This study aimed to examine the effect of the whole language approach on learning motivation and productive communication skills of third-grade students of SD Lab Undiksha for the academic year 2022/2023, both individually and together. This research is quasi-experimental. The research design used was the posttest-only control-group design. The population, which is also the sample in this study, are all third-grade students of SD Lab Undiksha, totalling 48 students. The independent variable in this study is the whole language approach. At the same time, the dependent variable in this study is students' learning motivation and productive communication skills. Data collection methods used are questionnaires and tests. The data on students' learning motivation and productive communication skills that have been collected are tabulated with the mean and standard deviation. The statistical analysis used to test the hypothesis is MANOVA. Based on the research that has been done, it was found that: 1) there was a significant effect of the whole language approach on the learning motivation of Class III students of SD Lab Undiksha in the academic year 2022/2023 with an F count of 75,037 and a significance of 0,000; 2) there is a significant effect of the whole language approach on the productive communication skills of Class III students of SD Lab Undiksha for the academic year 2022/2023 with an F count of 84,668 and a significance of 0,000, and 3) there is a significant effect of the whole language approach on learning motivation and productive communication skills of third-grade students of SD Lab Undiksha in the academic year 2022/2023 simultaneously with an F count of 73.211 and a significance of 0.000.
Proses pembelajaran dilakukan dalam jaringan menggunakan berbagai macam media sosial. Proses pembelajaran ini membuat siswa menjadi kurang bersemangat dalam belajar dan berdampak negatif terhadap kreativitas dan keterampilan menulis siswa. Tujuan penelitian ini adalah untuk menganalisis pengaruh model pembelajaran Project based learning berbantuan WhatsApp terhadap kreativitas dan keterampilan menulis siswa kelas IV SD. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Rancangan penelitian yang digunakan adalah the posttest-only control-group desain. Populasi yang sekaligus menjadi sampel pada penelitian ini adalah seluruh siswa kelas IV, yang berjumlah 54 orang siswa. Variabel bebas dalam penelitian ini adalah model pembelajaran Project based learning berbantuan WhatsApp. Sedangkan variabel terikatnya adalah kreativitas dan keterampilan menulis siswa. Metode pengumpulan data yang digunakan adalah metode unjuk kerja dan tes. Metode unjuk kerja digunakan untuk mengumpulkan data kreativitas siswa, sedangkan metode tes digunakan untuk mengumpulkan data keterampilan menulis siswa. Data kreativitas dan keterampilan siswa ditabulasi rerata dan simpangan bakunya. Analisis statistik yang digunakan untuk menguji hipotesis adalah MANOVA. Dalam penelitian ini dapat disimpulkan bahwa secara sendiri-sendiri maupun secara simultan, model pembelajaran Project based learning berbantuan WhatsApp berpengaruh signifikan terhadap kreativitas dan keterampilan menulis siswa kelas IV SD Lab Undiksha tahun pelajaran 2021/2022. Implikasi dari penelitian ini adalah adanya peningkatan kreativitas dan keterampilan menulis siswa, sehingga model pembelajaran Project based learning berbantuan WhatsApp sangat efektif digunakan dalam pembelajaran di era pandemi covid-19.
This study aimed at analyzing the effect of collaborative learning aided by mind mapping method in lesson study setting after controlling achievement motivation on science learning achievement. This study was a quasi-experiment. The study was done with the fifth grade students in Cluster III and Cluster VII at Sawan District. The sample was selected using multi stage random sampling for three treatment groups. The first experimental group used collaborative learning (n=57), the second experimental group used collaborative learning based on mind mapping (n=52), and the control group used conventional teaching model (n=57). The study used science learning achievement test (r=0.77) and achievement motivation questionnaire (r=0.88) as the instruments for collecting the data. The hypothesis was tested using one-way ANACOVA. The result of hypothesis testing showed that, there was the effect of collaborative learning aided by mind mapping method in lesson study setting after controlling achievement motivation on the fifth grade students' science learning of the elementary schools in Cluster III and Cluster VII at Sawan District (F= 65.6 and p< 0.05).
This study aims to determine how much influence (effect size) type of Two Stay Two Stray cooperative learning model on learning outcomes of elementary school students. This type of research is a meta-analysis using data collection techniques in the form of library analysis of research that has been done previously. The data obtained were analyzed using quantitative descriptive data analysis. This analysis is used to analyze the effect size calculation data obtained from comparing the mean and standard deviation results of previous studies. Based on the results of the analysis, it can be concluded that the Two Stay Two Stray type of cooperative learning model in learning in elementary schools can be done in any region and in any subject. Testing the magnitude of the influence of the Two stay two stray cooperative learning model in learning in primary schools has an effect size in the high category, so that the Two stay two stray cooperative learning model is very feasible and supportive for learning in elementary schools.
Tujuan dari penelitian adalah untuk meningkatkan hasil belajar siswa setelah penerapan model pembelajaran kooperatif tipe Jigsaw dalam pembelajaran Ilmu Pengetahuan Sosial di kelas V semester II SD No. 2 Petandakan tahun pelajaran 2010/2011. Jenis penelitian ini adalah penelitian tindakan kelas dilaksanakan dalam tiga siklus. Data tentang hasil belajar siswa menggunakan tes hasil belajar. Hasil penelitian dianalisis dengan metoda deskriptif kuantitatif. Hasil penelitian siklus I diperoleh nilai rata-rata hasil belajar siswa 62,64 dengan ketuntasan belajar 71,43%. Nilai rata-rata hasil belajar siswa pada siklus II yaitu 66,93 dengan ketuntasan belajar 78,57%. Sedangkan pada siklus III nilai rata-rata hasil belajar siswa 74,07 dengan ketuntasan belajar 100%. Dengan diberikan bimbingan secara intensif maka tampak peningkatan hasil belajar siswa sebesar 11,43 dan ketuntasan belajarnya pun meningkat sebesar 28,57%.
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