Direct Instruction Model Research Articles

Pengaruh Model Direct Instruction Berbantuan LKPD terhadap Kemampuan Literasi Statistis Kelas V SDN 13 Pontianak Utara

This study examines the effectiveness of the Direct Instruction learning model, enhanced by LKP, on statistical literacy skills in statistics among fifth-grade students at SDN 13 Pontianak Utara. An experimental design with a quasi-experimental approach was employed, involving a sample of 47 fifth-grade students. Data collection utilized test questions, which were analyzed using descriptive statistics and an independent samples t-test with SPSS version 22. The impact of the Direct Instruction model on students' statistical literacy was assessed using the effect size formula. The findings reveal that: (1) the learning process utilizing the Direct Instruction model supported by LKPD was implemented as intended and adhered to the established materials, (2) a significant difference exists in statistical literacy skills between students who engaged with the Direct Instruction model supported by LKPD and those who did not, and (3) the effect of this instructional model on statistical literacy skills is considered substantial, with an effect size of0.91.

PENERAPAN MODEL PEMBELAJARAN DIRECT INSTRUCTION TERHADAP HASIL BELAJAR SATUAN WAKTU SISWA KELAS II SD

This study aims to describe the improvement of learning outcomes of grade II elementary school students in Mathematics through the direct instruction model on the material of time units. The study adopted Classroom Action Research (CAR) with four (4) stages, namely planning, implementation, observation and reflection. The subjects of the study were 44 grade II students of Elementary School 1 Lembursawah, consisting of 24 female students and 20 male students. Data collection tools used repeat tests and observations. The data analysis technique used was the recapitulation of students' pretest and posttest scores from cycles I and II. The results of the study showed that the implementation of the direct instruction model can improve Mathematics learning outcomes of grade II students. It can be seen from the students' completeness in cycle I of 68% increasing to 84% in cycle II. It means that student learning outcomes increase gradually from cycle I to cycle II by 16%. Therefore, direct instruction model can improve students' understanding of the content of time units in the Mathematics subject of grade II elementary school.

STUDENTS’ LEARNING ACTIVITIES IN PHYSICS CLASSES OF GRADE X BY IMPLEMENTING INQUIRY TRAINING MODEL

This research aims to analyze students’ learning activities in implementing the inquiry training learning model in grade X. The physics lesson material taken in this research is linear motion. SMAN Percut Sei Tuan is the location where the research was carried out. The samples in this study were two classes: grade X-9 which uses inquiry training model and X-5 which uses direct instruction model. The type of this research is quasi experiment. The observation sheet was used as an instrument in this research. The data in this research were analyzed using the independent sample t test to find out the differences in student learning activities using the inquiry training model and the direct instruction model. Student learning activities are observed during learning activities by an observer. The average of student learning activity in class X-9 is 80 and class X-5 is 71. Based on the results of data analysis, it was found that the sign value < 0,05. So it can be concluded that there are differences in student learning activities using the inquiry training model and the direct instruction model.

The Effectiveness of Collaborative E-Learning-Based Learning in Reducing Student Misconceptions on Heat in East Java High Schools During Merdeka Belajar

This study aims to determine the effectiveness of Collaborative E-learning-Based Learning (KABEL) to remedy student misconceptions for heat in high schools in East Java during merdeka belajar. The study used a pre-experimental design, specifically a one-group pre-test post-test design. The study includes a sample of 290 10th-grade students who were randomly chosen from different high schools in East Java. The data collection instrument consists of 20 multiple-choice questions, each with 3 alternative answers and open-ended reasons. The average percentage of student misconceptions was 94.67% before and 39.33% after remediation. The Mc Nemar test showed a significant improvement in student conceptual understanding after remediation, as evidenced by a chi-square value (X2) of 11.16, which exceeded the critical chi-square value (X2table) of 3.84 for a degree of freedom (df) of 1 and a significance level (α) of 5%. The obtained proportion value of 0.56 shows a moderate effectiveness of the direct instruction model with animation media in addressing student misconceptions.

