Pub Date : 2023-09-14DOI: 10.1080/01443410.2023.2273762
Ouhao Chen, Endah Retnowati, BoBo Kai Yin Chan, Slava Kalyuga
AbstractThe worked example effect has been well documented within the framework of Cognitive Load Theory (CLT), which suggests that teaching with examples would be superior to engaging in unguided problem solving, particularly for novices, as using worked examples would reduce their cognitive load, compared to solving problems, thus facilitating knowledge retention. This paper, using multiple-step mathematics problems, reports an experiment investigating the micro level of the worked example effect on learning solution steps, from the perspective of cognitive load and challenge (as a relevant affective, motivational factor), testing the worked example effect with a transfer test. The results favoured worked examples on both the retention and transfer tests after learning and showed that using worked examples would reduce cognitive load and impose less challenge on each step during learning.Keywords: Cognitive load theoryworked example effectcognitive load and challengesolution stepsretention and transfer tests Authors contributionsOuhao Chen: conceptualisation, research design, data analysis and writingEndah Retnowati: data collection and research designBoBo Kai Yin Chan: data analysisSlava Kalyuga: conceptualisation and writingDisclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis collaborative research is funded by Leverhulme Visiting Professor grant (VP2-2021-006) of Leverhulme Trust to the first author and last author.
摘要范例效应在认知负荷理论(CLT)的框架下得到了充分的证明，该理论认为，举例教学优于无指导的问题解决，特别是对于新手来说，因为与解决问题相比，使用范例可以减少他们的认知负荷，从而促进知识的保留。本文以多步数学问题为研究对象，从认知负荷和挑战(作为相关的情感、动机因素)的角度，研究了习例效应对学习解步骤的微观影响，并采用迁移测试对习例效应进行了检验。结果表明，在学习后的记忆和迁移测试中，使用样例可以减少认知负荷，并减少学习过程中每一步的挑战。关键词:认知负荷理论工作实例效应认知负荷和挑战解决步骤保留和迁移测试作者贡献陈索豪:概念化、研究设计、数据分析和写作endah Retnowati:数据收集和研究设计bobo Kai Yin Chan:数据分析slava Kalyuga:概念化和写作披露声明作者未报告潜在的利益冲突。本合作研究由利华休姆客座教授资助(VP2-2021-006)利华休姆信托基金资助给第一作者和最后作者。
{"title":"The effect of worked examples on learning solution steps and knowledge transfer","authors":"Ouhao Chen, Endah Retnowati, BoBo Kai Yin Chan, Slava Kalyuga","doi":"10.1080/01443410.2023.2273762","DOIUrl":"https://doi.org/10.1080/01443410.2023.2273762","url":null,"abstract":"AbstractThe worked example effect has been well documented within the framework of Cognitive Load Theory (CLT), which suggests that teaching with examples would be superior to engaging in unguided problem solving, particularly for novices, as using worked examples would reduce their cognitive load, compared to solving problems, thus facilitating knowledge retention. This paper, using multiple-step mathematics problems, reports an experiment investigating the micro level of the worked example effect on learning solution steps, from the perspective of cognitive load and challenge (as a relevant affective, motivational factor), testing the worked example effect with a transfer test. The results favoured worked examples on both the retention and transfer tests after learning and showed that using worked examples would reduce cognitive load and impose less challenge on each step during learning.Keywords: Cognitive load theoryworked example effectcognitive load and challengesolution stepsretention and transfer tests Authors contributionsOuhao Chen: conceptualisation, research design, data analysis and writingEndah Retnowati: data collection and research designBoBo Kai Yin Chan: data analysisSlava Kalyuga: conceptualisation and writingDisclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis collaborative research is funded by Leverhulme Visiting Professor grant (VP2-2021-006) of Leverhulme Trust to the first author and last author.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/01443410.2023.2272068
Lisha Liu, Qian Wang, Yanfang Li
AbstractThe present study investigated the unique and interactive role of parents’ and peers’ humanity virtue (i.e. kindness, love, and social intelligence) in association with children’s humanity. The participants were 761 fourth- to ninth-graders (Mage = 12.62; 45.2% boys) and their biological parents. The humanity subscale of the Values in Action Inventory of Strengths for Adults (VIA-IS) and Youth (VIA-Youth) was used to measure the humanity of each party. The results showed that mothers’ and fathers’ kindness were associated with children’s kindness, mothers’ love and fathers’ social intelligence were associated with children’s love and social intelligence, respectively. All three dimensions of the humanity of peers were positively related to that of children. Two-way interactions were found between mother and peer systems and displayed distinct interaction patterns in terms of kindness and love. Possible explanations and directions for future research are discussed.Keywords: Humanityvirtueunique roleinteractive roleparentpeer Authors’ contributionsLisha Liu carried out the design of the study, performed the statistical analysis, and drafted and revised the manuscript. Qian Wang drafted and revised the manuscript. Yanfang Li supervised the project and were in charge of overall direct and planning. All authors read and approved the final manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported National Natural Science Foundation of China; the Fundamental Research Funds for the Central Universities
{"title":"Developing children’s humanity: the unique and interactive role of parents’ and peers’ humanity","authors":"Lisha Liu, Qian Wang, Yanfang Li","doi":"10.1080/01443410.2023.2272068","DOIUrl":"https://doi.org/10.1080/01443410.2023.2272068","url":null,"abstract":"AbstractThe present study investigated the unique and interactive role of parents’ and peers’ humanity virtue (i.e. kindness, love, and social intelligence) in association with children’s humanity. The participants were 761 fourth- to ninth-graders (Mage = 12.62; 45.2% boys) and their biological parents. The humanity subscale of the Values in Action Inventory of Strengths for Adults (VIA-IS) and Youth (VIA-Youth) was used to measure the humanity of each party. The results showed that mothers’ and fathers’ kindness were associated with children’s kindness, mothers’ love and fathers’ social intelligence were associated with children’s love and social intelligence, respectively. All three dimensions of the humanity of peers were positively related to that of children. Two-way interactions were found between mother and peer systems and displayed distinct interaction patterns in terms of kindness and love. Possible explanations and directions for future research are discussed.Keywords: Humanityvirtueunique roleinteractive roleparentpeer Authors’ contributionsLisha Liu carried out the design of the study, performed the statistical analysis, and drafted and revised the manuscript. Qian Wang drafted and revised the manuscript. Yanfang Li supervised the project and were in charge of overall direct and planning. All authors read and approved the final manuscript.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported National Natural Science Foundation of China; the Fundamental Research Funds for the Central Universities","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/01443410.2023.2259139
Yu-Cheng Lin, Huei-Tse Hou
AbstractThe research objective of this study is to understand the effects of different types of learning scaffolding on learning effectiveness, flow, anxiety, motivation, and emotions. The research design was to divide the 96 students into three groups: mobile scaffolding game-based learning group, general game-based learning group, and video learning group, and the data collection method was convenience sampling. In terms of data analysis, the paired sample t-test and ANCOVA were used for within-group and between-group analyses for learning effectiveness and anxiety respectively. The independent sample t-test was used for between-group comparisons of flow, and the two-way mixed ANOVA was used for the comparison of motivation and emotion in the three stages of learning. The results showed that the two game-based learning groups had positive effects on learning effectiveness, flow, and learning anxiety due to the assistance of the scaffolding, while also increasing their positive emotion and decreasing their negative emotion during and after the game. Besides, the mobile scaffolding game-based learning group, with the addition of the dynamic evaluation procedure scaffolding, could enhance learning motivation during the game more than the general game-based learning group, and with the advantage of real-time evaluation, it could reduce the teaching burden of teachers.Keywords: Scaffoldingeducational board gameanxietyflowemotion Disclosure statementNo potential conflict of interest was reported by the authors.Data availabilityThe data that support the findings of this study are available from the corresponding author, upon reasonable request.Additional informationFundingThis research was supported by the projects from the Ministry of Science and Technology, Taiwan, under contract number MOST- 110-2511-H-011 − 004 -MY3 and MOST-111-2410-H-011 − 004 -MY3.
