Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20253
Yanti Puspita, Cucu Atikah, Fadlullah Fadlullah
Every individual is entitled to education, protection, and respect regardless of race, religion, gender, group, or social status. Bullying in schools violated the right to a safe and comfortable learning environment. Human Rights, which were inherent from birth, could not be taken away. This research resulted in a fable book that showed how negotiation could resolve conflicts and prevent bullying among early children in kindergarten. The study aimed to analyze and describe the feasibility of the fable book in stimulating the moral development of young children. The research methodology used was R&D with a 4D model, consisting of Define, Design, Develop, and Disseminate. The steps in creating the fable book were: 1) Define: analyzed the needs for the fable book medium; 2) Design: created a storyline (storyboard) and designed the necessary elements; 3) Develop: the process of creating the medium; 4) Disseminate: conducted a small-scale trial with 8 students at TK Khoiru Banisaderi. Data collection in this study used interview, unstructured observation, documentation and expert validation questionnaire. Product feasibility validation was conducted by media experts, content experts, and through small group trials at TK Khoiru Banisaderi. The validation results were: 90% from media experts, 92.5% from content experts, and 91% based on students’ responses. Therefore, the book was considered suitable as a medium to stimulate the moral development of young children.
{"title":"Development a Fable Book on Conflict Resolution from Bullying to Stimulate the Early Children’s Moral Development","authors":"Yanti Puspita, Cucu Atikah, Fadlullah Fadlullah","doi":"10.31849/lectura.v15i2.20253","DOIUrl":"https://doi.org/10.31849/lectura.v15i2.20253","url":null,"abstract":"Every individual is entitled to education, protection, and respect regardless of race, religion, gender, group, or social status. Bullying in schools violated the right to a safe and comfortable learning environment. Human Rights, which were inherent from birth, could not be taken away. This research resulted in a fable book that showed how negotiation could resolve conflicts and prevent bullying among early children in kindergarten. The study aimed to analyze and describe the feasibility of the fable book in stimulating the moral development of young children. The research methodology used was R&D with a 4D model, consisting of Define, Design, Develop, and Disseminate. The steps in creating the fable book were: 1) Define: analyzed the needs for the fable book medium; 2) Design: created a storyline (storyboard) and designed the necessary elements; 3) Develop: the process of creating the medium; 4) Disseminate: conducted a small-scale trial with 8 students at TK Khoiru Banisaderi. Data collection in this study used interview, unstructured observation, documentation and expert validation questionnaire. Product feasibility validation was conducted by media experts, content experts, and through small group trials at TK Khoiru Banisaderi. The validation results were: 90% from media experts, 92.5% from content experts, and 91% based on students’ responses. Therefore, the book was considered suitable as a medium to stimulate the moral development of young children.","PeriodicalId":517109,"journal":{"name":"Lectura : Jurnal Pendidikan","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919880","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}
Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20230
Marisa Salsabila, M. Muchlis
This research is based on the fact that students' learning outcomes in acid-base titration material in the low scores. The aim of this research is to investigate the effect of self-regulated learning strategies in acid-base titration material on student learning outcomes. This research was quantitative research with a pre-experimental design with a one group pretest posttest design. This research began with a pretest, then at meeting 1, posttest 1 was given. After that, the implementation of Self-Regulated Learning (SRL) continued with posttest 2. The subjects used were 34 students at one of the State High Schools in Gresik. The instruments used were pretest and posttest sheets. Data analysis used was hypothesis testing and N-gain testing. Hypothesis testing showed that there was a significant difference between pretest and posttest 1 as well as between posttest 1 and posttest 2. Meanwhile the N-gain test shows that there was an improvement in learning outcomes from pretest and posttest 1 as well as from posttest 1 and posttest 2. The percentage of students who gain N-gain with medium criteria at meetings 1 and 2 was respectively 61.76% and 23.52% and for high criteria respectively 38.23% and 76.47%. The results of the hypothesis test and N-gain test showed that there was a positive influence on student learning outcomes in the acid-base titration material. Therefore, it can be concluded that SRL strategy-oriented learning influences learning outcomes and can improve student learning outcomes in acid-base titration material.