PROBLEM-BASED LEARNING MODEL: IMPLEMENTATION IN MATHEMATICS LEARNING FLAT BUILT MATERIALS

The objective of this research is to ascertain the disparity in the mean learning outcomes between students instructed through the Problem Based Learning (PBL) approach and those instructed through the Direct Instruction (DI) approach. This study used a quasi-experimental approach, specifically the Posttest-Only Control Group design. The research was conducted at SMP Negeri 4 West Siau during the second semester of the 2023/2024 academic year. The participants of this study were selected from two homogeneous and identical classes: class VIIA, consisting of 14 students who received the Problem Based Learning (PBL) model treatment, and class VIIB, consisting of 14 students who received the Direct Instruction (DI) model treatment. The mean posttest score for the experimental group was 82.64, while the mean posttest score for the control group was 68.85. Conducting a data analysis using the t-test, the calculated t-value is 6.599, which is greater than the critical t-value of 2.056. Therefore, the choice is made to reject the null hypothesis (H0). Therefore, the Problem Based Learning (PBL) paradigm has the potential to enhance the overall academic performance of students in the subject of Bangun Datar

Pengaruh Model Pembelajaran Literasi, Orientasi, Kolaborasi dan Refleksi (LOK-R) Berbantuan Ice Breaking terhadap Kemampuan Membaca Siswa Kelas IV di SD YPK 1 Efata Serui

The main objective of this research is to determine the effect of the Literacy, Orientation, Collaboration, and Reflection (LOK-R) learning model aided by Ice Breaking on the reading ability of fourth-grade students at SD YPK 1 Efata Serui. The type of research is quasi-experimental design. The population of this study is all 172 students at SD YPK 1 Efata Serui, while the research sample consists of 29 fourth-grade students. Data collection was carried out through reading ability tests, observation sheets, and documentation. The collected data was analyzed using inferential statistical techniques. Based on the data analysis, the average score in the experimental class before treatment was 55.5, while after treatment it was 88.5. In the control class, which used direct instructional model, the average pretest score was 60.5 and the post-test score was 67.5. Hypothesis testing for the experimental class yielded a normal gain test of 0.68, which means it was very effective, while the control class obtained a normal gain test of 0.29, indicating that it was not effective. Based on the research results, it can be concluded that there is an influence of the Literacy, Orientation, Collaboration, and Reflection (LOK-R) learning model aided by Ice Breaking on the reading ability of fourth-grade students at SD YPK 1 Efata Serui.

The Influence of the Index Card Match Type Cooperative Learning Model on the Learning Outcomes of Vocational High School Students

This research aims to determine the effect of the Index Card Match Type Cooperative Learning Model on the Learning Outcomes of DPIB Basic Principles at State Vocational School 1 Percut Sei Tuan. This research method is a Quasi-Experimental design. This method is used to measure variables before and after to see the causal relationship of the phenomenon under study. Based on the research results, the use of the Index Card Match Type Cooperative Learning Model has a better impact on learning outcomes in the cognitive domain of DPIB Basic Principles on Building Statics elements. This is proven by research results which show that the average cognitive learning outcomes of students who were taught using the Index Card Match Type Cooperative Learning Model was 73.06, higher than the average learning outcomes of students who were treated with the Direct Instruction model, namely amounting to 61.94. This is also reflected in the research data, the t test results show a t value of 3.73 compared to the t table value of 1.670 (t value > t table). Based on these differences, both theoretically and proven by statistical analysis carried out in this research, it can be concluded that the Index Card Match Type Cooperative Learning Model has a significantly different influence on student learning outcomes on DPIB Basic Principles in Building Statics Elements for class students X DPIB Skills Program State Vocational High School 1 Percut Sei Tuan.

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.

Penerapan Model PBL Dalam Pembelajaran Matematika Materi Bangun Datar Segi Empat Dan Segitiga