{"title":"Multi-dimensional evaluation of an educational board game using real-time diagnostic procedure scaffolding: analysis of learners’ learning effectiveness, flow, anxiety, and emotion","authors":"Yu-Cheng Lin, Huei-Tse Hou","doi":"10.1080/01443410.2023.2259139","DOIUrl":"https://doi.org/10.1080/01443410.2023.2259139","url":null,"abstract":"AbstractThe research objective of this study is to understand the effects of different types of learning scaffolding on learning effectiveness, flow, anxiety, motivation, and emotions. The research design was to divide the 96 students into three groups: mobile scaffolding game-based learning group, general game-based learning group, and video learning group, and the data collection method was convenience sampling. In terms of data analysis, the paired sample t-test and ANCOVA were used for within-group and between-group analyses for learning effectiveness and anxiety respectively. The independent sample t-test was used for between-group comparisons of flow, and the two-way mixed ANOVA was used for the comparison of motivation and emotion in the three stages of learning. The results showed that the two game-based learning groups had positive effects on learning effectiveness, flow, and learning anxiety due to the assistance of the scaffolding, while also increasing their positive emotion and decreasing their negative emotion during and after the game. Besides, the mobile scaffolding game-based learning group, with the addition of the dynamic evaluation procedure scaffolding, could enhance learning motivation during the game more than the general game-based learning group, and with the advantage of real-time evaluation, it could reduce the teaching burden of teachers.Keywords: Scaffoldingeducational board gameanxietyflowemotion Disclosure statementNo potential conflict of interest was reported by the authors.Data availabilityThe data that support the findings of this study are available from the corresponding author, upon reasonable request.Additional informationFundingThis research was supported by the projects from the Ministry of Science and Technology, Taiwan, under contract number MOST- 110-2511-H-011 − 004 -MY3 and MOST-111-2410-H-011 − 004 -MY3.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134972151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.51878/educational.v3i3.2441
NOVA ANTINA
The low ability or learning outcomes of students in understanding Aqidah Akhlak lessons and their practice in daily life is closely related to basic abilities at school. The science of Aqidah Morals is a science that students must know, not just casually, but its implementation in real life. Students' lack of interest in participating in learning is the cause of the problem of low student learning outcomes. This is due, among other things, to the presentation of material that is less interesting and there is a mismatch in the methods used by teachers in learning. This research was carried out with the aim of finding out whether the Simulation method could improve the Akidah Akhlak learning outcomes for Class V MI Negeri 1 Pringsewu students in the even semester of the 2018/2019 academic year. This research is a type of classroom action research that wants to reveal how high the level of effectiveness of the simulation method is in improving learning outcomes of moral aqidah, the subject of despicable morals in class V students at MI Negeri 1 Pringsewu. The results of research on 30 students in each cycle in learning Aqidah Akhlak in Class V MI Negeri 1 Pringsewu, are as follows: 15 students or 50% of students completed learning in cycle I, in cycle II 25 children or 83% of children had completed Study. Thus, this research ended in cycle II because the success indicator for students who obtained complete learning results of 83% had been achieved. Based on the results of this research, it can be concluded that the Simulation method can improve the learning outcomes of Aqidah Akhlak in Class V students at MI Negeri 1 Pringsewu ABSTRAK Rendahnya kemampuan atau hasil belajar siswa dalam memahami pelajaran Aqidah Akhlak dan praktiknya dalam kehidupan sehari-hari berhubungan erat dengan kemampuan dasar di sekolah. Ilmu Aqidah Akhlak merupakan ilmu yang wajib diketahui oleh siswa tidak sekedar asal-asalan akan tetapi pelaksanaannya dalam kehidupan nyata. Kurangnya minat siswa dalam mengikuti pembelajaran menjadi penyebab masalah rendahnya hasil belajar siswa. Hal ini disebabkan antara lain karena pembawaan materi yang kurang menarik dan terjadi ketidak sesuaian metode yang dipakai guru dalam pembelajaran. Penelitian ini dilakukan dengan tujuan untuk mengetahui apakah metode Simulasi dapat meningkatkan hasil belajar Akidah Akhlak pada siswa Kelas V MI Negeri 1 Pringsewu semester genap tahun pelajaran 2018/2019. Penelitian ini termasuk jenis penelitian tindakan kelas yang ingin mengungkap seberapa tinggi Tingkat efektifitas metode simulasi dalam meningkatkan hasil belajar aqidah akhlak pokak bahasan akhlak tercela pada siswa kelas V MI Negeri 1 Pringsewu. Hasil dari penelitian terhadap 30 siswa pada setiap siklus dalam pembelajaran Akidah Akhlak pada Kelas V MI Negeri 1 Pringsewu, yaitu sebagai berikut: siswa yang tuntas belajar pada siklus I sebanyak 15 anak atau 50%, pada siklus II 25 anak atau 83% anak sudah tuntas belajar. Dengan demikian penelitian in
