Differences In Learning Achievement Research Articles

Human or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes

This study examines the impacts of educational videos with human or humanoid animated pedagogical avatars (APAs) on cognitive, affective, and social learning outcomes in declarative and procedural knowledge contexts. A 2 × 2 factorial design was used, considering instructor type (human vs. humanoid APA) and knowledge type (declarative vs. procedural). The study involved 139 university students with no prior knowledge of the video content and was conducted in a human-computer interaction lab using an eye-tracking device. There were no significant differences in learning achievement, perceived lecture engagement, emotion, satisfaction, and social presence between the human and humanoid APA. However, learners showed greater visual interest in the human instructor, which influenced their interest in the learning content. Viewers of declarative knowledge videos showed more visual interest and achieved higher learning scores, while procedural videos increased lecture engagement, emotion, satisfaction, and social presence. The study suggests that humanoid APAs can effectively replace human instructors in educational videos and emphasizes the importance of considering knowledge types in video design to impact learning outcomes.

Problem-based learning and problem solving model: which is more effective in improving student learning achievement?

Identifying the syntax of student learning experiences in learning models helps lecturers be more selective in determining the relevance of learning models and student learning achievements that lecturers have previously formulated. This research aims to determine the increase in student learning achievement, using the problem-based learning (PBL) learning model and the problem-solving (PS) learning model, testing the differences in the application of the PBL and PS models on student learning achievement, and finding out which learning model is more effective in improving Student learning outcomes in sports sociology courses. This research is a quasi-experimental research with a pre-test-post-test non-equivalent comparison-group design. The research sample consisted of 60 students (30 PBL and 30 PS groups) taking sports sociology courses. The research instrument includes ten learning achievement essay test questions developed from critical thinking indicators. The data was analyzed descriptively, testing differences using the independent sample t-test and N-Gain analysis to see the effectiveness of the PBL and PS models on student learning achievements. The research results prove an increase in learning achievement for both groups using PBL and PS. Meanwhile, from the results of statistical tests, there are significant differences in learning achievement between the PBL and PS groups. Furthermore, from the results of the N-Gain test, it turns out that PBL is more effective in improving student learning achievement than the PS model. Keywords: Problem-based learning, problem solving, learning achievement, sport sociology

The Effect of Cooperative Learning Model and Discipline on History Learning Achievement

The study aims to ascertain three things: (1) the difference in learning achievement in history between students using the Jigsaw cooperative learning model and students using the Studen Teams Achievement Divisions (STAD) model; (2) the impact of high and low discipline on learning achievement; and (3) the possibility of an interaction between cooperative learning models and discipline on history learning achievement. This study employed experimental research as its research methodology. The 2023–2024 academic year saw the conducting of this study at SMAN 11 North Bengkulu and SMAN 13 North Bengkulu. The XI social studies classes made up the study's population. Two groups were chosen at random to serve as research samples: one was the treatment group, which I taught using Jigsaw-style instruction, and the other used Studen Teams Achievement Divisions (STAD) instruction. This study employed a 2x2 factorial ANOVA research design. The application of Jigsaw and Studen Teams Achievement Divisions (STAD) has an impact on student learning achievement. High and low discipline have an impact on history learning achievement. Cooperative learning models and discipline have an impact on history learning achievement. These are the study's findings.

The Influence of Early Childhood Education on the Learning Achievement of Class I Elementary School Students in Mataram City

This research refers to the phenomenon of early childhood education and the lifestyle behavior of children aged 0-6 years who will receive formal education before entering elementary school.This early childhood education continues the education whose foundations have been laid by parents in the family. Children or elementary school students who attend early childhood education achieve better than students who do not receive early childhood education in the city of Mataram. This research aims to determine the level of difference in learning achievement of grade I elementary school students, students who have attended early childhood education (formal) and students who have not attended formal education (non-formal/informal) in Mataram City. The research method usesqualitative approach. This type of research is descriptive, data collection methods are observation, interviews and documentation. Interviews were conducted with class I teachers and students' parents. The research results show thatElementary school students who take part in early childhood education achieve better than students who do not take part. This achievement is not only in the intellectual aspect, but also the psychomotor aspect, values and attitudes of grade 1 students in Mataram City

