Buzz Group Research Articles

PENGARUH PENGGUNAAN METODE PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP

This study aims to determine the effect of the method of learning and cognitive style on learning outcomes of junior high school math students. Research conducted at SMP Negeri 6 Tungkal Ulu, in classVII, the second semester in the Academic Year 2012/2013. The research design uses 3x2 factorial design. One treatment/factor with three levels (X1, X2 and X3) and the moderator variable that has two levels (Y1 and Y2). Research instrument stome asure the independent variable is the design of learning motede partisifatip on class treatment and conventional learning methods in the design of the control class, while the moderator variables using the Group embedded figures test(GEFT). Processing data using ANOVA and Tukey's test double row.Research results sho wthat: first, there is the effect of using the learning method possible to junior high students 'mathematics learning out comes, secondly, there is the influence of cognitive style on junior high school students' mathematics learning out comes; Third, there was nosignifi cant interaction between the use of methods of learning and cognitive style on learning out comes of mathematics junior high school students; fourth, mathematics learning out comes of students whouse the group discussion method is better than the mathematics learning out comes using conventional methods; fifth, mathematics learning out comes of students whouse traditional methods buzz group discussion better than metematika learning out comes using conventional methods. sixth, learning out comes using group discussions as well as the mathematics learning out comes using buzz group discussions; seventh, mathematics learning out comes of students who have the cognitive style of field Independent better learning out comes of students who have cognitive styles Dependent field. In connection with the results of the study, it is suggested that the use of participatory learning methods used asan alternative learning method in order toimprove student learning out comes in particular subject are as of mathematics, and can al sobe used in other fields of study. Keyword : Method of learning and cognitive styles, learning out comes mathematics

How the Buzz Group Technique Affects Students' Speaking Skill

The purpose of this research was to see how the buzz group technique affected students' speaking skills in hortatory exposition. The study's design was quasi-experimental, there are one group experimental and one group control class include pre-test, post-test and treatment. The population of this study was eleventh grade students, with 74 individuals drawn from two classrooms. In this study, the researcher used a speaking test as the instrument of this research. Data analysis found that buzz group technique has affected to the students’ speaking skill. This was discovered by data calculated using the samples T-test procedure. The statistics clearly showed that Sig. 2 tailed was 0.000. The sig. 2 tailed 0.000 > 0.05 indicates that the Buzz Group Technique had an affected students' speaking skills in hortatory exposition material at SMA Negeri 4 Tanjungpinang. The researcher proposes that teachers utilize the buzz group technique to teach speaking since it has a considerable affected on students' speaking skills based on the data.

Can the Buzz Group Strategy Unlock Potential? Exploring Its Impact on Enhancing Students’ Writing Skills Through a Quasi-Experimental Study

Writing is a complex skill that poses significant challenges for students in their native or foreign languages. To address these challenges, educators must adopt effective teaching strategies. This study investigates the effectiveness of the Buzz Group strategy, a promising approach to enhancing students' writing skills. Conducted at a vocational school in Tuban, this quasi-experimental research compared the writing abilities of two groups of tenth-grade students: an experimental group taught using the Buzz Group strategy and a control group receiving traditional lecture-based instruction. The study involved 61 students randomly assigned to the experimental group (X TKJ A) or the control group (X TKJ B). Pre- and post-test scores were analyzed using the Wilcoxon Signed Rank test, revealing significant improvements in the writing abilities of the Buzz Group participants. While both groups had similar baseline scores, the post-test results showed a marked improvement in the experimental group (mean score = 88.50) compared to the control group (mean score = 65.81). The p-value of 0.000 led to rejecting the null hypothesis, confirming the Buzz Group strategy's efficacy in improving writing skills. In summary, this study provides empirical evidence that the Buzz Group technique significantly enhances the writing capabilities of vocational school students. This finding supports the strategy's potential as an effective tool for writing education.

The Influence of Health Education Towards Buzz Group Method On Pregnant Women Knowledge About COVID-19 Pandemic at the Jember

Background: Coronavirus disease (COVID-19) is an infected disease which caused by Sars-Cov-2 and it also called with pneumonia virus this disease are spreads quickly in the worldwide. Pregnant women are being a vulnerable group for this disease. They have a lack of immune system that impacts a physiological systems. Buzz Group is one of the effective method for increasing knowledge. Objective: The aim of this study is analyzed the effect of health education with Buzz Group method to increase the pregnant woman knowledge about COVID-19 pandemic in the work area of Panti Public Health Center. Methods: This study used Quasy-experimental method with pre-post test and used a control group design. The research sample technique used purposive sampling, consist of 20 pregnant women in the intervention group and 20 pregnant women in the control group. Results: This study analyzed with Wilcoxon's test, the result showed that there is a significant effects of health education with buzz group method on pregnant women knowledge about the COVID-19 pandemic (p value = 0.0001). The study analyzed with Mann Whitney's test, the results showed that there is a significant difference in the effects of buzz group method on intervention and control group (p value = 0.042).
 Conclusion: Based on these, the buzz group method can be used as one of the granting health education to increasing knowledge.

