Cognitive Learning Outcomes Of Students Research Articles

Peningkatan Motivasi dan Hasil Belajar Kognitif Biologi dengan Menggunakan Model Pembelajaran Kooperatif Tipe The Learning Cell

The lack of student participation in learning is caused by teachers not paying attention to students' psychological conditions, so that students experience difficulties in learning which has an impact on low motivation and student learning outcomes. The effectiveness of learning, learning motivation and learning outcomes need to be improved through a learning process using a cooperative model of The Learning Cell type, namely a concept that places more emphasis on raising questions which is the key to learning. The purpose of this research is to determine the increase in motivation and cognitive learning outcomes of students using the cooperative learning model type The Learning Cell. The type of research used is classroom action research which consists of two cycles, each cycle consisting of two meetings. This research measures the results of observations of the implementation of teacher and student activities, motivation and cognitive learning outcomes of students using observation sheets on the implementation of teacher and student activities, as well as questionnaires and evaluation tests. The results of the research show that the percentage of implementation of the results of observing teacher activities in cycle I was 82.57% which was included in the good category and cycle II increased with a percentage of 89.28% in the very good category, while the results of observing the implementation of student activities in cycle I was with a percentage of 60. % in the quite active category and increased in cycle II with a percentage of 85% in the very active category. Student motivation was obtained from the distribution of questionnaires in the first cycle which was in the good category at 80.60% and in the second cycle it increased to 82.56%, still in the good category. Student cognitive learning outcomes are obtained from evaluation tests that have been prepared and distributed to students at the end of each cycle, in cycle I it was 65%, so students were not yet said to be classically complete and continued in cycle II which experienced an increase of 87%, so student learning outcomes on the subject of interdependence in ecosystems, it is stated to be classically complete. Based on these results, it can be concluded that by implementing the cooperative learning model of The Learning Cell type, it can increase the motivation and cognitive learning outcomes of Biology students at SMP Negeri 2 Kayangan.

Means End Analysis (MEA): A Learning Model to Improve Mathematics Cognitive Learning Outcomes in the Post-Pandemic COVID-19

This research is motivated by the low cognitive learning outcomes of students in solving math problems. Alternative learning to the low cognitive learning outcomes of students is to apply the Means-End Analysis learning model. This model is designed using a quasi-experimental method. This study aims to determine the difference in the average cognitive learning outcomes of class VI students in learning mathematics using the Means-End Analysis model with conventional learning using the Direct Instruction model. The population of this research is all sixth-grade students of SDN 267 Bandung for the academic year 2021/2022. The samples taken were class VI A, and class VI B using a purpose sampling technique. Data collection techniques used are tests and observations. The data analysis technique used an independent t-test with a significance level of 5%. The results obtained that: there is a difference in the average cognitive learning outcomes of students between those taught with the Means End Analysis learning model and conventional learning using the Direct Instruction model. So that the Means-End Analysis model can be used as a learning model that can improve cognitive mathematics learning outcomes in the post-pandemic COVID-19. Keywords: mathematics cognitive learning outcomes, means end analysis (MEA): a learning model, post-pandemic covid-19

Pengaruh Model Pembelajaran Flipped Classroom Terhadap Hasil Belajar Kognitif Peserta Didik SMAN 44 Jakarta

Indonesia's ranking in the Program for International Student Assessment (PISA) is always decreasing and the problem in the world of Indonesian education is that teachers have not been able to choose, maximize and implement learning models as adaptive learning techniques wisely. This learning pattern must be changed to focus on students (student center). This research aims to determine the effect of the flipped class learning model on the cognitive learning outcomes of students at SMAN 44 Jakarta. The method used is quantitative with an experimental approach. Data collection at SMAN 44 Jakarta, with students at class XI level. For class XI IPS 1 as an experimental class using the flipped class learning model and class XI IPS 3 as a control class using a conventional learning model. The data obtained came from pre-test and post-test scores with a data collection period of 3 meetings. Test the pre-requisites for data analysis using normality and homogeneity tests. The data analysis technique used in this research is the Independent Sample T-Test. The results show that there is a significant influence on the average learning outcomes of students in the experimental class from 39.44 to 75.27, while for the control class the score was 38.47 to 63.47. The conclusion of this research is that there is an influence in using the flipped class learning model.

