Rendahnya ketertarikan siswa terhadap pelajaran matematika, berpengaruh terhadap hasil belajar yang diperoleh. Penelitian ini bertujuan untuk meningkatkan hasil belajar Matematika pada siswa setelah diterapkan model pembelajaran problem-based learning. Penelitian ini dilaksanakan dalam 2 siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian yang digunakan adalah siswa kelas VI yang jumlahnya 24 orang yang terdiri dari perempuan 11 orang dan laki-laki 13 orang. Penelitian yang akan dilakukan difokuskan pada satu objek. Objek penelitian ini adalah hasil belajar Matematika. Teknik pengumpulan data dalam penelitian ini menggunakan satu metode, yaitu metode tes. Dengan jenis tes isian. Setelah data terkumpul kemudia dianalisis menggunakan statistik deskriptif. Berdasarkan data yang diperoleh dapat disimpulkan bahwa penerapan model pembelajaran problem based learning dapat meningkatkan hasil belajar Matematika siswa. Hal ini dapat dilihat dari hasil belajar siswa pada prasiklus dengan rata-rata 62,92 (kategori kurang), siklus I dengan rata-rata 69,58 (kategori cukup), meningkat lagi menjadi 79,17 (kategori baik) pada siklus II.
{"title":"Penerapan Model Problem Based Learning untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas VI Sekolah Dasar","authors":"Edy Sutrisno","doi":"10.23887/iji.v3i3.54230","DOIUrl":"https://doi.org/10.23887/iji.v3i3.54230","url":null,"abstract":"Rendahnya ketertarikan siswa terhadap pelajaran matematika, berpengaruh terhadap hasil belajar yang diperoleh. Penelitian ini bertujuan untuk meningkatkan hasil belajar Matematika pada siswa setelah diterapkan model pembelajaran problem-based learning. Penelitian ini dilaksanakan dalam 2 siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian yang digunakan adalah siswa kelas VI yang jumlahnya 24 orang yang terdiri dari perempuan 11 orang dan laki-laki 13 orang. Penelitian yang akan dilakukan difokuskan pada satu objek. Objek penelitian ini adalah hasil belajar Matematika. Teknik pengumpulan data dalam penelitian ini menggunakan satu metode, yaitu metode tes. Dengan jenis tes isian. Setelah data terkumpul kemudia dianalisis menggunakan statistik deskriptif. Berdasarkan data yang diperoleh dapat disimpulkan bahwa penerapan model pembelajaran problem based learning dapat meningkatkan hasil belajar Matematika siswa. Hal ini dapat dilihat dari hasil belajar siswa pada prasiklus dengan rata-rata 62,92 (kategori kurang), siklus I dengan rata-rata 69,58 (kategori cukup), meningkat lagi menjadi 79,17 (kategori baik) pada siklus II.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82378721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Masih jarangnya dijumpai guru yang mau menyusun RPP sendiri untuk dilaksanakan pada kegiatan pembelajaran, serta menganggap RPP hanya sebagai pekengakp admistrasi saja, berpengaruh terhadap kemampuan guru dalam menysun RPP. Penelitian ini bertujuan untuk meningkatkan kemampuan menyusun perencanaan pembelajaran pada guru melalui menerapkan metode resitasi dan diskusi. Penelitian ini dilaksanakan sebanyak 2 siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian yang digunakan adalah guru-guru yang jumlahnya 7 orang yang terdiri dari 3 orang guru laki-laki dan 4 orang guru perempuan. Data dianalisis menggunakan statistik deskriptif. Berdasarkan data yang diperoleh dapat disimpulkan bahwa implementasi metode resitasi dan diskusi dapat meningkatkan kemampuan menyusun RPP pada guru. Hal ini terlihat berdasarkan adanya peningkatan kemampuan guru dalam menyusun RPP dengan nilai rata-rata dari prasiklus sebesar 70,48 meningkat pada siklus I menjadi 73,97 dan pada siklus II menjadi 77,78. Persentase kemampuan guru dalam menyusun RPP pada prasiklus sebesar 70,48% yang berada pada ketogori cukup, siklus I sebesar 73,97% yang berada pada kategori cukup, dan pada siklus II sebesar 77,78% yang berada pada kategori baik.
