Differences In Science Learning Outcomes Research Articles

Keefektifan Model Pembelajaran Inkuri Terbimbing Berbantuan Video Animasi terhadap Hasil Belajar IPA Kelas V

This study aims to describe the differences in science learning outcomes between students who received the guided inquiry learning model assisted by video animation and students who received the guided inquiry learning model on the concept of heat transfer. The type of research used is a quasi-experimental with Nonequivalent Control Group Design. The population of this study are all fifth grade elementary school students in Gugus Pangeran Diponegoro, Warungasem District, for the 2022/2023 academic year. The class that became the research sample was class V at SDN Sawahjoho 01 and SDN Pesaren 01. Data were collected by observation and test techniques and then tested using the Independent Sample T-Test assisted by the SPSS program with a significance level of 0.05 or 5%. The results showed that in the aspect of scientific attitude, the significance value of the t-test was 0.04 <0.05 while in the knowledge aspect the significance value of the t-test was 0.005 <0.05 and in the process skills aspect, the significance value of the t-test was 0.012 < 0.05. This means that there are significant differences in science learning outcomes in terms of scientific attitudes, knowledge, and processing skills between students who receive the guided inquiry learning model assisted by animated videos and students who receive the guided inquiry learning model. It can be concluded that the guided inquiry learning model assisted by video animation is effective for science learning outcomes.

The Influence of the Auditory Intellectual Repetition (AIR) Learning Model on Science Learning Outcomes in Islamic Elementary School

This research was conducted at MI Baitul Huda Semarang. This research focuses on fifth-grade students for the 2022/2023 academic year. This study aims to determine the effect of the Auditory Intellectually Repetition (AIR) learning model on science learning outcomes in the theme material of the eight water cycles. This research is motivated by a lack of activity, enthusiasm, and low scores in science learning outcomes. This research approach is to use a quantitative approach. This study used a purposive sampling technique with a one-group pretest-posttest design model, namely an experiment conducted in one group only without any comparison group. The population used in this study was class V MI Baitul Huda, a total of 61 students, and focused on class VB as many as 30 students as a sample. The data collection method used is the test method with multiple choice objective tests. This study uses two sources of data, namely primary and secondary. The primary data source is student class V MI Baitul Huda Semarang which is the subject, and secondary data is documentation, teacher books, student books, and other supporting books. Data were analyzed using the t-test, which used the paired sample t-test. It was found that the results of the t-test were 0.000 <0.05, which means that the hypothesis is accepted, meaning that there are differences in science learning outcomes in class VB students before using the AIR model and after using the AIR model. Based on the test results of the coefficient of determination, the coefficient of determination (R Square) is 30.0%, which means that the AIR learning model influences science learning outcomes. Based on the results of the research that has been done, it is concluded that the AIR learning model influences science learning outcomes in class V MI Baitul Huda in the 2022/2023 academic year.

EFEKTIVITAS PEMBELAJARAN TATAP MUKA (PTM) TERBATAS TERHADAP HASIL BELAJAR PADA MATA PELAJARAN IPA DAN PRAKTIKUMNYA DITINJAU DARI KEMANDIRIAN SISWA

The purpose of this study is to determine (1) the difference in the effect between face-to-face learning is limited to science learning accompanied by practicum and without practicum on student learning outcomes; (2) the difference in the effect between high, medium, low learning outcomes on student learning outcomes; and (3) the interaction between learning independence and science learning using practicum on student learning outcomes in limited face-to-face learning. This research was carried out in class VII of SMP Negeri 13 Maluku Tengah for the 2021 academic year, with a population of 132 students. Sampling is carried out by random sampling. Homogeneity test using Levene's Test. Hypothesis testing using Independent Samples T Test, K Independent Samples T Test, Linear Regression with the help of the Statistical Package for Social Sciense (SPSS) program version 23.0. based on the results of the analysis, the conclusion was reached that, (1) there are differences in the effect of limited face-to-face learning on science learning accompanied by practicum and without practicum on student learning outcomes; (2) there are differences in science learning outcomes between students who have high, medium, and low independence; and (3) there is an interaction of learning independence with science learning using practicum on student learning outcomes in limited face-to-face learning.

