scholarly journals Perbedaan Peningkatan Prestasi Belajar IPA Melalui Pembelajaran Berbasis Masalah dan Inkuiri Terbimbing Pokok Bahasan Energi dan Daya Listrik Kelas IX di SMPN 20 Bandar Lampung

2018 ◽  
Vol 4 (1) ◽  
pp. 49-54
Author(s):  
Tsamaniariaty Hidayah ◽  
Sulton Djasmi ◽  
Undang Rosidin
Keyword(s):  
Test Score ◽  
Science Learning ◽  
Ninth Grade ◽  
Cognitive Test ◽  
Guided Inquiry ◽  
Group Design ◽  
Guided Learning ◽  
Cognitive Test Score ◽  
Post Test ◽  
Difference Test

DIFFERENCES IN INCREASED ACHIEVEMENT OF SCIENCE LEARNING THROUGH PROBLEM BASED AND INQUIRY LEARNING GUIDED PRINCIPLES OF ENERGY AND POWER AT GRADE IX OF SMPN 20 BANDAR LAMPUNG. Difference Improving Learning Achievement of Science Through Learning Based On Problem And Discussion Guided Inquiry Energy And Power Supply Of Ninth Grade At Smpn 20 Bandar Lampung. The research aims to know : (1) difference in improving pre-test and post-test of cognitive in learning based of problem. (2) difference in improving pre-test and post-test of cognitive in learning guided inquiry. (3) difference in improving student's post-test of cognitive in learning based of problem and guided inquiry. This research is an experimental research by "pre-tes post-test one group design". Population in this research is all of the students of ninth grade at SMPN 20 Bandar Lampung. Sampling by purposive technique of ninth grade A and ninth grade C. Data is analyzed by mean difference test. Conclusion in this research are: (1) there is a difference in improving between cognitive test score is learning based on problem 18,98. (2) there is a difference in improving cognitive test score in learning guided inquiry 10,85. (3) there is a difference in improving cognitive test score is learning based on problem with cognitive test score in guided learning 3,60.

The analysis

2019 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
Secondary School ◽  
Direct Observation ◽  
Test Score ◽  
Learning Experience ◽  
Descriptive Study ◽  
Cognitive Test ◽  
21St Century Skill ◽  
Maximum Angle ◽  
Post Test ◽  
Collaboration And Communication

This article exposes how STEM-based learning is applied in science class to give students meaningful learning experience in the topic of Pascal Law. This study is motivated by the demand of 21st century skill which expect people to have 4C skills; critical thinking, creativity, collaboration, and communication. In this study, STEM-based learning is conducted at a private secondary school located in Bandung with 28 students of grade 8 as the subjects. Students are provided a problem related to the application of Pascal Law namely hydraulic bridge. They are challenged to design their own hydraulic bridge which can be lifted with maximum angle but in minimum time. A descriptive study is taken where all the data is obtained through direct observation and students’ interview. Based on cognitive test, there is difference on pre-test and post-test score that resulting in the number of gain. Based on direct observation, none of students just sitting on their seat without activities and all are on collaboration to reach their goal. Students’ interview indicates they enjoy learning process as it is their first experience accomplishing a project and it makes them more understand the concept through the real application. Overall of the study, STEM-based learning through hydraulic bridge project stimulates students to be able to think critically, to be creative, to collaborate, and to communicate.

scholarly journals THE THE EFFECT OF ZUMBA EXERCISE FOR INCREASING ABDOMINAL STRENGTH IN WOMEN WHO HAS BEEN GIVING BIRTH AT NORTH SANGLAH VILLAGE

2018 ◽  
Vol 6 (3) ◽  
pp. 9
Author(s):  
I Gusti Ayu Rea Vera Wijaya ◽  
A.A Nyoman Trisna Narta Dewi ◽  
Susy Purnawati
Keyword(s):  
Test Score ◽  
Abdominal Muscle ◽  
Wilcoxon Test ◽  
Abdominal Muscles ◽  
Exclusion Criteria ◽  
Muscle Strengthening ◽  
Group Design ◽  
Strengthening Exercise ◽  
Post Test ◽  
Abdominal Muscle Strength

