Journal articles on the topic 'Student learning outcome'
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Tuerah, Philoteus, Vivian Eleonora Regar, and Ignatius Javier C. Tuerah. "The Analysis of Student Learning Outcome Using a Probing Prompting Learning Model." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 2574–82. http://dx.doi.org/10.37200/ijpr/v24i2/pr200553.
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Mohamad Nurdin, Dadang, Deni Darmawan, and Hudiana Hernawan. "EFEKTIVITAS PENGGUNAAN MULTIMEDIA INTERAKTIF DAN MOBILE LEARNING DALAM MENINGKATKAN HASIL BELAJAR PADA MATA PELAJARAN MATEMATIKA." PEDAGOGIA 14, no. 1 (August 17, 2016): 86. http://dx.doi.org/10.17509/pedagogia.v14i1.2341.
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The purpose of this study is (1) to determine the learning outcome of students using interactive multimedia; (2) the improvement of student learning outcomes using mobile learning; (3) to determine the differences between the learning outcome of students using interactive multimedia and mobile learning. The method used is the method of quasi-experimental research design used in this study The Static group pretest – posttest design. Results obtained indicate that (1) there is an increase in student learning outcomes which uses interactive multimedia; (2) there is an increase in student learning outcomes using mobile learning; (3) there are differencesbetween the learning outcome of students using interactive multimedia and mobile learning.
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Murtiningsih, Murtiningsih. "PENGARUH MOTIVASI BELAJAR, SARANA BELAJAR, DAN PERCAYA DIRI TERHADAP HASIL BELAJAR IPS SISWA PENERIMA BSM (BANTUAN SISWA MISKIN) SMP NEGERI DI SURABAYA." JURNAL EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN 5, no. 2 (September 30, 2017): 178. http://dx.doi.org/10.26740/jepk.v5n2.p178-191.
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This research aims to know (1) the influence of learning motivation towards learning outcomes students (2) influence of a learning tool toward student learning outcome (3) influence of confidence against a student learning outcome (4) influence of learning motivation, learning tools, and confident against the learning outcomes of students. This research uses a quantitative approach. Analysis of the multiple linear regression analysis was used. Population studies as many as 150 students taken in random sampling as much as 110 students in Junior High School State 39, 41, and 43 Surabaya school year 2014-2015. The results showed (1) there is the influence of learning motivation towards learning outcomes students (2) there is the influence of the means of learning towards student learning outcome (3) there are confident against influence student learning outcomes (4) there is the influence of learning motivation, learning tools, and confident against the results of student learning receiver BSM (poor students coupon) junior high school state Surabaya. Based on research it can be concluded that the motivation of learning, learning tools, and simultaneous confidence effect significantly to student learning outcomes, namely 94.4 whereas 5.6 is affected by other variables outside of the variables examined. To cover the shortfall, it can be done by way of teaching with the methods vary according to the material being taught by associate Social Science material in everyday life, learning tools are fitted and foster the confidence of students, so that the results of his studies.
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Nguyen, Viet Anh. "The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course." Journal of Information & Knowledge Management 16, no. 04 (November 23, 2017): 1750040. http://dx.doi.org/10.1142/s021964921750040x.
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The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill-based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher–student interaction, student–student interaction, student–content interaction and student–technology interaction are considered. Undergraduate students participated in the blended learning course in which formative assessment was used to evaluate student learning outcomes by the combination of different learning activities through a learning management system. The quantitative results obtained by using regression analysis of data from the system showed that the students who effectively interacted with learning activities in the course have better results. Quantitative analytical results indicated that student–student interaction has a greater impact on student learning outcomes. These learning activities are used for interactive activities as suggestions for teachers to design and implement learning activities for blended learning courses.
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Siregar, Annasari. "APPLICATION OF QUANTUM TEACHING LEARNING MODEL AS AN EFFORT TO IMPROVE STUDENT LEARNING OUTCOMES." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 5 (September 26, 2020): 994. http://dx.doi.org/10.33578/pjr.v4i5.8134.
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Low student learning outcomes are a problem in schools, including where researchers teach. As an effort to improve student learning outcomes is the application of the quantum teaching learning model. This research was conducted on fifth grade students of SDN 022 Bathin Solapan with a total of 35 students. This research is a classroom action research. The instrument used was a learning outcome test. The results of this study found that the average initial data of students was 59.71 with 11 students who completed, in the first cycle, there was an increase with the average student learning outcomes being 68.14 with 23 students who achieved mastery, in cycle II student learning outcomes have reached the expected success indicators, namely the average student learning outcomes amounted to 75.28 with 32 students who were able to achieve the minimum passing criteria. The conclusion that can be drawn is that the application of the quantum teaching learning model can improve student learning outcomes.
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Sukino, Pujo. "Pengaruh Metode Pembelajaran dan Pemahaman Konsep Sejarah Terhadap Hasil Belajar Sejarah Mahasiswa FIPS Program Studi Pendidikan Sejarah IKIP-PGRI Pontianak." Jurnal Pendidikan Sejarah 3, no. 2 (July 30, 2014): 18. http://dx.doi.org/10.21009/jps.032.03.
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This aims to find out effect of intructional methods and concept understanding on the outcomes of history learning on the student. The research was conducted in IKIP-PGRI Pontianak.The methodology used is the experiment was conducted using treatmen by level 2x2. The research date was taken from the observation, tests and questionnaires Sample size 44 student selected randomly. The results showed that. 1). History learning outcome of students using inkuiri intructional method are higher than those students using conventional intructionalmethod, 2). There is interaction effect between intructional method and understanding on history learnig outcome of students; 3 ). Results studied history student given method of intructionalinkuiri with have understanding concept high higher of the students given method of intructional conventional with have understanding concept high. 4 ). Results studied history student given method of intructional inkuiri with haveunderstanding concept lower of lower of student who uses the method of intructionalconventional with have understanding concept low.
Keywords : Concept Understanding, Intructional Methods, Outcome Learning
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Faradhila Putri, Apri Wahyudi, and Abdul Hamid. "PENERAPAN MODEL PEMBELAJARAN INDEX CARD MATCH DALAM MENINGKATKAN HASIL BELAJAR IPA KELAS III DI MI NURUL ULUM TULUNGAGUNG." Al-Ibda: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 2, no. 01 (March 19, 2022): 38–45. http://dx.doi.org/10.54892/jpgmi.v2i01.216.
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AbstractThis research is motivated by the low learning outcomes of IPA subjuc in MI Nurul Ulum Tulungagung, Gadingrejo subdistrict, Pringsewu District. This research is a class action research (ptk) through the application of the index card match learning model which is carried out twice a cycle in class III students (25 students). Instruments used were interviews, documentation, teacher and student observation sheets, student worksheets, the factor investigated were student learnig outcomes, teacher and student activities. The procedure of this study starts from planning, observation, action, evaluation, analysis and reflection. The results of this study indicate that the application of the index card match learning model in class III MI Nurul Ulum can significantly improve student learning outcomes. Pra cycly activities show that overall student learning outcomes only reach 35,52%, after taking action in cycle 1 using the indec card match learning method student learning outcomes have increased student learning completeness by 60,21%, then proceed to the cycle II action and have ancreased completeness by 87,50%.Keyword : learning, index card match, learning outcome
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Rahmawati, Nurina Kurniasari, and Amah Amah. "The Differences of the Student Learning Outcome Using Realistic Mathematics Learning Approaches (PMR) And Contextual Learning Approaches (CTL) on the Sets Material." Al-Jabar : Jurnal Pendidikan Matematika 9, no. 1 (June 25, 2018): 63. http://dx.doi.org/10.24042/ajpm.v9i1.2243.
