Pengaruh Model Project Based Learning Terhadap Hasil Belajar Pembelajaran Tematik Siswa Kelas v Di Sd N Rejowinangun 1

Sekarwangi, Tunjung; Wardani, Kristi

doi:10.30738/trihayu.v5i1.3172

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Achievement in learning is influenced by the method of learning used, so to obtain maximum achievement, is required to apply an appropriate learning model. The choice of learning models or strategies has a considerable influence on improving learning outcomes (Ermawati et al, 2023). During flipped classroom learning, students are required to understand the material first before the learning process, so that students become more active when discussing in class (Hamidah & Kusuma, 2021).…”

Section: Resultsmentioning

confidence: 99%

Experimentation of The Flipped Classroom Learning Model And Inquiry Learning on Learning Achievement Reviewed From The Learning Styles of SMPN 1 Sukodono Students

Khotimah,

Nurcahyo,

Swastika

2024

Mathline

View full text Add to dashboard Cite

This research aims to explore the impact of implementing inquiry learning and flipped classroom models on mathematics learning achievement, considering students' learning styles. The researcher employed a quantitative method through a 2x3 factorial experiment design. Data processing and analysis were conducted using a two-way ANOVA, followed by a post-ANOVA pairwise comparison using the Tukey HSD method. The population consisted of all students of SMP Negeri 1 Sukodono in the eighth grade of the academic year 2023/2024. A total of 27 students from class VIII D were assigned as experimental group I, and 27 students from class VIII F were assigned as experimental group II, each selected as samples for the study using cluster sampling or the random sampling method. Based on the results of the two-way ANOVA, it was found that there is a difference between the flipped classroom and inquiry learning models in improving students' learning achievement. The flipped classroom model was proven to be more effective than the inquiry learning model in enhancing students' mathematics learning achievement, with an average score of 75.356. There is an influence of learning styles on students' learning achievement; visual learning style was found to be better in improving students' learning achievement compared to auditory or kinesthetic learning styles. There is an interaction between the flipped classroom and inquiry learning models regarding learning achievement.

show abstract

Section: Resultsmentioning

confidence: 99%

Experimentation of The Flipped Classroom Learning Model And Inquiry Learning on Learning Achievement Reviewed From The Learning Styles of SMPN 1 Sukodono Students

Khotimah,

Nurcahyo,

Swastika

2024

Mathline

View full text Add to dashboard Cite

show abstract

“…The results of several studies that have been conducted previously stated that the NHT learning model is considered to be able to increase student activity in recent years, both at the elementary, junior high, high school, vocational levels (Iskatiana, 2017;Rahmawati et al, 2018;(Listiadi et al, 2019;Nursyamsi & Corebima, 2016). The NHT learning model is a variant of the group discussion method by providing opportunities for students to share ideas and consider the most appropriate responses.…”