Educational interventions for promoting sexual and reproductive health in school counselors: a three-arm, randomized control trial comparing lecturing, buzz group and role-play.

School-based sexual and reproductive health (SRH) education is often reported as being inadequate and/or inconsistent. This study aimed to investigate the educational interventions for promoting SRH in school counselors and compare the results in three groups: lecturing, buzz group and role-play. An intervention quasi-experimental design was employed to evaluate the usefulness of educating SRH topics by using interactive teaching methods for 120 school counselors. Changes in the participants' knowledge, attitudes and self-efficacy toward SRH education were evaluated by each group using a pretest and a posttest. The results of this study revealed that 75% of counselors deemed SRH training vital and felt that the best SRH educators are health care providers and the reason might be their lack of educational skills. They also stated that the most significant barriers to education in schools include concerns about parental feedback and lack of appropriate abilities. The present study showed that the use of all three methods (lecturing, buzz groups and role-play) in SRH training improves the level of knowledge, attitude and self-efficacy; although role-play could have been more effective than lecturing in improving counselors' knowledge.

THE INFLUENCE OF THE BUZZ GROUP DISCUSSION LEARNING METHOD ON STUDENT LEARNING OUTCOMES IN THE ENGLISH SUBJECT SDN 69 PALEMBANG

This thesis discusses the influence of the Buzz Group Discussion Learning Method on Student Learning Outcomes in English Subjects at SDN 69 Palembang. This research aims to determine (1) the English learning outcomes of class III students at SD Negeri 69 Palembang (2) to determine the English learning outcomes of students using the buzz group discussion learning method (3) to determine whether there is an influence of the buzz group discussion learning method on the results learning English for class III students. This type of research is Quantitative research with Pre-experimental design in the form of One Group Pretest-Posttest design, the subjects of this research are class IIII students at SD Negeri 69 Palembang, the sample is class III as the experimental class, and class III as the control class. Based on the results of descriptive data analysis, the average score for the two groups was obtained, namely the control class (pretest) at 41.25, while the results for the experimental class (posttest) were 67. Meanwhile, based on the results of the t-test calculations, it was found that the tcount value was 8, 02 while ttable with df 38 with a level of 0.05 then ttable = 2.75. So it is stated that tcount > ttable = 8.02 > 2.75 so that tcount is declared significant where Ho is rejected and Ha is accepted. Thus, the hypothesis states that there is an influence of the buzz group discussion learning method on the English learning outcomes of class III students at SD Negeri 69 Palembang.

The Buzz Group Method Influences Students' Knowledge in Learning Cardiac Resuscitation Skills in Infants

The Buzz Group Method Influences Students' Knowledge in Learning Cardiac Resuscitation Skills in Infants

The Effect of the Buzz Group Method on Student Learning Activity in Social Studies Subjects at Elementary School

The buzz group method is one of the methods used in learning to solve problems. The material in social science subjects is learning that contains topics about social science in society, so learning activeness is needed to solve problems. This study aims to determine the effect of the buzz group method on learning activeness in grade V social studies subjects at SDN Kebakalan Porong. This study used a quantitative approach with a Pre-Experimental research type with One one-group pretest-posttest type. The population used was 32 people. Data collection techniques in the research were conducted using questionnaire sheets and documentation. Data analysis techniques used by researchers include normality tests and T-tests using Paired Sample T-tests. Based on the results of the research data obtained, the average value of learning activeness in the pretest was 67%, while the average value of learning activeness in the posttest showed an increase of 80%. This research proves that the buzz group method affects student learning activeness in 5th-grade social studies subjects at SDN Kebakalan Porong.

