Meta-Analisis Pengaruh Model Pembelajaran Kooperatif Tipe Two Stay Two Stray Terhadap Hasil Belajar Siswa Sekolah Dasar

Sukmayasa, I Made Hendra

doi:10.55115/edukasi.v3i1.2301

Cited by 2 publications

(4 citation statements)

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“…Because the meta-analysis study does not have a publication bias problem, this research is considered accurate and scientifically justifiable (Roshental in Retnawati et al, 2018). The results in this study are in line with the research of Mansurah et al, (2021) which states that to test for publication bias, it can be done with the condition that the Fail Safe-N value > 5K + 10. Obtained 21,912 > 5.45 + 10 21,912 > 235.…”

Section: Publication Biassupporting

confidence: 73%

“…The publication bias test is to find out whether the data that has been collected can be used as a positive sample from the population (Mansurah et al, 2021). Publication bias indicates the possibility of finding research results that only accept the null hypothesis (Ho) or research that only publishes results that are as expected (Kesuma, 2020).…”

Section: B Publication Biasmentioning

confidence: 99%

“…The publication bias test is to find out whether the data that has been collected can be used as a positive sample from the population (Mansurah et al, 2021). publication bias in the meta-analysis of bias indicates inaccurate research information or results because the published articles do not represent the research conducted.…”

Section: Publication Biasmentioning

confidence: 99%

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A Meta-Analysis Study of Implementing Active Learning Strategy to Improve Students’ Cognitive Learning Outcomes in Junior and Senior High School for Biology Subject

Isdayanti,

Aprilia

2022

JPPIPA (Jur. Penelit. Pendidik. IPA)

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The quality of good education can be seen from the learning process which is carried out. A few phenomena occur in relation to learning problems which is caused by students’ lack of interest and poor learning outcomes in Biology subject. This research aims to find out the improvement of students’ learning outcomes in Junior and Senior High School Biology subject using active learning strategy through meta-analysis study. This research was a literature review study through meta-analysis research design with a proportion. The articles were found on the website of international journal, accredited national journal, and non-accredited national journal, proceedings, undergraduate thesis, and repository. Those articles were validated by adapting three criteria, which were up to date (last 10 years) and PTK with Minimum Completeness Score of 75. Therefore, 30 articles were obtained from two international journals, four national journals, 17 accredited journals, and three undergraduate theses. The data were analyzed using Cohen’s effect size technique. The result of the meta-analysis research showed that an active learning strategy was able to improve students’ cognitive learning outcomes in Biology subject with an effect size average of 0.857 in the big category. The learning model that had the highest effect size score was a team quiz possessing effect size score of 0.975 in the big category. The result of the Q test for homogeneity was 26.833 and the p-value was 0.001, meaning homogeneous. The Z test result was 78.540 and the p-value was 0.01 which showed significant analysis results. The florest plot result of students who completed was around 86% which showed that students who completed the KKM were more than 75%. The result of Eiger’s Test p-value was 0.527, meaning that there was no bias on publication of the meta-analysis study which was conducted. The Fail-Safe N score was 65485 and p-value was 0.001, meaning that there was no bias on publication of meta-analysis study, so it could be scientifically justified.

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Section: Publication Biassupporting

confidence: 73%

Section: B Publication Biasmentioning

confidence: 99%

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A Meta-Analysis Study of Implementing Active Learning Strategy to Improve Students’ Cognitive Learning Outcomes in Junior and Senior High School for Biology Subject

Isdayanti,

Aprilia

2022

JPPIPA (Jur. Penelit. Pendidik. IPA)

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“…Exclusion criteria include research data such as the number of participants (N), error indicator percentages, Effect Size (ES), and Standard Error (SE) (Sari et al, 2023). The procedure research, according to Figure 1: The data collection was done according to the following steps (Mansurah et al, 2021). Firstly, search for the keywords that will be used in the research and data are sourced from indexing databases including Google Scholar, DOAJ, and Scopus.…”

Section: Methodsmentioning

confidence: 99%

The Effect of Show and Tell, Role-Play and Storytelling on Speaking Skills: Meta-analysis

Oktaviani,

Ilham,

Lukman

et al. 2024

JOLLT

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Show and tell, role-play, and storytelling are all enjoyable speaking practice approaches for educators to utilize when teaching English. Therefore, the goal of this study is to assess the efficacy of the Show-and-Tell, Role-Play, and Storytelling methods for improving English speaking skills. The results of this study were obtained using JASP software, and 60 research findings met the criteria for the analysis, which shows a significant statistical impact from the three speaking approaches. In the Show-and-Tell method, the effect size value was 1.09 (High Effect), in the Role-Play method it was 1.13 (Very High Effect), and in the Storytelling method it was 1.34 (Very High Effect). However, Storytelling has a greater impact than the other methods. Furthermore, this study suggests that research published in 2022 has the largest effect, with 1,371 (Very High Effect). Meanwhile, analyzing the number of participants, it is clear that a study with more than 52 persons has the biggest impact, with an estimated value of 1.257 (Very High Effect). Among the methods, Story-Telling had a higher influence than the other methods in teaching English speaking skills. In conclusion, this meta-analysis provides strong evidence supporting the effectiveness of the Show-and-Tell, Role-Play, and Story-Telling methods in teaching English speaking skills. The findings underscore the need for educators to incorporate these methods into their pedagogical strategies to enhance students’ English speaking skills.

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Meta-Analisis Pengaruh Model Pembelajaran Kooperatif Tipe Two Stay Two Stray Terhadap Hasil Belajar Siswa Sekolah Dasar

Cited by 2 publications

References 0 publications

A Meta-Analysis Study of Implementing Active Learning Strategy to Improve Students’ Cognitive Learning Outcomes in Junior and Senior High School for Biology Subject

A Meta-Analysis Study of Implementing Active Learning Strategy to Improve Students’ Cognitive Learning Outcomes in Junior and Senior High School for Biology Subject

The Effect of Show and Tell, Role-Play and Storytelling on Speaking Skills: Meta-analysis

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