Pengaruh Model Brain Based Learning Terhadap Hasil Belajar Siswa

Syarifudin, Achmad; Dhewy, Risdiana Chandra; Agustina, Eka

doi:10.51836/jedma.v1i2.155

Cited by 7 publications

(6 citation statements)

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“…From this research it was obtained regarding Flipped Classroom learning devices on the material of harmonic vibration and impulse and momentum, it can be concluded that the resulting learning devices are stated to be valid, practical, interesting, easy and useful to apply in learning physics in high school, but have a low level of effectiveness in improve student learning outcomes. Supported by other study that conducted a study on learning using the flipped classroom model (Syarifudin et al, 2021). From this study, the research results showed that the learning process was in the very good category, the learning outcomes of students were in the sufficient category.…”

Section: Discussionsupporting

confidence: 55%

Flipped Classroom Integrated with Ethnoscience: Innovative Learning Tools in Science Learning

Putri,

Jufrida,

Dani

2023

indonesian j. educ. res. rev.

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Learning tools for a teacher are an obligation that must be owned, because they become a guide for a teacher in carrying out the teaching and learning process. Learning devices are the initial stage in the learning process, so the quality of the devices used must make students more active in the learning process. The aim of this study is to develop learning devices of flipped classroom independent curriculum integrated with ethnoscience materials applying the principles and concepts of heat. This study uses a 4D model, but researchers conduct research only at the develop stage. The subjects of this study were 2 Physics lecturers and teachers. The data collection method used in this research is in the form of interviews and expert validation sheets, namely pedagogy, materials and media. Data analysis techniques in this study consisted of qualitative data, quantitative data and validation questionnaire data. The result produce flipped classroom learning device integrated with ethnoscience in the material applying the principles and concepts of high school physics heat. Based on the validation data of lecturers as experts and teachers as users, it can be concluded that the validation learning device products get results in all aspects in very good categories.

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Section: Discussionsupporting

confidence: 55%

Flipped Classroom Integrated with Ethnoscience: Innovative Learning Tools in Science Learning

Putri,

Jufrida,

Dani

2023

indonesian j. educ. res. rev.

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“…Salah satu sifat peserta didik pada jenjang MI/SD adalah rasa ingin tahu yang tinggi. Jika peserta didik menghadapi masalah, mereka akan tertarik untuk menyelesaikannya (Syarifudin et al, 2021).…”

Section: C) Implementasi Model Problem Based Learning Pada Muatan Bah...unclassified

Penerapan Model Problem Based Learning Pada Pembelajaran Tematik Muatan Bahasa Indonesia Kelas Iii Sekolah Dasar

Farisia,

SetyoBudi,

Chafsoh

et al. 2023

JKP

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Kurangnya kemampuan guru dalam memberikan peluang pada peserta didik supaya aktif memiliki dampak pada keterampilan berbahasa mereka. Selain itu, tidak adanya motivasi yang dimiliki peserta didik juga mengakibatkan hal tersebut. Pembelajaran tematik muatan Bahasa Indonesia perlu dilaksanakan secara variatif dan inovatif agar penguasaan kompetensi yang dimiliki peserta didik menjadi optimal. Dalam penelitian ini menggunakan teknik analisis data deskriptif kualitatif. Dalam karya ini digunakan literature review, mencari penelitian di berbagai sumber literatur berupa buku, artikel, jurnal atau dokumen yang berkaitan dengan masalah yang diteliti. Metode ini diperoleh rujukan dari 10 tahun terakhir artikel atau jurnal yang berkaitan dengan penerapan model Problem Based Learning pada pembelajaran tematik muatan Bahasa Indonesia. Dengan menggunakan model Problem Based Learning akan membantu guru dalam mengatasi permasalahan yang ada. Pada kondisi awal, peserta didik diarahkan agar mengidentifikasi suatu permasalahan. Selanjutnya, mereka harus menemukan solusi melalui kegiatan penyelidikan. Terbukti dari hasil penelitian bahwasanya model ini dapat meningkatkan keaktifan peserta didik, sekaligus keterampilan berbahasa mereka. Sebab peserta didik dapat mengutarakan pendapatnya dengan keterampilan dalam berbahasa.

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“…Berdasarkan hasil penelitian yang telah dijabarkan sebelumnya menunjukkan bahwa hipotesis pertama yaitu pengaruh model Problem Based Learning (PBL) terhadap hasil belajar matematika bilangan bulat peserta didik kelas VI di SD Negeri Desa Dodap diperoleh Ha diterima dan H0 ditolak. Hal ini sejalan dengan penelitian sebelumnya (Syarifudin et al, 2021) yang mengungkapkan bahwa model pembelajaran Problem Based Learning (PBL) dapat meningkatkan hasil belajar mulai dari 5% sampai pada 95%. PBL dapat berjalan dengan baik ketika guru melibatkan peserta didik dengan stimulus yang tepat (Asrifah et al, 2020) (Paradina et al, 2019).…”

Section: Pembahasanunclassified

Pengaruh Model PBL Dan Evaluasi Berbasis Hots Terhadap Hasil Belajar Bilangan Bulat Kelas VI SD Negeri Desa Dodap

Rorimpandey

Tuerah²

2023

JEE

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This study aims to determine the effect of the model problem-based learning and HOTS-based evaluation of mathematics learning outcomes for grade VI students at Elementary School in Dodap Village. The population in this study amounted to 36 students. This study used a quantitative approach research design. The analysis used multiple regression analysis to see the effect of the model problem-based learning and hots-based evaluation of mathematics learning outcomes in integer material. The research results obtained (1) model problem-based learning effect on the results of learning mathematics this is evidenced by the value themselves 0.00 <0.05 which means there is an influence. (2) HOTS-based evaluation has an effect on mathematics learning outcomes, this is evidenced by grades themselves namely 0.00 <0.05 which means there is an influence of (3) model problem-based learning and HOTS-based evaluations simultaneously affect the results of learning mathematics, this is evidenced by gradesR Square is 0.669 or 66.9%. This means that the ability of the learning model problem-based learning and the results of the HOTS evaluation are able to explain the learning outcomes of 66.9%, the remaining 33.1% is explained by other variables not explained in the study. The same thing with research conducted by (Agustin et al., 2019) the PBL model can improve learning outcomes because of problem solving activities. (Sari & Rakhmawati, 2023) HOTS-based evaluation can improve mathematics learning outcomes if continuously trained and studied. (Mustofa, 2022) model problem-based learning and HOTS-based evaluation can simultaneously improve mathematics learning outcomes.

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Pengaruh Model Brain Based Learning Terhadap Hasil Belajar Siswa

Cited by 7 publications

References 0 publications

Flipped Classroom Integrated with Ethnoscience: Innovative Learning Tools in Science Learning

Flipped Classroom Integrated with Ethnoscience: Innovative Learning Tools in Science Learning

Penerapan Model Problem Based Learning Pada Pembelajaran Tematik Muatan Bahasa Indonesia Kelas Iii Sekolah Dasar

Pengaruh Model PBL Dan Evaluasi Berbasis Hots Terhadap Hasil Belajar Bilangan Bulat Kelas VI SD Negeri Desa Dodap

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