TEKNIK BUZZ GROUP DAN TEKNIK GROUP EXERCISES SEBAGAI STRATEGI MENINGKATKAN SELF-EFFICACY PENGAMBILAN KEPUTUSAN KARIR

The purpose of this study was to test the effectiveness of the buzz group technique and group exercises technique to increase self-efficacy in making career decisions for students of MAN 1 Kota Serang. The experimental design method used in this study was the "Randomized Pretest-Postest Comparison Group Design" experimental design. The subjects of this study were 30 students who had a low self-efficacy category of career decision making selected from 300 students. Purposive was done to place 10 students into three experimental groups. This study used a data collection tool on the career decision self-efficacy–tarumanegara scale. The data analysis uses Kruskal Wallis. The results of this study indicate that the buzz group technique and group exercises technique are effective in increasing students' self-efficacy in making career decisions. This is based on the effect shown by each technique from the results before and after treatment. Based on the results of the study, it can be concluded that the two techniques are effective in increasing the self-efficacy of student career decision making. Suggestions are given to school counselors to be able to carry out group buzz group techniques and group exercises techniques to increase students' self-efficacy in making career decisions. In addition, it is hoped that this research can be developed with new characteristics and findings.

The Effect of Brainstorming, Buzz group and Simulation (BBS) Methods on Self-Control in Adolescents

Background: Adolescent self-control is the ability to regulate emotions, behaviour, and thoughts when facing challenging or difficult situations. This study aims to determine the effect of the BBS method on self-control in adolescents. Methods: This study used a quasi-experimental pre-test and post-test control design to determine the effect of the BBS method on self-control in adolescents. The population used is youth aged 15-21 years as many as 140 adolescents and the sample count is 120 the adolescent in the village of Dukuhklopo with using simple random sampling. The research instruments used were standard operating procedures for BBS and questionnaires to determine self-control abilities in adolescents. Data results has been analysed with Wilcoxon and Mann Whitney test. Results: Based on the results Wilcoxon test of intervention and control group showed that p= 0,000, this meant that there were differences in adolescent self-control before and after the intervention in the intervention group and the control group. The Mann Whitney test result the p value in the treatment group showed p= 0,021 (p <0.05), this meant that there was a difference between before and after the intervention in the treatment group. Conclusion: BBS method can be used as a way to improve self-control abilities in adolescents. This method can be used to provide nursing care to adolescents who have decreased self-control abilities, such as to increase emotional control, control deviant sexual behaviour, control promiscuity and all other forms of juvenile delinquency.

Using ”Snakes and Ladders’’ Language Game Through Buzz Group to Improve Speaking Ability of the First Grade Students of SMAN 2 Pinrang, Indonesia

Using ”Snakes and Ladders’’ Language Game Through Buzz Group to Improve Speaking Ability of the First Grade Students of SMAN 2 Pinrang, Indonesia

BUZZ GROUP METHOD TO ENHANCE COOPERATION AMONG STUDENTS IN CLASSROOM

This article describes the concept of using buzz group in classroom to enhance cooperation among students. Buzz group can be alternative method employed by educators (teachers or lecturers) to maximize small group work classroom activity. Buzz group can be applied by students to solve problems given during learning activities. By using buzz group, it is expected that each students has chance to share information each other in a small group work. Thus, the students can be acknowledged for their individual and group strength when they explore a topic given in a limited time.

Implementation of Buzz Group Strategy Learning to Improve Students' Understanding of the Virtues of Giving to the Lessons of the Qur'an Hadits in Class VI MI Negeri 3 Academic Years 2022/2023

This research is based on the following problems: (a) Does Buzz Group learning affect the learning outcomes of the Qur'an Hadith in Class VI Students? (b) How high is the level of mastery of the subject matter of the Qur'an Hadith with the application of the Buzz Group learning method to Class VI Students?
 The objectives of this study are: (a) To reveal the influence of Buzz Group learning on the learning outcomes of the Qur'an Hadith in Class VI Students. (b) Want to know how far the understanding and mastery of the subject of the Qur'an Hadith after the application of Buzz Group learning to Class VI Students
 This study used three rounds of action research. Each round consists of four stages, namely: design, activity and observation, reflection, and revision. The target of this study was Class VI students. The data obtained are in the form of formative test results and, observation sheets for teaching and learning activities.
 From the results of the analysts, it was found that student learning achievement increased from cycle I to cycle III, namely, cycle I (63%), cycle II (76%), cycle III (100%).
 The conclusion of this research is that the Buzz Group method can have a positive effect on the learning motivation of Class VI students, and this learning model can be used as an alternative to the Qur'an Hadith.

