The results of the preliminary survey indicate that there are still many students who have not been able to solve the problem, the learning is still teacher-centered. For this reason, problem based and project based learning is implemented. The research aims to determine the differences of the student learning outcomes using Project Based Learning (PjBL) and Problem Based Learning (PBL) models in terms of self efficacy. The design of the research was quasi-experiment with 2×2 factorial design. The population is fifth-grade students of Elementary School (SD Kartika 1-11) in Padang, Indonesia. Sampling was done by cluster random sampling technique. The research instrument was a learning outcome test and questionnaire. Data were analyzed using two-way ANOVA. The results showed that: (1) the learning outcomes of students using the PjBL model were higher than the PBL model, (2) the learning outcomes of students who had high self-efficacy were better than low self-efficacy, (3) there is no interaction between learning models with self-efficacy on student learning outcomes.
This research was aimed at showing the effect of using cooperative learning type Think Pair Share toward learning outcome of math. This research included two classes in class . The classes were chosen by using Random Sampling. The Design was Treatment by Block Design. The result of the study showed that: (1) The result of the study of the students who were taught by cooperative learning type Think Pair Share modelwas higher than the result those tought by conventional model. (2) The result study of male students who were taught by using cooperative learning model type Think Pair Share is higher than the those tought by conventional model. (3) The result study of female students who were taught by using cooperative type was higher than those tought by conventional model. (4) There was no interaction between the learning model with gender toward students result study.
This research is motivated by the lack of students’ interest in learning mathematics that isconsideredto be difficult and tedious. Then, this problem results the low cognitive learning outcomes of the students. The matter happens because the teacher is still considered to be the centre in learning process, the lack of variations in instructional media, and the way the teachers teach in the class. This study aims to determine whether there are differences in the students’ cognitive learning outcomes from the use of ICT instructional media using adobe flash CS6 programs at SDN 01 and 09 Bandar Buat. This type of research is a quasi-experimental in the form of non-equivalent control group design. The sampling technique is purposive sampling, in which the first class is chosen as the control class and the second class is the experimental class. The instrument used in this study is an objective test with multiple choice types. The data analysis technique used is inferential statistical test with t-test. The results show that the values of the experimental class using the ICT media of the Adobe Flash CS6 program based on STAD is 82.66 with a standard deviation 13.67, while the class that does not use ICT media of the Adobe Flash CS6 program based on STAD is 74.84 with a standard deviation of 13.88. It can be concluded that the hypothesis testing using the t-test at the significance level a = 0.05 obtained tcount
= 2.36 and ttable
= 1.99. Thus, the condition in which tcount >ttable
shows that the hypothesis H.
The purpose of this research is to describe the application of Polya step in Problem Based Learning Model to improve learning outcomes about the story of the addition of fractions in the fourth grade SDN 27 Sungai Geringging Kabupaten Padang Pariaman. Research subjects were teachers (practitioners) and 16 students. The type of this research is classroom action research. Based on the results of the study, that learning using Polya step in Problem Based Learning Model can improve learning outcomes about the story of the addition of fractions at SDN 27 Sungai Geringging Padang Pariaman district, Namely (a) Observation of RPP 87.5% (B) becomes 92.89% (SB). (b) Teacher aspect 77.78% (B) becomes 94.44% (SB). (c) Student aspect 77.78% (B) becomes 94.44% (SB). (d) Student learning outcomes 76.97 becomes 87.48.
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