学生在理解Aqidah Akhlak课程和日常生活实践方面的能力低下或学习效果低下与学校的基本能力密切相关。Aqidah道德科学是一门学生必须知道的科学，不仅仅是随口说说，而是要在现实生活中加以运用。学生缺乏参与学习的兴趣是导致学生学习效果低的原因。除其他外，这是由于材料的呈现不那么有趣，教师在学习中使用的方法不匹配。本研究的目的是为了了解模拟方法是否可以改善2018/2019学年平世武五班学生的Akidah Akhlak学习成果。本研究是一种课堂行动研究，旨在揭示模拟方法在改善MI Negeri 1 Pringsewu五班学生的卑鄙道德主题moral aqidah学习成果方面的有效性有多高。在MI Negeri 1 Pringsewu五班学习Aqidah Akhlak的30名学生每个周期的研究结果如下:15名学生或50%的学生完成了第一周期的学习，25名学生或83%的学生完成了第二周期的学习。至此，本研究在第二周期结束，因为获得完整学习成绩的学生达到了83%的成功指标。基于本研究的结果，可以得出结论，模拟方法可以提高MI Negeri 1 Pringsewu五班学生Aqidah Akhlak的学习效果。我爱你，我爱你，我爱你，我爱你，我爱你，我爱你，我爱你，我爱你。Kurangnya minat siswa dalam mengikuti penbelajajan menjadi penyebab masalah rendahnya hasil belajar siswa。Hal ini disebabkan antara lain karena pembawaan materi yang kurang menarik dan terjadi ketidak sessuan mede yang dipakai guru dalam pembelajan。Penelitian ini dilakukan dengan tujuan untuk mengetahui apakah mede Simulasi dapat meningkatkan hasil belajar Akidah Akhlak padsiswa Kelas V MI Negeri 1 Pringsewu学期genap tahun pelajan 2018/2019。Penelitian ini termasuk jenis Penelitian tindakan kelas yang ingin, mengungkka, seberapa, tingka, Tingkat efektifitas方法模拟dalam meningkatkan hasil, belajar, aqidah akhlak, pokak bahasan, akhlak tercela paada siswa kelas V MI Negeri, Pringsewu。Hasil dari penelitian terhadap 30 siswa pada setiap siklus dalam pembelajan Akidah Akhlak pada Kelas V MI Negeri 1 Pringsewu, yitu sebagai berikut: siswa yang tuntas belajar pada siklus I sebanyak 15 anak atau 50%， pada siklus II 25 anak atau 83% anak sudah tuntas belajar邓根demikian penelitian ini diakhiri pada siklus II karena指标keberhasilan siswa yang成员perperoleh hasiltuntas belajar sebanyak 83% sudah tercapi。Berdasarkan hasil penelitian tersebut dapat dispulkan bahwa mede Simulasi dapat meningkatkan hasil belajar Akidah Akhlak padiswa Kelas V di MI Negeri 1 Pringsewu
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Pub Date : 2023-09-13DOI: 10.51878/educational.v3i3.2445
HERU SUGIANTO
This Classroom Action Research (PTK) activity is intended to describe or illustrate the application of the Make a Match (MM) learning model in order to improve the Informatics learning achievement of class The problem that arises is whether the application of Make a Match (MM) can improve the Informatics learning achievement of class The aim of this research is to find out whether there is an increase in the Informatics learning achievement of class From the research results, information was obtained that there was an increase in the Informatics learning achievement of class This increase is shown by: (1) the average student learning achievement in cycle I was 6.55 and in cycle II it was 8.60: (2) student completion in cycle I was 16 students or 50%, of which 16 students or 50% were incomplete. ; and (3) classical learning completeness in cycle I was 50% and in cycle II it reached 100%. This means that the competency test/evaluation results of cycle II are better than cycle I, and also achieve indicators of completeness. There is an increase in student activity during the learning process, both individually and in groups, namely the response to the interest of class 2021/2022 lessons regarding the implementation of Make a Match (MM) increased from 70% to 84.19% stating that they strongly agree or are in the high category. ABSTRAKPada kegiatan Penelitian Tindakan Kelas (PTK) ini dimaksudkan untuk mendiskripsikan atau menggambarkan penerapan model pembelajaran Make a Match (MM) dalam rangka meningkatkatkan prestasi belajar Informatika siswa kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajaran 2021/2022. Permasalahan yang muncul adalah apakah dengan penerapan Make a Match (MM) dapat meningkatkan prestasi belajar Informatika kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus tahun pelajaran 2021/2022. Adapaun tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan prestasi belajar Informatika siswa kelas X IPA3 Semester Gasal Madrasah Aliyah Negeri 2 Kudus Tahun Pelajaran 2021/2022. Dari hasil penelitian diperoleh informasi bahwa ada peningkatan prestasi belajar Informatika siswa kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajaran 2021/2022. Peningkatan ini ditunjukkan dengan : (1) rata-rata prestasi belajar siswa pada siklus I adalah 6.55 dan pada siklus II menjadi 8.60: (2) ketuntasan siswa pada siklus I siswa 16 siswa atau 50%, yang tidak tuntas sebanyak 16 siswa atau 50%; serta (3) ketuntasan belajar klasikal pada siklus I adalah 50.% dan pada siklus II mencapai 100%. Ini berarti uji kompetensi / hasil evaluasi siklus II lebih baik dibandingkan siklus I, dan juga mencapai indikator ketuntasan.ada peningkatan aktivitas siswa selama proses pembelajaran, baik secara individu maupun secara kelompok. yaitu respon minat siswa kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajaran 2021/2022 terhadap pelaksanaan Make a Match (MM) meningkat dari 70% menjadi 84,19% menyat
本次课堂行动研究(PTK)活动旨在描述或说明应用“配对”(Make a Match, MM)学习模式，以提高班级的信息学学习成果。所产生的问题是，“配对”(Make a Match, MM)的应用是否能提高班级的信息学学习成果。本研究的目的是从研究结果中找出班级的信息学学习成果是否有所增加。得到信息，班级的信息学学习成绩有所提高，这种提高表现为:(1)学生在第一个周期的平均学习成绩为6.55，在第二个周期的平均学习成绩为8.60;(2)学生在第一个周期完成了16名学生或50%，其中16名学生或50%是不完整的。;(3)第一周期经典学习完成度为50%，第二周期经典学习完成度为100%。这意味着周期II的能力测试/评价结果优于周期I，也达到了完备性指标。在学习过程中，无论是个人还是团体，学生的活动都有所增加，即对2021/2022班课程中关于实施“配对”(MM)的兴趣的反应从70%增加到84.19%，表示他们强烈同意或处于高类别。【摘要】pada kegiatan Penelitian Tindakan Kelas (PTK) ini dimaksudkan untuk mendiskripsikan atau menggambarkan penerapan模型penbelajan Make a Match (MM) dalam rangka meningkatkatkan prestasi belajar Informatika siswa Kelas X IPA3学期gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajan 2021/2022。Permasalahan yang muncul adalah apakah dengan penerapan Make a Match (MM) dapat meningkatkan prestasi belajar Informatika kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus tahun pelajaran 2021/2022。apapaun tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan prestasi belajar Informatika siswa kelas X IPA3学期Gasal Madrasah Aliyah Negeri 2 Kudus Tahun Pelajaran 2021/2022。darilpenelitian diperoleh informasi bahwa ada peningkatan prestasi belajar Informatika siswa kelas X IPA3学期gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajaran 2021/2022。Peningkatan ini ditunjukkan dengan:(1) rata-rata prestasi belajar siswa pada siklus I adalah 6.55 dan pada siklus II menjadi 8.60; (2) ketuntasan siswa pada siklus I siswa 16 sisklus 50%， yang tidak tuntas sebanyak 16 siswa atau 50%;[3] [footnoter.com] [footnoter.com]%丹·帕达·斯克鲁斯II门卡普100%。Ini berarti uji kompetensi / hasil evaluasi siklus II lebih baik dibandingkan siklus I, dan juga menapai indicator ketuntasan。Ada peningkatan aktivitas siswa selama proses penbelajaran, baik secara个人，maupun secara kelompok。yitu响应minat siswa kelas X IPA3学期gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajaran 2021/2022 terhadap pelaksanaan Make a Match (MM) mengkat dari 70% menjadi 84,19% menyatakan sangat setuju atau dalam kategori tinggi。
