Effect of Problem Solving Learning Model on Students Achievement

Damopolii, Insar; Nunaki, Jan Hendriek; Supriyadi, Gatot

doi:10.23887/jere.v2i1.12558

Cited by 15 publications

(15 citation statements)

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“…The findings of this study are in line with the results of research by Nasreen and Shah (2019) or Hoque et al (2020) which showed that instructional supervision affects teacher motivation, attitudes, and teaching performance. When studied further, the application of constructivist-based learning models, namely cooperative learning, problem-solving, and work-based learning models has a strong effect on student motivation and achievement (Damopolli et al, 2018;Nasution, 2017;Sudjimat & Permadi, 2019). Likewise, the enrichment of various learning materials also has a significant effect on student achievement (Oladejo et al, 2011;Setyowati et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials

et al. 2021

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Of the 26 supervision techniques, the most widely used in Indonesia are teachers' meetings, trainings, peer discussions, seminars, and upgrading programs, while in the Philippines they are seminars, lesson study, self-evaluation, peer discussions, and teacher's meetings. On the other hand, there is a significant influence on the use of techniques, principles, and instructional supervision approaches on the variations of teacher learning models. The principle of instructional supervision has the most dominant effect on the variations of teacher learning models and materials.

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Section: Discussionmentioning

confidence: 99%

The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials

et al. 2021

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“…Melalui penggunaan keahlian dari berbagai sumber informasi, siswa tahu bagaimana mengembangkan dan memperluas pengetahuan dan keahlian yang dimilikinya, yang bisa mereka gunakan baik di dalam maupun di luar sekolah. Menurut Damopolii, Nunaki, & Supriyadi (2018) bahwa guru tidak harus selalu menentukan pembelajaran sesuai selera mereka, akan tetapi sangat perlu melihat dari sisi siswa itu sendiri, pembelajaran seperti apa yang cocok dengan mereka.…”

Section: Pendahuluanunclassified

Meningkatkan keterampilan proses sains dan hasil belajar siswa melalui pembelajaran berbasis inkuiri

et al. 2018

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Keterampilan proses sains (KPS) merupakan keterampilan yang dibutuhkan siswa saat mereka melakukan penyelidikan. Keterampilan ini dibutuhkan oleh siswa dalam proses penyelidikan untuk memecahkan masalah dari suatu fenomena alam yang ada di sekitar mereka. Penelitian bertujuan untuk meningkatkan keterampilan proses sains dan hasil belajar siswa. Jenis penelitian yang digunakan adalah penelitian tindakan kelas. Penelitian dilaksanakan di kelas XI IPA SMA Yapis Manokwari. Jumlah subjek sebanyak 19 orang siswa. Instrumen penelitian terdiri dari tes hasil belajar dan tes KPS. Indikator KPS yang diukur adalah mengamati, menyusun hipotesis, mengukur, interpretasi data dan membuat kesimpulan. Hasil validasi oleh ahli menunjukkan bahwa instrumen sangat valid untuk digunakan. Analisis data menggunakan persentasi capaian. Hasil penelitian menunjukkan bahwa peningkatan keterampilan proses sains siswa pada siklus I sebesar 84,21% meningkat menjadi 94,74% pada siklus II, besar peningkatan adalah 10,53%, dan berada pada ketagori baik sampai kategori sangat baik. Ketuntasan belajar siswa pada pada siklus I sebesar 89,47%, meningkat menjadi 94,74% pada siklus II. Besar peningkatan hasil belajar adalah 5,27%. Kesimpulan dari penelitian ini adalah keterampilan proses sains dan hasil belajar siswa kelas XI IPA SMA Yapis Manokwari dapat ditingkatkan melalui pembelajaran berbasis inkuiri.

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“…Dalam proses pembelajaran, belajar adalah proses seseorang untuk berubah baik dalam aspek pengetahuan, keterampilan, maupun sikap (Damopolii et al, 2018). Keberhasilan pembelajaran pada ranah pengetahuan dan keterampilan dipengaruhi oleh kondisi sikap peserta didik.…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Problem Solving untuk Meningkatkan Hasil Belajar Kimia Siswa Kelas XI SMA

Lubis¹

2021

J. Inov. Pembelajaran Kim.

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This study aimed to determine the increase in student learning outcomes in the domain of knowledge, skills, and attitudes by using problem-solving learning models. The method used is classroom action research through two learning cycles consisting of the stages of planning, implementing, observing, and reflecting. There was an increase in learning outcomes and the number of students who met the minimum completeness in the domain of knowledge seen from the average value of students in cycle 1 to cycle 2. The learning outcomes of students in the domain of skills from the observation were included in the sufficient criteria in cycle 1 and increased to be good criteria in cycle 2. Classical completeness based on the number of students in cycle 1 to cycle 2 has increased. The learning outcomes of students in the domain of attitudes through the results of observation data were included in the sufficient criteria in cycle 1 and increased to be good criteria in cycle 2. As well as an increase in completeness seen from the number of students in cycle I to cycle II. Based on these findings, this model can be used to improve the chemistry learning outcomes of students in class XI.

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Effect of Problem Solving Learning Model on Students Achievement

Cited by 15 publications

References 1 publication

The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials

The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials

Meningkatkan keterampilan proses sains dan hasil belajar siswa melalui pembelajaran berbasis inkuiri

Penerapan Model Pembelajaran Problem Solving untuk Meningkatkan Hasil Belajar Kimia Siswa Kelas XI SMA

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