Keefektifan Model Pembelajaran Group Investigation Berbantu Media Puzzle Board Terhadap Hasil Belajar IPA

Hanifah, Astari; Mudzanatun, Mudzanatun; Sukamto, Sukamto

doi:10.23887/jippg.v3i3.29244

Cited by 7 publications

(8 citation statements)

References 6 publications

(6 reference statements)

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“…Then about 38 articles were reviewed and analyzed, consisting of national and international journals. The references that the researchers got are listed in the following table: Talking Stick Learning Model (Sultan & Kadir, 2022), (Ramadhani, 2021), (Azizah & Nugraha, 2018), (Afifah et al, 2020), (Vidayanti et al, 2017), (Alfiani, 2021), (Faradita, 2018), (Atma et al, 2022), (Hasrudin & Asrul, 2020), (Setiawan et al, 2019), (Nelpi & Farida, 2020), (Salwa et al, 2018), (Rahmi et al, 2018), (Purnamayanti & Tegeh, 2020), (Kamarudin et al, 2021), (Saihu, 2020), (Gunardi & Ramadewi, 2022), (Utami et al, 2020), (Aslami et al, 2019), (Ayuni et al, 2017), (Fajrin, 2018), (Lestari et al, 2017), (Huda, 2017) Learning Outcomes Elementary Students with Talking Stick (Noviyanti, 2020), (Suwarni, 2020), (Sihotang, 2017), (Partami & Rendra, 2019), (Adiko & Djafar, 2022b), (Ritonga et al, 2021), (Pantas & Surbakti, 2020), (Ratmawati & Ihtiari, 2021), (Suhartin, 2017), (Hayun & Ataphary, 2019), (Wulandari, 2021), (Noviana & Triwulan Desta, 2018), (Yopo et al, 2021), (Septianingrum & Hamimah, 2021),…”

Section: Methodsmentioning

confidence: 99%

Improving Learning Outcomes of Islamic Religious Education for Elementary School Students with the Application of the Talking Stick Learning Model

Wantini,

Waharjani,

Wijayanti

et al. 2023

Al-Ta'lim J.

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This study aims to analyse the improvement of Islamic religious education learning outcomes for elementary school students by applying the Talking Stick learning model. A Achieving the target of learning is the main goal of an educator to his students. In fact, there are not a few educators who have not fully implemented how to learn effective and fun and still stick only with classical methods. There are quite a few choices of learning models, one of which is the Talking Stick. This research was conducted using the Systematic Literature Review method which was carried out by reviewing, analysing, and drawing conclusions based on relevant articles that were screened and selected systematically. In this study, we will discuss efforts to improve elementary school student learning outcomes by applying the Talking Stick learning model. Learning outcomes by applying the Talking Stick learning model, namely, the experimental class with the Talking Stick model immediately showed significant differences in learning outcomes in the first cycle compared to before the implementation of Talking Stick. Several other studies on the implementation of the Talking Stick model were carried out for 2 to 3 cycles and then there was a significant difference in results from before the implementation of the Talking Stick learning model.

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Section: Methodsmentioning

confidence: 99%

Improving Learning Outcomes of Islamic Religious Education for Elementary School Students with the Application of the Talking Stick Learning Model

Wantini,

Waharjani,

Wijayanti

et al. 2023

Al-Ta'lim J.

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“…Dalam proses pembelajaran di kelas, telah menerapkan pembelajaran kooperatif tipe Group Investigation (GI). Model pembelajaran tersebut dengan asumsi kondisi kelas yang sangat heterogen, baik dari segi jenis kelamin maupun kemampuan akademik (Devi et al, 2021;Hanifah et al, 2020). Pembelajaran kooperatif yang dikembangkan adalah Group Investigation (GI).…”

Section: Pendahuluanunclassified

“…Tahapan yang ada pada pembelajaran kooperatif GI, meliputi grouping, planning, investigation, organizing, presenting, dan evaluating (Devi et al, 2021;Tembang et al, 2019). Keunggulan kooperatif GI dibanding pembelajaran kooperatif yang lain adalah pemberian kebebasan pada siswa dalam melakukan penyelidikan terhadap masalah yang dihadapi (Hanifah et al, 2020;Sumertha, 2019).…”