Mengoptimalkan Penggunaan Youtube Sebagai Media Pembelajaran Untuk Meningkatkan Prestasi Belajar Siswa SMK

This research aims to analyze the effectiveness of learning media and mathematical logic intelligence on student learning achievement. This research was a quasi-experimental type with a sample size of 68 students consisting of an experimental class and a control class of 34 students each. The data analysis method uses two-way Anova. The results of this study indicate that there are (1) differences in learning achievement between students who study using YouTube compared to e-books; (2) differences in learning achievement between students with high versus low mathematical logical intelligence; and (3) the interaction between learning media and mathematical logic intelligence on student learning achievement.

Effectiveness of 5E Instructional Model on Learning Achievement in Mathematics at Secondary Level.

This study investigated the effectiveness of the 5E instructional model on learning achievement in Mathematics compared with traditional teaching methods at the secondary level, using a non-equivalent control group design of a quasi-experimental method. The experimental group (n = 40) received instruction using the 5E instructional model, while the control group(n=40) was taught through traditional method. Pre-achievement and post achievement test were prepared and used to measure the learning achievement in Mathematics. The t-test was applied to compare the learning achievement of both the groups. The result indicates that the students of experimental group taught through 5E instructional model performed better than the control group. The results also indicate no significant difference in learning achievement between the groups during the pre-test. The findings suggest that the 5E instructional model enhances students' learning achievement and concept clarity in Mathematics. These results signify the effectiveness of incorporating the 5E instructional model to improve Mathematics education outcomes.

Integrating Technology in Learning: A Literature Review

The use of technology in learning has become an increasingly important topic in the modern educational context. This literature review investigates the concept of integrating technology in the learning process, its impact on student motivation and engagement, as well as differences in learning achievement between technology-based learning and conventional methods. The results of the literature review highlight the importance of investing in technology training for lecturers and students, developing interesting learning materials, and increasing technology accessibility for all students. In addition, the literature review also emphasizes the importance of collaboration between universities, technology companies, and universities in developing innovations in educational technology. By implementing the proposed suggestions, it is hoped that the integration of technology in education can improve the quality of learning and overall student achievement.

Comparison of distance and blended learning models on UIN Saizu Purwokerto students' learning outcomes

The case of the Covid-19 pandemic led to a government policy to enforce online learning with distance learning and blended learning models. Lecturers are required to present learning innovations using these two models to continue to achieve maximum learning outcomes and student learning outcomes. It is through the implementation of distance learning that students can study anywhere. The blended learning model is innovative and collaborates offline/face-to-face lectures with online lectures. With the implementation of this online learning system, both distance learning and blended learning have differences in student learning outcomes. This study aims to determine the differences in student learning outcomes using distance learning and blended learning models regarding cognitive, affective, and psychomotor aspects. The research method used in this study is quantitative, with a research design using a comparative test to compare learning outcomes between two groups with different treatments. One group uses distance learning, and one group uses blended learning. The data analysis technique used to answer the hypothesis of this research is a statistic with different/comparative test, the t-test with statistical test Kolmogorov Test and Shapiro-Wilks Test to determine normality test and homogeneity test, and a nonparametric test using the Mann-Whitney test. The results showed no significant difference in cognitive, affective (activeness), and psychomotor learning achievement between students who learned to use the distance learning and blended learning models. Significant differences in learning achievement only occur in the affective aspect, particularly in student discipline in learning. Students who learn to use blended learning have better discipline than those who use distance learning.