Application of the PBL Model in Mathematics Learning Material on Rectangular and Triangular Figures. Mathematics Department. Faculty of Mathematics, Natural and Earth Sciences. Manado State University. Tondano 2024. Thesis. This research examines the differences in the learning outcomes of rectangular and triangular shapes for students who received the Problem-Based Learning model treatment and those who received the Direct Instruction model treatment at SMP Negeri 2 Tondano. The method used is quasi-experimental. The research design used was Posttest-only Control Group Design. The research subjects were 15 class VII-C students who received the PBL model treatment and 15 class VII-D students who received the DI model treatment. From this research, data was obtained in the form of learning results, and normality tests and homogeneity tests were carried out before hypothesis testing. The results of the normality test in the experimental class were obtained Lcount = 0.1475 < Ltabel = 0.2200, so the learning result data for the experimental class was normally distributed. Meanwhile, the normality test results in the control class were obtained Lcount = 0.0924 < Ltable = 0.2200, so the control class learning outcomes data were normally distributed. The homogeneity test results obtained Fcount = 1.0457 < Ftable = 2.4837, so the variance of the two classes is homogeneous. The results of hypothesis testing with a real level of α=0.05 obtained tcount = 1.8125 > ttable = 1.7011. Thus, it can be concluded that the average learning outcomes of students who received the PBL model treatment were higher than those of students who received the DI model treatment.

Enhancing University Students' Motivation in Basketball Courses through Tactical Games Model.

As the COVID-19 pandemic subsides, universities face challenges such as diminished student physical fitness and a decreased interest in physical education courses. The purpose of this study was to evaluate the effectiveness of the tactical games model (TGM) in enhancing university students' motivation in basketball courses, using a comparison control group taught using the direct instruction model (DIM). Additionally, this research delves into the motivational dynamics explained by self-determination theory, aiming to identify key factors influencing student engagement and participation. A total of 141 sophomore university students were analyzed and divided into an experimental group (68 students) and a control group (73 students). The participants engaged in an 8-week teaching intervention program. To assess motivation, the Sport Motivation Scale-II (SMS-II) was administered both before the start and one week after the conclusion of the intervention. Differences in motivation and subscale scores between the TGM and DIM groups were evaluated using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). The results of the study demonstrated that the TGM significantly enhanced university students' motivation (SDI: F = 6.949; p = 0.009; η² = 0.049). Furthermore, TGM enhanced scores on intrinsic and extrinsic motivation sub-scales more effectively than the DIM. These findings advocate for the adoption of TGM by university instructors as a potent tool to elevate student motivation, emphasizing the importance of focusing on both intrinsic and extrinsic motivational elements within physical education programs.

The Effectiveness of Integrated Socio-Scientific Issues Jigsaw Model to Improve Students’ Chemistry Literacy and Communication Skills

This quasi-experimental study was designed to determine the effectiveness of the integrated socio-scientific issues (SSI) Jigsaw learning model to improve students' chemical literacy and communication skills on acid-base solution topic. A number of 31 and 36 of 11th grade students were randomly selected for the experimental and the control classes, respectively. The integrated SSI Jigsaw learning model was applied for the experimental class, while the Direct Instruction (DI) model was used for the control class. The literacy test, and the Likert scale instrument were used for collecting the data; while the t-test, and the n-gain test technique were used for analysing the data. The results indicated that there were significant mean increasing in the chemistry literacy and communication skills of students after learning with the SSI Jigsaw integrated model. The n-gain value for chemistry literacy skills and for student communication skills were 64.26% and 56.19%, respectively. This mean that the integrated socio-scientific issues (SSI) Jigsaw learning model is promising improve students' chemistry literacy and communication skills on acid-base solution topic.

Differences in Learning Outcomes of Class VIII Students of SMP Negeri 3 Tondano on The Material of Building Flat Side Spaces Given the Implementation of The PjBL Model

This study investigates the disparities in students' mathematical learning achievements when using the Flat-Side Building material in conjunction with the PjBL model compared to students who use the DI model. This study employs an experimental research approach utilizing a post-test-only control group design. The participants in this study consisted of two groups: an experimental group, comprising 25 students from class VIII-C, and a control group, comprising 24 students from class VIII-B at SMP Negeri 3 Tondano for the academic year 2023/2024. The selection of participants was done randomly from the two classes. The post-test research yielded an average score of 79.44 for the experimental class and 75.0208 for the control class. The hypothesis test analysis results indicate that the value of tcount is 2.302 and the value of ttable is 1.678. Since the value of tcount is greater than the value of ttable, we can infer that the null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted. This study determines that there is a discernible disparity in student learning outcomes when the subject of Building Flat Side Spaces is taught utilizing the Project-based Learning (PjBL) model as opposed to the Direct Instruction (DI) model in the eighth grade of SMP Negeri 3 Tondano.

