Cognitive learning outcomes with an inquiry learning model assisted by Macromedia Flash material on plant structures

This study aims to develop an educational dance learning model for basic education with a model called ICOSRIE. The method used was research and development. This research was conducted in small-scale and large-scale trials. In developing this model, the test was carried out twice, namely the pre-test and the post-test (before and after being given treatment). The stages carried out in the trial include: (1) conducting a pre-test to measure the initial ability of college students about educational dance courses for kindergarten and elementary school using instruments that have been tested, (2) providing treatment of the ICOSRIE learning model in Educational Dance Courses for Kindergarten and Elementary School, (3) holding a post-test to measure the ability of college students after being treated. Based on statistical calculations, the average cognitive pre-test learning outcomes in large group trials were 39.82, mode 12, median 40, standard deviation 4.02, and variance 16.18. While the average cognitive post-test learning outcomes in large group trials were 80.01, mode 24, median 81.66, standard deviation 4.81, and variance 23.14. Histograms of pre-test and post-test cognitive learning outcomes were obtained in large group trials. Based on statistical calculations, the average value of cognitive pre-test learning outcomes in small group trials was 33.66, mode 50, median 35, standard deviation 14.69, and variance 219.92. Meanwhile, the average cognitive post-test learning outcomes in small group trials were 71.33, mode 80, median 71.66, standard deviation 8.04, and variance 64.70. The average difference in small-group cognitive learning outcomes among students during the pre-test was 10, with a standard deviation of 4,408. While the average cognitive learning outcomes of students during the post-test were 21.10 with a standard deviation of 2,025. The results of the statistical test obtained a p-value of 0.001, asserting that it can be concluded that there are small group cognitive learning outcomes in students during the pre-test and post-test after being given the ICOSRIE learning model. The average difference in cognitive learning outcomes of large groups of students during the pre-test was 11.95, with a standard deviation of 1,207. Meanwhile, the average cognitive learning outcomes of students during the post-test were 24.61 with a standard deviation of 1,443. The results of the statistical test obtained a p-value of 0.001, asserting that there are cognitive learning outcomes in large groups of students during the pre-test and post-test after being given the ICOSRIE learning model.

Education is essential and a right for all Indonesian citizens. The quality of education is seen in student learning outcomes. Based on observations at SMP N 1 Talun, as many as 85.3% of students' cognitive learning outcomes still need to be completed, and learning activities after the COVID-19 pandemic have yet to carry out learning activities that can hone students' psychomotor abilities. The use of teaching materials is also only based on printed package books. Therefore, it is necessary to develop teaching materials to train students' cognitive and psychomotor learning outcomes. Research & Development (R&D) research conducted using the 4D model. This study aims to determine the characteristics and validity of hypercontent e-modules with a STEM approach and the profile of students' cognitive learning outcomes and psychomotor learning outcomes after using e-modules. The average material and media validation results were 95.4% and 97.2%, which received very valid criteria. The cognitive and psychomotor learning outcomes profile shows that 76% and 79% of students get a complete score. Based on these results, hypercontent e-modules with a STEM approach are declared very valid and can train students' cognitive and psychomotor learning outcomes.

This study aims to analyze the effect of Project-Based Learning (PjBL) supported by Cisco Packet Tracer on students’ cognitive domain learning outcomes and Critical Thinking Ability (CTA) regarding Local Area Network (LAN) installation. This study employed a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of 120 11th-grade Computer and Network Engineering (CNE) students at SMKN 1 and SMKN 2 Kediri, divided into an experimental group and a control group. The research instruments included 13 multiple-choice questions to measure cognitive learning outcomes and 5 essay questions to measure CTA. Data were analyzed using the independent samples t-test and the paired samples t-test. The results showed that the mean posttest score for cognitive learning outcomes in the experimental group was higher than that in the control group, with scores of 8.42 and 7.40, respectively (p=0.036). The experimental group also demonstrated higher CTA, with scores of 15.08 and 13.77 in the experimental and control groups, respectively (p=0.024). These findings indicate that PjBL assisted by Cisco Packet Tracer is effective in improving students’ cognitive learning outcomes and CTA.