Development of Interactive E-Module Based on Inquiry Learning to Enhance IPAS Learning Outcomes for Students Public Elementary School

The purpose of this study was to develop and test the feasibility and effectiveness of an Interactive E-Module based on Inquiry Learning teaching materials on improving the cognitive learning outcomes of IPAS for fourth-grade students of SD Negeri Tambahagung 03 Pati Regency. This type of development research is Research and Development (R&D) using the ADDIE development model. The novelty of this research is the development of material on the Human Sensory System in teacher books and student books based on an innovative learning model, namely Inquiry Learning, which includes interactive edugame evaluations. The results showed the feasibility of media experts with a score of 89.0635% in the very feasible category and material experts with a score of 91.23% in the very feasible category. This is supported by a teacher-response questionnaire of 97.5% and a student-response questionnaire of 93.73%. The effectiveness of Interactive E-Modules based on Inquiry Learning based on the cognitive learning outcomes of students has increased with a normality test analysis, which shows that pre-test and post-test data are typically distributed. The results of the T-test calculation show that there is a significant difference between the pre-test and post-test learning outcomes with the acquisition of a medium category average through the N-Gain test. The conclusion of the research on the development of inquiry learning-based interactive e-modules was successfully developed, and it was very feasible and effective for improving the cognitive learning outcomes of IPAS fourth-grade students of SD Negeri Tambahagung 03 Pati Regency.

Relationship between Cognitive Learning Outcomes and Student Entrepreneurial Motivation in Biology Subjects

The demand for high-quality human resources is increasingly needed because the industrial world requires the readiness of prospective workers and the creation of more jobs. More entrepreneurial power is needed to create new jobs and cultivate the entrepreneurial spirit early. This study analyzes the relationship between cognitive learning outcomes and student entrepreneurial motivation in biology subjects in class XI MA NW Narmada. The type of research used is quantitative descriptive research with correlational research methods. The population in this study was female students in grades XI, totaling 198. The sampling method used purposive sampling with a sample of XI MIPA Putri class students totaling 88. The data collection method is a survey research method using a questionnaire on entrepreneurial motivation and report card documents. The data analysis technique used in this study is the Pearson product-moment correlation test. The results showed a significant relationship between cognitive learning outcomes and student entrepreneurial motivation, with a significance value of 0.035 (p < 0.05) and a correlation coefficient of -0.225. The correlation index is in a low category so that the relationship between the two variables is negatively correlated and classified as low, which indicates that if the value of entrepreneurial motivation is high, the student's cognitive learning outcomes are low, and vice versa if the learning outcomes are high, the value of entrepreneurial motivation is low.

The Effect of Implementing Practicum-Based Contextual Teaching and Learning Models to Improve Learning Outcomes on the Subject of Colloids

This research aimed to (1) know the influence of implementing the practicum-based CTL model in learning on the cognitive learning outcomes of students studying colloids in class XI SMA Swasta Bersama Berastagi (2) determine the correlation between affective scores and student learning outcomes in the application of the CTL model based on colloid subject matter practicum for class XI SMA Swasta Bersama Berastagi; (3) determine the correlation between psychomotor scores and student learning outcomes in the application of the CTL model based on colloid subject matter practicum for class XI SMA Swasta Bersama Berastagi. The research used a pretest-posttest control group design. Based on research that has been carried out, the average score obtained by experimental class students in the initial test (pretest) was 59 and the final test (posttest) was 86.13. The average score of experimental class students at the beginning (pretest) was 53.92 and the final test (posttest) was 75.25. Student learning outcomes using learning models Contextual Teaching and Learning Practicum Based experienced an increase of 67% in the medium category. This increase can be proven by the results of the hypothesis test which obtained tcount > ttable, namely 5.58 > 1.72, which proves that student learning outcomes by applying the CTL model based on class XI colloid practicum subject matter are not the same as student learning outcomes who apply the conventional model.

Implementation of a problem-based learning model assisted with scaffolding to improve scientific literacy and student cognitive learning outcomes

