Cooperative Integrated Reading And Composition Research Articles

DEVELOPING PRACTICAL GUIDELINES OF TEACHING WRITING USING COOPERATIVE INTEGRATED READING AND COMPOSITION

Cooperative integrated reading and composition (CIRC) technique gives the opportunities for the students to increase language skills, especially applicability of reading activities and composition writing techniques. The absence of a guideline of teaching writing using certain technique results a less effective process of teaching writing. Thus, this research and development study was aimed to investigate the quality of the existing guidelines of writing in junior high school and the development of the practical guidelines of teaching writing in SMPN of Karanganyar Central Java using Cooperative Integrated Reading and Composition. This research was conducted through two stages; exploration stage and product development stage. The finding of the exploration stage was obtained through several techniques like interview, observation, document analysis and questionnaire distribution which revealed that there was no certain writing guideline used to teach. The teachers used textbook, syllabus and lesson plan as the guidance of teaching writing. Thus, the writing guideline should be developed by considering the need of the teacher and the students. The guideline prototype was developed by considering some aspects. It contained theoretical theories of writing, CIRC and teaching writing to Junior High School and the implementation of teaching writing of descriptive, recount, and narrative texts. Then, it had been validated by the expert and tried out thrice in one class of eighth graders of SMPN in Karanganyar Central Java. Through focus group discussion, the guideline prototype was changed and revised to be the final draft of writing guideline. Therefore, through the stages, it could be concluded that the practical guideline was feasible to be used by the teachers to teach writing to junior high school students.

Application Model Cooperative Integrated Reading and Composition (CIRC) to Improve Reading Comprehension Skills of Class V Elementary School Student

<p class="Abstract">research was motivated by the low skills of students reading comprehension main focus on subjects Indonesian. Students are still not able to control aspects of reading would like to understand the content of reading, determining the main idea or infer the content of reading. The study was conducted in class V SDN Cibukamanah Cibatu District of Purwakarta. There are 28 students involved in the study, which consisted of 13 male students and 15 female students. The method used in this research is the Classroom Action Research (CAR), which consists of four phases: planning, implementation, observation and reflection and is done in two cycles. Data were collected through observation and preliminary tests. Seen from the initial test results showed that the students only scored an average of 59.82 with a percentage of 59.82% are less and does not reach the predetermined value KKM is 63. To overcome these problems, researchers applied learning models <em>Cooperative Integrated Reading Composition </em>(CIRC). The purpose of this study was to determine the activity and student learning outcomes in reading comprehension skills, after applying the model of <em>Cooperative Integrated Reading And </em>Composition.The findings of the research results can be seen from the acquisition percentage mastery learning achievement of students overall from starting the first cycle which scored an average of 70.8 with a percentage of 70.71% in the category quite well. Then increased in the second cycle the average value obtained at 75.89 with the percentage of 75.89% uncategorized well. From these results, it can be concluded that the application of the model <em>Cooperative Integrated Reading And Composition </em>(CIRC) can improve student learning outcomes, especially reading skills of understanding that seen at the end of each lesson the first cycle and the second cycle showed a considerable increase in value and target indicators in addition to improving learning outcomes also increase the activity of students during the learning process in class V SDN Cibukamanah.</p>

MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN KEMAMPUAN SOSIAL MAHASISWA

The CIRC (Cooperative Integrated Reading and Composition) learning model is a comprehensive learning program to teach reading and writing to students used in each course in the History of Islamic Civilization. This study aims to determine the effect of the CIRC learning model of learning outcomes of cognitive aspects of students in the History of Islamic Civilization course at the Faculty of Da'wah and Communication. This research is an experimental research. The population in this study are students of the History of Islamic Civilization course, so it can be concluded that the average group learning outcomes will be better. The purpose of this study is to describe the application of the CIRC method in improving students' social abilities and describing their improvement. Based on these results, it can be concluded that the application of the CIRC method can improve social skills and read students' understanding. Keywords: CIRC method, social ability, student

Pengaruh Model Pembelajaran Cooperative Integrated Reading And Composition (Circ) Terhadap Hasil Belajar Siswa Sekolah Menengah Atas

