Learning Outcomes Of Civic Education Research Articles

Implementation of Discovery Learning Model in Improving Motivation and Learning Outcomes of Civic Education

Many of the students in various educational institutions in the shipping sector consider the subject of civic education to be a less interesting subject to follow so it affects the motivation and learning outcomes of civic education itself. This research is important to be carried out to improve the quality of civic education learning by applying the discovery learning model by inviting students to understand concepts, meanings, and relationships through an intuitive process to conclude finally. This research is also a classroom action research that uses a qualitative approach with a descriptive analysis method. The results of this study are expected to be useful for educators in educational institutions in the shipping sector in applying a new model to be able to increase motivation and learning outcomes.

STAD atau Jigsaw? Menguji Keefektifan Dua Model Pembelajaran Kooperatif dalam PKn

This study aims to determine the differences in Civic Education learning outcomes between students taught using the STAD cooperative learning model and the Jigsaw cooperative learning model at MAN 1 Kendari. The research method used is an experimental design with a post-test only control group design. The sample consists of 60 students, selected through multi-stage random sampling, with 30 students from class XI IPS2 and 30 students from class XI IPS3. Data were collected using a Civic Education learning outcomes test, which was validated and tested for reliability, with a reliability score of 0.903. The results showed that the average learning outcomes of students taught with the STAD model were higher (87.21) compared to those taught with the Jigsaw model (73.44). Hypothesis testing revealed a significant difference between the two learning models, with a t-value (30) greater than the t-table value (2.390) at a 0.01 significance level. This study concludes that the STAD cooperative learning model is more effective in improving Civic Education learning outcomes compared to the Jigsaw learning model.

The Influence of Cooperative Learning Models and Formative Test Types on Students' Civic Education Learning Outcomes

This study examines the influence of cooperative learning models and formative test types on students' Civic Education learning outcomes. This research employed a 2x2 factorial design. The sample consisted of 80 students selected randomly using cluster random sampling techniques. Data were collected using a test instrument, and data analysis was performed using analysis of covariance (ANCOVA). The results of the study indicate that: (1) students taught using the Jigsaw cooperative learning model achieved higher Civic Education learning outcomes than those taught using the NHT (Numbered Heads Together) model; (2) students given essay-type formative tests achieved higher learning outcomes than those given multiple-choice tests; (3) there is an interaction effect between cooperative learning models and formative test types on students' Civic Education learning outcomes; (4) among students given essay-type formative tests, those taught with the Jigsaw model achieved higher learning outcomes than those taught with the NHT model; (5) among students given multiple-choice formative tests, there was no significant difference in learning outcomes between those taught with the Jigsaw model and those taught with the NHT model; (6) among students taught with the Jigsaw model, those given essay-type formative tests achieved higher learning outcomes than those given multiple-choice tests; (7) among students taught with the NHT model, there was no significant difference in learning outcomes between those given essay-type and multiple-choice formative tests.

How Do the TWO STAY TWO STRAY and Motivation Model Learning Affect Civic Education Result?

The teacher-centered approach has led students to feel bored and uninterested in the taught material. By choosing an appropriate learning model, it is hoped that a better understanding and interest in students will emerge, fostering a deep learning motivation. In this study, the chosen learning models were Two Stay Two Stray and Inquiry. The objectives of this research were: 1) to determine the difference in Civic Education learning outcomes between student groups taught with the Two Stay Two Stray and Inquiry learning models, 2) to examine the difference in Civic Education learning outcomes between student groups with high and low learning motivation, and 3) to investigate the interaction between the learning model and learning motivation in influencing Civic Education learning outcomes. The research was conducted at SDN 091713 Amborokan, involving fourth-grade students as the research sample. The research method employed was experimental research, utilizing a 2x2 factorial design. There were two classes involved in the study: an experimental class (IV-A) and a control class (IV-B). Data collected included Civic Education learning outcomes and student motivation data. The results of the research indicated that: 1. the learning strategy significantly influenced Civic Education learning outcomes with an F value of 58.775, 2. learning motivation significantly influenced Civic Education learning outcomes with an F value of 92.04, and 3. there was an interaction between the learning strategy and learning motivation significantly affecting Civic Education learning outcomes with an F value of 4.09. This study concludes that the selection of an appropriate learning model positively influences learning outcomes and motivation in students. It is recommended that teachers, as facilitators, should be capable of choosing suitable teaching methods to create an effective learning environment.

PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN LKPD ELEKTRONIK UNTUK MENINGKATKAN HASIL BELAJAR PPKN PADA SISWA SEKOLAH DASAR

The purpose of this study is to find out how the concept of Islamic leadership of school principals improves teacher communication ethics in education units. The study aimed to improve Civic Education learning outcomes through the implementation of Problem Based Learning (PBL) aided electronic worksheets. This classroom action research was conducted in three cycles. The subjects were teacher and students of third grade at SDN 1 Gesikan. The data were qualitative and quantitative. Data collection techniques were observation, interviews, and tests. Data validity used triangulation of sources and triangulation of techniques. Data analysis included data reduction, data presentation, and drawing conclusions. The result indicated that the improvement of learning outcomes were 75.00% in the first cycle, 82.50% in the second cycle, and 90.00% in the third cycle. It concludes that the implementation of Problem Based Learning (PBL) aided electronic worksheets improves Civic Education learning outcomes about rights and obligations to third grade students of SDN 1 Gesikan in academic year of 2022/2023

ATTEMPT TO IMPROVE PKN LEARNING OUTCOMES OF FIRST-GRADE STUDENTS THROUGH THE IMPLEMENTATION OF COOPERATIVE LEARNING MODELS TWO STAY TWO STRAY AT SDN 008 BANDUR PICAK IN KAMPAR

This paper discusses the improvement of Civic Education learning outcomes of the first-grade students by applying Two Stay Two Stray as a cooperative learning model at SDN 008 Bandur Picak in Kampar, which was conducted for 1 month. The research subjects were 22 first-grade students. The type of research is classroom action research. Based on the results of the analysis and discussion, it can be concluded that the implementation of the Two Stay Two Stray cooperative learning model type can improve the first-grade students’ learning outcomes in the Civic Education learning subject at SDN 008 Bandur Picak in Kampar. It can be seen from changes in students’ learning outcomes in cycle 1 and cycle 2. In cycle 1, the average score of students’ learning outcomes was 70.9 incomplete category and increased in cycle 2 to 82.5 in the complete category. Based on the performance indicators, the research is considered to be successful if learning completeness reaches 75% of all students. It is because applying the Two Stay Two Stray provides opportunities for students to exchange experiences and knowledge. Hence, students understanding of the subject matter increases and can improve their learning outcomes in turn which the researchers so far have never applied the Two Stay Two Stray cooperative learning model.

Implementation of Problem-Based Learning (PBL) Model Assisted by Video Media to Improve Civics Learning Outcomes at Junior High School

This Classroom Action Research aims to improve Civic Education learning outcomes through the implementation of problem-based learning (PBL) models assisted by video media. The research subjects for class IX G SMP N 2 Ampeltotaled 32 students. Observation and tests as data collection techniques, and comparative descriptive techniques as data analysis techniques. This study used two cycles. In cycle 1, the teacher applied learning using the problem based learning (PBL) model assisted by video media, and then in cycle 2, the teacher gave evaluation questions. The results of the study concluded that learning PPKn with the problem-based learning (PBL) model assisted by video media can improve student learning outcomes. This is shown by an increase in student learning outcomes in each cycle. In the pre-cycle, 14 students (43.75%) completed KKM ≥ 75 and an average score of 69.59. In cycle 1, 21 students (65.62%) completed, and 11 students (34.38%) did not complete, and the average value was average 78.28. Then in cycle 2 increased by 32 students (100%) completed and the average value of 82.25. This research succeeded in achieving a success indicator of 100%. Therefore teachers are advised to use problem-based learning (PBL) models assisted by video media in order to improve student learning outcomes.

The Correlation of Learning Motivation and Learning Environment with Pancasila and Civic Education’s Learning Outcomes of Grade V Students

Learning motivation and learning environment have an important influence on student learning success. This study aims to analyze the correlation between learning motivation and learning environment with the learning outcomes of Pancasila and Civic Education (PPKn) learning outcomes of Grade 5 students partially and simultaneously. The research population was 287 students, the sample was taken using the simple random technique with the Slovin formula resulting in 165 students as sample. This study used a quantitative approach. Data was collected by questionnaires and documentation techniques. The validity of the items was obtained from the product moment correlation. Furthermore, the reliability of the items was obtained by using alpha formula. Simple linear regression analysis and multiple regression analysis were used to analyzed the data after the researchers conducted prerequisite analysis tests including normality tests, multicollinearity tests, and linearity tests . The results of this study shows (1) there is a significant positive correlation between learning motivation and Pancasila and Civic Education’s learning outcomes; (2) there is a significant positive correlation between the learning environment and Pancasila and Civic Education learning outcomes; (3) there is a significant positive correlation between learning motivation and learning environment with Pancasila and Civic Education of Grade V elementary school’s students.

