scholarly journals Comparison of the Problem Based Learning and Inquiry Model with the Visual Media in Improving the Ability to Write Short Stories

2019 ◽  
Vol 2 (1) ◽  
pp. 7
Author(s):  
Erna Marlina
Keyword(s):  
Short Stories ◽  
Data Analysis ◽  
Short Story ◽  
Problem Based Learning ◽  
Visual Media ◽  
Posttest Score ◽  
Learning Models ◽  
Experiment Data ◽  
Significance Level ◽  
Better Than

This article will discuss the comparison of two learning models which are motivated by the ability to write short stories and the difficulties of students in expressing ideas and ideas in a short story. The method used in the research is experiment. Data collection techniques are carried out by tests, observations, and questionnaires. After posttest data analysis shows the value of sig (2-tailed) of 0.007 or 0.0035, meaning the value of sig (0.007) <a (0.05) H0 is rejected and Ha is accepted, at a significance level of 5% the average posttest score the experiment was 79.35 and the control class was 70.97. This means that the ability to write short stories of experimental class students who use the problem based learning model with visual media is better than the control class that uses the inquiry model with visual media. Keywords: problem based learning, writing, short stories, inquiry, visual media models

scholarly journals Perbandingan Hasil Belajar Peserta Didik Menggunakan Problem Based Learning Dengan Contextual Teaching and Learning Dalam Pelajaran Geografi

2020 ◽  
Vol 5 (1) ◽  
pp. 81-85
Author(s):  
Novia Zalmita ◽  
Novra Rizkia
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Statistical Tests ◽  
Problem Based Learning ◽  
Learning Models ◽  
Significance Level ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Banda Aceh ◽  
Better Than

Teaching and learning practices today are often found problems such as the use of models that are still minimal and not in accordance with the characteristics of students. Generally teachers teach using only conventional learning models, while the Kurikulum 2013 requires students to be able to think at a high level. This can certainly be achieved by applying learning models such as Problem Based Learning and Contextual Teaching and Learning in the learning process. This study aims to compare the learning outcomes of the two models in Class X Geography in SMAN 5 Banda Aceh. The research method uses a quantitative approach to the type of experimental research that is quasi-experimental design with the initial assumption that learning outcomes taught using Problem Based Learning are better than those taught using Contextual Teaching and Learning. The population in this study were all grade X students at SMAN 5 Banda Aceh. Sampling using a purposive sampling by considering the initial ability of students is the same. Samples were taken as many as two classes totaling 46 students. Hypothesis testing techniques using non-parametric statistical tests according to Mann-Whitney (U test) using the Z test because the sample> 20. The results obtained from the results of the U Test namely Zhitung = 5.81 and at a significance level of 5%, obtained Ztable = 1.65. So it is obtained Zhitung> Ztabel so accept Ha. Thus, it can be concluded that learning outcomes of students taught with Problem Based Learning (PBL) are better than Contextual Teaching and Learning (CTL) in Geography Class X in SMAN 5 Banda Aceh

scholarly journals Development of Learning Tools by Application of Problem Based Learning Models to Improve Mathematical Communication Capabilities of Sequence and Series Materials

2020 ◽  
Vol 4 (1) ◽  
pp. 62
Author(s):  
Nur Atika ◽  
Yenita Roza ◽  
Atma Murni
Keyword(s):  
Communication Skills ◽  
Problem Based Learning ◽  
Development Research ◽  
Learning Tools ◽  
Test Results ◽  
Design Development ◽  
Learning Models ◽  
Mathematical Communication ◽  
Analysis Design ◽  
Better Than

This research was motivated by the lack of learning tools that can improve students' Mathematical Communication Skills (KKM). Activities that can encourage students to improve KKM have not been designed by the teacher in the learning device properly. This study aims to produce learning tools by applying Problem Based Learning models to improve KKM. This development research used the ADDIE development model with the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of Syllabus, RPP, LKPD and KKM validation results showed highly valid criteria with percentages of 91.67%, 91.30%, 89.09%, and 87.15%, respectively. Practicality results indicate a very practical criterion with the percentage of small group trials at 95.57%, large group trials at 96.07%, and teacher responses at 96.25%. The effectiveness test results state that KKM of students who use learning tools with PBL models is better than KKM of students who use conventional learning.

