This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
- The document discusses a study that investigated teachers' perceptions of classroom assessment and their current classroom assessment practices in secondary science classes in Bangladesh.
- The study found that teachers perceive classroom assessment as mainly summative assessment aimed at measuring student performance rather than formative assessment to support learning.
- There was little correlation found between what teachers said about their assessment practices and what was observed - teachers did not regularly use different assessment strategies or adapt their teaching based on student understanding.
- Therefore, the study concluded that teachers' perceptions of classroom assessment were not well aligned with their actual classroom assessment practices.
JURNAL: An Action Research The Effect of Computer-based Mathematics on Proble...Zuzan Michael Japang
This document provides an overview of an action research project examining the effects of computer-based mathematics instruction on problem solving and student attitudes. The researcher plans to have their 3rd grade students use the Edutest computer program for math instruction in addition to their regular curriculum. Students will take pre- and post-tests to measure achievement and an attitudes survey. The goal is to see if computer-based math improves problem solving and influences student attitudes towards math.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
This study compared the effectiveness of a guided inquiry-based professional development program versus a traditional teacher-directed approach in improving Saudi students' understanding of density. 107 sixth-grade students were randomly assigned to classes with teachers who received either guided inquiry training or no additional training. Students in guided inquiry classes showed significantly greater gains in conceptual understanding and explanation of density concepts compared to the teacher-directed group.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
The effectiveness of direct learning in academic writing referred to students...Alexander Decker
(1) The study examined the effectiveness of three teaching methods (Direct Learning, Inquiry Learning, and Problem Based Learning) on academic writing skills and the influence of reading habits (high vs. low).
(2) It found that Direct Learning was the most effective method for improving academic writing, while Inquiry Learning and Problem Based Learning had similar effectiveness. High reading habits also had more influence on academic writing skills.
(3) Additionally, there was an interaction between the teaching methods and reading habits - the method's effectiveness depended on whether students had high or low reading habits.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
- The document discusses a study that investigated teachers' perceptions of classroom assessment and their current classroom assessment practices in secondary science classes in Bangladesh.
- The study found that teachers perceive classroom assessment as mainly summative assessment aimed at measuring student performance rather than formative assessment to support learning.
- There was little correlation found between what teachers said about their assessment practices and what was observed - teachers did not regularly use different assessment strategies or adapt their teaching based on student understanding.
- Therefore, the study concluded that teachers' perceptions of classroom assessment were not well aligned with their actual classroom assessment practices.
JURNAL: An Action Research The Effect of Computer-based Mathematics on Proble...Zuzan Michael Japang
This document provides an overview of an action research project examining the effects of computer-based mathematics instruction on problem solving and student attitudes. The researcher plans to have their 3rd grade students use the Edutest computer program for math instruction in addition to their regular curriculum. Students will take pre- and post-tests to measure achievement and an attitudes survey. The goal is to see if computer-based math improves problem solving and influences student attitudes towards math.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
This document summarizes the research methodology used in a case study about self-actualization of teachers. A quantitative survey research design was used with a questionnaire distributed to 40 teachers at a school. The questionnaire contained 3 sections on demographics, school climate (measured by OCI), and teacher commitment (measured by OCQ). Data was analyzed using SPSS to understand relationships between school climate and teacher commitment as well as the influence of demographics.
This study compared the effectiveness of a guided inquiry-based professional development program versus a traditional teacher-directed approach in improving Saudi students' understanding of density. 107 sixth-grade students were randomly assigned to classes with teachers who received either guided inquiry training or no additional training. Students in guided inquiry classes showed significantly greater gains in conceptual understanding and explanation of density concepts compared to the teacher-directed group.
Exploring Teachers Practices of Classroom Assessment in Secondary Science Cla...Md. Mehadi Rahman
The study investigates teachers’ classroom assessment practices of secondary schools in Bangladesh. The study is mainly quantitative with some integration of qualitative approach. Secondary science teachers and their science classrooms were main data source of the study, which were selected randomly. Data sources were secondary science teachers and their science classrooms. The study used a lesson observation protocol to understand their classroom assessment practice, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. Qualitative data from interview were used to triangulate the quantitative data from observation. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka. The study explored that teachers’ current practice of classroom assessment was to only assess students learning achievement and they followed traditional methods to assess students. The dominated assessment activity was oral questioning and very few students take part in the assessment activities by answering the questions. The classroom questions are basically focused very specific responses and encouraged rote learning; even students’ didn’t get enough time for thinking and answering the questions. Therefore the study suggests changing current practices by using different assessment strategies like self and peer assessment and focus on assessment for learning to ensure effective teaching-learning and quality education. These findings can inform the classroom teachers as well as o relevant stakeholders in making necessary changes in the present classroom assessment practices in Bangladesh.
The effectiveness of direct learning in academic writing referred to students...Alexander Decker
(1) The study examined the effectiveness of three teaching methods (Direct Learning, Inquiry Learning, and Problem Based Learning) on academic writing skills and the influence of reading habits (high vs. low).
(2) It found that Direct Learning was the most effective method for improving academic writing, while Inquiry Learning and Problem Based Learning had similar effectiveness. High reading habits also had more influence on academic writing skills.
(3) Additionally, there was an interaction between the teaching methods and reading habits - the method's effectiveness depended on whether students had high or low reading habits.
This study explored the stress levels, causes, and coping strategies of student teachers during their teaching practice. The researchers surveyed 95 student teachers who had recently completed teaching practice. The key findings were:
1) Most student teachers reported moderate levels of stress during teaching practice.
2) The major causes of stress identified were heavy workload, being evaluated by supervisors, difficulties with classroom management, and preparing detailed lesson plans.
3) The main coping strategies used were communicating with teachers/supervisors, talking to friends and family, and using self-management skills like planning and preparation.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
Abstract- This research aims to know how the effect of learning model logan avenue problem solving heuristic to the student’s learning activity of the social programme X.I at SMAN 1 Bukit Tinggi, West Sumatera. The methodology of the research which is used in this research is experimental research. The population of this research amounts 151 students. The sample used in this research is cluster random sampling. So that the sample of social programme XI class is 30 studends. The technique of data analysis is observaion data analysis, pretest and hypothesis test. Based on the research done , it consists of significant effect of using learning model logan avenue problem solving heuristic to the student’s learning activity of social programme X.I at SMAN 1 Bukit Tinggi, West Sumatera.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
The Influence of Learning using Contextual Teaching and Learning Approach to ...IJAEMSJORNAL
Learning process should be able to attract interest and make students active in learning, which material can be taken directly through the phenomenon experienced in daily life. This study aims to determine the influence of learning using Contextual Teaching and Learning (CTL) approach to physics learning outcomes of Newton's Law about Motion. The sample is students of class X MIA5 in SMA Negeri 14 Bandarlampung using Pretest-Posttest Control Group Design. Techniques of data collection using cognitive learning outcomes test instrument. The data analyzed by using normality test, N-Gain test, and Paired Sample T-test. The result of research indicates that there is the influence of using CTL approach in improving student learning outcomes of Newton's Law About motion, with p-value significantly different at 95% confidence level so it can be stated that there is the difference of pretest and posttest mean result using CTL approach. The average N-Gain score is 0.73 which included in the high category. It shows that the application of CTL approach has influence in improving student learning outcomes.
