The effect of direct instruction and problem based learning on millennial

Winarsih, Sri; Sangka, Khresna Bayu; Octoria, Dini

doi:10.1063/1.5139873

Cited by 3 publications

(7 citation statements)

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“…In addition, the use of multimedia is very suitable for use in physics learning can improve student learning outcomes (Fayanto, Misrawati, et al, 2019;Fayanto, Musria, et al, 2019). In addition, several studies have stated that learning using the direct instruction model is more effective than learning using the PBL model and usual implemented models in improving student learning outcomes (Fayanto, Misrawati, et al, 2019;Winarsih et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

Malík

Wandira

Kuntadi

et al. 2022

Momentum: Physics Education Journal

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This study aims to determine the implementation of the direct instruction model based on interactive multimedia and the lecture model as well as the differences in the improvement of students' cognitive learning outcomes after the two models are applied to the material of effort and energy. The method in this study uses a quasi-experimental method, with a Noneequivalent Control Group design. The research sample consisted of two classes, namely class X-IPA 1 as the experimental class and class X-IPA 2 as the control class, each consisting of 20 students. Data on the implementation of learning were obtain-ed through observation sheets and students' cognitive learning outcomes were obtained through multiple-choice tests. The data analysis technique used the calculation of the observation sheet, N-gain, and t-test. The results showed that the average percentage of all meetings on the implementation of learning in the experimental class was 82.78% with very good interpretation and 71.85% in the control class with good interpretation. The increase in students' cognitive learning outcomes in the experimental class was 0.58 in the medium category and in the control class was 0.29 in the low category. The results of hypothesis testing using an independent sample t-test showed the value of tcount (3.56) > ttable (2.02). The results showed that there were differences in the cognitive learning outcomes of students who studied with an interactive multimedia-based direct instruction model and lecture model. Thus, the interactive multimedia-based direct instruction model is better in improving students' cognitive learning outcomes in the matter of effort and energy. This study could be implemented in schools with proper or non-proper laboratory facilities for supporting the learning of physics.

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Section: Discussionmentioning

confidence: 99%

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

Malík

Wandira

Kuntadi

et al. 2022

Momentum: Physics Education Journal

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show abstract

“…Students will get better understanding in the subject matter In Direct Instruction models because the learning process are structured and procedural stages centered on the teacher (Fakhrah et al, 2017), (Suhartono et al, 2019), (Winarsih et al, 2019). The increased of concept understanding due to the application of this Direct Instruction model can also have an impact on increasing student learning outcomes (Amintoko, 2020), (Windu, 2021).…”

Section: Omentioning

confidence: 99%

“…The DI learning model focuses on students and facilitates students in improving student learning abilities, can improve student learning outcomes, and be more effective in learning (Buchori et al, 2017), (Noah Ekeyi, 2013), (Ridho et al, 2015), (Salim et al, 2018), (Wenno, 2014). The improvement in learning outcomes with the DI model is higher than the Problem-Based Learning (PBL) model which is studentcentered learning (Winarsih et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Analysis Students’ Learning Motivation on the Implementation of Direct Instruction Learning Model

Hidayati

Utami²,

Wiyarsi³

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to analyze students’ learning motivation on the implementation of Direct Instruction learning model in Muhammadiyah Pakem Senior High School. The research design used in this research is pre-experimental with a one-shot case study. The study sample consisted of all class X students with a total of 11 students. Sampling technique using is purposive sampling. Data collection techniques were carried out by questionnaires to measure students' learning motivation. The data analysis used is a descriptive analysis by calculating the percentage of the overall score on the learning motivation questionnaire. The results of the study were the level of students’ learning motivation in Muhammadiyah Pakem Senior High School in the high-very high category. The present of the teachers in the Direct Instruction learning model have a big role to develop students' learning motivation

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“…In its implementation, the current DI model has several weaknesses. The most prominent weakness of the DI model is that it is less effective in increasing students' prior knowledge, critical thinking, and creative thinking which has an impact on student learning outcomes [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

“…This study can be supported by looking for other alternatives to the DI learning model or using the development of the DI model. The DI model in its development has attempted to implement various types of techniques to increase students' initial knowledge, critical thinking, and creativity [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Flipped Direct Instruction (FDI): Optimization of Practicum Learning Models

Mubai,

Ambiyar,

Irfan

2023

IJIET

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Selecting an accurate learning model plays a big part in determining the quality of the implemented learning process. The Flipped Direct Instruction (FDI) learning model is introduced as a new learning model to increase the effectiveness of the implementation of learning through practicums. Therefore, the purpose of this study is to examine the effectiveness level of the FDI learning model application. This research is carried out during the Computer Network Installation practical lesson in the July-December 2022 semester at the Electronic Systems Engineering Study Program, Universitas Negeri Padang, Indonesia. This study is conducted using a quasi-experimental design with a control class and an experimental class as the research samples. The Direct Instruction (DI) model was applied in the control class and the FDI model was utilized for the experimental class. This study uses quantitative and primary data types. Data were obtained using test instruments through the application of a pre-test and a post-test. The data is calculated using the N-Gain method to measure the level of effectiveness of the FDI model implementation. In utilizing the N-Gain method, the requirements for the normality test, homogeneity test, and t-test were applied. The results of the research on the implementation of the pre-test for the control class were a value of 36.11 and 34.01 for the experimental class. Whereas for the post-test, a value of 71.27 and 86.80 were the results for the experimental class. The experimental class post-test scores were used in the N-Gain test. The results of the N-Gain test obtained a percentage of 79.11% with a minimum value of 62.76% and a maximum value of 90.89%. The value of 79.11% in the N-Gain value range can be categorized as a notably high outcome. This portrays that the FDI learning model is effective in improving practicum learning outcomes.

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The effect of direct instruction and problem based learning on millennial

Cited by 3 publications

References 1 publication

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

Analysis Students’ Learning Motivation on the Implementation of Direct Instruction Learning Model

Flipped Direct Instruction (FDI): Optimization of Practicum Learning Models

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