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This research aims to determine differences in learning outcomes of students who use Realistic Mathematics Learning (PMR) and Contextual Approach (CTL) approaches on the set Material. This research method is quasi experiment with posttest only control design. The sampling technique was used cluster random sampling with 2 experimental classes These are experimental class 1 (the class was treated with the Realistic Mathematics Education (PMR) approach and experimental class 2 (the class was treated with the Contextual Learning (CTL) approach The hypothesis test is used the t-test. The results of the research is found that there were differences between the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach and the student learning outcome in the set material using the Contextual Learning approach (CTL). Because the student learning outcome in the set material using Realistic Mathematics Learning (PMR) approach better than the student learning outcome in the set material using the Contextual Learning approach (CTL).
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Ikawati, Hastuti Diah, Zul Anwar, and Nila Egidia Safitri. "Efektifitas Pembelajaran Model Contextual Teaching dan Sains Teknologi Masyarakat terhadap Hasil Belajar Mahasiswa." Journal of Education and Instruction (JOEAI) 1, no. 2 (December 29, 2018): 59–65. http://dx.doi.org/10.31539/joeai.v1i2.358.
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This study specifically aimed to determine the effectiveness of the contextual teaching learning model and the community technology science model on student learning outcomes in the diffusion of educational innovation subject. The method of data collection used was experiment by using test, documentation, interview and observation. The result of the study showed that the average score of the student learning outcome that used learning technology model of community science was higher than the result of student learning outcome that used contextual teaching learning model. This was because the community technology science model helped students better understand the material related to problems found in real life so that students became active in the learning process. In conclusion, the model of community technology science learning was more effective in improving student learning outcomes in the diffusion of educational innovation courses
Keywords: Contextual Teaching Learning Model, Community Science Technology, Learning Outcome
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Evendi, Erpin, and Nur Hardiani. "Evaluation of Student Learning Outcomes on Square Materials With Problem-Based Learning Model." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 2 (December 30, 2021): 295. http://dx.doi.org/10.33394/j-ps.v9i2.4390.
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Good knowledge construction is a guarantee of achieving better learning outcomes. In the context of our current study, the PBL model is implemented in the classroom and further evaluation of students' cognitive learning outcomes is carried out. Specifically, the purpose of this study is to evaluate student learning outcomes on square material in the application of the PBL model. This research is a quasi-experimental with pretest-posttest control group design. The number of research samples for each group was 25 students in a private Islamic school (equivalent to a secondary school) in Mataram, Indonesia. Data on student learning outcomes was collected using a learning outcome test instrument on square material. Descriptive and statistical analysis was carried out on student learning outcomes data, this was analyzed using the SPSS.23 tool. The results of the study show the advantages of the PBL model in improving student learning outcomes when compared to conventional learning. Finally, we recommend the use of this model in learning mathematics to improve student learning outcomes.
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Eleje, Lydia Ijeoma, Ifeoma Clementina Metu, Chidimma M. Ikeanyionwu, Ngozi Elizabeth Ezenwosu, Nneka Chinyere Ezeugo, Njideka Getrude Mbelede, and Akinfe Gbenga. "Teacher-Student Relationship: Influence on Secondary School Students’ Learning Outcome." European Journal of Behavioral Sciences 5, no. 2 (June 27, 2022): 28–36. http://dx.doi.org/10.33422/ejbs.v5i2.831.
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This study looked into the influence of the teacher-student relationship on secondary school economics students’ learning outcomes. The study population comprised of 678 senior secondary two (SS2) students from the Awka-south LGA in Anambra state, Nigeria who were studying economics. A total of 110 SS2 students from public secondary schools served as the study's sample. Five research questions led the study, which were examined using descriptive and inferential statistics. The SS2 students showed higher levels of teacher-student relationship in economics, and, both male and female students establish excellent relationships with their teachers. Learning outcome in economics was quite high, as 92 students scored between 69 and 100 percent. The teacher-student relationship and learning outcomes are found to be related. Based on their findings, the researchers suggested that only teachers with a valid teaching qualification in economics and have passion for teaching be hired to teach the subject in secondary schools.
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Fitranti, Alifia, and Masriyah Masriyah. "APPLICATION OF DISCUSSION LEARNING MODEL USING ARCS MOTIVATION STRATEGY TO IMPROVING STUDENT LEARNING OUTCOME." MATHEdunesa 9, no. 1 (June 28, 2020): 202–10. http://dx.doi.org/10.26740/mathedunesa.v9n1.p202-210.
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AbstractSeveral factors can causes a low student learning outcomes in mathematics. One of them is lack of motivation in learning so students are not enthusiastic in learning seen from students who tend to be embarrassed or afraid to ask questions, lack of responding to the teacher, and less responding to the teacher's explanation. Therefore, the importance of innovative learning and motivation can help students get the optimal learning process. This study aims, to describe the effectiveness of learning and improving student learning outcomes through discussion learning with ARCS motivation strategy about the surface area and volume of cube in 8th grade of junior high school. This study use a quantitative descriptive study using one group pretest-post test study. The subject of this study are student of VIII-B in SMPN 2 Wonoayu with a total of 32 students. Data collection’s methods are using tests (pretest and post test), questionnaires and observations. Data were analyzed descriptively quantitatively. To find out the increase in student learning outcomes in VIII-B class, the data were analyzed using n-gain. The results of this study include the ability of teachers to manage learning including good categories, students activities including active categories with an average percentage of 99.98 %, the response of students included in the good category with a percentage of 100%, completeness student learning there are 28 students completed with a percentage of 87,50% and increased student learning outcomes including the medium category. Based on the results of the research data, the implication of the results of this study is the determination of appropriate learning models and strategies can be used to improve student learning outcomes. This is indicated by the gain score obtained by students belonging to the medium category. The use of the discussion learning model in this study is said to be effective because it has fulfilled 4 components, namely student learning activities, student responses, student learning completeness and increased student learning outcomes.Keywords: discussion, ARCS motivation, result of learning
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Kadry, Seifedine. "Quality-Assurance Assessment of Learning Outcomes in Mathematics." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 2 (April 2015): 37–48. http://dx.doi.org/10.4018/ijqaete.2015040104.
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Student outcomes are statements that describe the attributes; skills and abilities that students should have and be able to do by the time of graduation. For quality assurance evaluation, these outcomes must be assessed. In order to evaluate the level to which an outcome is met, it is necessary to select some courses where the outcome is covered. Course objectives must be linked to the student outcomes and define in terms of measurable performance indicators. Using just two outcomes as an example, this paper presents a systematic approach to assess directly and indirectly student learning outcomes in Mathematics through differential equation course, by define appropriate measurable performance indicators, build up assessment rubrics, collect and analyze data for possible recommendations and improvement.
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Sabila, Husna, Yulilina Retno Dewahrani, and Mieke Miarsyah. "THE EFFECT OF BIOLOGY IN CONTEXT LEARNING ON STUDENT COGNITIVE LEARNING OUTCOME." LENSA (Lentera Sains): Jurnal Pendidikan IPA 9, no. 1 (May 25, 2019): 13–21. http://dx.doi.org/10.24929/lensa.v1i1.53.
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Natural Science Education aims to help learners to be able to understand the natural surroundings include process, facts and principles that exist in nature. One of the aspects that support the success of understanding science and the process of learning science is the application of science literacy. The study was aimed to determine the effect of Biology in Context learning on cognitive learning outcome of junior high school student grade VIII in science subject. The research was conducted in Bekasi State Junior High School 2 at the first semester of the 2018/2019. The sampling technique used purposive sampling with a total sample 72 students obtained through the calculation of Slovin formula. The method used is the experimental method, non equivalent control group design. Data collection is done with the instruments of students cognitive learning outcomes. The analysis prerequisite test used is the normality test using Kolmogorov-Smirnov and the homogeneity test using Levene test. Hypothesis tested with the t test and the normalized gain value test. Based on the results of hypothesis test, there is the influence of Biology in context learning on the student cognitive learning outcome. Biology in context learning can improve student cognitive learning outcomes better than guided inquiry learning, which is equal to 66.4% or 0.45 in the calculation using normalized gain.
