Direct Instruction Learning Model Research Articles

Efektivitas Model Pembelajaran Contextual Teaching and Learning terhadap Kemampuan Pemecahan Masalah Matematis Siswa

This research aims to determine the effectiveness of the contextual teaching and learning model on students' mathematical problem-solving abilities. This type of research is quasi experimental research with a pre-test post-test control group design. The population in this study were all class VIII students at the Wustho An-Ni'mah Batam Salafiyah Islamic Boarding School. The subjects in this research were 22 students from class VIII A as the experimental class and 12 students from class VIII B as the control class. The sampling technique was carried out using a saturated sample technique. Data was obtained with a test instrument consisting of 4 questions which had been tested for validity and reliability (rii = 0.67). The data analysis techniques used are normality tests, homogeneity tests, and hypothesis tests which include paired sample t-test and independent sample t-test. Based on the results of data analysis, (1) The CTL learning model is effective on students' mathematical problem-solving abilities, (2) The Direct Instruction learning model is not effective for students' mathematical problem-solving abilities, (3) There are differences in the effectiveness of the CTL learning model and the Direct Instruction learning model on students' mathematical problem solving abilities.

Management of Direct Instruction Model Implementation to Foster University Student Learning Creativity

The direct instruction learning model is a form of classical presentation of material but is given competency and skill reinforcement. Direct instruction is used to streamline learning for students who have low achievement and learning difficulties. Practical exercises so that it makes it easier for students to follow the steps carried out by the lecturer. The direct learning model fosters motivation to build learning constructions in a mature and independent manner when given assignments that require personal decision making intended to explore the material received. The capacity of students is said to be able to understand the context of direct learning. When making assignment representations it can be carried out with broad thoughts and insights because there is direct understanding and learning through working on the results of assignments or activities that will be guided and explained directly by the lecturer. From the test results, it was found that 96% of the direct learning model provided benefits because the lecturer explained the material coherently and students could immediately ask questions and answers to get an explanation. Meanwhile, 4% did not understand the direct learning model, because students wanted assignments to strengthen the material being conveyed. The contribution obtained with the direct learning model is that there is intense interaction about the delivery of teaching materials that can be directly discussed, so that students get maximum results.

The flipped-classroom effect on vocational high school students’ learning outcomes

<span lang="EN-US">The flipped-classroom instructional model is considered suitable for teaching procedural knowledge. Apart from flipped-classroom, it turns out that another instructional model, namely direct instruction, is also designed to teach procedural knowledge. Therefore, this study aimed to examine differences in procedural knowledge learning outcomes between flipped-classroom and direct instruction learning models in the cognitive and psychomotor domains and to determine the effect of flipped-classroom on students’ procedural knowledge learning outcomes. This type of research is a true-experimental design with a randomized pre-test post-test control group design for the cognitive domain and a randomized post-test only control group design for the psychomotor domain. The research instrument used a written test (pre-test and post-test) for the cognitive domain and a performance assessment for the psychomotor domain. The flipped-classroom is better than direct instruction regarding procedural knowledge learning outcomes. Furthermore, flipped-classroom significantly affects the students’ procedural knowledge learning outcomes, both cognitive and psychomotor domains. The effect of flipped-classroom implementation on the psychomotor domain (t(50)=23.62; p<0.01; d=6.56) is greater than the impact of performance on the cognitive domain (t(50)=2.35; p<0.05; d=0.65).</span>

Pengembangan Perangkat Pembelajaran dengan Model Direct Instruction Berbasis Digital Book Bagi Mahasiswa Slow Learner

Education for all is an important issue of concern in the world of education, including higher education. To accommodate this, higher education certainly needs to pay attention if there are students who experience special needs, especially regarding the absorption of lecture material. The aim of this research is to help students achieve the expected competencies in the English for Early Childhood course, especially for students who have special needs who are slow learners. The method used to develop learning media refers to Design Based Research from Technology Perspective. The research results show that through the Direct Instruction learning model based on digital books, it is easier for students to learn and practice how to provide English language stimulation to young children.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) TERHADAP HASIL BELAJAR SISWA PADA MATERI BENTUK ALJABAR