The Impact of the 5E Learning Cycle Model Based on the STEM Approach on Scientific Attitudes and Science Learning Outcomes

It was found that students' learning outcomes and scientific attitudes were low. This study aims to analyze Cycle 5E based on the STEM approach to scientific attitudes and science learning outcomes. This research is experimental. The population is 294 students. Methods of collecting data are test and non-test. The instruments used are questionnaire sheets or questionnaires for scientific attitudes and science learning outcomes tests. The technique of analyzing the data is descriptive analysis and inferential statistics. The results of the research are that there are differences in scientific attitudes between students who take part in learning using the 5E Learning Cycle based on the STEM approach and students who use the direct learning model, with a significant level of 0.026. There are differences in science learning outcomes between students who take lessons using Learning Cycle 5E based on the STEM approach and students who use direct learning models, with a significance level of less than 0.000. It was concluded that there were differences in scientific attitudes and science learning outcomes between students who participated in learning using Learning Cycle 5E based on the STEM approach and students who participated in direct learning. This research implies that the 5E learning cycle based on the STEM approach can improve scientific attitudes and science learning outcomes.

The Influence of Assignment Methods and Learning Behavior on Student Learning Outcomes

This study aims to determine: (1) Differences in science learning outcomes for students who are given assignments individually and students who are given assignments in groups, (2) The effect of the interaction between the assignment method and student learning behavior on science learning outcomes, (3) Differences in results learning science between students who are given assignments individually and students who are given assignments in groups, for students who behave introverted, (4) Differences in science learning outcomes between students who are given assignments individually and students who are given assignments in groups, for students who behave extroverted. This research was conducted at SDN 1 Bone Raya using the 2 x 2 factorial design method. The results showed that: (1) there were differences in science learning outcomes for students who were assigned individual assignments and students who were assigned group assignments. This can be seen from the average score of Science Learning Outcomes, where XA1 = 17.50 is higher than XA2 = 15.33, (2) there is an interaction effect between the assignment method and learning behavior on science learning outcomes, (3 ) there are differences in learning outcomes. Science between students who were given assignments individually and students who were given assignments in groups for students who behaved introverted, as seen from the average score of science learning outcomes, where XA1B1 = 21.73 was greater than XA2B1 = 13.

The Student Teams Achievement Divisions Learning Model in Its Influence on the Motivation and Science Learning Outcomes of Elementary School Students

This study aims to examine the effect of the Student Team Achievement Divisions learning model on the motivation and science learning outcomes of elementary school students. This study used an experimental research method with a non-equivalent group pretest-posttest design without a random control group. The subjects of this research were the fourth grade elementary school students, totaling 30 students. Where the experimental class amounted to 15 people and the control class amounted to 15 people. The research instruments were in the form of questionnaires and tests. The analysis technique used the independent sample t-test technique with a significance level of 0.05. The results of this study indicate First, there are differences in science learning outcomes between students who take lessons with the Student Team Achievment Divisions learning model and students who take lessons with conventional learning models. Second, there are differences in the level of motivation between students who take lessons with the Student Team Achievement Divisions learning model and students who take lessons using conventional learning models. This cooperative learning increases motivation because of the fun game by interacting with each other in the group. Third, there is a significant effect between the Student Team Achievement Divisions learning model on motivation and science learning outcomes compared to conventional lecture learning models.

