Comparison Of Learning Outcomes Research Articles

Pengaruh Penggunaan Multimedia Pembelajaran 3D Pageflip Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Wirausaha Kelas VII SMP Laboratorium STKIP Kota Jambi

This research aims to determine the learning outcomes of students who use or do not use 3D Pagflip in entrepreneurship subjects during the post-test using 3D Pageflip. This type of research uses experiments. The research results show that there is a comparison of learning outcomes between students who use 3D Pageflip and those who do not use 3D Pageflip. It can be seen that the experimental class obtained a higher passing score than the control class, besides that it can be calculated with an average score of 1.05. Thus, using 3D Pageflip can help students be more creative and focused in improving student learning outcomes.

Analisis Kemampuan Kognitif Siswa dan Hasil Belajar Fisika Kelas XI SMA Islam Al-Falah Jambi

This study aims to analyze cognitive abilities and physics learning outcomes at Al-Falah Islamic High School in Jambi City. The method used is quantitative method. The type of research used is This type of research is field research, namely research conducted by going directly to the field to examine cognitive abilities and comparison of learning outcomes. The subjects and samples in this study were students of class XI IPA 2 at Al Falah Islamic High School, Jambi City, totaling 30 students. The research instrument used in this study was a test question with 50 questions. The sampling technique used in this study was purposive sampling technique. The data analysis used in this study was miles and huberman with research procedures, namely analyzing literature, determining instruments, collecting data, analyzing data, and concluding the results of research data. The results of this study indicate that cognitive abilities at Al-Falah Islamic High School in Jambi City on newton's law material still need to be improved. The results of the independent sample T test analysis show that sig. (2-tailed) 0.530> 0.05. This means that there is no significant difference between learning outcomes in male and female students. This is because cognitive abilities play an important role in helping students to know learning knowledge and physics learning outcomes on newton's law material.

Online Task-Based Language Learning to Enhance Thai Monks’ Speaking Performance

This research aimed to achieve two main objectives: (1) to assess the learning achievements in online task-based language learning, and (2) to evaluate satisfaction with the utilization of the online task-based language learning model. The study’s population comprised Buddhist monk students from four provinces in Thailand: Chiang Rai, Phrae, Phayao, and Nan. A total of 80 participants took part in a 30-hour English language training program that focused on task-based language teaching (TBLT) implemented through online technology to enhance Thai monks’ speaking performance. Zoom and free online tools such as Pronunciation Checker App were integrated into the TBL learning cycle to deliver this online training. The research process can be summarized four stages consisting of orientation stage, pre-practicing stage, practicing stage, and post-practicing stage. The comparison of learning outcomes before and after the implementation of the instructional model for monks revealed a significant difference in the average scores. The overall score before training was 38.78 (S.D. = 5.85), while the post-training learning outcomes had a higher average score of 47.34 (S.D. = 4.99). The assessment of satisfaction was divided into four dimensions: (1) content and language usage; (2) English instructional activities for monks; (3) teaching and learning process; and (4) development of English-speaking skills. Overall, participants expressed high levels of satisfaction across all four dimensions of the instructional design approach, with a mean rating of 4.49 and a standard deviation of 0.56.

A Robotics Experimental Design Method Based on PDCA: A Case Study of Wall-Following Robots.

