The Application of Assignment Learning Group Methods Through Micro Scale Practicum to Improve Elementary School Teacher Study Program College Students’ Skills and Interests in Following Science Study Courses

Suchyadi, Yudhie; Karmila, Nita

doi:10.33751/jhss.v3i2.1466

Cited by 19 publications

(19 citation statements)

References 4 publications

(3 reference statements)

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“…Kelas adalah tempat terjadinya interaksi antar anggota kelas, baik antar peserta didik maupun interakasi antara pendidik dengan peserta didik, yang karenanya menarik untuk diteliti. Pemahaman konsep dan Keterampilan Proses meningkat setelah siswa mengalami proses pembelajaran (Suchyadi & Karmila, 2019). Motivasi belajar adalah bagian internal yang diduga kuat mendukung proses dan hasil belajar sehingga kajian aspek internal ini diharapkan akan lebih melengkapi keseluruhan hasil penelitian.…”

Section: Pendahuluanunclassified

Hubungan Iklim Kelas Dan Motivasi Belajar Dengan Hasil Belajar Peserta Didik

Setiyadi

Loviansi

2020

J MANAJ PEND

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THE RELATIONSHIP BETWEEN CLASSROOM CLIMATE AND LEARNING MOTIVATION WITH STUDENT LEARNING OUTCOMESThis study aims to look at the relationship between classroom climate and learning motivation with student learning outcomes in Class XI Office Administration at SMK Negeri 1 Kota Jambi. This study uses quantitative methods with ex post facto design. The population used in this study were students of Class XI Office Administration at SMK Negeri 1 Kota Jambi. The study population was 122 students and the sample chosen was 67 students based on intrapolation calculations and then the distribution of samples using Simple Random Sampling. Data collection techniques in this study used primary data in the form of a questionnaire and secondary data in the form of data on the average value of student tests. Data analysis techniques used in this study are simple correlation analysis and multiple correlation analysis. The results showed that: (1) There was a relationship between classroom climate and student learning outcomes of 0.595 with a percentage of 59.5% and a significance value of 0.000 so that rcount> rtable or 0.595> 0.201 could be said to be significant. Because r count> r table then Ho is rejected and Ha is accepted. (2) There is a relationship of learning motivation with student learning outcomes of 0.744 with a percentage of 74.4% and a significance value of 0.000 so that rcount> rtable or 0.744> 0.201 can be said to be significant. Because r count> r table then Ho is rejected and Ha is accepted; and (3) There is a relationship between classroom climate and learning motivation with student learning outcomes of 0.783 with a percentage of 78.3%. It can be concluded that classroom climate and learning motivation together have a correlation with student learning outcomes. This conclusion suggests that educators can optimize classrooms and provide awareness of the importance of learning and motivate students during the learning process, by creating a conducive classroom atmosphere and providing interesting learning methods so that students do not feel bored and bored, and feel safe and comfortable and excited in learning in class so that it will have implications for maximum learning outcomes.

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Section: Pendahuluanunclassified

Hubungan Iklim Kelas Dan Motivasi Belajar Dengan Hasil Belajar Peserta Didik

Setiyadi

Loviansi

2020

J MANAJ PEND

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“…Mengenalkan sains pada anak berarti membantu anak untuk melakukan percobaan sederhana menggunakan alat peraga sehingga dapat menghubungkan sebab dan akibat suatu perlakuan. Percobaan mengunakan alat peraga tersebut juga akan membantu anak untuk mulai berfikir logis (Suchyadi & Karmila, 2019).…”

Section: Pendahuluanunclassified

Peningkatan Aktifitas Dan Prestasi Belajar Siswa Sma Matematika Materi Limit Melalui Model Tutor Teman Sebaya (Tts) Variasi