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Nurlaelah, Nurlaelah. "Problem-Based Learning Method for Improving the Learning Achievement of Students." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 2 (February 13, 2023): 447–57. http://dx.doi.org/10.51276/edu.v4i2.330.
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The issue with this study is the low levels of student learning outcomes and learning activities in the sample IPS2 individuals. The objective of this project is to raise student learning outcomes and active learning achievement in social studies. PTK, or classroom action research, is the term used to describe this sort of study. Planning, action implementation, observation, and reflection are all phases of research. The information used in this study came from watching student learning outcomes and activities in Social Sciences 2 courses. According to the recapitulation data, the first cycle's average percentage of learning activities was 63.8%, and the second cycle's average percentage was 89.34%. This demonstrates an increase in student learning activities. In cycles I and II, respectively, the average student learning outcome was 42.22% and 71.04%. This demonstrates that social studies 2 student learning outcomes have improved. The minimum completeness score (71.04%) is obtained, according to the recapitulation of learning activities and student learning outcomes using problem-based learning techniques. Thus, applying the problem-based learning method can improve learning outcomes and learning activities of class C1 IPS2 students of the PGMI FAI-UMI Makassar Study Program.
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Tetteh, Godson Ayertei. "Effects of Classroom Attendance and Learning Strategies on the Learning Outcome." Journal of International Education in Business 11, no. 2 (November 5, 2018): 195–219. http://dx.doi.org/10.1108/jieb-01-2017-0004.
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PurposeThis paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance.Design/methodology/approachData were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis.FindingsStudents’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome.Research limitations/implicationsThis study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study.Practical implicationsThis study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class.Originality/valueThis paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.
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Reed, Carole-Rae, Luis Ivan Garcia, Margaret Slusser, Sharon Konowitz, and Jewelry Yep. "Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates." Journal of the Scholarship of Teaching and Learning 17, no. 1 (March 6, 2017): 15–23. http://dx.doi.org/10.14434/v17i1.19607.
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Abstract Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: “….articulate the impact of personal values and professional ethics in healthcare decision-making”. A program level terminal learning outcome is to “….critically discuss the interface of values/ethics on health outcomes”. One university level Essential Learning Outcome (ELOs) that all baccalaureate students are expected to achieve by graduation is Ethical Reasoning. This was equivalent to the IPCEP Values/Ethics core competency. This paper describes a strategy to simultaneously measure the Values/Ethics competency at course, program, and university levels. A narrative analysis (n=94) using required ethical decision making BSHS student papers was conducted to determine achievement of SLOs/ELOs and the IPCEP Values/Ethics core competency. Eleven items in the grading criteria were linked to outcome criteria for university ELO competency. A point value was assigned to each of these items using a scoring rubric indicating level of achievement. Results indicated that most students were at the Skilled level for the majority of students, and demonstrated adequate achievement of university, program, and course level learning outcomes as well as achievement of the IPCEP Values/Ethics core competency. Keywords: Assessment; Essential Learning Outcomes; Ethics; Rubrics; Values; Student Learning Outcomes; Competency
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Aulia, Zikra, and Armiati Armiati. "Pengaruh Kemandirian Belajar dan Persepsi Siswa Tentang Metode Mengajar Guru Terhadap Hasil Belajar Siswa Kelas X Pada Mata Pelajaran Administrasi Umum di SMK Negeri 1 Padang Panjang." Jurnal Ecogen 2, no. 4 (December 13, 2019): 811. http://dx.doi.org/10.24036/jmpe.v2i4.7858.
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This research is conducted to find out: (1) the influence of learning independence on student outcome, (2) the influence of students’ perceptions about the method of teaching teachers to learning outcomes, (3) the influence of learning independence and students’ perceptions of teacher teaching methods on student outcomes. This rtype of research is descriptive quantitative research. The population of this study was class students X accounting and financial institutions and online marketing businesses in SMK Negeri 1 Padang Panjang consisting of 125 students, the sample of this study was 96 students. Data is collected by documentation and questionnaire. The questionnaire method was used to collect data on learning independence variables and student perceptions od teacher teaching methods that had been tested for validity and reliability, while the documentation method was used to collect variable data on general administration learning outcomes. The analysis prerequisite test included normality test, heteroscedasticity tes and mulitcollinearity test. Hypothesis testing is done using multiple analysis regression analysis. The results of this study are: (1) there is a positive and significant influence of elarning independence on learning outcomes, (2) there is a positive and significant influence of student perceptions od teacher teaching methods on learning outcomes, (3) there is a positive and significant influence on learning independence and student perceptions of teaching methods teacher on learning outcomes. Based on the result of the study, obtained 23% of the influence of learning independence and students’ perceptions of the teacher’s teaching methods on students learning outcomes Keyword: learninig independence, students’ perceptions of teacher teaching methods, learning outcomes
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Irmawan, Diki, Deni Efendi, and Fitria Lestari. "MEANINGFUL LEARNING DALAM PEMBELAJARAN MATEMATIKA." Hipotenusa Journal of Research Mathematics Education (HJRME) 4, no. 2 (September 13, 2021): 114–20. http://dx.doi.org/10.36269/hjrme.v4i2.500.
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In the learning process not every student succeeds through the learning process done in other words not every student can achieve the learning objectives as expected. This is due to abstract mathematical concepts. Many factors influence it, including intelligence, learning readiness, interests, motivation, teacher abilities, maturity, family, school and community. The purpose of this study is to know the meaningful influence of learning on students' math learning outcomes. This research uses descriptive quantitative methods. The population in this study is all grade VII students of SMPN 1 Katibung Lampung Selatan. The results of the hypothesis test using the t-test showed the influence of meaningful learning application on improving the results of mathematics learning students of grade VII SMPN 1 Katibung south lampung. Students who apply meaningful learning have a higher average math learning outcome than the average student learning outcomes that do not apply meaningful learning. Thus, the application of meaningful learning can improve students' math learning outcomes.
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Apoko, Tri Wintolo, and Mohammad Balya Ali Sya'ban. "The impact of online learning implementation on satisfaction, motivation, quality of the learning process, and student learning outcomes." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 26, 2022): 5923–32. http://dx.doi.org/10.35445/alishlah.v14i4.2096.
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This study aims to find out whether online learning contributes to student learning satisfaction, whether online learning has a positive influence on students' learning motivation, whether online learning has a significant influence on the quality of the learning process, and whether online learning has a positive impact on student learning outcomes. The research method used is a survey method, which collects respondent data as a research sample and is processed with statistical data and presentation in the form of graphs and percentage figures. The instruments used in this study are questionnaires to find out or measure the level of satisfaction, motivation, and quality of the learning process and documents in the form of student learning outcome scores (midterm test scores). The instrument used is created in the form of a Google form (GF) to reach student data online. The population of this study is all students of the Faculty of Teacher Training and Education UHAMKA in semesters 2, 4, and 6. While the research sample was 1007 out of the total number of active students as many as 4042. The results showed that (1) the level of satisfaction of FKIP UHAMKA students to online learning was 52.53%, (2) student motivation for online learning by 54.51%, (3) the quality of the online learning process by 56.10, and (4) student learning outcomes through online learning increased by 96.21%. Therefore, it was concluded that online learning has a positive impact on learning motivation, the quality of the learning process and student learning outcomes.
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Bayerlein, Leopold, and Debora Jeske. "Student learning opportunities in traditional and computer-mediated internships." Education + Training 60, no. 1 (January 8, 2018): 27–38. http://dx.doi.org/10.1108/et-10-2016-0157.