This research aims to determine the differences geography with use Cooperative Integrated Reading and Composition (CIRC) with konvensional model in subject matter hidrosphere in Senior High School 3 Makassar. The study was a quasy experimental design involving two groups were taught using Cooperative Integrated Reading and Composition (CIRC) model and the group that wastaught using conventional learning models. The population in this study were all students of class X Senior High School 3 Makassar and sample are students of class X3 and X4 with purposive sampling. Technic data collection is done by giving a pre – test and post- test. The data were analyzed with descriptive and inferential techniques. Descriptive analysis showed that: (1) the study of students taught with conventional learning model gained an average score 65,25 Value obtained the percentage of students in the category of very less 0 % Category less 2.77 %, category 36.11 % enough , 61.12 % good category and the category of very good 0 %. (2) the study of students taught with Cooperative Integrated Reading and Composition (CIRC) learning model gained an average score 79,05 Value obtained the percentage of students in the category of very less 0% Category less 0 %, category 0 % enough , 88,57 % good category and the category of very good11,43 %. (3) According to the result is Thitung = 10.410 with Ttabel = 1,671 with the value α use the 0,05 (5 %) with df 69. Jadi Thitung < Ttabel, point to that P-value for t-test is 0,000. Hal ini berarti 0,000 < 0,05, maka H0 ditolak. Berdasarkan nilai signifikasnsi tersebut, maka dapat disimpulkan bahwa ada pengaruh yang signifikan terhadap hasil belajar geografi antara siswa yang belajar dengan model CIRC.

Implementation of cooperative integrated reading and composition (CIRC) to enhance mathematical argumentation ability of mathematics teacher students

This study aims to analyse whether there are differences in the enhancement of mathematical argumentation ability between students who received Cooperative Integrated Reading and Composition (CIRC) learning and students who received conventional learning. The research method chosen is quasi-experiment using non-equivalent control group design. Data analysis techniques used are descriptive statistics and inferential statistics. The results show that the average enhances the ability of students’ mathematical argumentation who received CIRC learning are better than students who received conventional learning. When reviewed based on PMK (Prior Mathematical Knowledge), a mathematical argumentation ability of upper and middle PMK group students in CIRC learning classes are better than students’ mathematical argumentation in conventional learning. Nevertheless, students’ mathematical argumentation ability in the lower PMK groups between the CIRC learning class and the conventional learning class is not different.

The Effects of 'Reciprocal Teaching of Reading' and 'Cooperative Integrated Reading and Composition' on the Reading Comprehension of Iranian EFL Intermediate Students

The present study investigated the effects of Reciprocal Teaching of Reading (RTR) and Cooperative Integrated Reading and Composition (CIRC) on the reading comprehension of Iranian EFL intermediate students. After administering the Preliminary English Test (PET) to a total population of 53, this researcher selected an almost homogeneous group of 42 Iranian intermediate students and randomly assigned them to two groups of CIRC and RTR techniques – 21 students per group. Based on their scores, both classes were divided into 7 almost heterogeneous teams - three members each. Both groups received the same instruction for five weeks and the course lasted for 15 sessions of 90 minutes. Whereas the RTR group experienced their reading course via RTR, which emphasizes explicit teaching of reading strategies, the other group experienced their reading course through CIRC. Upon the end of the treatment, a PET was administered to both groups as post-test. The scores of the post-test were compared with those of the on pre-test. Results showed that RTR had a more significant effect on the improvement of reading comprehension of the participants. The factors that led to the results of the study and the pedagogical implications for EFL teachers, syllabus designers and materials developers are discussed. In addition, she suggests recommendations for further research.

PENGARUH PENERAPAN MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENULIS ESAI SISWA KELAS XII IPA SMA NEGERI 8 KOTA JAMBI

This research is aimed at describing the effect of cooperative integrated reading and composition (CIRC) model towards students essay writing at class XII IPA SMA N 8 Kota Jambi. The method used in this research is quasi experiment. There are two classes used in this reseach; they are class XII IPA 7 consists of 43 students as control class and class XII IPA 5 consists of 43 students as experimental class. Requirement test which is used is normality and homogenity test. The result of normality and homogenity test is 0,69 and 0,067 higher than significance α = 0.005. It means that in normal and homogenity research, hypothesis test can be done. Hypothesis test is required by using t test formula. The result of the research shows that the value of tcount = 2,559 higher that the value of ttable= 1,6746. In significance α= 0.05, dk is 52. Thus, it can be concluded that the effect of the application of cooperative integrated reading and composition (CIRC) model has significant effect towards students achievement in writing essay at class XII IPA SMA N 8 Kota Jambi. The mean score of the experimental class is 81,22 which is higher than the mean score of control class which is 72,78. Keywords : Essay writing, Cooperative Integrated Reading and Composition (CIRC)

