This study was aimed to determine the effectiveness of a blended learning-based scaffolding strategy assisted by Google Classroom to improve students’ learning outcomes and self-efficacy in the Physics Lesson Planning course. This study employed the quasi-experimental method with one group pretest-posttest design. The samples of the study were 77 students of Physics Education, UIN Raden Intan Lampung in the academic year of 2019/2020. The instruments used were a questionnaire to investigate students’ responses toward the learning process, a questionnaire to measure students’ self-efficacy, and a test to measure students’ learning outcomes. The data were analyzed using descriptive analysis techniques, n-gain analysis, and effect size analysis. The results showed that the blended learning-based scaffolding strategy assisted by Google Classroom was effective in improving students’ learning outcomes with the n-gain and the effect size in medium category. The percentages of students’ self-efficacy in class A, class B, and class C were 68%, 60%, and 59% respectively. It was concluded based on the indicators of students’ learning outcomes improvement, students’ high self-efficacy, and students’ positive responses (84%). For further research, the researcher suggests to apply blended learning-based scaffolding strategy assisted by Google Classroom in other branches of science.
The problem in this study is the low creative thinking ability of students, seen from a preliminary study with a creative thinking ability test which showed that the majority of students scored below the Minimum Completeness Criteria. The purpose of this study is to describe: (1) there are posttest differences in creative thinking skills between experimental class students who were taught by the application of Blended Learning in a problem-based learning model and control class students who were taught using the lecture method. (2) there are differences in the improvement of creative thinking skills between experimental class students who are taught by applying Blended Learning in a problem-based learning model and control class students who are taught using the lecture method. This study uses a quantitative approach, a quasi-experimental method with a Non-equivalent Control Group Design research design. The research subjects were students of class X OTKP at SMK Patriot IV Ciawigebang in the academic year 2021. X OTKP 2 as the experimental class and X OTKP 5 as the control class with 47 students. Based on data processing and analysis, the results showed that there were differences in posttest thinking skills. creative students between the experimental class and the control class. And there is a difference in the gain of creative thinking skills between the experimental class students and the control class. it can be concluded that the application of Blended Learning in the problem-based learning model is declared to be more effective than the lecture method, and can be used as an alternative for educators to improve students' creative thinking skills.Keywords: Blended Learning; Problem Based Learning Model; Creative Thinking.
The problem in this research is low student's thinking ability, indicated by the lack of active participation of students in the learning process and their lack of ability to develop the knowledge they have, especially in problems that require the ability to analyze. This is caused by the role of teachers who serve as the only source learning, as well as teachers who play a more active role in the learning process so less encouraging students to play an active role in seeking and finding their own knowledge. In creating a good learning process, a teacher should consider the characteristics of each student including students' motivation in learning. This study aims to determine: (1) the differences of critical thinking skills between students who are taught by nested type integrated learning model and those who are taught by lecturing method, (2) the differences of critical thinking ability between students who have high learning motivation and those who have low learning motivation, (3) the interaction between nested type integrated learning model with students' learning motivation in influencing their critical thinking ability. This research is a quasi-experiment with pretest-posttest control group design. The subject of this research is the students of class VIII National Junior High School 1 Kuningan, Indonesia, academic year 2017-2018. The sample of this research is class VIII E as the control class and VIII F class as the experimental class where the total students from the two classes are 69 students. The results of this study show that: (1) there is a difference of critical thinking ability between students who are taught by nested type integrated learning model and those who are taught by lecturing method, (2) there is a difference of critical thinking ability between students who have high learning motivation and those who have low learning motivation, (3) there is interaction between nested type integrated learning with student's learning motivation in influencing their critical thinking ability.
Higher order thinking skill is one of the skills that must be possessed by 21st century students. The purposes of this study are to develop a conceptual model of investigation group learning model based on Marzano’s instructional framework and to analyze the design and validation of the learning model. The approach used in this study was Research and Development (R&D). Then, observations, questionnaire, interviews, and Focus Group Discussion (FGD) were used as the data collection techniques. The results of validity test showed that the investigation group learning model based on Marzano’s instructional framework is valid and relevant to be applied in social studies learning at junior high school level to improve students’ higher order thinking skills. In addition to obtaining a conceptual learning model, this development also created learning instruments, namely syllabus, lesson plan, teaching materials, observation sheet of critical and creative thinking skills, and test of critical and creative thinking skills that can be used in social studies learning at junior high school level especially on the material of Plurality. Considering that the purpose of education in general is to improve students’ skills, so the investigation group learning model based on Marzano’s instructional framework can present effective learning criteria.
The problem in this study is the low ability of students's critical thinking, seen from apreliminary study which shows that the majority of students get grades below the minimalcompleteness criteria. This research is a quasi-experimental design with a Two-factor betweensubjectdesign. The subjects of the study were the social studies class X students of Cikijing SeniorHigh School 1 2018-2019 school year. Where class X IPS 1 as a control class and class X IPS 3as an experimental class where the total students of the two classes are 66 students. The results ofthis study are to show that: (1) there are differences in critical thinking skills between studentswho are taught with the open ended learning model compared to the lecture method. (2) there aredifferences in critical thinking skills between students who have high learning motivation andstudents who have low learning motivation. (3) there is no interaction between open endedlearning models with student motivation to influence students's critical thinking skills.Kata kunci : Model Pembelajaran Open Ended, Kemampuan Berpikir Kritis, dan MotivasiBelajar.