scholarly journals THE EFFECT OF PROBLEM BASED LEARNING (PBL) MODEL BASED ON AUDIO VISUAL MEDIA TO CREATIVE THINKING SKILLS OF STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 59
Author(s):  
Ari Nofida ◽  
Syaiful Arif
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Visual Media ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Student Activities ◽  
Quasi Experimental ◽  
Written Test

This research aims to study the feasibility of learning models, student activities, and the presence or absence of problem-based learning models on the creative thinking skills of grade VII students at SMP Negeri 1 Mlarak. This research is a quasi-experimental study with a nonequivalent control group design. This study uses PBL learning models assisted by audio visual media for the experimental class and conventional models for the control class. The instrument used was a written test consisting of descriptions, while the statistical analysis used the t test (independent sample test) and one tail test.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP HASIL BELAJAR PADA MATAKULIAH FISIKA KUANTUM BAGI MAHASISWA CALON GURU

2020 ◽  
Vol 6 (2) ◽  
pp. 278
Author(s):  
Aris Doyan ◽  
Susilawati Susilawati ◽  
Hikmawati Hikmawati
Keyword(s):  
Harmonic Oscillator ◽  
Learning Outcomes ◽  
Physics Education ◽  
Quantum Physics ◽  
Problem Based Learning ◽  
Learning Models ◽  
Model Learning ◽  
Gain Score ◽  
Significance Level ◽  
Group Design

ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah terhadap hasil belajar serta peningkatannya. Materi fisika kuantum yang diteliti meliputi lima sub pokok bahasan yaitu: Persamaan Schrodinger, Operator Fisis, Komutator, Persamaan Gerak Heisenberg, dan Osilator Harmonis. Jenis penelitian ini adalah eksperimen dengan desain penelitian pretest and posttest group design. Populasi dalam penelitian ini adalah seluruh mahasiswa pendidikan fisika tahun pelajaran 2018/2019. Pengambilan sampel menggunakan teknik total sampling dengan mahasiswa semester VI A sebagai kelas eksperimen dan mahasiswa semester VI B sebagai kelas kontrol. Hipotesis penelitian diuji menggunakan uji-t dengan pretest and posttest dan peningkatan hasil belajar diuji menggunakan persamaan N-gain. Berdasarkan hasil uji hipotesis untuk hasil belajar fisika kuantum diperoleh nilai thitung (1,91)> ttabel (1,68) pada taraf signifikansi 5%, sehingga dapat disimpulkan bahwa terdapat pengaruh penerapan model pembelajaran berbasis masalah terhadap hasil belajar fisika kuantum bagi mahasiswa calon guru. Selanjutnya peningkatan hasil belajar fisika kuantum terlihat dari skor N-gain tertinggi pada kelas eksperimen terdapat pada sub materi komutator dan osilator harmonis sebesar 72%, sedangkan skor N-gain tertinggi untuk kelas kontrol terdapat pada sub materi osilator harmonis sebesar 60%. Kata kunci: model pembelajaran berbasis masalah;hasil belajar; fisika kuantum ABSTRACTThis study aims to determine the effect of problem-based learning models on learning outcomes and their improvement. The quantum physics material studied includes five sub-subjects, namely: Schrodinger's Equation, Physical Operators, Commutators, Heisenberg's Equation of Motion, and Harmonic Oscillator. This type of research is an experimental research design with pretest and posttest group design. The population in this study were all physics education students for the 2018/2019 academic year. The sample was taken using total sampling technique with the VIA semester students as the experimental class and the VIB semester students as the control class. The research hypothesis was tested using the t-test with pretest and posttest and the improvement of learning outcomes was tested using the N-gain equation. Based on the results of hypothesis testing for the learning outcomes of quantum physics, the tcount (1.91) > ttable (1.68 ) is obtained at the 5% significance level, so it can be concluded that there was an effect of applying problem-based learning models on learning outcomes of quantum physics for prospective teacher students. Furthermore, the increase in learning outcomes of quantum physics can be seen from the highest N-gain score in the experimental class in the commutator and harmonic oscillator sub-material by 72%, while the highest N-gain score for the control class is in the harmonic oscillator sub-material by 60%. Keywords: problem based learning model; learning outcomes; quantum physics.