Cooperative Integrated Reading and Composition (CIRC) and Jigsaw: Which is More Effective on EFL Reading

The objective of this research was to find out the significant difference of two learning method from cooperative learning; those are Cooperative Integrated Reading and Composition (CIRC) and Jigsaw method and which method is more effective in EFL reading comprehension. This research used a quantitative approach by applying a quasi-experimental method. The data were collected from two classes at grade eight students of SMP Negeri 3 Baubau, Southeast Sulawesi in the school year of 2018/2019 using test. The test was applied twice; those were pretest and posttest for each class. The results indicated that there was not any significant difference in EFL reading comprehension between CIRC and Jigsaw group. But, the range between pretest and posttest for each class indicated the Jigsaw method was more effective than the CIRC group since the mean score of EFL reading comprehension in Jigsaw group was greater than the CIRC group.

PENINGKATAN PEMAHAMAN ISI TEKS BERBAHASA INGGRIS MELALUI METODE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) PADA SISWA KELAS XI IPA 3 SMA JEMBATAN BUDAYA

[Title: Improving the Comprehension of English Text Content Through Cooperative Integrated Reading and Composition (CIRC) Method in Grade XI Science 3 Jembatan Budaya Senior High School] Reading is a skill that should be learned also be considered as one of the most important skill because it can affect other skills (listening, speaking, and writing) (Hibbard, 2003). The main purpose of reading is to know the thoughts and ideas expressed in writing (Alderson, 2000).This study also aims to determine the ability of students in understanding English text before and after CIRC method applied in class XI IPA 3 SMA Jembatan Budaya by three aspects of comprehension, those are, the comprehension of text content, lexical cohesion comprehension, grammatical cohesion comprehension. The data source is the 24 students of class XI IPA 3 SMA Jembatan Budaya. Research was held by using classroom action research and consists of three stages; pre-action testing used to determine student’s ability before the test, cycle 1 and cycle 2 to apply CIRC method. Data collection used four instruments; observation, documentation, test and questionnaire. Data analysis which appeared from the research are presented in the form of tables, graphs, and description descriptions.The results showed that CIRC method can improve the reading ability of English of grade 11 IPA 3 SMA Jembatan Budaya. Progress of study is shown by score achievement from pre-test, cycle 1 until cycle 2.

Retelling Local Legends: Implementing CIRC In Teaching Writing Narrative Text

Abstract: Introducing local legends is crucial for students to preserve their existence. However, many students in SMAN 1 Katibung South Lampung found it difficult to retell narrative text in writing, especially local legends, because they are lack of grammar and vocabulary and they found it difficult to develop and to express their ideas in making narrative text writing. Therefore, the research applied Cooperative Integrated Reading and Composition (CIRC) technique as an effective technique to students which allowed them to work cooperatively with their friends in a group. The research methodology was quasi experimental design, pretest-posttest design. The population of this research was the eleventh grade of SMAN 1 Katibung South Lampung. Two classes consisting of 30 students for experimental class and 28 students for control class were taken as the sample. In collecting the data of pretest and posttest, writing test was used. The data were analyzed by using SPSS to calculate Independent Simple t-test. From the data analysis, it was found that the result of t-test was Sig. (p value ) = 0.000 < α = 0.05. Therefore, Ha is accepted which meant that there was influence of using CIRC technique towards students’ writing ability. Keywords : Cooperative Integrated Reading and Composition (CIRC), students’ writing ability, local legends, quasi experimental research

COMPARATIVE STUDY BETWEEN JIGSAW TECHNIQUE AND COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) IN READING COMPREHENSION

