Educational factors that are less appropriate in the delivery of materials and the selection of instructional media causes lesson objectives are perfectly acceptable by students. The educational factors here are defined as the facilities needed in the learning process such as learning media used by lecturers. Based on the problems and goals to be achieved, this type of research is a quasi-experimental research (quasi experiment). Quasi experimental research is a research method used to look for certain influences against others in controlled conditions. In general, the approaches taken in this research were investigative and survey. Results test practicality module Theory of Media Education model of cooperative type of jigsaw according to the lecturer was 97,50%, so it can be concluded the module fell into the category of "Very Practical". Students responded positively to the use of Jigsaw Education Model in the implementation of learning with average response of 83.65% belonged to very practical category. Of the thirteen statement items in the questionnaire, all statements were answered very practically by the students. This further strengthened the average of all the items by 83.65%. There was an increase in learning outcome on pretest to post-test of 31.82%.
This paper describes the development steps of The Collaborative Jig Saw Project-Based Learning (CJPjBL) Model in thermodynamics on vocational college. The development of the CJPjBL model applies five steps of the ADDIE model ie: 1) analyzing current thermodynamics learning model, 2) designing the new learning model, 3) developing model and internal validation, 4) implementing CJPjBL model, and 5) comparing achievement of students learning outcomes using CJPjBL model to conventional model. The product of this research was the results of a learning model with nine syntaxes in thermodynamics through validity, practicality and effectiveness test. Expert validity test results on the construction and content of the CJPJBL model with Aiken V were 0.863 and 0.84. The practicality test results by lecturers and students were 83,67 and 80,94 in very practical category. The results of effectiveness test through t-test on student learning outcomes using CJPjBL and conventional model showed significant differences. The means value of student learning outcomes using the CJPjBL and conventional models at the end of the lecture were 88.28 and 74.80. In conclusion, this study showed that the CJPjBL model was valid, highly practical and more effectively used in thermodynamics' course in vocational college.
Based on the researcher survey, it appears that many students were passive, daydreaming, and busy with cellphone and non-related activities during the learning process. The purpose of this research is to improve learning activities and learning outcomes through the implementation of Problem-Based Learning model. This study is a classroom action research consists of two cycles. Each cycle consists of two meetings. The data were collected using observation to see the changes in learning activities and test was utilized for measuring students' learning outcome. Based on the observations, the average learning activities of the first and second cycles were 61.93% and 80.0%. Students' learning outcomes were also increased classically. In the first cycle, 59.25% or 16 students have achieved the minimum criteria of mastery, and in the second cycle, 81.84% or 22 students have achieved the minimum criteria of mastery. This means, the implementation of Problem-Based Learning method can increase student activities and learning outcomes in the basic process of metal treatment subject.
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