Permasalahan pokok dalam penelitian ini adalah bagaimana meningkatkan kinerja dosen melalui budaya organisasi dan kepuasan kerja. Tujuan penelitian ini adalah untuk mengetahui pengaruh budaya organisasi terhadap kinerja dosen, untuk mengetahui pengaruh kepuasan kerja terhadap kinerja dosen di FKIP Universitas Kuningan serta untuk mengetahui pengaruh budaya organisasi dan kepuasan kerja terhadap kinerja dosen di Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Kuningan.Penelitian ini merupakan jenis penelitian deskriptif dan verifikatif dengan metode penelitian survey. Populasi dalam penelitian ini Dosen Tetap FKIP Universitas Kuningan. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik probability sampling. Teknik dan analisis data yang digunakan adalah analisis regresi berganda dengan bantuan SPSS for windows.Hasil penelitian menunjukkan bahwa : Besarnya pengaruh langsung dari budaya organisasi terhadap kinerja dosen , yaitu sebesar 1,016. Besarnya pengaruh langsung dari kepuasan kerja terhadap Kinerja Dosen, yaitu sebesar 0,044 . Secara simultan variabel budaya organisasi dan kepuasan kerja terhadap kinerja dosen berpengaruh signifikan terhadap kinerja dosen sebesar 0,995 atau 99,5%.Dengan demikian, dapat disimpulkan bahwa budaya organisasi dan kepuasan kerja terhadap kinerja dosen mempunyai pengaruh yang signifikan. Maka disampaikan saran sebagai berikut : perlunya perbaikan dan peningkatan budaya organisasi sehingga meningkatkan kepuasan kerja dosen, agar perilaku dosen dapat menampilkan kinerja yang prima, maka perlu ditelaah dan dilakukan pembenahan terhadap faktor dalam dan luar individu yang akan berpengaruh terhadap kinerja. Dosen harus lebih menyadari akan peran dan fungsinya sebagai seorang pengajar dan pendidik sehingga sikap, semangat dan kepribadiannya sekiranya dapat menjadi contoh bagi mahasiswanya.
AbstrakMasalah dalam penelitian ini adalah rendahnya kemampuan berpikir kreatif mahasiswa pada mata kuliah pengantar ilmu ekonomitingkat II di program studi Pendidikan Ekonomi FKIP Universitas kuningan. Kemampuan berfikir kreatif mahasiswa masih rendah karena jarang sekali mahasiswa menjawab pertanyaan dengan pemikiran yang kreatif.Kebanyakan mahasiswa mengisi jawaban hanya terpaku pada materi di buku saja yang telah mereka hafalkan di rumah. Pembelajaran yang baik itu bukan hafalan tetapi pemahaman, pemahaman itu lebih menekankan pada proses mengerti bagaimana materi tersebut dipelajari.Tujuan penelitian ini adalah untuk mendeskripsikan tidak terdapat perbedaan motivasi belajar baik pada kelas eksperimen maupun kelas kontrol pada pengukuran awal, untuk mendeskripsikan perbedaan kemampuan berpikir kreatif pada pengukuran awal dengan pengukuran akhir pada kelas eksperimen yang menggunakan model pembelajaran berbasis masalah (PBL), untuk mendeskripsikan perbedaan kemampuan berfikir kreatif pada pengukuran awal dengan pengukuran akhir pada kelas kontrol yang menggunakan model discovery learning, untuk mendeskripsikan perbedaan kemampuan berfikir kreatif dalam pengukuran akhir antara kelas eksperimen yang menggunakan model pembelajaran berbasis masalah (PBL) dengan kelas kontrol yang menggunakan modeldiscovery learning.Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan padapretestantara kelas eksperimen dengan kelas kontrol sebelum pembelajaran. Sedangkan setelah pembelajaran terdapat perbedaan hasil posttest pada kemampuan berpikir kreatif siswa antara kelas eksperimen dengan kelas kontrol. Adapun peningkatan kemampuan berpikir kreatif siswa antara kelas eksperimen dengan kelas kontrol dapat dilihat dari nilai gain kelas eksperimen sebesar 0,50 dan kelas kontrol sebesar 0,21. Hal tersebut berarti terdapat gain (pretest dan posttest) pembelajaran pada kemampuan berpikir kreatif mahasiswa antara kelas eksperimen dan kelas kontrol. Dari bukti diatas, dapat disimpulkan bahwa modelProblem Based Learning(PBL) dapat dijadikan sebagai salah satu alternatif bagi dosen untuk meningkatkan kemampuan berpikir kreatif mahasiswa.Kata Kunci : Model Problem Based Learning, Motivasi Belajar, Berfikir Kreatif
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