There is a lack of research that proposes a complete and interoperable robotics experimental design method to improve students' learning outcomes. Therefore, this study proposes a student-oriented method based on the plan-do-check-act (PDCA) concept to design robotics experiments. The proposed method is based on our teaching experience and multiple practical experiences of allowing students to do hands-on experiments. It consists of eight steps, mainly including experimental goals, experimental activities, robot assembly, robot control, in-class evaluation criteria, and after-class report requirements. The after-class report requirements designed in the proposed method can help students improve their report-writing abilities. A wall-following robotics experiment designed using the PDCA method is proposed, and some students' learning outcomes and after-class reports in this experiment are presented to illustrate the effectiveness of the proposed method. This experiment also helps students to understand the fundamental application of multi-sensor fusion technology in designing an autonomous mobile robot. We can see that the proposed reference examples allow students to quickly assemble two-wheeled mobile robots with four different sensors and to design programs to control these assembled robots. In addition, the proposed in-class evaluation criteria stimulate students' creativity in assembling different wall-following robots or designing different programs to achieve this experiment. We present the learning outcomes of three stages of the wall-following robotics experiment. Three groups of 42, 37, and 44 students participated in the experiment in these three stages, respectively. The ratios of the time required for the robots designed by students to complete the wall-following experiment, less than that of the teaching example, are 3/42 = 7.14%, 26/37 = 70.27%, and 44/44 = 100%, respectively. From the comparison of learning outcomes in the three stages, it can be seen that the proposed PDCA-based design method can indeed improve students' learning outcomes and stimulate their active learning and creativity.

Comparison of Learning Outcomes Between Active Participants and Observer Roles in Simulation-Based Learning

BackgroundThe educational impact of observation compared to active participation in simulation-based learning remains uncertain. This study aimed to compare knowledge, clinical reasoning skills, and learning flow between active participants and observers in a nursing simulation experience. MethodsThis study was a parallel randomized trial of two groups. Nursing students were randomly assigned to active participant (n = 37) and observer (n = 32) groups. Knowledge, clinical reasoning skills, and learning flow were measured before and after the simulation. ResultsBoth groups showed improved knowledge, clinical reasoning skills, and learning flow after simulation-based learning, with no pre-test−post-test differences in the three outcomes between the groups. ConclusionsObservers showed similar improvements in learning outcomes compared to active participants in a simulated learning experience. Further studies are needed to identify the effects of reflective observation on performance acquisition and retention.

Comparison of Learning Outcomes Between the Merdeka Curriculum and the 2013 Curriculum in Pancasila and Citizenship Education Subjects at the Junior High School Level

This study aims to determine the learning outcomes of Civics subjects from different curricula, namely the independent curriculum and the 2013 curriculum, which can provide a clearer picture of the effectiveness of each curriculum in teaching Civics to students. The research method uses a quantitative approach with an ex post facto design. The research population was all students in SMP Negeri 9 Surakarta and SMP Negeri 9 Surakarta class VIII totaling 64 students. Sampling was done by simple random sampling technique. The data collection technique used in this study was primary data collection in the form of final semester exam results (UAS) in the even semester of the 2022/2023 school year. The data analysis technique uses inferential analysis techniques, namely the t-test, and the t-test used is the independent sample t-test. The results showed that the independent curriculum at SMP Negeri 9 Surakarta had higher learning outcomes, namely 86.32 compared to the 2013 curriculum learning outcomes at SMP Negeri 23 Surakarta, namely 78.32.

Comparison of Learning Outcomes Using Models Media Assisted Problem Based Learning on Materials Supporting Solution Class XI Senior High School

Comparison of Learning Outcomes Using Models Media Assisted Problem Based Learning on Materials Supporting Solution Class XI Senior High School

Team Assisted Individualization and Its Implications for Primary Level Students' Science Understanding

The obstacle faced at this time is that there are still many students who have difficulty in mastering material provided by the teacher in science learning in the classroom. One of the causes students have difficulty understanding learning material is that students less actively involved in learning. Therefore, this study aims to apply the corporative learning model with the TAI or Team Assisted Individualization type in an effort to improve students' understanding of natural science (IPA) materials or subjects. This research was a class action research, where the subject of this research was fourth grade students of SD Negeri 2 Merauke with a total of 32 students in the 2022/2023 school year. The implementation of this research was carried out for approximately two months starting from February to March, where there were 2 research cycles in total. In the process of data collection, this study applied observation and tests in each cycle. As the result, the implementation of science learning in elementary schools by applying one of the cooperative learning models, namely the Team Assisted Individualization type, proves that this model can improve students' understanding of science learning in class IV SD Negeri 2 Merauke based on the comparison of learning outcomes in each cycle, where Classical Completeness of cycle I was 69.68% and then increased in cycle II 88.90%.