{"title":"The Effect of Self-Regulated Learning Strategy on Student Learning Outcomes in Acid-Base Titration Material","authors":"Marisa Salsabila, M. Muchlis","doi":"10.31849/lectura.v15i2.20230","DOIUrl":"https://doi.org/10.31849/lectura.v15i2.20230","url":null,"abstract":"This research is based on the fact that students' learning outcomes in acid-base titration material in the low scores. The aim of this research is to investigate the effect of self-regulated learning strategies in acid-base titration material on student learning outcomes. \u0000This research was quantitative research with a pre-experimental design with a one group pretest posttest design. This research began with a pretest, then at meeting 1, posttest 1 was given. After that, the implementation of Self-Regulated Learning (SRL) continued with posttest 2. The subjects used were 34 students at one of the State High Schools in Gresik. The instruments used were pretest and posttest sheets. Data analysis used was hypothesis testing and N-gain testing. Hypothesis testing showed that there was a significant difference between pretest and posttest 1 as well as between posttest 1 and posttest 2. Meanwhile the N-gain test shows that there was an improvement in learning outcomes from pretest and posttest 1 as well as from posttest 1 and posttest 2. The percentage of students who gain N-gain with medium criteria at meetings 1 and 2 was respectively 61.76% and 23.52% and for high criteria respectively 38.23% and 76.47%. The results of the hypothesis test and N-gain test showed that there was a positive influence on student learning outcomes in the acid-base titration material. Therefore, it can be concluded that SRL strategy-oriented learning influences learning outcomes and can improve student learning outcomes in acid-base titration material.","PeriodicalId":517109,"journal":{"name":"Lectura : Jurnal Pendidikan","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920634","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}
Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20257
Atika Kumala Dewi, B. Cahyono, Nanang Zubaidi
English as a Foreign Language (EFL) evolves to include reading, writing, listening, and speaking. Writing is crucial in higher education for academic report preparation and final project requirements by developing a proper summary. However, there is a lack of research on enhancing summary writing skill in EFL contexts. The Bloom taxonomy model can help to develop students' cognitive analysis. Therefore, this study aims to examine the difference in summary writing skills among EFL students taught using Bloom taxonomy questions. To achieve this aim, a quasi-experimental method was employed by two groups: an experiment group and a control group. The experimental group was taught summary writing strategies using Bloom taxonomy questions, while the control group received a control group. Both groups were given a pre-test and a post-test before and after the treatment. The results showed that the pre-test scores and post-test scores were similar between the experimental and control groups. However, the paired sample t-test showed a significant difference between pre-test and post-test scores in the experimental group, indicating a significant increase in results. The study provided valuable insights into the effectiveness of different treatment methods in improving students' summary writing skills. In conclusion, the study shows that Bloom taxonomy questions can significantly enhance students' summary writing skills, as they are more attractive, hierarchical, and cognitively domain-specific than conventional teaching methods. The experimental group achieved higher mean scores. The results suggest that EFL teachers should select appropriate source texts and future research should consider locations and subjects.
英语作为外语（EFL）的发展包括阅读、写作、听力和口语。在高等教育中，通过编写适当的摘要来准备学术报告和最终项目要求，写作至关重要。然而，目前还缺乏在 EFL 环境中提高摘要写作技巧的研究。布鲁姆分类法模型有助于培养学生的认知分析能力。因此，本研究旨在考察使用布鲁姆分类法问题教学的 EFL 学生在摘要写作技能方面的差异。为实现这一目标，本研究采用了准实验法，分为两组：实验组和对照组。实验组教授使用布鲁姆分类法问题的摘要写作策略，而对照组则接受对照组的教授。两组学生分别在治疗前后接受了前测和后测。结果显示，实验组和对照组的前测成绩和后测成绩相似。然而，配对样本 t 检验显示，实验组的前测和后测分数有显著差异，表明实验组的成绩有明显提高。该研究为不同处理方法在提高学生摘要写作能力方面的有效性提供了有价值的启示。总之，本研究表明，布卢姆分类法试题比传统教学方法更具吸引力、层次性和认知领域针对性，因此能显著提高学生的摘要写作能力。实验组的平均得分更高。研究结果表明，EFL 教师应选择适当的源文本，未来的研究应考虑地点和主题。
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Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20257
Atika Kumala Dewi, B. Cahyono, Nanang Zubaidi
English as a Foreign Language (EFL) evolves to include reading, writing, listening, and speaking. Writing is crucial in higher education for academic report preparation and final project requirements by developing a proper summary. However, there is a lack of research on enhancing summary writing skill in EFL contexts. The Bloom taxonomy model can help to develop students' cognitive analysis. Therefore, this study aims to examine the difference in summary writing skills among EFL students taught using Bloom taxonomy questions. To achieve this aim, a quasi-experimental method was employed by two groups: an experiment group and a control group. The experimental group was taught summary writing strategies using Bloom taxonomy questions, while the control group received a control group. Both groups were given a pre-test and a post-test before and after the treatment. The results showed that the pre-test scores and post-test scores were similar between the experimental and control groups. However, the paired sample t-test showed a significant difference between pre-test and post-test scores in the experimental group, indicating a significant increase in results. The study provided valuable insights into the effectiveness of different treatment methods in improving students' summary writing skills. In conclusion, the study shows that Bloom taxonomy questions can significantly enhance students' summary writing skills, as they are more attractive, hierarchical, and cognitively domain-specific than conventional teaching methods. The experimental group achieved higher mean scores. The results suggest that EFL teachers should select appropriate source texts and future research should consider locations and subjects.
