scholarly journals The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students’ Motivation

2018 ◽  
Vol 11 (3) ◽  
pp. 123-134 ◽  
Author(s):  
Muh Khalifah Mustami ◽  
◽  
Dian Safitri ◽  
Keyword(s):  
Interest Assessment

Interest Assessment Using New Technology

2010 ◽  
Vol 18 (4) ◽  
pp. 336-344 ◽  
Author(s):  
Terence J. G. Tracey
Keyword(s):  
New Technology ◽  
Interest Assessment

Interest Assessment in a Cross-Cultural Context

2019 ◽  
pp. 655-671
Author(s):  
Chun Tao ◽  
Saurabh Gupta ◽  
Terence J. G. Tracey
Keyword(s):  
Cultural Context ◽  
Cross Cultural ◽  
Interest Assessment

scholarly journals Pembandingan Model Pembelajaran Mind Mapping dan Arias (Assurance, Relevance, Interest, Assessment, Satisfaction) Terhadap Pemahaman Konsep Fisika

2019 ◽  
Vol 2 (2) ◽  
pp. 210-216
Author(s):  
Yeni Rafika ◽  
Welly Anggraini ◽  
Rifda El Fiah
Keyword(s):  
Learning Model ◽  
Control Group ◽  
Sampling Techniques ◽  
Mind Mapping ◽  
Control Group Design ◽  
Group Design ◽  
Class Viii ◽  
The Mind ◽  
Selection Of ◽  
Interest Assessment

Abstract: This study aims to compare the Mind Mapping and ARIAS learning models (Assurance, Relevance, Interest, Assessment, Satisfaction) to the understanding of physics concepts in class VIII students at SMP Negeri 1 Bukit Kemuning. This study is a Quasi Experiment Design with research villages using the Pretest-Posttest Design Control Group. The selection of samples using Purposive Sampling techniques. The research samples were experimental class I (VIII 4) which applied the Mind Mapping learning model and experimental class II (VIII 6) which applied the ARIAS learning model (Assurance, Relevance, Interest, Assessment, Satisfaction). Data collection instruments used were test instruments for understanding concepts (pretest and posttest) with essay questions. Based on the research results that have been calculated by the t-test with a significant level of α = 0.05 (5%) that tcount = 1.725 and ttable = 1.708 which indicates that tcount> ttable, to obtain conclusions Ha is accepted and H0 is rejected which means there is a comparison of models Mind Mapping and ARIAS on understanding the concepts of physics of students in SMP Negeri 1 Bukit KemuningAbstrak: Penelitian ini bertujuan untuk mengetahui perbandingan model pembelajaran Mind Mapping dan ARIAS(Assurance, Relevance, Interest, Assessment, Satisfaction) terhadap pemahaman konsep fisika pada peserta didik kelas VIII di SMP Negeri 1 Bukit Kemuning. Penelitian ini merupakan Quasi EksperimentDesign dengan desain penelitian menggunakan Pretest-Posttest Control Group Design. Pemilihan sampel menggunakan teknik Sampling Purposive. Sampel penelitian yakni kelas eksperimen I (VIII 4) yang diterapkan model pembelajaran Mind Mapping dan kelas eksperimen II (VIII 6) yang diterapkan  model pembelajaran ARIAS(Assurance, Relevance, Interest, Assessment, Satisfaction). Instrumen pengumpulan data yang digunakan yaitu instrumen tes untuk pemahaman konsep (pretest dan posttest) dengan bentuk soal essai. Berdasarkan hasil penelitian yang telah dihitung dengan uji-t dengan taraf signifikan α = 0,05 (5%) bahwa thitung = 1,725 dan ttabel = 1,708 yang menunjukkan bahwa thitung> ttabel , sehingga diperoleh kesimpulan Ha diterima dan H0 ditolak yang artinya terdapat perbandingan model Mind Mapping dan ARIAS terhadap pemahaman konsep fisika peserta didik di SMP Negeri 1 Bukit Kemuning

scholarly journals Meningkatkan Hasil Belajar Siswa Dengan Model Pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, dan Satisfaction)

2013 ◽  
Vol 1 (1) ◽  
pp. 40 ◽  
Author(s):  
Nurfitri Purnamasari ◽  
Zainuddin Zainuddin ◽  
Suyidno Suyidno
Keyword(s):  
Interest Assessment

