scholarly journals Enhancing Students Learning Outcomes and Creative Thinking Skills in Computer Numeric Control Subject Using Project-Based Learning Model

2021 ◽  
Vol 4 (2) ◽  
pp. 131-142
Author(s):  
Elly Rahmawati ◽  
Supari Muslim ◽  
Soeryanto Soeryanto ◽  
Tri Rijanto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Learning Models ◽  
Test Technique ◽  
Control Subjects ◽  
Computer Numeric Control

This study aimed to determine the effect of project-based learning on student learning outcomes and creative thinking skills in computer numeric control subjects at SMK KAL-1 Surabaya. This study used a quasi-experimental factorial research design with a 2-way ANOVA test technique. In this study, 66 students from class XI of the Mechanical Engineering Expertise Program were divided into experimental groups (n= 33) and a control group (n= 33). The instrument used in this research is in the form of test sheets and observations to measure the level of students creative thinking and their learning outcomes. This study found that student learning outcomes using project-based learning are significantly higher than students who taught using direct learning models in computer numeric control subjects. Furthermore, the learning outcomes of students who have a high level of creative thinking are significantly higher than those of students who have a low level of creative thinking. Moreover, there is an interaction between using learning models and creative thinking on three domains of learning outcomes (cognitive, affective, and psychomotor) in computer numeric control subjects.

scholarly journals Penerapan Model Pembelajaran Berbasis Proyek dengan Media Real Lab dan Virtual Lab untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kreatif Siswa dalam Materi Titrasi Asam Basa

2019 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
SITI ROHANA SIREGAR ◽  
ANI SUTIANI ◽  
JAMALUM PURBA
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Models ◽  
Virtual Lab ◽  
Chemistry Learning ◽  
Skills Use

This study aims to determine the differences in chemistry learning outcomes and students' creative thinking abilities, as well as the correlation between the two students who are taught using the PjBL learning model using Real Lab media and Virtual Lab. While students' creative thinking skills use observation sheets. The data obtained from the results of the study, namely: (1) To test the hypothesis of student learning outcomes obtained tcount = 2.15 while ttable = 1.998 (2) To test the hypothesis of creative thinking abilities students obtained tcount = 3.40 while ttable = 1.998 ( 3) To test the correlation of creative thinking abilities on student learning outcomes obtained rtable = 0.339 while r1 = 0.391 and r2 = 0.403 with contributions of = 15.26% and 16.27% in each class, the rest is influenced by other variables. So that the conclusion is drawn that there is a difference between learning outcomes and students 'creative thinking abilities that are learned using PjBL learning models by using Real Lab media and Virtual Lab media. There is a positive and significant correlation between students' creative thinking abilities and student learning outcomes in each experimental class.

scholarly journals IMPLEMENTASI METODE DISKUSI DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF PADA HASIL BELAJAR IPS SISWA KELAS IV

2020 ◽  
Vol 4 (2) ◽  
pp. 197
Author(s):  
Ismuhul Fadhil
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Creative Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Student Activity ◽  
Classroom Action Research

This study aims to see the application of the discussion method in improving creative thinking skills in social studies learning outcomes of grade IV students. The research method used was classroom action research which consisted of two cycles. Each cycle consists of stages of planning, implementing, observing and reflecting. The first cycle of teacher activities obtained a score of 3.27%, student activity was 2.69%, the learning outcomes in the first cycle showed that 18 students had completed and 22 other students had not. The results in cycle II experienced an increase, teacher activity obtained a score of 3.94% and was included in the good category, student activity obtained 3.69% which was included in the good category, while the overall completeness of student learning outcomes was 33 students complete, and 7 other students had not. reach completeness. It can be seen that in cycle II student learning outcomes increased compared to cycle I.Keywords: Discussion Method, Creative Thinking, IPS Learning

scholarly journals Penerapan Model Problem Based Learning dan Model Project Based Learning terhadap Hasil Belajar Siswa

2019 ◽  
Vol 2 (2) ◽  
pp. 42-51
Author(s):  
Effendi Effendi ◽  
Melvi Sugiarti ◽  
Wahid Gunarto
Keyword(s):  
Middle School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Models ◽  
Average Value ◽  
Class Viii