英语作为外语（EFL）的发展包括阅读、写作、听力和口语。在高等教育中，通过编写适当的摘要来准备学术报告和最终项目要求，写作至关重要。然而，目前还缺乏在 EFL 环境中提高摘要写作技巧的研究。布鲁姆分类法模型有助于培养学生的认知分析能力。因此，本研究旨在考察使用布鲁姆分类法问题教学的 EFL 学生在摘要写作技能方面的差异。为实现这一目标，本研究采用了准实验法，分为两组：实验组和对照组。实验组教授使用布鲁姆分类法问题的摘要写作策略，而对照组则接受对照组的教授。两组学生分别在治疗前后接受了前测和后测。结果显示，实验组和对照组的前测成绩和后测成绩相似。然而，配对样本 t 检验显示，实验组的前测和后测分数有显著差异，表明实验组的成绩有明显提高。该研究为不同处理方法在提高学生摘要写作能力方面的有效性提供了有价值的启示。总之，本研究表明，布卢姆分类法试题比传统教学方法更具吸引力、层次性和认知领域针对性，因此能显著提高学生的摘要写作能力。实验组的平均得分更高。研究结果表明，EFL 教师应选择适当的源文本，未来的研究应考虑地点和主题。
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Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20350
Shiva Nur Aulia Rahmadina, Slamet Slamet
This research is motivated by real problems, namely that there are still many students who get low math learning outcomes because they use learning models that are not in accordance with student needs. This study aims: 1) to determine the mathematics learning outcomes in classes that apply the CMP learning model, 2) to determine the mathematics learning outcomes in classes that apply the LC5E learning model, 3) to determine the effect of the difference in mathematics learning outcomes between classes that apply the CMP learning model and classes that apply the LC5E learning model at SMA Negeri 109 Jakarta academic year 2023/2024. This research used a quantitative approach with the Quasi Experimental Design method. The sample consisted of two XI classes taken randomly, with the experimental class applying the CMP model and the control class applying the LC5E model, each totalling 40 students. The results showed that there was a different effect of math learning outcomes between the two learning models. The average math learning outcomes in the experimental class (CMP) reached 88,90, while in the control class (LC5E) the average was 82,63. Hypothesis testing using the Independent Samples T-Test test shows a Sig. value of 0.032 , which means there is a different effect between the learning outcomes of the two groups. Therefore, the CMP learning model is more effective in improving students' mathematics learning outcomes than the LC5E model, especially if the instrument used is Higher Order Thinking Skill (HOTS) questions.
