Peningkatan Self-Regulated Learning Skills Mahasiswa Pada Mata Kuliah Akuntansi Pengantar  Melalui Problem-Based Learning

Istiningrum, Andian Ari

doi:10.21831/cp.v36i1.11080

Cited by 11 publications

(13 citation statements)

References 4 publications

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“…This project-based learning model is systematic involving students in (Sari et al, 2015;Suryandari et al, 2018). The project-based learning model is a learning method that uses problems as a first step in collecting and integrating new knowledge based on experiences in real activities (Diah & Riyanto, 2016;Istiningrum, 2017). So, it can be concluded that projectbased learning can make students active and provide opportunities for students to work independently in solving problems or projects that are obtained.…”

Section: Bt Tmentioning

confidence: 99%

“…This systematic project-based learning model engages students in the formation of knowledge and skills through a long and structured search / inquiry process towards authentic, complex questions and assignment and product designs (Suryandari, Sajidan, Rahardjo, Prasetyo, & Fatimah, 2018). Project Based Learning is a learning method that uses problems as a first step in collecting and integrating new knowledge based on experiences in real activities (Diah & Riyanto, 2016;Istiningrum, 2017). It can be concluded that project-based learning is project work that contains complex tasks based on challenging questions and problems, and requires students to design, solve problems, make decisions, conduct investigations, and provide opportunities for students to work independently.…”

Section: Introductionmentioning

confidence: 99%

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The Development Of E-Modules Project Based Learning for Students of Computer and Basic Networks at Vocational School

Rahayu

Sukardi

2021

JET

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In the learning process, the teacher acts as the teacher center by using conventional methods so that it causes students to pay less attention to the teacher, and sometimes students experience boredom in learning. The purpose of this research is to develop project-based learning media for computer-based electronic modules and networks. This study uses the Research and Development (R&D) method with 4-D development procedures which include Define, Design, Develop, Desseminate. The data analysis technique uses descriptive analysis techniques to describe the value of the validity, practicality, and effectiveness of the project-based learning E-module. The results of this development research are: the validity of the E-module based on project-based learning is declared valid with the value category 0.83> 0.61, the E-module practicality is based on the responses of two teachers with an average score of 89.3 in the very practical category and 36 student response with an average score of 85.03 in the very practical category. The effectiveness of e-module project-based learning is stated to be effective in improving learning outcomes. Based on the research results, it can be concluded that E-module learning based on project-based learning is valid, practical, and effective to be used as a learning medium in basic computer and network subjects.

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Section: Bt Tmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Development Of E-Modules Project Based Learning for Students of Computer and Basic Networks at Vocational School

Rahayu

Sukardi

2021

JET

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“…Besides, teachers keep continually develop active, innovative, and innovative learning methods at class. The research of Istiningrum (2017), for instance, found out that the learning methods such as problem-based learning is able to improve students' self-regulated learning skills. Moreover, the learning method of openended experiential learning cases is also proven improving students' professional judgment ability on making accounting decisions (Istiningrum, 2015).…”

Section: Introductionmentioning

confidence: 99%

Role-Playing Model: Is It Effective to Improve Students’ Accounting Learning Motivation and Learning Achievements?

Saptono

Soetjipto

Wahjoedi

et al. 2020

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Teachers need to organize learning that is contextual, innovative, and interesting so that students are more motivated to learn and they get better learning outcomes. The research was aimed to examine the effectiveness of role-playing model to improve the twelfth-grade social students’ learning motivation and their learning achievements on accounting subject with basic competence of practicing accounting cycles of service companies. The research was conducted with a quasi experiment for 3 public high schools in Sleman Regency. There were 206 total respondents for this research. Research data was gathered by using two methods: tests and questionnaires. Independent sample t-test was used for data analysis techniques. The result of this research showed that t-test for equality of mean of learning motivation was significant (sig. = .000 < α = .05) and learning achievement was also significant (sig. = .000 < α = .05). At the treatment class, students’ learning motivation was very high and their learning achievement was high. Thus, it was concluded that the role playing model was effective to improve the twelfth-grade social students’ learning motivation and their learning achievements on accounting subject with basic competence of practicing accounting cycles of service companies.

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“…Kemampuan berpikir kritis siswa terbentuk dan terasah dari proses kerjasama atau diskusi dengan teman kelompok untuk memecahkan masalah. Model Problem-Based Learning menggunakan permasalahan yang berkaitan dengan disiplin ilmu, penyidikan autentik, kolaborasi dan memamerkan hasil karya (Haryati, 2017;Istiningrum, 2017). Siswa diberi kesempatan untuk bereksperimen dan merefleksi terkait hasil keputusan yang telah dibuat.…”

Section: Pengujian Hipotesis Menggunakanunclassified

Model Team-Based Learning dan Model Problem-Based Learning Secara Daring Berpengaruh terhadap Kemampuan Berpikir Kritis Siswa

2021

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Kemampuan berpikir kritis siswa rendah ditandai dengan siswa dalam memberikan penjelasan sederhana, mempertimbangkan kredibilitas sumber informasi dan memberikan alasan terhadap pengambilan keputusan sesuai dengan persoalan atau fenomena yang dihadapi masih kurang. Siswa kesulitan untuk mengidentifikasi, mempertimbangkan dan mengacu pada suatu asumsi. Penelitian ini merupakan jenis penelitian kuantitatif eksperimen. Penelitian ini merupakan jenis penelitian kuantitatif eksperimental. Populasi dalam penelitian ini adalah seluruh siswa kelas XI AKL SMKN I Karanganyar yang terdiri dari 105 siswa. Sampel yang digunakan adalah siswa kelas XI AKL I dan XI AKL III yang masing-masing berjumlah 35 siswa dengan menggunakan purposive sample berdasarkan nilai rata-rata pretest. Pengumpulan data menggunakan tes berbentuk essay. Data dianalisis dengan uji prasyarat analisis berupa uji normalitas dan uji homogenitas. Hasil penelitian menunjukkan bahwa terdapat perbedaan pengaruh penerapan model Team-Based Learning dan model Problem-Based Learning secara daring terhadap kemampuan berpikir kritis siswa dilihat melalui hasil pengujian Independent Sample T-Test yang menunjukkan kemampuan berpikir kritis siswa yang diajar menggunakan model Team-Based Learning memiliki rata-rata lebih tinggi 6,52 poin (rata-rata posttest) dibandingkan dengan model Problem-Based Learning yang dilakukan secara daring. Jadi dapat disimpulkan penerapan model Team-Based Learning lebih dapat meningkatkan kemampuan berpikir kritis siswa dibandingkan model Problem-Based Learning.

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Peningkatan Self-Regulated Learning Skills Mahasiswa Pada Mata Kuliah Akuntansi Pengantar Melalui Problem-Based Learning

Cited by 11 publications

References 4 publications

The Development Of E-Modules Project Based Learning for Students of Computer and Basic Networks at Vocational School

The Development Of E-Modules Project Based Learning for Students of Computer and Basic Networks at Vocational School

Role-Playing Model: Is It Effective to Improve Students’ Accounting Learning Motivation and Learning Achievements?

Model Team-Based Learning dan Model Problem-Based Learning Secara Daring Berpengaruh terhadap Kemampuan Berpikir Kritis Siswa

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