Section: Pembahasanunclassified

Model Pembelajaran Kooperatif Group Investigation dengan Penilaian Peta Konsep untuk Meningkatkan Keterampilan Berpikir Dasar dan Kritis Siswa

Yusa

2023

JEAR

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Hasil belajar siswa belum memuaskan yang tampak dari nilai terendah yang diperoleh siswa dan penurunan nilai tertinggi yang dicapainya. Penelitian ini bertujuan untuk menganalisis model pembelajaran kooperatif Group Investigation (GI) dengan penilaian peta konsep untuk meningkatkan keterampilan berpikir kritis siswa dalam pembelajaran. Penelitian ini merupakan penelitian tindakan kelas menggunakan seting dua siklus. Subyek penelitian ini adalah siswa kelas XI 3 jumlah siswa seluruhnya adalah 30 orangTeknik pengumpulan data dikumpulkan dengan tes essai dan data ketiga dikumpulkan dengan teknik angket. Teknik analisis data menggunakan analisis kuantitatif dan kualitatif. Hasil analisis data menunjukkan rata-rata hasil keterampilan berpikir dasar siklus I adalah 60,13 dengan ketuntasan klasikal 23% meningkat pada siklus II menjadi 70,27 dengan ketuntasan klasikal 87%. Rata-rata hasil keterampilan berpikir kritis pada siklus I adalah 59,73 dengan ketuntasan klasikal 30% meningkat pada siklus II menjadi 70,00 dengan ketuntasan klasikal 77%. Penerapan model pembelajaran kooperatif Group Investigation (GI) dengan penilaian peta konsep dapat mengakomodasi peningkatan tingkat kepuasan siswa dalam belajar. Implikasi penelitian ini, untuk mencapai keterampilan berpikir dasar dan kritis yang optimal dalam belajar Fisika, model pembelajaran kooperatif GI dengan penilaian peta konsep dapat digunakan sebagai salah satu fasilitas belajar siswa.

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“…This learning media can encourage students to increase their interest in learning by actively participating in learning and can improve learning outcomes (Dewi et al, 2018;Eka Lengari et al, 2020). In the group investigation model, students learn actively, seek important information, and naturally develop critical thinking (Astuti, 2017;Hanifah et al, 2020). The steps used in group investigation learning are determining appropriate topics, implementing predetermined topic plans, synthesizing and analyzing data, and conducting evaluations.…”

Section: Introductionmentioning

confidence: 99%

Group Investigation Assisted by Media Flip Chart can Improve Science Learning Outcomes and Cooperative Attitudes

Nofita

Rusnilawati

2022

j. penelit. dan pengemb. pendidik.

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Using innovative models and media in the learning process will affect the learning outcomes of elementary school students. This study aims to analyze the use of the group investigation learning model with the help of flipchart media on learning outcomes and cooperative attitudes in fourth-grade elementary school science material. The design of this study was a quasi-experimental design with a non-equivalent control group design. The subject of this research is class IV which consists of 42 students. Samples were taken by random sampling technique. The data in this study were obtained through observation, interviews, documentation, and tests. The data obtained were analyzed using the t-test. Based on the analysis of the questionnaire data, it was found that Sig 0.033 was less than 0.05. Ho was rejected, meaning there was a significant difference in attitude between the control and experimental groups. Based on the learning outcomes test data analysis, Sig 0.00 is less than 0.05. Ho is rejected, which means there are differences in learning outcomes before and after being given the media and model treatment. So, there is an influence of the group investigation model assisted by flipchart media on improving elementary school students' learning outcomes and cooperative attitudes. This research implies that teachers are expected to be able to create a comfortable atmosphere so that students' understanding of experiences will be more honed.

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Keefektifan Model Pembelajaran Group Investigation Berbantu Media Puzzle Board Terhadap Hasil Belajar IPA

Cited by 7 publications

References 6 publications

Improving Learning Outcomes of Islamic Religious Education for Elementary School Students with the Application of the Talking Stick Learning Model

Improving Learning Outcomes of Islamic Religious Education for Elementary School Students with the Application of the Talking Stick Learning Model

Model Pembelajaran Kooperatif Group Investigation dengan Penilaian Peta Konsep untuk Meningkatkan Keterampilan Berpikir Dasar dan Kritis Siswa

Group Investigation Assisted by Media Flip Chart can Improve Science Learning Outcomes and Cooperative Attitudes

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