{"title":"Implementasi Metode Resitasi dan Diskusi untuk Meningkatkan Kemampuan Guru Menyusun RPP","authors":"Wayan Mayun Sriastiti","doi":"10.23887/iji.v3i3.54173","DOIUrl":"https://doi.org/10.23887/iji.v3i3.54173","url":null,"abstract":"Masih jarangnya dijumpai guru yang mau menyusun RPP sendiri untuk dilaksanakan pada kegiatan pembelajaran, serta menganggap RPP hanya sebagai pekengakp admistrasi saja, berpengaruh terhadap kemampuan guru dalam menysun RPP. Penelitian ini bertujuan untuk meningkatkan kemampuan menyusun perencanaan pembelajaran pada guru melalui menerapkan metode resitasi dan diskusi. Penelitian ini dilaksanakan sebanyak 2 siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian yang digunakan adalah guru-guru yang jumlahnya 7 orang yang terdiri dari 3 orang guru laki-laki dan 4 orang guru perempuan. Data dianalisis menggunakan statistik deskriptif. Berdasarkan data yang diperoleh dapat disimpulkan bahwa implementasi metode resitasi dan diskusi dapat meningkatkan kemampuan menyusun RPP pada guru. Hal ini terlihat berdasarkan adanya peningkatan kemampuan guru dalam menyusun RPP dengan nilai rata-rata dari prasiklus sebesar 70,48 meningkat pada siklus I menjadi 73,97 dan pada siklus II menjadi 77,78. Persentase kemampuan guru dalam menyusun RPP pada prasiklus sebesar 70,48% yang berada pada ketogori cukup, siklus I sebesar 73,97% yang berada pada kategori cukup, dan pada siklus II sebesar 77,78% yang berada pada kategori baik.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74141042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kurangnya minat dan antusias siswa dalam mengikuti pembelajaran PPKn berpengaruh terhadap kompetensi pengetahuan siswa. Penelitian ini bertujuan untuk menganalisis dampak model discovery learning berbantuan multimedia interaktif terhadap kompetensi pengetahuan PPKn siswa. Jenis penelitian ini merupakan jenis penelitian quasi eksperimen serta menggunakan desain penelitian yaitu Non-equivalent Control Group Design. Sampel diperoleh menggunakan teknik undian sehingga memperoleh dua kelas sebagai sampel dari 5 anggota polulasi yaitu seluruh kelas IV SD. Pengumpulan data menggunakan metode tes yang kemudian dianalisis menggunakan uji-t. Hasil penelitian menunjukkan nilai rata-rata kelompok eksperimen lebih tinggi daripada nilai rata-rata kelompok kontrol (74,59 lebih dari 69,03). Berdasarkan hasil analisis uji-t diperoleh thitung lebih besar dari ttabel (2,090 lebih dari 1,995) dengan dk = 69 dan taraf signifikansi 5% maka H0 ditolak atau Ha diterima. Dengan demikian dapat disimpulkan, bahwa terdapat perbedaan yang signifikan kompetensi pengetahuan PPKn siswa yang dibelajarkan melalui model pembelajaran Discovery learning berbantuan multimedia Interaktif dan siswa yang dibelajarkan melalui pembelajaran konvensional. Maka, model pembelajaran Discovery learning berbantuan multimedia interaktif berpengaruh terhadap kompetensi pengetahuan PPKn siswa. Implikasi penelitian ini adalah model pembelajaran discovery learning berbantuan multimedia interaktif yang dapat dimanfaatkan oleh guru dalam proses pembelajaran.