Scientific literacy needs to be developed to face the 21st century, but in Indonesia, students' scientific literacy is in the low category. The results of the preliminary study test for class Based on the facts and problems found, the research aims to improve students' scientific literacy and cognitive learning outcomes through the application of the PBL model assisted by scaffolding. This research is Classroom Action Research (CAR) with the stages of the plan, act observe, and reflection. This research was carried out for two cycles with material on the respiratory and excretory systems. The research was conducted from February to May 2023 in class XI MIPA 1 Malang Islamic High School with research subjects of 34 students. The instruments were five scientific literacy essay questions and ten multiple-choice test questions on cognitive process dimensions. The N-gain value calculates increased scientific literacy and cognitive learning outcomes. This research shows that students' scientific literacy increased from 70.4 to 81.3, so the N-gain value for scientific literacy was 0.37. Students' cognitive learning outcomes rose from 78.8 to 86.4, so the N-gain cognitive learning outcomes were 0.36. Mastery of high scientific and cognitive literacy makes students careful in making decisions with scientific considerations.Abstrak. Literasi sains perlu dikembangkan guna menghadapi abad ke-21, namun di Indonesia literasi sains siswa dalam kategori rendah. Hasil tes studi pendahuluan kelas XI MIPA 1 SMA Islam Malang rata-rata nilai literasi sains sebesar 48.5 dan rata-rata nilai ketuntasan hasil belajar kognitif hanya 15.0. Berdasarkan fakta dan masalah yang ditemukan maka tujuan dari penelitian adalah meningkatkan literasi sains dan hasil belajar kognitif siswa melalui penerapan model PBL berbantuan scaffolding. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan tahapan plan, act and observe, dan reflection. Penelitian ini dilakukan sebanyak II siklus dengan materi sistem respirasi dan ekskresi. Penelitian dilakukan pada bulan Februari-Mei 2023 pada kelas XI MIPA 1 SMA Islam Malang dengan subyek penelitian 34 siswa. Instrumen yang dipakai adalah 5 soal essay literasi sains dan 10 soal tes pilihan ganda dimensi proses kognitif. Peningkatan literasi sains dan hasil belajar kognitif dihitung dengan nilai N-gain. Hasil penelitian ini memperlihatkan bahwa literasi sains siswa meningkat dari 70.4 menjadi 81.3, sehingga nilai N-gain literasi sains sebesar 0.37. Hasil belajar kognitif siswa meningkat dari 78.8 menjadi 86.4, sehingga hasil N-gain hasil belajar kognitif sebesar 0.36. Penguasaan literasi sains dan kognitif tinggi membuat siswa cermat dalam pengambilan keputusan dengan pertimbangan sains.

The Effect of Using Water Cycle Animation Videos on the Scientific Literacy and Cognitive Learning Outcomes of Elementary School Students

This research aimed to determine whether there was an effect of using water cycle animation videos on scientific literacy and learning outcomes for class V students at SDN 01 klopoduwur. This type of research is quantitative, that was experimental research (pre-experimental design) using a one group pretest-posttest design, that was an experiment which in its implementation only involves one class as the experimental class. The independent variable in this research was an animated video of the water cycle, while the dependent variable was students' cognitive learning outcomes. The population in this study were all students at SDN 01 klopoduwur with a total of 149 students, while the sample was class V with a total of 30 students. The data collection techniques used are documentation and tests in the form of essays and multiple choices whose validity has been tested. Data analysis uses descriptive analysis techniques and inferential analysis techniques. The results of descriptive statistics show that the average student scientific literacy pretest score is 60.43 and the average student literacy posttest score was 83.27 with an average N-gain score of 0.57 and an average pretest score for student cognitive learning outcomes of 52.77 and experienced an increase after being given treatment with the average posttest score for students' scientific literacy being 52.77 and the average posttest cognitive learning outcome for students was 74.30 with an N-gain value of 0.43. The results of statistical analysis by conducting hypothesis testing using linear regression found a positive and significant influence, so a significance level of 0.05 was required and comparing Tcount with Ttable so that it could be concluded that the use of water cycle animation videos had a significant effect on scientific literacy and cognitive learning outcomes for students V SDN 01 Klopoduwur. Keywords: Animation Video, Water Cycle, Science Literacy, Cognitive Learning Outcomes.

PBL-based STEM: Its effect on the cognitive learning outcome of junior high school students

The PBL (Problem-based Learning) model based on the STEM approach is very suitable for raising students in the midst of today's increasingly rapid development of the digital era which is based on a problem that encourages students to learn and work cooperatively in groups to find solutions, think critically and analytically, and able to use appropriate learning resources. This study aims to determine the effect of the PBL learning model based on the STEM (Science, Technology, Engineering, and Mathematics) approach to students' cognitive learning outcomes at MTs Muhammadiyah 1 Malang. Sampling with purposive sampling technique. This type of research is a Quasy experiment with a Non-Randomized Control Group Pretest-Postest Design research design. The population in this study were students of class VII MTs Muhammadiyah 1 Malang which consisted of 2 classes. The data analysis technique for cognitive learning outcomes of students uses the data requirements test with the SPSS version 22.0 for Windows program. The collection of research data used an instrument in the form of multiple-choice tests for students' cognitive learning outcomes. Based on the results of hypothesis testing using the ANCOVA test, a sig value of 0.005<0.05 is obtained because the sig value is smaller than 0.05, so it can be said that Ho is accepted which shows that the STEM-based PBL model has a significant influence on students' cognitive learning outcomes. Based on the data obtained, it can be concluded that there is a significant influence in the use of the PBL model based on the STEM approach to students' cognitive learning outcomes at MTs Muhammadiyah 1 Malang.

