Expository Learning Research Articles

Contribution of the Learning Model as a Provision for the Introduction of the School Field (PLP) to Optimize the Learning Process

Effective learning is an important aspect for students as a provision for the introduction of field schooling (PLP) for students. The purpose of this study was to determine how much students can apply effective learning models in the learning process when following PLP, as well as how the application of these models affect the effectiveness of learning when following PLP. The design of research conducted in this study is qualitative research with descriptive approach. The population in this study as many as 55 students and then sampled a number of 30 students with random sampling. The results of the observation sheet showed that most students (70%) can apply effective learning models in the learning process when following PLP. While the other 30% still have difficulty in implementing the model. The results of data reduction from interview sheets showed that most students (80%) stated that the application of effective learning models in PLP makes learning more fun and effective. Another 20% stated that they had difficulties in implementing the model. The results of data reduction from the questionnaire showed that most students choose expository learning (20%) Problem-Based (60%) and cooperative learning (15%), most students can apply problem-based learning models in the learning process when attending PLP. This can be seen from the reduction of observation sheet data which shows that 70% of students can apply the model. The results of interviews and questionnaires also showed that most students stated that the application of effective learning models in PLP makes learning more fun and effective.

STRATEGI PEMBELAJARAN DHARMA GITA DALAM MENINGKATKAN NILAI-NILAI PENDIDIKAN KARAKTER HINDU DI PASRAMAN SWASTA PRANAWA

The existence of the Regulation of the Minister of Religion of the Republic of Indonesia Number 56 of 2014 has an impact on the development of non-formal pasraman which stipulates that Hindu Religious Education is needed in order to form a Hindu community that has competence and knowledge, quality and competitiveness in the field of Hinduism. In this context, the role of pasraman is very important, especially in the field of educational development. This research focuses on two things, namely the learning strategy of Dharma Gita in increasing the values of Hindu character education and the obstacles encountered in implementing the learning strategy of Dharma Gita. The theory used to analyze the problems in this study is the theory of behaviorism by Albert Bandura and the theory of Humanism by Abraham Maslow. This research is a qualitative research with descriptive data presentation. Data collection was carried out using non-participant observation techniques, structured interviews and documentation studies. The data that has been collected is then analyzed through three steps, namely data reduction, data presentation, and drawing conclusions. Based on the research that has been done, the following results are obtained, 1) The Dharma Gita Learning Strategy is applied in learning at the Pasraman Swasta Pranawa, namely, using Cooperative Learning Strategies and Expository learning Strategies. 2) The obstacles encountered in implementing the Dharma Gita learning strategy are internal and external factors. Internal factors include 1) children have difficulty processing notes, 2) students lack focus in learning activities, and 3) low student motivation. External factors include factors from the community environment, in a community environment children learn about norms, rules and customs in society.Keywords: Learning, Strategies, Dharma Gita, Pasraman.

The Effect of Expository Learning Strategies on Student Responses in PAK Learning

Teaching strategy is one of the elements that must be understood by a teacher. Learning strategies are developed according to a certain approach. Learning strategies consist of all academic components and procedures that help students achieve certain learning goals. Teaching strategies can also be interpreted as models of teaching activities that are chosen and used by teachers depending on the characteristics of students, school conditions, the environment and the specific learning objectives that are formulated. In the world of education, a teacher must have used an expository strategy, especially an PAK teacher who used an expository learning strategy in the lecture method delivered to students. Moreover, this strategy uses the lecture method, such as for example how to teach Jesus who uses the lecture method, where his sermon is written in Matthew 5-7. The expository strategy is very effectively used in PAK learning because PAK learning contains many elements of religious history which the teacher conveys to students in the form of lectures.

Inquiry, Expository and Motivation Learning Strategies on Pancasila and Civic Education Subjects Outcomes

This research was carried out regarding the of Pancasila and civic education factuality subject outcomes or also called as PPKn is low, especially in class VII students due to the selection of inappropriate learning strategies. By choosing the right learning strategy, it is hoped that it will be able to provide understanding and interest in students so that learning motivation arises. This research to explain : 1) differences in PPKn subject outcomes for groups of students who were taught using inquiry and expository learning strategies, 2) differences in PPKn subject outcomes for groups of students who had high and low learning motivation, and 3). learning motivation in influencing PPKn subject outcomes. This research was conducted at SMP Negeri 3 Pulau Rakyat with a sample of class VII. The method used in this study is an experimental research method. The research design uses a 2x2 factorial design. There were two classes in this study, namely the experimental class with students in class VII-1 and the control class with students in class VII-4. The data collected are PPKn subject outcomes data and class VII students' learning motivation data. The results showed that 1) there was an influence of learning strategies in influencing PPKn subject outcomes with F count 58.775, 2) There was an influence of learning motivation in influencing PPKn subject outcomes with F count 92.04, and 3) there were interactions in learning strategies and learning motivation in affect learning outcomes PPKn with F count 4.09.