Effects of teacher preparation on students academic achievements in ss2 biolo...Alexander Decker
1) The document examines the effects of different teacher preparation pathways on student academic achievement in biology practicals. It finds that student achievement is highest when taught by teachers with graduate degrees like MSc Ed or BSc Ed, and lowest when taught by teachers with NCE qualifications from colleges of education.
2) Statistical analysis of test scores show significant differences in student learning based on their teacher's preparation pathway. Students taught by more highly qualified university-trained teachers performed best, while those taught by teachers with only NCE qualifications performed worst.
3) It is concluded that teacher preparation pathway strongly influences student academic performance, with university pathways leading to higher achieving teachers than college of education pathways.
The application of reciprocal teaching on the subject of straight line equati...Alexander Decker
This document summarizes a study on applying reciprocal teaching to teach straight line equations in secondary school mathematics. The study found that:
1) Students who learned using reciprocal teaching had better learning outcomes than those taught through conventional methods.
2) Reciprocal teaching was an effective model for teaching straight line equations. Both students and teachers responded positively to this approach.
3) Reciprocal teaching helped students communicate knowledge through discussion, ask questions, and summarize what they learned. It trained them to be more independent learners.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document outlines an action research project that investigates effective strategies for teaching English language learners to make inferences. The project was conducted by Nicole Ashley Shankula, a teacher at San Diego Christian College, and examines how to help ELL students develop the important critical thinking skill of making inferences. Through a review of literature and data collection in her own classroom, Shankula explores strategies such as activating background knowledge, using graphic organizers, modeling metacognition, and aural work to help ELL students overcome language barriers and comprehend implied meanings in text.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
The research involved 200 primary school teachers district and questionnaires combined with observation, interviews and document analysis were utilized together with triangulation to gather the data needed. The major findings of the research will show as well its implications for teacher education and their professional self-development. It concludes that CAR can raise teacher’s awareness of important aspects in the teaching and learning process and that it can lead to a higher level of professional self-development.
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
Approaches of classroom activities in mathematics achievements in ethiopian c...Alexander Decker
1. The study examined the effects of classroom activities on mathematics achievement of students in Ethiopia.
2. An action research approach was used, dividing students into an experimental group that received improved classroom activities, and a control group with usual instruction.
3. Results showed statistically significant differences in test performance between the groups, and improved student perceptions of classroom activities for the experimental group. Appropriate and relevant classroom activities with clear demonstrations and evaluation can improve student achievement more than overloading students with many activities.
prospective chemistry teacher's experiences of teaching practice SaraAnwar18
1) The document discusses a study that examined the experiences of prospective chemistry teachers during their teaching practice. Semi-structured interviews were conducted with six prospective teachers.
2) The findings showed that the prospective teachers felt their chemistry knowledge was improved by teaching practice but observed limited teaching methods used during their placement.
3) Preparing lesson plans was seen as contributing positively to teaching practice by helping teachers prepare materials and build confidence. However, the evaluation techniques used in placements did not always align with what was taught in their programs.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
1. The document discusses the role of action research in education. Action research is a systematic process that allows teachers to study their own practices and environments to improve instruction.
2. Action research benefits education by providing professional development for teachers, increasing teacher empowerment, and bridging the gap between research and practice. It also helps teachers uncover strategies to improve teaching and resolve issues in the classroom or school.
3. The basic steps of action research include identifying a problem, planning research, collecting and analyzing data, reflecting on results, sharing findings, and repeating the cycle. Action research leads to positive changes and offers opportunities for collaboration between teachers.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
EFFORTS TO IMPROVE STUDENT LEARNING ACTIVITIES THROUGH COOPERATIVE INTEGRATED...M. Ifaldi Sidik
This research aims to improve students’ learning activities in Economics subject through “Cooperative Integrated Reading and Comprehension” (CIRC) learning model to the second grade of social students (XI IIS) in senior high school SMAN 1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during the first semester in July to December, with 30 XI IIS students as the subjects of research. The research is done in two periods. The data is gathered through observation sheets, interview and test that is analyzed using percentage and quantitative analysis. The result of this research is there is an increase in students’ learning activities when they are praised by giving a thumb up, a gift or a praising word.
This study explored the stress levels, causes, and coping strategies of student teachers during their teaching practice. The researchers surveyed 95 student teachers who had recently completed teaching practice. The key findings were:
1) Most student teachers reported moderate levels of stress during teaching practice.
2) The major causes of stress identified were heavy workload, being evaluated by supervisors, difficulties with classroom management, and preparing detailed lesson plans.
3) The main coping strategies used were communicating with teachers/supervisors, talking to friends and family, and using self-management skills like planning and preparation.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
This document summarizes a study on strategies used by teachers to handle troubling kids in the classroom. The study collected data from 270 teachers in India through a questionnaire. It found that common strategies teachers use include persuading students, encouraging normal behavior, punishing based on reason, reducing participation in activities, making students stand, keeping them busy elsewhere, and calling parents to school. The study recommends providing training to teachers on counseling and handling troubling kids. While teachers think some strategies are ideal, they need patience to implement them. The findings can help improve how teachers are trained to deal with troubling students.
This document summarizes a research proposal that examines the impact of organizational climate on teacher commitment in schools. The proposal discusses previous research showing that school climate influences teacher motivation, commitment, and job satisfaction. It aims to identify the relationship between school climate and teacher commitment using the Organizational Climate Descriptive Questionnaire. The proposal outlines the background, problem statement, objectives, literature review on organizational climate and teacher commitment, proposed quantitative research methodology using questionnaires, and references.
Abstract- This research aims to know how the effect of learning model logan avenue problem solving heuristic to the student’s learning activity of the social programme X.I at SMAN 1 Bukit Tinggi, West Sumatera. The methodology of the research which is used in this research is experimental research. The population of this research amounts 151 students. The sample used in this research is cluster random sampling. So that the sample of social programme XI class is 30 studends. The technique of data analysis is observaion data analysis, pretest and hypothesis test. Based on the research done , it consists of significant effect of using learning model logan avenue problem solving heuristic to the student’s learning activity of social programme X.I at SMAN 1 Bukit Tinggi, West Sumatera.