Development of Student Cognitive Learning Outcomes Tests Based on Differentiated Learning

Differentiated learning is the core of the independent curriculum now. The aim of this research is to develop an instrument for measuring the cognitive learning outcomes of high school students based on differentiated learning on elasticity material and to obtain its characteristics. Differentiation, in this case, is differentiation of student learning styles. The instrument grid is arranged based on indicators of cognitive learning outcomes, which are then used to compile question items. The test instrument consists of two test sets, each of which has 9 items including two anchor items so that the total number of items is 16 items and has been validated by 6 experts. The validated instrument was tested on 252 respondents spread across high schools in the low, medium and high categories. Dichotomous data were analyzed using the Partial Credit Model (PCM). The trial results showed that all 16 items and the differentiated learning-based student cognitive learning outcomes test instrument were proven to be valid, fit the PCM model, and reliable, which means all items were in the good category. Thus, the test instrument developed meets the requirements for measuring the cognitive learning outcomes of high school students on elasticity material based on differentiated learning.

Bacterial Teaching Material Supplement Based on the Study of Identification of Resistant Bacteria in Leachate at TPA Talumelito as a Virtual Laboratory-Based Digital Learning Resource

Differentiated learning is the core of the independent curriculum now.The aim of this research is to develop an instrument for measuring the cognitive learning outcomes of high school students based on differentiated learning on elasticity material and to obtainits characteristics. Differentiation, in this case, is differentiation of student learning styles. The instrument grid is arranged based on indicators of cognitive learning outcomes, which are then used to compile question items. The test instrument consists of two test sets, each of which has 9 items including two anchor itemsso that the total number of items is 16 items and has been validated by 6 experts. The validated instrument was tested on 252 respondents spread across high schools in the low, medium and high categories. Dichotomous data were analyzed using the Partial Credit Model (PCM). The trial results showed that all 16 items and the differentiated learning-based student cognitive learning outcomes test instrument were proven to be valid, fit the PCM model, and reliable, which means all items were in the good category. Thus, the test instrument developed meets the requirements for measuring the cognitive learning outcomes of high school students on elasticity material based on differentiated learning.

Validity of Metacognitive Awareness Inventory as A Measuring Tool for Metacognitive Ability in Mathematics Problem Solving

Purpose: The purpose of this study was to explore various theories about metacognition, especially the measurement of metacognition using the Metacognition Awareness Inventory (MAI) and its relation to problem solving. The goal of this research is to describe the validity of the metacognition ability instrument in solving mathematical problems that require metacognition awareness.   Theoretical Framework: Problem solving is an essential part of the mathematics learning process. Metacognition becomes an important issue along with the trend of 21st century learning. Metacognition is important in achieving student cognitive learning outcomes, specifically in increasing the effectiveness of learning strategies.  Many methods have been used to assess metacognition, including questionnaires, interviews, analysis of thinking-aloud protocols, observations, awareness-raising tasks, diaries, and autobiographies.  The Metacognition Awareness Inventory is one tool for determining the level of student metacognition (MAI).   Method: Various studies related to metacognition have been carried out. This is a descriptive leather research to assess and obtain a valid quality instrument to characterize metacognitive ability in solving mathematical problems. Five Evaluation Experts in Mathematics Education validated the instruments. Expert judgment is used to validate constructs using the Objective Concruence Index assessment.  MAI are also empirically validated by using 157 high school students as respondents.   Results: According to the results and research findings, MAI has eight indicators: 1) declarative knowledge, 2) procedural knowledge, 3) conditional knowledge, 4) planning, 5) information management, 6) monitoring, 7) debugging, and 8) evaluation. Cronbach's alpha = 0.671) was declared reliable for measuring students' metacognitive awareness. To obtain a truly valid instrument, several points of the MAI statement on the components must be improved: (1) procedural knowledge; (2) planning; and (3) information management. Furthermore, performance assessment through student activities or activities during learning is required to confirm MAI results and students' metacognitive knowledge.   Conclusions: MAI meets the construct validity criteria, especially in terms of content validation and internal consistency (reliability), by maintaining 51 statements from the original questionnaire. Overall, MAI that has been compiled is valued valid and reliable to be used as a metacognition assessment instrument in solving mathematical problems. It can be concluded that the MAI is a valid instrument in measuring metacognition in problem solving.