学生对PPKn学习缺乏兴趣和热情影响学生的知识能力。本研究旨在分析探索学习模式对PPKn知识能力的互动多媒体帮助的影响。这是一种实验quasi的研究，使用非equivalent Control Group设计的研究设计。样本是通过抽奖技术获得的，以便从5名polulation成员，也就是整个四年级，获得两个类的样本。使用测试方法收集数据，然后使用uji-t分析。研究结果显示，实验组的平均成绩高于控制组的平均成绩(74.59除以69.03)。根据对uj -t的分析结果，thitung比dk(2.090 / 1,995)获得的更大，dk = 69的重要性水平为5%，拒绝或接受H0。因此，可以得出结论，通过互动多媒体学习模式学习学习和传统学习方法进行比较的学生PPKn知识能力存在显著差异。因此，互动多媒体学习模式影响了PPKn的知识能力。这项研究的含义是一个互动多媒体学习模式，可以让老师在学习过程中使用。
{"title":"Dampak Penggunaan Model Discovery Learning Berbantuan Multimedia Interaktif terhadap Kompetensi Pengetahuan PPKn Siswa Kelas IV Sekolah Dasar","authors":"I. G. D. Buana, M. Putra, I. S. Abadi","doi":"10.23887/iji.v3i2.44508","DOIUrl":"https://doi.org/10.23887/iji.v3i2.44508","url":null,"abstract":"Kurangnya minat dan antusias siswa dalam mengikuti pembelajaran PPKn berpengaruh terhadap kompetensi pengetahuan siswa. Penelitian ini bertujuan untuk menganalisis dampak model discovery learning berbantuan multimedia interaktif terhadap kompetensi pengetahuan PPKn siswa. Jenis penelitian ini merupakan jenis penelitian quasi eksperimen serta menggunakan desain penelitian yaitu Non-equivalent Control Group Design. Sampel diperoleh menggunakan teknik undian sehingga memperoleh dua kelas sebagai sampel dari 5 anggota polulasi yaitu seluruh kelas IV SD. Pengumpulan data menggunakan metode tes yang kemudian dianalisis menggunakan uji-t. Hasil penelitian menunjukkan nilai rata-rata kelompok eksperimen lebih tinggi daripada nilai rata-rata kelompok kontrol (74,59 lebih dari 69,03). Berdasarkan hasil analisis uji-t diperoleh thitung lebih besar dari ttabel (2,090 lebih dari 1,995) dengan dk = 69 dan taraf signifikansi 5% maka H0 ditolak atau Ha diterima. Dengan demikian dapat disimpulkan, bahwa terdapat perbedaan yang signifikan kompetensi pengetahuan PPKn siswa yang dibelajarkan melalui model pembelajaran Discovery learning berbantuan multimedia Interaktif dan siswa yang dibelajarkan melalui pembelajaran konvensional. Maka, model pembelajaran Discovery learning berbantuan multimedia interaktif berpengaruh terhadap kompetensi pengetahuan PPKn siswa. Implikasi penelitian ini adalah model pembelajaran discovery learning berbantuan multimedia interaktif yang dapat dimanfaatkan oleh guru dalam proses pembelajaran.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78476244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the influence of Computer Assisted Instruction on Primary education in Nigeria. It was delimited to Apapa Local Government Area (LGA) of Lagos State. Three research questions guided the study. The descriptive survey design was utilized for the study. The population consisted of all Primary schools’ teachers in Apapa LGA of Lagos state. Simple random sampling technique was used to select ten Primary schools, while purposive sampling method was employed in choosing 15 Primary schools’ teachers in each of the sampled school in Apapa LGA of Lagos state. The instrument used to obtain information was the Questionnaire titled: Computer Assisted Instruction Inventory (CAII). The data collected were collated, coded and analyzed, using descriptive statistics and mean rating because of their appropriateness to the study. The investigation reveals that: The influence Computer Assisted Instruction on learning in Primary schools and the level of the awareness was indeed low. There were enormous challenges facing the utilization of Computer Assisted Instruction on learning in Primary schools in Apapa LGA of Lagos State. Base on the conclusion reached, the following recommendations were drawn: Governments and school authorities should make effort to provide Computer in schools and ensure of effective usage in teaching and learning. Teachers’ should be made to be aware of the importance of Computer Assisted Instruction on learning in Primary schools. Government should provide Computer Assisted Instruction services in Primary schools and that government should provide solutions to the challenges of Computer Assisted Instruction services in schools.Keywords: Computer Assisted Instruction; Primary education; Primary schools’ teachers.