Analysis of Differences in Learning Achievement Reviewed From Learning Style (Study on Biology Students Batch 2021)

Abstract. Tracking learning style profiles is an important thing to do in an educational institution, including universities, to support the success and learning achievements of students. At the university level, learning achievement is indicated by the achievement index (GPA) at the end of each semester. This research aims to determine the profile of learning styles and learning achievements of students in the biology education study program and to see whether there are differences in student learning achievements in terms of their learning styles. This research is descriptive research with a quantitative approach. . The population in this study were students from the 2021 Biology Education Study Program with a total of 108 students. The research sample was 86 students from the Biology Education Study Program Class of 2021 out of 108 students who were determined using the Simple Random Sampling technique. The instrument used in this research is a non-test instrument in the form of a learning style questionnaire. The research results obtained include: the learning style tendencies of biology students in the Class of 2021 are varied, 45% of students tend to have a Kinesthetic learning style, 40% Visual and 15% Auditory. The average learning achievement of the 2021 batch of biology students is in the good category. Hypothesis testing shows that there is no significant difference in learning achievement when viewed from the learning styles of biology students.Key words: Learning Style, Learning achievement, Differences of learning Style, Biology Student

DEVELOPING DISCOVERY LEARNING-BASED STUDENT WORKSHEET ON THE EQUATION OF A STRAIGHT LINE MATERIAL

This research aimed at developing and producing valid, practical, and effective Discovery learning-based student worksheets on Equation of a Straight Line material. Research and Development with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. This research was administered at State Junior High School 18 Pekanbaru. The subjects of this research were validators who were lecturers, teachers, and students at State Junior High School 18 Pekanbaru. The object was a Discovery learning-based student worksheet on Equation of a Straight Line material. The data were qualitative and quantitative. The instruments used were a questionnaire sheet and posttest questions. The research findings showed that the Discovery learning-based student worksheet developed was in a very valid category with a percentage of 86.37%. It was very practical for the small group, with a percentage of 84.4%, and it was very practical for the limited group, with a percentage of 85.3%. Based on the posttest result, the score of tobserved was higher than ttable, 4.007>1.667, with dk=24 and 5% or 0.05 significant level. So, Ha was accepted, and H0 was rejected. It meant there was a difference in learning achievement between experimental and control groups. The effectiveness of student worksheet use on Equation of a Straight Line material could be identified from the dengan menunjukkan posttest mean scores of experimental (83.54) and control (75.2) groups.

Efektivitas Model Pembelajaran Open-Ended dan Make A Match dengan Menggunakan Teori Belajar Konstruktivistik terhadap Prestasi Belajar Siswa

Learning activities at school are important activities for students, especially learning activities that are held in the classroom. Learning activities between teachers and students must be established in harmonious interactions and relationships, so that in learning activities in the classroom there is a conducive and active atmosphere. This study used three classes, namely Experiment I class (Open-Ended), Experiment II class (Make A Match) and Control class (Descriptive/Exposure). Before giving the treatment, firstly take the value data for the initial data to match the three classes. For initial data analysis, a normality test was calculated with the Liliefors test, homogeneity test with the Bartlett test, and the average comfort test using one-way Anava. After giving the treatment and evaluation tests, the final data analysis calculations were carried out to test the research hypothesis. For the final analysis, it was carried out as the initial analysis plus the t test. The research results for hypothesis 1, there is a difference in the average learning achievement between experimental class I, II and control. For hypothesis 2, the learning achievement of the experimental class I is better than the control class. For hypothesis 3, the learning achievement of experimental class II is better than the control class. For hypothesis 4, there is no difference in learning achievement between experimental class I and experimental class II. So, learning using the Open-Ended model and the Make A Match learning model on Logarithmic Mathematics material is better than the Descriptive/Exposure learning model

Zonation system in admission of new student at state secondary school in Indonesia: how predictable to learning success

