Penelitian ini dilakukan untuk mengetahui pengaruh model pembelajaran Contextual Teaching and Learning (CTL) terhadap hasil belajar siswa pada materi sistem pencernaan manusia kelas VIII SMP Swadharma Mopugad. Desain yang digunakan dalam penelitian ini adalah pretest-posttest control-group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Swadharma Mopugad yang terdiri dari 2 kelas. Sampel dalam penelitian ini diambil dengan menggunakan random sampling yaitu 1 kelas sebagai kelas kontrol dan 1 kelas sebagai kelas eksperimen dengan jumlah masing-masing kelas 25 siswa. Uji prasyarat menggunakan uji normalitas dan homogenitas, teknik analisis data menggunakan uji-t, dalam pengujian tersebut diperoleh thitung = 10,70 > ttabel = 1,708. Kesimpulannya yaitu model CTL berpengaruh terhadap hasil belajar siswa.
This research developed learning package, which could improve learning result of the students, Cooperative Script (CS) strategy that was integrated with Metacognitive (M) in the form of self assessing or CSM. Results of such development were experimented to eighth grade students of State Junior High Schools in Manado. Results of the analysis showed that average score of the students who have high-academic capability (AT), and low-academic capability (AR) who applied CSM strategy, have beyond the learning result of the students who have high-academic capability and low-academic capability by applying conventional strategy (Konv):1) average score of the group of CSM-AT strategy, 18,72% higher than Konv-AT, and 26,33% higher than Konv-AR, 2) average score of CSM-AR group, 12,08% higher than Konv-AT, and 19,27% higher than Konv-AR. The improved percentage occurred on CSM-AR group 595,10% for learning result of the students Kata kunci: Cooperative Script, Metacognitive, Hasil Belajar
Learning is basically the democratic process but unfortunately the study lacks the students’ diversity, so the academic atmosphere, the students’ body and collage progress are not optimal. The study patterns are still teacher centered unsustainable and lacking initiative. The learning material only emphasizes the concept that comes from the teaching book. Not optimizing the study program, it can also be reflected by the performance of alumni in the field. The performance of learning by the teacher (alumni) is not variable, generally in directional instruction manual. Teacher lacks experience and lack the ability to develop themselves in designing learning materials to utilize the environment around and learning from students’ activities. This study is directed to improve the academic climate to agreement that ultimately will contribute to independence and student learning initiative. The manner of learning is to apply the mentoring system conduct. The performance mechanism (group) USES the approach of the assessment and reflections. The results of the researcher: the performance of the play shows a significant difference between indicators. Indicators that shows the highest mentoring performance is indicator-1: building two-way communication with students. The construction of two-way communication between mentors with a group of students is easy to do by mentors, instead of other indicators like indikaor-4: conditioning the initiative to learn the initiative’s lesson with the relevant material. The difficulty of mentors in an indicator-4 achievement is to identify and design quickly the choice of relevant materials and according to the development of student groups. There were training and early preparation before the performance of the activity, but in the democratic process of learning the potential of problems, issues and new experiences with groups of students. Material is relevant to the problems that arise in learning process are not predictable. The performance of the performance for indicaor-6 was also low, but indicated the significant progress of the initial meeting to the end. Conclusion: the role of the mentors is very important in building communication and interaction with study in groups as well as the traffic of study groups and increasing the study of study and quality of the students’ work.
Minat dan motivasi belajar siswa yang masih kurang dalam mengikuti proses pembelajaran khususnya pada mata pelajaran IPA dan rendahnya hasil belajar serta siswa kurang berperan aktif masih menjadi masalah dalam pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran example non example pada materi zat aditif dan zat adiktif terhadap hasil belajar IPA siswa SMP Negeri 2 Pusomaen. Penelitian ini merupakan penelitian eksperimen semu, menggunakan rancangan penelitian pretest posttest control group design. Populasi dalam penelitian ini adalah seluruh kelas VIII di SMP Negeri 2 Pusomaen dan sampel penelitian ini terdiri atas 2 kelas, yaitu kelas VIII A sebagai kelas eksperimen yang berjumlah 19 siswa dan kelas VIII B sebagai kelas kontrol yang berjumlah 21 siswa. Pengambilan data dilakukan dengan memberikan pretest sebelum diberikan perlakuan dan posttest sesudah diberikan perlakuan. Data hasil penelitian yang diperoleh berupa selisih nilai rata-rata hasil pretest dan posttest pada kelas eksperimen adalah 57,10 sedangkan pada kelas kontrol adalah 51,14. Setelah diuji statistik melalui uji-t, diperoleh thitung = 4,180 > ttabel = 1.685. Dengan demikian dapat disimpulkan bahwa terdapat pengaruh model pembelajaran example non example pada materi zat aditif dan zat adiktif terhadap hasil belajar IPA siswa SMP Negeri 2 Pusomaen.
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