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Purpose The purpose of this paper is to provide a student learning outcome focussed assessment of the benefits and limitations of traditional internships, e-internships, and simulated internships to evaluate the potential of computer-mediated internships (CMIs) (e-internships and simulated internships) within higher education from a student perspective. Design/methodology/approach The paper undertakes a systematic conceptually based assessment of the extent to which CMIs are able to replicate the cognitive, skill-based and affective learning outcomes of traditional internships. In addition, the key limitations of traditional internships from a student perspective are identified, and the potential ability of CMIs to address these limitations is assessed. Findings The findings of this paper highlight that CMIs are able to replicate most of the benefits of traditional internships, whilst concurrently addressing many of their limitations. However, the current paper also identifies a number of important limitations for student learning in CMIs, and provides advice that aims to assist students in maximising their learning outcomes in these situations. Originality/value The paper is the first to provide a systematic student learning outcome focussed comparison of traditional internships and CMIs. In addition, the paper establishes the high potential of simulated internships for student learning in higher education, and provides students, higher education providers and researcher with learning outcome focussed criteria sets that enable the empirical evaluation of CMIs in future research.
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Sembiring, Polintan Rehulina, Reh Bungana Br.Perangin-Angin, and Yakobus Ndona. "THE EFFECT OF DISCOVERY LEARNING AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES PPKN SUBJECTS IN CLASS IV SDN 105316 BERANTI." Sensei International Journal of Education and Linguistic 1, no. 2 (June 30, 2021): 512–27. http://dx.doi.org/10.53768/sijel.v1i2.38.
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This study aims to determine: 1) The effect of discovery learning and conventional learning models on student learning outcomes, 2) The influence of learning motivation on student learning outcomes. 3) The interaction between learning models and learning motivation on student learning outcomes. This study used a quasi-experimental research method. The research was conducted from April to May 2021.The population of this study were the fourth grade students of SDN 105316 Beranti, the number of which was 42 students who were determined randomly by random sampling technique. The research sample was 22 students of class IVA as the experimental class and 22 students of IVB class as the control class. The data collection technique used a learning motivation questionnaire and a learning outcome test. The data analysis technique used two-way analysis of variance. The results of the study are as follows: (1) There are differences in learning outcomes students who are taught with a learning model discovery learning with an average value of 85,919 higher than the learning outcomes of students taught by the learning model conventional on average 80,000, the analysis of variance results show Fcount value of 4.333> Ftable value of 3.22 and a probability or significance value of 0.00 <0.05, so H0 is rejected, (2) There is a significant difference between student learning outcomes with high learning motivation and the average85.07and students who have low learning motivation on average 57.81. Result of analysis of variance obtained Fcount value of 79.45> Ftable value of 3.22 and a significant value of 0.013 <0.05, so that H0 is rejected., (3) There is an interaction between discovery learning model and student motivation in improving student PPKn learning outcomes, analysis of variance results Fcount value of 8.807> Ftable value of 3.22 and a significance of 0.014 <0.05, so that H0 is rejected.
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Fatimah*, Siti, Ruqiah Ganda Putri Panjaitan, and Eko Sri Wahyuni. "Penerapan Model Student Facilitator and Explaining Untuk Meningkatkan Hasil Belajar dan Respon Siswa Kelas XI SMA." Jurnal IPA & Pembelajaran IPA 6, no. 3 (September 21, 2022): 300–309. http://dx.doi.org/10.24815/jipi.v6i3.26866.
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Direct experience in science learning should improve the student's skill in constructing, compreheding, and applying the concept that has been taught. Student facilitator and explaining learning is one of the cooperative learning models, that improve the students' activeness. This research aims is to find out the implementation of student facilitator and explaining learning model towards students' learning outcome on the blood circulatory system material to the eleventh-grade students of SMA Negeri 1, Sungai Raya. This research is a quantitative research with a quasi-experimental method with a non-equivalent as the control group. The sample of this research consists of two classes which are second eleventh grade science as the experiment class and third eleventh grade science as the control class. The sampling technique used in this research is intact group. The tools of collecting data include the students' learning outcome and a questionnaire sheet to find out the students' responses. The data analysis result shows, the score of the learning outcomes obtained by using student facilitator and explaining learning model is 16.08 higher than the conventional learning which is 14.17. Based on the t-test, it was found that thit ttab, that was 3.13 1.997, which means there was a significance difference between the learning outcome in the post-test average result of the experiment class and control class at 5% degree. The average percentage of students' response which taught by using the student facilitator and explaining learning model is 87.52% which can be classified as very high. This average percentage result of the students' response shows that the implementation of student facilitator and explaining learning model gives positive outcome to students' response on the blood's circulatory system material of the eleventh -grade students of SMA Negeri 1 Sungai Raya. The conclusion of the research was the implementation of student facilitator and explaining learning could improve the learning outcome and responses towards the blood circulatory system material for grade XI students
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Gunada, I. Wayan, Hairunnisyah Sahidu, and Sutrio Sutrio. "Pengembangan Perangkat Pembelajaran Fisika Berbasis Masalah untuk Meningkatkan Hasil Belajar dan Sikap Ilmiah Mahasiswa." Jurnal Pendidikan Fisika dan Teknologi 1, no. 1 (March 14, 2017): 38. http://dx.doi.org/10.29303/jpft.v1i1.233.
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This study aims to develop problem-based learning device in terms of validity and student responses. Learning device was developed covering the syllabus, lesson plans, fundamental of physics textbook, exsperiment in fundamental physics , worksheets, and learning outcome test. The expected benefits of this research is the problem-based learning tools that can be used as an alternative to the lecturer of the fundamental of physics learning in FKIP Mataram of University.This refers to the process of developing 4D models (define, design, develop, disseminate). The results validate the lecturer learning device consisting of a syllabus, lesson plans, fundamental of physics textbook, experiment in fundamental physics , worksheets, and learning outcome test successivelyobtained scores of 2.65, 2.68, 3.30, 3.25, 2.285 and 3.14 are decent categorized. Student learning outcomes is seen from indicators of student achievement of cognitive learning and experiment processes value row gets a percentage of 76.80% and 78.50%, while the scientific attitude students which amounted average value of 76.42 and scientific attitude students can be interpreted good categorized. The positive student responses which amounted to 85.90%. From the validation results, student learning outcomes and student responses can be interpreted decent device.
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Lutfiana, Dian. "PENERAPAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR DAN KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA MATERI BARISAN DAN DERET PADA PESERTA DIDIK KELAS X PERBANKAN SYARIAH SMK DIPONEGORO BANYUPUTIH TAHUN PELAJARAN 2021/2022." Triple S (Journals of Mathematics Education) 5, no. 1 (April 1, 2022): 14. http://dx.doi.org/10.35194/ts.v5i1.2861.
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The low learning outcomes of mathematics among vocational high school students are because the teacher only focuses on using the lecture method in the learning process, leading students to get bored easily. This study aims to determine the improvement in learning outcomes and students’ problem-solving skills through Problem-Based Learning on Sequences and Series Material. This study is class action research carried out in three research cycles. Each cycle consists of four stages: planning, implementing, observing, and reflecting. Data collection techniques in the study include the test, observation, and interview. The instrument used is the student learning outcomes test. The data were then analyzed using descriptive analytic and qualitative descriptive analysis techniques. The results show that the average student learning outcome in cycle 1 was 69.38, with a problem-solving skill score of 67.92. In cycle 2, the average learning outcome was 77.08, and the problem-solving skill was 74.17. Furthermore, in cycle 3, the average learning outcome was 83.75, and the problem-solving skill was 81.67. Learning completeness in cycle 1 reached 62.5%, and problem-solving skills reached 58.33%. For cycle 2, the completeness of learning outcomes reached 75%, and problem-solving skills only reached 70.83%. Meanwhile, in cycle 4, the average learning outcome was 87.5%, and the problem-solving skill was 83.33%. It can be concluded there was an improvement in student learning outcomes and problem-solving skills in each cycle. In other words, implementing the problem-based learning model can significantly improve mathematics learning outcomes, especially in the material of Sequences and Series.Keywords: Learning Outcomes, Problem Solving, Problem Based Learning Models
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Simaremare, Ade Pryta R. "SELF-REGULATED LEARNING IN CORRELATION TO LEARNING OUTCOME OF COMPUTER-BASED TEST PREPARATION OF MEDICAL STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 8, no. 3 (November 25, 2019): 136. http://dx.doi.org/10.22146/jpki.45505.
