group ◽  
Group Guidance

Bullying behavior is an act that violates the strength and power that is hurting someone who is weaker verbally, physically, or psychologically so that the victim feels under pressure and tends to be helpless. Factors that influence the occurrence of bullying behavior are the influence of the school environment, peer groups, social environmental conditions and television shows and social media. So that efforts are needed to prevent bullying behavior among students. One way that can be done to prevent bullying behavior among students is to provide group guidance services using the Gestalt approach with projection techniques. This study aims to test the effectiveness of group guidance services using the Gestalt approach with projection techniques in preventing bullying among students. The findings of this study are: (1) there is a significant difference in bullying behavior in the experimental group before and after attending group guidance services using the Gestalt approach with projection techniques (2) there is a significant difference in bullying behavior in the control group before and after being given group guidance services on bullying behavior without special treatment, (3) There are differences in the bullying behavior of experimental group students who are treated with group guidance services using the Gestalt approach with projection techniques with the control group who are given group guidance services about bullying behavior without special treatment, this can be seen in the posttest average score of the experimental group dropped higher than the mean posttest score of the control group. 

scholarly journals A censervative programme for treatment of anterior knee pain in adolescents

2009 ◽  
Vol 20 (1) ◽  
pp. 14 ◽  
Author(s):  
J Phillips ◽  
MF Coetsee
Keyword(s):  
Knee Pain ◽  
Anterior Knee Pain ◽  
Rehabilitation Programme ◽  
Control Group ◽  
Test Results ◽  
Before And After ◽  
Post Test ◽  
Anterior Knee ◽  
Experimental Group

Objective. The purpose of this study was to determine the effectiveness of a 2½-week conservative rehabilitation programme in addressing anterior knee pain in adolescents. Design. Subjects were randomly allocated to a control group (N=12) and an experimental group (N=18). The experimental group was subjected to a 2½-week strength, flexibility and neuromuscular rehabilitation programme. Both groups were tested before and after the 2½ weeks and the experimental group also 1 month after the post-test. Results. The experimental group reported significant (p

scholarly journals MENGEMBANGKAN KEMAMPUAN BERPIKIR SIMBOLIK PADA ANAK USIA DINI MELALUI MEDIA PEMBELAJARAN STIK BERGAMBAR

2019 ◽  
Vol 2 (6) ◽  
pp. 359
Author(s):  
Ida Farida ◽  
Komala Komala
Keyword(s):  
Ice Cream ◽  
Thinking Skills ◽  
Learning Activities ◽  
Control Group ◽  
Test Results ◽  
Thinking Ability ◽  
The Media ◽  
Symbolic Thinking ◽  
Learning Interest ◽  
Experimental Group

The ability to think symbolically is the ability to formulate consepts learned by children for the provision of life in the future. The pictorial ice cream sticks media in learning activities can be used in developing childrens  symbolic thinking skills. This research aims to find out the simbolic thinking ability of children. This study aims to determine the development of symbolic thinking abilities through pictorial stick media. The media of ice cream stick was chosen to be the solution of the problems that exist in, because these ice cream sticks have not been widely used as a mediun for the development of symbolic thinking skills, besides ice cream sticks are also easily available and familiar to chldren, so it expected through stick media illustrated ice cream will fasilitate researchers in developing symbolic thinking skills in children. This study uses an experimental method where the sampel in this study amounted to 26 children. Data processing using SPSS 22.0. The average gain test results between the experimental group and the control group were 7,07 for the experimental group and 6,38 for the control group. Thus it shows that pictorial ice cream sticks are able to develop symbolic numeracy skills at SPS Permata Bunda. With the application of pictorial ice cream stick learning media can increase childrens learning interest, students can be directly involved in learning can be more meaningful and meaningful for children.Kemampuan berpikir simbolik merupakan kemampuan dalam merumuskan konsep-konsep yang dipelajari anak guna bekal dikehidupan yang akan datang. Media stik eskrim bergambar dalam kegiatan pembelajaran dapat digunakan dalam mengembangkan kemampuan berfikir simbolik anak. Penelitian ini bertujuan untuk mengetahui kemampuan berpikir simbolik anak. Penelitian ini bertujuan untuk mengetahui pengembangan kemampuan berpikir simbolik melalui media stik bergambar. Media stik es krim bergambar dipilih untuk menjadi solusi dari permasalahan yang ada di SPS Permata Bunda, karena stik eskrim ini belum banyak digunakan sebagai media pengembangan kemampuan berpikir simbolik, selain itu stik eskrim juga mudah didapatkan dan tidak asing lagi bagi anak-anak, sehingga diharapkan melalui media stik es krim bergambar akan memudahkan peneliti dalam mengembangkan kemampuan berpikir simbolik pada anak. Penelitian ini meggunakan metode eksperimen dimana sampel terbagi menjadi kelompok eksperimen dan kontrol, sampel dalam penelitian ini berjumlah 26 orang anak. Pengolahan data menggunakan SPSS Versi 22.0. Hasil dari penelitian ini hasil uji postest dengan menggunakan SPSS 22.0. Hasil uji gain rata-rata antara kelompok eksperimen dan kelompok kontrol yaitu 7.07 untuk kelompok eksperimen dan 6.38 untuk kelompok kontrol. Dengan demikian menunjukkan bahwa stik es krim bergambar mampu mengembangkan kemampuan berpikir simbolik di SPS Permata Bunda. Dengan penerapan media pembelajaran stik bergambar ini dapat meningkatkan minat belajar anak, peserta didikpun dapat terlibat langsung dalam kegiatan pembelajaran, sehingga pembelajaran dapat lebih berarti dan bermakna bagi anak.