Inquiry Based Teaching and Learning in Science It’s Extent of Implementation,...ijtsrd
It has been observed that implementing Inquiry based learning in the classroom shows a positive effect on the learning outcomes of the high school students. This mixed method of research was conducted to assess the use of inquiry based teaching and learning in Science Its extent of implementation, challenges encountered by the teachers and learning outcomes of the students among the secondary schools in the Division of Aklan. For quantitative data collection, the survey correlational was used. On the other hand, a Focus Group Discussion FGD was utilized to gather qualitative data. A total of 502 respondents 102 were the secondary science teachers and 400 were the secondary students. The frequency, percentage, mean, and Standard deviation were used for descriptive statistics. ANOVA, Pearson r and Linear Regression were used for inferential statistics. All inferential tests were set at 0.05 level of significance. The secondary science teachers in the Division of Aklan are “highly implementing” the Inquiry Based Teaching in their science classroom discussion. Most of the science teachers are good in posting Higher Order Thinking Skills questions. Mikko Jan D. Lopez "Inquiry- Based Teaching and Learning in Science: It’s Extent of Implementation, Challenges Encountered and Learning Outcomes among the Secondary Schools in the Division of Aklan, Philippines" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38605.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38605/inquiry-based-teaching-and-learning-in-science-it’s-extent-of-implementation-challenges-encountered-and-learning-outcomes-among-the-secondary-schools-in-the-division-of-aklan-philippines/mikko-jan-d-lopez
The Influence of Learning using Contextual Teaching and Learning Approach to ...IJAEMSJORNAL
Learning process should be able to attract interest and make students active in learning, which material can be taken directly through the phenomenon experienced in daily life. This study aims to determine the influence of learning using Contextual Teaching and Learning (CTL) approach to physics learning outcomes of Newton's Law about Motion. The sample is students of class X MIA5 in SMA Negeri 14 Bandarlampung using Pretest-Posttest Control Group Design. Techniques of data collection using cognitive learning outcomes test instrument. The data analyzed by using normality test, N-Gain test, and Paired Sample T-test. The result of research indicates that there is the influence of using CTL approach in improving student learning outcomes of Newton's Law About motion, with p-value significantly different at 95% confidence level so it can be stated that there is the difference of pretest and posttest mean result using CTL approach. The average N-Gain score is 0.73 which included in the high category. It shows that the application of CTL approach has influence in improving student learning outcomes.
Effects of teacher preparation on students academic achievements in ss2 biolo...Alexander Decker
1) The document examines the effects of different teacher preparation pathways on student academic achievement in biology practicals. It finds that student achievement is highest when taught by teachers with graduate degrees like MSc Ed or BSc Ed, and lowest when taught by teachers with NCE qualifications from colleges of education.
2) Statistical analysis of test scores show significant differences in student learning based on their teacher's preparation pathway. Students taught by more highly qualified university-trained teachers performed best, while those taught by teachers with only NCE qualifications performed worst.
3) It is concluded that teacher preparation pathway strongly influences student academic performance, with university pathways leading to higher achieving teachers than college of education pathways.
The application of reciprocal teaching on the subject of straight line equati...Alexander Decker
This document summarizes a study on applying reciprocal teaching to teach straight line equations in secondary school mathematics. The study found that:
1) Students who learned using reciprocal teaching had better learning outcomes than those taught through conventional methods.
2) Reciprocal teaching was an effective model for teaching straight line equations. Both students and teachers responded positively to this approach.
3) Reciprocal teaching helped students communicate knowledge through discussion, ask questions, and summarize what they learned. It trained them to be more independent learners.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
This document outlines an action research project that investigates effective strategies for teaching English language learners to make inferences. The project was conducted by Nicole Ashley Shankula, a teacher at San Diego Christian College, and examines how to help ELL students develop the important critical thinking skill of making inferences. Through a review of literature and data collection in her own classroom, Shankula explores strategies such as activating background knowledge, using graphic organizers, modeling metacognition, and aural work to help ELL students overcome language barriers and comprehend implied meanings in text.
The Effect of Teachers' Training in Secondary English Teachers' Practice of C...Md. Mehadi Rahman
The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one
FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to
triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division.
There were (25) English teachers from five schools who were
chosen purposively for FGD. Result showed that teachers
training has less positive effects on their CLT practice in the
secondary classroom. Through training, teachers understood
the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the
CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the
current assessment system and increasing support for the trained teachers to practise CLT in the classroom
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
The research involved 200 primary school teachers district and questionnaires combined with observation, interviews and document analysis were utilized together with triangulation to gather the data needed. The major findings of the research will show as well its implications for teacher education and their professional self-development. It concludes that CAR can raise teacher’s awareness of important aspects in the teaching and learning process and that it can lead to a higher level of professional self-development.
Teachers need to be committed and possess initiative and high aspirations in implementing new approaches in the classroom in an effort to increase the quality of education. One of the efforts that can make the teacher profession oen that is praised by all is Classroom Action Research (CAR). However the main problem that exists is that many teachers argue that the process of conducting this classroom action research is burdensome as it increases their workload and thus affects their quality time in teaching (Veenman, 1984).This study focuses on efforts that can ensure a culture of implementing classroom action research to enhance the professional self-development of schoolteachers. It aims to show ways in which implementing this classroom action by school teachers can lead to better effectiveness in the teaching and learning process.
The research questions of the study are:
1. How can we make classroom action research a culture among the teachers in a school
2. What is the basic mechanism that can be implemented
3. What are the responses of teachers towards the concept of classroom action research
4. What are the ways in which CAR can lead to professional self-development
Approaches of classroom activities in mathematics achievements in ethiopian c...Alexander Decker
1. The study examined the effects of classroom activities on mathematics achievement of students in Ethiopia.
2. An action research approach was used, dividing students into an experimental group that received improved classroom activities, and a control group with usual instruction.
3. Results showed statistically significant differences in test performance between the groups, and improved student perceptions of classroom activities for the experimental group. Appropriate and relevant classroom activities with clear demonstrations and evaluation can improve student achievement more than overloading students with many activities.
prospective chemistry teacher's experiences of teaching practice SaraAnwar18
1) The document discusses a study that examined the experiences of prospective chemistry teachers during their teaching practice. Semi-structured interviews were conducted with six prospective teachers.
2) The findings showed that the prospective teachers felt their chemistry knowledge was improved by teaching practice but observed limited teaching methods used during their placement.
3) Preparing lesson plans was seen as contributing positively to teaching practice by helping teachers prepare materials and build confidence. However, the evaluation techniques used in placements did not always align with what was taught in their programs.
Influences of the pedagogical content knowledge of graduate social studies te...Alexander Decker
This document discusses a study that investigated how graduate social studies teachers' pedagogical content knowledge influences the questions they set for senior high school students in Ghana. A mixed methods approach was used, collecting data from questionnaires, interviews, and analyzing teacher-created exam questions. The study found that while teachers said they aimed to develop students' conceptual understanding and problem-solving skills, there were differences between their stated assessment goals and what was actually assessed. Most questions focused only on lower-level cognitive skills like recall, rather than higher-order thinking. The document provides background on effective assessment principles and the importance of teacher questioning skills in developing student thinking.
1. The document discusses the role of action research in education. Action research is a systematic process that allows teachers to study their own practices and environments to improve instruction.