This research aims to find out that the average learning outcomes of students who study using the Think Pair Share (TPS) learning model are higher than the average learning outcomes of students who study using the Direct Instruction (DI) learning model. The population of this study were all class VII students at Garuda Manado Middle School. The samples taken in this research were class VIIA as the experimental class and class VIIB as the control class. Data analysis to test the hypothesis that the average learning outcomes of students studying algebraic material who studied using the TPS learning model were higher than the average learning outcomes of students who studied using the DI learning model, was carried out using the t-test with a significance level of α = 0.05. The value obtained is t_count = 3.75 > t_table = 1,729, thus it can be concluded that the average learning outcomes of students who study using the TPS learning model are higher than the average learning outcomes of students who study using using the DI learning model

Comparison of Guided Inquiry Learning Models with Direct Instruction Learning Models on Physics Learning Outcomes

The teacher's capability to design and enforce learning plays an important role in student learning results. One manner that teachers can enhance learning results is by way of deciding on the right learning model in step with the learning objectives and material to be taught in class. The aim of this research is to determine the variations in physics learning results among college students taught using the guided inquiry learning model and college students taught using the direct instruction learning model in class XI SMAN 1 Padang. This kind of studies is quasi-experimental studies with a posttest only control design. The studies populace is class XI students of SMAN 1 Padang for the 2023/2024 academic year. Sample selection used purposive sampling technique. The sample for this research is class XI F.4 as experimental class 1 and class XI F.5 as experimental class 2. The research statistics is in the form of student studying results in the knowledge aspect. The data collection instrument is a take a look at instrument inside the form of multiple choices. The statistics analysis techniques used are descriptive evaluation, normality test, homogeneity test, and hypothesis test at a significance degree (α) = 0.05. Based on the consequences of studies statistics evaluation, the average learning outcomes of students in experimental class 1 were 76.67 and experimental class 2 was 69.86. Hypothesis testing was carried out on students' posttest scores and obtained t0 = 2,049 > ttable= 1,999 until H0 rejected and H1 established. It could be concluded that there’s a large distinction between college students who practice the guided inquiry learning model and college students who prectice the direct instruction learning model on vector material and rectilinear motion kinematics.

THE EFFECT OF THE PROJECT-BASED LEARNING MODEL ON STUDENTS' SCIENCE LITERACY SKILLS AND SELF-EFFICACY

This research aims to investigate the influence of the project-based learning instructional model on students' science literacy skills and self-efficacy in rectilinear motion kinematics at SMA Negeri 1 Lhokseumawe. The research design employed is a quasi-experiment in the form of a Nonequivalent (Pretest And Posttest) Control Group Design. The study population consists of ten classes of eleventh-grade IPAS students at SMA Negeri 1 Lhokseumawe. The sampling technique used is purposive sampling, with XI IPAS 1 (36 students) selected as the experimental class using the PjBL learning model and XI IPAS 4 (36 students) as the control class using the direct instruction learning model. Data collection is conducted through a 10-item essay test and a non-test questionnaire on student self-efficacy comprising 20 statements. Data analysis utilizes the Manova test. This research indicates that the PjBL learning model impacts science literacy skills based on the Manova test results, which show 0.000 < 0.05, signifying a significant influence on the average science literacy skills. The PjBL learning model also influences self-efficacy according to the Manova test results, which demonstrate 0.004 < 0.05, indicating a significant impact on the average self-efficacy. Furthermore, the PjBL learning model affects science literacy skills and self-efficacy, as evidenced by the important results of the Manova test, 0.000 < 0.05. Therefore, it can be concluded that the null hypothesis is rejected, and the alternative hypothesis is accepted. Based on this, it can be inferred that the PjBL learning model influences the science literacy skills and self-efficacy of grade XI students at SMA Negeri 1 Lhokseumawe.Keywords: Project-Based Learning Model, Science Literacy Skills, Self-Efficacy

PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR PADA MATERI ENERGI DAN PERUBAHANNYA