Implementation of Buzz Group Strategy Learning to Improve Thematic Learning Achievement Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade Iv Students of Madrasah Ibtidaiyah Negeri 3 Jakarta Academic Year 2021/2022

This study used three rounds of action research. Each round consists of four stages, namely: design, activity and observation, reflection, and refisi. The target of this study was Grade IV students . The data obtained are in the form of formative test results, observation sheets for teaching and learning activities.
 This research is based on the following problems: (a) Does Buzz Group learning affect thematic learning achievement Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade IV Students? (b) How high is the level of mastery of thematic subject matter Theme 2 Always Save Energy Subtheme 2 Energy Benefits with the application of the Buzz Group learning method to Grade IV Students? . The objectives of this study are: (a) To uncover the effect of Buzz Group learning on thematic learning achievement Theme 2 Always Save Energy Subtheme 2 Energy Benefits in Grade IV Students . (b) Want to know how far the understanding and mastery of Thematic subjects Theme 2 Always Save Energy Subtheme 2 Energy Benefits after the application of Buzz Group learning to Grade IV Students .
 From the results of the analysts, it was found that student learning achievement increased from cycle I to cycle III, namely, cycle I (58%), cycle II (72%), cycle III (100%). The conclusion of this study is that the Buzz Group method can positively affect the learning motivation of Grade IV students, and this learning model can be used as an alternative Thematic Theme 2 Always Save Energy Subtheme 2 Energy Benefits

The Effect of Using Buzz Group and Talking Chips Technique on Students’ Speaking Ability at Senior High School

This study deals with the effect of using controlled Buzz Group technique and Talking Chips technique on students’ speaking ability. The objectives are to find out the effect of using Buzz Group technique and Talking Chips technique on students’ speaking ability and which technique is the most effective one. The method that was used in this research was quantitative through quasi-experimental research that incriminating three classes were experimental class 1, experimental class 2 and control class, in the experimental class the writer applied Buzz Group technique and Talking Chips technique while in controlled class applied without treatment. The population of this study was the eleventh-grade students of SMA Kristen Kalam Kudus Medan. The researcher used 75 students as the sample. The sample of this research was taken by using cluster sampling technique, 25 from XI-1 and 25 XI-2 as experimental class and 25 from XI-3 as controlled class. To obtain the data the researcher used speaking oral test. The instruments used to gather the data were students’ pre-test & post-test scores that were calculated and analyzed by using IBM SPSS 23.0. These tests consisted of two types, namely pre-test and post-test. The result of analyzing the data, the mean score for pre-test in experimental class one (Buzz Group technique) is 60.80 and the mean score for post-test is 79.60. The mean score for pre-test in experimental class two (Talking Chips technique) is 50.12 and the mean score for post-test is 74.24. The mean score for pre-test in control class is 66.76 and the mean score for post-test is 74.44. As the result of the ANOVA test, P= 0.00 < 0.05 or F count = 23.59 > F table = 2.28. It means that hypothesis alternative (Ha) was accepted while the null hypothesis (Ho) was rejected. In conclusion, the using of Talking Stick technique and Buzz Group technique is modestly effective on students’ speaking ability of asking and giving opinion of eleventh grade at SMA Kristen Kalam Kudus Medan academic year 2022/2023 and Talking Chips technique is more effective than Buzz Group technique in teaching speaking skill. Based on the explanation above, this research can be chosen as one alternative technique in teaching speaking.

Comparison of Learning Outcomes for Acid-Base Materials Using Guided Discovery Models and Guided Inquiry Learning With Buzz Group Discussion Techniques

The learning process using a scientific approach was not carried out effectively during Covid-19, due to time constraints that affected learning outcomes. Therefore, the learning process was carried out using guided discovery and guided inquiry models with buzz group discussion techniques. This study aims to compare student learning outcomes using guided discovery and guided inquiry models with buzz group discussion techniques for acid-base material. This type of research is an experimental study with a randomized posttest-only comparison group design. Samples were taken by random sampling technique, selected class XI IPA 3 as experimental class 1 (guided inquiry) and XI IPA 4 as experimental class 2 (guided discovery). Learning outcomes were obtained from posttest results and data analysis techniques using a t-test. The results of data processing obtained that the learning outcomes in the experimental class 1 (78.38) were higher than the experimental class 2 (74.82) and the t-test analysis was 0.039. Based on the results of data analysis, it was concluded that learning outcomes using guided inquiry and guided discovery models with buzz group discussion techniques for acid-base class XI IPA MAN 1 Bukittinggi were significantly different.

