Increasing Motivation and Learning Achievement of Fiqh Through the STAD Type Cooperative Learning Model

Rasanti, Novi; Tabroni, Imam; Suprianto, Suprianto; Wahyuni, Dian

doi:10.55927/esa.v1i1.2573

Cited by 4 publications

(2 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Increasing student motivation and learning outcomes can also be supported by various teaching strategies from teachers. Increasing motivation through the cooperative learning model results in a significant increase in student achievement (Rasanti et al, 2022). Increased motivation can lead to increased student achievement by addressing factors such as learning methods and distractions, which ultimately improves learning achievement for adolescents (Firdaus et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

Martono,

Suherman,

Nugroho

et al. 2024

Retos

View full text Add to dashboard Cite

This research aims to examine differences in Physical Education (PE) learning outcomes for high school students based on gender and learning motivation. The sample in this research was 84 high school students in Yogyakarta and was taken using a simple random sampling system. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students in the low learning motivation category was 86.29 and female students in the low learning motivation category was 83.71. The mean score for male students in the moderate learning motivation category was 83.21 and female students in the moderate learning motivation category was 84.14. The mean score for male students in the high learning motivation category is 85.64 and female students in the high learning motivation category is 82.64. The results of the Anova test on the learning motivation factor variable value Sig. 0.42 < 0.05 means that there is a significant difference or influence between students' learning motivation (low, medium and high) on PE learning outcomes. In the gender factor variable, the Sig. value 0.001 < 0.05 means that there is a significant difference or influence between gender (male and female) on PE learning achievement. Next, on the variables of learning motivation and gender, the Sig. value 0.000 < 0.05 means that there is an influence or interaction between learning motivation factors and gender on students' PE learning outcomes. The conclusion is that PE design needs to take into account the specifics of gender and type of sport. This is so that male and female students have the right to exercise according to their portion in order to benefit from the PE program at school. Apart from that, it is also to provide maximum enjoyment and achievement for students in various games and sports activities in PE without any pressure. The conclusion is that motivational factors and gender significantly interact and influence students' PE learning outcomes. Therefore, it is important for teachers to consider these two factors in designing and implementing effective PE learning, paying special attention to the specific needs and conditions of each student based on their respective learning motivation and gender. Keywords: Achievement, Learning Results, Physical Education, Students, Gender, Learning Motivation

show abstract

Section: Discussionmentioning

confidence: 99%

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

Martono,

Suherman,

Nugroho

et al. 2024

Retos

View full text Add to dashboard Cite

show abstract

“…Teachers and students can use technology as a tool for interaction in learning such as video conferencing applications, google classroom, live chat, whatsapp group (Rijalullah, Imam Tabroni, Dede Ahmad Fathoni, & Ananta Putri Anggraini, 2022). Learning activities are still guided by online teachers, starting from giving student assignments and collecting student assignments so that learning remains effective (Novi Rasanti, Imam Tabroni, Suprianto, & Dian Wahyuni, 2023).…”

Section: Introductionmentioning

confidence: 99%

Online Learning: The Widespread Use of Google Forms as a Learning Media for Students in the Midst of the Covid-19 Pandemic

Gunawan¹,

Tabroni²,

Supendi³

2023

ESA

View full text Add to dashboard Cite

The purpose of this study was to determine the use of google form media and its effect on the effectiveness of online fiqh learning at MTs Al-Hidayah during the Covid-19 pandemic. The research uses a quantitative approach with a correlational design. Data collection techniques by distributing questionnaires (questionnaires) Variable X and Y to class VIII MTs Al-Hidayah as many as 68 samples. Based on the results of data analysis, it was concluded that first, the use of google form media was considered good with an average score of 80.66%. Second, the effectiveness of online learning is considered good with an average score of 80.27. Third, there is a significant effect between the use of google form media and the effectiveness of online learning with a correlation value of 0.823 which can be categorized as a very strong correlation. The determination value of 0.673 means that the influence of the X variable with the Y variable is 67.3% and the remaining 32.7% is influenced by other factors besides the use of google form media. With the regression equation Y = 14.056 + 0.771X, it means that if there is an increase in the X variable, it will also affect the Y variable.

show abstract

Effects of robotic module‐supported experimental activities with the cooperative learning method on student achievement, 21st‐century skills, and students' opinions

Avcı

2024

Computer Assisted Learning

View full text Add to dashboard Cite

Background StudyDevelopments in science and technology, have created a need for technology‐supported learning environments. Robotics is a technology widely used in science education. Collaborative learning is one of the methods used in education based on the constructivist approach. Using robotic and cooperative learning together is a new and rare study approach. The study utilizes cooperative learning and robotics together. Past studies have investigated applications combining collaborative learning, problem‐based or project‐based learning with flipped classrooms. However, we need more evidence on how cooperative learning methods affect learning in environments supported by robotic modules.ObjectivesThis study investigated the effects of robotic module‐supported experimental activities with the cooperative learning method on student achievement, 21st‐century skills, and students' opinions.MethodsThe sample of this study was 6th‐grade students (n = 61). The study utilized a mixed method approach. The quantitative research phase of the study employed a quasi‐experimental design with an experimental and a control group. The qualitative research phase of the study utilized a case study design.Results and ConclusionsThe experimental group had significantly higher mean scores than the control group. This result shows that robotic module‐supported experimental activities with the cooperative learning method are more effective at improving student achievement and 21st‐century skills than the current curriculum.

show abstract

Increasing Motivation and Learning Achievement of Fiqh Through the STAD Type Cooperative Learning Model

Cited by 4 publications

References 4 publications

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

Online Learning: The Widespread Use of Google Forms as a Learning Media for Students in the Midst of the Covid-19 Pandemic

Effects of robotic module‐supported experimental activities with the cooperative learning method on student achievement, 21st‐century skills, and students' opinions

Contact Info

Product

Resources

About