The Effect of the Learning Model Contextual Teaching and Learning (CTL) and Interest on the Students' Natural Sciences Learning Outcomes in Class VI Toboali District Elementary School

This research aims to describe the effect of the Contextual Teaching and Learning learning model on students' interest and learning outcomes in class VI SD Negeri in Toboali District, Bangka Selatan Regency, the academic year 2019/2020. This type of research is a 2x2 factorial quasi-experiment. The population of this study were students of class VI SD Negeri in Toboali District. The sample in this study were students of class VI SD Negeri 18 Toboali, totalling 38 students with 19 students in the experimental class I and 19 students in the experimental class II. Student interest in learning was collected using a questionnaire, while data on student learning outcomes were obtained through posttests. The data obtained were analyzed using Two Way Anova with a significance level of 0.05, assisted by SPPS 24.00 for windows. The results showed differences in science learning outcomes in students who had high interest in learning with students who had low learning interests. There were no differences in learning outcomes in classes taught using Contextual Teaching and Learning assisted by video learning or classes taught using Contextual Teaching and learning assisted with teaching aids. There is no interaction between interest in learning and science learning outcomes of grade VI public SD students in Toboali District.

Improving Science Learning Outcomes Through the SETS (Science Environment Technology And Society) Approach

Science learning packaging still focuses on conventional learning. This causes students to feel bored in learning and have difficulty understanding the material taught by the teacher. This problem affects the students' low science learning outcomes. This study aims to analyze the significant differences in science learning outcomes for groups of students who are taught through the application of the SETS approach and students who are taught through conventional learning. This type of research is a quasi-experimental research design with nonequivalent control group design. The population and sample in this study were all students in grades IIIa and IIIb, totaling 61 people. The data collection technique in this research is a test. The technique used to analyze the data is using t-test statistical analysis. The results showed that there was a significant difference in science learning outcomes between the experimental and control groups as seen from the value of tcount = 5.862 > ttable = 2,000. Based on the results of the study, it can be concluded that the SETS approach has an effect on students' science learning outcomes. This research implies that the SETS approach can assist teachers in developing the learning process.

The Effect of a Blended Learning Project Based Learning Model on Scientific Attitudes and Science Learning Outcomes

The COVID-19 pandemic requires learning to use an online system. However, there are still many teachers who have difficulty designing appropriate learning for students. This study analyses the project-based learning model assisted by blended learning on scientific attitudes and science learning outcomes—the research population with as many as 184 students. The research sample amounted to 61 students—sampling using the random sampling technique. The design uses Post-test Only Control Group Design. Scientific Attitude data was collected using a questionnaire, and science learning outcomes were collected through an objective test. Data were analyzed through descriptive statistics and the SPSS-17 Manova test. The results showed a significant difference in scientific attitudes between students who followed the project-based learning model assisted by blended learning and students who followed the conventional learning model, with an F value of 471.8. There is a significant difference in science learning outcomes between students who follow the project-based learning model assisted by blended learning and students who take conventional learning, as evidenced by the science learning outcomes with an F value of 3.69. There are differences in scientific attitudes and science learning outcomes simultaneously between students who follow the project-based learning model assisted by blended learning and students who follow the conventional learning model. a significance level of 0.05 resulted in a p < 0.05. It can be concluded that the Project-based Blended Learning learning model can improve scientific attitudes and student learning outcomes.

Triging Student Learning Results with Utilizing Google Classroom and Zoom Platform

During the pandemic, online learning has been carried out almost all over the world, making it mandatory for teachers to have skills in creating fun online learning for students. Teachers still find it challenging to choose an online learning platform that can facilitate students ' learning. This study aims to analyze the differences in student science learning outcomes between students who take online learning using a combination of google classroom and zoom and students who take online learning with the WA group. This study involved a sample of 92 students who were taken by a simple random sampling technique. Data on students' science learning outcomes were collected using tests that had previously been tested for content validity, empirical validity, and reliability coefficients. The collected data were analyzed using one-way covariance analysis by first testing the normality of the data distribution, the linearity of the regression line, and the homogeneity of variance. The results of this study indicate differences in science learning outcomes between students who take online learning a combination of google classroom and zoom with students who take online learning with WA group after controlling for the initial knowledge variable with an average learning outcome of 73.17 and 58.76. It can be concluded that students who take online learning a combination of google classroom and zoom can improve student learning outcomes. This research implies that teachers can use google classroom and zoom as platforms for online learning.

