Penerapan Model Advance Organizer untuk Meningkatkan Kemampuan Pemahaman Siswa

Hikmah, Rezkiyana

doi:10.30998/sap.v1i3.1204

Cited by 13 publications

(11 citation statements)

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“…Model advance organizer merupakan suatu pembelajaran yang mengaitkan pengetahuan baru dengan pengetahuan yang telah ada sebelumnya pada siswa dan pada struktur kognitif siswa (Hikmah, 2017). Tujuan advanve organizer adalah menjelaskan, mengintegrasikan dan menghubungkan materi baru dengan materi yang telah dipelajari sebelumnya (Kovalik dkk., 2011).…”

Section: Pendahuluanunclassified

Implementation of Advance Organizer Learning Model Based on Numbered Heads Together (NHT) to Improve Learning Outcomes of Students in 11th Grade Science on Buffer at SMAN 2 Balaesang

Reskiani

Supriadi

2020

J. Akademika Kimia

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The topic of buffer has connections between concepts and some prerequisite materials that students should understand to be able to facilitate this material. The lack of mastery on the material will lower the learning outcomes. This study aimed to improve students’ learning outcomes on buffer through the implementation of advance organizer learning model based on numbered heads together (NHT). This study was one group pretest-posttest design. The sample of this study was students of 11th grade Science at SMAN 2 Balaesang consisting of class XI Science 1 as the experiment class 1 with 33 students and class XI Science 2 as the experiment class 2 with 32 students. The effectiveness of the implementation of advance organizer learning model NHT-based can be seen from the average N-gain value of the experimental classes. The average N-gain value of experimental class 1 was 0.69 included in the medium category. While the average N-gain value of experimental class 2 was 0.71 included in the high category. Data analysis showed that the average value of students learning scores was greater than 65, where for the experimental class 1 was 76.36 and the experimental class 2 was 76.71. The advance organizer learning model NHT-based improved learning outcomes of students in 11th grade Science on buffer at SMAN 2 Balaesang.

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Section: Pendahuluanunclassified

Implementation of Advance Organizer Learning Model Based on Numbered Heads Together (NHT) to Improve Learning Outcomes of Students in 11th Grade Science on Buffer at SMAN 2 Balaesang

Reskiani

Supriadi

2020

J. Akademika Kimia

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“…In studying physics, understanding concepts is very important so that physics learning can become meaningful learning for students. Physics learning has a conditional nature, which means that a new concept is related to the previous concept (Fauziah & Darvina, 2019;Hikmah, 2017). If students have difficulty and misunderstand a physics concept, then the student will also find it difficult to understand the next material.…”

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confidence: 99%

The Quality of Four-Tier Diagnostic Test Misconception Instrument for Parabolic Motion

Maison

Kurniawan

Widowati

2021

JPP

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This study aims to find out how the process of developing instrument products in the form of a four-tier diagnostic test on parabolic motion material, and to find out how the quality of a four-tier diagnostic test instrument product on parabolic motion material was developed. The test subjects were all high school students of class X MIPA, taken by purposive sampling, namely 60 students in the first phase of the trial and 134 students for the 2nd phase of the trial. of 0,3 which means valid. The instrument reliability value is 0,859 which is in the very high reliability category. This means that the developed instrument can be used to identify misconceptions. The results of expert validation indicate that the instrument is in the very good category so that it can be used to identify misconceptions. The validation results from the first validator are 85% (Good) and the second validator is 92,08% (very good). Based on the results of the study, it can be concluded that the misconception instrument developed from one-tier questions to four-tier diagnostic tests is appropriate to be used to identify students' misconceptions on parabolic motion material. This can be seen from the results of the analysis of the validity and reliability of the instrument, where all items are valid and have very high reliability.

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“…Pada tingkat perkembangan selanjutnya, siswa dapat mempelajari berbagai konsep baru dengan menggunakan konsep yang telah dipelajari sebelumnya untuk menguasai konsep tersebut. Tanpa konsep, pembelajaran matematika menjadi terhambat (Nasution, 2011) karena konsep merupakan sesuatu yang sangat penting (Haniin, dkk;, konsep-konsep tersebut dijadikan sebagai pengetahuan dasar untuk mempelajari materi baru agar pembelajaran menjadi masuk akal (Hikmah;dan Joyce, 2000. Sehingga, jika seseorang mengalami kesalahan konsep matematika pada awal pemahamannya, maka akan mempengaruhi penerapan kelanjutan konsep matematika.…”

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Analisis Kesalahan Siswa dan Remedialnya Dalam Mengerjakan Soal Cerita Perbandingan Matematika

Wulanningtyas

Marhaeni

2022

JIPM

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Problem solving mathematics error in a matter of story on ratio material worth and turn around values still often occur, so we need a remedial program to minimize these errors. For this reason, this study aims to determine the types of errors, remedial program steps and types of errors after the remedial program. This research is a qualitative descriptive study with the data collection method uses tests, interviews, and personal documents. The study was conducted at eighth grade of SMP Pangudi Luhur 1 Yogyakarta. This study applies a layered validation strategy in the form of triangulation techniques, Focus Group Discussion (FGD) and the involvement of resource persons and experts. The results showed that the dominant error in the form of an error did not understand the command problem with a percentage of 43%, the error shown if every step taken by students was correct but the final result given was not a solution done with a percentage of 80% and a calculation error with a percentage of 20%. After the results are obtained remediation efforts are made. Based on the remediation results that have been made, there is a decrease in 3 categories of dominant student errors, namely mistakes not understanding the question command to a percentage of 31%, errors that are shown if each step taken by students is correct but the end result given is not a completion done to 60%. Thus, the remediation program makes fewer types of mistakes made by students than before remediation

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Penerapan Model Advance Organizer untuk Meningkatkan Kemampuan Pemahaman Siswa

Cited by 13 publications

References 0 publications

Implementation of Advance Organizer Learning Model Based on Numbered Heads Together (NHT) to Improve Learning Outcomes of Students in 11th Grade Science on Buffer at SMAN 2 Balaesang

Implementation of Advance Organizer Learning Model Based on Numbered Heads Together (NHT) to Improve Learning Outcomes of Students in 11th Grade Science on Buffer at SMAN 2 Balaesang

The Quality of Four-Tier Diagnostic Test Misconception Instrument for Parabolic Motion

Analisis Kesalahan Siswa dan Remedialnya Dalam Mengerjakan Soal Cerita Perbandingan Matematika

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