The Effect of Buzz Group Based Blended Learning to Improve Students Cognitive Learning Outcomes on Thermochemical Materials

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.

Creativity is one of four crucial competencies for students in the 21st century. It has an important role in forming a superior generation to face challenges 4.0. This research is set to determine the difference of the influence of using the project-based-learning model on the students' creativity and cognitive learning outcomes. It is experimental research by using non-parametric data analysis techniques. Kruskal Wallis test is employed to test hypothesis then a post hoc follow-up test (Mann-Whitney U) is carried out. The sample is the entire population of the students of class X SMAN 1 Amarasi Timur, Indonesia. Creativity and cognitive learning outcomes are measured by using material momentum and impulse. Student’s creativity is measured by using a closed questionnaire that consists of positive, negative statements, and project work results. Meanwhile students’ cognitive learning outcomes are measured using a multiple-choice test with 22 questions. The results research inform that there is a significant influence of using the project-based-learning model on students' creativity and cognitive learning outcomes.

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.

The research aims to describe the relationship of students' activities, responses, and cognitive learning outcomes in natural science learning based ethno-STEM in secondary school. Research methods use quantitative approaches with this type of correlation research. The population and research sample are class VIII students at SMP Muhammadiyah 5 Tulangan Sidoarjo. Data collection techniques use questionnaires and documentation. Questionnaires are used to determine students' activities and responses during natural science learning based ethno-STEM. Documentation in the form of documented student learning test results. In the study results test used cognitive learning results that refer to Bloom's C4 taxonomy, namely analytical thinking skills. Data analysis techniques use descriptive statistics that use SPSS-assisted product-moment correlation tests. The results showed that in the implementation of natural science learning based ethno-STEM there was a weak relationship between: 1) there is an activity relationship to students' cognitive learning outcomes with a contribution of 0.2%, 2) there is a response relationship to student cognitive learning outcomes with a contribution of 0.9%, and 3) there is a relationship of activity and response to student cognitive learning outcomes with a contribution of 1%. There are allegations that other variables also affect students' cognitive learning outcomes, these variables need to be revealed through further.

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.

PROBLEM BASED LEARNING WITH A MIND MAP STRATEGY ON ECOSYSTEM MATERIALS TO IMPROVE STUDENT LEARNING OUTCOMES This study aims to describe the improvement of student cognitive, affective and psychomotor learning outcomes in ecosystem material, teacher and student learning activities, and student responses in the learning process using the Problem Based Learning model with mind map strategies. The study was conducted at Cianjur District PGRI Pagelaran Junior High School. This study involved 29 students in the experimental class and 30 students in the control class. The research method used was quasi-experimental with only test post design design. Data collection techniques use multiple choice tests for cognitive learning outcomes, questionnaires for affective students care about the environment, and product evaluation and performance for psychomotor. The results of the study using the problem based learning model with mind map strategies can improve the cognitive learning outcomes of students with a significance value of 0,000 <0,05, students' caring attitude towards the environment includes a good category with a percentage of 83%, student skills in making mind maps including medium and high with the percentage of 61% and 39% respectively, and student discussion skills included sufficient and good categories with a percentage of 33% and 67% respectively. Learning with problem based learning models with mind map strategies provides opportunities for students to find solutions to the problems given. Problem based learning with mind map strategies can improve student cognitive, affective and psychomotor learning outcomes.

Learning basic natural sciences is not only about understanding the universe, but also about developing the trained, critical and analytical thinking needed to succeed in various life contexts. Material in basic natural science learning often involves understanding complex concepts and abstract thought processes, so good metacognitive skills are needed in students. Well-developed metacognitive skills are very important so that students can understand basic concepts and principles well so that they are expected to have a significant correlation with student cognitive learning outcomes. The research uses correlational research methods. The variable relationship that will be looked at in the research is the relationship between metacognitive skills and students' cognitive learning outcomes in learning using the Reading Concept Mapping-Student Team Achievement Division (Remap-STAD) model. The subjects in this research were students who were taking basic natural science courses. Metacognitive skills are measured using an achievement test integrated with cognitive learning outcomes questions. The data analysis used in the research is correlation analysis and regression analysis. The research results show that there is a relationship between metacognitive skills and students' cognitive learning outcomes in learning using the Reading Concept-Student Team Achievement Divisions (ReMap-STAD) model. The correlation coefficient (r) value of metacognitive skills with cognitive learning outcomes is 0.945 (very high). The direction of the relationship between metacognitive skills and cognitive learning outcomes is a positive relationship. The coefficient of determination (r2) is 0.893, so it can be explained that the variability in students' cognitive learning outcomes is determined by 89.3% by metacognitive skills. The regression significance value proves that the regression line equation can be used for predictions. The regression line equation for the relationship between metacognitive skills and cognitive learning outcomes using the Reading Concept-Student Team Achievement Divisions (ReMap-STAD) model is =1.246+1.058X.

