AbstrakTujuan penelitian ini adalah untuk: (1) Mendeskripsikan kualitas pelaksanaan diklat lesson study pada guru IPA di SMK Negeri 2 Seririt; dan (2) Menganalisis perbedaan prestasi belajar IPA siswa sebelum dan sesudah diklat lesson study. Jenis penelitian ini adalah pre-experimental dengan desain penelitian one group pretest-postest design. Pengambilan sampel siswa untuk penelitian digunakan teknik random sampling. Data kualitas diklat lesson study dianalisis secara deskriptif kualitatif. Sedangkan, prestasi belajar siswa dianalisis dengan analisis tatistik deskriptif dan inferensia, di mana uji hipotesis penelitian data prestasi belajar siswa menggunakan paired sample test. Hasil penelitian menunjukkan: (1) Kualitas pelaksanaan diklat lesson study tergolong kualifikasi sangat baik ( ̅ = 91,781); dan (2) terdapat perbedaan yang signifikan prestasi belajar IPA siswa sebelum dan sesudah diklat lesson study (t=123,8493; p<0,05). Kata kunci: diklat lesson study, dan prestasi belajar AbstractThe aims of this study were: (1) to describe the quality of the workshop of lesson study on science teachers at SMKN 2 Seririt; and (2) to analyze the differences of the student's learning achievement in science subject before and after workshop of lesson study at SMKN 2 Seririt. This study was a pre-experimental study using one group pretest-postest design. The population of this study were focused on eleventh grade students of SMKN 2 Seririt in the academic year 2013/2014. The samples of the class for this study was determined by random sampling technique. The data were analyzed by descriptive statistics and hipotesis analyzed by paired sample t-test for the data of student's achievement in science subject. The result showed that: (1) the workshop of lesson study on science teachers at SMKN 2 Seririt fell into very good qualification (X ̅ = 91,781); and (2) there were significant differences of the student's learning achievement in science subject before and after workshop of lesson study (t=123,8493; p<0,05).
The Open University (UT) is one of the pioneer universities that implement distance learning. However, students still encounter learning difficulties which become obstacles in distance learning. The purpose of this research is to analyses the construct of learning difficulties of students’ learning at Open University and to compare the contribution of indicator variables to the construct. This research uses a combination method of Concurrent Embed model, the primary method used is factor analysis method (EFA and CFA) and qualitative descriptive method as a secondary method. The research respondents were 126 students who had attended the webinar tutorial (Tuweb) at least twice and voluntarily filled out the questionnaire. Primary data were collected through online questionnaires and interviews. Quantitative data were analyzed using EFA and CFA, while quantitative data were analyzed descriptively qualitatively. The results showed that there are six factors of learning difficulties, each of which consisted of 4-9 indicator variables. The indicator variables that contribute the most to learning difficulties in Tuweb according to student perceptions include: (1) there are no clear guidelines regarding the online learning procedures that are carried out; (2) learning materials/content delivered by online tutors are difficult to understand; (3) the internet signal is not stable/good from students’ location; (4) students' families are constrained in providing facilities for online learning/webinar tutorials due to low income; (5) students do not understand how to study online; (6) The device used by the tutor is constrained during the Tuweb learning process.
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