{"title":"INFLUENCE OF COMPUTER ASSISTED INSTRUCTION ON PRIMARY EDUCATION IN NIGERIA","authors":"A. Lucky","doi":"10.25134/ijli.v5i1.5868","DOIUrl":"https://doi.org/10.25134/ijli.v5i1.5868","url":null,"abstract":"This study examined the influence of Computer Assisted Instruction on Primary education in Nigeria. It was delimited to Apapa Local Government Area (LGA) of Lagos State. Three research questions guided the study. The descriptive survey design was utilized for the study. The population consisted of all Primary schools’ teachers in Apapa LGA of Lagos state. Simple random sampling technique was used to select ten Primary schools, while purposive sampling method was employed in choosing 15 Primary schools’ teachers in each of the sampled school in Apapa LGA of Lagos state. The instrument used to obtain information was the Questionnaire titled: Computer Assisted Instruction Inventory (CAII). The data collected were collated, coded and analyzed, using descriptive statistics and mean rating because of their appropriateness to the study. The investigation reveals that: The influence Computer Assisted Instruction on learning in Primary schools and the level of the awareness was indeed low. There were enormous challenges facing the utilization of Computer Assisted Instruction on learning in Primary schools in Apapa LGA of Lagos State. Base on the conclusion reached, the following recommendations were drawn: Governments and school authorities should make effort to provide Computer in schools and ensure of effective usage in teaching and learning. Teachers’ should be made to be aware of the importance of Computer Assisted Instruction on learning in Primary schools. Government should provide Computer Assisted Instruction services in Primary schools and that government should provide solutions to the challenges of Computer Assisted Instruction services in schools.Keywords: Computer Assisted Instruction; Primary education; Primary schools’ teachers.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49434990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research aimed to find out whether or not there is an effect of using Kahoot Application in improving students’ writing skills. The method used in this research was quantitative method with a quasi-experimental design. The population of students at the Second grade was 134 students of Senior High School 1 Luragung with two sample classes which have 12 students in each class. Both classes are assigned into experimental and control class. In obtaining the data, the researcher conducted pre-test, treatments, and post-test. The treatment was given to the experimental class 4 times assissted by Kahoot application. Meanwhile, in control class there is no treatment given. The teaching was assisted by Google classroom. The result of the data showed that the mean scores of the experimental class pre-test and post-test rater 1 was 56.44 and 78.66 from rater 2 was 56.58 and 79.75. On the other hand, the mean scores of Control group pre-test and post-test rater 1 was 50.55 and 68.00 from rater 2 was 52.00 and 67.83. The students’ better achievement toward writing ability can be seen on the mean score from descriptive statistic of the post-test the experimental class rater 1 and 2 was 67.85 higher than the mean score of post-test in the control class which was 59.58. It can be concluded that, the students who got treatment using Kahoot were higher than the students’ from the control class. Kahoot application given a positive effect on the students’ writing skills and also the effective online learning during COVID-19 Pandemic. Keywords: writing skill; Kahoot.
