Pengaruh Inquiry Learning Dan Problem-Based Learning Terhadap Hasil Belajar PKKR Ditinjau Dari Motivasi Belajar

Handoyono, Nurcholish Arifin; Arifin, Zainal

doi:10.21831/jpv.v6i1.8114

Cited by 18 publications

(16 citation statements)

References 2 publications

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“…2, 2018, Hal 199 -208 200 learning, their lack of desire to solve mathematical learning problems, and their avoidance in taking mathematics lessons. Based on previous research, the Problem Based Learning (PBL) strategy had been widely applied in learning (Aisida, 2017;Alfi, Sumarmi, & Amirudin, 2016;Amir, 2010;Anggraini & Masykur, 2018;Arifin Handoyo & Arifin, 2016;Choridah, 2013;Farhan & Retnawati, 2014;Fitri, 2011;Kartikasari, Rusdi, & Asyhar, 2016;Maulidiyahwarti, Sumarmi, & Amirudin, 2016;Murniyati & Winarto, 2018;Mustofa, Susilo, & Muhdhar, 2016;Pranawestu, Kharis, & Mariani, 2012;Primartadi, 2012;Saleh, 2013;Syaifulloh, 2016;Tristanti, 2017;Yustianingsih, Syarifuddin, & Yerizon, 2017) The research in improving the mathematics learning outcomes are currently being studied (Arifin Handoyo & Arifin, 2016;Asmawati & Wuryanto, 2014;Asmoro, 2017;Hasanah, 2016;Kristin & Rahayu, 2016;Larasati, 2014;Lusianti, 2013;Maulidiyahwarti et al, 2016;Pratiwi & Santosa, 2013;Primartadi, 2012;Sari, Ridlo, & Utami, 2016;Sarnoko, Ruminiati, &Setyosari, 2016;Sukardi, Susilo, & Zubaidah, 2015;Sumarni & Susanti, 2016;Tafakur & Suyanto, 2015;Taufik Aditia & Muspiroh, 2013;Tyas, 2014;Utami, Hastuti, Yatimah, Padmini, & Arroyan, 2013...…”

Section: Introductionmentioning

confidence: 99%

Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

Meriyati

Shaulita

Turnip

2018

ajpm

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This study aims to look at the effect of Problem Based Learning (PBL) Strategy and mathematical anxiety towards mathematics learning outcomes. The method used is the quasi-experiment method with a 2x2 factorial pattern. The data analysis technique is was the two-way analysis of variance (ANAVA) technique. This study discovers that (1) there are differences in mathematics learning outcomes between students who got the Problem Based Learning (PBL) strategy treatment and conventional learning strategies treatment, (2) there are effects of interaction between learning strategies and anxiety on mathematics learning outcomes, (3) there are differences in mathematics learning outcomes of students who have high anxiety level based on the treatments they received, (4) there are differences in mathematics learning outcomes of students who have low anxiety level based on the treatments they received.

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Section: Introductionmentioning

confidence: 99%

Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

Meriyati

Shaulita

Turnip

2018

ajpm

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“…This is indicated by the measurement results found that student learning motivation is increasing from each cycle. The use of problem-based learning methods has a positive effect on learning motivation [16]. The results of this research were conducted at the vocational level of vocational education the same as what was done in this research.…”

Section: Motivation Learningmentioning

confidence: 96%

Improvement of Learning Motivation and Learning Outcomes by Applying The Problem Based-Learning Method

Handoyono¹,

Rabiman²,

Pribadi³

et al. 2019

JTV

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Abstracts. The objective of this research is to find: (1) increased learning motivation by applying the PBL method, and (2) increased learning outcomes by applying the PBL method. This research uses classroom action research with three cycles, each cycle consists of four phases: (1) planning; (2) action; (3) observe; and (4) reflecting. The research subjects were students of class XI TKR A totaling 26 students. Data collection techniques in research are: (2) self-assessment to measure student motivation; and (2) Tests to measure the learning outcomes. The data obtained is quantitative and processed into descriptive statistics. Data were analyzed descriptively. The research results are as follows: (1) learning motivation in the first cycle of 12.46 categorized as low, the second cycle of 14.72 categorized as high, and the third cycle of 16.76 categorized as very high, has increased by 2.26 from the first cycle to the second cycle and by 2.04 from the second cycle to the third cycle; and (2) learning outcomes in the first cycle of 75,38, the second cycle of 81,79), and the third cycle of 83.33, has increased by 6. 41 from the first cycle to the second cycle and by 1.54 of the second cycle to the third cycle.

