Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

Buchori, Achmad; Setyosari, Punaji; Dasna, I Wayan; Ulfa, Saida; Degeng, I Nyoman Sudana; Sa’dijah, Cholis

doi:10.5539/ass.v13n9p137

Cited by 44 publications

(42 citation statements)

References 6 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Not all models and media are used by the teacher so the results are not optimal. Then, the DI learning model displays the teacher-oriented learning conditions (Buchori et al, 2017). When viewed from the syntaxes of the two models, they are quite different (studentcentered versus teacher-centered) and should have a different effect.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…The teachers monitor the students' understanding and provide necessary feedback to students about their performance (Rüütmann & Kipper, 2011). The students who are treated with the direct learning strategies also show significant performance in cognitive learning outcomes (Buchori et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Developing Media Based on the Information and Communications Technology to Improve The Effectiveness of The Direct Instruction Method in Mathematics Learning

Pardimin

Arcana

Supriadi

2019

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

The research aims to develop learning media based on Information and Communications Technology (ICT) to improve the effectiveness of applying the Direct Instruction method in learning Mathematics in senior high schools in Indonesia. The designed media were modified from the Borg & Gall's Research and Development consisting of 5 steps, namely: (1) exploration studies, (2) initial product development, (3) expert validation and product revision, (4) limited field trials and product revisions, and (5) main field and final product trials. The research was started from a needs analysis of mathematics teachers to determine the subject matter, the material scope, the depth of material, the most familiar software used by teachers, and the availability of cameras. The validation was done by senior high school math teachers. The designed media covered three mathematics units, i.e. Functions, Polynomials, and Quadratic Inequality by combining the handouts and Microsoft powerpoint software. The research found that the Interactive Learning Media was validly used in learning mathematics among the senior high school involved in the recent study. There is improvement on effectiveness of applying the Interactive Learning Media in learning Mathematics. The media allowed the teachers to combine with the handouts and the powerpoint application to obtain result optimally.

show abstract

“…Hal ini sesuai hasil penelitian Mersita dan Muhsin (2015), menyebutkan bahwa model pembelajaran yang tepat merupakan model pembelajaran yang disesuaikan dengan materi dan kondisi siswa. Buchori, dkk (2017), bahwa Model Direct Instruction (DI) adalah model pembelajaran yang menuntut dan membantu siswa dalam meningkatkan kemampuan belajar siswa. Salah satu faktor utama yang menyebabkan hasil belajar siswa terletak pada penggunaan pengajaran interaktif kelas yaitu penggunaanDirect Instruction.…”

Section: Pendahuluanunclassified

Upaya Meningkatkan Hasil Belajar Siswa Melalui Model Direct Instruction Berbantuan Media Bagan Garis Waktu

Haryanti¹,

Febriyanto²,

Nuraisyah³

2018

jurnal. cakrawala. pendas.

View full text Add to dashboard Cite

terdiri dari 19 siswa perempuan dan 19 siswalaki-laki. Teknik pengumpulan data yang digunakan berupa tes, observasi, dan dokumentasi. Teknik analisis data dilakukan dengan analisis deskriptif kualitatif dan kuantitatif. Analisis deskriptif kuantitatif mendeskripsikan hasil tes akhir pembelajaran dan rekapitulasi ratarata nilai siklus pertama,kedua dan ketiga sedangkan analisis deskriptif kualitatif mendeskripsikan kelemahan dan kelebihan dalam proses pembelajaran berlangsung baik guru maupun siswa. Hasil penelitian menunjukkan adanya peningkatan hasil belajar siswa baik secara individual maupun secara klasikal yaitu siklus I sebesar 26,31% (10 dari 38 siswa dengan rata-rata kelas 55,77), siklus II sebesar 50% (19 dari 38 siswa dengan ratarata kelas 69,05), dan siklus III sebesar 94,73% (36 dari 38 siswa dengan rata-rata kelas 77,61). Hasil observasi guru pada siklus I mencapai 80%, siklus II mencapai 87%, dan siklus III mencapai 93% sedangkan hasil observasi siswa pada siklus I masih kategori "cukup" yaitu 65%, siklus II sebesar 75% dengan kategori "baik", dan siklus III sebesar 85% dengan kategori "sangat baik". Kesimpulan,bahwa hasil belajar siswa dapat meningkat melalui model Direct Instruction berbantuan media bagan garis waktu.

show abstract

Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

Cited by 44 publications

References 6 publications

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Developing Media Based on the Information and Communications Technology to Improve The Effectiveness of The Direct Instruction Method in Mathematics Learning

Upaya Meningkatkan Hasil Belajar Siswa Melalui Model Direct Instruction Berbantuan Media Bagan Garis Waktu

Contact Info

Product

Resources

About