Perbedaan Hasil Belajar Siswa Kelas X Sma Menggunakan Model Pembelajaran Kooperatif Tipe Student Facilitator and Explaining (Sfe) Dan Model Pembelajaran  Konvensional Pada Materi Trigonometri

Ruhulessin, Stela; Ratumanan, Tanwey Gerson; Tamalene, Hanisa

doi:10.30598/jupitekvol2iss1pp1-6

Cited by 5 publications

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“…Berdasarkan hasil observasi peneliti di lapangan, pembelajaran fisika dilakukan dengan metode pembelajaran konvensional yaitu dengan ceramah, dengan rata-rata hasil belajar peserta didik berada di atas Kriteria Ketuntasan Minimal (KKM). Penelitian terdahulu yang dilakukan oleh Zaini & Marsigit (2014) dan Ruhulessin, Ratumanan, & Tamalene (2019) tentang pembelajaran dengan pendekatan konvensional menyatakan bahwa pembelajaran dengan pendekatan konvensional tidak efektif terhadap hasil belajar peserta didik. Hal tersebut menunjukkan bahwa hasil penelitian terdahulu bertolak belakang dengan fakta yang ditemukan peneliti di lapangan pada observasi yang telah dilakukan sehingga peneliti tertarik untuk melakukan penelitian dengan judul "Pengaruh Penerapan Metode Pembelajaran Konvensional terhadap Hasil Belajar Peserta Didik".…”

Section: Pendahuluanunclassified

Penerapan Metode Pembelajaran Konvensional Terhadap Hasil Belajar Fisika Peserta Didik

Jafar¹

2021

asma

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AbstrakPenelitian ini bertujuan untuk mengetahui hasil belajar peserta didik dengan menggunakan metode konvensional pada materi suhu dan kalor peserta didik kelas VII B MTs Negeri 3 Enrekang. Adapun metode penelitian yang digunakan yaitu quasi eksperimen dengan One Group Pre and Post Test. Sampel penelitian ini adalah kelas VII B sebanyak 24 orang. Pengumpulan data dilakukan dengan menggunakan tes hasil belajar. Teknik analisis data menggunakan analisis statistik deskriptif dan analisis statistik inferensial. Berdasarkan hasil analisis statistik deskriptif, nilai rata-rata pre test hasil belajar peserta didik yaitu 49,83, sedangkan nilai rata-rata post test hasil belajar peserta didik, yaitu 57,58. Selanjutnya, berdasarkan uji hipotesis diperoleh bahwa tidak terdapat perbedaan hasil belajar yang signifikan antara hasil belajar peserta didik sebelum menerapkan metode pembelajaran konvensional dengan hasil belajar peserta didik setelah menerapkan metode konvensional. Implikasi penelitian ini yaitu diharapkan agar pendidik dapat berinovasi dalam memilih metode mempelajaran dan menyesuaikan dengan materi yang akan diajarkan, agar nilai hasil belajar peserta didik dapat meningkat secara signifikan. AbstractThis study aims to determine student learning outcomes using conventional methods on the material of temperature and heat for class VII B students of MTs Negeri 3 Enrekang. The research method used is quasi-experimental with One Group Pre and Post Test. The sample of this research is class VII B as many as 24 people. Data collection is done by using the learning outcomes test. The data analysis technique used descriptive statistical analysis and inferential statistical analysis. Based on the results of descriptive statistical analysis, the average value of the pre-test of student learning outcomes is 49.83, while the average value of the post-test of student learning outcomes is 57.58. Furthermore, based on hypothesis testing, it was obtained that there was no significant difference in learning outcomes between student learning outcomes before applying conventional learning methods and student learning outcomes after applying conventional methods. The implication of this research is that it is hoped that educators can innovate in choosing learning methods and adapting to the material to be taught, so that the value of student learning outcomes can increase significantly

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Section: Pendahuluanunclassified

Penerapan Metode Pembelajaran Konvensional Terhadap Hasil Belajar Fisika Peserta Didik

