Cognitive Learning Achievement Research Articles

PENGARUH MODEL PEMBELAJARAN PEER INSTRUCTION FLIP DAN FLIPPED CLASSROOM TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA MATERI SISTEM EKSKRESI

Achievement of learning process can be seen from student cognitive learning outcome. Learning model plays an important role in student cognitive learning achievement. The introduction and implementation of Peer Instruction Flip model and Flipped Classroom are expected to increase the cognitive learning outcomes of students. The research was conducted in SMAN 6 Tangerang on Mei-Juni 2015. The reseach method used was a quasi experiment. The research sample used was XI MIA 1 (Peer Instruction Flip model) and XI MIA 3 (Flipped Classroom model) and XI MIA 2 (STAD model) who collected by Simple Random Sampling. Prerequisite test analysis of normality was the Kolmogorov-Smirnov and homogeneity test with the Bartlett test. Based on calculation, data obtained was normally distributes and homogeneously. The statistical hypothesis with Anava one way test result on rejected null hypothesis at α 0,05. It can be concluded that there was effect of Peer Instruction Flip and Flipped Classroom learning model toward student cognitive learning outcome in Excretory System material.

The effectiveness of the inclusive education model for students with special needs on cognitive learning achievement

The Effectiveness of the Inclusive Education Model for Students With Special Needs on Cognitive Learning Achievement. Objectives: This research aims to analyze the influence of the inclusive education model in the form of the regular class with additional instruction outside the classroom on cognitive learning achievement of elementary school students in Lampung Province. Methods: Samples consist of 35 fifth grade elementary school students which were randomly selected from a population of 245 out of seven schools in seven regencies in Lampung Province, Indonesia. Data were analyzed using the paired samples t-test at the significance level of 0.05 for all subjects. This research applied a quasi-experimental design. Findings: Value of t-count (6.249) for General Knowledge was greater than t-table at the significance level 0.05 which confirm the effectivity of the model. Conclusions: Inclusive education model had an effective influence on the learning achievement of students with special needs in the General Knowledge subject. Keywords: Children with special needs, cognitive learning achievement, inclusive education model. Abstrak: Keefektivan Model Pendidikan Inklusi Bagi Siswa Berkebutuhan Khusus Terhadap Prestasi Belajar Kognitif. Tujuan: Menganalisis pengaruh model pendidikan inklusif kelas reguler ditambah dengan bimbingan kelas luar terhadap prestasi belajar kognitif siswa sekolah dasar di Propinsi Lampung. Metode: Sampel sebanyak 35 siswa kelas 5 SD dipilih secara acak dari populasi 245 dari tujuh sekolah di tujuh kabupaten di Provinsi Lampung. Data dianalisis dengan menggunakan sampel berpasangan t-test. Penelitian ini menggunakan metode kuasi eksperimental. Temuan: Nilai t-hitung (6,249)untuk mata pelajaran umum lebih besar dari t-tabel yang menkonfirmasi efektifitas model. Kesimpulan: Model pendidikan inklusif memberikan pengaruh yang efektif pada prestasi belajar siswa berkebutuhan khusus pada mata pelajaran umum. Kata kunci: anak berkebutuhan khusus, prestasi belajar kognitif, model pendidikan inklusif. DOI: http://dx.doi.org/10.23960/jpp.v8.i2.201811

THE DEVELOPMENT OF SCIENCE LEARNING DEVICE BASED ON SCIENCE EDUTAINMENT TO IMPROVE STUDENT'S LEARNING MOTIVATION AND COGNITIVE LEARNING ACHIEVEMENT

The aims of this research are 1) to produce science learning device based on Science Series which is feasible according to the validators, 2) to know the students ' response to Science Edutainment learning, 3) to know the improvement of students ' learning motivation after using learning device which developed, 4) to know the improvement of students ' cognitive learning achievement after using learning device which was developed. This research is categorized as RD research with 4 d model (Define, Design, Develop, and Disseminate). Instruments which were used in this research are validation forms of learning device, students ' questionnaire response to Science Education learning, students ' questionnaire of learning motivation, pretest and posttest, and learning task observation form. The data analysis techniques used in this research are qualitative and quantitative. The results of this research are: 1) it has been produced science learning device based on Science Series which is feasible with excellent category (A) according to the validators, 2) science learning which used learning devices based on Science Edutainment get students ' response with good category (B), 3) science learning device can improve students ' learning motivation with percentage 10.74%, 4) science learning device can improve students ' cognitive learning achievement with result of gain score is 0.73 and categorized as high category.