{"title":"THE EFFECT OF KAHOOT APPLICATION IN IMPROVING STUDENTS’ WIRTING SKILL (QUASI EXPERIMENTAL DESIGN AT SMAN 1 LURAGUNG)","authors":"Icha Amalia, Dadang Solihat, E. Darsih","doi":"10.25134/ijli.v5i1.5873","DOIUrl":"https://doi.org/10.25134/ijli.v5i1.5873","url":null,"abstract":"The research aimed to find out whether or not there is an effect of using Kahoot Application in improving students’ writing skills. The method used in this research was quantitative method with a quasi-experimental design. The population of students at the Second grade was 134 students of Senior High School 1 Luragung with two sample classes which have 12 students in each class. Both classes are assigned into experimental and control class. In obtaining the data, the researcher conducted pre-test, treatments, and post-test. The treatment was given to the experimental class 4 times assissted by Kahoot application. Meanwhile, in control class there is no treatment given. The teaching was assisted by Google classroom. The result of the data showed that the mean scores of the experimental class pre-test and post-test rater 1 was 56.44 and 78.66 from rater 2 was 56.58 and 79.75. On the other hand, the mean scores of Control group pre-test and post-test rater 1 was 50.55 and 68.00 from rater 2 was 52.00 and 67.83. The students’ better achievement toward writing ability can be seen on the mean score from descriptive statistic of the post-test the experimental class rater 1 and 2 was 67.85 higher than the mean score of post-test in the control class which was 59.58. It can be concluded that, the students who got treatment using Kahoot were higher than the students’ from the control class. Kahoot application given a positive effect on the students’ writing skills and also the effective online learning during COVID-19 Pandemic. Keywords: writing skill; Kahoot. ","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45048155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is motivated by the lack of learning media that can facilitate students' critical thinking skills in learning during the covid-19 pandemic. Critical thinking ability is a very important competency to be developed through a scientific approach. This ability is indispensable in everyday life. The purpose of this study was to analyze the effect of students' critical thinking skills through the application of Augmented Reality through a scientific approach. The method used in this research is Quasi Experimental with pretest-posttest control group design. The population in this study were students of class XI science at SMA Negeri 1 Cigugur which consisted of 3 science classes with a total of 78 students. The samples used in this study were two classes, namely class XI IPA 1 and XI IPA 3. The sampling technique used was purposive sampling. The instruments used are description tests, observation sheets and student response questionnaires to the application of augmented reality through a scientific approach. Based on the results of analysis and calculations with hypothesis testing, the results obtained are H1 is accepted and Ho is rejected, meaning that there is an increase in students' critical thinking skills by applying Augmented Reality through a scientific approach.Keywords: Augmented Reality; scientific approach; critical thinking.
这项研究的动机是缺乏能够促进学生在新冠肺炎大流行期间学习的批判性思维技能的学习媒体。批判性思维能力是通过科学方法培养的一种非常重要的能力。这种能力在日常生活中是不可或缺的。本研究的目的是通过科学的方法分析增强现实应用对学生批判性思维技能的影响。本研究采用准实验方法，采用前测后测对照组设计。本研究中的人群是位于Cigugur的SMA Negeri 1的XI科学班的学生，该班由3个科学班组成，共有78名学生。本研究中使用的样品为两类，即XI IPA 1类和XI IPA 3类。所使用的抽样技术是有目的的抽样。使用的工具是描述测试、观察表和学生对通过科学方法应用增强现实的反应问卷。根据假设检验的分析和计算结果，获得的结果是H1被接受，Ho被拒绝，这意味着通过科学的方法应用增强现实可以提高学生的批判性思维技能。关键词：增强现实；科学方法；批判性思维
{"title":"APPLICATION OF AUGMENTED REALITY THROUGH A SCIENTIFIC APPROACH TO STUDENTS' CRITICAL THINKING ABILITY","authors":"L. Lismaya, A. Priyanto, Putri Ayu","doi":"10.25134/ijli.v5i1.5874","DOIUrl":"https://doi.org/10.25134/ijli.v5i1.5874","url":null,"abstract":"This research is motivated by the lack of learning media that can facilitate students' critical thinking skills in learning during the covid-19 pandemic. Critical thinking ability is a very important competency to be developed through a scientific approach. This ability is indispensable in everyday life. The purpose of this study was to analyze the effect of students' critical thinking skills through the application of Augmented Reality through a scientific approach. The method used in this research is Quasi Experimental with pretest-posttest control group design. The population in this study were