Jafar¹

2021

asma

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“…This is because the learning activities carried out are still less innovative. The result of less innovative learning is learning to be bored, the lack of concentration of students on the explanation delivered by the teacher, the curiosity of students who have not been awakened, and the lack of courage of students in arguing or inactive students (Riantika & Mukminan, 2019;Ruhulessin et al, 2019;Trisnayanti, 2017). So that conventional learning approach is not effectively used in the application of students' global diversity character at school.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Cultural Literacy and Citizenship through Staging Creativity against Global Diversity Characters of Elementary School Students

Lestari,

Ramadan

2023

JPP

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This research is motivated by the decline in students' global diversity character as well as the lack of optimization of its application in elementary schools. This study aims to analyze the effectiveness of cultural and civic literacy through creativity performances in improving students' global diversity character in elementary schools. The method used in this research is a quasi-experiment method with a non-equivalent control group design using an experimental class and a control class. Data analysis techniques in this study used descriptive analysis and prerequisite tests, namely the normality test and homogeneity test. Furthermore, hypothesis testing was carried out with the Independent Sample T-Test test and N-Gain data analysis. The results of this study show that applying cultural and civic literacy through creative performances effectively improves the character of global diversity of fifth grade elementary school students. There is significant difference in effectiveness between the experimental group and the control group on the global diversity character of grade V elementary school students. The treatment in the experimental group by implementing cultural literacy and citizenship through staging creativity is effective in increasing the character of global diversity in fifth grade elementary school students.

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“…The learning process with this cooperative type is carried out by grouping students into a collaborative and heterogeneous group, thereby encouraging students to construct knowledge through social interaction with other students. It aims to train students to develop leadership attitudes and mutual respect when interacting because, in the learning process, students are required to cooperate in completing tasks (activities or problem-solving) by complementing each other, helping and exchanging ideas with friends who have different backgrounds (Harefa & Telukdalam, 2021;Ruhulessin et al, 2019). The advantage of the SFAE model is that it encourages students to learn and become the best in their class by practicing critical, active, creative thinking skills, and fostering a sense of tolerance and independence in solving problems, through interactive activities and exchanging information, opinions or experiences openly (students become a facilitator) to broaden students' insights or find the truth of a concept (Amelia & Syahputra, 2019;Mustikasari et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Tri Kaya Parisudha-Based SFAE Learning Model Has A Positive Impact on Fifth-Grade Students' Science Knowledge Competencies

Putri

Wiarta

2023

JPMu

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Learning that takes place, especially science subjects, is different from the mandate of the 2013 curriculum. The science knowledge competence of elementary school students still needs to improve. This study aims to analyze the effect of the SFAE learning model based on Tri Kaya Parisudha on students' science knowledge competence. This type of research is a quasi-experiment using a nonequivalent control group design. The population of this study was all grade V students, as many as 443 students, with sample determination using a cluster random sampling technique. The data collection method used an essay-type test. The research data were analyzed using descriptive statistical techniques and inferential statistical analysis (t-test). The results of hypothesis testing using the t-test technique with polled variance formula obtained a t-count equal to 4.67 more than the t-table equal to 1.998 at a 5% significance level with dk equal to 63, so Ha is accepted, and H0 is rejected. So it is concluded that the SFAE learning model based on Tri Kaya Parisudha affects students' science knowledge competence. This research implies that the SFAE learning model based on Tri Kaya Parisudha is expected to be an innovative learning model to encourage student activeness and improve learning outcomes.

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Perbedaan Hasil Belajar Siswa Kelas X Sma Menggunakan Model Pembelajaran Kooperatif Tipe Student Facilitator and Explaining (Sfe) Dan Model Pembelajaran Konvensional Pada Materi Trigonometri

Cited by 5 publications

References 0 publications

Penerapan Metode Pembelajaran Konvensional Terhadap Hasil Belajar Fisika Peserta Didik

Penerapan Metode Pembelajaran Konvensional Terhadap Hasil Belajar Fisika Peserta Didik

The Effectiveness of Cultural Literacy and Citizenship through Staging Creativity against Global Diversity Characters of Elementary School Students

The Tri Kaya Parisudha-Based SFAE Learning Model Has A Positive Impact on Fifth-Grade Students' Science Knowledge Competencies

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