Introduction. A new student acceptance model with the zoning system raises various problems, including the unequal number of public schools in an area causing students to experience barriers to obtaining a proper education. The decrease in motivation and achievement of students is because the selection is only based on zoning, and the achievements of prospective students at the previous education level are not considered. Students fail to enter superior schools because they are outside the zone. The distribution of quality public schools are not evenly distributed, causing limited choices and causing the implementation of the principle of justice in access to education services – lack of readiness of local governments in setting zones.Aim. From the problems above, this study aims to find differences in learning achievement in terms of admission, predict learning achievement from elementary school to junior high school, and determine graduation document predictions with a zoning system on student achievement.Research methodology and methods. The research used a quantitative approach from October 2021 to March 2022. The research sample was 356 students who entered the 2018 state junior high school and graduated from the 2020 school year junior high school. The sampling technique for this study used proportional random sampling. Determining the size of the research sample was done by considering the pathways for accepting new students: the zoning path, the achievement path, the affirmation path, and the parent transfer path. Data analysis used ANOVA and multiple regression analysis at a significance level of 5%.Results and scientific novelty. The results showed no difference in the average report cards of junior high school students when viewed from the path when they entered the junior high school through the zoning system. The results of one-way ANOVA obtained F = 1.298 with a significance level of 0.275. The differences in the entry paths of students to junior high school, namely from the zoning pathway, academic and non-academic achievement pathways, affirmation pathways, and parental transfer paths, are proven not to affect their learning achievement in junior high schools. There is a linear regression from students’ learning achievement in elementary school to students’ learning achievement in junior high school. The partial and simultaneous tests show that it is not proven that learning achievement in elementary school affects learning achievement in junior high school. When they graduate from elementary school, students’ learning achievement has a weak predictive power on students’ learning achievement in junior high school. The national primary school-based school examination average, elementary school report card average, and elementary school examination average, used as entry requirements to junior high school in the zoning system, only have a predictive power of 1.4–2,7%.Practical significance. Parents can use this research to make decisions on their child’s education. Parents do not need to worry about the zoning system implemented by the government in accepting new students because the zoning system does not affect children’s achievements at the level of education they take. The school must also implement education systems and policies properly so that the quality of education in each institution is maintained so that parents do not worry about choosing a place for their child’s education.

PENGARUH POLA ASUH ORANG TUA DALAM MENINGKATAN PRESTASI BELAJAR ANAK

This study aims to describe parenting styles applied by parents to children, to describe children's learning achievements, and to find out differences in learning achievement based on parenting styles. By understanding existing developments, it is hoped that parents as first and foremost teachers for children can improve parenting according to development, and see children's abilities in terms of learning. The research method in this scientific work uses the ex post facto research method. With an understanding that this research is conducted by examining an event that has occurred and then reviewing the factors that gave rise to the incident. Based on research through literature studies, it shows that children's learning achievement using democratic parenting is the most appropriate and very dominant so that there is an increase in learning according to their abilities, it can be concluded that appropriate parenting according to developments in this era of disruption is not something that hinders improving children's learning, but must be an opportunity to continue to guide and motivate children to learn to take advantage of the situation, and cultivate it according to the knowledge and knowledge they learn, because there are differences in children's learning achievement based on parenting styles that look like (authoritarian parenting, democratic parenting and permissive parenting). misif, very influential and expected achievements will be answered according to learning objectives.
 Keywords: Parenting Pattern, Learning Achievement

T-Test Analysis of Learning Achievement of Bilingual Students and Regular Students

Purpose of the study: The purpose of this study was to investigate differences in learning achievement between bilingual students and regular students.
 Methodology: This research methodology uses a quantitative approach with the type of Ex-Postfacto research. Data collection techniques were carried out through documents and interviews. The collected data were then analyzed using conditional tests, such as the normality test and homogeneity test, as well as hypothesis testing with the T test.
 Main Findings: The findings of this study are that the average Grade Point Average (GPA) of bilingual students is 3.50, with a minimum GPA of 3.36 and a maximum GPA of 3.75. While the average GPA of regular students is 3.41, with a minimum GPA of 3.28 and a maximum GPA of 3.65. Based on the results of the t test calculation, with a 90% confidence level, a significance value (sig) of 0.005 is obtained with a calculated t value of 2.954 which is greater than t table of 1.675. The alternative hypothesis (Ha) is accepted, indicating that there is a significant difference between the GPA of bilingual students and regular students.
 Novelty/Originality of this study: The novelty of this research lies in the research contribution to the understanding of differences in learning achievement between bilingual students and regular students. These findings can provide new insights in the context of education and show the importance of bilingualism in achieving academic achievement.