PENERAPAN MODEL PEMBELAJARAN EKSPOSITORI DALAM PENGEMBANGAN LESSON PLAN PADA MATERI KINGDOM MONERA DI SMA/MA

Students have different characteristics in learning. This requires a teacher to expend all his abilities to carry out learning that can be accepted by all students and in accordance with the material being taught. One of the components in learning activities at school is the Lesson Plan. A teacher must use an appropriate Lesson Plan in learning activities so that teaching and learning activities run conducively and effectively. This study aims to develop a Lesson Plan with an expository learning model at the senior high school level or equivalent. This research is a Research and Development (RnD) based research conducted using the PPE method which consists of three stages, namely Planning, production and evaluating. Researchers conducted interviews with biology teachers in high schools, then prepared a Lesson Plan that was adjusted to the interview data. Then practice it directly to students. The implementation of the Lesson Plan that has been made by researchers reaches 83.75%. So it can be concluded that the lesson plan used by researchers is feasible to use.
 Keywords: 
 Lesson Plan; expository; RnD; PPE

Pengaruh Strategi Pembelajaran React dan Berpikir Kreatif terhadap Kemampuan Komunikasi Matematis Siswa di Smpn 205 Jakarta

The Purpose of this research is to know the influence of learning strategy REACT on students' mathematical comunication ability. This research was conducted at SMPN 205 Jakarta. The research design used is treatment by level 2x2, with independent ariable is learning strategy that is REACT and expository, dependent ariable is mathematical communication ability, and moderator ariable is creative thinking. Sampling technique used cluster random sampling. The result of this research is first learning is REACT effecti e to impro e student communication ability so that this strategy can be used by junior high school teacher in the matter of building rectangle flat. Second, the learning effect on students 'mathematical communication ability depends on the students' creative thinking level. Third, with learning strategy REACT students who ha e a level of creative thinking high scores ha e higher mathematical communication skills compared with expository learning

PENGARUH PENDEKATAN OPEN-ENDED DENGAN PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA DI SMPIT BINA SALAM BEKASI

This study aims to determine the effect of an open-ended approach with cooperative learning type Student Team Achievement Division (STAD) on students' mathematical connection abilities. The research was conducted at SMPIT Bina Salam, Bekasi City in the framework of the independent learning program in the form of teaching assistance learning activities in educational units. This research method is an experiment. The number of students as many as 54 students in this study. The results showed that there was no difference in the mathematical connection abilities of students who used an open-ended approach with STAD type cooperative learning and expository learning.
 Keywords: Open-Ended Approach, STAD type Cooperative, Mathematical Connection capabilities.

Learning about Victims of Holocaust in Virtual Reality: The Main, Mediating and Moderating Effects of Technology, Instructional Method, Flow, Presence, and Prior Knowledge

The goal of the current study was to investigate the effects of a virtual reality (VR) simulation of Anne Frank’s hiding place on learning. In a 2 × 2 experiment, 132 middle school students learned about the living conditions of Anne Frank, a girl of Jewish heritage during the Second World War, through desktop VR (DVR) and head-mounted display VR (HMD-VR) (media conditions). Approximately half of each group engaged in an explorative vs. an expository learning approach (method condition). The exposition group received instructions on how to explore the hiding place stepwise, whereas the exploration group experienced it autonomously. Next to the main effects of media and methods, the mediating effects of the learning process variables of presence and flow and the moderating effects of contextual variables (e.g., prior technical knowledge) have been analyzed. The results revealed that the HMD-VR led to significantly improved evaluation, and—even if not statistically significant—perspective-taking in Anne, but less knowledge gain compared to DVR. Further results showed that adding instructions and segmentation within the exposition group led to significantly increased knowledge gain compared to the exploration group. For perspective-taking and evaluation, no differences were detected. A significant interaction between media and methods was not found. No moderating effects by contextual variables but mediating effects were observed: For example, the feeling of presence within VR can fully explain the relationships between media and learning. These results support the view that learning processes are crucial for learning in VR and that studies neglecting these learning processes may be confounded. Hence, the results pointed out that media comparison studies are limited because they do not consider the complex interaction structures of media, instructional methods, learning processes, and contextual variables.