students of class XI science at SMA Negeri 1 Cigugur which consisted of 3 science classes with a total of 78 students. The samples used in this study were two classes, namely class XI IPA 1 and XI IPA 3. The sampling technique used was purposive sampling. The instruments used are description tests, observation sheets and student response questionnaires to the application of augmented reality through a scientific approach. Based on the results of analysis and calculations with hypothesis testing, the results obtained are H1 is accepted and Ho is rejected, meaning that there is an increase in students' critical thinking skills by applying Augmented Reality through a scientific approach.Keywords: Augmented Reality; scientific approach; critical thinking. ","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47142730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rendahnya hasil belajar bahasa Indonesia dan kurangnya kemampuan menyimak siswa merupakan masalah dari penelitian ini. Penelitian ini bertujuan untuk menganalisis dampak model pembelajaran kooperatif tipe Paired Story Telling terhadap Hasil Belajar Bahasa Indonesia Siswa Kelas V SD. Jenis penelitian ini adalah penelitian eksperimen semu (quasi experiment) dengan rancangan non-equivalent Post-test Only Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas Kelas V SD berjumlah 132 siswa dari lima Sekolah.Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah teknik random sampling. Metode pengumpulan data dilakukan dengan media tes dengan instrumen tes hasil belajar berbentuk pilihan ganda berjumlah 40 soal. Teknik analisis data menggunakan analisis kuantitatif dengan uji-t. Hasil penelitian menunjukkan bahwa terdapat pengaruh model pembelajaran kooperatif tipe paired story telling terhadap hasil belajar Bahasa Indonesia siswa kelas V SD. Selain itu, kelompok siswa yang mengikuti model pembelajaran kooperatif tipe paired story telling berbantuan memiliki rata-rata skor hasil belajar Bahasa Indonesia lebih tinggi dibandingkan model pembelajaran konvensional. Hal ini menunjukkan model pembelajaran kooperatif tipe paired story telling berpengaruh positif terhadap hasil belajar Bahasa Indonesia siswa kelas V SD. Implikasi penelitian ini diharapkan dengan diterapkannya model pembelajaran kooperatif tipe paired story telling, dapat membantu siswa dalam belajar sehingga tujuan pembelajaran dapat tercapai.
学习印尼语的低成绩和学生注意力不集中是这项研究的一个问题。本研究旨在分析V级学生的印尼语学习结果中合作性学习模式讲故事的影响。这类研究是一种伪实验研究，采用非equivalent post Only Control Group Design的设计。本研究的学生中，五所学校共有132名五年级学生。本研究采用的抽样技术是随机抽样技术。数据收集方法是用测试工具进行的测试结果形式的多项选择题共40道题。使用uji-t定量分析的数据分析技术。研究结果表明，合作的学习模式讲故事类型对五年级学生的印尼语学习结果有影响。此外，遵循合作学习模式、辅助叙事类型的学生平均比传统学习模式学习成绩更高。这展示了一种合作的学习模式，一种完整的故事类型，对五年级学生的印尼语学习结果产生了积极的影响。本研究的影响可以通过建立一种合作的学习模式，一种可信的故事故事，帮助学生学习，使学习目标能够实现。
{"title":"Model Pembelajaran Kooperatif Tipe Paired Storytelling dan Pengaruhnya terhadap Hasil Belajar Bahasa Indonesia Siswa Kelas V Sekolah Dasar","authors":"Risma Damayanti, K. Yudiana, P. A. Antara","doi":"10.23887/iji.v3i2.49164","DOIUrl":"https://doi.org/10.23887/iji.v3i2.49164","url":null,"abstract":"Rendahnya hasil belajar bahasa Indonesia dan kurangnya kemampuan menyimak siswa merupakan masalah dari penelitian ini. Penelitian ini bertujuan untuk menganalisis dampak model pembelajaran kooperatif tipe Paired Story Telling terhadap Hasil Belajar Bahasa Indonesia Siswa Kelas V SD. Jenis penelitian ini adalah penelitian eksperimen semu (quasi experiment) dengan rancangan non-equivalent Post-test Only Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas Kelas V SD berjumlah 132 siswa dari lima Sekolah.Teknik pengambilan sampel yang digunakan dalam penelitian ini adalah teknik random sampling. Metode pengumpulan data dilakukan dengan media tes dengan instrumen tes hasil belajar berbentuk pilihan ganda berjumlah 40 soal. Teknik analisis data menggunakan analisis kuantitatif dengan uji-t. Hasil penelitian menunjukkan bahwa terdapat pengaruh model pembelajaran kooperatif tipe paired story telling terhadap hasil belajar Bahasa Indonesia siswa kelas V SD. Selain itu, kelompok siswa yang mengikuti model pembelajaran kooperatif tipe paired story telling berbantuan memiliki rata-rata skor hasil belajar Bahasa Indonesia lebih tinggi dibandingkan model pembelajaran konvensional. Hal ini menunjukkan model pembelajaran kooperatif tipe paired story telling berpengaruh positif terhadap hasil belajar Bahasa Indonesia siswa kelas V SD. Implikasi penelitian ini diharapkan dengan diterapkannya model pembelajaran kooperatif tipe paired story telling, dapat membantu siswa dalam belajar sehingga tujuan pembelajaran dapat tercapai.