2. Action research benefits education by providing professional development for teachers, increasing teacher empowerment, and bridging the gap between research and practice. It also helps teachers uncover strategies to improve teaching and resolve issues in the classroom or school.
3. The basic steps of action research include identifying a problem, planning research, collecting and analyzing data, reflecting on results, sharing findings, and repeating the cycle. Action research leads to positive changes and offers opportunities for collaboration between teachers.
Abstract- This study aims to produce learning tools based on guided inquiry models that are feasible to improve the science process skills of elementary school students. This research is a development research, with ADDIE model. The research trial design uses one group pretest-posttest design with quantitative descriptive analysis techniques and qualitative descriptions. The subject of this study is a learning device consisting of a syllabus, learning implementation plan, student worksheets, student teaching materials, tests on learning outcomes of science process skills. The trial was carried out on 40 students of grade five in elementary school. Data collection methods use validation, observation, tests, and filling out the questionnaire. The results of the analysis of the research data show: (1) the device developed is valid; (2) legibility of Student Book and Student Work Sheet at the independent level; (3) learning takes place in either category; (4) students become active in learning; (5) students give positive responses in the excellent category to learning; (6) science process skills show a high category. Based on the results of the study, it can be concluded that the guided inquiry-based learning device that has been developed is feasible to improve students' science process skills.
Index Terms- learning tools, guided inquiry, science process skills.
The document summarizes an action research paper that examined the effectiveness of intensified grammar review in developing the writing skills of selected learners in Tañong Integrated School. Questionnaires were used to check learners' progress before and after several sessions of daily grammar review conducted by educators. The results showed a significant improvement in learners' grammar knowledge and writing outcomes after the intensified grammar review. It was concluded that intensifying grammar instruction through regular review is an effective way to help learners develop their writing and comprehension skills.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Efforts to Improve Indonesian Language Learning Outcomes Students in Writing ...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes of Students in Writing Creative Drama Texts in One Chapter by Paying Attention to the Authenticity of Ideas through the Two Stay Two Stray Model in Class VIII.3 SMPN 1 Batang Anai, Padang Pariaman District. This type of research is classroom action research with 34 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research is carried out in two cycles and is carried out collaboratively between researcher and observer. The technique used in gathering Data are observations, tests, field notes and documentation with the research subjects being the teacher and students. The results of this study indicate that student learning outcomes in the learning process by using the Two Stay Two Stray learning model experienced an increase starting from pre-cycle, Cycle I and Cycle II.
EFFORTS TO IMPROVE STUDENT LEARNING ACTIVITIES THROUGH COOPERATIVE INTEGRATED...M. Ifaldi Sidik
This research aims to improve students’ learning activities in Economics subject through “Cooperative Integrated Reading and Comprehension” (CIRC) learning model to the second grade of social students (XI IIS) in senior high school SMAN 1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during the first semester in July to December, with 30 XI IIS students as the subjects of research. The research is done in two periods. The data is gathered through observation sheets, interview and test that is analyzed using percentage and quantitative analysis. The result of this research is there is an increase in students’ learning activities when they are praised by giving a thumb up, a gift or a praising word.
Efforts to Improve Learning Outcomes of Human Social Life in Social Sciences ...M. Ifaldi Sidik
This study aims to obtain information and find out about the Efforts to Increase Learning Outcomes of Human Social Life in Social Sciences Subjects through Jigsaw Learning Models in Class VII / 1 of SMP Negeri 1 Batang Anai. This type of research is classroom action research with research subjects being grade VII / 1 students of SMP Negeri 1 Batang Anai with a total of 32 students. This study consisted of two cycles, where the first cycle was carried out at meetings 1 and 2 and the second cycle was carried out at meetings 3 and 4. Each cycle consisted of four stages of research, namely planning, implementing actions, observing and reflecting. this was obtained from observation sheets, field notes, and test sheets, which analyzed qualitative data using percentages. Based on the results of the study showed that the learning outcomes of students in class VII / 1 using the Jigsaw learning model increased from the initial pre-cycle conditions by 56, the first cycle by 81% and the second cycle by 90%. The conclusion is that using a jigsaw learning model can improve students' social studies learning outcomes in class VII / 1 of SMPN 1 Batang Anai.
The Application of Explicit Type Learning Model to Improve Student Learning O...AI Publications
This study aims to determine the difficulties by students learning Growth and Development of Living Things in Eighth Grade students of SMP Dharma Bakti Siborongborong. The highest score is 98 and the lowest score is 30. The classical percentage has not reached 85%,The first cycle has not reached classical completeness. To improve the implementation the first cycle of actions followed by the implementation the second cycle of actions. Cycle II in class VIIIB, test results for learning II obtained an average class of 80.5 with 41 students (87.24%) had reached the level of completeness while 6 more people (12.76%) had not reached the level of mastery learning. The highest score is 100 and the lowest is 30. By looking the classical percentage (87.24%), Stated to have achieved classical learning completeness. it can be concluded that the Explicit Type learning model can improve student learning outcomes.
Effect of implementation lesson study to improve students’ learning achieveme...Alexander Decker
1) The study aimed to determine the success of using a lesson study approach with cooperative learning models to improve student achievement in Calculus I.
2) The results showed student achievement improved, with 85.71% mastery of relationships and functions material and 82.14% mastery of derivatives material.
3) The lesson study approach allowed knowledge sharing between faculty, students, and between faculty members, improving the learning process.
Efforts to Improve Students' Ability to Write Text in the Form of Procedures ...M. Ifaldi Sidik
This document summarizes a study that aimed to improve students' ability to write procedural text through the Make a Match learning model in class IX.4 at SMP Negeri 1 Batang Anai. The study involved 32 students over 2 cycles. Results showed students' learning activities and outcomes increased from the initial conditions to cycle I and cycle II, with completeness percentages rising from 21% initially to 74% after cycle I and 90% after cycle II. The Make a Match model was effective at improving students' writing abilities and engagement in the classroom.
This document summarizes a study on using the STAD (Student Teams Achievement Divisions) cooperative learning model to improve student activity and learning outcomes. Common problems in Indonesian education include teaching methods that do not engage students. Most learning is teacher-centered while students passively listen. The study aims to address low student responsibility, participation, and cooperation through implementing STAD learning, where students work in groups to master materials and are assessed individually. The roles of teachers and students change in STAD compared to traditional learning. STAD is expected to make students more active, collaborative, and improve academic achievement.
Activity based learning strategies in the mathematics classroomsAlexander Decker
This document discusses strategies for activity-based learning in mathematics classrooms. It outlines some of the challenges with traditional lecture-style teaching methods and argues that activity-based learning leads to better student outcomes. Some key strategies for activity-based learning discussed include discovery-based teaching where students discover mathematical concepts through guided activities, incorporating practical work like measuring angles and volumes with real objects, and using teaching aids like manipulatives to make concepts concrete. The document advocates for teachers to incorporate these active learning strategies rather than solely using lecture methods.