The purpose of this study is to find out whether there are significant differences in learning outcomes between students whose learning uses PBL learning models with PjBL learning models in the Vibration and Wave material in Class VIII Belitang Madang Raya 3 Middle School Learning Year 2017/2018. The type of research used in this study is quantitative research methods. The population in this study were class VIII students in the Belitang State Junior High School 3 in Madang Raya consisting of 6 classes. The sampling technique in this study was carried out in a random manner through drawing existing classes. Data collection techniques to find out the learning outcomes of students using tests, and testing hypotheses using the z-test. Based on student learning outcomes after the test is obtained the average value of the experimental class I is 81.88 and the average value of the experimental class II is 73.2. There are significant differences in learning outcomes between students whose learning uses the PBL learning model with the PjBL learning model in the material of Vibration and Waves in Class VIII of the State Middle School 3 Belitang Madang Raya Learning Year 2017/2018. This can be seen from the value of Zhit = 39.3 not located between -1.96 and 1.96, so that H0 is rejected and Ha is accepted. Keywords: Problem Based Learning, Project Based Learning, Student Learning Outcomes.

scholarly journals Student Worksheet Based on Scientific Approach to ‎Improve Learning Outcomes and Creative Thinking Ability ‎of Elementary Student

2019 ◽  
Vol 11 (1) ◽  
pp. 87-100
Author(s):  
Akhmad Nurkholis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Elementary Student ◽  
Learning Material ◽  
Scientific Approach ◽  
Creative Thinking Ability ◽  
Positive Effect

The scientific approach is an approach that is much highlighted in the implementation of the 2013 curriculum with learner-centered learning. Learning steps with this approach is designed so that learners are actively building concepts, principles or laws through the stages which includes observing, asking, reasoning, trying, and forming networks. The aims of this study are to develop student worksheets with a scientific approach to ecosystem balance learning material, describe the effect of student worksheets based on a scientific approach toward creative thinking skills, and explain the effect of student worksheets with a scientific approach to student learning outcomes. The method used in this study was pre-experimental design with the research design of one-group pretest-posttest design. Subjects in this study were learners VB class Madrasah Ibtidaiyah Negeri/MIN (Islamic Elementary School) 1 Magelang which numbered 26 people. The data collection techniques used are interviews, observation and written tests. The results of the study show that the student worksheet based on the scientific approach can improve student learning outcomes of 4.50 from an average of 70.00 to 74.50, and increasing the number of students completeness by 8 from 14 to 22 students who completed, the percentage of completed students increased by 30.76%, from 53.85% to 84.61%, the class completeness percentage of 84.61% exceeded the class completeness criteria was set at 80%, and a positive effect on creative thinking skills of learners.

scholarly journals PENGARUH MODEL PROJECT BASED LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK FLUIDA STATIS

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Pintor Simamora ◽  
Masitoh Masitoh
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Learning Activities ◽  
Learning Models ◽  
Model Project ◽  
Class Average ◽  
The Subject ◽  
And Control

This study aims to determine the student learning outcomes and learning activities of students who are taught with a project-based learning models in the subject matter in a static fluid at Class XI Semester II in Madrasah Aliyah Negeri I Medan TP 2013/2014. This research is quasi-experimental. The study population was all students inclass XI Science Semester II Aliyah Negeri I Field which consists of 6 classes. Sampling was done by cluster random sampling, a class XI IPA1selected as the experimental class and the class as a class XI IPA 2 control. The instrument used is the achievement test in the form of multiple-choice and observation sheets that have done test requirements. Experimental class treatment given to the model project based learning and class room control with conventional learning models. Data on average 45.7 pretest experimental class and control class average of 43.8. pretest data testing showed that the ability of both classes of students at the beginning of the second class of the same. After completion of the study, the data obtained posttest with an average grade of 70.2 experimental and control class average of 65.4. Normality and homogeneity test showed that the two classes are normally distributed and homogeneous, then test the hypothesis that the data obtained post test tcount>t table(4.002>2.015) then His accepted that there is a significant difference due to the influence model of project-based learning on learning outcomes of students in the subject matter fluid static at class XI Semester II in Madrasah Aliyah Negeri I Medan TP 2013/2014. During the learning process, the average data of student learning activities in classes taught project-based learning modelis 77.5% with the active category. Keywords: project-based learning model, student learning outcomes

IMPLEMENTATION OF INQUIRY LEARNING MODELS INTEGRATED WITH NESTED TO INCREASE STUDENT’S CRITICAL THINKING SKILLS ON ELECTROLYTE AND NON-ELECTROLYTE SOLUTION MATERIALS

2020 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Anis Fadlilah ◽  
Harun Nasrudin
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Electrolyte Solution ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Models ◽  
Average Percentage

This research purpose to describe the implementation of inquiry learning integrated by Nested, students' activities, critical thinking skills and student learning outcomes after the implementation of learning models on electrolyte and non-electrolyte solution materials. The research design used is "one group pre-test post-test design". The method used in this study is observation and test methods. The results of the study indicate the application of learning gained an average percentage at meeting 1 of 93.75% and at the second meeting of 97.91% with very good criteria and supported with relevant student activity data, students' critical thinking skills increased with the average N-gain on the interpretation indicator is 0.78; analysis indicators of 0.83; indicator of inference of 0.74; and evaluation indicators by 0.84 with high criteria. In addition, student learning outcomes also reached classical completeness of 88.57%.