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90275600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is motivated by the low skill of classifying animals and the low understanding of students' concepts. Preliminary data show that out of 10 groups only 2 groups are skilled in classifying animals. Therefore, this research was conducted to improve the skills of classifying animals and understanding concepts by using the identification key circle media. The research subjects were 36 students of class VII A of SMPN 4 Kuningan. The research data was obtained from the observation of the students' skills in classifying animals and the concept understanding test. Based on the results of the study, it was found that the skill in classifying animals had increased through the Wilcoxon test, the statistical value of the asymp value was obtained. Sig of 0.01. The working hypothesis will be accepted if the value of asymp.sig , and the value of = 0.05, because the value of asymp.sig = 0.01 0.05 then Ha is accepted, and an increase in students' understanding of concepts from the final data analysis shows that obtained based on the Independent sample test output table in the equal variances assumed section, the Sig value is known. (2-tailed) of 0.00 0.005, so as for decision making in the independent sample t-test, it can be concluded that Ho is rejected and Ha is accepted. Thus, it can be concluded that the identification key circle media can improve students' skills in classifying animals and understanding draft.Keywords: Key circle media identification; animal classification skills; student concept understanding.
{"title":"THE DEVELOPMENT OF THE IDENTIFICATION KEY CIRCLE MEDIA FOR THE SKILLS OF CLASSIFYING ANIMALS AND STUDENTS’ UNDERSTANDING OF CONCEPTS","authors":"Yayan Yayan","doi":"10.25134/ijli.v5i1.5872","DOIUrl":"https://doi.org/10.25134/ijli.v5i1.5872","url":null,"abstract":"This research is motivated by the low skill of classifying animals and the low understanding of students' concepts. Preliminary data show that out of 10 groups only 2 groups are skilled in classifying animals. Therefore, this research was conducted to improve the skills of classifying animals and understanding concepts by using the identification key circle media. The research subjects were 36 students of class VII A of SMPN 4 Kuningan. The research data was obtained from the observation of the students' skills in classifying animals and the concept understanding test. Based on the results of the study, it was found that the skill in classifying animals had increased through the Wilcoxon test, the statistical value of the asymp value was obtained. Sig of 0.01. The working hypothesis will be accepted if the value of asymp.sig , and the value of = 0.05, because the value of asymp.sig = 0.01 0.05 then Ha is accepted, and an increase in students' understanding of concepts from the final data analysis shows that obtained based on the Independent sample test output table in the equal variances assumed section, the Sig value is known. (2-tailed) of 0.00 0.005, so as for decision making in the independent sample t-test, it can be concluded that Ho is rejected and Ha is accepted. Thus, it can be concluded that the identification key circle media can improve students' skills in classifying animals and understanding draft.Keywords: Key circle media identification; animal classification skills; student concept understanding. ","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43602796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mona Rizkia Pebriani, N. Thamrin, E. Darsih, F. Fadhly
This research focused on GIST (Generating Interaction between Schemata and Text) strategy in increasing students’ reading comprehension. The objective of the research is to find out the significant effect on students’ reading comprehension after applying the GIST (Generating Interactions between schemata and text) strategy. This research used a quasi-experimental design. The sample consists of 60 students which were from two classes. This research used test instrument (pre-test and post-test) with multiple choice questions. The hypothesis was calculated by using t-test in which the analysis result obtained tcount = 4.33 ttable = 2.00 with α = 0.05. From the result, it can be concluded that GIST strategy can improve students’ reading comprehension in narrative text. Keywords: Generating Interaction between Schemata and Text (GIST) strategy; reading comprehension; narrative text.
