Improvement Of Learning Activities Research Articles

Concept Mapping Techniques to Support Learning Activities in TK Az-Zahra, Kabupaten Karawang

This Community Service (PKM) aims at analyzing teachers’ difficulties in making interesting concept maps in the learning process namely teachers’ lack of understanding of various applications for making concept maps of subject matter, teachers’ difficulties in writing mathematical symbols used in creating learning instruments, as well as inadequate quality in the process of implementing learning activities. This PKM is located at Az-Zahra Kindergarten, Karawang, West Java. Data were collected by means of observation, interviews, and Zoom. The method used by the PKM team to solve problems was to provide training activities on a scheduled basis for one semester. The material presented was the introduction to and use of Mind Map and Math Type application software. The results of this PKM for partners are teachers’ ability to create interesting concept maps and the improvement of learning activities in education units. While the output for the PKM team is the fulfillment of responsibility stated in the Tri Dharma that must be carried out by lecturers indicated by receiving certificate from a partner.

PENINGKATAN AKTIFITAS DAN PRESTASI BELAJAR SISWA SMA MATEMATIKA MATERI LIMIT MELALUI MODEL TUTOR TEMAN SEBAYA (TTS) VARIASI

IMPROVEMENT OF LEARNING ACTIVITIES AND ACHIEVEMENTS OF SENIOR HIGH SCHOOL STUDENTS ON LESSONS OF LIMIT THROUGH VARIATION PEER-TEACHING MODELSThis research aims to improve Mathematics learning activities and improve mathematics learning achievement of the Limit material through the variation peer-teaching models model for class XI MIPA 3 students in the 2018/2019 academic year. This research was conducted at SMA Negeri 9 Bogor. This research was conducted from January 2019 to June 2019. The subjects in this Classroom Action Research were students of SMA Negeri 9 Bogor in class XI MIPA 3, totaling 35 students consisting of 13 male students and 22 female students. Data collection techniques with written tests and observations. Data analysis using comparative description analysis and qualitative description. The results of this Classroom Action Research are: students' mathematics learning activities in the initial conditions, cycle I and cycle II have increased. The average score of student learning activities in the initial conditions of 2.74 increased to 3.77 in the first cycle and increased to 4.30 in the second cycle, while the mathematics learning achievement of students in the initial conditions, cycle I and cycle II increased. The average value of student achievement in the initial conditions of 39.13 increased to 71.17 in the first cycle and increased to 88.13 in the second cycle. The percentage of students who completed also increased, in the initial condition, students who completed learning were only 17.14%, increasing to 50% in cycle I and increasing to 80% in cycle II. This increase is due to the variation peer-teaching models learning method, all students can be actively involved in learning. Students who are appointed as tutors are active in helping their group members overcome learning difficulties. Students who have difficulty learning actively ask questions and discuss with tutors who are their own friends.

EXO-OLO Task Learning Model: Improving Learning Activities and Student’s Collaboration In Geography Learning Based On Lesson Study

Aims of this paper was to find out the improvement of learning activities and collaboration in geography learning in the “dynamics of the atmosphere and its effects on life” topic through the application of EXO-OLO Task learning model. This learning model was developed in the author's dissertation research and based on cognitive and constructivist learning theory. It is also included in collaborative learning model. The type of the research is quasi experimental research. The populations of the study are students of grade tenth of Universitas Negeri Padang Laboratory High School. The experimental class and the control class were selected by simpel random sampling techniques. The treatment in the experimental class (XA) is using the EXO-OLO Task learning model, while in the control class (XB) using the common method which is used by teachers. The data is collected by using observation sheet of student’s learning and collaborative activities as well as student’s daily test (UH). The observation sheet has been validated by the experts. The data analysis of student’s learning and collaborative activities uses descriptive technique. In addition, the ‘t’ test is used to get to know the differences of learning outcomes between experiment class and control class. The result shows that there is an improvement in the quality of learning activities and student’s collaboration using the EXO-OLO Task learning model. This is proved by the increasing of the number of students who got three in learning activities and collaboration after four meetings. The quality of student’s learning activites increases as expected. The "t" test results show the differences between experimental class and control class learning outcomes proved by significance values. Based on the results of this study, the authors propose the teachers to use EXO-OLO Task learning model in geography learning to improve learning activities and collaboration.

