scholarly journals PENGARUH MODEL PEMBELAJARAN SELF DIRECTED LEARNING DAN SMALL GROUP DISCUSSION TERHADAP NILAI MAHASISWA MATERI MEKATRONIK

2018 ◽  
Vol 2 (1) ◽  
pp. 67
Author(s):  
Wiji Lestariningsih ◽  
Ahsan Muafa
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Control Group ◽  
Self Directed Learning ◽  
Directed Learning

Penelitian ini mempunyai tujuan menganalisis penilaian sikap, penilaian pengetahuan dan penilaian keterampilan pada materi Mekatronik  mahasiswa meggunakan model pembelajaran self directed learning (SDL) dan mahasiswa menggunakan model small group discussion (SGD). Metode yang digunakan adalah metode kuantitatif dengan jenis quasi eksperimental design. Penelitian ini menggunakan control group discussion pretest-postest design. Dari penelitian yang sudah dilakukan memperoleh hasil penilaian bahwa mahasiswa yang diajarkan dengan model SDL nilai rata-rata pengetahuan 81,53; nilai rata-rata keterampilan sebesar 81,76. Sedangkan pada mahasiswa yang diajarkan menggunakan SGD nilai rata-rata pengetahuan 77,25; nilai rata-rata mahasiswa keterampilan sebesar 72,97.

scholarly journals Implementasi Metode Self Directed Learning dan Diskusi Kelompok Kecil Dalam Rangka Meningkatkan Kompetensi Menerapkan Konsep Model Keperawatan Dalam Berbagai Situasi Pada Mata Ajar Ilmu Keperawatan Dasar II

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Insiyah Insiyah
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Self Directed Learning ◽  
Learning Methods ◽  
Nursing Science ◽  
Result Show ◽  
Directed Learning ◽  
Student Ability

Abstract: Self Directed Learning, Small Group Discussion, Basic Nursing Science II. Basic Nursing Science II, is a subject for nursing students in Diploma IV This is a new subject based on curriculum 2014 containing of important concepts such as nursing theory that sometimes it is difficult for student to learn. Commonly students encounter difficulties in this subject so that they are not interested in it. They think that this subject is difficult to be understood because it contains of concepts. The aims of this research is to identify the success of learning methods by using self directed learning and small group discussion in order to increase student ability to achieve competence in application of conceptual nursing model in any situation. This research is Classroom Action Rersearch design. The result show that self directed learning and small group discussion methods are the learning methods that can increase student activity in learning process and improve student ability to achieve competence in application of conceptual nursing model in any situation.

scholarly journals Pengaruh Pembelajaran Kooperatif Small Group Discussion (SGD) Dengan Talking Stick Berbantuan Handout Terhadap Hasil Belajar Biologi Siswa Kelas VIII SMPN 5 Padang Panjang

SIMBIOSA ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 20
Author(s):  
Diyyan Marneli ◽  
Sefernnita Natria Helvi ◽  
Eliwatis Eliwatis
Keyword(s):  
Small Group ◽  
Random Sampling ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Control Group ◽  
Face To Face ◽  
Randomized Control

Tujuan penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif Small Group Discussion (SGD) dengan talking stick berbantuan handout terhadap hasil belajar Biologi  siswa kelas VIII di SMPN 5 Padang Panjang. Jenis penelitian ini adalah penelitian kuantitatif dengan menggunakan metode eksperimen semu dengan rancangan penelitian randomized control group posttest-only design. Pengambilan sampel dilakukan dengan teknik random sampling, dan sampel yang terpilih adalah kelas VIII 1 sebagai kelas eksperimen dan kelas VIII 2 sebagai kelas kontrol. Berdasarkan hasil analisis data kuantitatif didapatkan hasil belajar Biologi siswa kelas VIII SMPN 5 Padang Panjang dengan menerapkan pembelajaran kooperatif  Small Group Discussion (SGD) dengan talking stick  berbantuan  handout terhadap hasil belajar Biologi siswa Kelas VIII di SMPN 5 Padang Panjang lebih baik dari hasil belajar Biologi siswa yang menggunakan diskusi face to face relationship berbantuan handout. Pembelajaran kooperatif  Small Group Discussion (SGD) dengan talking stick berbantuan  handout terhadap hasil belajar biologi siswa Kelas VIII di SMPN 5 Padang Panjang dapat meningkatkan hasil belajar biologi siswa.