The influence of think pair share (TPS) learning model on fifth-grade students’ learning outcomes of civic education

This study aims to determine the influence of the think pair share (TPS) learning model on the learning outcomes of civic education on fifth grade class student in elementary school at Jakarta Timur Cilangkap. The subject of this research is fourth-grade students with instrument pre-test and post-test of Civic Education subject. While the research method used is a quantitative research method with a Quasi-Experimental Design research design. The type of sample used was Non-Probability Sampling with a total of 60 participants divide into 2 class which is 30 at experimental class and 30 in a control class. From the results of the calculation of the t test in the study, it obtained a value of t count = 2,4704 ≥ t table 2.000 which stated that there was a significant effect of learning using the think pair learning model on civic education learning outcomes in one of the elementary schools at Jakarta Timur Colangkap. The think pair learning model applied by teaching staff to their students can increase the level of creativity and courage of a student so that students can learn effectively and have fun, especially in this study the subjects taken were civic education.

PENINGKATAN HASIL BELAJAR PPKN MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION PLUS DI MADRASAH IBTIDAIYAH

This study aims to increase civic education learning outcomes with the Student Teams Achievement Divisions (STAD) Plus learning model at Private Madrasah Ibtidaiyah. The study used the classroom action research procedure: planning, implementation, observation, and reflection. The results showed that the STAD Plus learning model could improve civic education learning outcomes. In the pre-cycle stage, the average student score was 75.46. In the first cycle, it was 86.27; in the second, it increased to 88. The positive response of students to the application of the STAD Plus type cooperative learning model reached an average rate of 97 percent.

Efforts to Improve Learning Quality for Civil Study on Unity in Diversity Through the Team Game Tournament (TGT) Method in Class IV Elementary School Students

The purpose of the srudy are; (1) to describe the application of the Teams Games Tournament (TGT) learning model, and (2) to determine the improvement in the quality of learning through TGT Model. This research method is qualitative. It was found that 1) student test results in cycle I meeting 1 obtained an average student test result of 55.42 with a completeness percentage of 25%, cycle I meeting 2 obtained an average student test result of 63.33 with a completeness percentage of 38%, cycle II meeting 1 obtained an average student test result of 72.50 with a completeness percentage of 54%, cycle II meeting 2 obtained an average student test result of 85.83 with a completeness percentage of 100%, shows a significant increase in achievement. 2) The application of cooperative learning through TGT can improve the quality of student civic education learning outcomes. The average score of students' test results each cycle has increased. In cycle I meeting 1 obtained an average student test result of 55.42 with a completeness percentage of 25%, cycle I meeting 2 obtained an average student test result of 63.33 with a completeness percentage of 38%, cycle II meeting 1 obtained an average student test result of 72.50 with a completeness percentage of 54%, cycle II meeting 2 obtained an average student test result of 85.83 with a completeness percentage of 100%, shows a significant increase in achievement.

The Influence of Student Team Achievement Division (STAD) Cooperative Learning Model on Third Graders’ Civic Education Learning Outcomes

This study discussed about the influence of student team achievement division (STAD) learning model on third graders’ civic education learning outcomes. This research used quantitative research method, and the participants were 30 students. The data analysis begins by conducting validity and normality test, and it is continued by implementing STAD learning model in the classroom. Students’ civic education learning outcomes reached the score at 62.40 before the implementation, and it increased into 83.73 after giving the instruction learning using STAD learning model. It implies that STAD learning model have positive affects towards third graders’ civic education learning model.

Hubungan antara Disisplin Belajar dan Motivasi Belajar dengan Hasil Belajar PPKn Siswa SDN se-Kecamatan Banjarnegara Tahun Ajaran 2021/2022

<p><strong><em>Abstract</em></strong></p><p><em>The study aimed to prove that there was the positive correlation between learning discipline and learning motivation on Pancasila and Civic Education learning outcomes to fourth grade students of public elementary schools in Banjarnegara Sub-district in academic year of 2021/2022. The population were 804 fourth grade students and the samples were 363 fourth grade students. Data collection techniques used questionnaires and tests. </em><em>The validity method included question analysis using Pearson correlation analysis. Reliability used the Alpha (Cronbach’s) formula</em><em>. The prerequisite test used normality test, linearity test, and multicollinearity test. </em><em>Data analysis techniques used multiple correlation analysis. The result indicated that the correlation value between learning discipline and learning motivation was 0.570 </em><em>on Pancasila and Civic Education learning outcomes. The </em><em>significant value was 0.000 less than 0.5.</em><em></em></p>