Applying lesson study in basic physics-6 to improve students’ achievement

The study was aimed at describing: the quality of lesson study; the quality of student learning activities; and the improvement of students achievement before and after lesson study. The subject of study was 4 lecturers majoring in physics education and one class of students of Physics Education Department, Ganesha University of Education. The object of research was quality lesson study, learning activities, and students’ achievement at basic physics-6. The type of research was case study with qualitative description analysis. The quality of lesson study was measured by observation of plan, do, and see. The improvement of learning activity was measured by observation and interview, and students’ achievement quality in basic physics-6 was measure by test. The results showed: the quality of lesson study is good category; the student learning activity during the lesson study as active category; and the students’ achievement at basic physics-6 after lesson study improved with good category (before lesson study : bad category and after lesson study: good category)

MENINGKATKAN HASIL BELAJAR SISWA MELALUI METODE PEMBELAJARAN PROBLEM SOLVING PADA MATERI KONSEP MOL DI KELAS X-3 MAN RUKOH BANDA ACEH

The aim of this study was to improve the learning achievement and activities of students through the implementation of the Problem Solving learning method in Mol Concept. This study was conducted by using two cycles of classroom action research. The subject of this research was 25 students of class X-2 MAN Rukoh Banda Aceh. The result of the implementation of learning Problem Solving method showed that there is improvement of student learning achievement from Cycle I to Cycle II. It could be seen from the results of research that showing about 64% of students had passed learning in Cycle I and about 88% in Cycle II. While the observation was conducted, the improvement of learning activities of students amounts 50%. Based the result of this study, it is can be concluded that the implementation of learning Problem Solving method can improve the learning achievement and activities of the student in Mol Concept.

The implementation of project-based learning model and audio media Visual can increase students’ activities

This research aims to investigate whether the use of project-based learning assisted by audio visual media can increase students’ activities. This research was an action research The object of this research were students in East Nusa Tenggara which are students in SMAK Suria and those in SMA Negeri 1 Atambua The data were collected through observation, interview, document ion and questionnaires technique. This research utilized qualitative and quantitative data analysis. The combination method was convergent parallel mixed methods type that is the researcher collected qualitative and quantitative data at the same time, analysed data separately, and compared the findings to know whether or not those findings complete each other. The result of this research showed that the implementation of PBL assisted by audio visual media in Economics increased learning activities in class XI Social science at SMAK Suria Atambua and class XI social science at SMA Negeri 1 Atambua The results were shown through the improvement of learning activities in which the result of pretest was 41.41% and the post test was 61.09% after getting treatment in cycle 1 and increased to 78.91%. This also happened in SMA Negeri 1 Atambua, class XI social science. After implementing PJBL assisted by audio visual media, from 42.59% it increased to 56.49 in cycle 1until 82.49% after gettingt treatment in cycle II that is included in high criteria. Keywords: Project Based Learning, Audio visual, Activities

Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

UPAYA MENINGKATKAN AKTIVITAS BELAJAR DAN KETERAMPILAN MEMBACA GAMBAR TEKNIK MENGGUNAKAN METODE DISKUSI, DENGAN GAMBAR BERSERI PADA SISWA KELAS XI M SMK GANESHA METRO

In keeping up with the development of information technology, Engineering Drawing still requires the solid base of drawing which needs to be mastered for all machinery users. Mastering Engineering drawing covers supporting knowledge to draw manually or computer assisted. Reality found, the skill of reading engineering drawing students of Vocational High School (known as SMK) Ganesha Metro was still low. It was low because their learning activity was also low. An instruction using discussion method and engineering serial pictures is a method strongly suspected able to provide more chances in developing students active role to get involved both physically and emotionally during the instructional process. It appeared that the method combined by the media was not maximized to empower students potency. The method of the research was Classroom Action Research (CAR). CAR is a research the improve teaching practice and learning achievement. It required 2 two cycles with a precycle treatment and test. The research was carried out at SMK Ganesha Metro. It involved students class XI M as many as 33. It was odd semester of Academic Year 2011/2012. The research took place for three months, from September to November 2011. It was done in accordance with time table scheduled by the school. Conclusion made by the researcher after deep analysis to data and findings. The improvement of learning activity and the skill of reading engineering drawing could be achieved through the implementation of discussion method and engineering pictures series. Series pictures were used at cycle II to facilitate students understanding toward the reading of engineering drawing, both reading and the skill of drawing. The implementation of discussion method was arranged in a sequence of starting from classroom discussion, small group discussion, and panel discussion. Some drawing assignments were given earlier to abridge the skill development and learning material mastery through self exercise. The implementation of discussion method with the sequence meant to provide wider chance for the students to understand the learning materials substance.

Peningkatan Hasil Belajar Mata Kuliah Instalasi Listrik Melalui Pendekatan Learning Cycle Five “E” (LC 5 E)

The objective of this study was to improve the students’ motivation and achievement in the course of Electrical Installation through the 5 E learning cycle (5 E LC) at the Department of Electrical Engineering Education, Faculty of Engineering, Yogyakarta State University. The approach used in this study was the 5 stages of the 5 E learning cycle consists of Engagement, Exploration, Explain, Extend, and Evaluation. This study is categorised as Classroom Action Research (CAR). It referred to the model of CAR offered by Kemmis and Taggart. The data was collected using documentation, questionnaires, observation and tests. The data was analysed descriptively. The results of the study showed the 5 E learning cycle could improve the students’ achievement, learning activities, and learning motivation. The mean score of learning achievement was 79. It was higher compared to the minimum target that was 60. The improvement of learning activities in the first cycle, second cycle and third cycle were 1.25, 2.42, and 2.92 respectively. The improvement of learning motivation in the first cycle, second cycle and third cycle were 2.5, 2.8, and 3.2 respectively.