Penerapan Discovery Learning Menggunakan Microsoft Office 365 untuk Meningkatkan Hasil Belajar Kognitif Siswa

This study aims to determine the increase in cognitive learning outcomes in science subjects of class VIIA students at SMP Batik Surakarta in the 2020/2021 academic year through the application of the online Discovery Learning model.This research is a Classroom Action Research with the research subjects of class VIIA students in the 2020/2021 academic year totaling 29 students. The data collection technique used a cognitive learning outcome test instrument. The research was conducted in 3 cycles. The analysis technique uses a comparison of learning outcomes. The results of classroom action research carried out through three cycles showed that the application of the discovery learning model could significantly improve students' cognitive learning outcomes by 93.5% of students could achieve completeness of science cognitive learning outcomes in energy material in life systems, this was also accompanied by an increase in average. -a grade learning outcomes. As much as 6.5% of the students were still incomplete due to network constraints and the inactivity of students in following learning in accordance with the provisions.

A Comparison of Learning Outcomes Between EFL Course Delivery Modes

This paper reports on a mixed-methods classroom study that compared the effectiveness of three adult English as a Foreign Language (EFL) course delivery modes –face-to-face group classes, face-to-face one-to-one tuition, and online self-study –for language learning. Learning outcomes from learners’ language-related episodes (LREs), instances in which students “talk about the language they are producing, question their language use, or other-or self-correct” (Swain “Focus on Form” 70) were observed as learners completed the same task in their respective course delivery modes: learner-learner dyads in face-to-face classes, learner-teacher dyads in one-to-one classes, and individuals in online self-study. Learning was operationalized in two ways: firstly, by identifying instances of microgenetic development -that is, observable changes in a learner’s knowledge –within learners’ LREs; and secondly, by analysing responses to a delayed post-test. The results indicate that significantly more microgenetic development took place in one-to-one interaction between teachers and learners, which was characterised by scaffolded support and learner uptake, than in pair-work or self-study. While little microgenetic development was evident in the think-aloud protocols ofself-study learners, the methodological constraint of employing a think-aloud protocol to observe individual LREs may have made observing development more difficult. Learners’ post-test responses revealed that one-to-one and self-study learners attempted a significantly higher proportion of test items relating toLREs produced in the task than group learners, suggesting stronger associations between languaging and learning in teacher-learner interaction and independent study than in pair-work. Pedagogical recommendations are proposed for maximisinglearning potential in all three modes.

THE INFLUENCE OF PROBLEM BASED LEARNING AND MIND MAPPING MODELS ON LEARNING OUTCOMES INDONESIAN LANGUAGE STUDENTS OF CLASS X AT SMAN PAKUSARI