Rosetti¹

2020

Pedagonal J Ilm Pend

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IMPROVEMENT OF LEARNING ACTIVITIES AND ACHIEVEMENTS OF SENIOR HIGH SCHOOL STUDENTS ON LESSONS OF LIMIT THROUGH VARIATION PEER-TEACHING MODELSThis research aims to improve Mathematics learning activities and improve mathematics learning achievement of the Limit material through the variation peer-teaching models model for class XI MIPA 3 students in the 2018/2019 academic year. This research was conducted at SMA Negeri 9 Bogor. This research was conducted from January 2019 to June 2019. The subjects in this Classroom Action Research were students of SMA Negeri 9 Bogor in class XI MIPA 3, totaling 35 students consisting of 13 male students and 22 female students. Data collection techniques with written tests and observations. Data analysis using comparative description analysis and qualitative description. The results of this Classroom Action Research are: students' mathematics learning activities in the initial conditions, cycle I and cycle II have increased. The average score of student learning activities in the initial conditions of 2.74 increased to 3.77 in the first cycle and increased to 4.30 in the second cycle, while the mathematics learning achievement of students in the initial conditions, cycle I and cycle II increased. The average value of student achievement in the initial conditions of 39.13 increased to 71.17 in the first cycle and increased to 88.13 in the second cycle. The percentage of students who completed also increased, in the initial condition, students who completed learning were only 17.14%, increasing to 50% in cycle I and increasing to 80% in cycle II. This increase is due to the variation peer-teaching models learning method, all students can be actively involved in learning. Students who are appointed as tutors are active in helping their group members overcome learning difficulties. Students who have difficulty learning actively ask questions and discuss with tutors who are their own friends.

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“…Jadi dalam model pembelajaran kooperatif ini, siswa bekerja sama dengan kelompoknya untuk menyelesaikan suatu permasalahan. Dengan begitu siswa akan bertanggung jawab atas belajarnya sendiri dan berusaha menemukan informasi untuk menjawab pertanyaan-pertanyaan yang diberikan pada mereka (Suchyadi & Karmila, 2019). Menurut Sanjaya (2006).…”

Section: Pedagonal : Jurnal Ilmiah Pendidikanunclassified

Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar Prakarya Dan Kewirausahaan Siswa Pada Materi Konsep Dasar Kerajinan Di SMK Yktb 2 Bogor

Kusnadi

2020

Pedagonal J Ilm Pend

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THE APPLICATION OF JIGSAW TYPE COOPERATIVE LEARNING MODELS TO IMPROVE RESULTS OF CRAFTSMANSHIP AND ENTREPRENEURSHIP STUDENT IN BASIC CRAFTS CONCEPT MATERIALS IN SMK YKTB 2 BOGORThe Jigsaw cooperative model is one of the learning models that teachers can apply in Craft and Entrepreneurship learning to provide meaningful learning experiences for students because it can generate teaching and learning activities. Positive student learning activities are a process for students to learn and understand the material. The more often students involve actively in teaching and learning activities, the greater the opportunity for students to develop their abilities both academically to achieve the KKM targets (Minimum Completeness Criteria) and also hopefully in terms of developing attitudes in students. The research method used is classroom action research. This research was conducted on students of Class XI OTKP 1 SMK YKTB 2 Bogor. With 34 students consisting of 17 boys and 17 girls. The correctness of the action hypothesis and to answer research questions need to be supported by accurate data and information obtained through research. The data were obtained through daily tests carried out at the end of the cycle, individual assignments in the form of homework (PR) group assignments, observation sheets and student questionnaires. Based on the analysis of the research data, it can be seen that the application of the jigsaw cooperative model in learning integers can improve student learning outcomes and student activity has increased because all students feel valued and can take part in maintaining the good name of their group even though their score is not 100 which is important in Each cycle test has an increase, so that students give a positive response to the jigsaw cooperative learning model.

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The Application of Assignment Learning Group Methods Through Micro Scale Practicum to Improve Elementary School Teacher Study Program College Students’ Skills and Interests in Following Science Study Courses

Cited by 19 publications

References 4 publications

Hubungan Iklim Kelas Dan Motivasi Belajar Dengan Hasil Belajar Peserta Didik

Hubungan Iklim Kelas Dan Motivasi Belajar Dengan Hasil Belajar Peserta Didik

Peningkatan Aktifitas Dan Prestasi Belajar Siswa Sma Matematika Materi Limit Melalui Model Tutor Teman Sebaya (Tts) Variasi

Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar Prakarya Dan Kewirausahaan Siswa Pada Materi Konsep Dasar Kerajinan Di SMK Yktb 2 Bogor

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