本研究的动机是现实问题，即仍有许多学生因为使用不符合学生需求的学习模式而导致数学学习效果低下。本研究旨在1）确定采用 CMP 学习模式的班级的数学学习成果；2）确定采用 LC5E 学习模式的班级的数学学习成果；3）确定采用 CMP 学习模式的班级与采用 LC5E 学习模式的班级在 2023/2024 学年雅加达 SMA Negeri 109 的数学学习成果差异的影响。本研究采用准实验设计法进行定量研究。样本由随机抽取的两个十一年级班级组成，实验班采用 CMP 模式，对照班采用 LC5E 模式，每个班级共有 40 名学生。结果显示，两种学习模式对数学学习效果的影响不同。实验班（CMP）的平均数学学习成绩为 88.90，而对照班（LC5E）的平均成绩为 82.63。使用独立样本 T 检验法进行的假设检验显示，Sig.值为 0.032，这意味着两组学生的学习效果存在差异。因此，在提高学生数学学习成绩方面，CMP 学习模式比 LC5E 模式更有效，尤其是在使用高阶思维能力（HOTS）问题的情况下。
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Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20400
Eka Aryati, Ima Mulyawati
Learning large whole numbers in elementary schools is generally given abstractly using conventional methods by educators so many students experience difficulty in solving the problems given. This research aims to create learning media that can help students solve several problems related to large whole numbers. The Dartboard Math learning media developed in this research is in the form of a box in which there is a circle board with categories of large whole number values. The method used was the Research and Development (R&D) method using the 4D development model. This research has carried out product trials by 27 class IV students at SDN Jakarta Timur. The result showed that the Dartboard Math media has demonstrated validity in the media aspect and material aspect with the same percentage of 92%, both of which are in the Very Appropriate category. This media has tested the practicality of products with a percentage of 89% falling into the Very Practical category. User respondents produced an average percentage of product attractiveness index of 89%, including the Very Attractive category. Based on these results, it can be seen that the Dartboard Math learning media is valid, practical, and effectively used as a learning media that can help the mathematics learning process in large whole number material.
在小学学习大整数时，教育工作者一般会使用传统方法抽象地给出问题，因此许多学生在解决所给出的问题时会遇到困难。本研究旨在创建学习媒体，帮助学生解决与大整数有关的若干问题。本研究开发的 "飞镖板数学学习媒体 "是一个盒子，盒子里有一个圆板，圆板上有大整数值的类别。所采用的方法是使用 4D 开发模式的研究与开发（R&D）方法。这项研究由 27 名雅加达 Timur SDN 四年级学生进行了产品试验。结果显示，"飞镖板数学 "媒体在媒体方面和材料方面的有效性都达到了 92%，都属于 "非常适合 "类别。该媒体测试了产品的实用性，89% 属于非常实用类。用户受访者对产品吸引力指数的平均百分比为 89%，其中包括 "非常有吸引力 "类别。基于这些结果，可以看出 Dartboard 数学学习媒体是有效、实用和有效的学习媒体，可以帮助大整数教材中的数学学习过程。
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Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20206
Lathifah Hanim, Sri Wahyuningsih
Proficiency in English is a fundamental prerequisite for accessing significant information within the international context. The present study aims to explore teachers’ and students’ experiences and views on the role of gamification in English learning. Utilizing a qualitative case study method, the data were collected from questionnaires distributed to five English teachers using gamification and twenty-one young learners who have participated in English learning using gamification through Google Forms. The results showed that gamification has a crucial role to play in improving the quality of young learners in English learning, which is adjusted to the implementation of gamification into English learning with effective game strategies used. The use of gamification can benefit students by engaging them and stimulating their creativity in learning English. In addition, teachers used strategies in using gamification during the English learning process including using picture guessing games, broken phone games, English crossword games, answering questions, guessing English words and Indonesian games while singing, Simon Says games, and rolling word games to digital games like cooking games, puzzle games, Pou games, and other enjoyable games. At last, the policy recommendation is outlined in this article based on the research findings.
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Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20398
Dewi Yuninda, Nurlaksana Eko Rusminto, P. Pramudiyanti, M. M. Adha
In the current era of globalization and the development of information technology, literacy skills have become critical skills that every student must master to face the challenges of the times. Literacy skills are related to reading, writing, and thinking activities that focus on increasing the ability to critically, creatively, and innovatively understand information. By reading, students will apply speaking and writing skills. Based on the results of interviews at one school, teachers have not made maximum use of interesting learning media. Therefore, it is necessary to create exciting learning media for reading skills. One of them is picture storybook media. Picture storybook media are suitable learning media to develop because engaging learning media can be used as teaching aids to illustrate material explained in related subject books. This research aims to produce picture storybooks based on the CRT approach to improve students’ reading literacy in lower grades. This research method uses the ADDIE model. Data collection uses scales, interviews, observations, and questionnaires. Data analysis techniques use descriptive analysis t-tests. In validating media, material, language, learning, and evaluation, the v-aiken results were 0.88, 0.85, 0.88, 88.3, and 65, respectively, with decent classification. Then the t-test obtained a significance result 0.000, which means 0.000 < 0.05. In short, developing picture storybooks based on the CRT approach has increased students’ reading literacy in lower grades.