PENGGUNAAN LABORATORIUM RIIL DAN VIRTUIL PADA PEMBELAJARAN FISIKA DENGAN MODEL INKUIRI TERBIMBING DITINJAU DARI KEMAMPUAN MATEMATIS DAN KETERAMPILAN BERPIKIR KRITIS

This research aims at finding out the differences and interaction of the implementation of teaching media, mathematical capability, and critical thinking towards the students’ learning achievement. The method used in this research is experimental method. The population was all IV semester students of Physics Education Department of IKIP PGRI Pontianak in the academic year of 2015/2016. The writer used cluster random sampling to get the sample. Data analysis was done by using three ways anava varians analysis. Based on the data analysis, it can be concluded that: 1) there are differences of cognitive and affective learning achievement to the students who are taught by using guided inquiry model with real and virtual laboratory; 2) there are differences of students cognitive learning achievement with high and low mathematical capability; 3) there are differences to psychometric learning achievement to the students who have high and low critical thinking; 4) There is no interaction between Guided Inquiry Model using real and virual laboratory, high and low mathematical capability, and high and low critical thinking towards the students learning achievement.

Keefektifan Penggunaan Alat Peraga PPKn Model dalam Meningkatkan Hasil Belajar PPKn Siswa SD

This experimental research was intended to compare the effectiveness of PPKn teaching aid in improving students' learning achievement. The data were collected by using a cognitive test, an affective scale, observation, and a questionnaire. The research reveals that the use of PPKn teaching aid can improve the students' cognitive, affective, and psychomotoric learning achievement. The PPKn teaching aid Model is more effective than the Anutapura's teaching aid. It is suggested that, because of its importance, PPKn teaching aid should be applied early in the elementary school

PENERAPAN INKUIRI TERBIMBING PADA HASIL BELAJAR KOGNITIF SISWA KELAS VII A SMPN 3 TANJUNG DALAM KONSEP EKOSISTEM

This study is aimed at seeing how process of improvement of cognitive learning achievement on ecosystem instruction using guided inquiry model. This study used Classroom Action Research with two cycles conducted in four meetings. The subject of the study was the 20 students of grade VII of SMPN 3 Tanjung, South Kalimantan. Data were collected using test and scores of pretest and posttest were used for analysis. Data were analyzed both in quantitative and qualitative forms. The study revealed that guided inquiry model improves cognitive achievement of the VII graders of SMPN Tanjung.

PENERAPAN INKUIRI TERBIMBING PADA HASIL BELAJAR KOGNITIF SISWA KELAS VII A SMPN 3 TANJUNG DALAM KONSEP EKOSISTEM

This study is aimed at seeing how process of improvement of cognitive learning achievement on ecosystem instruction using guided inquiry model. This study used Classroom Action Research with two cycles conducted in four meetings. The subject of the study was the 20 students of grade VII of SMPN 3 Tanjung, South Kalimantan. Data were collected using test and scores of pretest and posttest were used for analysis. Data were analyzed both in quantitative and qualitative forms. The study revealed that guided inquiry model improves cognitive achievement of the VII graders of SMPN Tanjung.

Pengaruh Pendekatan Inkuiri Terbimbing dipadu dengan Diagram Alir terhadap Prestasi Belajar Siswa SMA

This study aims to compare student achievement in teaching chemical equilibrium topics using a guided inquiry approach combined with and without flow charts. This research is a quasi-experimental study with a pretest-posttest control group design. The study sample consisted of 31 experimental class students and 24 control class students. The instruments in this study consisted of two types, namely (1) the instrument of treatment in the form of learning devices using a guided inquiry approach combined with flow diagrams in the experimental class students and guided inquiry learning in control class students, while (2) measurement instruments in the form of learning outcomes tests students, student activeness observation sheets, and student performance assessment sheets. The instruments are declared valid by 2 chemistry lecturers and 1 chemistry teacher who has good competence and experience in chemistry and chemistry learning. The results showed that the guided inquiry approach combined with the flow diagram provided students’ cognitive learning achievements (83.87 experimental classes and 70.83 control classes), affective (79.00 experimental classes and 74.00 control classes), and psychomotor (84.00 experimental class and 80.00 control class) were better than guided inquiry approaches without flow diagrams.