scholarly journals Learning method comparison between small-group discussion (SGD) and conventional to the knowledge improvement of midwifery department students

2021 ◽  
Vol 4 (1) ◽  
pp. 8-14
Author(s):  
Iik Nurul Ulfah ◽  
Rara D.A.S.S Dethan ◽  
Friska Realita ◽  
Hanifatur Rosyidah
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Method Comparison ◽  
Learning System ◽  
Conventional Group ◽  
Small Group Discussion ◽  
Average Score ◽  
Control Group ◽  
Learning Method ◽  
Significant Difference

In 2013, the graduate competence of the midwifery department that fit current job demand was only 15%. Knowledge is one of the aspects of midwifery education quality. Small-Group Discussion (SGD) is one of the forms of students centered learning (SCL) where students are demanded to solve problems through a small group discussion. The object of this study is to figure out a comparison of knowledge improvement through the use of SGD or conventional methods. The method used in the study is quantitative of experimental pre-posttest design. The researcher divides the sample into two groups, the experimental group (19) is given an SGD approach and the control group (19) is given a conventional course approach. Based on the Independent Sample T-test, the value of Sig. (2-tailed) is 0.006 (0.05). Hence, it can be concluded that there is a significant difference between the average score of students’ knowledge level in the SGD group and the conventional group. The SGD group appears to have a higher improvement of average score, which is from 6.3 to 8.1 while the average score of the conventional group is from 6.1 to 6.8. Hence, it is considered that the SGD learning method can improve knowledge of midwifery students and can be used as an effective alternative method to achieve a student-centered learning system for other midwifery institutions.

scholarly journals THE INFLUENCE OF SMALL GROUP DISCUSSION TOWARD STUDENTS’ PRESENTATION SKILL OF HORTATORY EXPOSITION TEXT IN SMA NEGERI 1 KEBOMAS

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Nikmah Amelya Permatasari
Keyword(s):  
Small Group ◽  
Research Finding ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Control Group ◽  
Positive Effects ◽  
Peer Discussion ◽  
And Control ◽  
Presentation Skill ◽  
Positive Effect

This study investigated the significant effect of small group discussion toward students’ presentation skill of hortatory exposition text. The design of the study was quasi experiment. The researcher chose the eleventh grade of SMAN 1 Kebomas which totally consist of 46 students. The sample was divided into two groups. XI-MIPA-1 was as the experiment group and XI-MIPA-2 was as the control group. The data was collected by using tests, pretest and posttest. The research finding showed that there was difference between experiment group who were taught by small group discussion method and control group who were taught by peer discussion. It is proven by the result of sig. (2tailed) is 0.039 and 0.038. The sig. (2tailed) is lower than 0.05 but it closer to 0.05. So, the null hypothesis can be rejected. It means that small group discussion gave positive effects on students’ presentation skill. The researcher concluded that small group discussion gave positive effect on students’ presentation skill. They were better in developing paragraph and better in word choices.

scholarly journals Hybrid problem based learning: An innovative teaching learning method – Reflective experience

2021 ◽  
Vol 8 (2) ◽  
pp. 68-73
Author(s):  
Balaji Arumugam ◽  
K R S Sivapriya
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Small Group Discussion ◽  
Learning Method ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Traditional Lectures ◽  
Teaching Learning

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

scholarly journals The Combination of Small Group Discussion and ARCS (MODis-ARCS Strategy) to Improve Students’ Verbal Communication Skill And Learning Outcomes

2020 ◽  
Vol 8 (1) ◽  
pp. 25
Author(s):  
Ika Nurani Dewi ◽  
S. Safnowandi
Keyword(s):  
Small Group ◽  
Learning Outcomes ◽  
Physics Education ◽  
Communication Skill ◽  
Group Discussion ◽  
Verbal Communication ◽  
T Test ◽  
Small Group Discussion ◽  
Control Group ◽  
Experimental Group