This study aims to examine the impact of interactive multimedia-based instructional media on the cognitive science learning outcomes of fifth-grade students at SDN 39 Mataram. The research employed a quasi-experimental design with a Nonequivalent Control Group Design, involving two groups: the experimental group, which received treatment using interactive multimedia learning media, and the control group, which followed conventional teaching methods. The research instrument consisted of multiple-choice tests that had been validated and tested for reliability to measure student learning outcomes through pre-tests and post-tests. Data were analyzed using the Kolmogorov-Smirnov normality test, Levene’s homogeneity test, and paired sample t-test for hypothesis testing. The results showed that the average post-test score of the experimental group was 88.16, higher than the control group’s 76.91. The t-test yielded a significance value of 0.000 (<0.05), indicating a significant effect of interactive multimedia learning media on students’ cognitive learning outcomes in science. Thus, this learning media can be an effective alternative to improve the quality of science education in elementary schools. ABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran berbasis multimedia interaktif terhadap hasil belajar kognitif IPA siswa kelas V SDN 39 Mataram. Penelitian menggunakan desain quasi eksperimen tipe Nonequivalent Control Group Design dengan dua kelompok, yaitu kelas eksperimen yang diberi perlakuan menggunakan media multimedia interaktif dan kelas kontrol yang menggunakan metode pembelajaran konvensional. Instrumen penelitian berupa tes pilihan ganda yang telah diuji validitas dan reliabilitasnya digunakan untuk mengukur hasil belajar siswa melalui pre-test dan post-test. Data hasil belajar dianalisis menggunakan uji normalitas Kolmogorov-Smirnov, uji homogenitas Levene, dan uji hipotesis paired sample t-test. Hasil penelitian menunjukkan bahwa rata-rata nilai post-test pada kelas eksperimen sebesar 88,16 lebih tinggi dibandingkan kelas kontrol yang sebesar 76,91. Uji t menunjukkan nilai signifikansi 0,000 (<0,05) yang mengindikasikan bahwa penggunaan media pembelajaran berbasis multimedia interaktif berpengaruh signifikan terhadap peningkatan hasil belajar kognitif IPA siswa. Dengan demikian, media pembelajaran ini dapat menjadi alternatif efektif dalam meningkatkan kualitas pembelajaran IPA di sekolah dasar.

The effectiveness of learning on physics learning outcome is influenced by various factors, including the learning model used and student learning motivation. This research is a case study of the implementation of the inquiry learning model on straight motion material with the research subjects of Class X students at SMAN 1 Basa Ampek Balai, Pesisir Selatan, West Sumatra. The research objective was to determine the effect of inquiry learning models and learning motivation on student cognitive learning outcomes. The research was conducted using a quasi-experimental research method with a pre-test post-test design using two groups, the experimental group and the control group as a comparison. The sample of this research was 70 students and divided into two groups, the experimental group was given an inquiry learning model and the control group with conventional learning. Both groups were measured their learning motivation using a questionnaire. The results showed that there were significant differences in student learning outcomes with conventional inquiry and learning models. This is based on the results of The Mann-Whitney test with W = 1831.0 which corresponds to a p-value < 0.05, which means that the medians of the two groups are significantly different at α = 0.05. Inquiry learning model improves Straight Motion learning outcomes by obtaining an average N-gain score of 41.95%. In addition, the study also found that there was a significant interaction effect between the inquiry learning model and learning motivation on students' cognitive learning outcomes.

Collaboration is one of the essential 21st-century skills and can have an impact on learning outcomes. The application of PBL is expected to train collaboration and improve students' cognitive learning outcomes. The research aimed to discover the increase in collaboration and cognitive biology learning outcomes of students using PBL through Lesson Study. This type of research uses classroom-based action research. The research subjects were students at SMA Negeri 3 Jember class X5, the academic year 2022/2023, totaling 35 students. The implementation phase of classroom-based action research is carried out through Lesson Study. The results show that applying PBL through Lesson Study can improve collaboration and students' cognitive biology learning outcomes. Increased student collaboration is evidenced by an average score of 64 (cycle 1), 75 (cycle 2), and 92 (cycle 3), while student cognitive learning outcomes are evidenced by an average value of 71 (cycle 1), 78 (cycle 2), and 86 (cycle 3). The findings of this study can be a solution for educators to apply PBL through Lesson Study as an alternative to improve collaboration and students' cognitive biology learning outcomes.