Based on the results of observations carried out in class III of SD Negeri Cimayang 01, Pamijahan District, Bogor Regency, for the 2023/2024 academic year, information was obtained that the learning process carried out was still teacher-oriented (Teacher Centered) and had not obtained optimal results. Students tend to be passive, tend to chat with their friends, are not able to express opinions and have no desire to ask questions. Meanwhile, the teacher in the learning process only uses the Direct Instruction (Lecture) learning model. The aim of this research is to determine the effect of the Problem Based Learning (PBL) model on learning outcomes in the material Energy and its Changes. This research method uses quasi-experimental research. Experimental research is defined as a research method used to find the effect of certain treatments on others under controlled conditions. This research was conducted three times in each class group. Sampling was carried out using a cluster random sampling technique, namely class IIIA (as Experiment Class) and class IIIB (as Control Class) with a total of 40 students. Data collection techniques used test, documentation and observation techniques. Research data was collected using an initial ability test (pretest) and final ability test (posttest). Based on the results of the N-Gain calculation in the experimental class, an average value of 58.03 (medium category) was obtained, which means that the implementation of learning was quite effective. Meanwhile, in the control class, an average score of 49.93 (medium category) was obtained, which means learning was quite effective. Based on the results of this research, it can be concluded that the problem based learning model has an influence on learning outcomes regarding Energy and its Changes. This is shown by the value of tcount = 0.0339 while ttable = 0.05 with db 40. Thus it is known that tcount <ttable, namely 0.0339 <0.05, which means Ha is accepted and Ho is rejected. This shows that there is a significant influence of the use of the problem based learning model on the learning outcomes of the Energy and Changes material for class III of SD Negeri Cimayang 01 Pamijahan, Bogor Regency, Academic Year 2023/2024.

Effectiveness of the Direct Instruction Model in the Merdeka Curriculum on Basic Pencak Silat Technique Skills at SMPN 1 Majalaya

Education is a means or bridge for humans to be able to develop their potential through the learning process they have obtained. The implementation of physical education learning will be ineffective, because the learning model chosen by the teacher is inaccurate, because the learning model will influence student learning outcomes, so it is necessary to use a learning model that can be applied and adjusted based on the characteristics of the learning material. The aim of this research is to find out about the effectiveness of the direct instruction learning model on the basic pencak silat technical abilities of grade 7 students at SMPN 1 Majalaya. The method used in this writing is an experiment with a One-Group Pretest-Posttest design. Based on the results of the Wilcoxon test table, the Sig value is known. (two tilled) of 0.000 < 0.05, then the hypothesis is accepted. So it can be concluded that there is a difference between the pretest and posttest which means that the use of the direct instruction model is effective in basic techniques in learning pencak silat at SMPN 1 Majalaya. This is also supported by the average N-gain percent value of 60% which is in the table. The criteria indicate a fairly effective level.

The Influence of Project-Based Learning Models on Critical Thinking Ability and Basic Science Learning Outcomes

The main objective of this study was to analyze: (1) better influence the outcomes of learning science students taught by Projek Based Learning learning model and model of Direct Instruction; and (2) better effect between critical thinking skills that are taught by Projek Based Learning learning model and model of Direct Instruction. This research is a quasi-experiment conducted in SD Negeri 064973 Medan. The population in this study were all 50 students of class VII, while the sample in this study were students of class VI-A total of 25 people with learning models Projek Based Learning, and students of class VI-B as many as 25 people with Direct Instruction models. The instrument used consisted of test learning outcomes to shape totaled 9 points and can test the reliability of 0,374 and totaled 18 items critical points and has a reliability of 0.831. Data analysis was performed using independent samples test t-aided assisted software SPSS 16.0 for windows. The result showed that: (1) the effect of the Project the based Learning learning model is better than the direct instruction model to learn science students' outcomes. It is based on the acquisition tcount of 2,892 scores greater than ttable of 2.060 and (2) the effect of the Project Based Learning learning model is better compared with the direct instruction learning model t the student's critical thinking skills. It is based on the acquisition score tcount of 2,944 greater than ttable of 2.060.