AbstractThe aim of this research was to compare Jigsaw technique and Cooperative Integrated Reading and Composition (CIRC) in reading comprehension of the VIII grade at SMP Negeri 1 Muarasipongi. This research conducted by quantitative method and it was an experimental type. The population of the research were the grade VIII students that consist of 247 students. But the writer only took 64 students as sample of this research as random sampling. The total number of sample divided into two groups; they were 32 students as an experimental group and 32 students as a control group. The data conducted by the instrument of research that contained of essay test. In testing the hypothesis and analyzed the data of the research, it analyzed with the t-test formula. Based on the calculation above, it can be known that the coefficient of to= 3,51. It is compared with the score of tt on degree freedom (df) 70 or (32+32-2) = 62 is 2,00. So, the score of to is larger than the score of to namely, 3,51 &gt; 2,00. Dealing with calculation, it can be concluded that the hypothesis is accepted. So, Jigsaw technique is better than CIRC in Reading Comprehension of the VIII Grade of SMP Negeri 1 Muarasipongi in 2016-2017 Academic Year.Keywords: Jigsaw, CIRC, Reading ComprehensionCOMPARATIVE STUDY BETWEEN JIGSAW TECHNIQUE AND COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) IN READING COMPREHENSION

PENGARUH PENGGUNAAN MODEL PEMBELAJARAN TIPE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP HASIL BELAJAR EKONOMI PESERTA DIDIK KELAS X SEMESTER GENAP SMA NEGERI 1 METRO

The CIRC learning model is a collaborative based learning model through a reading and writing approach and oral and written language arts. In the learning process, the model forms a heterogeneous group that is responsible for the group's tasks so that more meaningful understanding and learning are formed. The problem in the research conducted by researchers is "There are still many students who have not experienced mastery learning in the economic learning outcomes of class X students of SMAN 1 Metro in the academic year 2018/2019". From these problems, the formulation of the problem in the study was "the influence of the Cooperative Integrated Reading and Composition (CIRC) learning model on the economic learning outcomes of class X students of SMAN 1 Metro 2018/2019 academic year". The influence of the use of Cooperative Integrated Reading and Composition (CIRC) learning models on the economic learning outcomes of class X students of SMA 1 Metro in school year 2018/2019. This study uses the experimental method (Quasi-Experimental), with the form of experimental design that is the form of The Non-Equivalent Control Group Design. In this design, the experimental class and control groups were not randomly selected but with purposive sampling techniques. Based on the results of the research conducted, the hypothesis is accepted, because the value of t count&gt; t table can be seen in the attachment list G, at a significant level of 5%, namely 12.19&gt; 1.70. Students who were declared complete with Minimum completeness criteria were 75 after being given treatment with a Cooperative Integrated Reading and Composition (CIRC) learning model 24 students or with a percentage of 77.42%, while the students in the unfinished category were seven students or with a percentage of 22, 58%. Thus it shows that there is a positive effect on the use of the Cooperative Integrated Reading and Composition learning model (CIRC) on the results of economic learning of class X students of SMAN 1 Metro 2018/2019 Academic Year. Keywords: Cooperative Integrated Reading and Composition Learning Model (CIRC), Economic Learning Outcomes

Empowering Student’s Metacognitive Skill Through Cirsa Learning

Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

Empowering Student’s Metacognitive Skill Through Cirsa Learning

Metacognitive skill is the process of thinking about thinking, process of developing self-awareness, the ability to self-assess and how to learn and solve the problems at hand. An important dimension to the metacognitive process is the knowledge of thinking skills in planning, regulating, and evaluating an academic task. Metacognitive skill can be trained using a learning model, one of which is Cirsa, a learning developed by integrating a CIRC-based scientific approach. This study aims to measure and know the effect of Cirsa learning on students’ metacognitive skill. The research method used is quasi-experiment using pretest-postest nonequivalent control group design. The study involved 248 students, 8th grade on Biology subject at MTS Al Hidayah Citaringgul Bogor as the research sample. The development of metacognitive instrument refered to MAI (Metacognition Awareness Inventory). The results showed that Cirsa learning model had an effect on the students’ metacognitive ability with the sig value. of 0,000. Cirsa learning proved superior to CIRC (Cooperative Integrated Reading and Composition) and conventional learning on human digestive and excretory system topics. Teaching Biological topics with a scientific approach is a demand in the K-13. Therefore, the authors suggest teachers to develop students’ metacognitive skill with Cirsa learning which emphasize on reading and scientific-based activities.