Penerapan Model Pembelajaran Project Based Learning pada Matakuliah Struktur Hewan

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%.

UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MELALUI MODEL PROBLEM BASED LEARNING DI KELAS XI SMA METHODIST 2 PALEMBANG

This study aims to improve the learning outcomes of mathematics subject of class XI SMA Methodist 2 Palembang. This research incorporates Classroom Action Research on class XI 4 SMA Methodist 2 Palembang as the subject. The data was collected through observation, documentation, and tests and analyzed using a descriptive quantitative approach. This research found: (1) The student's cognitive learning outcomes in the first cycle were 65% in the first meeting and 71% in the second. Then, in cycle II, it increased to 81% in the first meeting and 88% in the second. (2) The student's affective learning outcomes in cycle I acquired an average of 86.32 in the first meeting and 88.89 in the second. Then, in cycle II, it increased with an average of 91.45 in the first meeting and 93.59 in the second, which was in the "Very Good" category. (3) The student's psychomotor learning outcomes in cycle I acquired an average of 80.45 in the first meeting and 83.04 in the second. Then, in cycle II, it increased with an average of 85.26 in the first meeting and 88.14 in the second, which was in the "Good" category. The problem-based learning model can be concluded to improve the mathematics learning results of class XI 4 SMA Methodist 2 Palembang

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

This research was motivated by the low ability of students to understand scientific concepts and solve scientific problems. The aim of this research is to analyze the effectiveness of the PBL learning model in improving Higher Order Thinking Skills (HOTS) abilities. A quantitative approach was used in this research using the Quasi Experimental method with a Non Equivalent Control Group design to determine the effectiveness of learning using the problem based learning (PBL) model in improving students' high-level thinking skills in vocational school student product competencies. The sample selection technique used was purposive sampling by selecting a sample of 200 class III vocational school students. Data is collected by using is pretest-intervention-posttest. The test conducted in normality, homogeneity, and hypothesis tests. The results of the research show that the problem-based learning method is effective in improving high-level thinking abilities significantly compared to control abilities using conventional methods. Overall student cognitive learning outcomes from the pre-test and post-test always increase, where in the experimental class it increases from 28.45 to 68.6 while in the control class it increases from 23.78 to 55.32. Then a Wilcoxon test of 0.000 (2-tailed sig <0.05) was carried out to determine the magnitude of the intervention effect. Based on the test results, students who received intervention with PBL experienced a significant increase in high-level thinking skills in product competency for vocational school students compared to students who received intervention with conventional methods.

Differentiated Project Based Learning to Improve Collaboration Skills and Cognitive Learning Outcomes of High School Students on Colloidal System Material

This research is a Classroom Action Research (CAR) using two cycles, conducted in class XI IPA 1 SMAN 1 Seyegan, Sleman, Yogyakarta which amounted to 36 students. The purpose of CAR is to improve collaboration skills and cognitive learning outcomes of students in class XI IPA 1 at SMA Negeri 1 Seyegan using the Project Based Learning (PjBL) learning model with process and product differentiation. Based on the results of the study, this learning model was able to improve the collaboration skills of students of class XI IPA 1 significantly, namely 17.11%. This learning model is also able to improve the cognitive learning outcomes of students in terms of various aspects, namely the average value, the lowest value, the highest value, the number of students who are complete, and the percentage of classical learning completeness. The average posttest score an increase of 29.38%. Classical learning completeness during the posttest also increased significantly from 22.22% in cycle I to 77.78% in cycle II. This proves that the PjBL learning model with process and product differentiation is able to improve collaboration skills and cognitive learning outcomes of students in class XI IPA 1 at SMAN 1 Seyegan on colloidal system material.