A Study on the Effectiveness of Using Direct Instruction Model on Geometric Figure Drawing Skills in Mathematics Subject of Girl Teachers of Teacher Training School of Akole Taluka.

A Study on the Effectiveness of Using Direct Instruction Model on Geometric Figure Drawing Skills in Mathematics Subject of Girl Teachers of Teacher Training School of Akole Taluka.

The Effectiveness of Direct Instruction Model in Teaching Solfeggio for Beginners

The background of this study was rooting down from the students music learning circumstances, of which they have low skill and knowledge of solfeggio, low ability of transferring solfeggio automatically into a new context although they have learned it, unavailability of learning material, syllabus, and lesson plan, standardized method and media of learning. Based on the problems stated above, it is very important to design a research dealing with learning solfeggio which lasting and producing a complete, practical, reliable and valid curricula of solfeggio. The basis model of development is using ADDIE theory. This research belongs to R & D research. The subject of the research is the students of art and music department, FBS Padang State University. The instrumentation of data gathering was using interview, questionnaire, tryout, performance-test. To analyze the raw data to see the level of reliability and practicality the researcher used the formula of Rho Spearman Brown, and the result is that r-obtain 1.2 exceeds r-table within significance level of 95% (0.05) it is 0.349 or by (0,01) it is 0.449. To prove the effectiveness of the product of this research ( the model of learning solfeggio ), the writer distinguish the data of pre-test to post-test by accumulating the scores the students obtained by using match t-test, and the result is that t-obtain 9.311 exceeds t-table 1.697. It means that, the model of learning solfeggio as the product of this research is much more effective significantly since the result of the match t-test is so high exceeding the number of the t-tab. It can be concluded that this model is very useful for the lecturers and the students as well in learning solfeggio at the music department of FBS Padang State University.

Means End Analysis (MEA): A Learning Model to Improve Mathematics Cognitive Learning Outcomes in the Post-Pandemic COVID-19

This research is motivated by the low cognitive learning outcomes of students in solving math problems. Alternative learning to the low cognitive learning outcomes of students is to apply the Means-End Analysis learning model. This model is designed using a quasi-experimental method. This study aims to determine the difference in the average cognitive learning outcomes of class VI students in learning mathematics using the Means-End Analysis model with conventional learning using the Direct Instruction model. The population of this research is all sixth-grade students of SDN 267 Bandung for the academic year 2021/2022. The samples taken were class VI A, and class VI B using a purpose sampling technique. Data collection techniques used are tests and observations. The data analysis technique used an independent t-test with a significance level of 5%. The results obtained that: there is a difference in the average cognitive learning outcomes of students between those taught with the Means End Analysis learning model and conventional learning using the Direct Instruction model. So that the Means-End Analysis model can be used as a learning model that can improve cognitive mathematics learning outcomes in the post-pandemic COVID-19. Keywords: mathematics cognitive learning outcomes, means end analysis (MEA): a learning model, post-pandemic covid-19

Pengaruh Model Pembelajaran Berdiferensiasi dan Direct Instruction Terhadap Hasil Belajar Ditinjau dari Minat Siswa

This study aims to determine the effect of differentiated learning and Direct Instruction models on student learning outcomes, viewed from the perspective of student learning interest. The research was conducted in one of the Elementary Schools in Bima Regency, West Nusa Tenggara Province, using experimental methods and a 2 x 2 by-level research design. The results of the study indicate that: (1) The learning outcomes of students who follow the differentiated learning model are higher compared to those who follow the Direct Instruction model, (2) There is an interaction between the differentiated learning and Direct Instruction models with student learning interest towards learning outcomes, (3) Students with high learning interest perform better in the differentiated learning model compared to the Direct Instruction model, and (4) Students with low learning interest perform better in the Direct Instruction model compared to the differentiated learning model