ABSTRACT               Abdominal muscle strength decreasing could happen in women who has been giving birth. Zumba exercise is a modification of aerobic exercise with latin music and dance that could be used for muscle strengthening exercise. The purpose of the experiment is for knowing the effect of zumba exercise to increase the abdominal muscles strength in women who has been giving birth. The research is a pre-experimental with a pre-test and post-test one group design. The research has been done in North Sanglah Village with total of 18 samples that was chosen by the Curl Up test score and inclusion and exclusion criteria. Data analyzed using Saphiro Wilk test and  Wilcoxon Test. The results shown there are significant increasing of abdominal muscles strength after given the zumba exercise, p=0,000 (p<0,05). Zumba exercise could increase the abdominal muscles strength in samples with a 26,7% increasing percentage.   Keywords: zumba exercise, abdominal mucles strength decreasing.

scholarly journals THE EFFECT OF ENGLISH SUBTITLE IN “ZOOTOPIA” MOVIE IN SPEAKING SKILL

2018 ◽  
Vol 5 (2) ◽  
pp. 94
Author(s):  
Fhuri Megawati ◽  
Ermawati Z. Nuroh
Keyword(s):  
Experimental Design ◽  
Test Score ◽  
Ninth Grade ◽  
T Test ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill

This study investigated the effect of using English Subtitle in “Zootopia” Movie as media in speaking skill of SMPN 6 Sidoarjo. English Subtitle can describe as practice media to help the students when they understand to watch movie. The method used Quasi Experimental Design. The result of this study showed that the student could improve their ability in speaking skill through English subtitle. The data got from both pre-test and post-test score were analyzed using T-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) is higher than t-table (tt) (19.90 > 1.99). According to the criteria of the test, the result showed that there is an effect of student’s in speaking skill using English subtitle. It can be concluded that English Subtitle in “Zootopia” movie as media is effective and applicable approach at the ninth grade of SMPN 6 Sidoarjo to improve student in speaking skill.

scholarly journals The effect of the group investigation-guided inquiry (GI-GI) learning model to improve students’ collaboration and science process skills

2021 ◽  
Vol 2104 (1) ◽  
pp. 012027
Author(s):  
Indrawati ◽  
I K Mahardika ◽  
J Prihatin ◽  
Supeno ◽  
S Astutik ◽  
...  
Keyword(s):  
High Schools ◽  
Learning Model ◽  
Control Group ◽  
Process Skills ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Science Process Skills ◽  
Group Design ◽  
Post Test ◽  
Quasi Experimental

Abstract The GI-GI learning model is a combination of the Group Investigation and the Guided Inquiry model. The research aimed to examine the effect of the GI-GI learning model on collaboration and students’ science process skills. The type of research carried out was Quasi-Experimental and used a post-test only control group design and purposive sampling covering four high schools in the Besuki Residency, two classes as the experimental class and the control class. The research instrument used tests, observations, and documentation. The results showed a significant effect of the GI-GI learning model on collaboration and students’ science process skills. This research implies that the GI-GI learning model can condition students to research in groups to interact actively with friends and educators to exchange opinions, knowledge, or experiences, find and solve problems, and hypothesize through investigation, exploration, and discussion outside or inside in class.

scholarly journals The Alzheimer’s Prevention Initiative Composite Cognitive Test Score

2014 ◽  
Vol 75 (06) ◽  
pp. 652-660 ◽  
Author(s):  
Napatkamon Ayutyanont ◽  
Jessica B. S. Langbaum ◽  
Suzanne B. Hendrix ◽  
Kewei Chen ◽  
Adam S. Fleisher ◽  
...  
Keyword(s):  
Test Score ◽  
Cognitive Test ◽  
Cognitive Test Score

scholarly journals The Effectiveness of the Process Oriented Guided Inquiry Learning (POGIL) Model in Educational Psychology Learning

2018 ◽  
Vol 2 (2) ◽  
pp. 375
Author(s):  
Sri Haryati
Keyword(s):  
Learning Outcomes ◽  
Educational Psychology ◽  
Test Score ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Learning Models ◽  
Research Results ◽  
Significant Difference ◽  
Post Test ◽  
Process Oriented