Digital literacy and scientific literacy are needed in the world of education as an effort to make students have 21st century competencies. This study aims to determine the relationship between digital literacy and scientific literacy together with cognitive biology learning outcomes of SMA N 16 Semarang students during the COVID-19 pandemic. This research is correlational quantitative research. The population of this study were students of class XI SMAN 16 Semarang with a total of 108 students. Sampling technique was using saturated sampling. Data collecting techniques were using questionnaires for digital literacy variables and tests for scientific literacy and cognitive biology learning outcomes. Hypothesis testing was using multiple correlation. The results showed that there was a positive and significant relationship between digital literacy and scientific literacy with cognitive biology learning outcomes, with a significance value of 0.00 ˂ 0.05, a large correlation value of 0.474 (medium correlation), and a coefficient of determination of 20.4%. It is important for teachers and students to apply digital literacy and scientific literacy to improve cognitive learning outcomes.

This research aims to improve cognitive, affective and psychomotor learning outcomes through using animation based on macromedia flash. The subjects of classroom action research were 20 students, 11 male students and 9 female students from class VIII Christian Middle School 4 Salatiga. The study was conducted for 2 months in the 2017/2018 school year with 4 meetings. Measurements on cognitive learning outcomes, used instruments in the form of learning outcomes tests with 25 items, affective and psychomotor domains using questionnaire and observation sheets. Data processing and analysis used is description analysis. The percentage gain in the pre-cycle is 25% and the percentage of student learning completeness is obtained in the first cycle with a percentage of 52.9%. Furthermore cognitive learning outcomes also increased in the second cycle to 82.3%. The increase in the percentage of students 'completeness with an average of 53.4% indicates that there is a change and an increase in students' cognitive learning outcomes from the pre-cycle, cycle I and cycle IIAffective learning outcomes in the first cycle had a achievement of 55%, the acquisition of affective aspects in the first cycle still had not achieved the expected completeness, namely the standard score of 70%. However, in the second cycle the affective aspect achieved a percentage score of 78%. While the psychomotor aspects in the first cycle were 53%, increasing up to 75% in the second cycle with completeness of ≥75%.

The combination of learning in the 21st century related to soft skills is the Resource-Brain Based Learning model which is a combination of Resource-Based Learning and Brain-Based Learning models. They are learning strategies adapted to learning resources and brain work systems that are already naturally programmed to learn. This study aims to see the effect of the Resource-Brain Based Learning model on students' cognitive, affective, and psychomotor thinking learning outcomes on environmental pollution material for class VII in SMP Negeri 20 Central Maluku and SMP Negeri 13 Central Maluku. Research data were analyzed quantitatively using descriptive and inferential statistics in the form of ANCOVA analysis to see the effect of the Resource-Brain Based Learning model on students' cognitive learning outcomes and ANOVA analysis for ANOVA on students' metacognitive outcomes and social attitudes. The results showed that there was an influence of the Resource-Brain Based Learning model on cognitive, affective, and psychomotor learning outcomes.

This study aims to describe the effect of the Bamboo Dancing learning model assisted by Wordwall media on the cognitive learning outcomes of fifth-grade students. This research employed a quantitative experimental method with a quasi-experimental design. The population consisted of all fifth-grade students, totaling 42 students, and the sample was determined using a saturated sampling technique. Data were collected using test and non-test techniques. The test instrument was an essay-type cognitive learning outcome test consisting of five questions on the “food chain” topic, while the non-test instrument was a student activity observation sheet. Data were analyzed using the independent sample t-test, effect size calculation, and percentage of student activity. The results showed that: (1) there was a significant difference in students’ cognitive learning outcomes between the class using the Bamboo Dancing model assisted by Wordwall and the class using direct instruction, with a significance value (2-tailed) of 0.002 &lt; 0.05; (2) the Bamboo Dancing model assisted by Wordwall had a strong effect on students’ cognitive learning outcomes, with an effect size of 1.035 (high category); and (3) student activity during learning reached 82.14%, categorized as very active. Therefore, it can be concluded that the Bamboo Dancing model assisted by Wordwall positively influences students’ cognitive science learning outcomes in fifth grade.