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Background: After the preclinical and clinical phase, medical students have to pass the Uji Kompetensi Mahasiswa Program Profesi Dokter (UKMPPD) consisting the computer-based test (CBT) and objective structured clinical examination (OSCE). In preparation of the examinations, the student should follow tutoring activity. During the process, the student will be given try outs to measure the learning outcome. This study aimed to measure the self-regulated learning in correlation to learning outcome of Computer-based test of May 2018 batch preparation participants in Medan. Methods: This was an observational correlation analytic study with cross sectional method and 204 respondents collected. The self-regulated learning score obtained using a questionaire and the learning outcome obtained from the try out scores average gained by the respondents. Result: This study revealed that most of the participants represented bad in self-regulated learning (72,1%). The metacognition aspect mainly represented in bad (55,9%), the motivation aspect mainly represented in bad (77%), however, the behaviour aspect mainly represented in good (51,5%). The learning outcomes mainly represented in fail (87,3%). According to chi square test, this study showed that there was no correlation between self-regulated learning and learning outcome of students prepared for the CBT of May 2018 batch in Medan (p value = 0,731). Conclusion: Learning outcome affected by many factors. The students ability of learning, thinking, and problem solving affected by adaptation in values, beliefs, and customs that evolved in their social and cultural environment. Furthermore, it also affected by self confidence, motivation and learning purposes. Keywords: medical student, computer-based test, self-regulated learning, learning outcome
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NORMANINGSIH, YETTY. "DIFFERENCES IN CLASS XI STUDENTS' LEARNING RESULTS IN SOCIOLOGY SUBJECTS USING THE WORD SQUARE LEARNING MODEL WITH THE LECTURE LEARNING MODEL." Journal of Education Technology and Inovation 5, no. 1 (June 30, 2022): 120–25. http://dx.doi.org/10.31537/jeti.v5i1.702.
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ABSTRACT
The Sociology learning process carried out at SMA Negeri 4 has problems related to the learning process which still uses the lecture method, so students tend to be passive in the classroom. This resulted in less than optimal student learning outcomes. One alternative to encourage students to have better learning outcomes is the application of the Word Square learning model. The population in this study were students of class XI IPS SMA Negeri 4 Jember. The research sample was class XI IPS-2 as the experimental group and class XI IPS-1 as the control group with 37 students each. Sampling using the Cluster Random Sampling technique. The data collection methods used include: tests and documents. The results of the research from the t-test 2,414 > 1.67, there are differences in learning outcomes between the experimental group using the Word Square learning model and the control group using the lecture learning model. The average learning outcome of the experimental group is 78.23, which is greater than that of the control group, which is 74.02, this means that the learning outcome of the experimental group is greater than that of the control group. From the results of observations of students on average, it shows that student learning outcomes have increased. This means that students like the learning process that applies the Word Square learning model in the learning process
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Wahyuni, Fitri. "THE EFFECT OF LEARNING STRATEGY AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES MADRASAH IBTIDAIYAH STATE 3 ACEH SOUTH." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 3, no. 2 (November 7, 2019): 100. http://dx.doi.org/10.30821/ansiru.v3i2.5854.
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<p>This study aims to find out: (1) the effect of the application of learning<br />strategies on students' Fikih learning outcomes, (2) the effect of learning<br />motivation on student Fikih learning outcomes, and (3) the interaction<br />between learning strategies and learning motivation towards Fikih<br />learning outcomes. The population of this study was all students in class V<br />MIN 3 Aceh Tenggara consisting of 3 classes. Based on Cluster Random <br />sampling techniques, one class as a collaborative learning class and one <br />competitive learning class. The research instrument is a test used to obtain<br />learning outcome data and questionnaires to obtain data on student<br />learning motivation. The normality test of the learning outcome data is the<br />Liliefors test and the homogeneity test is the Fisher test and the Bartlett<br />test. The analysis technique is two-way Anova at significance = 0.05<br />followed by the Scheffe test. The results showed: (1) the average learning<br />outcomes of students taught with collaborative learning strategies X =<br />28.15 higher than the average learning outcomes of students taught with<br />competitive learning strategies X = 26.92, with Fcount = 29.57 > Ftable =<br />3.968, (2) the average learning outcomes of students with high learning<br />motivation X = 29.93 higher than the learning outcomes of students with<br />low learning motivation X = 25.94 with Fcount = 4.43 > Ftable = 3.968, and (3)<br />there is an interaction between learning strategies and learning motivation<br />towards Fikih learning outcomes with Fcount = 7.18 > Ftable = 3.968.</p>
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Nazmi, Mesa Huriatun, and Usmeldi Usmeldi. "RELATIONSHIP OF MOTIVATION AND STUDENT LEARNING OUTCOMES IN COOPERATIVE LEARNING IN SCIENTIFIC LEARNING IN STATE 15 PADANG MIDDLE SCHOOL." Universe 1, no. 2 (December 16, 2020): 83–87. http://dx.doi.org/10.24036/universe.v1i2.24.
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This study aims to identify and describe the relationship of motivation and student learning outcome in cooperative learning in science subjects in SMP Negeri 15 Padang. This is a descriptive study using a correlation approach. The population of this study was students of class VII SMP Negeri 15 Padang consisting of 7 (seven) classes totaling 224 students. The sample consisted of 26 students in grade VII 1. Student motivation data were obtained through a questionnaire and data on learning outcomes were obtained through students' UH grades. The questionnaire used was a questionnaire that had been declared valid and reliable. Based on the analysis shows that the data analysis of the research results obtained correlation coefficient r count> r table (0.478> 0.388) at a significant level of 5% and has a contribution of 23%. The conclusion of this study is that there is a positive and significant relationship between learning motivation and student learning outcomes in cooperative learning in science subjects in junior high school 15 Padang.
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Ulfa, Saida, and Izzul Fatawi. "Predicting Factors that Influence Students’ Learning Outcomes Using Learning Analytics in Online Learning Environment." International Journal of Emerging Technologies in Learning (iJET) 16, no. 01 (January 12, 2021): 4. http://dx.doi.org/10.3991/ijet.v16i01.16325.
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The application of online learning has increased significantly, recently. One of the key successes in online learning is student interactions. An active learning strategy would engage the students to interact with the course or to get involved in the learning process. The objective of this research was to predict which one of the student activities that would improve the learning outcome of the students? All the activities are related to non-human interaction. One of the activities is concept mapping. All the students’ activities in online learning were stored in LMS and the data generated as a learning analytics. A linear regression method was used to analyze the data. This research confirmed that working on exercises by using concept mapping yields significant results in improving the learning outcome of students.
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Tetteh, Godson A. "Improving learning outcome using Six Sigma methodology." Journal of International Education in Business 8, no. 1 (May 5, 2015): 18–36. http://dx.doi.org/10.1108/jieb-10-2013-0040.