{"title":"THE EFFECT OF USING GIST (GENERATING INTERACTION BETWEEN SCHEMATA AND TEXT) STRATEGY ON STUDENTS’ READING COMPREHENSION","authors":"Mona Rizkia Pebriani, N. Thamrin, E. Darsih, F. Fadhly","doi":"10.25134/ijli.v5i1.5875","DOIUrl":"https://doi.org/10.25134/ijli.v5i1.5875","url":null,"abstract":"This research focused on GIST (Generating Interaction between Schemata and Text) strategy in increasing students’ reading comprehension. The objective of the research is to find out the significant effect on students’ reading comprehension after applying the GIST (Generating Interactions between schemata and text) strategy. This research used a quasi-experimental design. The sample consists of 60 students which were from two classes. This research used test instrument (pre-test and post-test) with multiple choice questions. The hypothesis was calculated by using t-test in which the analysis result obtained tcount = 4.33 ttable = 2.00 with α = 0.05. From the result, it can be concluded that GIST strategy can improve students’ reading comprehension in narrative text. Keywords: Generating Interaction between Schemata and Text (GIST) strategy; reading comprehension; narrative text.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48758541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wawat Septimawati, Anna Fitri Hindriyana, S. Sulistyono
This research was motivated by the low creativity of students and problem solving skills, only 10% showed indicators of creativity. The purpose of this research is to increase students' creativity and problem solving skills through the implementation of STEM 5E. Creativity and problem solving skills are important for students as provisions in the future. The population in this study were Middle School students. 8 at SMPN 1 Jalaksana, which is divided into two classes, namely the experimental class and the control class. The research design used is a nonequivalent control group design, the type of research is quasi-experimental. The experimental class uses STEM 5E learning, while the control class uses demonstration learning. The instruments used in this study were observation sheets, written tests of 15 description questions with three indicators of problem-solving ability, namely recognizing problems, finding problems, and provide solutions, and other data in the form of a questionnaire to determine student responses. The results of the study on the implementation of STEM 5E learning showed that the preliminary, core and closing activities were carried out well. The results of observations of student creativity showed that the average value of the experimental class was 71.58 while the control class was 28.97. The average result of the experimental class students' problem solving ability was 81.11, much higher than the control class at 40.79. With the implementation of STEM 5E experimental class students are better in terms of creativity and problem solving skills.Keywords: STEM 5E; creativity; ability to solve problems.
{"title":"THE IMPLEMENTATION OF SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS (STEM) 5E TO OMPROVE STUDENTS’ CREATIVITY AND PROBLEM-SOLVING SKILLS IN LEARNING THE HUMAN CIRCULATORY SYSTEM","authors":"Wawat Septimawati, Anna Fitri Hindriyana, S. Sulistyono","doi":"10.25134/ijli.v5i1.5871","DOIUrl":"https://doi.org/10.25134/ijli.v5i1.5871","url":null,"abstract":"This research was motivated by the low creativity of students and problem solving skills, only 10% showed indicators of creativity. The purpose of this research is to increase students' creativity and problem solving skills through the implementation of STEM 5E. Creativity and problem solving skills are important for students as provisions in the future. The population in this study were Middle School students. 8 at SMPN 1 Jalaksana, which is divided into two classes, namely the experimental class and the control class. The research design used is a nonequivalent control group design, the type of research is quasi-experimental. The experimental class uses STEM 5E learning, while the control class uses demonstration learning. The instruments used in this study were observation sheets, written tests of 15 description questions with three indicators of problem-solving ability, namely recognizing problems, finding problems, and provide solutions, and other data in the form of a questionnaire to determine student responses. The results of the study on the implementation of STEM 5E learning showed that the preliminary, core and closing activities were carried out well. The results of observations of student creativity showed that the average value of the experimental class was 71.58 while the control class was 28.97. The average result of the experimental class students' problem solving ability was 81.11, much higher than the control class at 40.79. With the implementation of STEM 5E experimental class students are better in terms of creativity and problem solving skills.Keywords: STEM 5E; creativity; ability to solve problems. ","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47646958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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