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.

The research that has been carried out aims to find out the improvement of problem solving skills, with student cognitive learning outcomes and to find out the relationship of problem solving skills with students’ cognitive learning outcomes using guided inquiry models. This research was conducted by the Classroom Action Research method which supported the correlation. The research approach used for Classroom Action Research is a qualitative and quantitative approach, in the first cycle basic competension 3.7 digestive system material and second cycle basic competension 3.8 respiratory system material supported by lessen study activities. While the research approach used for correlation research is quantitative by using the value of the second cycle. For quantitative data Classroom Action Research was analyzed using the N-gain formula. Whereas the correlation research approach was tested using SPSS Windows 16 analysis. The technique of collecting data is done by using the results of a written test containing essay questions and learning achievement data obtained from observations. The subject of this research is class students XI MIPA 4 Malang Senior High School, to 34 students. The results of the class action study found that there was an increase in the problem solving skills of the N-gain Cycle I results and the second cycle was 11.76%, the cognitive learning outcomes of the students there was an increase in the N-gain cyclical I and cycle II were 5.40%. While the results of the correlation study there is a relationship between problem solving skills with students’ cognitive outcomes with a coefficient value of 0.529 moderate correlation.

This study aims to examine the effect of implementing the Self-directed learning learning model assisted by blended learning on the cognitive learning outcomes of Environmental Chemistry Students. This study focuses on seeing the extent to which the use of the self-directed learning model, namely self-efficacy, self-control and desire for learning assisted by blended learning, influences cognitive learning outcomes. This research method uses a quasi-experimental design with a Post Test Only Control Design involving a control group and an experimental group as samples. The independent variable in this study is a learning model consisting of two dimensions, namely self-directed learning (SDL) assisted by blended learning in the experimental group and learning with lectures assisted by blended learning in the control group. The dependent variables include cognitive learning outcomes, and the results of the SDL component test. The research procedure begins with the stages of preparing materials, samples, and environmental conditions, then continues with making instruments to collecting data. Cognitive learning outcome data were analyzed using the SPSS t test which showed that the self-directed learning model assisted by blended learning influenced the cognitive learning outcomes of students in learning environmental chemistry at the Doe Islamic Study Institute. Self-directed learning involves the discovery and solving of problems that are scientifically and socially important. The SDL model invites students to participate more actively independently, in a structured way in critical and creative thinking in presenting solutions, thus motivating students to be involved independently in the entire learning process.

Introduction. To better support the development of domain expertise, there has been considerable interest in the instructional strategies that afford opportunities for problem solving. Simulation-based learning includes case-based activities that support learners' transition into practice through experience and reflective debriefing. Review of the Literature. Simulation-based learning serves as a means for learners to practice psychomotor, affective, and cognitive skills. Although the literature suggests this is an effective strategy for supporting problem-solving skills, much of the literature is focused on measuring cognitive outcomes within a single case. As such, very few studies have simultaneously investigated (a) how debriefing in simulation-based education supports problem solving and (b) the degree to which cognitive and affective learning outcomes are variable throughout the problem-solving process. Methodology. To address this gap, this repeated-measures study examined the role of debriefing strategies in simulation-based learning experiences, which was designed to practice both cognitive and affective skills. In the control condition, participants were given 2 simulation-based laboratory instructional sessions and then assessed on cognitive (problem representation and solution generation) and affective learning (perceived self-efficacy) outcomes. In the comparison condition, participants engaged in debriefing sessions after each of the 2 simulation-based laboratory instructional sessions. For the cognitive outcomes, participants were assessed using the Think-Aloud Standardized Patient Examination instrument, which measured problem representation and solution generation. Acute care confidence survey was used to measure perceived self-efficacy. Results. The study found statistically significant gaps in early-stage measures of cognitive problem representation, but no difference was found in solution generation or perceived self-efficacy measures. Conclusion. This study reinforces the importance of debriefing in simulation-based education. Specifically, this study suggests that cognitive learning outcomes are variable during the problem-solving process, but affective learning outcomes are more fixed and may need more targeted debriefing.