scholarly journals Vocabulary Analogy as Instructional in Enhancing Reading Comprehension

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Fajrianor Fajrianor
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Null Hypothesis ◽  
Control Group ◽  
Test Results ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Group 2 ◽  
Experimental Group

This research was designed to find out the effects of vocabulary analogy to reading comprehension of seventh grade students of State Junior High School 9, Yogyakarta, Indonesia. Specifically it sought to answer the following questions: 1) How is the effects in reading comprehension of the students taught with  Vocabulary  Analogy  or  without  vocabulary  analogy?  2)  Is  there  a significant difference in the reading comprehension between the control and experimental groups based on the pre-test and post-test results? A test was conducted for control and experimental groups before and after the treatment process. T-test was computed to reveal whether there was a significant  difference in  the pre-test  and post-test results of the control and experimental groups. Findings of the research were: 1) The use of vocabulary analogy improved students’ reading comprehension 2) The computed T value based from the results of pre-test in the control and experimental groups is 0.130,  lower  than  T  tabular  value  of  1.996.  This  result  accepts  the  null hypothesis that there is no significant difference in the results of pre-test of control and experimental groups. Moreover, treatments were given to control and experimental groups after the pre-test, control group was taught without vocabulary analogy and experimental group was taught with vocabulary analogy before the post-test for each group. The computed T value in the post-test of the control and experimental groups is 11.15, higher than T tabular value of 1.996 at5% level significance. This result rejects the null hypothesis that there is no significant difference in the results of pre-test and post-test of control and experimental groups. Based on findings, the following conclusions were drawn: 1) The use of vocabulary  analogy  had  significantly  influenced  students’  reading comprehension particularly of the experimental group 2) There is significant difference in the post-test results of the control and experimental groups. Null hypothesis was rejected since the computed T value was higher than the T tabular value.

scholarly journals A censervative programme for treatment of anterior knee pain in adolescents

2008 ◽  
Vol 20 (1) ◽  
pp. 14
Author(s):  
J Phillips ◽  
MF Coetsee
Keyword(s):  
Knee Pain ◽  
Anterior Knee Pain ◽  
Rehabilitation Programme ◽  
Control Group ◽  
Test Results ◽  
Before And After ◽  
Post Test ◽  
Anterior Knee ◽  
Experimental Group

Objective. The purpose of this study was to determine the effectiveness of a 2½-week conservative rehabilitation programme in addressing anterior knee pain in adolescents. Design. Subjects were randomly allocated to a control group (N=12) and an experimental group (N=18). The experimental group was subjected to a 2½-week strength, flexibility and neuromuscular rehabilitation programme. Both groups were tested before and after the 2½ weeks and the experimental group also 1 month after the post-test. Results. The experimental group reported significant (p

scholarly journals Pengaruh Relaksasi Otot Progresif Terhadap Tingkat Stress pada Remaja di Lapas Anak Blitar

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eko April Ariyanto
Keyword(s):  
Relaxation Effect ◽  
Self Report ◽  
Control Group ◽  
Test Results ◽  
Daily Stress ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Reducing Stress ◽  
Experimental Group

The purpose of this study was to proves if there is a relaxation effect on reducing stress in adolescents who live in prison of child Blitar. The study design used was post test only group design with adolescent subjects who were undergoing punishment in prison of child Blitar. Total of subject 61 adolescents divided into 31 control group and the experimental group of 30 selected by random sampling. Research data collect with DSI Scale (Daily Stress Inventory) were prepared by Brandey & Jones (1989), and self-report were reported at the time before and after the implementation of relaxation. Statistical analysis was performed using statistical nonparamentrik Mann Whitney U test. Statistical test results show the value of Z = 416.500 at p = 0.484 (p> 0.05). This shows that the data post-test between the control group and the experimental group showed no significant difference. Therefore the research hypothesis which says there is a relaxation effect can reducing the level of stress in prison of child Blitar not proven.

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