The document summarizes a literature review on teaching and learning processes to enhance teaching effectiveness. It discusses three key findings from the review:
1) Providing positive and developmental feedback as well as introducing role-playing activities have a profound positive impact on student confidence and self-esteem.
2) An active learning environment that promotes inclusivity can improve faculty and student academic performance.
3) Different learning styles must be accommodated, including visual, auditory, and kinesthetic learners, through a variety of teaching methods like lectures, group work, and hands-on activities.
This document discusses using action research as an instructional supervision approach to improve teaching practices in Ipil District. It found that some teachers were not engaging students or checking their understanding, resulting in low test scores. The research had teachers and school heads implement action research projects to address issues in their classrooms. It identified problems they encountered like time constraints and lack of support. To solve these challenges, teachers sought instructional support and applied lessons from supervisors. The research concluded that instructional supervision and collaboration on action research can strengthen teaching practices, especially for new teachers and school heads. It recommends continuing to use these approaches to promote best practices.
The document describes a classroom action research study that aims to improve mathematics learning outcomes for 7th grade students through the use of peer tutoring. It discusses how peer tutoring can enhance student learning and engagement. The study will observe student activity levels and learning outcomes after implementing peer tutoring over two cycles. Success will be measured by increased class average scores, student absorption, and classical completeness on mathematics tests.
Project Based Learning Tools Development on Salt Hydrolysis Materials through...iosrjce
The application of the Project Based Learning in order to compromise the student's centered
learning, because the students are fully engaged in the learning process, from planning to investigative
reporting. The main purpose of this research is to produce the valid and effective Project Based Learning,
included: syllabus, lesson plans, module, project worksheets, evaluation instruments, and research instruments.
The subject of the research is two classes of the eleventh year student of science program in SMA N 1
Pemalang. The research applied 4-D models of Thiagarajan, Semmel and Semmel. The 4-D models. Researcher
has tested the validity and the effectiveness. Developed a learning device called valid if it has been through a
process of expert validation. The device developed effective learning, average scores and the pretest results
posttest then to determine the level of significance of the increase is in the pretest results - posttest t test with
results of 69.07. Observations attitude Data showed an average student with a good attitude to have. The results
of the questionnaire showed no positive response from students so that it can be concluded that the development
of project-based learning through a scientific approach is valid and effective.
The Effect of Intrinsic Learning Motivation and School Learning Environment o...inventionjournals
This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
This document summarizes a research study that aimed to increase the social and emotional development of early childhood students through the use of a thematic approach. The study found that initially most students' social and emotional development was lacking. It implemented an action research approach over two cycles using themes, methods, media and activities to engage students. The results showed that the thematic approach improved students' social and emotional development, suggesting it could be an effective strategy for learning planning, teacher development and curriculum design in early childhood education.
Empowerement To Teacher By Participatory And Motivating Methodsinventionjournals
This document summarizes a study that aimed to increase the motivation and competence of teachers in implementing thematic learning methods through participatory and motivating approaches. The study involved empowering 10 teachers through various training activities while collecting data on teacher motivation and competence before and after the activities. The results showed that teacher motivation and competence increased slightly as a result of the empowerment program but the increases were not significant. Motivation had a greater influence on competence than the empowerment program. The study concluded that both teacher motivation and competence in implementing thematic learning are important to address, as motivation is easier to increase than competence.
This study examined the effectiveness of problem-based learning (PBL) models in improving geography learning outcomes for high school students in the new normal learning era with limited face-to-face learning. The study used a quasi-experimental design with two groups - an experimental group that used PBL and a control group that used conventional teaching methods. Results showed that the experimental group had higher average learning gains compared to the control group based on pre- and post-test scores, indicating that PBL was more effective at improving student learning outcomes. Independent t-tests also showed significant differences in post-test scores between the two groups, with the PBL group performing better. The study concludes that PBL models can be effectively applied in new
The Comparative Study Between The Cooperative Learning Model Of Numbered Head...iosrjce
This research aims to explain the differences between the cooperative learning model of Numbered
Heads Together (NHT) and Student Team Achievement Division (STAD) to the learning achievement of the
eighth grade students in social subject at SMP Negeri 5 Jombang. The population in this study was 66 students
of the eight grade students in which 33 students from class VIII H. and 33 students from class VIII F. The data
were collected by using observation, interviews and tests. This research applied T-test for data analysis.
The results showed that there is significantly difference on learning achievement of the eighth grade social
studies at SMP Negeri 5 Jombang who are taught by using the cooperative learning model of NHT and STAD.
The result showed that tcount was 2.763, it is higher than the coefficient of table 1.998 at the 5% level of
significant (α) on the value of (df) = (33-1)(33-1) is 64. It implied that tcount> ttable in which 2.763 > 1.998,
therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Finally, It can be
concluded that there is significant difference of the cooperative learning Model of Numbered Heads Together
(NHT) And Student Team Achievement Division (STAD) to the learning achievement of the Eighth Grade
Student in Social Subject at SMP Negeri 5 Jombang
This document provides an overview of action research in social science. It defines action research as integrating action, such as implementing a plan, with research to understand the effectiveness of that implementation. The goals of action research are positive educational change through collaborative problem identification and improvement processes. An example is provided of an action research project that aimed to increase geography students' use of maps and atlases by incorporating them into lessons and assignments. Pre- and post-testing found students' map skills improved after the action of incorporating maps into teaching. Overall, action research allows teachers to study their own practices and improve student outcomes.
The Implementation of Talking Chips and Fan-N-Pick Cooperative Learning Model...inventionjournals
This study is aimed to describe how Talking Chips and Fan-N-Pick learning model to improve VIII D class students’ motivation and learning outcomes at SMP Kristen Citra Bangsa Kota Kupang. The study is a Classroom Action Research (CAR) study. The study consists of four phases, i.e. plan, action, observation, and reflection. The phases in CAR are conducted in 2 cycles. The subject of the study is 20 VIII D class students of SMP Kristen Citra Bangsa Kota Kupang. The collected data consists of students’ motivation and learning result test. The result of the study shows that there is an improvement on students’ motivation in the first cycle and the high criteria is improved to very high criteria in the end of the second cycle. The improvement is also occurred in students’ learning outcome and implementation whether it is from the students or the teacher.
Effects of instructional strategies on the trainee teachers’ learning outcome...Alexander Decker
1) The study investigated the effects of three instructional strategies (perceptual, symbolic, and audio modes) on trainee teachers' acquisition of practical teaching skills in microteaching settings.
2) There was a significant main effect of instructional strategy on trainee teachers' achievement of practical teaching skills, but no significant main effect of learning style.
3) The perceptual instructional strategy was the most effective in enhancing trainee teachers' achievement of practical teaching skills in microteaching.
