The potential of the discovery learning model integrated the reading, questioning, and answering model on cross-cultural high school students’ problem-solving skills

Hariyanto, Hariyanto; Hikamah, Siti Roudlotul; Maghfiroh, Nasruliyah Hikmatul; Priawasana, Endra

doi:10.11591/edulearn.v17i1.20599

Cited by 4 publications

(5 citation statements)

References 42 publications

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“…Discovery Learning directs students by making observations, solving problems and providing broad opportunities for students to develop their potential (Hariyanto, 2023). In applying the discovery learning model it not only requires students to be more active in learning but also makes students develop abilities such as observation, analysis, prediction and determination (Irawan, 2019).…”

Section: Results Of Student Activity Data Analysismentioning

confidence: 99%

Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models

Linawati,

Indriyanti,

Ridlo

2023

JISE

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The research aims to analyze student learning outcomes, analyze student activities, analyze student responses and analyze teacher responses with a constructivist approach to discovery learning models. The form of research is pre experimental design, pre test-post test control group design. The population in this study were all junior high students of class VII even semester of SMP N 1 Brangsong, while the research sample was class VIIA and VIIB. Learning outcomes were analyzed using the t-test, while student activities, student responses and teacher responses were analyzed descriptively. The results showed that the gainscore of the experimental class was 31.54 while that of the control class was 25.92, while the significant value of the T-test was 0.000, the activity of the experimental class students was 93.6%, the student response was 89.69% positive while 10.31% was negative and the teacher's response was 85. 7% strongly agree. The conclusion of this study is that the results of student learning on ecology and biodiversity with a constructivist approach to the discovery learning model are better than the control class, the material for ecology and biodiversity with a constructivism approach, the discovery learning model makes students more active, students' responses Ecology and biodiversity material using a constructivist approach to the discovery learning model is positive and the teacher's response to the material on ecology and biodiversity using a constructivist approach to discovery learning model is positive, so it is very agreeable to be applied.

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Section: Results Of Student Activity Data Analysismentioning

confidence: 99%

Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models

Linawati,

Indriyanti,

Ridlo

2023

JISE

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“…Interaksi siswa dengan guru sebagai makna utama dalam proses pembelajaran memegang peranan penting untuk mencapai tujuan pengajaran yang efektif. (Hariyanto, Hikamah, Maghfiroh, & Priawasana, 2023;Priawasana & Waris, 2019).…”

Section: A Pendahuluanunclassified

“…Mind Mapping mampu mendorong siswa belajar lebih giat dan lebih aktif karena siswa dilibatkan langsung untuk mengembangkan pemahaman dan penugasannya dalam pemecahan suatu masalah. Masalah yang didasarkan pada masalah kehidupan nyata yang dipilih untuk memenuhi tujuan Pendidikan dan kriteria (Hariyanto et al, 2023). Guru dapat memberikan fasilitas yang menarik, khusus dalam belajar bahasa Inggris, sehingga siswa melakukan kegiatan pengamatan dan mampu menemukan informasi penting dari teks tersebut.…”

Section: Hasil Penelitian Dan Pembahasanunclassified

Metode Mind Mapping Media Gambar Terhadap Hasil Belajar Kognitif Pada Mata Pelajaran Ips Terpadu

