Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students’ Cognitive Competence in Learning Natural Science

Amrianto, A.; Lufri, L.

doi:10.1088/1742-6596/1387/1/012049

Cited by 8 publications

(7 citation statements)

References 2 publications

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“…Science education based on science process skills enhances students' scientific problem-solving skills, supports curiosity because it provides direct learning, improves the quality of education as it develops questioning and reasoning skills of the students [30], [31]. Other constructivist learning methods, such as problem-based learning, inquiry-based learning, process-oriented guided-inquiry learning, project-based learning, research-based learning, or other methods that have the potency to give a big impact [32], [33].…”

Section: Resultsmentioning

confidence: 99%

The Effect of the Scientific Approach on Enhancing Elementary School Students’ Learning Outcomes in Indonesia: A Meta-Analysis

Wicaksono¹,

Widyaningrum²,

Jumanto³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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The 2013 curriculum provides a conception that the scientific approach to learning includes observing, asking, reasoning, creating, communicating. The scientific approach is appropriate for science because it is a student-centered learning approach and the learning process conforms to scientific criteria. This study aimed to investigate the effect size of the scientific approach on improving the science learning outcomes of Indonesian elementary school students. This study uses metaanalysis data in the form of descriptive exploratory quantitative. This study uses data collected in the form of journal articles, theses, and publication texts that are sought from the "Indonesia Onesearch" portal. Data analysis was performed by calculating the effect size of the same findings for similar problems. Results of tracing scientific publications obtained 20 documents published between 2013-2018 based on certain criteria. The results of this study indicated that the average effect size of the scientific approach to improving science learning outcomes of elementary school students is 1.1, including in the high category. The result of the effect size value shows that the scientific approach contributes 84%-88% to the improvement of science learning outcomes of Indonesian elementary school students. The implication of this research lies in the development of a scientific approach to various changes in the elementary school learning process following the mandate of the 2013 curriculum.

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Section: Resultsmentioning

confidence: 99%

The Effect of the Scientific Approach on Enhancing Elementary School Students’ Learning Outcomes in Indonesia: A Meta-Analysis

Wicaksono¹,

Widyaningrum²,

Jumanto³

et al. 2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

View full text Add to dashboard Cite

show abstract

“…The purpose of the 2013 curriculum is to encourage students to be better at observing, asking questions, reasoning, and presenting what is obtained or known after receiving a lesson (Amrianto & Lufri, 2019)student-centered learning and cooperative learning. Considering this fact, there is an alternative solution to be used by teacher in learning process, which is using example non example method.…”

Section: Teacher Perception Of Curriculum Changementioning

confidence: 99%

Elementary school teacher perception of curriculum changes in Indonesia

2022

pegegog

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This study aims to describe the perception of elementary school teachers on curriculum changes in Indonesia. It was conducted with a descriptive survey design in the Special Region of Yogyakarta Province. This study involved 56 elementary school teachers. The data were collected using questionnaires distributed via Google Form. The questionnaire used was a closed questionnaire with a total of 58 statements. Data analysis was carried out using quantitative data analysis with a descriptive approach. There were two findings in this study. First, the perception on the curriculum objective aspect is at the stage of digging up information with enough category, the material aspect is at the interpretation stage with enough category, the strategy aspect is at the interpretation stage with enough category, the organizational aspect is at the selection stage with a high category, and the evaluation aspect is at the selection stage with a high category. Second, the level of teacher perception of curriculum changes is mostly at the selection stage (organization and curriculum evaluation), followed by interpretation (curriculum objectives) and information re-extraction stages (curriculum objectives). The level of teacher perception shows that the profile of teachers' perceptions on curriculum changes is dominated at the selection stage.

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“…Pengaruh metode example non example ingin diketahui dalam penelitian tersebut. Terdapat pengaruh metode example non example terhadap kompetensi kognitif siswa dari hasil data penelitian (Amrianto and Lufri 2019). Kedua penelitian tersebut memiliki kesaman dalam hal pembelajaran dengan pendekatan SAVI.…”

Section: A Pendahuluanunclassified

Manajemen Kelas dengan Pendekatan Savi dan Model Examples Non Examples

Surur¹

2021

QUALITY

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This research is a classroom action research. The use of the Examples non-examples type learning model with the SAVI approach is proven to be able to increase student learning activities in Islamic ReligiousEducation lessons. From the results of the evaluation, it was explained that students reached 77% able to master the material, so that the learning carried out by the teacher could change the passivity of students before the application of learning methods, to become more active in learning, followed by an increase in the value of student learning outcomes.

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Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students’ Cognitive Competence in Learning Natural Science

Cited by 8 publications

References 2 publications

The Effect of the Scientific Approach on Enhancing Elementary School Students’ Learning Outcomes in Indonesia: A Meta-Analysis

The Effect of the Scientific Approach on Enhancing Elementary School Students’ Learning Outcomes in Indonesia: A Meta-Analysis

Elementary school teacher perception of curriculum changes in Indonesia

Manajemen Kelas dengan Pendekatan Savi dan Model Examples Non Examples

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