Pengaruh Model Pembelajaran Kooperatif Tipe Cooperative Integrated Reading and Composition (CIRC) Terhadap Kemampuan Pemecahan Masalah Matematis Siswa di SMP Negeri 3 Kota Tangeran

ABSTRACT RIZKY PRATAMA. The influence of Cooperative Learning Model Type Cooperative Integrated Reading and Composition (CIRC) against an increase in the ability of the Mathematical problem solving of students in SMP Negeri 3 Kota Tangerang. Thesis. Jakarta: Mathematics Education Courses. Faculty of mathematics and natural sciences. State University of Jakarta. 2019. The research was distributed by the student's mathematical problem solving ability are low caused still present the implementation of learning mathematics based on teachers and the lack of teachers in the conditioning provide the capability of solving mathematical problems. One of the attempts to fix it is to implement cooperative learning model type CIRC. this research aims to know the influence of cooperative learning model type CIRC against an increase in the ability of the mathematical problem solving of students in SMP Negeri 3 Kota Tangerang. This research was conducted on grade VIII in SMP Negeri 3 Kota Tangerang 2018/2019 school year. Sampling techniques using cluster random sampling by specifying a class experiment in class VIII-4 (cooperative learning model type CIRC.) and one control class in class VIII-5 (model learning conventional) of four classes randomly selected between VIII4-VIII7 class. Data analysis techniques using a t-test with a test of normality test analysis prerequisite test using the Kolmogorov-Smirnov test and its homogeneity by using Fisher test. The first hypothesis to be tested, namely an increase in the ability of mathematical problem solving of students with the influence of cooperative learning model type CIRC in class experiments. The test results showed tcalculate = 33.3147 ttable = 1.9949 and then accept H1 tcalculate &gt; ttable criteria, meaning that there is an increase in the ability of the mathematical problem solving of students in classes that use cooperative learning model type CIRC. The second hypothesis to be tested, namely an increase in the ability of the mathematical problem solving of students with the influence of conventional learning model in the control class. The test results indicate tcalculate = 31.7777 and ttable = 1.9949 then accept H1 tcalculate &gt; ttable criteria, meaning that there is an increase in the ability of the mathematical problem solving of students in classes that use conventional learning. The third hypothesis will be tested i.e. mathematical problem solving ability improvement is higher between the two classes. The test results indicate tcalculate = 6.0357 and ttable = 1.9949, then accept H1 tcalculate &gt; ttable criteria on a 5% significance level, meaning there is an increased ability of the mathematical problem solving of students in classes that use the model cooperative learning type CIRC higher than those using conventional learning. The results of hypothesis testing gives the conclusion that there is an influence of the application of the cooperative learning model type CIRC against an increase in the ability of the mathematical problem solving of students in SMP Negeri 3 Kota Tangerang

PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENENTUKAN IDE POKOK PARAGRAF SISWA KELAS V SD NEGERI 003 PULAU KOPUNG KECAMATAN SENTAJO RAYA KABUPATEN KUANTAN SINGINGI

Reading is one of the important aspects in the communication process. Reading can make someone better understand the contents of the reading. In learning to make it easier for students to understand the contents of the reading it will be easier if it begins with the ability to determine the main ideas of the paragraph. Based on this, the researcher conducted a study by applying the Cooperative Integrated Reading and Composition (CIRC) learning model to the ability to determine the main idea of the paragraph at the fifth grade students of SD 003 Pulau Kopung. This study aims to determine the effect of the CIRC learning model on the ability to determine the main ideas of paragraphs of fifth grade students of SD Negeri 003 Pulau Kopung. This research method is a quasi- experimental Nonequivalent Control Group Design. This research was conducted in two classes, the VA class as the control class and VB class as the experimental class with 22 students in each class. The results of the study showed that the CIRC learning model influenced the ability to determine paragraph main ideas with the results of calculations derived from the gain index, the experimental class using the CIRC learning model got an increase in gain of 0.59 with the middle class and the control class with the normal learning model got an increase of 0.31 with medium class.