scholarly journals PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR PESERTA DIDIK

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Laila Hidayah ◽  
Satrio Wicaksono Sudarman ◽  
Ira Vahlia
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Learning Models ◽  
High Learning ◽  
Analysis Technique ◽  
And Mathematics ◽  
Better Than

The study aims to find out 1) whether or not there is an effect of the Reciprocal Teaching model on students' mathematics learning outcomes. 2) which ones have good mathematical learning outcomes between those who have high, moderate learning independence. 3) interactions between Reciprocal Teaching and conventional learning models. The data analysis technique uses hypothesis testing of two-way anava with unequal cells. Research conclusions: 1) There is an influence of mathematics learning outcomes between those who learn using the Reciprocal Teaching and conventional learning models. 2) Mathematics learning outcomes that have high learning independence are better than those with moderate learning independence and mathematics learning outcomes that have moderate independence are better than those with low learning independence. 3) There is an interaction between Reciprocal Teaching and conventional learning models and learning independence on mathematics learning outcomes in those who have high, medium and low learning independence.

scholarly journals The Influence of Problem Based Learning Model and Learning Motivation to Expository Writing Text Ability of Students Grade VII MTsN 1 Bukittinggi

2018 ◽  
Vol 2 (4) ◽  
Author(s):  
Yendrawaty Yendrawaty
Keyword(s):  
Expository Text ◽  
Descriptive Analysis ◽  
Writing Skills ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Expository Writing ◽  
Learning Models ◽  
High Learning ◽  
Better Than

This research aimed to describe the influence of Problem Based Learning Model and Learning Motivation to Expository Text Writing Skills of Students Grade VII MTsN Bukittinggi. The type of research is quasi experiment and the design used is factorial design 2x2. Sampling is done by purposive sampling. Data analysis and discussion were conducted through descriptive-analysis. The analysis results of data were as follows. First, writing expository text taught using the Problem Based Learning model is better than students taught by conventional learning models. Second, Second, writing the expositional text of students who have high learning motivation taught by using Problem Based Learning model is better than those taught with conventional learning model. Third, writing the expositional text of students who have low learning motivation taught by using Problem Based Learning model is better than those taught with conventional learning model. Fourthly, there is no interaction between learning motivation and the learning model in influencing the ability to write expository text of students. In the next description, PBL is used for Problem Based Learning.

scholarly journals STRATEGI PENARASIAN DAN PEMOSISIAN SUBJEK PEREMPUAN DALAM MEREKA BILANG, SAYA MONYET! KARYA DJENAR MAESA AYU: PERSPEKTIF POSFEMINISME (Narration Strategic and Woman's Positioning as Subject on Mereka Bilang, Saya Monyet! Karya Djenar Maesa Ayu: Postfeminism's Perspective)

Kandai ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 101
Author(s):  
Ahmad Zamzuri
Keyword(s):  
Short Stories ◽  
Data Analysis ◽  
Short Story ◽  
Theoretical Framework ◽  
And Behavior ◽  
As If ◽  
Female Subjects