Theoretically, this research contributes to: (1) the development of educational psychology theory, and (2) the development of research-based learning theory; the research results are especially relevant to methods such as authentic learning, problem-based learning, cooperative learning, inquiry learning, process oriented guided inquiry learning (POGIL) and contextual teaching and learning, which are currently increasingly popular. Practically, this research can be used as a teaching material for lecturers and students in lectures, and may be particularly beneficial as a comparative or supplemental book to enrich the educational psychology materials used in a new course of Faculty of Education and Teachers’ Training at Tidar University. The objectives of this study were: (1) to propose appropriate learning materials for the subject of educational psychology using research-based learning models, and (2) to test the effectiveness of research-based learning models, especially POGIL. The research was conducted among the second semester students in English Education Study Program. The research method used was Research and Development, which consisted of three steps, namely preparation, development, and reporting of results. The data analysis technique used was one group pre-test post-test design. This research succeeded in developing teaching materials for educational psychology using a research-based learning model and indicates that POGIL can improve students’ learning outcomes. The research results show that: (1) there is a significant difference between learning outcomes before and after learning using the POGIL model, as proven by the increase in the mean score from 58 to 91, and (2) there is no significant difference between the three sample groups using POGIL model in their learning, as proven by t-count being smaller than t-table, and the average post-test score of both groups 1 and 2 being 90, and the average post-test score of group 3 being 93.

scholarly journals Enhancement Of Science Learning Outcomes Through Two Stay Two Stray Learning Model Assisted With Mind Mapping Media

2020 ◽  
Vol 4 (3) ◽  
pp. 218
Author(s):  
Mugi Rahayu ◽  
I Komang Sudarma ◽  
I Ketut Dibia
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Science Learning ◽  
Learning Model ◽  
Mapping Method ◽  
Control Group ◽  
Mind Mapping ◽  
Control Group Design ◽  
Group Design ◽  
Post Test

The implementation of this research is based on the problems found at the time of observation, namely the difficulty of students learning, especially in science learning that has an impact on student learning outcomes and learning that is still teacher-centered that causes students to be passive. Based on these problems, this study aims to improve the learning outcomes of science students in grade V elementary school. This type of research is a quasi-experimental design with Nonequivalent Control Group Design. The research design used is the post-test only control group design. The population in this study amounted to 147 students consisting of four classes. The determination of the sample is done by random sampling in the form of a draw. The number of samples was 72 students, namely the experimental class totaling 36 students and the control class totaling 36 students. The students' natural science post-test data collection is done by using multiple-choice objective test methods. Then, the t-test formula was analyzed. From the results of the analysis, it was shown that t-count = 3,920 was obtained and compared with t-table at the 5% significance level and dk = 36 + 36-2 = 70 so that the price of t-table = 1.99444 was obtained. Based on these results, there are significant differences in science learning outcomes between the classes given the treatment of the TSTS learning model aided by the mind mapping method and the classes given the treatment of conventional learning models. The results of the calculations obtained the experimental class has a higher mean than the control class, which is 79.06>68.75. Based on this, the TSTS learning model is assisted by an effective mind mapping method to the science learning outcomes of fifth-grade students of elementary school.

scholarly journals Pengaruh Inkuiri Terbimbing pada Kemampuan Akademik Berbeda terhadap Keterampilan Berpikir Kritis Siswa SMA

2020 ◽  
Vol 5 (1) ◽  
pp. 82
Author(s):  
Diana Husna ◽  
Sri Endah Indriwati ◽  
Murni Saptasari
Keyword(s):  
Critical Thinking ◽  
Design Research ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Significance Level ◽  
Group Design ◽  
Academic Abilities ◽  
Post Test ◽  
Equivalent Control

<p><strong>Abstract: </strong>This study aims to examine the effect of guided inquiry on different academic abilities towards critical thinking. The study was conducted by quasi experimental research with pre test-post test non equivalent control group design. Research subject consists of two classes. Critical thinking were measured by validated test. The data was analyzed using t-test at α=5% significance level. The results of the study are (1) implementation of guided inquiry have significant effect towards critical thinking, (2) academic abilities have significant effect towards critical thinking, and (3) there is no interaction between guided inquiry and academic abilities towards critical thinking.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk menguji pengaruh inkuiri terbimbing pada kemampuan akademik berbeda terhadap keterampilan berpikir kritis. Penelitian menggunakan metode eksperimen semu dengan rancangan <em>pre test-post test non equivalent control group design</em>. Subjek penelitian terdiri dari dua kelas. Keterampilan berpikir kritis diukur menggunakan instrumen tes berpikir kritis yang telah divalidasi. Data dianalisis dengan uji t pada taraf signifikansi α=5%. Hasil penelitian menunjukkan bahwa (1) penerapan inkuiri terbimbing berpengaruh signifikan terhadap keterampilan berpikir kritis, (2) kemampuan akademik berpengaruh signifikan terhadap keterampilan berpikir kritis, dan (3) tidak ada pengaruh interaksi antara inkuiri terbimbing dan kemampuan akademik terhadap keterampilan berpikir kritis.