PENGARUH MULTIMEDIA INTERAKTIF TERHADAP HASIL BELAJAR IPA SISWA KELAS IV SD NEGERI BANGUNHARJO BANTUL YOGYAKARTA

Descriptively, this research aims to determine the tendency of science learning outcomes of fourth-grade students at SD N Bangunharjo whose learning uses interactive multimedia and image media. Comparatively, this research aims to find out the differences in science learning outcomes of Grade IV students of SD N Bangunharjo between learning using interactive multimedia and image media. The type of this research is a quasi-experiment. The Data collection techniques were documentation to retrieve students' initial ability data and test technique to retrieve test data. Descriptive data analysis techniques using ideal normal curves and comparatively using t-test. The analysis prerequisite tests include the distribution normality test and the variance homogeneity test. The Descriptive research result indicates that the tendency of science learning outcomes that using interactive multimedia are included in the highest category and those using image media are included in the high category. Comparatively, there is a significant difference in science learning outcomes between learning using interactive multimedia and image media, with t = 2.34 and p = 0.023. The average of science learning outcomes with interactive multimedia is higher than image media. Thus, it can be concluded that there is an influence of interactive multimedia on the learning outcomes of fourth-grade students of SD N Bangunharjo.

Hasil Belajar IPA Berdasarkan Gaya Belajar Siswa

This study aims to determine the differences in science learning outcomes of class VIII students of SMP Negeri 1 Larantuka who have visual, auditory and kinesthetic learning styles for the 2019/2020 academic year. The samples in this study were class VIII I and VIII J SMP Negeri 1 Larantuka. The research method used is quantitative with data analysis techniques using One Way Anova. Student learning styles are measured using a questionnaire that has been tested for validity and reliability first. Meanwhile, the learning outcome variable used the documentation method. The results of the F test showed that the value of Fcount <Ftable is 0.198 <2.53 with a significance value of 0.821> 0.05. In conclusion, there is no significant difference in science learning outcomes between students who have visual, auditory and kinesthetic learning styles.
 Keywords: Learning Style; Science Learning Outcomes

Pengaruh Model Pembelajaran Word Square Terhadap Hasil Belajar IPA Pokok Bahasan Benda dan Perubahan Benda Pada Siswa Kelas V SD Negeri I Palir Kecamatan Tengah Tani Kabupaten Cirebon

Science is one of the compulsory subjects in elementary school that must be achieved optimally. The results of learning science subject matter and object changes in grade V SD Negeri 1 Palir, Tengah Tani District, Cirebon Regency are still under the KKM. One creative learning model that can be used is the word square learning model. This study aims to determine the effect of the word square learning model on science learning outcomes. The research method used is the experimental method. The sampling technique in this study using saturated sampling. The population of class V students was 56 students. The research sample consisted of 28 people, who were grouped into experimental classes, the control group consisted of 28 students. Based on the hypothesis of the results of the T test, it is found that tcount> ttable or T11.083<T 2.005, which means H1 is accepted. This means there are differences in science learning outcomes between the word square learning model and the lecture method. In addition, in the N-gain test based on the calculated N-gain control value = 0.074 0.566, it means that there is a difference in science learning outcomes between using the word square model and using the lecture method. Which means that the Word Square model has an effect on science learning outcomes. Student responses to the word square model on the learning outcomes of science learning materials and object changes in class V are very strong.

Efektivitas Pelaksanaan Pembelajaran Terbalik (Reciprocal Teaching) Terhadap Motivasi Belajar IPA Murid Kelas V SDN 43 Parasangan Beru Kabupaten Maros

Thus, this study aims to determine the effectiveness of implementing reverse learning (reciprocal teaching) on the science motivation of fifth grade students of SD. This type of research is experimental (true-experimental design). The population in this study were 62 students of Class V SDN 43 Parasangan Beru,. The sample of the study was 58 students where the experimental group was 29 students and the control group was 29 students who were taken using non-probability sampling with a purposive sampling method. The instruments used consisted of teacher and student observation sheets and a science learning motivation questionnaire. Data were analyzed using descriptive statistics and inferential statistics, namely the t test. The results showed that: (i) Implementation of learning using reverse learning (reciprocal teaching) has increased in each meeting, both in terms of learning implementation, student learning activities and student learning motivation. (ii) There are differences in science learning outcomes between before and after being taught using reverse learning (reciprocal teaching), (iii) The use of reverse learning (reciprocal teaching) is effective in increasing science learning motivation for fifth grade.