Rendahnya hasil belajar siswa terhadap pembelajaran fisika dikarenakan kurangnya variasi model dan media pembelajaran yang digunakan guru. Untuk itu perlu dilakukan penelitian yang bertujuan untuk mendeskripsikan keefektifan model ARIAS dalammeningkatkan hasil belajar siswa. Adapun tujuan secara khusus yaitu (1) Mendeskripsikan keterlaksanaan RPP, (2) Mendeskripsikan hasil belajar siswa, (3) Mendeskripsikanaktivitassiswa dan (4) Mendeskripsikan respon siswa.Hasil penelitian menunjukkan (1) ketelaksanaanRPP model pembelajaran ARIAS meningkat dimana siklus I sebesar 80% (baik), siklus II sebesar 95% (baik), dansiklus III sebesar 99% (baik); (2) hasil belajar siswa secara klasikal pada siklus I sebesar 57% (tidak tuntas), siklus II sebesar 75% (tidak tuntas), dan siklus III sebesar 88% (tuntas), (3) aktivitas siswa meliputi membaca atau mencari informasi, mendengarkan penjelasan guru, berdikusi atau kerjasama kelompok, menyampaikan pendapat kepada guru atau teman, mengajukan pertanyaan dan menjawab soal. Pada siklus I cukup aktif, siklus II aktif dan cukup aktif, dan siklus III aktif, (4) respon minat siswa mengikuti pembelajaran ARIAS meliputi attention, relevance,confidence, dan satisfactiondikategorikan baik.Diperoleh simpulan bahwa keefektifan penerapan model pembelajaran ARIAS dalam materi ajar usaha dan energi berkategori efektif.

scholarly journals ARIAS Learning (Assurance, Relevance, Interest, Assesment and Satisfaction) in Social Studies

2019 ◽  
Vol 2 (2) ◽  
pp. 114
Author(s):  
Devi Vitriana Purwanto ◽  
Harmanto Harmanto ◽  
Ismet Basuki
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Student Assessment ◽  
Real Life ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Student Activities ◽  
Self Confidence ◽  
Model Research ◽  
Interest Assessment

Assurance, Relevance, Interest, Assessment and Satisfaction (ARIAS) is one learning model to students center. This learning model emphasizes the delivery the activeness of students in the class. In the implementation of this model has the five components which consists of five integrated components needed in the learning activities (1) assurance which foster student’s self-confidence, (2) relevance which connect the material with student’s real life, (3) interest which grow the student’s interest, (4) assessment which is an student assessment, and (5) satisfaction which provide a sense of proud to student. The aim of this research was to describe the teacher's ability to manage learning, student activities, student learning, and students' response using ARIAS learning model. Research conducted on the use of the model of ARIAS in social studies so far shown significant result on increase students’ understanding of social studies consepts. The Application Assurance, Relevance, Interest, Assessment and Satisfaction (ARIAS) learning model can increase student learning outcomes social studies.

scholarly journals Penerapan Model Pembelajaran Arias (Assurance, Relevance, Interest, Assessment, dan Satisfaction) dengan Media Kertas Lipat dalam Peningkatan Pembelajaran Matematika tentang Soal Cerita Pecahan pada Siswa Kelas III SD Negeri Mangli Tahun Ajaran 2018/2019

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Annisa Zuraida Rahmah ◽  
Wahyudi Wahyudi ◽  
Muhamad Chamdani
Keyword(s):  
Interest Assessment

<p>Tujuan penelitian ini yaitu meningkatkan pembelajaran Matematika tentang soal cerita pecahan melalui penerapan model ARIAS dengan media kertas lipat. Penelitian ini merupakan penelitian tindakan kelas (PTK) kolaboratif yang dilaksanakan dalam tiga siklus. Subjek penelitian ini adalah guru dan siswa kelas III. Teknik pengumpulan data menggunakan observasi, wawancara, dan tes. Validasi data menggunakan triangulasi teknik dan sumber. Analisis data meliputi reduksi data, penyajian data, dan kesimpulan. Hasil penelitian ini menunjukkan bahwa penerapan model ARIAS dengan media kertas lipat dapat meningkatkan pembelajaran Matematika tentang soal cerita pecahan.</p><p> </p><p> </p>

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