Interactive Learning Model Research Articles

The effect of the generative learning model on the student critical thinking ability in environmental conservation topic

The low level of students' critical thinking ability makes students need help understanding science concepts. The application of an interactive learning model can be a solution to this problem. This research aims to analyze the effect of the Generative learning model on the critical thinking ability of 7th graders in Environmental conservation Materials. The research method used is the Quasy Experiment method carried out in class VII junior high school SMP Mutiara Insani Tangerang. Students' critical thinking abilities are measured by a written test instrument in the form of essay questions made according to indicators of critical thinking ability that have been adjusted as many as ten questions tested for validity and reliability. The selected experimental class comes from a population that is normally distributed, has a homogeneous variance, and has the same mean. The research results show that the experimental class with the Generative Learning model and the control class with the Discovery Learning model are normally distributed. Hypothesis testing is done by t-test, and the significance level is based on the results of the Posttest; there is a significant influence of the Generative Learning learning model on the critical thinking ability of class VII students. In conclusion, the Generative Learning Learning Model affects the Critical Thinking Ability of 7th graders Students in Environmental Conservation material.

Improving Students’ Science Process Skills through Level of Inquiry Learning Assisted by Liveworksheet on The Concept of Environment Change

In the 21st century, scientific process skills are highly sought after. Interactive learning models and media can effectively train students in these skills. This research investigates the use of the Levels of Inquiry learning model assisted by Liveworksheet to improve students' science process skills in the context of environmental change. The study employs a quasi-experimental design with a non-equivalent pretest-posttest control group. Purposive sampling was used to select the participants. Data collection relied on a test sheet containing descriptive questions aligned with ten science process skill indicators. The t-test analysis (p < 0.05) revealed a significant difference in the improvement of science process skills. Notably, the increase was higher in classes utilizing the Levels of Inquiry Model with Liveworksheet compared to those without. The findings demonstrate that the Levels of Inquiry Model assisted by Liveworksheet has a significant positive impact (large effect size, d = 0.84) on developing students' science process skills when studying environmental change.

The advantages of the aptitude treatment interaction learning model in learning mathematics

Penelitian ini bertujuan untuk mendeskripsikan keunggulan penerapan model pembelajaran aptitude treatment interaction dalam pembelajaran matematika berdasarkan artikel penelitian yang diterbitkan dalam satu dekade terakhir. Penelitian ini menggunakan metode literature review secara sistematis dengan mengumpulkan 15 jurnal yang relevan kemudian diseleksi kembali untuk memenuhi kriteria inklusi dan kriteria penilaian kualitas hasil penelitian. Ditemukan informasi perkembangan penelitian analisis penerapan model pembelajaran aptitude treatment interaction mulai dari tingkat SD, SMP, SMA, dan Perguruan Tinggi. Tingkat keberhasilan yang ditunjukkan dari penerapan model aptitude treatment interaction dalam pembelajaran matematika di tingkat SD, SMP, SMA dan Perguruan tinggi sangat tinggi. Selaras dengan hasil analisis dari penelitian yang disajikan tertulis beberapa masukan yang diberikan oleh penulis, salah satu masukan yang dituliskan dalam artikel adalah seorang guru harus melakukan persiapan yang baik saat menerapkan model aptitude treatment interaction dalam pembelajaran dan guru harus mengetahui kemampuan siswa dengan baik karena jika guru salah dalam mengelompokkan siswa maka perlakuan yang diperoleh siswa juga akan salah.

THE EFFECT OF APTITUDE TREATMENT INTERACTION LEARNING MODEL ON MATHEMATICAL CREATIVE THINKING SKILLS

The study aimed to determine the effect of the implementation of the Aptitude Treatment Interaction learning model and its effectiveness on the mathematical thinking skills of SMPN 1 Ajibarang students on the topic of Opportunity, between the ATI (Aptitude Treatment Interaction) experimental class and the control class with the cooperative learning model. This type of research was a quasi-experimental design with two control experiment groups, a pre- test and a post-test design. The results showed differences in student learning outcomes between the two classes, as evidenced by the results of the t-test (2 parties), where the significance value was 0.009 0.025. Thus, there was an average difference between the experimental and the control classes. So, the application of the ATI (Aptitude Treatment Interaction) learning model in the experimental class affects the creative thinking ability of SMP for eighth grader students on the subject of opportunity compared to the control class