Section: Numbered Heads Togethermentioning

confidence: 99%

Active and Innovative Indonesian Language Learning Model for 8-Year-Old Children

Yusuf,

Alinda

2023

jpud

View full text Add to dashboard Cite

Mastery of Indonesian language skills for children is still a challenge for teachers and parents. Teachers need an effective learning model to improve Indonesian language skills and knowledge. This research aims to develop an active and innovative Indonesian language learning model for children aged 8 years by collaborating with the Numbered Heads Together, Sample Non-Examples, and Guess Words (NET) learning models. This research is a test of the effectiveness of the learning model with a small group trial study carried out at MI Kompa, and a large group trial carried out at MI Adda'wah and MIN I Sukabumi Parungkuda. Data collection techniques were carried out using a mixture of two types of data, qualitative and quantitative. The research results show that the development of the NET learning model in Indonesian language subjects has succeeded in improving children's learning outcomes. Therefore, the results of this study can be used as a starting point for further research. This study has limitations in using descriptive statistical data that do not yet explain the factors that influence the success of the proposed learning model. The results can also provide a basic approach to support further analysis of the impact of using learning strategies in the classroom, both in increasing student and teacher activity. Keywords: numbered heads together, non-examples, guess the words, Indonesian, eight-year-old children References: Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1984). Bloom taxonomy of educational objectives. In Allyn and Bacon. Pearson Education London. Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach and students learn in collaborative learning environments. International Journal of Instruction, 7(1). Hidayat, U. S. (2016). Model-Model Pembelajaran Efektif. Bina Mulia Publishing. Iskatiana, E. (2017). Pengaruh Strategi Pembelajaran Problem Based Learning dan Kooperatif Tipe Number Head Together (NHT) terhadap Hasil Belajar Matematika pada Siswa Kelas V di SD Bangunharjo. Trihayu: Jurnal Pendidikan Ke-SD-An, 4(1). Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12–15. Kurniasih, I., & Sani, B. (2015). Ragam pengembangan model pembelajaran untuk peningkatan profesionalitas guru. Jakarta: Kata Pena, 71–72. Kurniawan, M. I. (2015). Tri pusat pendidikan sebagai sarana pendidikan karakter anak sekolah dasar. PEDAGOGIA: Jurnal Pendidikan, 4(1), 41–49. Listiadi, A., Sulistyowati, R., & Sakti, N. C. (2019). Improving learning quality through NHT cooperation model in Indonesian vocational schools. KnE Social Sciences, 884–902. Nursyamsi, S. Y., & Corebima, A. D. (2016). The effect of numbered heads together (NHT) learning strategy on the retention of senior high school students in Muara Badak, East Kalimantan, Indonesia. European Journal of Education Studies. Rahmawati, I., Shodiqin, A., & Sugiyanti, S. (2018). Efektivitas Model Pembelajaran Numbered Head Together Berbantuan Media Prezi Terhadap Kemampuan Pemecahan Masalah Matematis Siswa Kelas Viii. Senatik 2018. Saadie, M. (2007). Strategi Pambelajaran Bahasa Indonesia. Jakarta: Unversitas Terbuka. Santoso, H. (2011). Membangun minat baca anak usia dini melalui penyediaan buku bergambar. Universitas Negeri Malang. Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. Solchan, T. W., Mulyati, Y., Syarif, M., Yunus, M., Werdiningsih, E., & Pramuki, B. E. (2008). Pendidikan Bahasa Indonesia di SD. Jakarta: Universitas Terbuka. Susanto, H. (2016). Membangun budaya literasi dalam pembelajaran bahasa Indonesia menghadapi era mea. Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 1(1), 12–16. Zulela, M. S. (2012). Pembelajaran Bahasa Indonesia Apresiasi Sastra di Sekolah Dasar. Bandung: Remaja Rosdakarya.

show abstract

“…Pembelajaran berbasis masalah merupakan cara penyampaian materi yang didesain untuk melatih kecakapan siswa saat mengatasi masalah serta memicu partisipasi aktif dalam kegiatan belajar (Humaira Handayani & Muhammadi, 2020). Pembelajaran ini didasarkan pada pendekatan konstruktivis, dimana siswa mencoba memecahkan masalah sehari-hari dalam lingkungan kolaboratif (Mustofa & Hidayah, 2020).…”

unclassified

Pengaruh Model Problem Based Learning terhadap Hasil Belajar Tematik Kelas V SDN 39 Pontianak Kota

Putri

Halidjah

Salimi

2023

View full text Add to dashboard Cite

The implementation of problem-based learning used in this research suitable for V at State Elementary School 39 Pontianak Kota, where students are expected to achieve thematic learning outcomes. This research used quasi-experimental design type non-equivalent Elementary control group design. All fifth grade students from State Elementary School 39 Pontianak Kota participated in the study. Cluster random sampling was used to determine the sample size. The data collection technique were achieved through a written test consisting of multiple choice and then measured using this method. According to the subject analysis, the average of the reference class was 73.30 and the average of the test class was 80.16. The t-test results used for hypothesis testing (polled variance) were tcount = 2.322 with dk (33+31-2 = 62) and ttable = 1.994 with a significant level = 5%, indicating that tcount > ttable, and Ha is accepted. The evidence shows that problem-based learning could increase students' educational outcomes. An ES of 0.62 is an example of an effect that falls into the category of medium effects. As a result, application of the problem-based learning in class V of State Elementary School 39 Pontianak Kota has a positive effect on improving student learning outcomes in thematic learning.

show abstract

Pengaruh Model Project Based Learning Terhadap Hasil Belajar Pembelajaran Tematik Siswa Kelas v Di Sd N Rejowinangun 1

Cited by 3 publications

References 0 publications

Experimentation of The Flipped Classroom Learning Model And Inquiry Learning on Learning Achievement Reviewed From The Learning Styles of SMPN 1 Sukodono Students

Experimentation of The Flipped Classroom Learning Model And Inquiry Learning on Learning Achievement Reviewed From The Learning Styles of SMPN 1 Sukodono Students

Active and Innovative Indonesian Language Learning Model for 8-Year-Old Children

Pengaruh Model Problem Based Learning terhadap Hasil Belajar Tematik Kelas V SDN 39 Pontianak Kota

Contact Info

Product

Resources

About