Penerapan Problem Based Learning Berbasis Numbered Heads Together: Dampak Hubungan Aktivitas Dengan Hasil Belajar

Khairunisa, Aminah; Rohmadi, Mukhlis; Yuliani, Hadma

doi:10.29408/kpj.v4i2.2118

Cited by 2 publications

(2 citation statements)

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“…The lowest student learning activity occurs in indicator 1, namely asking questions with an average percentage of 25%, while the highest activity occurs in indicator 4, namely communicating 77.78%. The results of increased student activity in the application of the PBL model with differentiated learning strategies based on VAK learning styles are in line with the results of research from Khairunisa et al (2020) which states that the application of the PBL model is able to increase learning activities and student learning outcomes with a significance value of 0.028<0.05.…”

Section: Student Activitiessupporting

confidence: 84%

Analysis of Differentiate Learning with Classroom Action Research to Improve Physics Activities and Outcomes

Prihandono,

Supriyono,

Abdillah

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Differentiated learning is a form of learning that is oriented to the needs of students. This research is a classroom action research which aims to determine the effect of implementing visual, auditory, and kinesthetic (VAK) learning style-based differentiation in the Problem Based Learning (PBL) model on students' physics learning activities and outcomes. The material used is global warming. This research was conducted in class X-2 of State High School 3 Jember for the 2022/2023 Academic Year. The subjects of this study were of 36 students who were divided into three VAK learning style profile categories. This research includes quantitative descriptive research. The research data collection method used a Likert scale learning style questionnaire, activity observation sheets and written tests to obtain students' physics learning outcomes. The design used in this study was the Tagart and Kemmis model cycles and the data obtained was analyzed using classical learning completeness. The results showed that there was an increase in student learning activities by 20.14% and an increase in student physics learning outcomes classically by 25% and the average level of mastery learning was above the minimum completeness criteria with an increase in the average score of 6.06. Based on the results of the study, it can be concluded that the application of the PBL learning model based on VAK learning style differentiation can increase student activity and learning outcomes.

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Section: Student Activitiessupporting

confidence: 84%

Analysis of Differentiate Learning with Classroom Action Research to Improve Physics Activities and Outcomes

Prihandono,

Supriyono,

Abdillah

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…Model PBL merupakan suatu proses pembelajaran menghadapkan peserta didik dengan permasalahan nyata yang terjadi di lingkungan sekitar. Sehingga, peserta didik tidak hanya belajar mengenai pengetahuan akan tetapi merasakan dan mengalami sendiri (Khoirunisa, Rohmadi, & Yuliani, 2020). Beberapa kelebihan Model PBL antara lain berpengaruh hasil belajar (Shinta, Fatmawati, & Nasir, 2020) (Wajdi, 2018), aktivitas belajar peserta didik (Khoirunisa, Rohmadi, & Yuliani, 2020), berpengaruh terhadap berpikir kritis peserta didik (Yunita, Zahara, & Sahidi, 2020), berpengaruh terhadap sikap ilmiah peserta didik (Sunariyati, Agung, & Dantes, 2014).…”

Section: Pendahuluanunclassified

Penerapan Problem Based Learning (PBL) dengan Pemberian Biografi Ilmuwan Pada Mata Kuliah Fisika Dasar I: Dampak Sikap Ilmiah dan Motivasi belajar

Yuliani¹

2021

kpj

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The application of PBL along with the biographies of scientists in learning physics is expected to have an impact on scientific attitudes and student motivation to learn. The objectives of this study were: (1) To find out the improvement of students' scientific attitude after PBL was applied by giving scientists biographies in Basic Physics I course; (2) To find out the increase in students' learning motivation after PBL by applying the biographies of scientists in the Basic Physics I course. This study used a quantitative approach with descriptive research type. The data collection technique used a questionnaire for scientific attitudes and learning motivation. The results showed: (1) There was an increase in the ability of scientific attitudes by applying PBL by giving scientists biographies in the Basic Physics I course in the medium category with an N-gain value of 0.523 and (2) There was an increase in learning motivation by applying.

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Penerapan Problem Based Learning Berbasis Numbered Heads Together: Dampak Hubungan Aktivitas Dengan Hasil Belajar

Cited by 2 publications

References 0 publications

Analysis of Differentiate Learning with Classroom Action Research to Improve Physics Activities and Outcomes

Analysis of Differentiate Learning with Classroom Action Research to Improve Physics Activities and Outcomes

Penerapan Problem Based Learning (PBL) dengan Pemberian Biografi Ilmuwan Pada Mata Kuliah Fisika Dasar I: Dampak Sikap Ilmiah dan Motivasi belajar

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