Flipped Direct Instruction (FDI): A New Practicum Learning Model in Vocational Education

The Flipped Direct Instruction (FDI) learning model was introduced as a new learning model for practicum learning. It was developed to mitigate the limitations of the Direct Instruction (DI) model in improving vocational education graduates’ competencies. Therefore, the purpose of this study is to examine the formation of the FDI learning model. This research uses an exploratory sequential mixed methods design with Mile and Huberman methods and Confirmatory Factor Analysis (CFA). The FDI learning model is formed through conceptual, theoretical, hypothetical, and final modeling stages. Research data were obtained through document analysis and Focus Group Discussion (FGD). FGD was conducted with 7 experts as the research sample and non-test instruments were used. The result of this study is an FDI learning model formed from several theories including Joyce (2003), Cooper (2012), Ktoridou (2018), and Indrajit (2021). The FDI model consists of an orientation phase, procedure-based simulation phase, case-based simulation phase, structured practice phase, guided practice phase, and independent practice phase. Each phase obtained CFA values of 0.464, 0.492, 0.292, 0.009, 0.016, and 0.018. All values are below 2, revealing that the FDI model has a goodness-of-fit-model criteria. The FDI model is presented as a contribution to the development of science and as a new learning model option recommended for vocational education. In the future, this research will contribute to the evaluation of the FDI learning model in measure its level of practicality, effectiveness, and impact on model application.

Application of Direct Instruction Learning Model to Improve Student Learning Outcomes on Basic Competencies Implementing Wood Construction Work Procedures at SMK Negeri 1 Lotu for the 2022/2023 Academic Year

The problem in this study is that the Direct Instruction learning model has not been optimally applied to the Basic Competency of Implementing Wood Construction Work Procedures and student learning outcomes are limited to achieving KKM, namely 70. Research objectives: (1) To describe the learning process by applying the Direct Instruction learning model to Basic Competency Implementing Wood Construction Work Procedures at Lotu 1 State Vocational High School for the 2022/2023 Academic Year, and (2) To find out student learning outcomes in the Basic Competency of Applying Wood Construction Work Procedures at Lotu 1 State Vocational School for the 2022/2023 Academic Year. This type of research is Classroom Action Research (CAR). This research was conducted at SMK Negeri 1 Lotu with research subjects of class X-DPIB students, totaling 22 students. The instruments in this study were observation sheets of the learning process (teacher respondents), observation sheets of student activity, photo documentation, and practical activity tests. With the data analysis technique, namely the observation sheet is processed with a Likert scale and the learning achievement test is carried out by a practical activity test. The results of the study: (1) In the first cycle, the average percentage of observations in the learning process (teacher respondents) was 73.21%, the average percentage of observations of student activity was 48.44%, the average calculated learning outcomes was 66.57 with a percentage of student completeness of 45% and this result has not reached the target that has been set, namely 70. (2) While in cycle II (two) the average percentage of observations in the learning process (teacher respondents) is 85.71%, the average percentage observation of student activity is 83.10%, the average student learning outcomes is 83.10 which is categorized as good with a complete percentage of student learning outcomes of 100% and has reached the set target of 70. From the research findings above it can be concluded that by applying the Direct Instruction learning model in the Basics of Building Construction and Soil Measurement Techniques Basic Competency of Applying Wood Construction Work Procedures can improve student learning outcomes at SMK Negeri 1 Lotu.

Pengaruh Blended Learning, Jigsaw, Direct Instruction Terhadap Pemahaman Akuntansi Pada Matakuliah Teori Akuntansi

This research aims to examine differences in students' understanding of accounting taught with Blended Learning, Jigsaw, and Direct Instruction learning models. The research was conducted at the University of ABC. The study population numbered 264 students, then the sampling technique used cluster random sampling, and the number of students being sampled was 60. This type of research is quasi-experimental. Data collection techniques using learning outcomes tests. The data analysis technique used one ANOVA. The results showed (1) There was a significant difference in the understanding of accounting taught by the Blended Learning model, Jigsaw, and Direct Instruction, (2) Students who were taught with Blended Learning had a significantly higher understanding of accounting than students taught with Jigsaw, (3) Students who were taught with Blended Learning had a higher understanding of accounting than students who were taught with Direct Instruction, (4) Students who were taught with Jigsaw had a lower understanding of accounting than students who were taught with Direct Instruction. In conclusion, Blended Learning, Jigsaw, and Direct Instruction learning models positively affect understanding accounting. The most effective learning model in this research was Blended Learning. Blended Learning, Jigsaw, and Direct Instruction learning models can be used to teach accounting; however, to maximize the effect of Blended Learning, Blended Learning requires a powerful internet connection.

