Upaya Meningkatkan Motivasi Dan Hasil Belajar Siswa Menggunakan Model Cooperative Learning Tipe Rotating Trio Exchange (Rte)

Huda, Fatkhan Amirul; Adpriyadi, Adpriyadi; Yulianti, Ika

doi:10.31932/jutech.v1i1.691

Cited by 3 publications

(4 citation statements)

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“…The theory supporting the SAVI learning model is the right / left brain theory, triune brain, choice of modalities, multiple intelligence theory, and accelerated learning (F. A. Huda & Yulianti, 2020;M. Huda, 2014).…”

Section: Resultsmentioning

confidence: 99%

Somatic, Auditory, Visual and Intellectual (SAVI) Learning Models Affect Students 'Mathematics Learning Achievement

Fajriah¹,

Nurfitriani²,

Permana³

2020

IJEE

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The low mathematics learning achievement of students due to the less than optimal use of innovative learning models makes it difficult for students to understand the learning material as the reason why this study was conducted. The purpose of this study was to analyze the effect of the application of Somatic, Auditory, Visual and Intellectual (SAVI) learning. This type of this study was expresearcherimental research, with quantitative data. This study used the experimental design of The Non-Equivalent Group Design. The population of this study were all students of class V, amounting to 61 students. The technique in determining the research sample is random sampling. Test and interview methods were used in collecting research data. The results of data analysis showed that the average mathematics learning achievement of students in the group given the SAVI learning model got 83.6 results while the average mathematics learning achievement of students in the conventional taught group got 61.66 results. The difference can also be seen from the average N gain, namely the experimental class is 0.68 in the quite effective category, while for the average N gain, and the control class is 0.22, in the ineffective category. Thus, there is a significant difference in students' mathematics learning achievement between the experimental class that uses the SAVI learning model and the control class that does not use the SAVI learning model.

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Section: Resultsmentioning

confidence: 99%

Somatic, Auditory, Visual and Intellectual (SAVI) Learning Models Affect Students 'Mathematics Learning Achievement

Fajriah¹,

Nurfitriani²,

Permana³

2020

IJEE

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“…The result can be seen from the learning steps where students actively solve the problems given in the boxes that have been prepared. RTE is a learning model in which a group consists of 3 students, who are numbered 0.1, and 2, then rotate (Huda & Yulianti, 2020). Meanwhile, Isjoni (Chandra, 2018) state that RTE is implemented in steps, namely the class is divided into groups consisting of three people.…”

Section: Table 3 the T-test Analysis Recapitulation Of Post-test Datamentioning

confidence: 99%

“…Rotating Trio Exchange (RTE) cooperative learning model is one of the cooperative learning models that stimulate students to learn more actively, where the learning process takes place together and helps each other in solving the given problems (Hasanah, Nurtaman, & Hanik, 2019). RTE is a learning model in which a group consists of 3 students, who are numbered 0.1, and 2, then it rotates (Huda & Yulianti, 2020). The trio group of students who are rotated will be given a number, namely 0,1,2 then number 1 will move clockwise, as well as number 2, and number 0 remains in place so that it creates a new trio that will take new questions that must be discussed (Isjoni, 2016).…”

Section: Introductionmentioning

confidence: 99%

Magic Box Media Assisted Rotating Trio Exchange (RTE) Learning Model Toward Social Science Competencies of the Fourth Grade Elementary School

Sintya

Negara

2020

JISD

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The low ability of social knowledge competence was caused by the less optimal use of instructional media during the learning process. It caused the students were difficult to understand the study. This study aimed to examine the effect of the Magic Box Media Assisted Rotating Trio Exchange (RTE) Learning Model Toward Social Science Competencies. This study was a quasi experiment study with non-equivalent control group design. The population of this study was 275 students. The sample was determined by cluster random sampling. The data were collected using test method with the usual multiple-choice instrument. As the result, it can get the data in the form of social knowledge competence value quantitatively that was analyzed using a t-test, namely polled variance. The result of data analysis obtained tcount=7,010 > ttable= 2,000 at the significant level of 5% (dks 31 +31-2-60) Therefore, HO was rejected and Ha was accepted so that there was a significantly different of the social knowledge competence between the group taught using the Rotating Trio Exchange assisted by Magic Box Media with the groups taught using conventional learning in fourth-grade of elementary school.

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“…There are even gaps between group members who actually contribute to completing the discussion task with group members who only list their names without contributing to the discussion. Teachers must be able to arouse students' enthusiasm for learning, and promote the elaboration process so that the behavior of students who want to be measured can be seen and appear during the learning process by taking the principles of active students (Huda & Yulianti, 2020;Sitasih, 2020). On the other hand, there are several groups that can have good discussions with the existence of a clear division of tasks and a balanced contribution among group members so that group assignments are well resolved.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Habit Patterns in Academic Behavior in Student Learning Discussions

Zulfa

Setiawan

Fardani

2020

IJEE

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The discussion method can encourage inactive students to be active and confident, but there are still some students who are not able to cooperate well. This study aimed to analyze the pattern of academic behavior habits in the learning discussion of grade 4 students. The population in this study was all grade 4 students at SD 5 Karangbener totaling 24 students including 15 girls and 9 boys. This research used data collection techniques including the stages of observation, interviews and field notes. This study used descriptive qualitative data analysis method. The results of the analysis of students 'academic behavior during the learning discussion were the classification of student behavior during discussion including praying before the lesson began, paying attention to the teacher's explanation, making material summaries, being on time in doing assignments, participating in discussions, daring to express opinions, respecting other students' opinions, writing the results of the discussion, conveying the results of the discussion confidently, reading diligently, enthusiastically taking part in learning, concentration during the learning process, diligently working on the exercises, daring to ask questions while having difficulty doing the exercises. The academic behavior of fourth grade students of SD 5 Karangbener was included in very good interpretations with behavioral indicators that have been found based on field data. The discussion method has a positive academic impact on students which can be viewed from the cognitive, affective, and psychomotor domains.

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Upaya Meningkatkan Motivasi Dan Hasil Belajar Siswa Menggunakan Model Cooperative Learning Tipe Rotating Trio Exchange (Rte)

Cited by 3 publications

References 0 publications

Somatic, Auditory, Visual and Intellectual (SAVI) Learning Models Affect Students 'Mathematics Learning Achievement

Somatic, Auditory, Visual and Intellectual (SAVI) Learning Models Affect Students 'Mathematics Learning Achievement

Magic Box Media Assisted Rotating Trio Exchange (RTE) Learning Model Toward Social Science Competencies of the Fourth Grade Elementary School

Analysis of Habit Patterns in Academic Behavior in Student Learning Discussions

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