Efektivitas Model Pembelajaran Course Review Horay Terhadap Hasil Belajar Biologi Dan Motivasi Siswa Kelas X Sma Negeri Jayaloka

Abstract

The problem in this study is whether the learning outcomes and motivation biology class X SMA Jayaloka after applied learning model significantly Course Review Horay completely and increased? The method used in this study is quasi-experimental. The population is all students of class X SMA Jayaloka Academic Year 2016/2017. Sampling was carried out by random sampling study for every class has the ability and opportunity are relatively similar and was selected as a sample is a sample class as a class X.3. The data collection was done by using a test that consists of 13 essay questions. The collected data were analyzed using t-test. The result of study biology class X SMA Jayaloka after applied learning model significantly Course Review Horay completely. It can be seen from the average value of the pre-test of 52.88 increased to 86.21 in post-test. Whereas in the calculation of test-t obtained that t = 7.095. Furthermore t table compared with the value of a distribution list t with degrees of freedom df = n-1 = 34-1 = 33, α = 0.05 was obtained table = 2.045. Thus t (7.095)> t table (2.045). While the motivation class X SMA Jayaloka after applied learning models Course Review Horay increased from 54.96% to 99.96% were for.

The effect of ethnoscience-based course review horay learning towards cultural concept understanding and science process skills of the elementary school students

“…Learning with the CHR model attracts and encourages students to be able to involve directly and trains student cooperation, so the theory delivery will not be monotonous. Consequently, it can attract the students' attention and increase their motivation to focus on the lesson (Triyanti et al, 2018). With this learning model, the students will be stimulated to hone their problem-solving abilities.…”

“…Learning with the CHR model attracts and encourages the students to be able to go directly into it and it trains the student cooperation so that the theory delivery will not be monotonous. Finally, it can attract the students' attention and increase their motivation to focus on the lesson (Triyanti, Harmoko, & Lestari, 2018). Because it can enhance students' thinking abilities, this learning model has a favorable effect on the learning process.…”

Monopoly Edutainment Media and its Implementation Through the Course Review Horay Model in Learning to Write Indonesian

“…This is because, in its application, students who can answer the questions correctly will be directed to shout the word "hooray" or other agreed yells. Previous studies have revealed that the course review horay learning model can improve the learning atmosphere (Triyanti et al, 2018). Other findings also reveal that the course review horay learning model improves learning outcomes (Antari et al, 2019;Rangkuti & Rangkuti, 2019).…”

“…In the 21st century, writing skills greatly influence how well students write in class. Students' writing skills can be improved by writing essays based on factors such as content that is appropriate to the topic, systematic content, correct word choice, sentence effectiveness, and the use of enhanced spelling (EYD), including the use of capital letters and proper punctuation (Jultia et al, 2019;Triyanti et al, 2018). Exercises or practices often carried out in class, and the field can help improve writing skills.…”

Pengaruh Model Pembelajaran Course Review Horay Terhadap Keaktifan Dan Hasil Belajar Matematika

“…Menurut Sari (2015) Model pembelajaran CRH dapat menciptakan suasana kelas menjadi meriah dan menyenangkan karena setiap peserta didik yang sudah mendapat tanda (v) vertikal atau horizontal atau diagonal harus berteriak horay atau yel-yel lainnya. Menurut Triyanti (2018) dengan model pembelajaran Course Review Horay diharapkan siswa lebih semangat dalam belajar karena pembelajarannya tidak monoton diselingi sedikit hiburan sehingga suasana tidak menegangkan. Selain itu pembelajarannya menarik dan mendorong siswa untuk dapat terjun langsung ke dalamnya serta melatih kerjasama siswa dengan begitu penyampaian teori tidak akan monoton, sehingga dapat menarik perhatian siswa dan meningkatkan motivasi siswa untuk fokus pada pelajaran tersebut.…”