{"title":"PENINGKATKAN PRESTASI BELAJAR INFORMATIKA MELALUI PEMBELAJARAN MAKE A MATCH KELAS X","authors":"HERU SUGIANTO","doi":"10.51878/educational.v3i3.2445","DOIUrl":"https://doi.org/10.51878/educational.v3i3.2445","url":null,"abstract":"This Classroom Action Research (PTK) activity is intended to describe or illustrate the application of the Make a Match (MM) learning model in order to improve the Informatics learning achievement of class The problem that arises is whether the application of Make a Match (MM) can improve the Informatics learning achievement of class The aim of this research is to find out whether there is an increase in the Informatics learning achievement of class From the research results, information was obtained that there was an increase in the Informatics learning achievement of class This increase is shown by: (1) the average student learning achievement in cycle I was 6.55 and in cycle II it was 8.60: (2) student completion in cycle I was 16 students or 50%, of which 16 students or 50% were incomplete. ; and (3) classical learning completeness in cycle I was 50% and in cycle II it reached 100%. This means that the competency test/evaluation results of cycle II are better than cycle I, and also achieve indicators of completeness. There is an increase in student activity during the learning process, both individually and in groups, namely the response to the interest of class 2021/2022 lessons regarding the implementation of Make a Match (MM) increased from 70% to 84.19% stating that they strongly agree or are in the high category. ABSTRAKPada kegiatan Penelitian Tindakan Kelas (PTK) ini dimaksudkan untuk mendiskripsikan atau menggambarkan penerapan model pembelajaran Make a Match (MM) dalam rangka meningkatkatkan prestasi belajar Informatika siswa kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajaran 2021/2022. Permasalahan yang muncul adalah apakah dengan penerapan Make a Match (MM) dapat meningkatkan prestasi belajar Informatika kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus tahun pelajaran 2021/2022. Adapaun tujuan penelitian ini adalah untuk mengetahui apakah ada peningkatan prestasi belajar Informatika siswa kelas X IPA3 Semester Gasal Madrasah Aliyah Negeri 2 Kudus Tahun Pelajaran 2021/2022. Dari hasil penelitian diperoleh informasi bahwa ada peningkatan prestasi belajar Informatika siswa kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajaran 2021/2022. Peningkatan ini ditunjukkan dengan : (1) rata-rata prestasi belajar siswa pada siklus I adalah 6.55 dan pada siklus II menjadi 8.60: (2) ketuntasan siswa pada siklus I siswa 16 siswa atau 50%, yang tidak tuntas sebanyak 16 siswa atau 50%; serta (3) ketuntasan belajar klasikal pada siklus I adalah 50.% dan pada siklus II mencapai 100%. Ini berarti uji kompetensi / hasil evaluasi siklus II lebih baik dibandingkan siklus I, dan juga mencapai indikator ketuntasan.ada peningkatan aktivitas siswa selama proses pembelajaran, baik secara individu maupun secara kelompok. yaitu respon minat siswa kelas X IPA3 semester gasal Madrasah Aliyah Negeri 2 Kudus Tahun pelajaran 2021/2022 terhadap pelaksanaan Make a Match (MM) meningkat dari 70% menjadi 84,19% menyat","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.51878/educational.v3i3.2442
DINA WULANDARI
This study aims to increase creativity and learning outcomes of class VII economic activity material at SMP Negeri 3 Karanganyar by implementing project based learning. This research approach uses a Classroom Action Research (Action Research) approach with the application of the Application of Project Based Learning Through Market Day. The subjects in this study were students in Class 7 A at SMP Negeri 3 Karanganyar, the number of students in class 7 A was 32 students. The results of this study through the application of a project-based learning model with market day can increase student creativity in economic activity material including production activities, consumption activities, and distribution activities for Class 7A Students at SMP Negeri 3 Karanganyar in the Even Semester of the 2022/2023 Academic Year. This increase can be seen from the acquisition of student creativity scores, in each cycle there is an increase in both cycle I and cycle II, namely 95%. Starting from students getting to know market day activities in class, then making a market day planning process at school. The process of planning, implementing and presenting this market day is practiced in groups during lessons, the teacher provides verbal and non-verbal reinforcement. Through the application of a project-based model approach with market day, it can improve the learning outcomes of class 7A students at SMP Negeri 3 Karanganyar in the even semester of the 2022/2023 Academic Year. This increase can be seen from the acquisition of the average value and the level of completeness classically in each cycle has increased both in cycle I and cycle II, namely 92%.