Enhancing students’ science process skill and self-regulation through inquiry interactive demonstration in science materials

The research was conducted to obtain an overview of improving Science Process Skill and Self Regulation by using the Inquiry Interactive Demonstration learning model on science material at Junior High School Public No. 19 Bandar Lampung, this research uses a Quasy Experiment with a research design The Matching Only Pretest-Posttest Design. Collecting data using observation sheets and Science Process Skills test using multiple choice while for self regulation using a questionnaire. Data were analyzed using a multivariate test (Manova). This study concludes that the inquiry interactive demonstration model can improve science process skills and self-regulation. The researcher suggests applying the inquiry interactive demonstration model to improve science process skills and self regulation in other science learning materials so that they can help develop science skills and reduce learning difficulties in other learning materials.

PENINGKATAN KOMPETENSI PEDAGOGI GURU SD NEGERI TAENG MELALUI PELATIHAN MODEL-MODEL PEMBELAJARAN DI ERA PASCA PANDEMI COVID 19

The objectives of this research and service are (1) to improve the digital pedagogical competence of teachers at SDN Taeng in applying appropriate learning strategies; (2) to improve the ability of teachers to use learning models. In the implementation of the program, the approach method offered is a participatory approach. In collecting data on the results, the team distributed questionnaires to the teachers as participants who participated in the training to determine the level of satisfaction, compatibility, usability/acceptability of applying digital pedagogy in the learning process. One of the online interactive media used in this research and service is Google Classroom. The output of this service is expected that teachers are able to adapt to online learning media, implement digital pedagogy in online learning, especially Google Classroom so that in addition to being a means of distributing assignments, submitting assignments and assessing collected assignments, but teachers can also provide a persuasive approach to student learning development. besides that through this training teachers are able to make learning modules about interactive and innovative learning models.

Peningkatan Hasil Belajar Siswa Melalui Model Pembelajaran Picture and Picture Pada Mata Pelajaran PPKN Kelas III di MI Al-Munawaroh Bogor

The low student learning outcomes that can often be found in elementary schools are still a problem that often occurs. Requires an interactive learning model that must be used by teachers so that student learning outcomes can increase. The purpose of this study was to determine the improvement of learning outcomes in Pancasila and Citizenship Education learning at MI Al Munawaroh Bogor trought the application of the Picture and Picture learning model. This type of research is classroom Action Research which is carried out in two cycles. This research was applied to third grade students who opened 31 people with four stages, namely the planning stage, implementation stage, observation, interviews, and documentation. The Results showed an increase in student learning activity in learning Pancasila and Citizenship Education through the Picture and Picture model. The data obtained in the first cycle of student learning outcomes are in the medium category and the second cycle is in the high category. Student learning outcomes are also reflected through increased student activity, attention and focus on teaching materials, and participation in questions and answer.

Keefektifan Model Pembelajaran Problem Solving Berbantuan Video Interaktif Terhadap Kemampuan Pemecahan Masalah Siswa Kelas III SDN Gedawang 01 Semarang

The purpose of this study is to determine the effectiveness of the problem solving learning model on the problem-solving ability of grade III students of SDN Gedawang 01 Semarang. This type of research is quantitative research with a problem solving learning model using interactive videos. The population in this study was grade III SDN Gedawang 01 and grade III SDN Gedawang 02 Semarang totaled 56 students. Meanwhile, the sample, namely class III SDN Gedawang 01, was 28 students. Data collection techniques in the form of observations, questionnaires, interviews and tests. The technical data analysis used is the Independent Test sample T-test and the Simple Linear Regression Test. The results showed that: there was a difference in the average problem solving ability of students between the control class and the experimental class, which can be seen from 1) Independent Test T-test sample and obtained thitung > ttabel (3.83 > 2.13) with a sig value. (2 -tailed) i.e. 0.001<0.05 then Ho is rejected and Ha is accepted. 2) There is an effectiveness of interactive video-assisted problem solving learning models, which can be seen from the Simple Linear Regression Test and obtained a signification level of F 67.195, sig:0.000a < 0.05. So it can be concluded that the interactive video-assisted problem solving learning model is effectively used to improve the problem-solving ability of grade III students of SDN Gedawang 01 Semarang.