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“…Hal ini sesuai ungkapan (Djamarah & Zain, 2014) yang menyatakan bahwa kelemahan model pembelajaran ini yang didalamnya menggunakan metode ceramah adalah: 1) Mudah menjadi variablisme, 2) Kerugian pada media visual yang auditif menjadi besar menerimanya, 3) Membosankan bila digunakan terlalu lama, 4) Guru beranggapan bahwa bahwa siswa memahami dan tertarik pada ceramahnya; dan 5) Mengakibatkan siswa menjadi pasif. Hal ini yang berdampak pada siswa menjadi tidak aktif dan memperhatikan pembelajaran sehingga hasil belajar rendah Berdasarkan temuan masalah di atas, model pembelajaran kurang efektif untuk digunakan pada pelajaran PDO, dimana metode ceramah merupakan model pembelajaran konvensioal yang tidak efektif diterapkan dalam pembelajaran (Handoyono & Arifin, 2016). Model pembelajaran yang efektif untuk diterapkan saat ini adalah model pembelajaran aktif (Dell'Ohio & Donk, 2007).…”

Section: Eksperimentasi Model Contextual Teaching and Learning Untuk unclassified

Eksperimentasi Model Contextual Teaching and Learning untuk Mata Kuliah Pekerjaan Dasar Otomotif

Handoyono

Rabiman

Kristovan

2020

J. Din. Vok. Tek. Mesin

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This study compared the effectiveness of Contextual Teaching and Learning (CTL) model and conventional learning on learning outcomes of basic automotive work. This research is a quasi-experiment type. The research population is 10th-grade students of TKR SMK Muhammadiyah I Sleman in the academic year of 2018/2019. A random cluster sampling technique was employed. It was determined that class A (25 students) was for the experimental class and class B (26 students) was for the control class. Multiple-choice tests were used as data collection instruments. Data were analyzed using descriptive analysis technique. The prerequisite analysis tests were normality and homogeneity tests, whereas the hypothesis test was the t-test. The results concluded that the use of CTL model is more effective than conventional learning when it comes to learning outcomes, indicated by a value of tcount (3.615) which was larger than ttable (1.676) with P value of 0.0007 ( less than 0.05).Penelitian bertujuan untuk mengetahui efektifitas hasil belajar pekerjaan dasar otomotif antara siswa yang menggunakan model Contextual Teaching and Learning (CTL) dengan siswa yang menggunakan model pembelajaran konvensional. Jenis penelitian merupakan Eksperimen Semu. Populasi penelitian yaitu siswa kelas X TKR SMK Muhammadiyah I Sleman tahun ajaran 2018/2019. Teknik pengambilan sampel menggunakan teknik random cluster sampling, ditetapkan kelas X TKR A adalah kelas eksperimen dengan jumlah 25 siswa dan kelas kontrol adalah X TKR B yang dengan jumlah 26 siswa. Instrumen pengambilan data menggunakan tes pilihan ganda. Teknik analisis data menggunakan analisis diskriptif, uji prasyarat analisis yaitu uji normalitas dan uji homogenitas, sedangkan uji hipotesis yaitu uji-t. Hasil uji hipotesis menyimpulkan bahwa menggunakan dengan menggunakan model CTL hasil belajar siswa lebih efektif dari pada menggunakan model pembelajaran konvensional, hal ini ditunjukkan dengan nilai thitung (3,615) > ttabel (1,676) dengan nilai signifikasinya (P=0,0007 < 0,05).

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Pengaruh Inquiry Learning Dan Problem-Based Learning Terhadap Hasil Belajar PKKR Ditinjau Dari Motivasi Belajar

Cited by 18 publications

References 2 publications

Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

Problem Based Learning Strategy: the Impact on Mathematical Learning Outcomes viewed from Anxiety Levels

Improvement of Learning Motivation and Learning Outcomes by Applying The Problem Based-Learning Method

Eksperimentasi Model Contextual Teaching and Learning untuk Mata Kuliah Pekerjaan Dasar Otomotif

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