Learning needs to be emphasized on process and quality to realize maximum learning outcomes. Learning Indonesian in class X is still not getting optimal results, so there is a need for a new model to be implemented, namely by using a problem based learning model and a mind mapping model. Learning with this observation report material is appropriate to use the problem based learning model because students are directly involved with what they see. Meanwhile, the concept map model makes it easier for students to design texts.The purpose of this study was to determine: (1) there is an effect of the Problem Basic Learning (PBL) Model on Indonesian Language Learning Outcomes for Class X Students at SMAN Pakusari Jember Regency, (2) there is an influence of the Mind Mapping Model (MM) on Language Learning Outcomes. Indonesia Class X Students at SMAN Pakusari Jember Regency, and (3) Is there an effect of the Problem Basic Learning (PBL) Model with the MIND MAPPING (MM) Model on the Indonesian Language Learning Outcomes of Class X Students at SMAN Pakusari Jember Regency. This quantitative research method is experimental. Due to the large population, the sub- population of the study was taken as many as 35 students. The school is SMA Negeri Pakusari class X 1 which uses 2 models, namely the Problem Basic Learning Model (PBL) and the Mind Mapping Model (MM). The data analysis technique in this study is to use two-way analysis. Based on the hypothesis test, it is proven that: (1) there is an effect of the Problem Based Learning model on the Indonesian Language Learning Outcomes of Class X Students on the LHO learning outcomes in the comparison of learning outcomes before and after treatment, the tcount value is 33.4356 with a significance value of 0.110. Because the value of tcount > ttable or the significance value is smaller than the 5% significance level. (2) There is an effect of the Mind Mapping model on Indonesian Language Learning Outcomes of Class X Students on learning outcomes in the comparison of Learning Outcomes before and after treatment, the tcount value is 32.569 with a significance value of .000 Because the tcount > ttable or the significance value is more smaller than the 5% level of significance. (3) There is an Influence of Problem Based Learning Model and Mind Mapping Model Together on Learning Outcomes for class X LHO in comparison of learning outcomes before and after treatment, the tcount value is 6.377 with a significance value of 0.206. Because the value of tcount > ttable or the significance value is smaller than the 5% significance level

Development of Gamification-Based Flipped Learning in Mathematics Learning as an Effort to Overcome Learning Obstacles

This research was motivated because students experienced obstacles in learning mathematics in the Covid-19 Pandemic Era which affected learning outcomes. In addition, student activities in playing online games cause students to have no motivation to learn. This study aims to produce a digital learning design, namely gamification-based flipped learning and determine its feasibility. The research method was carried out using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation) in mathematics, especially the Building Space material in Class V. In this study, data were collected through questionnaires, which were then analyzed by using two paired sample t-tests. The results of this study stated that the learning tools developed were appropriate both in terms of the Lesson Plan (RPP), Student Worksheets (LKPD), and learning evaluation instruments as well as comparisons of learning outcomes before using gamification-based flipped learning and learning after using flipped learning-based learning. gamification so that the development of gamification-based flipped learning in mathematics learning is valid, practical, and can be used to overcome learning obstacles experienced by students

Perbandingan Metode Pembelajaran Role Playing Dengan Metode Konvensional (Ceramah) Terhadap Hasil Belajar Siswa

The background is the low learning outcomes of Islamic Religious Education, especially in the cognitive domain at school due to the lack of activeness of students in class and shyness to ask if the material is not understood. Based on observations at SMK Negeri 1 Lintau Buo, the learning process is more teacher-centered (TCL). Therefore, new variations or modern learning methods are needed to generate activity and train students' self-confidence, as well as a place for discussion between students, as a result the Role Playing method is established to improve student learning outcomes. The purpose of Role-Playing research is to find out the comparison of learning outcomes using the Role Playing learning method with the Conventional method (Lecture) on the learning outcomes of class XI students of SMK Negeri 1 Lintau Buo. This type of research is pre-experimental, and the research design is randomized control group posttest only. The population in this study were all class XI SMK Negeri 1 Lintau Buo, while the samples were class XI TITL Experiment class and XI TKJ control class. The sampling technique was purposive sampling. The results of data analysis showed that the average value of the experimental class was higher than the control class using the Role Playing learning method providing a significant difference, as evidenced by the hypothesis test using SPSS version 25, the data obtained was 0.00 < 0.05, where the value of Sig ( 2-tailed) < or 0.05 so that Ho is rejected and Ha is accepted. the conclusion is that there are differences in learning outcomes using the Role Playing method with conventional methods on the learning outcomes of class XI students at SMK Negeri 1 Lintau Buo.

