Abstract
This study aims to describe the difference of students’ activity and learning outcome between students who do problem based teaching model practicum method and students who do problem based teaching model video observation method. This study is quasi-experimental with posttest-only design. Population of this research is the whole of grade VIII students. The samples of the study are VIIID (experimental class 1) and VIIIC (experimental class 2) which are taken using cluster random sampling technique. The result of this study is the class who did problem based teaching model practicum method got post-test result 77,31. While the class who did problem based teaching model video observation method got 70,75. According to Mann-Whitney test with Asymp. Sig (2-tailed) 0,002 < 0,05, it can be assumed that there is significant difference on students’ learning outcome between class who did problem based teaching model practicum method and class who did problem based teaching model video observation method. The average of students who are very active and active on the experiment class 1 is 85,15% and experiment class 2 is 78,90%. Based on the study result, it shows that there is difference of activity and learning outcome between students who did problem based teaching model practicum method and problem based teaching model video observation method.
Highlights
Taniredja et al, (2012) argues that improving the quality of education in schools can be pursued through many ways including increasing initial readiness for new students, improving teacher competence, improving curriculum content, improving the quality of learning and assessing student learning outcomes, providing adequate teaching materials and the establishment of learning facilities
The learning process is carried out with the lecture method, discussion and question, and answer but student learning outcomes are not optimal. This can be seen from student learning outcomes that are lower than KKM
The purpose of this study is to describe the differences in activity and student learning outcomes between those who use problem-based teaching with practicum method and video observation method
Summary
Taniredja et al, (2012) argues that improving the quality of education in schools can be pursued through many ways including increasing initial readiness for new students, improving teacher competence, improving curriculum content, improving the quality of learning and assessing student learning outcomes, providing adequate teaching materials and the establishment of learning facilities. The learning process is carried out with the lecture method, discussion and question, and answer but student learning outcomes are not optimal. This can be seen from student learning outcomes that are lower than KKM. Problem-based teaching is one of the appropriate learning models that help students master the digestive system material and achieve optimal activity and learning outcome. Problem-based teaching is one of four suggested learning models for use in the 2013 curriculum (Permendikbud, 2014). The purpose of this study is to describe the differences in activity and student learning outcomes between those who use problem-based teaching with practicum method and video observation method
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