Pengaruh cooperative learning dan flipped classroom-cooperative learning matakuliah kimia analisis II terhadap motivasi belajar mahasiswa

Rohyami, Yuli; Huda, Thorikul

doi:10.20885/rpi.vol1.iss2.art5

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Model flipped classroom sudah diimplementasikan dalam pembelajaran di perguruan tinggi di Indonesia. Publikasi penerapan model ini diantaranya pada mata kuliah kimia dasar (Sinaga, 2017); kimia analisis (Rohyami & Huda, 2019); kalkulus (Setyawan & Istiandaru, 2019); riset operasi (Indarsih & Endrayanto, 2020); mata kuliah keperawatan keluarga (Hatmanti & Septianingrum, 2020); manajemen basis data (Sukri & Fatah, 2020); manajemen informasi dan e-administrasi (Ishak, Kurniawan, & Zainuddin, 2019); fotografi dasar (Satrio & Utami, 2018); dan perencanaan pembelajaran (Rindaningsih, 2018). Namun publikasi implementasi model tersebut pada pembelajaran biologi di perguruan tinggi di Indonesia masih sangat terbatas.…”

Section: Pendahuluanunclassified

Implementasi Flipped Classroom pada Materi Whole Mount (Asetolisis Polen dan Spora) untuk Meningkatkan Pemahaman Mahasiswa

Susilawati

2020

B : JIB

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The implementation of the flipped classroom model was one of the efforts to prepare quality human resources and master the skills of the 21st century. Face-to-face activities that were more of an analysis, evaluating, and creating in a flipped classroom could train critical thinking skills and had a direct impact on students' understanding. The purpose of this study was to analyze the implementation of the flipped classroom model and its effect on students' understanding of the whole mount material (pollen and spore acetolysis) in microtechnique courses. This research was a quasi-experiment with nonequivalent control group design. The independent variable was the flipped classroom model, while the dependent variable was student understanding. Test (pretest and posttest) was used as data collection techniques. Data analysis was performed by calculating the N-gain then t-test. The learning design was divided into pre-class, in-class, and post-class stages. The in-class stage is designed using the practicum method. The results showed that the percentage of students with high and moderate N-gain categories in the control group was 43.76%, while in the treatment group was higher, namely 64.87%. The implementation of a flipped classroom could improve student understanding of lecture material.

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Section: Pendahuluanunclassified

Implementasi Flipped Classroom pada Materi Whole Mount (Asetolisis Polen dan Spora) untuk Meningkatkan Pemahaman Mahasiswa

Susilawati

2020

B : JIB

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“…Gillies, 2017). Even the online learning syntax also supports the process of interaction and communication in implementing cooperative learning (Ginaya, Somawati, Agung, & Mataram, 2022;Rohyami & Huda, 2019).…”

Section: Introductionmentioning

confidence: 99%

Increasing Students’ Learning Outcomes Through the Script Model of Cooperative Learning in Secondary School

Kasmiati,

Surdin,

Amaluddin

et al. 2023

AIJP

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This study aims to improve student learning outcomes majoring in Social Sciences at Wawotobi High School through the application of scripted cooperative learning. This learning model is applied to determine student learning outcomes on the topic of Indonesian Natural Resources Management because students are less active during learning and are always teacher-centred, especially in student collaboration activities. The experimental research method used in this study was a one-group experimental design. This research includes pre-test and post-test. It was carried out at Wawotobi State High School in the 2021-2022 academic year. Participants were taken from the social studies major in third grade. That's about 30 students. Data collection methods include observation, tests, and documentation. The data findings conclude that t-stat t-table (-21.973 2.045), so it can be said that cooperative learning through a script model significantly increases the overall value of student learning outcomes. Learning outcomes on the subject of population dynamics in Indonesia have increased and 30 students have met the Minimum Completeness Criteria scores with a percentage of completeness learning outcomes is 100%. The results of this study recommend teachers apply a script-type cooperative learning model as alternative learning that can be done online and offline. The results of this study also have implications for teachers' understanding of the learning approach that should be used according to the needs and characteristics of students or the learning objectives to be achieved.

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“…The student-centered learning method in cooperative learning places students as adult learners so that students are responsible for being able to learn effectively and efficiently. (Purwaningsih, 2020;Rohyami & Huda, 2019). Academic Year 2020/2021 students who are Generation Z, based on the study of Tang dan Chaw (2013), have the characteristics of heavy technology users so that online learning no longer requires significant adjustments because they are familiar with online activities from an early age.…”

Section: Introductionmentioning

confidence: 99%

Implementing a Cooperative E-Learning Model by Virtual Interviews with Native Speakers

Hidayah

2021

Teknodika

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<table border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="519"><p class="HeaderAbs"><em>This study aimed to define the impact of the cooperative learning model through virtual interviews with native speakers on learning outcomes and student perceptions in English course. This strategy is applied to overcome obstacles in the absence of offline learning (face-to-face in class) during the covid-19 pandemic; thus, online learning methods need to be modified to optimize student ability in English. A total of 135 students were given a questionnaire to determine their opinion about the virtual interviews and their learning progress. Half of the students taught through the virtual interview with native speakers (experimental group) and the others without native speakers (control group). Results showed that both groups showing increases in speaking confidence and their perception of the learning process, but the experimental group’s mean percentage was higher than in the control group. Therefore, the cooperative learning model's implementation can lead to positive outcomes since they could engage students in the English learning process. The implication of this study calls for the cooperative learning model implementation did not only make students active and motivated in learning, but also can improve the effectiveness and quality of learning. </em></p></td></tr></tbody></table>

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Pengaruh cooperative learning dan flipped classroom-cooperative learning matakuliah kimia analisis II terhadap motivasi belajar mahasiswa

Cited by 3 publications

References 2 publications

Implementasi Flipped Classroom pada Materi Whole Mount (Asetolisis Polen dan Spora) untuk Meningkatkan Pemahaman Mahasiswa

Implementasi Flipped Classroom pada Materi Whole Mount (Asetolisis Polen dan Spora) untuk Meningkatkan Pemahaman Mahasiswa

Increasing Students’ Learning Outcomes Through the Script Model of Cooperative Learning in Secondary School

Implementing a Cooperative E-Learning Model by Virtual Interviews with Native Speakers

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