This study aimed at discovering the implementation of MODis-ARCS strategy to students’ verbal communication skill and learning outcomes. This study was a quasi-experimental using non- equivalent control group design. Purposive sampling was used to collect the data. There were 65 students of information technology education (control) and physics education (experimental) who used as the samples of study. The MODis-ARCS strategy was implemented on the experimental group, while small group discussion was used in the control group. Data collection techniques used test instrument that was in the form of essay items and non-test which was in the form of observation sheets of communication skill. Validity scores, Cronbach’s coefficient alpha, n-gain, independent sample t-test and paired t-test were used as the data analysis techniques. The results of study indicated that 1) n-gain of students’ learning outcomes and verbal communication skill for the control group was 0.12 and 0.07, in which it was categorized as low, while for the experimental group was 0.29 and 0.48 in the moderate category. 2) Both of groups had similar initial abilities, and there was a difference on the learning outcomes, as well as the verbal communication skill between the control and experimental classes, 3) There was an improvement on the students’ learning outcomes and verbal communication skill on the control and experimental groups, in which the significance value was ɑ=5%; however, the improvement of experimental group was greater than the control group. Therefore, it can be concluded that the MODis-ARCS strategy can improve the students’ verbal communication skill and learning outcomes.

scholarly journals EFEKTIVITAS BIMBINGAN UJIAN KOMPETENSI DENGAN METODE SMALL GROUP DISCUSSION(SGD) ONLINEDAN OFFLINE TERHADAP HASIL NILAI TRY OUT UJIAN KOMPETENSI DI PRODI D-IV KEBIDANAN POLTEKKES KEMENKES JAYAPURA

2021 ◽  
Vol 9 (1) ◽  
pp. 1-8
Author(s):  
Sri Wahyuni ◽  
Syahriyanti
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Control Group ◽  
P Value ◽  
Control Group Design ◽  
Paired Sample ◽  
Group Design ◽  
Sample Test

Pendahluan.Tren kelulusan first taker ujian kompetensi bidan di Prodi D4 Kebidanan Jayapura mengalami penurunan pada tahun 2018 menjadi 42% yang sebelumnya 82% pada tahun 2017 sehingga prodi mengambil langkah untuk melakukan bimbingan ujian kompetensi dengan menggunakan metode small group discussion. Tujuan.Penelitian ini bertujuan untuk mengetahui efektifitas bimbingan ujian kompetensi dengan metode small group discussion online dan offline terhadap kenaikan nilai try out ujian kompetensi. Metode. Metode yang digunakan yaitu penelitian eksperimen semu (Quasy Experiment) dengan rancangan pretest-posttest with control group design. Penelitian ini menggunakan 2 kelompok yaitu kelompok kontrol (offline) dan kelompok eksperimen (online) yang dipilih secara kuota sampling dengan jumlah sampel tiap kelompok masing masing 30 orang. Hasil.Uji statistik yang digunakan pada kelompok berpasangan dengan data berdistribusi normal menggunakan uji Paired Sample Test dan pada data yang berdistribusi tidak normal menggunakan uji Wilcoxon, pada kelompok tidak berpasangan dengan data berdistribusi tidak normal menggunakan uji Mann Whitney. Hasil analisis untuk efektivitas menggunakan bimbingan dengan metode small group discussion online dan offline ternyata tidak ada perbedaan dengan nilai p value (0.728) > α (0,05), artinya jika dilakukan secara online maupun offline metode small group discussion sama-sama efektif terhadap hasil nilai tryout ujian kompetensi.   Kata Kunci: Keefektifan; Small Group Discussion; Ujian Kompetensi

scholarly journals Investigation on Gender and Learners-Centered Teaching Strategies Toward Learners' Writing Performance

2021 ◽  
Vol 8 (2) ◽  
pp. 281-296
Author(s):  
Nursamsu Nursamsu
Keyword(s):  
Teaching Strategies ◽  
Group Discussion ◽  
State Institution ◽  
Discovery Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Writing Performance ◽  
Learner Centered ◽  
Significant Difference ◽  
Directed Learning