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Purpose – The purpose of this research paper is to apply the Six Sigma methodology to identify the attributes of a lecturer that will help improve a student’s prior knowledge of a discipline from an initial “x” per cent knowledge to a higher “y” per cent of knowledge. Design/methodology/approach – The data collection method involved a one-on-one, in-depth interview based on the Kano questionnaire with a sample of 170 undergraduate and graduate students aged between 25 and 40 years in two Ghanaian universities. The Kano questionnaire contained the critical to quality (CTQ) and the 25 functional requirements (FRs). The analytical Kano (A-Kano) questionnaire was adopted for the purpose of improving learning outcome with a student–lecturer interaction. The CTQs in this study, from the customer (student) perspective, will correspond to Bloom’s (1956) categories in the cognitive domain made up of remember, understand, apply, analyze, evaluate and create. The configuration index, which provides a decision factor for selecting the 25 FRs that contribute to improving learning outcome made up of the American Society of Quality’s six leadership competencies (navigator, communicator, mentor, learner, builder and motivator) and 19 attributes from previous research studies on service quality in higher education. This study used the varimax and quartimax factor analysis rotation methods to generate the principal components (PCs). Findings – Out of the 25 FRs, four (communicator, mentor, builder and motivator) of the American Society of Quality (ASQ) leadership competencies were found to be exciters or attractive and when applied by the lecturer would exceed customer (student) expectation. Research limitations/implications – The study involved only a judgment sample of 170 undergraduate and graduate students from two universities drawn in Accra, Ghana; hence, the outcome cannot be generalized to the entire student population in Ghana as a whole. Practical implications – The Kano results from this study corroborates with previous findings that students perceive “Fostering of Team Work”, “Expertise in Other Subject Areas”, “Variety of Teaching Methods”, “Friendliness” and “Humor” as either exciters or attractive attributes. Social implications – Some of the benefits from this study include the fact that lecturers may improve classroom experience knowing what their students regard as satisfactory and dissatisfactory attributes or they may have a better understanding of the student’s perspective. The concept of student satisfaction addressed in this study should therefore always be seen as a “means to an end”, with the end being the transformation of students. Originality/value – This study contributes to the literature by examining how the student’s approach to learning or acquiring new knowledge has a significant effect on the learning outcome using factor analysis rotation methods to generate the PCs.
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Saputri, Dwi Fajar, and Arif Dwi Rahman. "PENERAPAN METODE EKSPERIMEN BERBANTUAN SOFTWARE PhET PADA MATERI LISTRIK DINAMIS DITINJAU DARI KEMANDIRIAN BELAJAR SISWA KELAS X MAN SINTANG." Jurnal Pendidikan Matematika dan IPA 9, no. 1 (January 18, 2018): 87. http://dx.doi.org/10.26418/jpmipa.v9i1.23702.
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This research aims to investigate the effects of expiremental learning using software PhET for student learning outcomes reviewed by learning independence student. The research is quasy experimental design, with factorial design 2x3. The research samples are the student of XA as the experimental class and the student of XB as the control class. The instruments were test for colecting data of learning outcome and the questionnaire for colecting data of learning indepence student. The result it can be concluded that: 1) There are difference of result of learning outcomes of implementation by experimental learning using software PhET and by conventional learning, the result of learning outcomes of implementation by experimental learning using software PhET better than of result of learning by conventional learning; 2) There are difference of result of learning outcomes in groups of students who have high, medium and low learning independence; 3) There is no interaction beetween learning methods and learning independence on student learning outcomes.Keywords: experimental learning, software PhET, learning outcomes, learning independence.
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Zuhra, Laina, Melva Silitonga, and Mufti Subdibyo. "Relationship Interests, Motivation and Attention Parents of Biology Student Learning Outcomes Race: Passage of Interest in SMA Negeri Percut Sei Tuan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (December 30, 2020): 2300–2310. http://dx.doi.org/10.33258/birle.v3i4.1513.
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This study aims to determine: (1) Biology learning outcomes of students; (2) Student interest in learning; (3) student motivation; (4) Parents' attention; (5) The relationship between interest, motivation and parental attention to student biology learning outcomes in the cross-interest group of class X students. This research was conducted at SMA Negeri 2 Percut Sei Tuan in 2019. The research method is a descriptive correlational research method with a research sample of 100 students. determined by cluster random sampling (random sample class). The research instrument consisted of a cognitive learning outcome test, a student interest questionnaire, a student learning motivation questionnaire, and a student parent attention questionnaire that had been tested for validity, reliability, discrepancy and level of difficulty. Data were analyzed using correlation analysis techniques using SPSS 21.0 for windows. The results showed: (1) Cognitive learning outcomes of 74.08 which fall into the moderate category; (2) The level of student interest was 64.67 which was in the medium category; (3) The level of student motivation is 68.46 which belongs to the medium category; (4) The level of attention of the students' parents is 66.74 which is in the moderate category; (5) The significant relationship between student interest in learning, student motivation, and parents' attention to student cognitive learning outcomes with Sig 0.00 <0.05.
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Pratiwi, Ria Titis. "Improving Student Learning Outcomes Through Video Aided Problem Based Learning Model." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (November 26, 2020): 999. http://dx.doi.org/10.20961/shes.v3i3.46123.
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<p><em>This study aims to improve the learning outcomes of the third grade students of SD Negeri 05 Bantarbolang on the sub-theme of Aneka Benda around me through a video-assisted problem-based learning model. This research is a Classroom Action Research (PTK) which consists of three cycles, where each cycle is carried out in one face-to-face. The Action Plan for each cycle in the CAR is divided into four activities, namely Planning, Implementation, Observation, and Reflection. The data collection technique in this study is a formative test. The instrument used to collect data was a learning outcome test. Completeness of student learning outcomes in cycle I only reached 60% with a mean of 77, in cycle II student learning completeness reached 87% with a mean of 81, and in cycle III student learning completeness reached 87% with a mean of 83. The results of this study indicate that the application of the learning model video-assisted problem-based learning can improve student learning outcomes.</em></p>
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Fariha, Mutia. "PENERAPAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATERI BARISAN DAN DERET DI KELAS X-IPS2 MAN RUKOH BANDA ACEH TAHUN AJARAN 2014 / 2015." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 1, no. 2 (December 31, 2017): 157. http://dx.doi.org/10.22373/jppm.v1i2.3429.
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This research is a classroom action research that aims to (1) determine how to apply the model of problem based learning in order to improve student learning outcomes and (2) determine learning outcomes and student activities through the application of problem-based learning models. The subjects were students of class X-IPS2 totaling 26 people. The object of research is the study model Problem Based Learning in learning. Student learning outcome data collected through tests and analyzed descriptively. The results of the analysis after the action was obtained in the first cycle there were 11 students (42.3%), which reached the KKM. In the second cycle increased to 23 students (88.5%), which reached KKM, an increase of 42.2%. Student activity also showed an increase, in the first cycle only reached four aspects to seven aspects of the second cycle. Based on the analysis it can be concluded that the application of the model of Problem Based Learning can improve learning outcomes and student activity significantly
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Hajriani, Rini. "Peningkatan Hasil Belajar Peserta Didik dengan Menggunakan Model Pembelajaran Discovery learning pada Kelas XI MA As’adiyah Putri Sengkang." Science Education and Learning Journal 1, no. 2 (November 30, 2021): 75–78. http://dx.doi.org/10.54339/scedule.v1i2.189.
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This research is classroom action research. Teachers who are delivering learning materials do not use varied methods and always use the lecture method, so that most students do not understand and are not active in the learning process which results in unsatisfactory student learning outcomes. The purpose of this study was to determine the increase in student learning outcomes through the Discovery Learning cooperative learning model in biology class XI IPA MA As'adiyah Putri Sengkang. The subjects of this study were students of class XI MA As'adiyah Putri Sengkang, totaling 22 students. It was carried out in two cycles. Each cycle was carried out 3 meetings. At the end of cycles I and II, data was collected using a learning outcome evaluation test. The instruments used in this research are learning outcomes test questions and student activity observation sheets. The results showed that the application of the Discovery Learning learning model could improve student learning outcomes in biology class XI IPA 5 MA As'adiyah Putri Sengkang.
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Pham, Huong Thi, and Nga Thi Viet Nguyen. "Pedagogical student assessment tools for learning outcome assessment skills." Cypriot Journal of Educational Sciences 18, no. 1 (January 23, 2023): 158–74. http://dx.doi.org/10.18844/cjes.v18i1.8514.