scholarly journals Acceptability of Dangke Cookies with the Substitution of Raja Banana Flour as Supplementary Feeding for Toddlers Aged 24-59 Months

2019 ◽  
Vol 26 (2) ◽  
pp. 131
Author(s):  
Selviyanti Selviyanti ◽  
Sukmawati Sukmawati ◽  
Sirajuddin Sirajuddin
Keyword(s):  
Test Score ◽  
Test Group ◽  
Preference Test ◽  
Supplementary Feeding ◽  
Food Ingredients ◽  
Group Design ◽  
Third Grade Students ◽  
Post Test ◽  
Banana Flour ◽  
Total Test

Malnutrition in toddlers is a form of nutritional problems in Indonesia which are influenced by environmental factors such as food intake. Malnutrition in toddlers affects the physical disruption, decreased intelligence and productivity when adults. One way to overcome the problem of malnutrition in toddlers is with Supplementary Feeding. Food products that are attractive, easy to digest, and fulfill the nutrition needs of toddlers. This dangke cookies substitution of Raja Banana Flour is modified from typical local food ingredients from Enrekang, namely Dangke which is rich of animal protein content and substitution of Raja Banana Flour which gives a good influence on the physical properties and taste of cookies. This study aims to know the acceptability of Dangke Cookies with the substitution of Raja Banana flour as supplementary feeding for toddlers aged 24-59 months, with substitution of plantain flour 50%, 30% and 0%. This type of research was Pre-Experiment with post-test group design. The rather trained panelists used were third-grade students and four-year Nutrition Department of Makassar Health Polytechnic. Statistical analysis of the preference test using the Kruskall Wallis test was followed by the Mant Whitney test. The results of this research showed that there were significant effects on aspects of color and texture, and did not give a significant different effect on the taste and aroma aspects. Based on the total test score of the acceptability Dangke Cookies, the most like of panelists were the Dangke coockies substitution of Raja banana flour with concentration 50%, followed by a 30% concentration and finally the 0% concentration.The conclusion from the research results that the best Dangke Cookies with Raja Banana Flour Substitution in terms of color and texture are concentrations of 30% and 50%.

scholarly journals Guided Inquiry Model with the REACT Strategy Learning Materials to Improve the Students’ Learning Achievement

2020 ◽  
Vol 1 (2) ◽  
pp. 156-168
Author(s):  
Miftahul Jannah ◽  
Z. A. Imam Supardi ◽  
Prabowo
Keyword(s):  
Test Score ◽  
Inquiry Learning ◽  
Test Design ◽  
Guided Inquiry ◽  
Learning Materials ◽  
Design Data ◽  
Learning Achievement ◽  
Post Test ◽  
The One ◽  
Collection Methods

This study aims to describe the effectiveness of learning materials with a guided inquiry model with the REACT strategy to improve students’ learning achievement on heat and temperature topic. It developed with the 4D model and try outed using the One Group Pre-Test Post-Test Design. Data collection methods used validation, observation, and test. The results of this research are that the learning materials have a very valid category and it can be used to improve the learning process. The learning achievement, the average post-test score is 84 with an N-Gain of 0.7 which categorize as medium, while the overall student completeness reached 88.57%. The students have a very good response to learning in the range of the answer with agree and very agree. Based on the results of the study it can be concluded that learning materials of the guided inquiry learning model with the REACT strategy can improve the students’ learning achievement on heat and temperature topic. Guided inquiry with the REACT strategy learning is expected to be able to make students more actively in the process of gaining their knowledge directly so that students are easier to remember and interpret.

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