Development of Microlearning-Oriented Explainer Videos on Robotics Learning in Higher Education

The digital era triggers innovation in the learning process where currently, students prefer to find and learn learning resources through the internet/online technology. Microlearning-oriented explainer video media is one solution to accommodate changes in the current way of learning. This research aims to develop and implement microlearning-oriented explainer videos in robotics courses in higher education on a limited scale. The research used the Plomp development model to create explainer videos. The resulting explainer video media is tested for validity, practicality, and effectiveness. The results revealed that the explainer video media that had been developed got excellent results in the aspects of validity and practicality, while the results of testing the effectiveness of the media in the classroom and tested statistically that there were differences in learning achievement between before and after using explainer video media in robotics learning materials. Increased learning achievement of robotics learning materials is evidence of increased student activity and enthusiasm in learning so that learning outcomes can be fulfilled.

Efektivitas Pembelajaran Pak Dengan Metode Teams Games Tournament Berbantuan LKS Terhadap Prestasi Belajar Siswa Kelas V SD Aloysius Semarang

The low learning outcomes of students of Catholic religious education subjects SD Aloysius Semarang due to the method applied by teachers who have not used a fun method at the time of religious learning. The purpose of this study was to determine the character of responsibility by using the method of Teng-assisted worksheets can improve student completion, knowing the differences in learning achievement, to determine the character of the responsibility of the method of Teng-assisted worksheets influence terhdap learning achievement. This study uses a quantitative experimental approach True Experimental Design method with pretest-posttest control group design and sample selection by random sampling. Data analysis used regression test, independent t test, one sample t test, and N-Gain with a significant level of 5%. Data collection techniques using observation sheets with indicators: 1) doing homework regularly, 2) expressing opinions, 3) completing tasks on Schedule, 4) doing group assignments together, tests, and documentation. The results of this study showed that learning the TENG method assisted by worksheets increased the number of completed students with an empirical average of 81.25. The empirical mean of experimental class is 81.25 and control is 58.21. Through the results of the N-Gain score, the experimental class got 70.74% (quite effective), while the control got 23.18% (ineffective). The effect of responsibility on learning achievement from R square is 82.5%. It can be proven that the LKS-assisted Teng method is able to increase completed students to 25 students.

Media Language Games for Junior High Indonesian Language Learning

The purpose of this research was to characterise the impact of using language game media to teach Indonesian, hoping to improve the language skills of eighth-grade students in Jeneponto Regency. Different treatments were administered to each group of students in this quantitative research, which followed an experimental research design. The control group received no special treatment and simply traditional approaches, whereas the experimental group was given media language games. Finding differences in learning achievement between students taught using media language games and students not taught using language games (conventional method) is a key goal of this study, which aims to inform best practices for teaching Indonesian to eighth-grade students in Jeneponto Regency. As a result, media-based language games are a powerful tool for teaching and learning Indonesian.