ABSTRACTThis research investigated the interaction effects between gender and Learner-Centered Teaching Strategies toward learners' writing performance. The study was a quasi-experiment using tests as the research instrument. The participants were 72 learners of the English Department at a state institution consisting of 34 males and 38 females. The class was classified into two parts: experiment groups consisting of self-directed learning class (SDL), discovery learning class (DL), and small group discussion class (SGD); and a control group: lecturing class (L). A two-way ANOVA was used for data analysis. The findings confirmed a significant difference by gender (F=10.629. Sig. 0.002<0.05); and Learner-Centered Teaching Strategies F=20.658. Sig. 0.000<0.050) on the learners' writing performance. It also indicated that females (means score 73.46) were higher than males (means score 64.45). In contrast, no interaction effect simultaneously occurred among gender and the Learner-Centered Teaching Strategies (F 2.70) = 2.301. Sig. 0.086>0.050).  Both of them did not contribute simultaneously to writing performance. Lastly, the r squared was 0.574 indicating a high correlation of teaching strategies and gender (57%). The teachers were suggested to apply learner-centered teaching strategies in an L2 writing class at a higher education level.ABSTRAKPenelitian ini menyelidiki pengaruh interaksi antara gender dan strategi pengajaran terpusat pada peserta didik terhadap kinerja menulis peserta didik. Jenis penelitian ini adalah kuasi eksperimen dengan instrument yang digunakan adalah tes. Partisipan berjumlah 72 mahasiswa Jurusan Bahasa Inggris di sebuah universitas  negeri yang terdiri dari 34 laki-laki dan 38 perempuan. Kelas diklasifikasikan menjadi dua bagian: kelompok eksperimen yang terdiri dari kelas self-directed learning (SDL), kelas discovery learning (DL), ; kelas diskusi kelompok kecil (SGD); dan kelompok kontrol: kelas kuliah (L). Anova dua jalur digunakan pada analisis data. Temuan mengkonfirmasi perbedaan yang signifikan terjadi untuk jenis kelamin (F = 10,629. Sig. 0,002 <0,05); dan strategi pengajaran terpusat pada peserta didik F=20.658. Sig. 0,000<0,050) terhadap kemampuan menulis siswa. Hal ini juga menunjukkan bahwa perempuan (rata-rata skor 73,46) lebih tinggi daripada laki-laki (rata-rata skor 64,45). Sebaliknya, tidak ada efek interaksi yang terjadi secara simultan antara gender dan strategi pengajaran terpusat pada peserta didik (F 2,70) = 2,301. Tanda tangan. 0,086>0,050). Keduanya tidak berkontribusi secara bersamaan pada kinerja menulis. Terakhir, nilai r kuadrat adalah 0,574 yang menunjukkan korelasi tinggi antara strategi pengajaran dan gender (57%). Para guru disarankan untuk menerapkan strategi pengajaran yang berpusat pada peserta didik di kelas menulis L2 di pendidikan tinggi.

scholarly journals A COMPARATIVE STUDY ON THE EFFECTS OF USING A ROLE PLAY AND A SMALL GROUP DISCUSSION TOWARDS THE SEVENTH GRADE STUDENTS’ SPEAKING ACHIEVEMENT AT SMP NEGERI 1 BANJAR

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
N.K. Ningrum ◽  
Sudirman Sudirman ◽  
N.K. Wedhanti
Keyword(s):  
Small Group ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Role Play ◽  
Sampling Technique ◽  
Small Group Discussion ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Experimental Group

This study aimed at investigating if there was difference in speaking achievement between students who were taught using role play and those taught using small group discussion. This study used quasi-experimental research design with post-test only control group design. Samples of this study were VII H and VII G. VII H as experimental group and VII G as control group. The samples were taken by random sampling technique. The instrument for collecting data was performance speaking test. The data were analyzed using descriptive analysis and inferential analysis. Result showed that mean score of experimental group was 78.53, while mean score of control group was 73.12. Hypothesis testing showed that the value of sig. (2-tailed) was 0.001. Since the value of sig (0.001) < 0.05, the value of tobserved exceeded the value of tcritical value. In conclusion, there was a difference in speaking achievement between the two methods.

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