Application of Learning Strategies and Emotional Intelligence on Learning Outcomes of Music Art Students of Tebing Tinggi Public 2 Senior High School

This study aims to compare students ’art learning outcomes through the application of accelerated learning strategies with expository learning strategies, emotional relationship intelligence with students’ learning outcomes of music art. This research is an experiment (experiment) and treatment (treatment). The study population was all students of SMA Negeri 2 and 3 Tebing Tinggi. The sample was determined by cluster random sampling technique. This study used a quasi-experimental research method. The results of the study are differences in the learning outcomes of students who learn with accelerated learning strategies both in groups of students who have high emotional intelligence and students who have low emotional intelligence. Higher learning outcomes for students who are taught the art of music with accelerated learning strategies from the expository. The high emotional intelligence learning outcomes taught with accelerated learning strategies were better than students who studied expository learning, while the learning outcomes of students who had low emotional intelligence who were taught with accelerated learning strategies were better than students taught expository learning strategies. These results indicate that the acceleration learning strategy is more effectively applied in students’ learning of the art of music in order to improve learning outcomes of high emotional intelligence.
 Keywords: expository learning strategies; music art; emotional intelligence

Pengaruh Jurusan Asal Sekolah Terhadap Motivasi Belajar Matematika Mahasiswa Menggunakan Model Pembelajaran SAVI

The aims of this study were to (1) analyze the differences in student learning motivation using the SAVI learning model and those using the expository learning model, (2) to analyze the differences in student learning motivation using the SAVI learning model and those using the expository learning model in terms of school majors. This study is an experimental study using a Mix Method approach involving 68 students of the Akamigas Balongan Indramayu Petroleum Engineering Study Program. The sampling technique used was Simple Random Sampling, two classes were selected as samples, namely class 20 TPA as experimental class I and class 20 TPB as experimental class II. The tools or instruments in this study were learning outcomes tests in the form of explanations about explanations, interviews, motivation questionnaires and questionnaires from school majors. The data analysis of this research is using the mean comparison test, ANOVA test and correlation test. The results of this study are: (1) the learning motivation of students who use the SAVI learning model is better than those using the expository learning model, (2) the learning motivation of students who use the SAVI model and come from the origin of the science department is better. Thus, the SAVI learning model is good for use in learning mathematics because students are more active and interested in learning and can be a reference for teachers/lecturers in increasing students learning motivation.

STRATEGI PEMBELAJARAN EKSPOSITORI UNTUK ANAK BERKEBUTUHAN KHUSUS JENIS TUNARUNGU PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

Religious Education in Islam Learning is essential in life, thus an educator must be able to explain and present content effectively. Choose tactics and procedures based on the qualities and requirements of pupils, particularly those with exceptional needs such as deafness. The Islamic Religious Education learning strategy for deaf children with special needs at SLB Tunas Bangsa Asembagus Situbondo employs an expository learning strategy, which involves the delivery of verbal material from a teacher to a group of students and mastery of the material through learning activities. Preparation, presentation (delivery) of content, correlation, conclusion, and application precede learning. The factors that aid in learning Islamic religious education are as follows: (1) internal factors consisting of students' interest in learning and motivation. (2) external factors, namely the establishment of a harmonious relationship between teachers and students as well as between teachers and guardians of students.

The Effect of Module-Assisted Direct Instruction on Problem-Solving Ability Based on Mathematical Resilience

Mathematical resilience is necessary for learning mathematics because the nature and impression of mathematics is a complex subject for most students. This study aimed to determine the effect of the module-assisted Direct Instruction model and mathematical resilience on the problem-solving abilities of prospective teacher students at a private university in Yogyakarta. This research is a quantitative descriptive study with a quasi-experimental design of the nonequivalent control group design type. The sample used was 40 students divided into 19 students in the experimental class, namely the class that received the module-assisted Direct Instruction learning model, and 21 students in the control class, namely the class that received the Expository learning model. The data collection technique is done by giving a mathematical resilience questionnaire. The data analysis technique used quantitative descriptive analysis techniques. The results also show that the Direct Instruction learning model assisted by the module effectively supports problem-solving abilities controlled by the variable of mathematical resilience in discrete mathematics lectures.