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Assessment of learning outcomes has always been seen as an essential structure in the teaching process and one of the core competencies of educators. Our research aims at 2; one is to analyze the generated operating systems, a good skill in assessing learning outcomes; Second, a tool to assess pedagogical students' skills was developed to evaluate learning outcomes and test scores on students of some pedagogical universities in Vietnam. Using the Delphi method, the authors conducted three discussions to create a student assessment tool. After developing a tool to evaluate pedagogical students on assessment skills, the researh tested the tool scores on 608 students of pedagogical universities in Vietnam. The study results provide policymakers and administrators of pedagogical student training programs to evaluate and build capacity for pedagogical students. Each country has its training program for teachers. With the trend of internationalization, the practice of assessing learning has common outcomes. Therefore, this research article written for Vietnam can also be used in other countries. Keywords: Assessment techniques, assessment tools, learning outcomes, pedagogical students, pedagogical competence
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Wahyudin, Wahyudin. "Pengaruh Model Pembelajaran dan Kreativitas Siswa Terhadap Hasil Belajar Sejarah di SMA Islam Al-Azhar 8 Summarecon." Jurnal Pendidikan Sejarah 6, no. 2 (August 30, 2017): 61. http://dx.doi.org/10.21009/jps.062.07.
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This study aimed to find out the effect of Instructional model and student creativity towardthe learning outcome of student history in SMAI Al-Azhar 8 Summarecon. The approach used wasquantitative with treatment design by level 2x2 experiment method. The study populations were thewhole of eleventh grade students and for the sample consist 2 classes, social student 2 of eleventhgrade and social student 3 of eleventh grade amount 68 students. This study instrument used thatused for the student creativity was quiz and for the learning outcome was multiple choice. The surveyresults revealed: (1) the learning outcome that used TAI instructional model was higher than theconventional instructional model, (2) there was effect of interaction between learning model andcreativity, (3) the learning outcome of student history that used TAI learning model with highcreativity result revealed higher than the conventional learning model, (4) the learning model ofstudent history with low creativity result revealed lower than the conventional learning model.
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Melinda, Cicilia. "Meningkatkan Kepercayaan Diri dan Hasil Belajar dengan Menggunakan Metode Every One is Teacher Here pada Mata Kuliah Sejarah Pendidikan Indonesia." JUSIE (Jurnal Sosial dan Ilmu Ekonomi) 2, no. 01 (March 28, 2019): 1–10. http://dx.doi.org/10.36665/jusie.v2i01.107.
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The problem in this study is weather to use the method of every one is teacher here can improved the self- confidentand learning outcome in the educational Indonesia history. The purpose of this reseach is to description weather the every one is teacher here methods can improve self- convidence and student learning outcomes in the educational Indonesian history. The method is descriptive method, the form of reseach is classroom action reseach, the nature of collaborative reseach, data analysis technique using the average calculation. The result showed that the educational hindonesian history using every one is teacher here method can improve students learning outcome. Can be seen 1) The self confident by using the method of every one is teacher here first cycle average 2,22, the self confident by using the method of every one is teacher here second cycle average 3,22. 2) The learning outcome of student in the educational Indonesian history by using the method of every one is teacher here first cycle average 61,90. Second cycle student learning outcomes on average 81,33, learning out comes of student increased by 31,43.
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Smallhorn, Masha, Jeanne Young, Narelle Hunter, and Karen Burke da Silva. "Inquiry-based learning to improve student engagement in a large first year topic." Student Success 6, no. 2 (July 9, 2015): 65–71. http://dx.doi.org/10.5204/ssj.v6i2.292.
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Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners.
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Jones, Colin. "Enterprise Education: Learning through Personal Experience." Industry and Higher Education 23, no. 3 (June 2009): 175–82. http://dx.doi.org/10.5367/000000009788640297.
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This paper outlines the development of a reflective process through which student feelings are brought to the surface to advance their learning outcomes. A key notion in relation to the capacity of student development is the ability of students to alter their collective habits of thought and in turn the nature of the learning environment. The paper examines student reflection in the context of students' heightened awareness of self and their potential influence on their environment. The notion of ‘surfacing feelings’ is used to describe the outcome of individual and group reflection through which several parties become aware of the active reflections of individual students, thereby increasing the potential depth of overall reflection. Finally, the author considers the transferability of the ideas discussed to other educational contexts.
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고명희. "Summary writing instruction and student learning outcome." English Teaching 64, no. 2 (June 2009): 125–49. http://dx.doi.org/10.15858/engtea.64.2.200906.125.
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M, Yusmaridi, Ambiyar Ambiyar, Ishak Aziz, and Dewi Juita. "Peningkatan Kualitas Pembelajaran Mata Kuliah Evaluasi Hasil Belajar Fisika melalui Penggunaan Asesmen Alternatif di Masa Pandemi Covid-19." Journal of Natural Science and Integration 4, no. 1 (May 1, 2021): 22. http://dx.doi.org/10.24014/jnsi.v4i1.10932.
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The quality of online learning was felt by some students to be less effective. The quality of learning in question is related to student activity and student learning outcomes. Alternatif assessment is a solution in improving the quality of student learning in the physics learning outcome evaluation course. this is because the alternatif assessment can make an assessment for all aspects desired by the educator. The form of assessment can be mutually agreed upon between students and educators. The purpose of this study was to determine the increase in student activity and the increase in student learning outcomes in the evaluation of physics learning outcomes. The <N-Gain> value for increasing student activity was 0.4 while the <N-Gain> value for increasing student learning outcomes was 0.72. The increase in student learning activeness is in the medium category and the increase in student learning outcomes in the physics learning outcome evaluation course is in the high category.Keywords: learning quality, alternatif assessmentABSTRAK Kualitas pembelajaran daring dirasakan kurang efektif oleh beberapa mahasiswa. Kualitas pembelajaran yang dimaksud terkait dengan keaktifan mahasiswa dan hasil belajar mahasiswa. Asesmen alternatif menjadi solusi dalam meningkatkan kualitas pembelajaran mahasiswa pada mata kuliah evaluasi hasil belajar fisika. hal ini disebabkan karena asesmen alternatif dapat melakukan penilaian untuk keseluruhan aspek yang diinginkan oleh pendidik. bentuk penilaian dapat disepakati bersama antara peserta didik dan pendidik Tujuan penelitian ini adalah untuk mengetahui peningkatan keaktifan mahasiswa dan peningkatan hasil belajar mahasiswa dalam perkuliahan evaluasi hasil belajar fisika. Nilai <N-Gain> untuk peningkatan keaktifan mahasiswa sebesar 0,4 sedangkan nilai <N-Gain> untuk peningkatan hasil belajar mahasiswa sebesar 0,72. Peningkatan keaktifan belajar mahasiswa berada pada kateogori sedang dan peningkatan hasil belajar mahasiswa pada mata kuliah evaluasi hasil belajar fisika berada pada kategori tinggi.Kata kunci: kualitas pembelajaran, asesmen alternatif
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NORMANINGSIH, YETTY. "DIFFERENCES IN CLASS XI STUDENTS' LEARNING RESULTS IN SOCIOLOGY SUBJECTS USING THE WORD SQUARE LEARNING MODEL WITH THE LECTURE LEARNING MODEL SMA NEGERI 4 JEMBER." Journal of Education Technology and Inovation 5, no. 1 (June 30, 2022): 120–25. http://dx.doi.org/10.31537/jeti.v5i1.962.