Yasin,

Priawasana,

Kustiyowati

2023

dar

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The purpose of this study was to determine the effect of the mind mapping method of image media on cognitive learning outcomes. the teacher must be able to apply the mind mapping technique assisted by image media to students optimally so that obstacles can be resolved properly. based on this, the results of learning ips erpadu using the mind mapping method assisted by image media are able to increase motivation and learning outcomes of ips lessons. This can be seen from the activities carried out by students in making concept maps that have met expectations, namely students have been able to convey subject matter using mind mapping with their own variations, and students have been able to summarise long material into the form of concept maps that are varied by theme, the method used is a pre experimental design method with a one group pretest-posttest design research design, the subject group in this study is class viii students of mtsn 8 Banyuwangi as many as 35 students, and the results of the research show that there is a significant difference between cognitive learning outcomes before treatment and after treatment, between groups of students using the maind mapping method and groups of students using image media. this is evidenced by the acquisition of the t-h value. This is evidenced by the acquisition of the t-count value of the maind mapping method of -4.961 with a significance value of 0,215, while with the image media the t-count value is -4.902 with a significance value of 0,417. Tujuan dalam penelitian ini untuk mengetahui pengaruh metode mind mapping media gambar terhadap hasil belajar kognitif. guru harus mampu menerapkan teknik mind mapping berbantuan media gambar kepada siswa secara optimal sehingga kendala-kendala bisa diselesaikan dengan baik. berdasarkan hal tersebut, hasil belajar ips erpadu dengan menggunakan metode mind mapping berbantuan media gambar mampu meningkatkan motivasi dan hasil belajar maa pelajaran ips. hal ini terlihat dari kegiatan yang dilakukan siswa dalam membuat peta konsep sudah memenuhi harapan yaitu siswa sudah mampu menyampaikan materi pelajaran dengan menggunakan mind mapping dengan variasi mereka sendiri, dan siswa sudah dapat meringkas materi yang panjang ke dalam bentuk peta konsep yang divariasikan dengan tema, metode yang digunakan adalah metode pre experimental design dengan desain penelitian one group pretest-posttest design, , kelompok subyek dalam penelitian ini adalah siswa kelas viii mtsn 8 banyuwangi sebaak 35 siswa,an hasil perneliterdapat perbedaan ang signifikan antara,hasil belajar kognit sebelum perlakuan dan sesudah perlakuan, antara kelompok siswa yang menggunakan metode maind mapping dan kelompok siswa yang menggunakan media gambar. hal ini dibuktikan dengan perolehan nilai t-hitung meode maind mapping sebesar -4,961dengan nilai signifikansi sebesar 0,215. sedangkan dengan media gambar nilai t-hitung sebesar -4,902 dengan nilai signifikansi sebesar 0 ,417

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“…Culture plays a role in shaping individuals to overcome group or individual problems [17] so that counsellors can bring out cultural dimensions in the implementation of counselling. Peace counsellors can learn from peace educator KH Ahmad Dahlan how to integrate counselling services with people's life guidelines as religious knowledge.…”

Section: Introductionmentioning

confidence: 99%

An integrative literature review: design and stages of peace group counselling as peace counselor/educator strategies for fostering a peace mindset

Supriyanto,

Wibowo,

Mulawarman

et al. 2024

EduLearn

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Counsellors as peace educators are to foster a peaceful mindset to students. However, not every peace counsellor shares peaceful thinking with clients or students with problems as a gap. Peace group leaders can integrate counselling as a science with religion through the design and stages of peace group counselling (PGC). This research aims to design and organize PGC stages to facilitate peaceful thinking patterns in peace counsellors/educators (PC/E) to foster peaceful thinking patterns. Integrative literature review as a research model by collecting data through documentation with relevant books and journals, then analyzing it descriptively and qualitatively. The research findings found that the PC/E's duties as imams (group leaders) and kaffah individuals have therapeutic abilities. PC/E combines peaceful thinking with help from God. The PGC process has three stages: initial, work, and the final. The work stages combine the sub-stages of peace counselling, starting from rational, exploring the root causes of peaceful thoughts, self-reflection, seeking, and searching for peaceful thought patterns, looking for different forms and behaviors of peaceful thought patterns towards God's teachings as a novelty, and ending with evaluation and follow-up. PC/E implements the PGC design and stages so that individuals can cultivate a peaceful mindset through training and experimental research.

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The potential of the discovery learning model integrated the reading, questioning, and answering model on cross-cultural high school students’ problem-solving skills

Cited by 4 publications

References 42 publications

Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models

Student Learning Outcomes on Ecology and Biodiversity with the Construcvism Approach Learning Discovery Models

Metode Mind Mapping Media Gambar Terhadap Hasil Belajar Kognitif Pada Mata Pelajaran Ips Terpadu

An integrative literature review: design and stages of peace group counselling as peace counselor/educator strategies for fostering a peace mindset

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