Problematics of the Learning Proces of Islamic Religious Education in Junior High Schools

This research aims to determine the planning, implementation, and evaluation carried out in Islamic Religious Education learning. This research uses a qualitative method with a descriptive approach, namely describing the conditions that occur in the field as they are. The data sources in this research are Islamic Religious Education teachers, students, and the principal of Palembayan 01 Junior High School. Data collection techniques were carried out by means of interviews, observation, and documentation. Meanwhile, the sampling technique is using snowball sampling. The analysis results show that; i) learning strategy planning is less than optimal, including planning in learning objectives, choosing teaching materials that focus on book material without looking for additional references, learning techniques that are less varied, only using lecture and question and answer techniques, poor class management, ii) implementing strategies Islamic Religious Education learning is not consistent in carrying out the steps in using strategies, only using direct, expository learning strategies which are according to one's own wishes, discussions focused only on activity, iii) forms of learning evaluation questions given in the form of tests and non-tests, questions that less interesting because there are no pictures or tables, relying on questions. The results of this research can be used as initial data for future researchers to study in different contexts and studies.

STRATEGI INOVATIF DALAM PEMBELAJARAN THAHARAH DI MI PIAT TANJUNG SETEKO

The quality of the learning process and good learning outcomes is the key to the success of an educator in delivering material. The importance of various skills that must be owned by a student, made researchers moved to conduct this research. The purpose of this study is to find out and describe the meaning of learning strategies, to find out the types of learning strategies and to find out how to develop innovative strategies in thaharah (cleanliness) learning. The method used in this study is to use a qualitative approach to the type of library research. Sources of data for this research come from articles, journals, books, and several other scientific works. The results of this study are by using innovative learning strategies the learning atmosphere becomes fun and can make students motivated and enthusiastic about participating in learning. There are several types of learning strategies including: expository learning strategies, inquiry learning strategies and cooperative learning strategies. This innovative learning includes uncleanness, hadast (large, medium, small) as well as procedures for ablution and tayammum. Innovative learning strategies used in thaharah learning can use games, show videos and practice. This can make students understand more about what is being studied.
 

The Effectiveness of Guided Inquiry Learning Model on Students' Critical Thinking Ability in Simulation and Digital Communication Subjects

<div align="center"><span lang="EN-US">This study aims to find out the difference in students' critical thinking ability between the use of the Guided Inquiry learning model and with expository learning model and to know the effectiveness of the Guided Inquiry learning model on students' critical thinking ability in digital Simulation and Communication subjects. The subject used in this study was a Grade X student of Software Engineering SMK 2 Surakarta. The method used is a quantitative approach with a quasi-experiment that uses a nonequivalent control group design, pretest-posttest. This study used two groups: the control group with the expository learning model and the experimental group with the Guided Inquiry learning model. Sampling techniques in this study with simple random sampling. Data collection using observations and test instruments. Data analysis on hypothesis test using Independent sample T-test with an error level of 0.05. Hypothetical testing showed significant differences in post-tests between the two groups with sig values. (2-tailed) by 0.012 <0.05.</span> </div>

Perbandingan Strategi Pembelajaran Gallery Session dan Ekspositori pada Pembelajaran Pendidikan Agama Islam

This paper compares gallery sessions and expository learning strategies for Islamic Religious Education (PAI) learning at Ashfiya Elementary School (SD) Bandung. The method used in this study is a quasi-experiment with pretest post-test control group design. Sampling was conducted incidentally to determine the experimental and control classes. The study's results showed that the difference in the mean scores before and after the gallery session strategy in the experimental class was significant, 31.905, compared to the control class, which applied the expository strategy with a score of 22.27. The average value obtained after treatment in the experimental class was 85.25, and the control class was 75.50. The hypothesis test results show a difference in average values with a significant gain of 0.00. The gain value in the class that uses the gallery session strategy is 51.6, so it is in the medium category. While the class that uses the lecture strategy gets a gain value of 25.2, so it is in a low category. That proves that there are differences in learning outcomes with the application of the gallery session strategy compared to the expository strategy.