Similar to EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELS (20)
PANDUAN Penelitian Tindakan Kelas (PTK) LENGKAP (BAB I, II, III, IV, V))M. Ifaldi Sidik
Panduan bagi mahasiswa dan guru dalam melaksanakan penelitian tindakan kelas (PTK) lengkap yang terdiri dari:
1. Penyusunan dan pemilihan Judul
2. Sistematika Laporan PTK
3. Penyusunan Latar Belakang PTK
4. Penyusunan Rumusan Masalah PTK
5. Penyusunan Tujuan Penelitian
6. Penyusunan Kajian Pustaka
7. Penyusunan Kerangka Konseptual
8. Penyusunan Hipotesis
9. Penyusunan Metodologi Penelitian
10. Penyusunan Hasil Penelitian dan Pembahasan
11. Penyusunan Kesimpulan dan Saran
Dokumen tersebut membahas tentang penyusunan asesmen dan evaluasi pengukuran pembelajaran ekonomi. Terdapat penjelasan mengenai jenis tes, tujuan penilaian, teknik penilaian, dan contoh instrumen penilaian seperti kisi-kisi soal, rubrik penilaian sikap.
Pilihan Sosial - Teori Ekonomi Mikro LanjutanM. Ifaldi Sidik
1. Teori pilihan sosial membahas proses pemilihan kriteria kesejahteraan masyarakat yang adil dan efisien dalam mengalokasikan sumber daya terbatas antara individu, namun tidak ada mekanisme yang sempurna untuk hal ini.
Matakuliah Teori Ekonomi Mikro Lanjutan Pascasarjana Universitas Negeri Padang.
- Alcia Junia Monasari
- Imaamul Muttaqiin
- Katarina Elvi Manihuruk
Eksternalitas Positif
Eksternalitas Negatif
Ekternalitas Antar Perusahaan
MENGATASI EKSTERNALITAS NEGATIF
Kualitas Lingkungan Hidup Indonesia Mengkhawatirkan
Barang Publik
Konsekuensi Barang Publik
Matakuliah Teori Ekonomi Mikro Lanjutan Pascasarjana Universitas Negeri Padang.
1. Ratih Kartika Wisnu
2. Nofriansyah
MODAL DAN TINGKAT PENGEMBALIAN
TINGKAT PENGEMBALIAN
TINGKAT PENGEMBALIAN DAN HARGA BARANG DI MASA DEPAN
PERMINTAAN UNTUK BARANG DI MASA MENDATANG
MAKSIMAL UTILITAS
Pengaruh Perubahan Dalam r
PENAWARAN BARANG DIMASA DEPAN
Permintaan Perusahaan Akan Modal
Faktor Penentu Tarif Sewa Pasar,
PRINSIP OPTIMASI
Teori Investasi
KRITERIAN NILAI SEKARANG YANG DISKONTO
Penawaran Tenaga Kerja - Teori Ekonomi Mikro LanjutanM. Ifaldi Sidik
Matakuliah Teori Ekonomi Mikro Lanjutan Pascasarjana Universitas Negeri Padang.
1. Henti Teja Utami
2. Azmi Huzaifah
3. Zainal Abidin Siregar
Analisis Penawaran tenaga kerja
Model dua-barang yang sederhana
Efek pendapatan dan efek substitusi dan perubahan dalam w
Efek pendapatan dan efek substitusi Dari perubahan dalam upah rill (income and substitusion effect of a change in the real wage)
Analisis matematis tentang penawaran tenaga kerja
Permintaan Perusahaan Akan Faktor-Faktor ProduksiM. Ifaldi Sidik
Dokumen tersebut membahas tentang faktor-faktor yang dipertimbangkan oleh pengusaha dalam berproduksi, pentingnya analisis penentuan harga faktor produksi, prinsip penggunaan dan pengalokasian faktor produksi secara efisien, dan bagaimana menentukan jumlah faktor produksi yang digunakan secara optimal.
Efforts to Improve Student Learning Outcomes in Basketball Through the Tactic...M. Ifaldi Sidik
This study aims to obtain information and find out about Efforts to Improve Student Learning Outcomes PJOK in Basketball Games Through Tactic Approach Method in Class VII.2 SMPN 1 Toboh Gadang Sintuk.This type of research is classroom action research with research subjects are students of class VII.2 State Junior High School 1 Sintuk Toboh Gadang with a total of 27 students. This research consisted of two cycles, where the first cycle was carried out at meetings 1 and 2 and the second cycle was carried out at meetings 3 and 4. Each cycle consisted of four stages of research, namely planning, implementing actions , observation and reflection. To obtain research data three instruments were used, namely observation sheets, field notes, and test sheets, which were analyzed qualitatively using percentages. Based on the results of the study showed that the learning outcomes of class VII.2 students using the Tactic Approach Method increased from the initial conditions, the first cycle and the second cycle were 22.00%, 59.00% and 93.00%.
Penetapan Harga Pasar Persaingan Tidak SempurnaM. Ifaldi Sidik
Matakuliah Teori Ekonomi Mikro Lanjutan Pascasarjana Universitas Negeri Padang.
1. Bambang Eko Prayetno
2. Maulina Aulia
Model Penetapan Harga
Kuasi-kompetitif Model
Pricing under Imperfect Competition
Kartel Model
Pricing under Imperfect Competition
The Cournot Model
Spring Monopolist’s Output Choice
Conjectural Variations Model
Model Kepemimpinan Harga
Diferensiasi Produk: Definisi Pasar dan Pilihan Perusahaan
Product Differentiation: Market Equilibrium
Diferensiasi Produk: Masuknya Perusahaan Baru
Teori Ekonomi Mikro Lanjutan - Pasar MonopoliM. Ifaldi Sidik
Matakuliah Teori Ekonomi Mikro Lanjutan Pascasarjana Universitas Negeri Padang.
Karakteristik Pasar Monopoli
Sebab-Sebab Timbulnya Pasar Monopoli
Kurva permintaan pasar
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Terciptanya hambatan masuk
Maksimasi laba dan pilihan keluaran
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1. Pengertian Teori Produksi.
2. Faktor-faktor teori produksi.
3. Teori produksi dengan 1 input variabel berubah
4. Teori Produksi dengan 2 input variabel berubah
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9
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EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELS
1. EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH
DEMONSTRATION LEARNING MODELS IN CLASS VIII.3 STUDENTS,
SMPN 1 SINTUK TOBOH GADANG
Mellya Eka Putri1
Science Teacher SMPN 1 Sintuk Toboh Gadang
2017
Abstract
This study aims to obtain information and find out about efforts to
improve learning outcomes of science through the
DEMONTRATION learning model. This type of research is
classroom action research. The subjects of this study were in class
VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This
research uses a qualitative approach. Research procedures include
planning, implementing, observing, and reflecting. This research was
conducted in two cycles and was conducted in collaboration between
the researcher and the observer. The techniques used in data
collection are observation, tests, field notes and documentation. Data
analysis uses percentages. The results of this study indicate that
student learning outcomes in the science learning process by using
DEMONTRATION can improve student learning outcomes.