Efektivitas Pembelajaran Daring pada Mata Pelajaran IPA di Masa Pandemi Covid-19: Studi Komparasi Pembelajaran Luring dan Daring pada Mata Pelajaran IPA SMP

The Covid-19 pandemic affects all areas of life, including education. The Covid-19 pandemic prompted the government to issue a distance learning policy. Online learning is one of solution to solve this problem. The objectives of this study were: (1) to compare the differences in science learning outcomes between offline learning and online learning, and (2) to determine the effectiveness of online science learning during the Covid-19 pandemic. This research is a quasi-experimental study using the comparative method. Science learning outcomes before the Covid-19 pandemic (offline) were compared with science learning outcomes during the Covid-19 pandemic (online). The findings of this research were (1) there were differences in students 'science learning outcomes in offline learning with students' science learning outcomes in online learning, and (2) offline science learning was more effective than online science learning.

Improving Science Learning Outcomes Through Two Stay Two Stray Assisted by Concrete Media

Science learning is one of the subjects in elementary schools to be able to develop students' process skills related to natural phenomena that occur as a source of knowledge. Science learning should be student-centered, but the learning process is still teacher-centered and only uses the lecture method. This study aims to analyze the effect of the Two Stay Two Stray learning model (TSTS) assisted by concrete media on the science learning outcomes at fifth grade primary school 2019/2020. Quasi-experiments became the type of this study with a non-equivalent post-test only control group design study design. The population in this study were 211 elementary school students. Sampling is done through random sampling by lottery techniques. The sample in the experimental group was 22 students and the sample in the control group was 26 students. The science learning outcomes test is a multiple-choice instrument used when collecting data through instrument validation conducted by experts in the field of science and has been tested. The data obtained were then analyzed using the t-test with the polled variance formula which showed that tcount> t table (t count = 6.16> t table = 1.68). This means that there are significant differences in science learning outcomes between groups of students who are taught with the Two Stay Two Stray (TSTS) learning model assisted by concrete media and groups of students who are taught conventionally. Based on these results it can be concluded that the Two Stay Two Stray learning model (TSTS) assisted by concrete media affects the learning outcomes of fifth-grade students.

Enhancement Of Science Learning Outcomes Through Two Stay Two Stray Learning Model Assisted With Mind Mapping Media

The implementation of this research is based on the problems found at the time of observation, namely the difficulty of students learning, especially in science learning that has an impact on student learning outcomes and learning that is still teacher-centered that causes students to be passive. Based on these problems, this study aims to improve the learning outcomes of science students in grade V elementary school. This type of research is a quasi-experimental design with Nonequivalent Control Group Design. The research design used is the post-test only control group design. The population in this study amounted to 147 students consisting of four classes. The determination of the sample is done by random sampling in the form of a draw. The number of samples was 72 students, namely the experimental class totaling 36 students and the control class totaling 36 students. The students' natural science post-test data collection is done by using multiple-choice objective test methods. Then, the t-test formula was analyzed. From the results of the analysis, it was shown that t-count = 3,920 was obtained and compared with t-table at the 5% significance level and dk = 36 + 36-2 = 70 so that the price of t-table = 1.99444 was obtained. Based on these results, there are significant differences in science learning outcomes between the classes given the treatment of the TSTS learning model aided by the mind mapping method and the classes given the treatment of conventional learning models. The results of the calculations obtained the experimental class has a higher mean than the control class, which is 79.06>68.75. Based on this, the TSTS learning model is assisted by an effective mind mapping method to the science learning outcomes of fifth-grade students of elementary school.

