<p>Research and development is aimed to (1) make the game computer assembly (GAPEKO) android based on computer assembly subjects for students TKJ SMK Negeri 1 Sukoharjo to support the material practice of computer assembly (2) to investigate the feasibility of learning media game computer assembly (GAPEKO) android based on computer assembly subjects for students TKJ SMK Negeri 1 Sukoharjo. GAPEKO learning media is developed by Adobe Flash Professional CS6 and published as an .apk file to be installed and used on android phone. Research and development is carried out with a model of the development of DDD-E (Decide, Design, Develop, Evaluate). The results of the feasibility study and measurement of media expert obtained a percentage of 78.23% is categorized as very feasible, material expert obtained a percentage of 91.67% is categorized as very feasible, and the test results obtained by a percentage of 81.35% users categorized as very feasible. Based on the measurement results feasibility it can be concluded that the learning media game computer assembly (GAPEKO) android based on computer assembly subjects for students TKJ SMK Negeri 1 Sukoharjo included in the category of very feasible to use, both from the aspect of media, materials, and users.</p>
<p>The purpose of this study was to determine: (1) Improving student learning outcomes in subjects Engineering Drawing by using Peer Tutoring learning model in class X Civil Engineering Program in SMK N 5 Surakarta. (2) The effectiveness of the application of the Peer Tutoring learning model in subjects Engineering Drawing in class X Civil Engineering Program SMK N 5 Surakarta.</p><p> </p><p>This study is a classroom action research conducted in class X Civil Engineering Program in SMK N 5 Surakarta with 31 students. This study was conducted in two cycles. Each cycle consists of a phase of implementation, observation and reflection. The instrument used in this study consisted of a test of learning outcomes and assessment sheets of observation. Test the data validity by using member check and analyze data by using interactive analysis, which consists of: data reduction, data presentation, drawing conclusions or verification.</p><p> </p><p>The results research with Peer Tutoring model indicate improvement of cognitive is 15.49%; psychomotor domains is 20.26%; affective is 20%; and effectiveness of learning increased up to 8.52%.</p><p> </p><p><strong>Key word</strong> : Peer Tutoring, Learning outcomes, and Effectiveness</p>
<p>Abstrak : Penelitian ini bertujuan untuk (1) Mengetahui ada atau tidak perbedaan hasil belajar ranah kognitif antara mengggunakan model pembelajaran konvensional dengan model pembelajaran Project Based Learning; (2) Mengetahui ada atau tidak perbedaan hasil belajar ranah afektif antara mengggunakan model pembelajaran konvensional dengan model pembelajaran Project Based Learning;<br />(3) Mengetahui ada atau tidak perbedaan hasil belajar ranah psikomotorik antara mengggunakan model pembelajaran konvensional dengan model pembelajaran<br />Project Based Learning pada mata pelajaran Gambar Konstruksi Bangunan kelas XI TGB A SMK N 2 Surakarta. Penelitian ini termasuk penelitian eksperimen yang dilaksanakan di kelas XI TGB A. Teknik pengambilan sampel digunakan<br />nonprobability sampling dengan metode purposive sampling. Pengumpulan data dilaksanakan dengan tes dalam bentuk pilihan ganda untuk data hasil belajar siswa pada ranah penilaian kognitif dan observasi untuk data hasil belajar siswa pada ranah afektif dan psikomotorik. Analisa data menggunakan uji wilcoxcon dengan taraf signifikansi 0,05. Hasil penelitian adalah sebagai berikut : Pertama, ada perbedaan hasil belajar ranah kognitif antara menggunakan model pembelajaran Konvensional dan model pembelajaran Project Based Learning (0.000 < 0,05). Kedua, tidak ada perbedaan hasil belajar ranah afektif antara menggunakan model pembelajaran Konvensional dan model pembelajaran Project Based Learning<br />(0.221 > 0.05). Ketiga, tidak ada perbedaan hasil belajar ranah afektif antara menggunakan model pembelajaran Konvensional dan model pembelajaran Project Based Learning (0.497 > 0.05).</p>
<p>Abstrak : Penelitian ini bertujuan untuk (1) Mengetahui perbedaan hasil belajar ranah kognitif antara menggunakan model pembelajaran kooperatif tipe Jigsaw dengan model Konvensional; (2) Mengetahui perbedaan hasil belajar ranah afektif antara menggunakan model pembelajaran kooperatif tipe Jigsaw dengan model Konvensional; (3) Mengetahui perbedaan hasil belajar ranah psikomotorik antara menggunakan model pembelajaran kooperatif tipe Jigsaw dengan model Konvensional pada mata pelajaran Ilmu Bahan Bangunan kelas X TGB di SMK Negeri 4 Sukoharjo. Penelitian ini termasuk jenis kuantitatif eksprimen, model penelitian yang digunakan model penelitian semu (Quasi Experimental research). Populasi penelitian adalah seluruh siswa SMK Negeri 4. Teknik pengambilan sampel yang digunakan nonprobability sampling dengan model Purposive Sampling. Penelitian ini dilaksanakan di kelas X TGB B sebagai kelas eksperimen (Jigsaw) dengan jumlah siswa 35 dan kelas X TGB C sebagai kelas kontrol (Konvensional) dengan jumlah siswa 35. Teknik pengumpulan data menggunakan dokumentasi, tes dan observasi. Analisis data menggunakan uji Wilcoxon dengan taraf signifikansi 0.05. Hasil penelitian adalah sebagai berikut. Pertama, ada perbedaan hasil belajar ranah kognitif antara menggunakan model pembelajaran Kooperatif tipe Jigsaw dengan model pembelajaran Konvensional<br />(0.036 < 0,05). Kedua, tidak ada perbedaan hasil belajar ranah afektif antara menggunakan model pembelajaran Kooperatif tipe Jigsaw dengan model pembelajaran Konvensional<br />(0.270 > 0.05). Ketiga, ada perbedaan hasil belajar ranah psikomotorik antara menggunakan model pembelajaran Kooperatif tipe Jigsaw dengan model pembelajaran Konvensional<br />(0.002 < 0.05).<br /><br /></p>
<p>This research aims to (1) determine whether or not differences cognitive<br />domain between using Conventional learning model with Cooperative type Team<br />Accelerated Instruction model; (2) determine whether or not differences affective domain<br />between using Conventional learning model with Cooperative type Team Accelerated<br />Instruction model; (3) determine whether or not differences psychomotor domain between<br />using Conventional learning model with Cooperative type Team Accelerated Instruction<br />model on result of learning subject Drawing Building Construction in class X TGB<br />SMKN 2 Surakarta School Year 2016/2017.This research includes experiment research<br />conducted in class X TGB A and class X TGB B. The sampling technique used<br />nonprobability sampling with purposive sampling method. The collection of data carried<br />out by multiple choice test for data of student learning result in the cognitive and<br />observation for data of student learning result in the affective and psychomotor. The data<br />analysis using wilcoxon test with significance level on 0.05. Is expressed equally if<br />p>0.05 and both of models are expressed differently if p<0.05. The result of this<br />research are as follows. First, there are differences on learning result between cognitive<br />domain using Conventional learning model and Cooperative type Team Accelerated<br />Instruction model that obtained probability value of 0.000< 0,05. Second, there are<br />differences on learning result between affective domain using Conventional learning<br />model and Cooperative type Team Accelerated Instruction model that obtained<br />probability value of 0.000< 0.05. Third, there are differences on learning result between<br />psychomotor domain using Conventional learning model and Cooperative type Team<br />Accelerated Instruction model that obtained probability value of 0.002< 0.05.</p>
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