Penelitian ini membahas 6 (enam) cerita pendek dalam kumpulan cerita pendek Mereka Bilang, Saya Monyet! karya Djenar Maesa Ayu melalui perspektif posfeminisme. Tujuan penelitian adalah mengungkap strategi penarasian perempuan yang dilakukan oleh Djenar Maesa Ayu. Untuk mencapai tujuan, penelitian dilakukan dalam beberapa tahap, yaitu penentuan objek penelitian dan kerangka teori, pengumpulan dan analisis data, dan simpulan. Objek penelitian ini terdiri dari 6 (enam) cerita pendek karya Djenar Maesa Ayu, antara lain Mereka Bilang, Saya Monyet!, Lintah, Durian, Melukis Jendela, Wong Asu, dan Namanya…. Melalui cerita pendek tersebut, data kemudian dianalisis menggunakan metode analisis wacana kritis dengan menafsirkan seluruh perangkat kebahasaan dan menghubungkannya dengan perspektif posfeminisme. Selain merelasikan dengan perspektif posfeminisme, teori sudut pandang menurut Tzevetan Todorov akan digunakan untuk mengungkap strategi penarasian perempuan yang dilakukan oleh Djenar Maesa Ayu. Hasil penelitian menunjukkan bahwa perempuan seakan-akan menjadi objek dalam ruang dominasi patriarki, melainkan sejatinya menjadi sentral subjek yang melakukan resistensi terhadap wacana dominan (patriartki) melalui penyebutan laki-laki dengan nama kepala hewan yang disesuaikan dengan sifat dan perilakunya, antara lain Si Kepala Gajah, Si Kepala Sapi, Si Kepala Anjing. Selain itu, wujud resistensi perempuan dilakukan juga melalui penyayatan pipi dan pemotongan pusat keperkasaan (kuasa) laki-laki (penis). Penarasian dalam cerita pendek karya Djenar Maesa Ayu menunjukkan sindiran (satire) bagi bahwa laki-laki tidak lebih cerdas dari perempuan yang disebut monyet.(This study discusses six short stories in the anthology of Djenar Maesa Ayu's work entitled Mereka Bilang, Saya Monyet! through a post feminism perspective. The problem in this study relates to the narration of women as victims in the patriarchal space. The aim of the study was to reveal the narration of women, the position of female subjects, and the discourse embedded in the short stories. To achieve the goal, this research was conducted in several stages, such as choosing object of research and the theoretical framework, collecting data, analysis, and conclusions. The object of this study consist of six short stories by Djenar Maesa Ayu, including "Mereka Bilang, Saya Monyet! "Lintah", "Durian", "Melukis Jendela", "Wong Asu", and "Namanya ....". Data is collected through in-depth reading and quoting words, phrases, sentences, paragraphs, and dialogues which are then described analytically. The data is then analyzed by interpreting all linguistic tools and connecting them with the postfeminism perspective. The results showed that women were narrated as if they were objects in the space of patriarchal domination, but instead they became a central subject who carried out resistance to patriarchal discourse by giving calls in the form of names of animal heads according to the nature and behavior of men, including Si Kepala Gajah, Si Kepala Sapi, dan Si Kepala Anjing. Other resistance carried out by women, through slashing the cheek and cutting penis, the symbol of man’s power. The narration in the short story of Djenar Maesa Ayu's works shows satire that men is not smarter than women whose called monkeys by them.)

scholarly journals Analysis of Language Skills Competencies through the Intrinsic Elements of the Short Story with the Learning Motivation and Discovery Learning

2018 ◽  
Vol 7 (4.9) ◽  
pp. 258
Author(s):  
Yetty Morelent ◽  
Hendra Hidayat ◽  
Susi Herawati ◽  
Marsis . ◽  
Riche Karnilla
Keyword(s):  
High School ◽  
Short Stories ◽  
Short Story ◽  
Language Skills ◽  
Discovery Learning ◽  
Learning Motivation ◽  
Learning Ability ◽  
Learning Method ◽  
Design Data ◽  
Better Than

The purpose of this study is to analyze language skills competencies using the intrinsic element of the short stories and its impact on students’ learning motivation using discovery learning method in senior high school. The research was Quasi-Experiment with a 2x2 factorial design. Data collection was conducted through two instruments items; non-test (questionnaire) for the learning motivation and test (essay) for the ability to identify intrinsic elements of short stories. The results of the research indicated that firstly, the ability to identify intrinsic elements of short stories of the students who were taught by using discovery learning method is better than students ability who were taughtconventionally. Secondly, it means that the ability to identify the intrinsic elements of short stories of the highly motivated students who were taught by using discovery learning method was higher than highly motivated students who are taught by using conventional method.. Thirdly, the ability to identify intrinsic elements of theshort story of students who have low learning motivation taught by using discovery learning method is higher than the students have low learning motivation taught by using conventional methods. Finally, there is no interaction between discovery learning method and learning motivation on the ability to identify the intrinsic elements of the short stories.From the result, it can be concluded that discovery learning methods can be used in learning ability to identify the intrinsic element of short stories. 

