Implementasi Blended Learning Berbasis Guided Inquiry untuk Meningkatkan Comunication Skill dan Collaboration Skill Mahasiswa di Era Industri 4.0

Mulyani, Pamungkas Stiya; Fuadi, Salis Irvan

doi:10.21043/quality.v8i2.8384

Cited by 2 publications

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References 1 publication

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“…This will encourage students to work effectively in line with what is conveyed. Activities of finding ideas or solving problems can improve students' collaboration skills, namely working effectively (Mulyani & Fuadi, 2020). This research is supported by previous research conducted by (Ramadan & Oktavidiati, 2019) on one of the 4C skills (critical thinking), where the guided inquiry learning model is more effective in improving cognitive outcomes, critical thinking and scientific attitudes to student learning than Discovery Learning .…”

Section: Table 4 Hypothesis Test Resultssupporting

confidence: 74%

The Influence of Learning Models and Student Learning Activities on Collaboration Skills and Student Learning Outcomes

Telaumbanua,

Syafriani

2024

Jurnal, Teknologi, Pendidikan

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This research was conducted to determine whether or not there are differences in the value of collaboration skills and student learning outcomes taught using various learning models and student learning activities with the help of Macromedia Flash media on chemical bonding material, as well as to see the interaction between learning models and student learning activities on collaboration skills and student learning outcomes. Experimental class I (X-6) applied the Discovery Learning model and experimental class II (X-10) applied the Guided Inquiry model. The instrument used is a test instrument, a non-test instrument. Hypothesis testing was carried out using two-way ANOVA with multivariate General Linear Model (GLM). The research results obtained a price of sig. 0.000 for collaboration skill value and sig price. 0.001 for learning outcomes. Price sig. < 𝛼 (0.05) so there is a significant difference in the average value of collaboration skills and student learning outcomes with various learning models. Obtained sig value. 0.000 on collaboration skills and learning outcomes. Sig price value. < 𝛼 (0.05) so there is a significant difference in the average value of collaboration skills and student learning outcomes with various learning activities. The interaction between the learning model and learning activities obtained a sig value. 0.045 for collaboration skills and sig. 0.014 for learning outcomes. From the two sig values. < 𝛼 (0.05) so that Ha is accepted and Ho is rejected, there is an interaction between the learning model and student learning activities on the value of collaboration skills and student learning outcomes in the Chemical Bond material.

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Section: Table 4 Hypothesis Test Resultssupporting

confidence: 74%

The Influence of Learning Models and Student Learning Activities on Collaboration Skills and Student Learning Outcomes

Telaumbanua,

Syafriani

2024

Jurnal, Teknologi, Pendidikan

View full text Add to dashboard Cite

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“…Through the selection of appropriate learning methods, learning objectives related to both knowledge and skills can be achieved more effectively and efficiently [43]. This study is truly surprising because what is considered most effective in stimulating communication skills is usually just discussion or problem-based learning (PBL) [44]. Previous studies have shown that small group discussions are very effective in improving student skills in clarifying arguments, defending positions, and answering questions [45], [46].…”

Section: Hypothesis Testingmentioning

confidence: 97%

Memorization and discussion methods effect on achievement and communication skills

Sukino,

Sumin,

Mahrus

et al. 2024

IJERE

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This study aimed to determine learning outcomes and discuss the effect of the combination of memorization and small group discussion methods on students’ achievement and communication skills. A quantitative method was applied in this study with a quasi-experimental design. The subject of this study is 60 students in Islamic Education, Faculty of Education and Teacher Training (FTIK) at the Pontianak State Institute for Islamic Studies, divided into a control and an experimental group. Data were collected through pre-test and post-test from the control and experimental groups and then analyzed using the independent samples t-test using statistical software JASP version 0.16.4. The findings revealed that there are differences between outcome learning and communication skills between the control group which only uses the small group discussion method and the experimental group which employs a combination of memorization and small group discussion methods in the course of developing Islamic Education material. The findings of this study confirm that combining the two methods, memorization, and small group discussion, is highly effective in improving learning achievement and communication skills at the student level. Further research is suggested to explore and determine other factors affecting learning outcomes and methods.

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Implementasi Blended Learning Berbasis Guided Inquiry untuk Meningkatkan Comunication Skill dan Collaboration Skill Mahasiswa di Era Industri 4.0

Cited by 2 publications

References 1 publication

The Influence of Learning Models and Student Learning Activities on Collaboration Skills and Student Learning Outcomes

The Influence of Learning Models and Student Learning Activities on Collaboration Skills and Student Learning Outcomes

Memorization and discussion methods effect on achievement and communication skills

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