The Effectiveness of the PhET-Assisted Creative Problem Solving Model on Students' Creative Thinking Abilities and Cognitive Learning Outcomes

This research aims to determine the effectiveness of the PhET-assisted creative problem solving model on creative thinking abilities and student learning outcomes in vibration, wave and sound materials. In this research, the samples taken were determined based on the characteristics of the two classes which were almost the same (homogeneous). The characteristics used are the average UAS scores of two classes which are close to the same and the science teacher who teaches in the same class. The sample chosen was class VIII with class A as the control class and class B as the experimental class with a total of 16 students in each class. This research uses an experimental method with a nonequivalent control group design. Data on students' cognitive learning outcomes were taken using a test method in the form of 15 multiple choice questions, while students' creative thinking abilities used a test method in the form of 5 descriptive questions which had been tested for validity and reliability with a significance level of 5%, resulting in rcount rtable. Research data was obtained from pretest-posttest scores and analyzed using the MANCOVA statistical test. The results of the multivariate analysis show that the sig value is 0.05, namely 0.001 0.005, which means that there is a significant influence. The N-gain results show an increase in creative thinking abilities by 56.57% and an increase in students' cognitive learning outcomes by 57.08% which is included in the medium category. Therefore, it can be concluded that the use of the creative problem solving model assisted by PhET significantly increases students' creative thinking abilities compared to conventional learning. In addition, there is a significant increase in the cognitive learning outcomes of students who use this model. The implementation of PhET as an interactive learning tool opens up opportunities for students to understand science concepts in a more in-depth and contextual way. Implications of these findings include increased student engagement, development of innovative learning models, and emphasis on problem-based learning. This research contributes to educational practitioners and researchers in understanding the potential of the PhET-assisted creative problem solving model as a practical approach to improving students' learning outcomes and creative thinking abilities in the context of science learning.

Analysis of Learning Management System towards Students’ Cognitive Learning Outcome

The purpose of this study was to determine the implementation of the moodle and edmodo learning management system (LMS) in education, to identify the specific features of the LMS that were utilized in the learning process, and to assess the impact of the LMS on student learning outcomes, drawing on cognitive learning theory. The research method is a systematic literature review (SLR) using the Scopus and Taylor & Francis databases, guided by the PRISMA (preferred reporting items for systematic review and meta-analyses) protocol, to analyze the data. The validity of the study was tested using the Gregory test with four expert examiners, namely an SLR expert, an LMS expert, and experts in cognitive learning outcomes. The results of the electronic database search focused on articles related to LMS implementation, LMS features, and student cognitive learning outcomes. This systematic literature review identified four key stages that serve as indicators of LMS implementation: 1) introduction, 2) registration, 3) learning materials, and 4) evaluation (assessment or feedback). The LMS features used in learning are grouped into four sections: communication features, course content features, course delivery features, and assignment features. The findings of the literature review indicate that the implementation of LMS and the features utilized in the learning process have an impact on various aspects of learning. These include learning satisfaction, engagement, learning experience, comfort, effectiveness, motivation, and the improvement of student learning outcomes.

Development of Video Tutorial-Based Learning Media on Reflexiology Treatment Courses

In the reflexology course, there are certain stages of treatment, so that students do not understand reflexology treatment if the explanation is only through writing, pictures and practice times, resulting in a lack of understanding of students about the stages of reflexology treatment as a whole. The learning media designed is using video tutorial-based learning media. Video tutorial is one of the media that uses a presentation display in the form of a video that shows the steps of work. The development of learning media based on video tutorials is carried out with 4-D development, namely the development of a model consisting of four stages, including: define, design, development and dissemination. The purpose of developing this learning media is to produce a Reflexology Treatment video tutorial that has valid, practical and effective criteria. From the results of the recapitulation of student learning outcomes with an average gain score of 0.809, that is in the high category. So seen from the cognitive learning outcomes of students who take courses using video tutorials, it shows that the video tutorial-based learning media developed by researchers is effective in improving student learning outcomes.

The STAD learning model: Cognitive learning and self-regulation effects

The learning approach at MAN Temanggung is predominantly teacher-centered, neglecting the individual learning needs of students. Consequently, the cognitive learning outcomes of students remain subpar. Furthermore, self-regulation, a crucial psychological factor that impacts student learning outcomes, is not adequately addressed. This study aims to determine the effect of the Student Teams Achievement Division (STAD) learning model on students' cognitive learning outcomes and self-regulation on excretion system material at MAN Temanggung. The STAD learning model based on differentiated learning is applied to the experimental class. The applied differentiation learning is product differentiation. Data was collected using a pretest and post-test to measure cognitive learning outcomes and a questionnaire to measure self-regulation abilities. The results showed a significance value of 0.000 <0.005, meaning that the STAD learning model based on differentiation learning affects cognitive learning outcomes and students' self-regulation. Thus, the Student Teams Achievement Division (STAD) learning model based on differentiation learning significantly affects cognitive learning outcomes and students' self-regulation.