The Effect of the Conflict Resolution Learning Model and Portfolio Assessment on the Students’ Learning Outcomes of Civic Education

The Effect of the Conflict Resolution Learning Model and Portfolio Assessment on the Students’ Learning Outcomes of Civic Education

Pengaruh Gaya Belajar dan Pemanfaatan Sumber Belajar terhadap Hasil Belajar PPKn Siswa

The purpose of this study was to determine the effect of learning styles and the use of learning resources on the learning outcomes of fifth grade Civics at SD Negeri Sekbin II, Bulakamba District, Brebes Regency. 168 students have been selected to be the sample of the study by means of random sampling and the solvin formula. The results of the study found that; (1) There is an influence between learning styles on PPKn learning outcomes with the results of the calculation of tcount > ttable which is 4, 039 > 1,974 and the correlation between the two is 0.299 or is said to be in the low category. The contribution of learning styles to student Civics learning outcomes is 8.9%; (2) There is an influence between the use of learning resources on PPKn learning outcomes with the results of the calculation of tcount > ttable which is 6.405 > 1.974 and the correlation between the two is 0.445 or is said to have a relationship in the medium category. The contribution of the use of learning resources to students' Civic Education learning outcomes is 19.8%; (3) There is an influence between learning style and the use of learning resources on students' Civic Education learning outcomes with the results of the calculation Fcount > Ftable, namely 25.07 > 3.051 and multiple correlation in the medium category (0.483). The contribution of learning styles and use of learning resources to student Civic Education learning outcomes is 23.3%. In conclusion, there is a statistically significant effect of learning style and the use of learning resources on the learning outcomes of fifth grade Civics at SD Negeri Sekbin II, Bulakamba District, Brebes Regency.
 Keywords: Learning Style, Learning Outcomes, Utilization of Learning Resources, PPkn

Efforts to Improve the Quality of Learning of PKN Unity and Unity Material in Diversity Through Team Game Tournament (TGT) Methods in Students of Grade IV C SDN Perigi 01 Years of Lessons 2019/2020

The low quality of PKn learning in students of grades IV-C at SDN Pondok Kacang Timur 03 years of lessons 2019/2020 memotiti researchers look for solutions how efforts in improving the quality of learning PKn through the Team Game Tournament (TGT) method. After the study was found 1) Student test results in cycle I meeting 1 obtained an average of 55.42 student test results with a completion percentage of 25%, cycle I meeting 2 obtained an average of student test results 63.33 with a completion percentage of 38%, cycle II meeting 1 obtained an average of student test results 72.50 with a percentage completion of 54%, cycle II meeting 2 obtained the average student test results 85.83 with a completion percentage of 100%, Showed significant improvement in performance. 2) The application of cooperative learning through TGT can improve the quality of students' civic education learning outcomes. The average grade of student test results each cycle increases. In cycle I meeting 1 obtained an average of student test results 55.42 with a percentage completion of 25%, cycle I meeting 2 obtained an average of student test results 63.33 with a percentage completion of 38%, cycle II meeting 1 obtained an average of student test results 72.50 with a completion percentage of 54%, cycle II meeting 2 obtained an average of student test results 85.83 with a completion percentage of 100%, Showed significant improvement in performance. The advice that can be given from the results of this class action research is 1) The application of a learning model with the Type team games tournament as one of the alternative learning models for teachers that can improve the quality of civic education learning. 2) Tournament games in the TGT learning model, should be designed in such a way that students are more interested and can improve the quality in students who can ultimately improve their achievements.