Keywords: Science Learning Outcomes, DEMONSTRATION
Learning Model
INTRODUCTION
The learning of Natural Sciences (IPA) is expected to be a vehicle for students
to learn about themselves and their surroundings, as well as further
development in their application in daily life. The National Education
Standards Agency (BSNP) (in the Learning Unit Level Curriculum, 2006: 484)
states "the science learning process in junior high schools emphasizes
providing direct experience to develop competencies in order to explore and
understand the natural surroundings scientifically"
Students as educational subjects, are required to be active in learning, seeking
information and exploring alone or in groups. The teacher acts as a facilitator
2. and guides students towards optimizing the achievement of the knowledge
being learned. In accordance with Piaget's theory (in Yusuf, 2007: 1) that "In
learning the teacher acts as a facilitator, not a provider of information".
In the syllabus development guide and Learning Implementation Plan (RPP),
the Ministry of National Education (in Irma, 2007: 2) states "Learning
activities are designed to provide learning experiences that involve mental
and physical processes through interactions between students, students and
teachers, the environment, and resources other learning in the context of
achieving basic competencies ". Learning activities contain life skills that
students need to master.
The learning method used by the teacher in bridging student needs only uses
the lecture method. Because every student is required to have a textbook. So
the teacher only explains the material in the book and asks students to
answer the questions in the textbook. Therefore the value obtained by
students is not as expected. The result is still below the standard of teaching
and learning completeness with an average value of 6.0. the completeness
value set by the school is 7.
In addition to the low value of Completion in Teaching and Learning
(SKBM), the activities shown by students are also low such as: doing
homework (homework), low interest in student learning in groups. In general
students tend to be passive, only accept what the teacher says. If the teacher
asks questions students do not dare to answer, if there are only 4-5 students.
Based on the above problems, the effort to improve student learning
outcomes in science learning in SMPN 1 Sintuk Toboh Gadang is a problem
that needs to be addressed. One method of learning that is thought to
overcome these problems is the method of cooperative learning.
Through cooperative learning methods students can learn more actively and
an atmosphere that is conducive to developing knowledge, values attitudes,
activeness, and social skills such as cooperative skills that benefit their lives in
society. By using cooperative learning methods are expected to foster
excitement in learning. Because with the cooperative learning method, the
competencies possessed by students will trigger to make the learning
atmosphere complement each other in terms of knowledge and expertise.
According to Muhamad (2004: 1) "Cooperative learning methods are practical
classroom techniques that teachers can use every day to help their students
3. learn each subject, from basic skills to complex problem solving". So, the
cooperative learning method is to utilize small groups in teaching that allows
students to work together to maximize their learning outcomes.
By studying groups will make it easier for students to understand the subject
matter. Slavin (in Karuru, 2007: 1) that "Students will more easily find and
understand difficult concepts if they can discuss these concepts with each
other". And also with group learning will bring a positive influence on
students. In accordance with the results of Slavin's research (in Harnawati,
2006: 9) that "The elements of group goals and individual responsibility show
a real positive effect on learning outcomes of students in grades two through
twelfth grade with all subjects".
One of the cooperative learning methods that can be used by the teacher is
the Demonstration type cooperative learning method. Demonstration type
cooperative learning method is a very interesting learning method and
students are very happy to be asked to answer questions, without realizing
students directly sharpen their brains by filling in the boxes provided by the
teacher including filling in the worksheet.
LITERATURE REVIEW
According to Slameto (Syaiful Bahri Djamarah, 2011: 13) learning is a
business process undertaken to obtain behavioral changes from interactions
with the environment obtained from experience
Oemar (2008: 2) also argues that, learning outcomes are behaviors that arise,
for example from not knowing to knowing, new questions arise, changes in
the stage of habitual skills, ability to appreciate, the development of social,
emotional, and physical growth.
Carin (in Yusuf, 2007: 1) states that: IPA as a product or content includes
facts, concepts, principles, laws, and theories of science. So basically IPA
consists of three components, namely scientific attitude, scientific process,
and scientific products. This means that science does not only consist of a
collection of knowledge or various memorized facts, it is also an active
activity or process of using the mind to study natural phenomena that cannot
be contemplated.
According to Sanjaya (2006: 147) "Method is a method used to implement a
plan that has been prepared in real activities so that the objectives that have
been prepared are achieved optimally".
4. According to Uno and Mohamad (2012: 98) The demonstration method is also
used in active learning, because it is in contact with how students
demonstrate something. This learning strategy shows how it does something
which is then observed and discussed.
RESEARCH METHODOLOGY
This research is a classroom action research. According Suharsimi Arikunto,
et al (2007: 3) classroom action research is an examination of learning
activities in the form of actions that are deliberately raised and occur in a
class together. This research was conducted at SMPN 1 Sintuk Toboh
Gadang. This class action research was planned in class VIII.3 SMPN 1 Sintuk
Toboh Gadang with 29 students, consisting of 15 men and 14 women. This
research was conducted in the second semester and in class VIII.3 SMPN 1
Sintuk Toboh Gadang 2016/2017 school year. The research process consists of
four sets of activities carried out in an iterative cycle, namely:
1. Planning
The plan is the initial stage that must be done.
2. Action
Action is the application of a plan that has been made in the form of an
application of a particular learning strategy that aims to improve and
perfect the strategy being carried out.
3. Observation
Observations are made to observe changes that occur during the action
carried out.
4. Reflection
Contemplation is the activity of reflecting the results of observations to
become the next planning material.
Data collection tools include observation sheets, field notes, tests, and
documentation. Data analysis technique Data filling in the observation sheet
of student learning activities in a qualitative analysis in the form of a
percentage, To calculate the percentage of student learning outcomes
researchers use the benchmark "Total achievement score divided by
maximum score multiplied by 100".
NA = Total Score Achieved x 100 %
Maximum Score
RESEARCH RESULTS AND DISCUSSION
5. RESEARCH RESULT
Pre Cycle
Pre cycle data collection activities were carried out on February 13, 2017 in
class VIII.3 with 29 students. Prasiklus conducted by researchers by carrying
out science learning activities using the question and answer method that
ends with the implementation of the test. The impact of student learning
outcomes is also low, this is evidenced from the results of the last daily test
before the method is applied with the highest value of the complete data, can
be seen in the table below:
Table 1. Recapitulation of Pre-Cycle Test Results
No. Description Pre Cycle
1 Average test scores 71.31
2 Number of students who have
completed their studies
15
3 The number of students who do
not complete study
14
4 Percentage of mastery learning 51.72
5 Percentage of incomplete
learning
48.27
From the table above it can be explained that before applying the
Demonstration type learning method obtained the average student learning
outcomes is 71.31 with a percentage of 51.72% or 15 students out of 29
students who have finished learning.
Cycle I
Planning
Preparing syllabus, preparing lesson plans, preparing media, worksheets and
tools and materials for pratikum (demonstration) and teaching materials,
preparing UH questions for cycle 1 and researchers using Demontration type
cooperative learning models as solutions to solving learning problems.