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The Sociology learning process carried out at SMA Negeri 4 has problems related to the learning process which still uses the lecture method, so students tend to be passive in the classroom. This resulted in less than optimal student learning outcomes. One alternative to encourage students to have better learning outcomes is the application of the Word Square learning model. The population in this study were students of class XI IPS SMA Negeri 4 Jember. The research sample was class XI IPS-2 as the experimental group and class XI IPS-1 as the control group with 37 students each. Sampling using the Cluster Random Sampling technique. The data collection methods used include: tests and documents. The results of the research from the t-test 2,414 > 1.67, there are differences in learning outcomes between the experimental group using the Word Square learning model and the control group using the lecture learning model. The average learning outcome of the experimental group is 78.23, which is greater than that of the control group, which is 74.02, this means that the learning outcome of the experimental group is greater than that of the control group. From the results of observations of students on average, it shows that student learning outcomes have increased. This means that students like the learning process that applies the Word Square learning model in the learning process
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Purnamasari, Yeni, Samrin Samrin, and Muh Syarwa Sangila. "Penggunaan Media Pembelajaran Origami terhadap Hasil Belajar Matematika Siswa Kelas V Sekolah Dasar." Diniyah : Jurnal Pendidikan Dasar 3, no. 1 (June 15, 2022): 31. http://dx.doi.org/10.31332/dy.v3i1.5383.
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This study aims to improve students' mathematics learning abilities through the use of origami learning media in fifth grade mathematics learning. This study is a classroom action research. The subjects of this research were the fifth grade students of SD Negeri 7 Lasolo, which consisted of 13 students. Data collection techniques used observation, tests, and documentation. Data analysis was in the form of quantitative and qualitative descriptive. The results of the study show that the use of folding paper (origami) learning media can improve students' mathematics learning outcomes. The completeness of student learning outcomes in the pre-cycle was 38.46%, with an average value of 57.69. After the first cycle of action there was an increase in student learning outcomes with a percentage of 61.53% and an average value of 66.92. In this second cycle, student learning outcomes increased with a percentage of 76.92% and an average value of 72.61. Increasing student learning outcomes from pre-action to cycle II was 25.86%.Keywords: Origami, mathematic learning outcome, geometry
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Erin Kristina, Pantur Pandiangan, and Samuel Layang. "APPLICATION OF GOOGLE CLASSROOM-BASED BLENDED LEARNING MODEL IN CREATIVE PRODUCT AND ENTREPRENEURSHIP LEARNING SUBJECTS IN SMK NEGERI 1 PALANGKA RAYA." BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan 8, no. 2 (December 21, 2020): 81–85. http://dx.doi.org/10.37304/balanga.v8i2.2008.
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This study aims to determine student learning outcomes and student responses using the Google classroom-based Blended Learning method. This research is a descriptive study with a quantitative approach. The research sample was 26 students of class XII KGSP SMK N 1 Palangka Raya academic year 2019/2020. The research instrument was a learning outcome test and a questionnaire. The learning outcome test is in the form of multiple-choice consisting of a pre-test and a post-test. The results showed that classical completeness at the pre-test was 3.85%, and after applying the Blended Learning Model (post-test), classical completeness was 100%. Student response to the use of Google Classroom was 76.27% which is categorized as a very strong response.
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Wiryantama, Samudra, and Albrian Fiky Prakoso. "The Effectiveness of the Implementaton of Blended Learning in Economics." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 1 (December 30, 2021): 754–62. http://dx.doi.org/10.31004/edukatif.v4i1.1917.
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This research aims to compare the effectiveness of blended learning and online learning in influencing students’ learning outcomes, as well as the effectiveness of blended learning application based on the students’ learning outcomes, learning activities, and student responses in central bank, payment systems, and payment instruments chapter. This is a quasi-experimental study with a non-equivalent control group design. The sample used in this research consisted of 68 students from class X IPS 1 and X IPS 3 of SMAN 1 Porong 2020-2021. The data used in this study were obtained using tests, questionnaires, and observations which were analyzed using non-parametric statistical analysis, N-gain calculation, and descriptive statistical analysis. The results showed that (1) learning models affect student learning outcomes; (2) there is a significant difference in the average students’ learning outcomes between blended learning and online learning, (3) blended learning is more effective to be implemented than online learning, based on the students’ learning outcome, and (4) blended learning is effective to be implemented based on learning outcomes, activities, and student responses.
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Ragilia, Novita. "Penerapan pembelajaran Discovery Learning untuk meningkatkan prestasi belajar matematika siswa kelas V SDN 02 Donowangun." Action Research Journal 1, no. 1 (September 30, 2021): 122–27. http://dx.doi.org/10.51651/arj.v1i1.114.
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This study aims to examine the improvement of student learning outcomes through the application of discovery learning. The subjects in this study were grade 5 students at SDN 02 Donowangun, Talun. Based on the results of the study, in the first cycle the percentage of learning completeness was 52% and the average student learning outcome was 73, meaning that in the first cycle it did not meet the overall learning completeness criteria. While in the second cycle the percentage of learning completeness was 89.5% and the average student learning outcome was 85, meaning that in the second cycle it met the criteria for learning completeness as a whole. The activeness of students in the application of discovery learning in the first cycle met the moderate criteria, while the second cycle as a whole met the high criteria, meaning that there was an increase in student activity and collaboration in the application of discovery learning. The percentage of teacher skills in learning by using discovery learning increased from 80% in the first cycle to 87.5% in the second cycle with the high category.
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Alfatikh, Ebid Rocky, Elizabeth Titiek Winanti, Sukma Perdana Prasetya, and Eko Budiyanto. "Implementing Google Earth to Enhance Student’s Engagement and Learning Outcome in Geography Learning." Geosfera Indonesia 5, no. 1 (April 30, 2020): 147. http://dx.doi.org/10.19184/geosi.v5i1.11987.
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This study aims to examine the effects of Google Earth on students’ engagement in learning and their learning outcome. This study employed pre-experimental design with the One-Shot Case Study design. From the exploration directed crosswise over various areas of evaluation of 12 students in the school, it is demonstrated that dynamic learning of students in was high since it was above 75% and learning outcomes reached an average of 80. This is good considering that the passing grades set in the school was 70. The application of experiential learning methods can produce satisfactory output when viewed from student participation. By looking at the characteristics of schools where students number was less than 20, the teacher is required to develop innovative learning methods. If implemented, this may yield in the improving circumstance of the currently marginalised Geography.
Keywords: Google Earth; Student`s activities; Geography learning.
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Sidik, Ahmad, and Sukaya Sukaya. "KONTRIBUSI PERSEPSI KETERAMPILANMENGAJAR DAN MOTIVASI BELAJAR TERHADAPHASIL BELAJAR." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 3 (July 10, 2019): 220. http://dx.doi.org/10.24036/voteteknika.v7i3.105585.
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The background of this research is the problem of low learning outcomes in training Menerapkan Dasar-Dasar Elektronika, which 31,28% of students scored under lower minimum limit value (KKM). The purposes of this research are to reveal the contribution of students' perceptions of teacher teaching skills and the motivation to learn individually or jointly on learning outcomes. Keywords: students' perceptions of teacher teaching skills, motivation to learn, Learning Outcomes.The Occupant of this reseach come to 99 students and the number of sample is 49 students at the class X SMKN 1 Padang. The sampling technique is Simple Random Sampling. Data on student learning outcomes obtained from subject teachers Menerapkan Dasar-Dasar lektronika. While data on students' perceptions of teacher teaching skills and the motivation to learn collected through questionnaires distributed to students by using a Likert scale that has been tested for validity and reliability.The result showed that (1) students' perceptions of teacher teaching skills and the motivation to learn jointly contribute significantly to student learning outcomes SMKN 1 Padang amounting to 37,99%. (2) students' perceptions of teacher teaching skills contribute significantly to student learning outcomes SMKN 1 Padang amounted to 23,88%, (3) motivation to learn contribute significantly to student learning outcomes SMKN 1 Padang amounted to 26,39%, so it can be concluded that students' perceptions of teacher teaching skills and the motivation to learn contribute to student learning outcomes in SMKN 1 Padang. Keywords: students' perceptions of teacher teaching skills, motivation to learn, student learning outcome.