Penerapan Model Pembelajaran Vak (Visualization, Auditory, Dan Kinestethic) Terhadap Hasil Belajar Ipa Peserta Didik Kelas Iv Sd Negeri 147 Pekanbaru

Elisa, Triyan Desti; Hermita, Neni; Noviana, Eddy

doi:10.30595/dinamika.v11i1.5981

Cited by 8 publications

(11 citation statements)

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“…Therefore, the teacher should be able to choose a model and one that is in accordance with the material and student characteristics so that students are active and enthusiastic in learning. If students are active and enthusiastic in learning, learning will be fun and meaningful [4].…”

Section: Bakcgroundmentioning

confidence: 99%

The Effectiveness of Vak Models With Multimedia to Improve Social Science Learning Achievement

Yuniarti¹,

Suyitno²,

Anggoro³

2021

Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indon

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The objectives of this study were to: (1) described the steps of applying the visualization, auditory, kinesthetic (VAK) model with multimedia; (2) improved student learning outcomes; and (3) described the constraints and solutions of implementing the VAK model with multimedia in improving student learning outcomes. This Classroom Action Research (CAR) was carried out collaboratively and lasted for two cycles at SD Negeri 2 Tamanwinangun with a total of 27 students. Data analysis used was qualitative and quantitative analysis. The results of this study are the implementation of the VAK model with multimedia which is carried out according to the right steps to improve social studies learning outcomes with an average percentage of completeness in cycle I reaching 59.25% and in cycle II increasing to 86.68%. The constraints faced by researchers were: (a) teachers were still hesitant in applying the VAK model; (b) students are less active in learning; (c) students have difficulty in solving problems; and (d) students' responses have not touched on the content of the discussion. The solutions are: (a) providing VAK model training to teachers; (b) the teacher activates the students; (c) the teacher guides students to solve problems; and (d) the teacher guides students in providing responses.

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Section: Bakcgroundmentioning

confidence: 99%

The Effectiveness of Vak Models With Multimedia to Improve Social Science Learning Achievement

Yuniarti¹,

Suyitno²,

Anggoro³

2021

Proceedings of the 1st International Conference on Social Sciences, ICONESS 2021, 19 July 2021, Purwokerto, Central Java, Indon

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“…Kinestetik yaitu belajar melalui aktivitas fisik dan keterlibatan langsung, suka bergerak, menyentuh dan merasakan atau mengalami sendiri. Model pembelajaran VAK merupakan model pembelajaran yang efektif dan dapat menumbuhkan rasa minat siswa (Elisa et al, 2019).…”

Section: Pendahuluanunclassified

Model Pembelajaran Visualization Auditory Kinesthetic Berbantuan Media Audio Visual Terhadap Kompetensi Pengetahuan Ipa Siswa

Suwandewi

2020

JPPP

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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Visualization Auditory Kinesthetic (VAK) berbantuan media audio visual terhadap kompetensi pengetahuan IPA siswa kelas IV SD Gugus III Kecamatan Mengwi tahun ajaran 2019/2020. Penelitian ini adalah penelitian eksperimen semu dengan rancangan Nonequivalent Control Group Design. Sampel dalam penelitian ini yaitu kelas IV SD N. 2 Sempidi sebagai kelompok eksperimen dan kelas IVA SD N. 3 Sempidi sebagai kelompok kontrol. Data kompetensi pengetahuan IPA dianalisis dengan uji-t rumus polled varians. Berdasarkan hasil analisis uji-t diperoleh thitung = 2,416 dan pada taraf signifikansi 5% dengan dk = 45 diperoleh ttabel = 2,021. Hasil analisis menunjukkan thitung = 2,416 > ttabel = 2,021, maka H0 ditolak. Dengan demikian, terdapat perbedaan yang signifikan kompetensi pengetahuan IPA antara kelompok siswa yang dibelajarkan dengan model pembelajaran VAK berbantuan media audio visual dan kelompok siswa yang dibelajarkan dengan pembelajaran konvensional pada kelas IV SD Gugus III Kecamatan Mengwi tahun ajaran 2019/2020. Hasil penelitian menunjukkan bahwa rata-rata skor post-test kompetensi pengetahuan IPA yang diperoleh kelompok eksperimen yaitu 87,73 lebih besar dari kelompok kontrol yaitu 82,57. Dapat disimpulkan bahwa terdapat pengaruh yang signifikan model pembelajaran VAK berbantuan media audio visual terhadap kompetensi pengetahuan IPA siswa kelas IV SD Gugus III Kecamatan Mengwi tahun ajaran 2019/2020.