Comparative Study of Student Chemistry Learning Results Using Problem Based Learning (Pbl) Model and Think Pair and Share (Tps) On Basic Law of Chemistry Materials At Sma Negeri 1 Gandapura

This study aims to see the comparison of learning outcomes between PBL and TPS models. The type of research is quasi experimental research with non equivalent group pretest and posttest design. Sampling techniques in this study using purposive sampling. Sampel in this study is class X IPA1 as experimental class 1 that applies PBL learning model and X IPA2 as an experimental class 2 that applies TPS model which each class numbered 25 students. based on the results of data analysis, the average cognitive learning outcomes obtained in pretest-psttest in experimental class 1 were 24.28 and 71.72 while the average cognitive learning outcomes in Pretest-Posttest in experiment class 2 were 21.00 and 58.00. T-test is conducted by independent sample test using SPSS Software 18.0. significant value (2-tailed) is 0.00 < 0.05 which means H0 is rejected and Ha is accepted. Based on the research, it can be concluded that there is a significant difference between students taught with PBL and TPS models on basic chemical legal materials.

Comparative Study of Student Chemistry Learning Results Using Problem Based Learning (Pbl) Model and Think Pair and Share (Tps) On Basic Law of Chemistry Materials At Sma Negeri 1 Gandapura

This study aims to see the comparison of learning outcomes between PBL and TPS models. The type of research is quasi experimental research with non equivalent group pretest and posttest design. Sampling techniques in this study using purposive sampling. Sampel in this study is class X IPA1 as experimental class 1 that applies PBL learning model and X IPA2 as an experimental class 2 that applies TPS model which each class numbered 25 students. based on the results of data analysis, the average cognitive learning outcomes obtained in pretest-psttest in experimental class 1 were 24.28 and 71.72 while the average cognitive learning outcomes in Pretest-Posttest in experiment class 2 were 21.00 and 58.00. T-test is conducted by independent sample test using SPSS Software 18.0. significant value (2-tailed) is 0.00 < 0.05 which means H0 is rejected and Ha is accepted. Based on the research, it can be concluded that there is a significant difference between students taught with PBL and TPS models on basic chemical legal materials.

COMPARISON OF THE EFFECT OF E-LEARNING ON LEARNING OUTCOMES STUDENTS DEPARTMENT OF ENGINEERING AND MANAGEMENT MAJORING IN MERCU BUANA UNIVERSITY

In today's digital era, it affects all aspects, including in the world of education. Some students do not only study on campus but they also learn by e-learning. However, since the corona pandemic, all the world of education has been carried out using e-learning. Seeing this phenomenon, the authors need to examine the comparison of Learning Outcomes between engineering and non-technical students because engineering students certainly need practical learning while non-technical children in this case such as management can learn E learning. The test used is the Independent Sample T test because the data is normally distributed. The results showed that there was no difference in learning outcomes between children from the management department or from the engineering department as a whole. However, if you look at it per statement, you can see that there is only one statement that differs significantly between the answers from management students and engineering students, namely the statement about I use e-learning as a complement to this learning, which means that the answers of students majoring in management are on average higher than the average. the answer of students majoring in engineering, meaning that more management students use e-learning to complement their learning.

PERBANDINGAN HASIL BELAJAR DAN KUALITAS KOLABORASI SISWA ANTARA KELOMPOK KECIL DAN KELOMPOK BESAR DALAM PEMBELAJARAN MENGGUNAKAN METODE EKSPERIMEN

Abstract: The purpose of this research is to know the comparison of learningoutcomes and student collaboration quality between small group and largegroup in learning using experimental method,which learning outcomes arebetter between large groups and small groups, and which collaboration isbetter between large groups and small groups. Type of this research iscomparative with Posttest Only Control Group Design. Sampling is usingCluster Random Sampling. This study uses two classes, class X IPA 1 as asmall group with the number of students 33 students and class X IPA 2 as alarge group with the number of students 36 students. Data analysis this studyis using Chi-Square Test. The results showed that the difference of averageresult of study from small group was batter big group, it can be seen thattobserved 3,78 > ttable 2,00. Then, the average of collaboration quality of smallgroup was batter small group then big group, it can be seen that tobserved 2,73was > ttable 1,78. Suggestions submitted so that students' physics learningobtained optimal outcomes, it is advisable to apply experimental of smallgroup.Keywords: Result of study, collaboration, big group, small group, experiment

A comparison of learning outcomes from two poverty simulation experiences.