ABSTRAKPenelitian ini bertujuan untuk meningkatkan meningkatkan kreativitas dan hasil belajar materi kegiatan ekonomi kelas VII SMP Negeri 3 Karanganyar dengan penerapan project based learning. Pendekatan penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (Action Research) dengan penerapan Penerapan Project Based Learning Melalui Market Day. Subjek dalam penelitian ini adalah peserta didik Kelas 7 A di SMP Negeri 3 Karanganyar jumlah peserta didik kelas 7 A sebanyak 32 siswa. Hasil penelitian ini melalui penerapan model pembelajaran berbasis project based learning dengan market day dapat meningkatkan kreativitas siswa pada materi Kegiatan Ekonomi meliputi kegiatan produksi, kegiatan konsumsi, dan kegiatan distribusi bagi Peserta Didik Kelas 7A SMP Negeri 3 Karanganyar pada Semester Genap Tahun Pelajaran 2022/2023. Peningkatan tersebut dapat dilihat dan perolehan nilai skor kreativitas siswa, pada tiap siklus mengalami peningkatan baik pada siklus I maupun siklus II yaitu 95%. Dimulai dari siswa mengenal kegiatan market day didalam kelas., kemudian membuat proses perencanaan market day di sekolah. Proses perencanaan, pelaksanaan dan presentasi market day ini dipraktekkan secara berkelompok pada pembelajaran, guru memberikan penguatan secara verbal dan non verbal. Melalui penerapan pendekatan dengan
本研究旨在通过实施基于项目的学习，提高Karanganyar SMP Negeri 3的VII类经济活动材料的创造力和学习成果。本研究方法采用课堂行动研究(Action research)方法，并通过市场日应用基于项目的学习。本研究的被试为Karanganyar SMP Negeri 3的7a班学生，7a班学生人数为32人。本研究的结果是，通过应用基于项目的集日学习模式，可以提高学生在2022/2023学年双学期的经济活动资料中的创造力，包括生产活动、消费活动和分配活动。这种增长可以从学生创造力得分的习得中看出，在每个周期中，周期I和周期II都有增长，即95%。从学生在课堂上了解集市日活动开始，到学校制定集市日计划流程。在课堂上以小组的形式练习这个集日的计划、实施和呈现过程，老师提供口头和非口头的强化。通过市场日项目为基础的模型方法的应用，可以提高SMP Negeri 3 Karanganyar在2022/2023学年偶数学期7A班学生的学习成果。这种增长可以从每个周期的平均值的获取和经典的完备性水平看出，在周期I和周期II中都增加了，即92%.
[摘要]penelitian ini bertujuan untuk脑膜炎katkan脑膜炎katkan kreativitas dan hasil belajar materi kegiatan ekonomikelas 7 SMP Negeri 3 Karanganyar dengan penerapan基于项目的学习。Pendekatan penelitian ini menggunakan Pendekatan penelitian Tindakan Kelas(行动研究)dengan penerapan penerapan penerapan penerapan基于项目的学习Melalui市场日。Subjek dalam penelitian ini adalah peserta didik Kelas 7 A di SMP Negeri 3 Karanganyar jumlah peserta didik Kelas 7 A sebanyak 32 siswa。Hasil penelitian ini melalui penerapan模型penbelajan基于项目的学习dengan市场日dapat meningkatkan kreativitas siswa pada materi Kegiatan economi meliputi Kegiatan producksi, Kegiatan konsumsi, dan Kegiatan distribution busi bagi Peserta Didik Kelas SMP Negeri Karanganyar pada学期Genap Tahun pelajan 2022/2023。Peningkatan terbut dapat dilihat dan perolehan nilai skor kreativitas siswa, pada tiap siklus mengalami Peningkatan baik pada siklus I maupun siklus II yitu 95%。didalam kelas集市日。沙特阿拉伯的一名成员表示，每年都会有集市。Proses perencanan, pelaksanaan和presentasmarket day ini dipraktekkan secara berkelompok padpenbelajaran, guru memberkan penguatan secara verbal和nonverbal。Melalui penerapan pendekatan dengan模型基础项目基于dengan市场日dapat meningkatkan hasil belajar peserta didik kelas 7A di SMP Negeri Karanganyar pada学期genap Tahun Pelajaran 2022/2023。Peningkatan terbut dapat dilihat dan perolehan nilai rata-rata - serta tingkat ketuntasan secara klasikal padtiap siklus mengalami Peningkatan baik padsiklus I maupun siklus II yitu 92%。
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 ABSTRAKPenelitian ini bertujuan untuk meningkatkan meningkatkan kreativitas dan hasil belajar materi kegiatan ekonomi kelas VII SMP Negeri 3 Karanganyar dengan penerapan project based learning. Pendekatan penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (Action Research) dengan penerapan Penerapan Project Based Learning Melalui Market Day. Subjek dalam penelitian ini adalah peserta didik Kelas 7 A di SMP Negeri 3 Karanganyar jumlah peserta didik kelas 7 A sebanyak 32 siswa. Hasil penelitian ini melalui penerapan model pembelajaran berbasis project based learning dengan market day dapat meningkatkan kreativitas siswa pada materi Kegiatan Ekonomi meliputi kegiatan produksi, kegiatan konsumsi, dan kegiatan distribusi bagi Peserta Didik Kelas 7A SMP Negeri 3 Karanganyar pada Semester Genap Tahun Pelajaran 2022/2023. Peningkatan tersebut dapat dilihat dan perolehan nilai skor kreativitas siswa, pada tiap siklus mengalami peningkatan baik pada siklus I maupun siklus II yaitu 95%. Dimulai dari siswa mengenal kegiatan market day didalam kelas., kemudian membuat proses perencanaan market day di sekolah. Proses perencanaan, pelaksanaan dan presentasi market day ini dipraktekkan secara berkelompok pada pembelajaran, guru memberikan penguatan secara verbal dan non verbal. Melalui penerapan pendekatan dengan ","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135742208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.51878/educational.v3i3.2443
MUFIDAH MUFIDAH
