The low learning outcomes of Addition and Reduction of Fractions in class IV are partly due to: (1) a tedious learning process, (2) lack of use of ICT as a source and media of learning. To overcome this problem the research team developed student-centered learning through e-learning learning in the Student Team Achievement Division (STAD) model. This study is a true experiment using the Pre-Test Group Control Post Test Design. The population is Sambiroto 02 elementary school students as many as 75 students in the 2017/2018 school year. The E2 group with EAD learning using the STAD model reached the highest mean value of the three groups, amounting to 88.67, followed by the E1 group with STAD learning at 74.54 and the K group with expository learning at 63.10. Regression analysis showed a positive relationship between motivation and activity with learning outcomes in groups E1 and E2 so it can be concluded that the higher the student's motivation and activity score the higher the student's learning achievement in addition and subtraction operations in elementary schools.
This study aims to determine whether there is an influence of creativity on student learning outcomes in learning Computational Thingking (CT) and learning with Problem Based Learning (PBL) on solving comparative story material questions (scale on maps) in elementary schools, and to find out whether there is a difference between the acquisition of learning outcomes using Computational Thingking (CT) learning and learning with Problem Based Learning (PBL). This research is a true experimental study using Control group pre-test post test design. The population is Sambiroto 02 Public Elementary School students as many as 75 students in the 2018/2019 school year. The results of the study, namely the average learning outcomes in group E1 (learning with Computational Thinking) 80, with the lowest score of 78 and the highest value of 100. The average learning outcomes in group E2 (learning with Problem Based Learning) 87, with the lowest value of 82 and the highest value of 100 Average learning outcomes in the Control group (Expository learning) 66, with the lowest value 62 and the highest value 76. The effect of creativity on student learning outcomes in the E1 group was 79.95%. The effect of creativity on student learning outcomes in group E2 was 88.12%.
Penelitian ini bertujuan untuk (1) menyelidiki pengetahuan guru sekolah dasar tentang bentuk-bentuk bangun datar dan bangun ruang, dan (2).mengeksplorasi sikap dan keyakinan guru sekolah dasar tentang geometri dan pengajarannya. Penelitian ini menggunakan pendekatan deskriptif dengan metode campuran penelitian kuantitatif dan kualitatif. Tiga puluh guru sekolah dasar di wilayah kecamatan Semarang Selatan sebagai partisipasi dalam penelitian ini dan menanggapi kuesioner yang terdiri dari item tertutup dan terbuka. Hasil temuan penelitian ini mendeskripsikan bahwa masih banyak guru sekolah dasar yang kurang memiliki pengetahuan tentang bentuk bangun datar dan bangun ruang. Temuan penelitian ini diperkuat dengan data yang menunjukkan bahwa mayoritas guru sekolah dasar tidak mendasarkan penjelasan mereka tentang bentuk geometri pada properti mereka, tetapi terutama hanya pada penampilan visual (gambar) geometris saja. Artinya dalam hal penegtahuan geometri, guru sekolah dasar kurang menguasai definisi dan sifat-sifat tentang bentuk bagun datar. Guru sekolah dasar memegang teguh pentingnya sikap dan keyakinan yang memotivasi untuk melibatkan anak-anak dalam kegiatan yang berhubungan dengan pembelajaran geometri. Para guru sekolah dasar ingin belajar geometri dengan cara yang eksperiensial dan menyenangkan. Mereka ingin mengubah pengalaman ini untuk anak-anak dan menyampaikannya kepada anak-anak sehingga mereka merasa bahwa belajar itu menyenangkan.
This research is a development research to describe the impact of constructivism-based learning with TAI type co-operative model of triangle material on student learning outcomes. Analysis of the data is based on (1) descriptive analysis of validator's on instructional devices, (2) average learners'activity during learning, (3) average learners' response to learning, (4) average observation ability (6) analysis of the effectiveness of constructivism-based learning with TAI-type cooperative model which includes: (a) comparation of learning result with the minimum mastery requirement using one sample t-test, (b) classical test, and (c) the influence of learners activity on learners' learning result using simple linear regression.The result shows that the validator's evaluation on learning tool is very good, whereas the other findings are as follows: the average of students' learning result is 78,87 higher than the minimum mastery requirement, which is 65, all students meet the minimum requirement for mastery, and the majority of students are active (with a mean of 4,01), the ability of teachers in managing learning in the category is very good (M = 4,07), the activities of learners in the learning process contributes 75,1 % to the learning result. Thus, it can be concluded thatconstructivism-based mathematics learning modelwith TAI type cooperative model is effective to produce better active learning and result. Penelitian ini merupakan penelitian pengembangan untuk mendeskripsikan dampak pembelajaran berbasis konstruktivisme dengan model kooperatif tipe TAI materi segitiga pada hasil belajar siswa. Analisis data yang digunakan: (1) analisis deskriptif hasil penelitian validator terhadap perangkat pembelajaran, (2) rata-rata aktivitas peserta didik selama pembelajaran, (3) rata-rata respon peserta didik terhadap pembelajaran, (4) rata-rata hasil pengamatan kemampuan guru mengelola pembelajaran, (5) analisis tes hasil belajar, (6) analisis efektivitas pembelajaran berbasis konstruktivisme dengan model kooperatif tipe TAI yang meliputi: (a) uji ketuntasan hasil belajar terhadap Kriteria Ketuntasan Minimal (KKM) menggunakan uji statistik t-test (one sample t-test), (b) uji ketuntasan klasikal, dan (c) uji pengaruh aktivitas peserta didik terhadap hasil belajar peserta didik menggunakan uji statistik regresi linier sederhana. Hasil penelitian menunjukkan rata-rata penilaian validator terhadap perangkat pembelajaran sangat baik, dan temuan lain sebagai berikut: (1) rata-rata hasil belajar peserta didik sebesar 78,87 lebih dari KKM yaitu sebesar 65, (2) ketuntasan klasikal mencapai 100% , rata-rata aktivitas peserta didik pada kategori sangat aktif sebesar 4,01, respon peserta didik positif , rata-rata kemampuan guru dalam mengelola pembelajaran pada kategori sangat baik sebesar 4,07, (3) aktivitas peserta didik dalam proses pembelajaran berpengaruh terhadap hasil belajar dengan kontribusi sebesar 75,1%. Dengan demikian perangkat pembelajaran matematika berbasis konstruktivisme dengan model kooperatif tipe TAI pada materi segitiga di kelas IV valid dan efektif.
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