Five nationally representative U.S. federal data sources consistently showed the link between poverty and poor health outcomes. To determine the modality effective in teaching students about poverty and health, this study compared the attitudes toward poverty of students participating in the Community Action Poverty Simulation (CAPS) and the poverty table-top simulation (Dwell™). In this quasi-experimental study, undergraduate and graduate nursing students and physical therapy students participated in either CAPS or a table-top simulation (TTS) depending on their semester of enrollment in the relevant course. The Undergraduate Perception of Poverty Tracking Survey (UPPTS) was administered before and after each simulation. The analysis included 118 matched pairs. Using MANOVA tests, the authors found no group difference in the overall change of attitude after the simulations (p=.232). However, by the subscale analyses, TTS significantly increased students' willingness to help (p=.008, η2 =0.058) and their empathy toward those living in poverty (p=.039, η2 =0.039). TTS participants had more elements of improvement, but both modalities were found to change participants' attitudes.

THE COMPARISON OF ISLAMIC EDUCATION LEARNING OUTCOME WHICH WAS TREATMENT BY USING COOPERATIVE LEARNING MODEL OF STAD TYPE AND NHT TYPE AT STUDENTS ClASS X SMA PALOPO 3

This research discussed about the comparison of learning outcomes in Islamic Education students who used the STAD type cooperative learning model and NHT type class X SMA Negeri 3 Palopo. This reasearch aimed to: 1) to determine the learning outcomes of Islamic Education students taught using the STAD type cooperative model in class X SMA Negeri 3 Palopo, 2) to know the Islamic Education learning outcomes of students taught using the NHT cooperative model on class X SMA Negeri 3 Palopo, 3) to Analyze the differences in Islamic Education learning outcomes of students taught by the STAD type cooperative model and student learning outcomes taught by the NHT cooperative model in Class X SMA Negeri 3 Palopo. This research was a quantitative research with a non-equivalent control group design. The population was all students of class X SMA Negeri 3 Palopo, totaling 260 students. The technique sampling was done by using purposive sampling. The instrument used was a test with descriptive statistical analysis and inferential analysis. Based on the analysis of descriptive data for the learning outcomes of students taught by using the STAD type cooperative learning model is very good category. The learning outcomes of students taught by using NHT type of cooperative learning model are very good category. Based on inferential analysis obtained a significant value> α (0.716> 0.05) then, it can be said that there is no significant difference between the learning outcomes of Islamic Religious Education taught using the STAD type cooperative learning model and those taught using the NHT learning model in Class students X SMA Negeri 3 Palopo.

Kemampuan Memahami Makna Konsep Kosakata Bidang Ilmu Bahasa Indonesia, Matematika, Seni Budaya dan Prakarya (SBdP), dan Pendidikan Kewarganegaraan Siswa Kelas III Sekolah Dasar

This study aims to reveal students' abilities in understanding vocabulary in the fields of Indonesian, Mathematics, Arts, Cultural, and Crafts (SBDP), and Citizenship Education. This type of research is descriptive quantitative. The population was all grade 3 students in Kecamatan Banjarmasin Utara who lived in 41 elementary schools. Samples were taken based on probability sampling. The results showed that the comparison of learning outcomes between the groups was as follows: (1) there is one cluster for PPKN, Mathematics, Indonesian and SBDP subjects, (2) there are different PPKN learning outcomes and there is also that is not different, (3) PPKN learning outcomes between other groups are not significantly different, (4) Mathematics learning outcomes are significantly different and some are not different, (5) Indonesian learning outcomes are significantly different and there are also not different, (6) the SBDP learning outcomes between groups were significantly different and some were not.