The Effect of Picture and Picture Interactive Model to Increase Student’s Learning Motivation in Elementary Science Learning

This research aims to determine the influence of the interactive picture and picture learning model on improving students' learning motivation in elementary school science. The author used quantitative research, which involved the entire class V A population at Oro-Oro Ombo Wetan 1 Elementary School in the academic year 2022-2023. The research method used was Pre Experimental Design with a non-pure experimental model (one-shot case study). Data collection was conducted using a questionnaire to measure the increase in students' learning motivation in class V A. For data analysis, the independent variable (x) was the interactive picture and picture learning model, while the dependent variable (y) was the improvement in students' learning motivation. The analysis used was the one-sample t-test, with a significance level of 5% (0.05), resulting in a significant t-value (2-tailed) of 0.006. Therefore, the obtained significance value of t 0.006 < 0.05 means that the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. Hence, there is an influence of the interactive picture and picture model on improving students' learning motivation in elementary school science at Oro-Oro Ombo Wetan 1 Elementary School in class V A.

Interactive IoT Cloud Deep Learning Model for Research Development in Universities for the Educational Think Tank

The construction of university education think tanks using the interactive service platform enables the sharing of research resources, encourages cross-disciplinary research collaboration, and fosters innovation in education. It also helps to build a stronger relationship between academia and industry by enabling practitioners to participate in research activities. The Internet of Things (IoT) can be used to collect and analyze data from various sources, including sensors and other connected devices, to provide insights into education-related issues. The integration of these technologies in university education thinks tanks can help to enhance the efficiency and effectiveness of research, decision-making, and collaboration processes. Hence, this paper constructed an Interactive IoT Cloud Computing Platform (IIoTCC). With IIoTCC model the innovative idea about research and other ideas are collected and stored in a Cloud environment. Within the environment, information collected is stored in the stacked architecture model with the voting-based model. Through the stacked model, information is processed and evaluated for academic activities. The IoT environment is implemented through IIoTCC for the information process in a deep learning environment for academic-related issues. Simulation analysis expressed that IIoTCC model achieves a higher accuracy rate of 99.34% which is significantly higher than conventional classifiers.

Analysis of Students’ Mathematical Communication Skills in Eight Grade of Junior high school on Number Patterns

In the past two years, scientific advancements have developed since the Coronavirus Disease of 2019. The Indonesian government has been forced to implement online learning activities led to several difficulties and hindered optimal learning experiences. This study aimed to analyze and describe the students’ low, moderate, and high mathematical communication skills on Number Patterns for Eighth graders of SMP Negeri 48 Surabaya, Academic Year 2022-2023. This study used descriptive qualitative research design. The data were collected using testing, interviews, and documentation. The results showed that students with high mathematical communication skills were able to demonstrate all indicators effectively. Students with moderate mathematical communication skills have achieved indicators related to expressing their understanding through mathematical concepts and graphical representations, but struggled to meet the indicator for creating mathematical models based on given problems. Students with low mathematical communication skills were able achieve indicators related to expressing their understanding through mathematical concepts, but failed to meet the indicators for expressing their understanding through graphical representations and creating mathematical models based on given problems. Based on the research findings, the authors suggest using an interactive learning model to improve students' mathematical communication skills, both written and oral. This model should actively involve students and address any knowledge gaps resulting from online learning.

Group-wise interactive region learning for zero-shot recognition

Zero-shot learning (ZSL) methods mainly associate global or region features to semantic vectors within a single image, for transferring semantic knowledge from the seen classes to unseen ones. However, the interactive region learning among a group of images from different categories, which can enhance the discrimination of region features and thus lead to a desirable knowledge transfer between seen and unseen classes, is seldom considered. To remedy the above challenge, we propose a group-wise interactive region learning (GIRL) model to guarantee a comprehensive and explicit region interaction. Specifically, GIRL consists of an attentive region interaction (ARI) module and a holistic semantic embedding (HSE) module. ARI utilizes the semantic commonalities and differences of group regions to produce refined region features. HSE holistically maps these region features to the semantic space for a more stable semantic transfer. We also present a semantic consistency loss and a relation alignment loss that can distill the refined/original region features and introduce unseen class semantic vectors for training, respectively. Extensive experiments demonstrate the effectiveness of GIRL over other methods, achieving 68.9%, 42.9%, 75.5%, and 47.8% the Generalized ZSL (GZSL) H scores on CUB, SUN, AWA2, and APY. The code is publicly available at https://github.com/TingML/GIRL.