The Influence of Ethno Pedagogy Approach and Interpersonal Intelligence on the Results of Civic Education Learning in Pelangi Elementary school Medan

This study aims to: (1) Know the differences in the learning outcomes of KDP students who are taught with the ethno pedagogical approach compared to students who are taught with the conventional approach; (2) Knowing the difference in Civic education learning outcomes of students who have high interpersonal intelligence compared to students who have low interpersonal intelligence; (3) Knowing the interaction between learning approaches and interpersonal intelligence in influencing student learning outcomes Civic education in Pelangi Medan Private Elementary School located on Jl. Bayangkara No. 417 Medan. The population in this study was the fifth grade students at Pelangi Private Elementary School, totaling 54 people. Class V / a as many as 27 students and V / b as many as 27 students. Collecting data in this study through interpersonal intelligence questionnaires and Civic education learning outcomes test instruments. Hypothesis testing is done by the Two Way Anova test. The results showed that: (1) The learning outcomes of Civic education students who were taught with the ethno pedagogical approach were higher than the learning outcomes of Civic education students who were taught with conventional approaches (Fcount = 21.164 and a value of sig. 0.000> 0.05); (2) Civic education learning outcomes of students who have high interpersonal intelligence are higher than those of students who have low interpersonal intelligence (Fcount = 6.756 and sig. 0.012> 0.05); (3) There is an interaction between learning approaches and interpersonal intelligence in influencing student learning outcomes Civic education (Fcount = 7.054 and sig. 0.011> 0.05).

Application Of The Jigsaw Cooperative Learning Model To Improve The Learning Outcomes Of Civic Education Of 8th Grade Students In SMPN 9 Kota Sorong

This research is a classroom action research that aims to see whether there is an influence of the application of the Jigsaw cooperative learning model in an effort to improve the learning outcomes of Civics. The subjects in this study were students of class VIII-3 at SMP Negeri 9 Sorong City in the academic year 2017/2018 with a total of 30 students consisting of 13 male students and 17 female students. This CAR procedure consists of 2 cycles with 2 meetings per cycle. Each cycle consists of four stages as follows: 1) planning; 2) implementing actions; 3) observation and evaluation of actions; and 4) reflection of actions. The research data used the learning achievement test instrument, student worksheets and observation sheets. Data obtained from the results of the test, both at the beginning of the test and at the end of each cycle are processed using descriptive statistics. Statistical techniques to describe student characteristics and results are presented in the form of the highest value, lowest value, average value and frequency distribution table. The results of the study show that: (1) Quantitatively the learning outcomes of citizenship education on the concept of popular sovereignty in class VIII-3 students, SMP Negeri 9 Sorong City after the implementation of the first cycle action through the application of jigsaw cooperative learning is categorized as moderate with an average value of 47.5 with an average classical completeness of 43.34% and after the implementation of the second cycle is categorized well with an average value of 72.84 with an average classical completeness of 96.67%; (2) Qualitatively, there was a good increase from cycle I to cycle II with the percentage of permanent student attendance from 100%, the percentage of students paying attention to subject matter increased from 90% to 98.34%, the percentage of students who asked questions about material that had not understood decreased from 48.34% to 8.34%, the percentage of students working on practice questions / answering questions increased from 84.98% to 100%.

PENERAPAN STRATEGI EACH ONE TEACH ONE UNTUK MENINGKATKAN HASIL BELAJAR PENDIDIKAN KEWARGANEGARAAN SISWA KELAS V SEKOLAH DASAR NEGERI 028 DESA KUBANG JAYA

This research is based on the learning outcomes of Civic Education of V students of State Elementary School028 Kubang Jaya which is still very low. This study aims to improve the learning outcomes of students' CivicEducation. The method of research is classroom action research, with the stages of research is the stage ofplanning, action stage, observation stage and reflection phase. From the data analysis, there was a goodimprovement of teacher activity, student activity, and student learning result, that is the cycle I of teacheractivity is "enough", with percentage 65,63%, and cycle II increased to 89,06% belonged to "good". Percentageof student activity of cycle I is 70,14% or classified as "enough", and cycle II increased to 86,81% or classifiedas "good". Increased activity of teachers and students is very influential on student learning outcomes. Onbefore the students' completeness action only reached 10 people (55,56%) complete student, and 8 students(44,44%) not yet finished. After the first cycle of student's learning completion increased to 13 students(72.22%), and 5 students (27.78%) were not completed. Cycle II mastery of students has exceeded 75% of thecompleteness of 88.89% or about 16 students who achieve the minimum predefined criteria defined that is 65.Thus, the strategy of each one teach one can improve student learning outcomes in the subjects of EducationCitizenship class V Elementary School 028 Kubang Jaya.

THE DEVELOPMENT OF POP-UP BOOK MEDIA TO IMPROVE 4th GRADE STUDENTS’ LEARNING OUTCOMES OF CIVIC EDUCATION

THE DEVELOPMENT OF POP-UP BOOK MEDIA TO IMPROVE 4th GRADE STUDENTS’ LEARNING OUTCOMES OF CIVIC EDUCATION