scholarly journals PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBASIS E-LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF

2019 ◽  
Vol 3 (2) ◽  
pp. 61-68
Author(s):  
Siti Khaulah ◽  
Novianti Novianti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Creative Thinking ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Learning Models ◽  
Thinking Ability ◽  
E Learning ◽  
Creative Thinking Ability

Kurangnya pemahaman konsep –konsep khususnya mata kuliah perkembangan peserta didik mengakibatkan minimnya cara berfikir yang logis dan kritis . Sehingga tidak kritis dalam menghadapi permasalahan yang berhubungan dengan peserta didik dan lingkungan sekitar. Menindaklanjuti  hal seperti ini, digunakan model pembelajaran Think Pair Share (TPS) untuk meningkatkan kemampuan berfikir kreatif. Selain pembelajaran secara kooperatif yang diterapkan pada penelitian ini, alternative lainnya dengan pengembangan e-learning. Pembelajaran Think Pair Share (TPS) berbasis E-Learning diterapkan dengan tujuan untuk meningkatkan pembelajaran, kemampuan berfikir kreatif dan hasil belajar mahasiswa. Penelitian ini  merupakan penelitian kualitatif dengan menggunakan metode penelitian tindakan kelas dengan dua siklus pembelajaran. Dari hasil penelitian diperoleh terjadi nya peningkatan kemapuan berpikir kreatif siswa dan hasil belajar mahasiswa  dari setiap siklus. Hasil belajar mahasiswa terjadi peningkatan sebanyak 23, 81 %, dimana pada siklus I diperoleh 61,90 % dan siklus II diperoleh 85,71 %.  Begitu juga halnya peningkatan yang terjadi  pada tingkat kreatifitas dan observasi aktivitas mahasiswa dan peneliti juga meningkat  siklus I dan siklus II . Dengan demikian Penerapan model pembelajaran Think Pair share berbasis e-learning dapat meningkatkan kemampuan berfikir kreatif pada mata kuliah perkembangan peserta didik. Kata Kunci: Think Pairs Share (TPS), E-Learning, Perkembangan Peserta Didik Lack of understanding of concepts, particularly subjects for student development, results in a lack of logical and critical ways of thinking. Thus, it is not critical in dealing with problems related to students and the surrounding environment. Following this up, Think Pair Share (TPS) learning models are used to improve the ability to think creatively. In addition to cooperative learning applied in this study, another alternative is the development of e-learning. E-Learning based Think Pair Share (TPS) learning is implemented with the aim of improving learning, creative thinking abilities and student learning outcomes. This research is a qualitative study using a class action research method with two learning cycles. From the research results obtained an increase in students' creative thinking ability and student learning outcomes of each cycle. Student learning outcomes increased as much as 23, 81%, where in the first cycle 61.90% was obtained and the second cycle was 85.71%. Likewise, the increase that occurred in the level of creativity and observation of the activities of students and researchers also increased cycle I and cycle II. Thus the application of Think Pair share learning models based on e-learning can improve the ability to think creatively in students' developmental subjects. Keywords: Think Pairs Share (TPS), E-Learning, Student Development

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN BIOLOGI BERORIENTASI PENDEKATAN TASC (THINKING ACTIVELY IN SOCIAL CONTEKS) UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KREATIF SISWA

2017 ◽  
Vol 5 (1) ◽  
pp. 855
Author(s):  
Rani Asmara ◽  
Endang Susantini ◽  
Yuni Sri Rahayu
Keyword(s):  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
School Students ◽  
Teaching Learning