在当今全球化和信息技术发展的时代，读写能力已成为每个学生面对时代挑战必须掌握的关键技能。读写能力与阅读、写作和思维活动有关，其重点是提高批判性、创造性和创新性地理解信息的能力。通过阅读，学生将运用说话和写作技巧。根据一所学校的访谈结果，教师没有最大限度地利用有趣的学习媒体。因此，有必要为阅读技能创造精彩的学习媒体。图画故事书媒体就是其中之一。图画故事书媒体是适合开发的学习媒体，因为引人入胜的学习媒体可用作教具，以说明相关学科书籍中讲解的材料。本研究旨在根据 CRT 方法制作图画故事书，以提高低年级学生的阅读能力。研究方法采用 ADDIE 模型。数据收集采用量表、访谈、观察和问卷调查。数据分析技术采用描述性分析 t 检验。在验证媒体、材料、语言、学习和评价时，v-aiken 结果分别为 0.88、0.85、0.88、88.3 和 65，分类合理。然后进行 t 检验，显著性结果为 0.000，即 0.000 < 0.05。总之，基于 CRT 方法编写图画故事书提高了低年级学生的阅读能力。
{"title":"Developing a Culturally Responsive Picture Storybook to Enhance Reading Literacy in Indonesian Primary Schools","authors":"Dewi Yuninda, Nurlaksana Eko Rusminto, P. Pramudiyanti, M. M. Adha","doi":"10.31849/lectura.v15i2.20398","DOIUrl":"https://doi.org/10.31849/lectura.v15i2.20398","url":null,"abstract":"In the current era of globalization and the development of information technology, literacy skills have become critical skills that every student must master to face the challenges of the times. Literacy skills are related to reading, writing, and thinking activities that focus on increasing the ability to critically, creatively, and innovatively understand information. By reading, students will apply speaking and writing skills. Based on the results of interviews at one school, teachers have not made maximum use of interesting learning media. Therefore, it is necessary to create exciting learning media for reading skills. One of them is picture storybook media. Picture storybook media are suitable learning media to develop because engaging learning media can be used as teaching aids to illustrate material explained in related subject books. This research aims to produce picture storybooks based on the CRT approach to improve students’ reading literacy in lower grades. This research method uses the ADDIE model. Data collection uses scales, interviews, observations, and questionnaires. Data analysis techniques use descriptive analysis t-tests. In validating media, material, language, learning, and evaluation, the v-aiken results were 0.88, 0.85, 0.88, 88.3, and 65, respectively, with decent classification. Then the t-test obtained a significance result 0.000, which means 0.000 < 0.05. In short, developing picture storybooks based on the CRT approach has increased students’ reading literacy in lower grades.","PeriodicalId":517109,"journal":{"name":"Lectura : Jurnal Pendidikan","volume":"3 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919623","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}
Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20398
Dewi Yuninda, Nurlaksana Eko Rusminto, P. Pramudiyanti, M. M. Adha
In the current era of globalization and the development of information technology, literacy skills have become critical skills that every student must master to face the challenges of the times. Literacy skills are related to reading, writing, and thinking activities that focus on increasing the ability to critically, creatively, and innovatively understand information. By reading, students will apply speaking and writing skills. Based on the results of interviews at one school, teachers have not made maximum use of interesting learning media. Therefore, it is necessary to create exciting learning media for reading skills. One of them is picture storybook media. Picture storybook media are suitable learning media to develop because engaging learning media can be used as teaching aids to illustrate material explained in related subject books. This research aims to produce picture storybooks based on the CRT approach to improve students’ reading literacy in lower grades. This research method uses the ADDIE model. Data collection uses scales, interviews, observations, and questionnaires. Data analysis techniques use descriptive analysis t-tests. In validating media, material, language, learning, and evaluation, the v-aiken results were 0.88, 0.85, 0.88, 88.3, and 65, respectively, with decent classification. Then the t-test obtained a significance result 0.000, which means 0.000 < 0.05. In short, developing picture storybooks based on the CRT approach has increased students’ reading literacy in lower grades.