This class action research aims to find out how far the application of the Teams Games Tournament learning model can increase the activity and learning outcomes of the Economics subject for class XII IPS3 MAN 1 Jembrana students in the 2022-2023 academic year. The research was conducted in class XII IPS3 MAN 1 Jembrana, consisting of 2 cycles. The research subjects totaled 28 people. The instruments used were tests and observation sheets. The collected data were analyzed using comparative analysis. The results showed that learning activities in cycle I increased by 57.15% to 88.84% in cycle II. The average learning outcomes in cycle I was 75.79, increasing to 84.32 in cycle II, which was an increase of 8.53. While the level of completeness of learning outcomes in the first cycle was 67.86% and the second cycle increased to 92.86%. Based on these findings it can be concluded that the application of the Teams Games Tournament learning model with snakes and ladders media can increase activity and learning outcomes in Economics subject. ABSTRAKPenelitian tindakan kelas ini bertujuan untuk mengetahui sejauhmana penerapan model pembelajaran Teams Games Tournament dapat meningkatkan aktivitas dan hasil belajar mata pelajaran Ekonomi peserta didik kelas XII IPS3 MAN 1 Jembrana tahun pelajaran 2022-2023. Penelitian dilaksanakan di kelas XII IPS3 MAN 1 Jembrana, terdiri atas 2 siklus. Subyek penelitian berjumlah 28 orang. Instrumen yang digunakan berupa tes dan lembar observasi. Data yang terkumpul dianalisis dengan menggunakan analisis komparatif. Hasil penelitian menunjukkan aktivitas belajar pada siklus I sebesar 57,15% meningkat menjadi 88,84% pada siklus II. Rata-rata hasil belajar pada siklus I sebesar 75,79 meningkat menjadi 84,32 pada siklus II yaitu terdapat peningkatan sebesar 8,53. Sedangkan tingkat ketuntasan hasil belajar pada siklus I sebesar 67,86% dan siklus II meningkat menjadi 92,86%. Berdasarkan atas temuan ini dapat disimpulkan bahwa penerapan model pembelajaran Teams Games Tournament dengan media ular tangga dapat meningkatkan aktivitas dan hasil belajar mata pelajaran Ekonomi.
这项集体诉讼研究旨在找出团队游戏锦标赛学习模式的应用在多大程度上可以增加2022-2023学年12年级IPS3 MAN 1 Jembrana学生的经济学科目的活动和学习成果。研究在iips3 MAN 1 Jembrana的XII类中进行，包括2个周期。研究对象共28人。使用的仪器是测试和观察表。收集的资料采用对比分析法进行分析。结果表明，第一阶段的学习活动增加了57.15%，第二阶段的学习活动增加了88.84%。第一周期的平均学习成绩为75.79，第二周期的平均学习成绩为84.32，提高了8.53。第一周期的学习成果完备性为67.86%，第二周期的学习成果完备性为92.86%。基于这些研究结果，我们可以得出结论，运用团队游戏竞赛学习模式，以蛇梯游戏为媒介，可以提高经济学学科的活跃性和学习效果。[摘要]penelitian tindakan kelas ini bertujuan untuk mengetahui sejauhmana penerapan模型penbelajan团队运动会锦标赛dapat meningkatkan aktivitas dan hasil belajar mata pelajan Ekonomi peserta didik kelas第十二届IPS3 MAN 1 Jembrana tahun pelajan 2022-2023。[j] [j] [j]; [j]; [j];Subyek penelitian berjumlah 28 orange。仪器阳迪古纳坎是一种典型的兰巴天文台。数据杨特昆普，邓安，孟古纳坎，分析比较。Hasil penelitian menunjukkan aktivitas belajar paadsikus I sebesar 57,15%脑膜炎menjadi 88,84% paadsikus II。Rata-rata hasil belajar pada siklus I sebesar 75,79 meningkat menjadi 84,32 pada siklus II yitu terdapat peningkatan sebesar 8,53。Sedangkan tingkat ketuntasan hasil belajar pada siklus I sebesar 67,86% dan siklus II meningkat menjadi 92,86%。Berdasarkan atas temuan ini dapat disperskan bahwa penerapan模型pembelajan团队游戏锦标赛dengan媒体ular tangga dapat meningkatkan aktivitas dan hasil belajar mata pelajan经济。
{"title":"PENERAPAN TEAMS GAMES TOURNAMENT DENGAN MEDIA ULAR TANGGA UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR EKONOMI PESERTA DIDIK KELAS XII-IPS3 MAN 1 JEMBRANA","authors":"MUFIDAH MUFIDAH","doi":"10.51878/educational.v3i3.2443","DOIUrl":"https://doi.org/10.51878/educational.v3i3.2443","url":null,"abstract":"This class action research aims to find out how far the application of the Teams Games Tournament learning model can increase the activity and learning outcomes of the Economics subject for class XII IPS3 MAN 1 Jembrana students in the 2022-2023 academic year. The research was conducted in class XII IPS3 MAN 1 Jembrana, consisting of 2 cycles. The research subjects totaled 28 people. The instruments used were tests and observation sheets. The collected data were analyzed using comparative analysis. The results showed that learning activities in cycle I increased by 57.15% to 88.84% in cycle II. The average learning outcomes in cycle I was 75.79, increasing to 84.32 in cycle II, which was an increase of 8.53. While the level of completeness of learning outcomes in the first cycle was 67.86% and the second cycle increased to 92.86%. Based on these findings it can be concluded that the application of the Teams Games Tournament learning model with snakes and ladders media can increase activity and learning outcomes in Economics subject. ABSTRAKPenelitian tindakan kelas ini bertujuan untuk mengetahui sejauhmana penerapan model pembelajaran Teams Games Tournament dapat meningkatkan aktivitas dan hasil belajar mata pelajaran Ekonomi peserta didik kelas XII IPS3 MAN 1 Jembrana tahun pelajaran 2022-2023. Penelitian dilaksanakan di kelas XII IPS3 MAN 1 Jembrana, terdiri atas 2 siklus. Subyek penelitian berjumlah 28 orang. Instrumen yang digunakan berupa tes dan lembar observasi. Data yang terkumpul dianalisis dengan menggunakan analisis komparatif. Hasil penelitian menunjukkan aktivitas belajar pada siklus I sebesar 57,15% meningkat menjadi 88,84% pada siklus II. Rata-rata hasil belajar pada siklus I sebesar 75,79 meningkat menjadi 84,32 pada siklus II yaitu terdapat peningkatan sebesar 8,53. Sedangkan tingkat ketuntasan hasil belajar pada siklus I sebesar 67,86% dan siklus II meningkat menjadi 92,86%. Berdasarkan atas temuan ini dapat disimpulkan bahwa penerapan model pembelajaran Teams Games Tournament dengan media ular tangga dapat meningkatkan aktivitas dan hasil belajar mata pelajaran Ekonomi.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135742211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.51878/educational.v3i3.2444
KUDUS KUDUS