Implementation
Cycle I Meeting I
6. Held on Monday 20 February 2017 with the material Pressure on solids,
factors. - factors affecting the pressure on solids and the use of the pressure
formula P = F / A in the sample questions consisting of preliminary activities,
core activities and closing activities .
Cycle 2 Meeting I
Held on Monday, February 27, 2017 in Class VIII.3 with the material Pascal
Law, Application of the Formula Formula Pascal F1 / A1 = F2 / A2 and
Examples of tools that work according to the Pascal law consisting of
preliminary activities, core activities, and closing activities .
Observation
Based on the observations of the teacher, observer, teacher's field notes, at the
end of the teaching and learning process students are given a formative test I
in order to find out the level of success of students in the teaching and
learning process that has been done.
Tabel 2. Recapitulation of Cycle I Test Results
No. Description Pre Cycle
1 Average test scores 79.8
2 Number of students who have
completed their studies
21
3 The number of students who do
not complete study
8
4 Percentage of mastery learning 72.4
5 Percentage of incomplete
learning
27.6
7. 0
30
60
Classics Completion Chart Cycle I
From the graph above it can be explained that by applying the Demonstration
type cooperative learning model obtained an average value of student
learning outcomes is 79.8 and mastery learning reaches 72.4% or there are 21
students out of 29 students have finished learning. These results indicate that
in the first cycle classically students have not yet finished learning, this is
because students still feel new and do not understand what is meant and
used by the teacher by applying the cooperative learning model type
Demonstration.
Reflection
Reflection of actions in the first cycle is more focused on the problems that
arise and the successes that appear during learning.
a During the learning process, the teacher has carried out all learning
activities well, but the teacher is less clear in explaining the learning
material
b The teacher needs to maximally manage the class and guide the group
in discussions to make a discussion report
c Some students lack concentration, so students are less able to answer
questions from the teacher and students are less active in paying
attention to the presentation of the results of the discussion and less
active in asking and responding
d The motivation provided by the teacher is still lacking so students are
still hesitant in their opinions and make conclusions
e Students are still not accustomed to responding to the answers from
the groups presenting
f Teacher skills in implementing science learning through models
8. g Cooperative learning type of Demonstration is well categorized.
h Student activities in learning science through the Demonstrated
Cooperative Learning model are categorized as good.
Cycle II
Planning
Preparing syllabus, preparing lesson plans, preparing media, worksheets and
tools and materials for pratikum (teaching demonstration) and teaching
materials, preparing UH questions for cycle 2, and researchers using the
Demonstration type cooperative learning model as a solution to solving
learning problems.
Cycle I Meeting II
The implementation of teaching and learning activities for the second cycle
was held Monday on March 26, 2017 in Class VIII.3 with the material
Explaining the Archimedes Law, Using the formula Fa = ρc.g.vb andc.g.vb and
Examples of tools for which the working principle of Archimedes's law
consists of preliminary activities , core activities and closing activities.
Cycle 2 Meeting II
The second meeting on the second cycle was held on Monday March 13, 2017
in class VIII.3 with material Floating objects, floating objects and sinking
objects consisting of preliminary activities, core activities and closing
activities.
Observation
Based on the observations of the teacher, observer, teacher's field notes, the
results of student evaluations, in cycle II activities, it can be stated that the
teaching and learning process of students is given a formative test III with the
aim of knowing the level of student success during the teaching and learning
process that has been carried out.
Table 3. Recapitulation of Cycle I Test Results
No. Description Pre Cycle
1 Average test scores 84.88
2 Number of students who have
completed their studies
24
3 The number of students who do 5
9. not complete study
4 Percentage of mastery learning 82.75
5 Percentage of incomplete
learning
17.24
0
30
60
90
Completion Chart Formative Test Cycle II
From the graph above, the average value of student learning outcomes is
84.88 and the learning completeness reaches 82.75% or there are 24 students
out of 29 students who have finished learning. These results indicate that in
this second cycle classical learning completeness has increased slightly better
than cycle I. There is an increase in student learning outcomes because after
the teacher informs that at the end of the lesson there will always be a test so
that at the next meeting students are more motivated to learn.
Reflection
The reflection on actions in cycle 2 is more focused on the problems that arise
and the successes that appear during learning.
a. During the learning process, the teacher has carried out all learning
activities well, and explained the learning material more deeply
b. The teacher has been managing the class and guiding the group in
discussions to report the results of the discussion very well, the class
atmosphere is excited and cheerful, because after the group
presentations the teacher and students provide reinforcement with
applause.
c. Students ask, answer and respond to increased from cycle 1, students
are also active in paying attention to the presentation of the results of
the discussion from the presenter group.
10. d. The teacher provides motivation with the words come on, certainly
can, which is active in asking, answering and responding to questions
gets the value of activeness and skills.
e. Students are getting used to responding to the answers from the
groups that present
f. Teachers' skills in carrying out science learning through the
Demonstration Cooperative Learning model are better categorized.
g. Student activities in learning science through the Cooperative
Learning model type Demonstration with better categorized.
Based on collaborator observation and data analysis in the second cycle
reflection above, there is no need for improvement because the research
targets and targets for each learning indicator have been achieved. Then there
is no improvement that will be carried out in cycle III.
DISCUSSION
Through the results of this study indicate that the type of cooperative
learning model Demonstration has a positive impact in improving student
learning outcomes. This can be seen from the increasingly solid
understanding of students towards the material delivered by the teacher
(mastery learning increases from Pre-Cycle, cycle I, and II, respectively
51.72%, 72.41%, and 82.75%. In cycle II students' learning completeness
classically has reached.
prasiklus siklus I siklus II
0
10
20
30
40
50
60
70
80
90
KESIMPULAN DAN SARAN
KESIMPULAN
From the results of the learning activities that have been carried out for two
cycles, and based on all the discussions and analyzes that have been carried
out it can be concluded as follows: Learning with a cooperative learning
11. model of demonstration type has a positive impact in improving student
learning outcomes which is characterized by an increase in student
completeness in each cycle , namely pre-cycle (51.72%), cycle I (72.41%), cycle
II (82.75%) and the implementation of cooperative learning models of
demonstration type have a positive effect, which can improve student
learning outcomes shown by the average student answers stating that
students are interested and interested in the cooperative learning model type
demonstration so that they become motivated to learn.
From the research results obtained from the previous description so that the
learning process of natural science learning is more effective and provides
optimal results for students, then the following suggestions are delivered:
To implement a demonstration type cooperative learning model requires
sufficient preparation, so the teacher must be able to determine or choose a
topic that can really be applied with a demonstration type cooperative
learning model in the teaching and learning process so that optimal results
are obtained.
In order to improve student learning achievement, teachers should train
students more often with various teaching methods, even in a simple level,
where students can later find new knowledge, gain concepts and skills, so
students succeed or are able to solve the problems they face.
Further research is needed, because the results of this study are only
conducted at SMPN 1 Sintuk Toboh Gadang in the 2016-2017 academic year.
For similar research, improvements should be made in order to obtain better
results.
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