Journeying Through Inquiry-Based Learning: A Focus on Science Process Skills

This research is a quasi-experimental study with a pretest posttest control group design. This study aims to determine the influence of the guided inquiry learning model on the science process skills of students in class XI MIPA on motion systems material. This research was carried out at SMA Negeri 1 Kodeoha, Southeast Sulawesi in 2022/2023 academic year. The study took XI MIPA 1 as experimental class and XI MIPA as the control class. Each class consisted of 30 students. Sample selection was done by random sampling. In the experimental class, the guided inquiry learning model was applied while in the control class was implemented direct instruction model. The results of the science process skills test using the t-test obtained t-count of 2.6837 and t-table at a significant level (α = 0.05) of 2.0484, so t-count > t-table. It can be concluded that there is an influence of the guided inquiry learning model on the science process skills of XI MIPA class students on motion systems material at SMA Negeri 1 Kodeoha, Southeast Sulawesi.

Analysis of Students' Problem-Solving Skills in Physics Learning Through a STEM-Oriented Direct Teaching Model

Problem-solving skills are one of the 21st-century skills that students must master, but most students still have not mastered them. This research aims to describe the implementation and obstacles to implementing STEM-oriented direct instruction to improve students' problem-solving skills. This research is descriptive and qualitative in analyzing students' problem-solving skills. The subjects of this research were 20 students in class XI MIPA. The tools used are sound wave teaching materials that have been validated, and research instruments are student response questionnaires, and researchers act directly as teachers. Data analysis is carried out by reviewing the results obtained in the field through interviews, observations, and a collection of other documents. The data analysis stages in this research used the Miles and Huberman model: data classification, data display, and data validation. It was concluded that the implementation of learning took place according to the STEM-oriented direct instruction syntax, and several factors hindered the improvement of students' problem-solving skills, including internal factors, namely from within the students, and external factors, namely from the teacher and school.

PENINGKATAN KEMAMPUAN PESERTA DIDIK DALAM MENGIDENTIFIKASI AKOR MUSIK DENGAN TEKNIK ‘TUPATMA’

Identifying music chords is one of the students’ abilities in developing their creativity when learning Cultural Arts as the school subject. The mostly encountered problem at school is that students are less motivated to develop their ability to create music arrangement since they consider Cultural Art as a school subject proposed for only talented students. The current research aims at increasing the students’ ability to identify music chords using the technique of ‘Tupatma’ through direct instruction model. The classroom action research was carried out in two cycles including the stages of planning, implementation, observation, and reflection in each cycle. Subjects were tenth graders of Food Technology Class 1 in SMKN 2 Godean in the academic year of 2017/2018. Data collection techniques included observation, questionnaire, documentation, and field notes, while data analysis employed the technique of quantitative descriptive analysis. The result of the study demonstrates that the use of ‘Tupatma’ technique through direct instruction model can improve the average score of students’ learning completion rate in each cycle. Students’ average score in cycle 1 is 76.72 with the mastery percentage of 72%; and in cycle II students’ average score becomes 81.75 with the mastery percentage of 100 %.

Fostering critical thinking and self-efficacy in mathematics students

This research addresses the low critical mathematical thinking abilities of students when facing mathematical problem-solving challenges. The study aims to evaluate the impact of implementing various teaching approaches, including Contextual Teaching and Learning (CTL), Problem-Based Learning (PBL), and Direct Instruction (DI) models, on students' critical mathematical thinking abilities. Participants included 276 eighth-grade students from SMP La Tansa Mashiro 1, 2, and 3 in Lebak Banten during the academic year 2022/2023, divided into three classes. Samples were selected using simple random sampling, resulting in 94 students for CTL, 92 students for PBL, and 90 students for DI instructional models. Data collection involved self-efficacy questionnaires and critical mathematical thinking ability tests, analyzed using a two-way ANOVA. The findings suggest that implementing CTL and PBL models positively influences students' critical mathematical thinking abilities. Additionally, students' self-efficacy levels contribute significantly to their critical mathematical thinking abilities. Furthermore, a significant interaction was observed between the implementation of CTL, PBL, and DI models and students' efficacy levels, collectively influencing students' critical mathematical thinking abilities. These results emphasize the importance of employing active approaches, such as contextual, problem-based, and direct instructional methods, while also enhancing students' self-confidence to improve their critical mathematical thinking abilities. It is hoped that implementing these recommendations will enhance the effectiveness of mathematics learning and foster the development of students' critical thinking skills.