This study investigates the effect of the application of the Children Learning in Science (CLIS) learning model on student learning outcomes on the material of types of forces and its changes in class IV of SDN 7 Batudaa Pantai Gorontalo Regency. This research is descriptive quantitative, employing a quasi-experimental method and a nonequivalent group design. Data were collected through observation, questionnaires, and documentation. The research sample consisted of 22 students divided into two classes: IVa and IVb. Data analysis was performed using t-test and SPSS IBM 26 Statistics, with sig results. (2-tailed) of 0.001 < 0.05. Findings indicated a significant effect of the application of the Children Learning in Science (CLIS) learning model on student learning outcomes in class IV of SDN 7 Batudaa Pantai Gorontalo Regency. ABSTRAKPenelitian ini bertujuan untuk menginvestasi pengaruh dari Penerapan Model Children Learning in Science (CLIS) Terhadap Hasil Belajar Siswa Pada Materi Macam-macam Gaya dan Perubahannya di Kelas IV SDN 7 Batudaa Pantai Kabupaten Gorontalo. Peneltian ini menggunakan pendekatan kuantitatif deskriptif dengan metode quasi eksperimen (eksperimen semu) dan desain penelitian noneqivalent group design. Data dikumpulkan melalui observasi, angket, dan dokumentasi. Sampel penelitian terdiri dari 22 siswa yang terbagi menjadi kelas IVa dan IVb. Analisis data menggunakan uji t dan SPSS IBM 26 Statistik, dengan hasil nilai sig. (2-tailed) sebesar 0,001 < 0,05. Hal ini menunjukkan bahwa terdapat pengaruh yang signifikan antar penerapan Model Children Learning in Science (CLIS) dan hasil belajar siswa di kelas IV SDN 7 Batudaa Pantai Kabupaten Gorontalo
本研究探讨了儿童科学学习(CLIS)学习模式的应用对小学七年级四班学生学习成果的影响，包括力的类型材料及其变化。本研究是描述性定量的，采用准实验方法和非等效组设计。通过观察、问卷调查和文献收集数据。研究样本为22名学生，分为IVa和IVb两个班。数据分析采用t检验和SPSS IBM 26统计软件，结果为sig。(双尾)0.001 <0.05. 研究结果显示，应用儿童科学学习(CLIS)学习模式对小学七年级四班学生的学习成果有显著影响。摘要/ abstract摘要:penelitian ini bertujuan untuk menginvestasi pengaruh dari Penerapan示范儿童科学学习(CLIS) Terhadap Hasil Belajar Siswa Pada Materi Macam-macam Gaya dan Perubahannya di Kelas IV SDN 7 Batudaa Pantai Kabupaten Gorontalo。Peneltian ini menggunakan pendekatan定量设计方法(dengan method准实验(eksperimen semu))和设计Peneltian非等效组设计。数据的分类，包括观测、分析和文献分析。Sampel penelitian terdiri dari 22 siswa yang terbagi menjadi kelas IVa dan IVb。统计分析数据为SPSS IBM 26统计，邓安统计分析(2-尾)sebesar, 2001 <0 05。中文摘要:《儿童在科学中学习的模式》(CLIS) [j] [j] [j] [j]
{"title":"PEMANFAATAN MODEL CHILDREN LEARNING IN SCIENCE (CLIS) DALAM MENINGKATKAN HASIL BELAJAR SISWA","authors":"KUDUS KUDUS","doi":"10.51878/educational.v3i3.2444","DOIUrl":"https://doi.org/10.51878/educational.v3i3.2444","url":null,"abstract":"This study investigates the effect of the application of the Children Learning in Science (CLIS) learning model on student learning outcomes on the material of types of forces and its changes in class IV of SDN 7 Batudaa Pantai Gorontalo Regency. This research is descriptive quantitative, employing a quasi-experimental method and a nonequivalent group design. Data were collected through observation, questionnaires, and documentation. The research sample consisted of 22 students divided into two classes: IVa and IVb. Data analysis was performed using t-test and SPSS IBM 26 Statistics, with sig results. (2-tailed) of 0.001 < 0.05. Findings indicated a significant effect of the application of the Children Learning in Science (CLIS) learning model on student learning outcomes in class IV of SDN 7 Batudaa Pantai Gorontalo Regency. ABSTRAKPenelitian ini bertujuan untuk menginvestasi pengaruh dari Penerapan Model Children Learning in Science (CLIS) Terhadap Hasil Belajar Siswa Pada Materi Macam-macam Gaya dan Perubahannya di Kelas IV SDN 7 Batudaa Pantai Kabupaten Gorontalo. Peneltian ini menggunakan pendekatan kuantitatif deskriptif dengan metode quasi eksperimen (eksperimen semu) dan desain penelitian noneqivalent group design. Data dikumpulkan melalui observasi, angket, dan dokumentasi. Sampel penelitian terdiri dari 22 siswa yang terbagi menjadi kelas IVa dan IVb. Analisis data menggunakan uji t dan SPSS IBM 26 Statistik, dengan hasil nilai sig. (2-tailed) sebesar 0,001 < 0,05. Hal ini menunjukkan bahwa terdapat pengaruh yang signifikan antar penerapan Model Children Learning in Science (CLIS) dan hasil belajar siswa di kelas IV SDN 7 Batudaa Pantai Kabupaten Gorontalo","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135740796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.51878/educational.v3i3.2440
RODIYAH RODIYAH
Learning Moral Creeds requires the right method so that maximum results are achieved and increase student motivation and learning achievement. The purpose of conducting this classroom action research (PTK) is to determine the increase in student learning achievement in Aqidah Akhlak lessons using the mind mapping method. This action research was carried out in 3 cycles. From the results of the actions taken, it is proven that it can improve student learning achievement by achieving ideal standards. From 59.81% in Cycle l, it can increase in cycle 2 to 69% and cycle 3 reaches 82.50%, and classically has reached completeness. The results of this action research show that the application of the mind mapping method can improve the learning outcomes of Class ABSTRAKBelajar Akidah Akhlak memerlukan metode yang tepat supaya hasil yang yang dicapai maksimal dan meningkatkan motivasi dan prestasi belajar siswa. Tujuan diadakan penelitian tindakan kelas ( PTK ) ini adalah untuk mengetahui peningkatan prestasi belajar siswa pelajaran Akidah Akhlak dengan dengan metode mind mapping. Penelitian tindakan ini dilakukan dalam 3 siklus. Dari hasil tindakan yang dilakukan terbukti dapat meningkatkan prestasi belajar siswa dengan mencapai standar ideal. Dari 59,81% pada Siklus l, dapat meningkat pada siklus 2 menjadi 69 % dan siklus 3 mencapai 82,50 %, dan secara klasikal telah mencapai ketuntasan. Hasil penelitian tindakan ini menunjukkan bahwa penerapan metode mind mapping dapat meningkatkan hasil belajar siswa Kelas XI MIPA 2 dengan ketuntasan mencapai 100 %, dengan demikian penerapan metode mind mapping efektif dalam meningkatkan prestasi belajar siswa pelajaran Akidah Akhlak di MAN 1 Kota Cilegon