Effectiveness of Cooperative Integrated Reading and Composition (CIRC) Model Assisted by Media Puzzle on Nonfiction Writing Skills Class IV SDN Tajungsari 02 Pati

Berdasarkan pengamatan disekolah guru masih menggunakan metode ceramah dan tidak menggunakan media pembelajaran dan pembelajaran masih terpusat kepada guru. Sehingga keterampilan menulis siswa kelas IV SD Negeri Tajungsari 02 Pati menunjukkan 40% siswa sudah memiliki keterampilan menulis yang baik, sedangkan 60% siswa masih memiliki keterampilan menulis yang rendah. dari permasalahan tersebut tujuan penelitian ini adalah untuk mendeskripsikan keefektifan model Cooperative Integrated Reading And Composition berbantu media puzzle terhadap keterampilan menulis nonfiksi kelas IV SDN Tajungsari 02 Pati. Penelitian ini adalah penelitian kuantitatif dengan menggunakan desain pre- eksperimental design dengan jenis One-Gruop Pretest-Posttest. Teknik analisis data dengan menggunakan uji-t pada nilai pretest dan posttest, hasil penelitian dihitung dengan rumus statistik, setelah diberikan perlakuan dengan menggunakan model CIRC berbantu Media Puzzle ada peningkatan keterampilan menulis nonfiksi, hal tersebut terlihat bahwa kondisi hasil akhir keterampilan menulis nonfiksi siswa mengalami peningkatan. Dibuktikan melalui uji-t diperoleh thitung &gt; ttabel yaitu 24,5695 &gt; 2,021 maka Ho ditolak dan Ha diterima artinya model Cooperative Integrated Reading And Composition berbantu media puzzle efektif terhadap keterampilan menulis nonfiksi kelas IVSD Negeri Tajungsari 02 Pati.

Peningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPS dengan Menggunakan Metode Cooperative Integrated Reading and Composition (CIRC) di Kelas III MI NW Taman Pagesangan Mataram

The aim of this study was to know the improvement of students learning outcomes in Social Studies subject using Cooperative Integrated Reading and Composition (CIRC) method in Class III of MI NW Taman Pagesangan Mataram. The research method used was Classroom Action Research. This research was carried out in MI NW Taman Pagesangan and used 23 students as subjects of the research. Instruments of data collection used observation sheet, test, and documentation. Data analysis technique used descriptive qualitative and quantitative analysis technique by using the completeness test formula. The result of this study indicated that the application of Cooperative Integrated Reading and Composition method could improve Social Studies learning outcomes in class III of MI NW Taman Pagesangan. This was in accordance with the results of tests that had showed improvement on students learning outcomes from the first cycle test to the second cycle test. The students’ average test score of the first cycle was 80 and the students’ average test score of the second cycle test increased to 85. The completeness Classical score also experienced an increase from cycle I to cycle II, from 82.60% up to 91.30%.

Perbedaan Hasil Belajar Kimia Siswa Berbantuan Peta Konsep dan Peta Pikiran Menggunakan CIRC

This study aims to determine the differences in the chemistry learning outcomes of students taught with the help of media Concept Maps and Mind Maps using Cooperative Integrated Reading and Composition (CIRC) learning models on colloid subject matter. The population in this study is all students of class XI MIA SMA Swasta Nusantara Lubuk Pakam in the 2017/2018 school year consisting of 3 classes. The sample used in this study was taken by random sampling of two classes. The data analysis technique is a hypothesis test, namely the two-tail t-test. Based on the results of the data requirements test, it is known that the data from the pretest and posttest in the experimental class I and experiment II are normally distributed and homogeneous. Whereas to test the hypothesis on student learning outcomes (posttest) the price -thitung &lt;-t½ α and tcount &lt;t ½ α (-2,2181&lt;-2,002 and 2,2181&gt; 2,002) and are in the critical area, then Ho is rejected Ha accepted is that there are differences in chemistry learning outcomes of students who are taught with the help of media Concept Maps and Mind Maps using Cooperative Integrated Reading and Composition (CIRC) learning models on the subject matter of colloids.

Enhancing students creative thinking skills through web blog-assisted cooperative integrated reading and composition (CIRC) learning

This study examined Web Blog-Assisted CIRC Learning in the subject of research methodology of physics education toward Student Creative Thinking Skills. Reading activity and finding main ideas cooperatively were able to improve students’ creative thinking skills. The improvement of students’ creative thinking after Learning CIRC Learning assisted by Web Blog get the mean of pre-test of creative thinking skill 2.33, the mean of post-test is 54,22 and the mean of N-Gain is 0,53. The improvement is in the medium category. The differences Test of Creative Thinking Skills of students before and after Web Blog-Assisted CIRC Learning shows that there are significant differences between pre-test and post-test values of creative thinking.