This research aims to determine the social skills intervention with the student’s ability to solve problems creatively towards understanding the concepts and procedures: the objectives of learning. A quasi-experimental research design was used to see the interaction between attitudes and treatments. The research sample was students who took computer courses in reality-based laboratories in vocational schools. Data analysis was performed using descriptive analysis techniques and inferential statistical multivariate analysis of variance two paths. Creative problem solving is intervened by a background in social skills to understand concepts and procedures. Social skills have a greater influence on the creative process. This can be seen when giving creative problem-solving tasks. The abilities they have, about; readiness to learn, the ability to understand one’s own needs, and the ability to understand one’s own learning style, greatly support the performance of their creative assignments. At the same time, external factors have less influence on the performance of creative tasks. These external factors are influenced by the class social environment, group formation, and class management. Students who have high social skills find it easier to complete creative tasks, and students who have low social skills have problems adapting and adjusting to the learning process
This study aims to examine the effect of the Student Team Achievement Divisions learning model on the motivation and science learning outcomes of elementary school students. This study used an experimental research method with a non-equivalent group pretest-posttest design without a random control group. The subjects of this research were the fourth grade elementary school students, totaling 30 students. Where the experimental class amounted to 15 people and the control class amounted to 15 people. The research instruments were in the form of questionnaires and tests. The analysis technique used the independent sample t-test technique with a significance level of 0.05. The results of this study indicate First, there are differences in science learning outcomes between students who take lessons with the Student Team Achievment Divisions learning model and students who take lessons with conventional learning models. Second, there are differences in the level of motivation between students who take lessons with the Student Team Achievement Divisions learning model and students who take lessons using conventional learning models. This cooperative learning increases motivation because of the fun game by interacting with each other in the group. Third, there is a significant effect between the Student Team Achievement Divisions learning model on motivation and science learning outcomes compared to conventional lecture learning models.
Pendidikan ramah anak menjadi fokus utama dalam program merdeka belajar yang dilaksanakan oleh pemberintah. Kegiatan workshop bagi guru PAUD dan SD dilaksakan untuk menunjang propram tersebut yang dilakukan di kecamatan mantub dengan metode brainstorming. Hasil kegiatan ini memberikan pengayaan pengetahuan tentang sekolah ramah anak dan berbagi pengalamanan tentang berbagai permasalahan yang terjadi. Antusias peserta workshop sangat tinggi terhadap tema yang diberikan serta mendapatkan solusi terhadap berbagai persoalan yang terjadi dalam pelaksanaan pendidikan di sekolah mereka.
The Learning Guidance Institute (LBB) Taman Pintar Lamongan is a non-formal educational institution. Even though it is non-formal education, the assessment of learning outcomes for students must still be considered like formal education. The choice of Taman Pintar as a place for Community Service for us lecturers at PGRI Adi Buana University, Lamongan Campus, is inseparable because Taman Pintar is an institution that uses graduates on our campus as tutors in the last 10 years
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