The aim of this study was to determine whether lecturing teaching method that enhanced by Quizziz has impact on student cognitive and psychomotor learning outcomes. The benefit of research is to prove that although the learning method implemented is lecture-based, it can have an impact on students' cognitive or psychomotoric learning outcomes. This research was conducted using a quasi-experimental method in the Printing Graphic Design subject and limited on panning and zooming technique section. The results showed that there was an effect of the implementation of lecturing teaching method that enhanced by Quizizz on cognitive learning outcomes. However, the implementation of lecturing teaching method that enhanced by Quizizz did not have effect on psychomotoric learning outcomes. It can be interpreted that the lecturing teaching method that enhanced by Quizizz is relevant for conceptual teaching material, but less relevant for procedural teaching material.

Basic ecology is the basic science that studies the interrelationships between living things and their environment. One of the content in this course is terrestrial ecosystems. The aim of learning this subject is students can carry out experiments (practicum) both in the laboratory or in the UNWAHA environment. This research aims to improve the cognitive learning outcomes of students by applying guide discovery learning in making miniature ecosystems. This research uses a pra experiment design. This research uses a one-group pretest-posttest design research design that is doing a pre-test before implementation and a post-test after implementation. To know the increase of student's cognitive learning outcomes through guide discovery learning, used N-gain test and paired sample t-test. The research instruments used are observation sheets and tests (pre-test and post-test). The results showed that the cognitive learning outcomes of students increased with an average grade of 64 to 84. N-Gain results show that two students of low category, 16 students of moderate category, and three students of high category students. Based on the results of the t-test obtained Sig &lt; 0.05 is 0.00. Then it can be stated that there is a significant difference between the value of pre-test and post-test. In other words, there was an increase in student learning outcomes after the implementation of discovery learning guide learning. Based on the average class and t-test results, concluded that guided discovery learning can increase student's cognitive learning outcomes.

This study aims to determine the effect of learning media and learning styles on learning outcomes in the cognitive domain of students in basic physiology subjects. This study used a quasi-experimental method using a 2X2 factorial design. The findings indicate that: (1) the learning outcomes of students who use model learning media are higher than those of students who use image learning media (2) the learning outcomes of students who have a kinesthetic learning style are higher than the learning outcomes of students who have visual learning styles. (3) there is an influence of the interaction between learning media and learning styles on student cognitive learning outcomes in Basic Physiology courses. (4) cognitive learning outcomes of students who have a kinesthetic learning style who learn using model learning media are higher than realm learning outcomes. cognitive students who have a kinesthetic learning style who learn using image learning media. (5) cognitive learning outcomes of students who have visual learning styles who learn using learning media models are lower than those of students who have visual learning styles who learn using image learning media. (6) the cognitive learning outcomes of students who have a kinesthetic learning style who learn using model learning media are higher than the cognitive learning outcomes of students who have a visual learning style who learn using model learning media. (7) the cognitive learning outcomes of students who have a kinesthetic learning style who learn using image learning media are lower than the cognitive learning outcomes of students who have a visual learning style who learn using image learning media.

The type of research used in this research is Classroom Action Research. The subjects in this research were students of the Biology Education Study Program, STKIP Al Amin Dompu in the even semester of the 2022/2023 academic year. The instruments used in this research were student activity observation sheets and student cognitive learning outcomes tests. The analysis used in this research is descriptive qualitative. The research results show that the application of the project based learning model can improve students' cognitive learning activities and outcomes. Student learning activity in the pre-cycle was 36.84%, cycle I was 57.88%, and cycle II was 82.45%. Meanwhile, the classical mastery of students' cognitive learning outcomes increased from pre-cycle by 42.1%, cycle I 68.42%, and cycle II by 84.21%.