Teaching and learning in school only emphasizes on the aspects of knowing and understanding. An aspect of the analysis, application, synthesis and evaluation is implemented very rarely so the teaching learning process lead to remembering aspect. This study aims to fasilitate students' creative thinking skills using a TASC oriented learning at 29 senior high school students at  X-MIA3 class using one-group pretest-posttest design.  The development of the teaching learning materials used  4D models. Based on the validator’s result the average rating 4,24, while validity og lesson plan the validator’s give an average 4,15 (feasible). The  validator’s also give the average value of materials students 4,25 (feasible). Data were analyzed qualitative descriptively in the implementation of lesson plan was in and test of student learning outcomes good results (with range 3,7-4). Tests of student learning outcomes with median 89,7. Creativel thinking skills of students showed an increase of the number of relevant answers. From the response of students, generally positive response the learning with TASC approach to facility students' creativel thinking skills.  Based on the result can be concluded that the TASC oriented learning  is feasible and can facilitate students' creativel thinking skills. Proses belajar mengajar di sekolah lebih banyak menekankan pada aspek mengetahui dan memahami. Aspek analisis, aplikasi, sintesis dan evaluasi jarang sekali dilakukan sehingga mengajarkan siswa dalam belajar hafalan. Penelitian ini bertujuan untuk melatih keterampilan berpikir kreatif siswa menggunakan perangkat pembelajaran berorientasi pendekatan TASC dengan ujicoba pada 29 siswa SMA kelas X-MIA3 dengan rancangan one group pretest-posttest, pengembangan dengan model 4D. Berdasarkan hasil validasi RPP para validator memberikan nilai rata-rata 4,24, sedangkan validitas LKS rata-rata 4,15 dengan kategori layak untuk digunakan. Para validator memberikan nilai rata-rata bahan ajar siswa 4,25 dengan kategori layak digunakan. Data hasil keterlaksanaan pembelajaran  dan tes hasil belajar dianalisis dengan deskriptif kualitatif dengan hasil keterlaksanaan pembelajaran baik (dengan rentang 3,7- 4). Tes hasil belajar siswa mengalami peningkatan rata-rata skor 89,7. Keterampilan berpikir kreatif siswa menunjukkan adanya peningkatan dari jumlah jawaban yang relevan. Siswa memberikan respon positif terhadap pembelajaran TASC untuk mengembangkan kemampuan berpikir kreatif siswa. Simpulan peneliti bahwa perangkat pembelajaran berorientasi pendekatan TASC layak untuk digunakan dan dapat melatih keterampilan berpikir kreatif siswa.

scholarly journals PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBASIS E-LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF

2019 ◽  
Vol 3 (2) ◽  
pp. 61-68
Author(s):  
Siti Khaulah ◽  
Novianti Novianti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Creative Thinking ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Learning Models ◽  
Thinking Ability ◽  
E Learning ◽  
Creative Thinking Ability

Kurangnya pemahaman konsep –konsep khususnya mata kuliah perkembangan peserta didik mengakibatkan minimnya cara berfikir yang logis dan kritis . Sehingga tidak kritis dalam menghadapi permasalahan yang berhubungan dengan peserta didik dan lingkungan sekitar. Menindaklanjuti  hal seperti ini, digunakan model pembelajaran Think Pair Share (TPS) untuk meningkatkan kemampuan berfikir kreatif. Selain pembelajaran secara kooperatif yang diterapkan pada penelitian ini, alternative lainnya dengan pengembangan e-learning. Pembelajaran Think Pair Share (TPS) berbasis E-Learning diterapkan dengan tujuan untuk meningkatkan pembelajaran, kemampuan berfikir kreatif dan hasil belajar mahasiswa. Penelitian ini  merupakan penelitian kualitatif dengan menggunakan metode penelitian tindakan kelas dengan dua siklus pembelajaran. Dari hasil penelitian diperoleh terjadi nya peningkatan kemapuan berpikir kreatif siswa dan hasil belajar mahasiswa  dari setiap siklus. Hasil belajar mahasiswa terjadi peningkatan sebanyak 23, 81 %, dimana pada siklus I diperoleh 61,90 % dan siklus II diperoleh 85,71 %.  Begitu juga halnya peningkatan yang terjadi  pada tingkat kreatifitas dan observasi aktivitas mahasiswa dan peneliti juga meningkat  siklus I dan siklus II . Dengan demikian Penerapan model pembelajaran Think Pair share berbasis e-learning dapat meningkatkan kemampuan berfikir kreatif pada mata kuliah perkembangan peserta didik. Kata Kunci: Think Pairs Share (TPS), E-Learning, Perkembangan Peserta Didik Lack of understanding of concepts, particularly subjects for student development, results in a lack of logical and critical ways of thinking. Thus, it is not critical in dealing with problems related to students and the surrounding environment. Following this up, Think Pair Share (TPS) learning models are used to improve the ability to think creatively. In addition to cooperative learning applied in this study, another alternative is the development of e-learning. E-Learning based Think Pair Share (TPS) learning is implemented with the aim of improving learning, creative thinking abilities and student learning outcomes. This research is a qualitative study using a class action research method with two learning cycles. From the research results obtained an increase in students' creative thinking ability and student learning outcomes of each cycle. Student learning outcomes increased as much as 23, 81%, where in the first cycle 61.90% was obtained and the second cycle was 85.71%. Likewise, the increase that occurred in the level of creativity and observation of the activities of students and researchers also increased cycle I and cycle II. Thus the application of Think Pair share learning models based on e-learning can improve the ability to think creatively in students' developmental subjects. Keywords: Think Pairs Share (TPS), E-Learning, Student Development

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