Penerapan Constructive Controversy dan Modified Free Inquiry Terhadap HOTS Mahasiswa Pendidikan Biologi

<p>The aims of this study was to determine the effect of the using Constructive <br />Controversy (CC) and Modified Free Inquiry (MFI) Method, analytical skill, and it’s interaction toward biology students’ cognitive learning achievement and HOTS. The method used in the research was experimental method and it was conducted from November 2013 to January 2014. The population was the biology students in UNINDRA. The sample was consisted of three class R3A, R3B and R3C. The learning method applied to R3A was MFI, R3B was control and to R3C was CC. The data was collected through students’ cognitive learning achievement test, analytical skills test, HOTS test, and supported by questioner for measuring affective achievements and observation sheet for assessing psychomotor. The hypothesis was tested using parametric statistic. The finding showed that: 1) There was significant difference from the results of two compared learning methods towards students’ cognitive learning achievement and HOTS, 2) Analytical skills affected students’ cognitive learning achievement and HOTS, 3) There was interaction between learning method and analytical skills toward student s’ cognitive learning achievement and HOTS.</p>

MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA DAN AKTIVITAS GURU PADA MATERI BIOTEKNOLOGI PANGAN KELAS IX MTs MELALUI MODEL PEMBELAJARAN BERBASIS MASALAH

This study is aimed at seeing improvement of studnets cognitive learning achievement and teacher activities in food biotechnology subject. The study used Classroom Action Research with two cycles and assigned 30 students of the IX grade of MTs Sunan Ampel, Siman Kepung in 2014/2015. Data were colledted using test and observation. The study found that teaching model using problem-based learning improves teachers’ classroom activities. Cycle I found students activity 62.5% (fair) increasing to 69.7% (good) in cycle II. Learning mastery increased from 52% in cycle I into 85% in cycle II. Students supplied positive responses on the implementation of problem-based learning model in teaching food biotechnology.

An Empirical Study on the Implementation and Evaluation of Gamifying Learning Motivated Achievement Model

Researchers of game-based learning have often suggested that learner’s motivation beliefs about learning achievement would likely affect their use of game-based learning strategies and ultimate success in learning. However, research which has empirically documented the link between gamification, motivation, and cognitive load is scant. Therefore, the aim of this article attempts to explore how gamification, motivation, cognitive load will affect learning achievement, and their use of Gamification Software Engineering Education Learning System (GSEELS) are related. This research involved empirical study, comprised of four sets of questionnaires concerning gamification, motivation; cognitive load and learning achievement. Tow intact class of 107 college students participated in the study. The structural equation modeling (SEM) analysis was conducted through descriptive statistics, measurement model evaluation and structured model evaluation in order to indicate the direction and relationship between the four sets of variables. The research result shows that 5 out of 6 hypotheses are supported and merely 1 hypothesis is false. Well-design GSEELS will affect student learning motivation and achievement. To conclude, this study may be important in explaining the relationship between gamification, motivation, cognitive load, as well as in suggestions for teaching and learning four aspects with a better understanding of how teacher’ beliefs about SE education related to their strategy use.

PEMBELAJARAN KOOPERATIF TIPE TEAMS-GAMES-TOURNAMENT MODEL MONOPOLI BERBASIS KARAKTER UNTUK MENINGKATKAN PRESTASI BELAJAR FISIKA

This study aims to determine whether the type of cooperative learning-games-tournament teams monopoly character-based models can improve learning achievement through a set of game physics are applied to the experimental class students. The research was conducted in SMP Negeri 1 Lemahabang Cirebon academic year 2014/2015. This study uses a learning model independent variables and the dependent variable learning achievement. This study used a test to determine the magnitude of improvement Gain the ability of students in the experimental class before and after a given treatment, and a t-test to determine whether the cognitive learning experiment class is greater than the control class. The results showed an average of cognitive learning achievement of students in the control class of 50.3 and 60.5 in the experimental class with a gain factor of 0.61. By significance was calculated using the t test with significance level of 5% the result is 2.35, so we concluded that students experienced a significant increase in achievement. On average affective learning achievement experimental class of 85 and control class is 69. The average score psychomotor learning achievement in the experimental class of 74 and the control class is 57. Based on the results obtained it can be concluded that cooperative learning-games-tournament teams monopoly character-based models can improve learning achievement of physics in the cognitive domain.