学习道德信条需要正确的方法，以达到最大的效果，提高学生的积极性和学习成绩。进行课堂行动研究(PTK)的目的是利用思维导图方法确定Aqidah Akhlak课程中学生学习成绩的提高。本行动研究分3个周期进行。从所采取的行动的结果证明，它可以提高学生的学习成绩，达到理想的标准。从第1周期的59.81%，到第2周期可以提高到69%，第3周期达到82.50%，基本达到完备。本行动研究结果表明，思维导图方法的应用可以提高班级学生的学习效果。【摘要】belajar Akidah Akhlak记忆方法yang tepat supaya hasil yang dicapai maksimal dan meningkatkan motivasi dan prestasi belajar siswa。思维导图:思维导图，思维导图，思维导图，思维导图，思维导图Penelitian tindakan ini dilakukan dalam 3 siklus。达里·哈西·丁达康杨·迪拉库坎·特布库蒂·达帕特·孟加坎·比拉贾·贝拉贾·邓加坎·孟加坎标准理想。Dari 59,81% paada Siklus 1, dapat meningkat paada Siklus 2 menjadi 69%， dansiklus 3 menklai 82,50 %， dansecara klasikal telah mencapai ketuntasan。
{"title":"PENINGKATAN PRESTASI BELAJAR AKIDAH AKHLAK DENGAN MENERAPKAN METODE MIND MAPPING DI KELAS XI MIPA 2 MAN 1 KOTA CILEGON","authors":"RODIYAH RODIYAH","doi":"10.51878/educational.v3i3.2440","DOIUrl":"https://doi.org/10.51878/educational.v3i3.2440","url":null,"abstract":"Learning Moral Creeds requires the right method so that maximum results are achieved and increase student motivation and learning achievement. The purpose of conducting this classroom action research (PTK) is to determine the increase in student learning achievement in Aqidah Akhlak lessons using the mind mapping method. This action research was carried out in 3 cycles. From the results of the actions taken, it is proven that it can improve student learning achievement by achieving ideal standards. From 59.81% in Cycle l, it can increase in cycle 2 to 69% and cycle 3 reaches 82.50%, and classically has reached completeness. The results of this action research show that the application of the mind mapping method can improve the learning outcomes of Class ABSTRAKBelajar Akidah Akhlak memerlukan metode yang tepat supaya hasil yang yang dicapai maksimal dan meningkatkan motivasi dan prestasi belajar siswa. Tujuan diadakan penelitian tindakan kelas ( PTK ) ini adalah untuk mengetahui peningkatan prestasi belajar siswa pelajaran Akidah Akhlak dengan dengan metode mind mapping. Penelitian tindakan ini dilakukan dalam 3 siklus. Dari hasil tindakan yang dilakukan terbukti dapat meningkatkan prestasi belajar siswa dengan mencapai standar ideal. Dari 59,81% pada Siklus l, dapat meningkat pada siklus 2 menjadi 69 % dan siklus 3 mencapai 82,50 %, dan secara klasikal telah mencapai ketuntasan. Hasil penelitian tindakan ini menunjukkan bahwa penerapan metode mind mapping dapat meningkatkan hasil belajar siswa Kelas XI MIPA 2 dengan ketuntasan mencapai 100 %, dengan demikian penerapan metode mind mapping efektif dalam meningkatkan prestasi belajar siswa pelajaran Akidah Akhlak di MAN 1 Kota Cilegon","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-07DOI: 10.1080/01443410.2023.2254522
Tian Li, Gaomin Sun, Xinlin Zhou, Tengfei Wang
Abstract The close relationship between working memory and maths problem solving is generally accepted, but the specifics of how working memory and its subcomponents contribute to maths problem solving remain poorly understood. Tests of working memory, maths problem problem solving, calculation, and intelligence were administered to 246 university students. Hierarchical regression analysis was used to examine the contributions of different components of working memory, including temporary storage and controlled attention. The results showed that (1) neither verbal nor spatial temporal storage made significant contributions to applied or geometric maths problem solving. (2) Verbal controlled attention significantly contributed to applied maths problem solving, but not to geometric maths problem solving, and spatial controlled attention significantly contributed to geometric maths problem solving, but not to apply maths problem solving. We concluded that the controlled attention component of working memory is a better predictor of maths problem solving ability than temporal storage.
{"title":"Controlled attention, but not temporal storage of working memory correlates to math problem solving","authors":"Tian Li, Gaomin Sun, Xinlin Zhou, Tengfei Wang","doi":"10.1080/01443410.2023.2254522","DOIUrl":"https://doi.org/10.1080/01443410.2023.2254522","url":null,"abstract":"Abstract The close relationship between working memory and maths problem solving is generally accepted, but the specifics of how working memory and its subcomponents contribute to maths problem solving remain poorly understood. Tests of working memory, maths problem problem solving, calculation, and intelligence were administered to 246 university students. Hierarchical regression analysis was used to examine the contributions of different components of working memory, including temporary storage and controlled attention. The results showed that (1) neither verbal nor spatial temporal storage made significant contributions to applied or geometric maths problem solving. (2) Verbal controlled attention significantly contributed to applied maths problem solving, but not to geometric maths problem solving, and spatial controlled attention significantly contributed to geometric maths problem solving, but not to apply maths problem solving. We concluded that the controlled attention component of working memory is a better predictor of maths problem solving ability than temporal storage.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43747248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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