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“…Peningkatan kualitas dan efektitivitas pembelajaran IPA telah dilakukan melalui berbagai upaya, salah satu dari upaya terebut adalah penggunaan model pembelajaran model Visualization Auditory Kinestetic (VAK). Model pembelajaran Visualization Auditory Kinestetic merupakan anak dari model pembelajaran Quantum yang berberinsip menjadikan suasana belajar menjadi lebih nyaman dan menjadikan kesuksesan bagi pelajar di masa depan (Elisa et al, 2019;Parbawa & Sujana, 2018;Rahmawati, 2018). Model pembelaran Visualization Auditory Kinestetic merupakan model yang mengoptimalkan ketiga modalitas belajar.…”

Section: Introductionunclassified

“…Beberapa penelitian terdahulu menunjukan bahwa model pembelajaran Visualization Auditory Kinestetic memberikan pengaruh terhadap hasil belajar IPA. Hal tersebut dapat terlihat dari meningkatnya hasil belajar siswa sesudah siswa mendapatkan perlakuan dengan menggunkan model pembelajaran Visualization Auditory Kinestetic pada muatan pembelajaran IPA (Elisa et al, 2019;Parbawa & Sujana, 2018;Rukmana et al, 2018). Namun saat ini belum adanya penelitian terbaru yang mengkaji hasil-hasil penelitian model pembelajaran Visualization Auditory Kinestetic terhadap hasil belajar IPA di tingkat sekolah dasar.…”

Section: Introductionunclassified

Effect Size Model Pembelajaran Visualization Auditory Kinestetic (VAK) Terhadap Hasil Belajar IPA di Sekolah Dasar

Mulyani

Agung

Jayanta

2021

JIPPG

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There is no recent research that examines the results of research on the Visualization Auditory Kinesthetic learning model on science learning outcomes at the elementary school level. This study aims to analyze the influence of the Visual Auditory Kinesthetic (VAK) learning model on science learning outcomes in elementary schools. The method used is a meta-analysis of a narrative review or systematic review by analyzing the results of research that have been published nationally related to the use of the Visual Auditory Kinesthetic model of learning outcomes in science in elementary schools. The sample of analysis is five journals that have been published in the period 2013-2020, which discuss the writing of experiments using the Visual Auditory Kinesthetic model of science learning outcomes. The approach used is descriptive quantitative, namely calculating the effect size by identifying the mean, standard deviation, and variance of the t-test calculation. The writing instrument is a coding sheet that summarizes the data and journal information. Based on the results of the overall effect analysis, the average value of the influence is 3.67, which means that it is in the large effect category. The analysis findings also show that the Visual Auditory Kinesthetic learning model provides an effective influence in terms of the area and the dependent variable as well as the learning media used. In each article that has been analyzed for the effect size, there are differences in the results of the Visual Auditory Kinesthetic learning model which is assisted by learning media, and those that are not assisted by learning media. learn science in elementary school.

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Penerapan Model Pembelajaran Vak (Visualization, Auditory, Dan Kinestethic) Terhadap Hasil Belajar Ipa Peserta Didik Kelas Iv Sd Negeri 147 Pekanbaru

Cited by 8 publications

References 0 publications

The Effectiveness of Vak Models With Multimedia to Improve Social Science Learning Achievement

The Effectiveness of Vak Models With Multimedia to Improve Social Science Learning Achievement

Model Pembelajaran Visualization Auditory Kinesthetic Berbantuan Media Audio Visual Terhadap Kompetensi Pengetahuan Ipa Siswa

Effect Size Model Pembelajaran Visualization Auditory Kinestetic (VAK) Terhadap Hasil Belajar IPA di Sekolah Dasar

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