在当今全球化和信息技术发展的时代，读写能力已成为每个学生面对时代挑战必须掌握的关键技能。读写能力与阅读、写作和思维活动有关，其重点是提高批判性、创造性和创新性地理解信息的能力。通过阅读，学生将运用说话和写作技巧。根据一所学校的访谈结果，教师没有最大限度地利用有趣的学习媒体。因此，有必要为阅读技能创造精彩的学习媒体。图画故事书媒体就是其中之一。图画故事书媒体是适合开发的学习媒体，因为引人入胜的学习媒体可用作教具，以说明相关学科书籍中讲解的材料。本研究旨在根据 CRT 方法制作图画故事书，以提高低年级学生的阅读能力。研究方法采用 ADDIE 模型。数据收集采用量表、访谈、观察和问卷调查。数据分析技术采用描述性分析 t 检验。在验证媒体、材料、语言、学习和评价时，v-aiken 结果分别为 0.88、0.85、0.88、88.3 和 65，分类合理。然后进行 t 检验，显著性结果为 0.000，即 0.000 < 0.05。总之，基于 CRT 方法编写图画故事书提高了低年级学生的阅读能力。
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Pub Date : 2024-08-10DOI: 10.31849/lectura.v15i2.20350
Shiva Nur Aulia Rahmadina, Slamet Slamet
This research is motivated by real problems, namely that there are still many students who get low math learning outcomes because they use learning models that are not in accordance with student needs. This study aims: 1) to determine the mathematics learning outcomes in classes that apply the CMP learning model, 2) to determine the mathematics learning outcomes in classes that apply the LC5E learning model, 3) to determine the effect of the difference in mathematics learning outcomes between classes that apply the CMP learning model and classes that apply the LC5E learning model at SMA Negeri 109 Jakarta academic year 2023/2024. This research used a quantitative approach with the Quasi Experimental Design method. The sample consisted of two XI classes taken randomly, with the experimental class applying the CMP model and the control class applying the LC5E model, each totalling 40 students. The results showed that there was a different effect of math learning outcomes between the two learning models. The average math learning outcomes in the experimental class (CMP) reached 88,90, while in the control class (LC5E) the average was 82,63. Hypothesis testing using the Independent Samples T-Test test shows a Sig. value of 0.032 , which means there is a different effect between the learning outcomes of the two groups. Therefore, the CMP learning model is more effective in improving students' mathematics learning outcomes than the LC5E model, especially if the instrument used is Higher Order Thinking Skill (HOTS) questions.
{"title":"The Effect of Connected Mathematics Project Model and Learning Cycle 5e Model on Mathematics Learning Outcomes","authors":"Shiva Nur Aulia Rahmadina, Slamet Slamet","doi":"10.31849/lectura.v15i2.20350","DOIUrl":"https://doi.org/10.31849/lectura.v15i2.20350","url":null,"abstract":"This research is motivated by real problems, namely that there are still many students who get low math learning outcomes because they use learning models that are not in accordance with student needs. This study aims: 1) to determine the mathematics learning outcomes in classes that apply the CMP learning model, 2) to determine the mathematics learning outcomes in classes that apply the LC5E learning model, 3) to determine the effect of the difference in mathematics learning outcomes between classes that apply the CMP learning model and classes that apply the LC5E learning model at SMA Negeri 109 Jakarta academic year 2023/2024. This research used a quantitative approach with the Quasi Experimental Design method. The sample consisted of two XI classes taken randomly, with the experimental class applying the CMP model and the control class applying the LC5E model, each totalling 40 students. The results showed that there was a different effect of math learning outcomes between the two learning models. The average math learning outcomes in the experimental class (CMP) reached 88,90, while in the control class (LC5E) the average was 82,63. Hypothesis testing using the Independent Samples T-Test test shows a Sig. value of 0.032 , which means there is a different effect between the learning outcomes of the two groups. Therefore, the CMP learning model is more effective in improving students' mathematics learning outcomes than the LC5E model, especially if the instrument used is Higher Order Thinking Skill (HOTS) questions.","PeriodicalId":517109,"journal":{"name":"Lectura : Jurnal Pendidikan","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920163","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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