PENGARUH MODEL PEMBELAJARAN KOOPERTIF TIPE STAD TERHADAP HASIL BELAJAR IPA SISWA KELAS V SD NEGERI JOMBLANGAN TAHUN AJARAN 2019/2020

The purpose of this study was to determine (1) the extent of the tendency of science learning outcomes with the STAD learning model (Student Teams Achievement Divisions). (2) The extent to which the tendency of science learning outcomes with expository learning models (3) find out the differences in science learning outcomes in class students V Jomblangan Public Elementary School uses the STAD learning model with expository learning model. This research was conducted in class V of SD Negeri Jomblangan, Bantuntapan district, Bantul, academic year 2019/2020 with a population of 64 students consisting of 2 classes. This type of research is quasi-experimental, VA, and VB grade students are taken as research samples. Data collection techniques used were test and documentation techniques. Validity and reliability tests are calculated using Microsoft Excel. The data analysis technique used is the initial ability test, normality test, homogeneity test, and independent-sample t-test. The results showed (1) the tendency of science learning outcomes using the STAD model was in the very high category with an average of 19.96 with a standard deviation of 7.86. (2) the tendency of science learning outcomes by using expository learning models in the high category with an average of 17.88 with a standard deviation of 8.72. (3) independent t-test results obtained t = 4,401 and p = 0,000 shows that there is a very significant difference between STAD learning models and expository learning models because of p <0,000.

Improving Students' Science Achievement Through The Implementation of Project-Based Learning

Science learning is said to be more meaningful if students are involved in various project activities and their achievements during the learning process are often associated with their critical thinking skills. In this regard, this paper aims to find out how science learning outcomes in terms of critical thinking skills are enhanced through the application of project-based learning. The research design used was a post-test only control group design with a total sample of 128 Grade V students of Cluster I in Buleleng District. Data collected through tests and analyzed using ANAVA two paths to determine the effect of learning models on science learning outcomes in terms of critical thinking skills and the interaction between learning models with critical thinking skills. The results of the analysis show that 1) there are significant differences in science learning outcomes between students who take project-based learning and students who use conventional learning models; 2) there is a significant interaction between the application of project-based learning models and critical thinking skills on the learning outcomes of Natural Sciences; 3) students with high critical thinking skills tend to show more significant results on improving learning outcomes. However, the results of this study are limited to the measurement of critical thinking skills so that further research is needed by paying attention to other mediator variables.

PENGARUH MODEL PEMBELAJARAN HEURISTIK VEE BERBANTUAN MEDIA VIDEO TERHADAP HASIL BELAJAR IPA DITINJAU DARI MOTIVASI BELAJAR

This study aims to 1) describe and explain the differences in science learning outcomes between students who follow the Vee Heuristic learning model assisted by video media with direct learning models, in class VIII in SMP Negeri 5 Denpasar, 2) describe and explain differences in science learning outcomes, between students who followed the Vee Heuristic learning model with students who followed the direct learning model in groups of students who had high learning motivation, 3) described and explained the differences in science learning outcomes between students who followed the Vee Heuristic learning model, with students who followed the direct learning model in groups students who have low learning motivation. The population in this study were all students class VIII SMP Negeri 5 Denpasar which amounted to 386, with a sample of 64 people taken at random. Learning outcomes data, collected by learning outcomes test, while learning motivation data collected by questionnaire. Data were analyzed by using two-way ANOVA analysis and continued with Tukey test. The results showed that: (1) there are differences in science learning outcomes among students who followed the Vee Heuristic model assisted by video media, with students who took the direct learning model for eighth grade students in SMP Negeri 5 Denpasar with a significance value of 0.001 in "Model" (A ) less than 0.05,(2) There are differences in science learning outcomes, among students who follow the Vee Heuristic learning model assisted by video media, with students who follow the direct learning model in groups of students who have high learning motivation with a signification value of 0.001 less than 0.05. (3) There are differences in science learning outcomes, between students who joined the Vee Heuristic learning model assisted by video media, and students who took the direct learning model in groups of students who had low learning motivation with a signification value of 0.001 less than 0.05. The implications in this study are efforts to apply the Vee Heuristic learning model assisted by video media in science learning and efforts to apply direct learning models in science learning, by paying attention to student learning motivation.