The Effectiveness of the Flipped Classroom Learning Model to Improve Mathematics Learning Outcomes at MTS Amalul Ikhlas

The formulation of the problem in this research is to find out the results of learning mathematics using the expository model and the flipped classroom learning model and whether the flipped classroom learning model is effective in improving the mathematics learning outcomes of MTs Amalul Ikhlas students. This research is a quantitative study. The population in this study were students of class VII MTs Amalul Ikhlas which consisted of 2 classes totaling 54 students. Sampling was done by using saturated sampling technique. The sample in this study consisted of two classes, namely VII A totaling 27 students as the experimental class and VII B totaling 27 students as the control class. control class is 46,48148. From the post-test results, the average score in the experimental class was 80.741 while the post-test average in the control class was 66.6667. From the data analysis shows that the experimental class, the value of L0 pre-test = 0.096 and the value of L0 post-test = 0.130. Meanwhile for the control class the value of L0 pre-test = 0.111 and the value of L0 post-test = 0.119. To test the homogeneity of the pre-test experimental class and control class obtained Fhitung (1.047) < F table (1.929). For the homogeneity test in the post-test experimental class and control class obtained Fhitung (1,108) <Ftable (1,929). The results of descriptive analysis of the data and gain index of the experimental class and control class show that the average gain index of the experimental class is 0.7 and the control class is 0.4. Furthermore, from the results of the t-test calculation, obtained thitung (5,281) > ttable (2,006) meaning that the average student learning outcomes on integer material with the Flipped Classroom learning model are higher than student learning outcomes using the Expository learning model and the Flipped Classroom learning model. effective in improving students' mathematics learning outcomes.

The effect of higher order thinking skills (HOTS) learning and learning motivation on student learning outcomes

This study aims to describe or determine the difference between HOTS learning and expository learning in improving student learning outcomes, to determine the difference between high and low motivation on learning outcomes, and to describe the interaction between learning methods and learning motivation on student achievement. Higher-order thinking skills (HOTS) are essential things and are now a critical issue in education. Learning development oriented to HOTS is a program developed as an effort of the Ministry of Education and Culture through the Directorate General of Teachers and Education Personnel (DITJEN GTK) to improve the quality of learning and graduates. Motivation is also critical in managing students’ interactions in learning. The results showed that HOTS learning effectively improved students’ achievement in mathematics. It is known from the significance score of learning at the SPSS output of the 2-way ANOVA test. The score is 0.000 < 0.05, which indicates a different achievement of the two types of learning. Meanwhile, the effectiveness of the two learnings can be derived from descriptive statistics, which indicates that students with HOTS learning have higher achievement than students with expository learning. High learning motivation also affects student achievement. The SPSS output resulted in a significance score of 0.018 < 0.05. It indicates that there is a difference in achievement between students who have high learning motivation and students who have low learning motivation. The descriptive statistics also confirm that students with high learning motivation have better achievement than those with low learning motivation. In addition, the interaction between learning and learning motivation to improve student achievement was absent, as it was indicated by the SPSS output in the motivation and learning line; the significance score was 0.466, which is greater than 0.05.

Implementation Of Blended Learning Model Based On Expository Learning And Small Group Discussion In University

The purpose of this study is to determine the application of blended learning methods between expository and small group discussion in the Educational Research Course of the Building Engineering Education Study Program. This study follows a quantitative research method with a descriptive approach, with the hope of being able to identify the phenomenon of influence given by the mixed learning model. The sample of this research is 32 students of the Buildin Engineering Education Study Program who take educational research courses. The results of this study also indicate that the integration of the two learning models is proven to provide convenience for students in completing subjects. Almost all students can submit assignments on time for each material is 74%. The application of the combination of the Expository learning model with the Small group discussion method in the course is proven to be able to facilitate students in carrying out assignments according to what is given during learning activities.

Differences of Mathematics Learning Results between Make a Match Cooperative Methods and Expository Methods

Mathematics is a branch of science that is always used in all life and also supports other sciences. Learning outcomes in learning are very important because the success of learning carried out in teaching and learning activities can be seen from student learning outcomes. Learning outcomes are the results achieved by students or someone after doing learning activities. teachers must find the right method in learning mathematics. Difficulty and low interest of students in learning and understanding mathematics material can be overcome by applying appropriate learning methods. The purpose of this study was to determine the differences in student learning outcomes taught through the Make A Match type cooperative learning method and the expository method on triangular flat shapes. From the observations seen from student learning activities, it shows that the more active and more enthusiastic in learning are the classes that use the Make A Match learning method. This means that the Make A Match learning method has better learning outcomes than the Expository learning method.