Cognitive learning in authentic environments in relation to green attitude preferences

Authentic activities in school are rare although they probably lead to longer lasting learning. In our study, 185 fifth to seventh graders participated in an out-of-classroom lesson at a major water supply institution. After an introductory film presentation, participants proceeded to authentic learning sites with the major machinery involved in water purification. We monitored participants’ environmental attitudes (using 2-MEV scale), newly acquired knowledge, and responses to semantic-differential-items. While knowledge and the value of Preservation correlated significantly with cognitive learning achievement levels, the one of (exploitative) Utilisation did not, neither short- nor long-term. Selected semantic-differential-items such as ‘easy to understand’ and ‘motivating’ showed positive correlation with acquired knowledge levels. The relevance for school is discussed.

MENINGKATKAN KESADARAN METAKOGNITIF DAN HASIL BELAJAR SISWA MELALUI PENERAPAN PEMBELAJARAN PROBLEM SOLVING

The purpose of this study is to increase metacognitive awareness and student learning achievement through the implementation of Problem Solving learning. Learning achievement in this study include the cognitive, affective, and psychomotor aspects on temperature and heat learning material. This study used Classroom action research conducted in 3 cycles consisting of planning, implementation, observation, evaluation, and reflection. Students' metacognitive awareness data obtained through metacognitive awareness questionnaire and students' activity in worksheet used to control Students' metacognitive awareness. Student learning achievement was taken with multiple-choice test techniques for cognitive learning achievement, practicum activities and presenting practicum results for affective and psychomotor learning achievement tailored to affective and psychomotor indicators. The conclusion of this research is through the implementation of Problem Solving learning can increase metacognitive awareness and student learning achievement.

Cognitive diffusion model with user-oriented context-to-text recognition for learning to promote high level cognitive processes

There is a large number of studies on how to promote students’ cognitive processes and learning achievements through various learning activities supported by advanced learning technologies. However, not many of them focus on applying the knowledge that students learn in school to solve authentic daily life problems. This study aims to propose a cognitive diffusion model called User-oriented Context-to-Text Recognition for Learning (U-CTRL) to facilitate and improve students’ learning and cognitive processes from lower levels (i.e., Remember and Understand) to higher levels (i.e., Apply and above) through an innovative approach, called User-Oriented Context-to-Text Recognition for Learning (U-CTRL). With U-CTRL, students participate in learning activities in which they capture the learning context that can be scanned and recognized by a computer application as text. Furthermore, this study proposes the use of an innovative model, called Cognitive Diffusion Model, to investigate the diffusion and transition of students’ cognitive processes in different learning stages including pre-schooling, after-schooling, crossing the chasm, and higher cognitive processing. Finally, two cases are presented to demonstrate how the U-CTRL approach can be used to facilitate student cognition in their learning of English and Natural science.

Neurocognitive correlates of obesity and obesity-related behaviors in children and adolescents

Childhood obesity rates have risen dramatically over the past few decades. Although obesity has been linked to poorer neurocognitive functioning in adults, much less is known about this relationship in children and adolescents. Therefore, we conducted a systematic review to examine the relationship between obesity and obesity-related behaviors with neurocognitive functioning in youth. We reviewed articles from 1976 to 2013 using PsycInfo, PubMed, Medline and Google Scholar. Search terms included cognitive function, neurocognitive function/performance, executive function, impulsivity, self-regulation, effortful control, cognitive control, inhibition, delayed gratification, memory, attention, language, motor, visuo-spatial, academic achievement, obesity, overweight, body mass index, waist-hip ratio, adiposity and body fat. Articles were excluded if participants had health problems known to affect cognitive functioning, the study used imaging as the only outcome measure, they were non-peer-reviewed dissertations, theses, review papers, commentaries, or they were non-English articles. Sixty-seven studies met inclusion criteria for this review. Overall, we found data that support a negative relationship between obesity and various aspects of neurocognitive functioning, such as executive functioning, attention, visuo-spatial performance, and motor skill. The existing literature is mixed on the effects among obesity, general cognitive functioning, language, learning, memory, and academic achievement. Executive dysfunction is associated with obesity-related behaviors, such as increased intake, disinhibited eating, and less physical activity. Physical activity is positively linked with motor skill. More longitudinal research is needed to determine the directionality of such relationships, to point towards crucial intervention time periods in the development of children, and to inform effective treatment programs.

Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students

The advancement of mobile device and wireless communication technologies is having a great influence on the design concept of learning activities. In this study, we attempt to integrate field study into the inquiry-based mobile learning model; moreover, a mobile learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field learning activity, the mobile learning system is able to present the learning tasks, guide the students to visit the real-world learning targets for exploration, and provide them with supplementary materials via the mobile devices. The aim of this research focuses on the effects of this mobile learning model on students' cognitive load and learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based mobile learning approach had better learning achievement and less cognitive load than those who learned with the traditional approach. Therefore, it is concluded that the mobile learning model has positive effects on elementary students in local culture learning.

PENGARUH PENDEKATAN KONTEKSTUAL TERHADAP HASIL BELAJAR BIOLOGI SISWA SMA

: Contextual Teaching and Learning and Biology Learning Achievement among Senior High School Students. This quasi experimental study was designed to explain the effects of inquiry learning of Contextual Teaching and Learning (CTL), learning community of CTL, and entry behavior on Biology learning achievement of senior high school students of Bengkulu. The subjects were randomly selected from year-10 classes of eight schools and assigned to eight experimental classes. The study shows that: (1) the inquiry learning of CTL has no effect on the students' cognitive learning achievement; (2) the learning community, particularly the extended one, of CTL contributes to the students' cognitive learning achievement; and (3) the students' entry behavior did not affect their cognitive learning achievement when the students learned through inquiry process of CTL.

An Achievement Prediction Model of Meaningful Learning, Motivation, and Cognitive on SPANI: Partial Least Square Analysis

This paper employed an SPANI (Shooting Pose Adjustment with Nature Interactions) learning system with achievement prediction model of meaningful learning. Motivation, cognitive, and PLS (Partial Least Square) method was used to analyze the results. Proposed model is focused on information and communication technology teaching mode, meaningful learning, learning motivation, cognitive load, and learning achievement. Theories of SPANI achievement prediction model investigated the learner’s degree of meaningful learning, learning motivation, cognitive loading, and learning achievement (Huang et al. 2012, Credé and Phillips 2011, Deleeuw and Mayer 2008, and Peterson et al. 2010). Questionnaire and systems tests were used with 107 valid samples in the samples’ record to conduct narrative statistics, inspection of reliability and validity, and PLS of Structural Equation Modeling (SEM). The results show that the developing system is very helpful to learner’s learning motivation and learning achievement. And learner’s learning motivation, which influences the degree of the cognitive load and learning achievement, has a high relationship. It means, the designers of teaching materials can start with digital content to improve learning motivation and also handle the two important parts which are learning strategy and learning motivation. It can be very helpful in improving teaching quality.

The Causal Relationship Between Internal Motivation and Learning Readiness With the Cognitive Learning Achievement in Learning Biology at SMA Negeri 1 Cawas in Class Year of 2011/2012.

<div class="WordSection1"><p>This research is aimed to know causal relationship between: 1) internal motivation and cognitive learning achievement in learning Biology, 2) internal motivation and learning readiness in leaening Biology, 3) learning readiness and cognitive learning achievement in learning Biology, 4) internal motivation and cognitive learning achievement through learning readiness in learning Biology.This was a correlational research and conducted upon high school student at SMA Negeri 1 Cawas in academic year in 2011/2012. The sample was taken among 100 samples of student using stratified random sampling technique. Documentation technique was used to uncover student’s cognitive learning achievement, while internal motivation and learning readiness was measured by using queationnaire. The obtained data was analysed using path analysis in SPSS 16.The result showed that (1) there is causal corellation between internal motivation and cognitive learning achievement in learning Biology, 2) there is causal corellation between internal motivation and learning readiness in learning Biology, 3) there is causal corellation between learning readiness and cognitive learning achievement in learning Biology, 4) there is causal corellation between internal motivation and cognitive learning achievement through learning readiness in learning Biology. The aforementioned corellation are considured as significant and positive valuable. This research showed that learning readiness can be a intervening variable for the corellation between of internal motivation and cognitive learning achievement.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: internal motivation, learning readiness, cognitive learning achievement of biology, path analysis</p><table cellspacing="0" cellpadding="0"><tbody><tr><td bgcolor="white" width="42" height="39"> </td></tr></tbody></table></div>