Evaluation of Dental Education Through Virtual Learning and Sustainability of Dental Education for Small Dentists in The Era of Pandemic

RISKESDAS showed that 73% of children aged 10-14 years in indonesia experienced caries, but only 9.4% received dental treatment by the dentists. Health promotion that has not been maximized as well as pandemic conditions are obstacles in increasing dental health knowledge, especially for children. In this study, two factors will be used as variables, which is behavior and health services with an approach using the buzz group technique to elementary school students. Methods: The study was conducted on 95 students from 4 elementary schools in Malang. Started with answering the pre-test which contains knowledge about early detection of caries. Then, given training and counseling knowledge of caries early detection and ended by filling out a post test. The pre-test and post-test scores were analyzed using the t-test to determine the differences and the effect of buzz technique-based counseling on students' knowledge. Results and discussion: Based on the calculation of the analysis obtained differences. The average result of the pre-test the percentage/number of correct answers is 80.3, while the average post-test result is the percentage of correct answers is 86.8. The normality test was obtained p>0.05 so the data was normally distributed and the correlation result of the T-test p>0 was 0.915. Conclusion: There are differences and effects on training and counseling using the buzz group technique on the knowledge of early caries detection in elementary school students.

EFL Students' Preference on Seating Arrangement in Speaking Class

This study aims to identify students' choice for seating arrangement in speaking class.The researcher uses qualitative design. As a result this study focuses on students’ preference on seating arrangement in speaking class. The researcher conducted a case study involving 19 participants of the third semester at the English Education Study Program in IAIN Kendari and gathered data from observation, students’ reflection and questionnaire.The finding show that 72% buzz group seating, 10% horseshoe seating, 5% traditional seating, 5% pair seating, and 8% cluster seating. This study implies that seating arrangement help the students’ focus and interest in learning process, participating and engaged in cooperative learning. Therefore, improve their language skills to interact with each other in a more fluent way. Keywords: Seating arrangement, Speaking Class

Workshop of Improving Teachers’ Competency in Teaching Speaking by Using Buzz Group at SMA Kristen Kalam Kudus Medan.

Speaking ability is an essential tool for communication in a foreign language. Speaking cannot be separated from language learning because it is a productive skill that measures the improvement in learning the language. Speaking a foreign language is effective oral communication that requires the ability to use the language appropriately in social interaction. Principles in teaching speaking are important for improving speaking in the classroom. In order to keep on the intentional communicative class, the teacher should consider those principles. The principles also help the teacher design the appropriate materials. Thus, the teacher should concern with the teaching of speaking comprehension to gain the goals of the teaching and learning process. Buzz groups are teams of four to six students that are formed quickly and extemporaneously to respond to course-related questions, each group can respond to more questions; all groups can discuss the same or different questions. Discussion is informal, and students do not need to arrive at a consensus, but simply exchange ideas. Keywords: Teachers’ Competency, Teaching Speaking, Buzz Group

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

BackgroundIn the time of the coronavirus disease 2019 (COVID-19) pandemic, in-person lectures had to be shifted to online learning. This study aimed to evaluate students’ and lecturers’ perception and effectiveness of a virtual inverted classroom (VIC) concept on clinical radiology in comparison to a historic control.MethodsIn the winter semester 2020/21, 136 fourth year medical students who completed the clinical radiology VIC during the pandemic, were included in the single centre, prospective study. Results were compared with a historic control that had finished the physical inverted classroom (PIC) in the immediately preceding year. The VIC consisted of an initial phase of self-determined preparation with learning videos and a second interactive phase of clinical case studies alternating between the virtual lecture hall and virtual buzz groups. At the end of the lecture series, students rated the lecture on a scale of 1 (most positive assessment) to 6 (most negative assessment) through an online survey platform. Additionally, they reported their impressions in free-form text. Lecturers were invited to comment on the VIC in a group interview. Main outcomes were final grades and student perception of the VIC.ResultsStudents’ general impression of VIC was lower than that of PIC (median value of 3 [IQR 4, 2] and 1 [IQR 0, 0], p < 0.001), respectively, p < 0.001). The highest rating was achieved concerning use of the audience response system (median 1 [IQR 1, 0]), and the lowest concerning the buzz groups (median 4 [IQR 5, 3]). Students stated that they would have appreciated more details on reading images, greater focus on plenary case studies, and provision of exam related scripts. Lecturers would have liked better preparation by students, more activity of students, and stronger assistance for group support. Exam grades after VIC were better than after PIC (median 1 [IQR 2, 1] and 2 [IQR 2,1], respectively, p < 0.001).ConclusionsStudents’ overall perception of VIC was satisfactory, although worse than PIC. Final grades improved compared to PIC. Provided an adapted buzz group size and support, VIC may serve as complement in medical education once the pandemic is over.