Improving Students' Metacognitive Skills and Learning Outcomes Through The Application of Task-Based Learning Model of Direct Instruction

The problem of low metacognitive skills and student learning outcomes on colloid topics is overcome by implementing Task-Based Learning Direct Instruction (TBLDI) models. This study aims to improve (1) metacognitive skills, (2) learning outcomes aspects of knowledge, attitudes, and skills, (3) teacher implementation in applying the TBLDI model; (4) student activity. This research was conducted using a classroom action research design in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 33 students of class XI IPA 3 at SMA Negeri 10 Banjarmasin. Data was collected using valid instruments, metacognition skills tests (V = 0.98), student learning outcomes tests (V = 0.99), and non-tests to determine the process of implementing actions. Data were analyzed using quantitative and qualitative descriptive techniques. The results of the study showed that (1) students' metacognitive skills increased from the category starting to develop to be well developed, (2) knowledge learning outcomes increased from the less to the good category, attitudes were in a good category, and skills were also in the skilled category in cycle II, (3) the implementation of the teacher in implementing the TBLDI model is very good, (4) the activity of students increases from being active in cycle I to being very active in cycle II.

Cooperative learning and group learning: The impact on high order thinking skills in the pythagorean theorem material

This study aims to improve students High Order Thinking Skills through the application of the Group to Group Exchange learning model. The research method used is a quasi-experimental model with a Pretest-Posttest Control Group research design and a sampling technique using Cluster Random Sampling. The results showed that based on the research results obtained during the study, the average N-Gain Score for the experimental group using the Group to Group Exchange learning model was 59% with a minimum N-Gain Score of 51% and a maximum of 67%. While the average N-Gain Score control group with the Direct Instruction learning model is 39% with a minimum N-Gain Score of 34% and a maximum of 45%. This means that the Group to Group Exchange (GTGE) learning model is quite effective compared to the Direct Instruction (DI) learning model to improve students High Order Thinking Skill (HOTS).

The Use of Direct Instruction Learning Model Assisted by Phyphox Application Media on Simple Harmonic Vibration Material Experiments

This study was designed to analyze the effect of using direct instruction model learning with the assistance of the Phyphox application media on simple harmonic vibration material experiments based on students' learning outcomes in terms of factual, conceptual, and procedural knowledge. This research method was a pre-experimental design using the one-group pretest-posttest design type. The samples for this research were the students of class X MIPA Al-Mustaqim who were studying for the 2021–2022 academic year. A saturated sampling technique was used to perform the sampling. The data collection technique for this study was a test consisting of thirteen multiple-choice questions and three essays. The data analysis technique used in this study was the Paired Sample T-Test. The data analysis findings showed that before being given treatment, the average score of factual knowledge was 39.20, conceptual knowledge was 47.60, and procedural knowledge was 44.00. After the treatment, the average score for factual knowledge was 68.80, conceptual knowledge was 67.97, and procedural knowledge was 67.00. The results of hypothesis testing using the paired sample t-test showed differences in the average learning outcomes before and after using the direct instruction learning model assisted by the Phyphox application media in terms of factual, conceptual, and procedural knowledge. Based on these findings, it was determined that the direct instruction learning model with the assistance of the Phyphox application was effective in learning to provide students with opportunities for the successful learning process, with a Cohen's effect size of 1.94 (classified as very high). The direct instruction model of learning with the assistance of the Phyphox application media can be used as input and a reference for teachers who struggle with low student achievement.

Penerapan Model Pembelajaran Direct Instruction Untuk Meningkatkan Motivasi Berprestasi Siswa Kelas X Multimedia di SMK Ketintang Surabaya

The learning models becomes an important tool in the learning process. The abilities that students are expected to have will be determined by using appropriate learning models. The study aims to determine how the application of direct instruction and e-learning learning models in basic programming subjects can increase achievement motivation. This research used Quasi-Experiment approach. The design used anon-euivalent control group. The number of research samples consisted of 70 students of class X MM SMK Ketintang Surabaya. The independent variable in this studies was application of direct instruction (X1), E-learning (X2) while the dependent variable used is achievement motivation (Y). Multiple regression used for analyze data. The results showed that tcount = 5.5924 and ttable = 1.371 for dk = 5, at significant level 5%. Test criteria show that tstatistic> ttable (4.5924 > 5.371) then H0 rejected, meaning H1 accepted. It can be interpreted that difference between the Direct Instruction learning model and e-learning is significant.

