Pengaruh Model Pembelajaran Blended Learning terhadap Hasil Belajar Siswa Sekolah Dasar

Puspita, Kharisma Afanda; Tirtoni, Feri

doi:10.31849/lectura.v14i1.12031

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…As in the research of manik & harahap (2021) reported that the implementation of discovery learning can improve student learning outcomes in learning Biology on the structure and function of animal tissues. (Irwandi & Putri, 2023) research shows that the implementation of blended learning has an influence on the learning outcomes of high school biology students. Research by (Rizqiah et al, 2023) which reported that the use of the Ruangguru application can improve the learning outcomes of Biology Class XI students.…”

Section: Cognitive Learning Outcomesmentioning

confidence: 95%

“…Blended learning is learning that combines face-to-face learning with online learning (Ahmad et al, 2021). According to (Irwandi & Putri, 2023), the implementation of blended learning has an influence on high school students' Biology learning outcomes. One of the features in the Ruangguru application that is free and supports blended learning is the Ruangkelas feature.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Discovery Blended Learning through The Ruangkelas Feature on The Ruangguru Application to Improve Student Learning Outcomes on Animal Tissues Material

Septiani,

Anggraito

2023

JBE

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This study use a discovery learning model combined with blended learning through the Ruangkelas feature on the Ruangguru application with question and answer methods, discussions, group work, and experiments. The purpose of this study was to analyze the effectiveness of discovery learning blended learning through the Ruangkelas feature on the Ruangguru application to improve student learning outcomes on animal tissue material. Research preparation was carried out at the Department of Biology FMIPA UNNES while the implementation of the research was carried out at SMA Negeri 1 Petarukan. The sample used in this study was 72 students of class XI MIPA, using probability sampling technique. This research is a quasi-experimental research using pre-experimental design type one group pretest-posttest design. Data collection used interviews, questionnaires, tests, observation, and documentation. The data analysis technique consists of data analysis (1) learning outcomes in the cognitive domain which are determined based on classical completeness and N-gain; (2) affective domain learning outcomes are determined based on attitude criteria; and (3) learning outcomes in the psychomotor domain are determined based on skills. Learning outcomes in the cognitive domain are determined based on tests (pretest and posttest), LDS, and LKS. Affective domain learning outcomes are determined based on self-assessment and peer assessment, while psychomotor learning outcomes are determined based on performance. The results of this study are (1) student learning outcomes in the cognitive domain of class XI MIPA show classical completeness of 83.33% and an N-Gain value of 0.5 in the moderate category; (2) student learning outcomes in the affective domain show 54.17% in very good attitude criteria and 45.83% good attitude criteria; (3) student learning outcomes in the psychomotor domain show 55.56% in very good attitude criteria and 44.44% good attitude criteria. From the results of this study, it is concluded that discovery blended learning through the Ruangkelas feature is effective in improving student learning outcomes.

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Section: Cognitive Learning Outcomesmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Discovery Blended Learning through The Ruangkelas Feature on The Ruangguru Application to Improve Student Learning Outcomes on Animal Tissues Material

Septiani,

Anggraito

2023

JBE

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“…The existence of these curriculum changes aims to perfect the previous curriculum. In addition, curriculum changes are also tailored to the needs and development of the times (Puspita & Tirtoni, 2023). It could be classified into two categories: curriculum development before and after independence (Faisal & Martin in Setiawan & Suwandi, 2022).…”

Section: Introductionmentioning

confidence: 99%

An English Teachers’ Perspectives on Differentiated Instruction in ‘Kurikulum Merdeka’: A Case Study in SMA Kabupaten Solok

Mairoza,

Roza,

Samanhudi

2024

lectura

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This research aimed to find out the perspectives that SMA English teachers in Kabupaten Solok have on Differentiated Instruction, the implementation, and the challenges. This research was a qualitative case study. Data collection was based on questionnaires, in-depth interviews, document analysis, and participant observation. Informants who became data sources in this study were selected based on purposive sampling, namely teachers who teach in grade X (Fase E), have more than 10 years of English teaching experience, and were willing to become informants. The data obtained was that informants showed their understanding of Differentiated Instruction from the process of self-learning through PMM and peer discussions. However, in terms of planning on the teaching modules prepared, not all informants have clear planning on Differentiated Instruction. Similarly, it was found during classroom observations that not all informants implemented Differentiated Instruction by the required aspects and considerations. It could be concluded that the informants have explained their understanding of Differentiated Instruction theoretically. However, this was not the case when it came to planning the teaching module and implementing it in the classroom. Some informants showed confusion and incomprehension in the implementation of Differentiated Instruction in the lesson planning and the classroom

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“…Educational institutions provide curricula with the aim of improving the quality of teaching. Puspita & Tirtoni, (2023), the aim of the independent curriculum in elementary schools is to take the education system in a brighter direction and place elementary schools on a logical and correct path towards its goals and objectives. This curriculum helps prepare the country's future generations to face the challenges of the industrial revolution 4.0 by prioritizing freedom and independence (Alfath et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Discovery Learning Learning Analysis to Develop High Level Cognitive Learning Outcomes Based on Student Metacognitive Characteristics

Rahayu,

Yulianti,

Adha

et al. 2024

lectura

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Study findings about students' learning needs became the basis for this research. To improve high-level cognitive learning outcomes based on students' metacognitive characteristics, this research will apply Discovery Learning. This research uses Solomon Four Groups Design, a type of quasi-experimental research methodology. The research population was 216 fourth grade students at Al Kautsar Elementary School. In keeping with the research objectives, a cluster random sampling approach was used to select the sample for this investigation, resulting in a total of 112 students. The data analysis method uses the Man Whitney test which is non-parametric. Research findings show that discovery learning is effectively implemented in elementary schools because it can foster student participation in learning activities, which in turn can improve cognitive learning outcomes at a high level based on students' metacognitive characteristics.

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Pengaruh Model Pembelajaran Blended Learning terhadap Hasil Belajar Siswa Sekolah Dasar

Cited by 4 publications

References 3 publications

The Effectiveness of Discovery Blended Learning through The Ruangkelas Feature on The Ruangguru Application to Improve Student Learning Outcomes on Animal Tissues Material

The Effectiveness of Discovery Blended Learning through The Ruangkelas Feature on The Ruangguru Application to Improve Student Learning Outcomes on Animal Tissues Material

An English Teachers’ Perspectives on Differentiated Instruction in ‘Kurikulum Merdeka’: A Case Study in SMA Kabupaten Solok

Discovery Learning Learning Analysis to Develop High Level Cognitive Learning Outcomes Based on Student Metacognitive Characteristics

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