Development of E-Module Using ROPES Strategy Assisted with Sigil Software to Improve Students' Critical Thinking Skills

This study aims to develop an E-module with the ROPES (Review, Overview, Presentation, Exercise, summary) strategy assisted by Sigil software on elasticity and Hooke's Law to improve the critical thinking skills of class XI high school students that are valid, practical and effective. This method of research and development with the ADDIE model. The research instrument consisted of pretest-posttest questions, validation sheets, learning implementation sheets, teacher response questionnaires, and student responses. Data analysis techniques were analyzed descriptively and inferentially. The results of the study were known: 1) the validation results by three educational expert validators on the E-module with the ROPES strategy assisted by Sigil software are declared valid in terms of constructs and content with an average score of 0.85 in the very valid category so that it can be applied in learning activities, 2) the practicality of the E-module with the ROPES strategy assisted by Sigil software was measured by learning implementation sheets and questionnaires for teacher and student responses. The implementation sheet showed the average score for the limited trial class of 3.5 with the good category and the broad trial class of 3.65 with the very good category. The student response questionnaire showed the mean score for the limited trial was obtained at 83.5%, which was included in the very good category, and the broad trial and 87%, which was included in the very good category, and the teacher response questionnaire showed the average score for the limited trial. Furthermore, the broad test obtained an average result of 83% with the category very good, so the e-module was practical for learning at school. 3) the effectiveness of the E-module with the ROPES strategy assisted by Sigil software in terms of pretest-posttest questions obtained the criteria for the limited test N-Gain value of 0.68 with the Medium category and the broad test N-Gain 0.71 with the High category, supported by independent test results -samples-test which shows that there is a significant difference in learning achievement before and after using the E-module. It is concluded that the E-module with the ROPES strategy assisted by Sigil software effectively improves students' critical thinking skills in learning.

The Effectiveness of Mnemonics- Based ‎Science Teaching on Academic Achievement ‎and Retention of Learning According to ‎Imagery Style among Sixth-Grade Students

The current study aimed to identify the effectiveness of ‎mnemonics on academic achievement and retention of learning ‎among sixth-grade students in light of their imagery style. A ‎quasi-experimental research design was used, with a control ‎group and two experimental groups. The first experimental ‎group was instructed by the teacher using six instructional ‎strategies. In contrast, the second experimental group created ‎mnemonics, whereas the control group was instructed using the ‎standard method. The study sample consisted of 212 sixth-‎grade students in the Governorate of Muscat. The imagery style ‎scale was previously applied to classify the students according ‎to the type of imagery style and an achievement test was used ‎pre- post- and delayed. The findings showed that there were ‎statistically significant differences in favour of the two ‎experimental groups in the knowledge and application levels of ‎learning achievement and retention. Additionally, there were ‎statistically significant differences in learning achievement ‎between the control and second experimental groups, favoring ‎the latter group. In contrast, there were no statistically ‎significant differences in learning achievement and retention ‎among the study groups due to the imagery style‏.‏‎ The study ‎recommended the adoption of mnemonics as teaching ‎strategiesallocating part of the class time to provide students ‎with these strategies and encourage them to build their own ‎mnemonics.‎ ‎(Keywords: Mnemonics, Academic Achievement, Learning ‎Retention, Imagery Style)‎

THE USING OF STORYTELLING IN TEACHING VOCABULARY TO IMPROVE ENGLISH LITERACY OF THE FIFTH GRADERS AT SDIT SAMAWI YOGYAKARTA

This research is aimed to find out the effect of using storytelling in teaching vocabulary to improve English literacy of the fifth graders at SD IT Samawi Yogyakarta. This research method was Quasi Experimental Research, while the research design used Nonequivalent Control Group Design. The sample in this research was students of class 5. Class 5 Ar Rozi (24 students) as the experimental class and class 5 Ibnu Rusyd (26 students) as the control class. The experimental group was students taught using storytelling whereas the control group was students taught using conventional technique. The data were obtained by using pre-test and post-test. The pre-test was given to both groups before the treatment and the post-test was given after the treatment. The data of the pre-test and post-test of both groups were analyzed by using descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using t-test. In the experimental group the average of post-test was 76.6 and the control group was 70.4. The result of hypothesis t-test showed that the significance value was 0,026 < 0,05. It means that there was significant difference in learning achievement between students who taught by using storytelling and those taugh by using conventional technique.