The Effect of Learning Models and Ability Thinking Creatively on the Outcomes of Learning Course

The aims of the research were: (1) to find out the results of learning the grammar of the student group which was taught using the PjBL learning model and the group of students who were taught using the direct instruction model; (2) to find out the results of learning the grammar of the group of students who have high creative thinking skills higher than the group of students who have low creative thinking abilities; and (3) knowing that there is an interaction between the PjBL learning model and the ability to think creatively in influencing the learning outcomes of dish administration. The method applied in this learning model is Quasi Experiment with 2 x 2 factorial design with Analysis of Variance (Anava). This research was conducted at SMK Negeri 1 Beringin, Deli Serdang Regency, North Sumatra. The population of this study were all students of class XI Catering parallel classes, namely XI TB 1 and XI TB 2. The entire study sample consisted of 56 students. The results of the study show that: (1) PjBL is higher than students who are taught with the direct instruction learning model. (2) The results of learning Tata Dishes among students who have high creative thinking skills are better than students who have low creative thinking abilities; (3) There is an interaction between the learning model and the ability to think creatively on the results of learning serving arrangements.

Upaya Meningkatkan Hasil Belajar Fisika Siswa melalui Model Pembelajaran Direct Instruction di Kelas XI. IPA.4 SMAN 2 Lengayang

This study aims to uncover information and discuss efforts to improve students' physics learning outcomes through the Direct Instruction Learning Model in Class XI. IPA.4 SMAN 2 Lengayang. This type of research is classroom action research (CAR). This research was conducted at SMAN 2 Lengayang, Pesisir Selatan District. The subjects of this study were 32 students of class XI IPA.4 SMAN 2 Lengayang. This research will be carried out in the odd semester of the 2022/2023 school year. The research procedure consisted of two cycles with two meetings in each cycle. Each cycle consists of four stages of research namely planning, implementation, observation and reflection. Data collection in this study was carried out using field note techniques, student worksheets, written tests, observation and documentation. Data analysis techniques use proportion formulas and data reduction. From this research, it was obtained that Class XI Student Learning Outcomes. IPA.4 SMAN 2 Lengayang with the Direct Instruction Learning Model can be seen from the average student learning outcomes in cycle I, namely: 81.88, students who complete 66% or 21 0rang of 32 students. And in cycle II the number of students who completed 90% or 29 people out of 32 students with an average of 86.88. Based on the result data obtained during learning in this class action research it can be concluded that the results of learning Physics through the Direct Instruction Learning Model in class XI. IPA.4 SMAN 2 Lengayang can improve students' physics learning outcomes by giving gifts.

UPAYA MENINGKATKAN PERHATIAN BELAJAR MELALUI MEDIA GAMBAR DENGAN MODEL PEMBELAJARAN DIRECT INSTRUCTION PADA SISWA KELAS II UPT SD NEGERI 11 PASUI

Efforts to Increase Learning Attention Through Media Pictures With Direct Instruction Learning Models in Grade II Students. This study aims to increase students' learning attention by using a learning model direct intruction. This type of research is classroom action research. This classroom action research uses a cycle model of planning, action, observation, and reflection. The subjects of this study were class II UPT SD Negeri 11 Pasui students. The number of students in the class were 13 students who consists of 3 male students and 10 female students. The results of the study show that the results of the evaluation of improvements in learning Indonesian appear to be quite good. Mastery of learning material increased from an average of 70 in the initial data, to 78 in the first cycle. Meanwhile, the level of learning completeness increased from only 36% in the initial data to 60% in the first cycle, there was an increase of 30% in the first cycle. cycle II there has been another increase to 81. Thus it can be seen that from the initial conditions to cycle I there has been an increase in grades meaning there has been an increase in learning. Then when viewed from cycle I to cycle II there is also an increase in the average value and the lowest score obtained by students. The results of this study can be concluded that using media images with the Direct Instruction learning model can increase students' attention in the learning process.