Various problems that cause low student learning outcomes are thought to be due to the lack of teacher innovation when teaching in the classroom, the selection of learning models or strategies that do not facilitate students’ awareness and interest in learning, as well as other influencing problems. One of the models that can help teachers train students to plan lessons, monitor the learning process, and evaluate learning outcomes is the Simas Eric learning model with syntax skimming, mind mapping, questioning, exploring, writing, and communicating. This study aimed to determine the effect of the SIMAS ERIC learning model on cognitive learning outcomes of Biology students at SMAN 24 Bandung. This is a quasi-experimental research with a non-equivalent pretest-posttest control group design. The participants in this study were class X MIPA 1 and X MIPA 3 students at SMAN 24 Bandung. Data were collected through the results of observations of students’ cognitive learning outcomes. Data analysis was done using the ANOVA technique, which shows the learning outcomes of the SIMAS ERIC model on protist material, affecting the cognitive learning outcomes of Biology students at SMAN 24 Bandung with an average cognitive learning outcome of experimental class students of 84.50%. The average cognitive learning outcome of control class students was 78.50%. The experimental class obtained a higher average cognitive learning outcome than the control class. The benefit of this research is that it can determine the effect of the Simas Eric model based on students’ cognitive learning outcomes. Keywords: SIMAS ERIC learning model, protist material, cognitive learning outcomes

Adolescents need skills to acquire information and compare, analyze, transform, and experiment with knowledge. However, little research has been conducted on the content and pedagogical practices that are necessary to achieve these skills. This article seeks to contribute to this discussion because geography enables the attainment of the so-called higher-order thinking skills, and the progressive inquiry model provides suitable pedagogical practices. This study provides empirical evidence on the effects of the progressive inquiry teaching method and learning models on cognitive and affective learning outcomes. This paper focuses on learning outcomes among 253 Finnish middle and upper secondary school students. This comparison between different developmental stages reveals the effects of the teaching and learning methods in question. The results indicate that the progressive inquiry method improves cognitive learning results at both educational levels in the context of geography education. The research provides evidence that older students benefit more from the learning model. Additionally, the self-regulated learning skills that the students possess at the beginning of the course do not affect their cognitive learning outcomes. Progressive inquiry clearly enhances the motivation levels of middle school students; however, the effect on the motivation level was more ambiguous among the upper secondary students.

The aim of this research is: (1) to improve metacognitive skills and student's cognitive learning outcomes through an inquiry learning model; and (2) to find out the relationship between metacognitive skills and cognitive learning outcomes. The type of research is Classroom Action Research (CAR) based on lesson study. This research was conducted in two cycles. Basic competition 3.7 about human digestive system for the first cycle and 3.8 about human respiratory system for the second cycle. The subject of this study are 33 students of grade 11th in science major 1 Senior High School 2 Malang at 2nd academic year 2019/2020. Data collection techniques using essay test (pretest and posttest) for been increase the N-gain value study metacognitive skills (18,58%) and students’ cognitive learning outcomes (34,49%). After the correlation analysis was carried out, there was a relationship between metacognitive skills and cognitive learning outcomes with a regression coefficient (r) of 0.668. The degree of relationship between metacognitive skills and cognitive learning outcomes is strong. This study concludes that there is an increase in both metacognitive skills and cognitive learning outcomes of students who were taught using guided inquiry learning models and there is a strong positive relationship between metacognitive skills and cognitive learning outcomes.

This study was a quasy experiment that aims to investigate and compare students' cognitive learning outcomes using two different learning model i.e. investigation learning and inquiry learning. The third year students of biology class VIg and VIh were involved in experimental groups, class VIg experienced investigation learning model and class VIh was implementing inquiry learning model. Both classes were taught Anatomy and Human Physiology courses. Data were collected by administrating questionnaire sheets for learning motivation and pretest-postest for cognitive learning result. This result showed that the inquiry learning model improved the motivation and cognitive learning outcomes in one experimental group (Class VIh). It was shown by the mean score was 61.40 for inquiry learning model and 48.40 to the investigation learning model. To summarize this study, inquiry learning model had significant impact in students’ cognitive learning outcomes.&#x0D;

This study aims to examine the effectiveness of Problem-Based Learning (PBL), Project-Based Learning (PJBL), and Inquiry Learning (IL) models on students' cognitive learning outcomes in the Islamic Religious Education and Character subject. The research employed a quantitative approach with a quasi-experimental design and involved three Grade IX classes at Junior High School Madani Boarding School Celak, selected using purposive sampling. A cognitive learning test was used as the research instrument. Since the data were not normally distributed, the analysis was conducted using the non-parametric Kruskal-Wallis test. The results showed no significant difference in students’ cognitive learning outcomes among the PBL, PJBL, and IL groups, with a significance value of 0.920 (p &gt; 0.05). Thus, the three learning models demonstrated relatively equal effectiveness in improving students' cognitive achievement. This study recommends optimizing the implementation of each model through innovative strategies and learning media to further enhance learning outcomes.