scholarly journals The Difference of Students’ Mathematical Communication Ability Taught by Cooperative Learning Model Think Talk Write Type and Numbered Head Together Type

2018 ◽  
Vol 8 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Meiva Marthaulina Lestari Siahaan ◽  
E. Elvis Napitupulu
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Class Ii ◽  
Learning Model ◽  
Posttest Score ◽  
Class I ◽  
Mathematical Communication ◽  
Significance Level ◽  
Communication Ability ◽  
The Difference

The purpose of this research was to know there was any difference in student’s mathematical communication ability in cooperative learning Think TalkWrite (TTW) type and Numbered Head Together (NHT) type. The population was all students at SMP Negeri 1 Lubuk Pakam. The sample was two classes which each consist of 36 students, VII A as experimental class I which taught by TTW and VII B as experimental class II which taught by NHT. The sample was taken by cluster random sampling. Collecting data technique of this research was mathematical comunication ability essay test that was given in the end of learning either in experimental class I or experimental class II. From the data analysis of each of experimental class were obtained that the average of posttest score in TTW classroom was higher than in NHT classroom. It was also obtained that score of mathematical communication indicators in TTW classroom was higher than in NHT classroom. From the data analysis of posttest score by using t-test with significance level α = 0.05, it was obtained that tcount = 4.687 and ttable = 1.667. It means that tcount > ttable then H0 was rejected and Ha was accepted. So, it can be concluded that there was difference of student’s mathematical communication ability who taught by cooperative learning model type TTW with NHT at SMP Negeri 1 Lubuk Pakam.

scholarly journals Tinjauan Kemampuan Awal Matematis dalam Kemampuan Pemecahan Masalah pada Pembelajaran Berbasis Masalah melalui Menulis Matematika

2020 ◽  
Vol 4 (2) ◽  
pp. 285
Author(s):  
Riki Andriatna
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Control Group ◽  
Learning Models ◽  
Mathematical Writing ◽  
Mathematics Problem Solving ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Better Than

ABSTRAK Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika terhadap kemampuan pemecahan masalah dengan tinjauan kemampuan awal matematis siswa dengan kategori tinggi, sedang, dan rendah. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan satu kelompok eksperimen dengan perlakukan model pembelajarann berbasis masalah yang dikombinasikan dengan menulis matematika dan satu kelompok kontrol yang hanya diberikan perlakukan model pembelajaran berbasis masalah. Metode pengumpulan data terdiri dari tes kemampuan pemecahan masalah matematis. Teknik analisis data menggunakan analisis variansi dua jalan sel tidak sama. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa yang menggunakan model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika lebih baik daripada kemampuan pemecahan masalah siswa yang hanya menggunakan model pembelajaran berbasis masalah secara umum maupun berdasarkan kategori kemampuan awal matematis. Ditinjau dari kategori kemampuan awal matematis, siswa kategori tinggi dan sedang menunjukkan tidak adanya perbedaan kemampuan pemecahan masalah yang signifikan, sedangkan kemampuan pemecahan masalah siswa kategori tinggi dan sedang lebih baik jika dibandingkan dengan kemampuan pemecahan masalah siswa kategori rendah. Kata kunci: pembelajaran berbasis masalah, menulis matematika, kemampuan pemecahan masalah, kemampuan awal matematis.   ABSTRACT This study aims to look at the effect of problem-based learning models combined with mathematical writing on problem solving abilities with a review of students' mathematical early capabilities in high, medium, and low categories. This research is a quasi-experimental study using one experimental group with the treatment of problem-based learning models combined with writing mathematics and a control group that is only given the treatment of problem-based learning models. Data collection methods consist of tests of mathematical problem solving abilities. Data analysis techniques using two path analysis of variance are not the sam cell. The results showed that the problem-solving ability of students who use problem-based learning models combined with writing mathematics is better than the problem-solving abilities of students who only use problem-based learning models in general or by the category of mathematical early ability. Judging from the early mathematical ability category, high and medium category students showed no significant difference in problem solving abilities while the problem solving ability of high and medium category students was better when compared to the problem solving ability of low category students. Keywords: problem based learning, writing mathematics, problem solving ability, mathematics early ability.

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