Инновационные модели обучения «перевернутый класс» и «веб-квест»: за и против

The article analyzes most advanced teaching models “flipped class” and “web-quest” which have been getting popular recently in the context of digitalization of the training process. The analysis shows the models’ advantages and disadvantages which is supposed to help teachers use them in their practice most effectively. Special attention is paid to the possibilities of these innovative models in the context of teaching foreign languages, where the “inverted classroom” gives additional time for practice in the classroom, and the web-quest opens up new opportunities to effectively organize the independent work of students. Students learn to deal with information and navigate it, thereby forming a creative approach to solving problems. The role of the teacher in interactive learning models has changed significantly. Now he/she is not a “translator of knowledge”. He/she acts as a coordinator of the educational process based on the subject-subject interaction of its participants, and not its key figure. In other words, the learning process turns from teacher-oriented to student-oriented.

Increasing Learning Achievement of Class IV Students in Social Subject About Nature’s Appearance of Using Interactive Learning Models

In the teaching and learning process, teachers become the main actors in creating educational interactive situations, namely interactions between teachers and students, students with students and learning resources in supporting the achievement of learning goals. Social studies as one of the fields of study that has the aim of equipping students to develop their reasoning in addition to aspects of values and morals, contains a lot of memorized social material so that the knowledge and information received by students is limited to memorized products. The purpose of this study is to determine the application of learning improvement actions implemented based on the principles of PTK aims as follows: the use of interactive learning models in material about the appearance of nature can improve the learning achievement of grade IV students of SDN Pondok Kacang Timur 03. This research uses qualitative methods with a classroom action research approach. Classroom action research (PTK) is one form of qualitative research. The results showed that from Cycle 1 to Cycle 2 regarding the use of interactive learning models, the author can conclude that; (1) by using interactive learning, it turns out to be able to increase the learning achievement of grade IV students of SD N Pondok Kacang Timur 04 on material about the appearance of nature, and (2) through interactive learning, students can be more active in learning activities, especially in social studies subjects

An “Interactive Learning Model” to Enhance EFL Students’ Lexical Knowledge and Reading Comprehension

(1) Background: The ability to read successfully in the context of college English as a foreign language contributes to sustainable language acquisition and academic development. (2) Research problems: To enhance the sustainability of reading, the article proposed the new teaching model-interactive learning model. What is the impact of the “interactive learning approach” on EFL learners’ content and vocabulary learning? (3) Methods: “Learning Model” via the experiment class and the control class in two posttests: immediate posttest and three-week posttest. In the experiment class, students were taught with the “Interactive Learning Model” and students in the control class were instructed with a traditional approach without student interaction. (4) Results: The results of the statistical analyses indicate that the interactive learning class and the control class performed similarly on both the content and vocabulary tests in immediately posttest; but in the delayed posttests, the interactive learning class obviously outperformed the traditional class, that is, the students in the experiment class forget less vocabulary and content learning through intra/inter group discussion. (5) Significance: The significance of the research demonstrates the “Interactive Learning Model” improves students’ language learning motivation and offers the benefit of processing the foreign language more deeply and internalizing their knowledge through implicit learning.

The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education

Online learning has been running in Indonesian universities due to the COVID-19 outbreak. Online learning has become a challenge to both parties, lecturers, and students with special needs. The use of several online platforms for learning has not provided accessibility for students who are blind and deaf. To pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. The purpose of the study is to develop a learning model that can be used for online learning using an interactive website. The interactive Web-Based Learning Model is an innovative learning model which is designed for special needs students to access online learning more effectively. The procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. The research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. The result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. The website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. This model consists of the following stages: 1) Planning which includes needs analysis and content analysis, 2) The learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) Evaluation includes test and non-test in the form of process and result in analysis.

Pengembangan Model Pembelajaran Berbasis Pendidikan Matematika Realistik Berbantuan Media Animasi untuk Meningkatkan Kemampuan Komunikasi Matematis

This study aims to produce: the validity, practicality and effectiveness of learning tools based on the Realistic Mathematics Education (PMR) model, improving students' mathematical communication abilities using the developed learning tools and the process of student answers in solving mathematical communication skills questions. This research is development research with the ADDIE development model. From the results of the research, it is known that: (1) The learning model of Realistic Mathematics Education (PMR) assisted by animation media which was developed obtained an interactive learning model declared valid with an average of 4.31; (2) The Realistic Mathematics Education (PMR) learning model assisted by animation media that was developed meets the practical criteria of the learning model in terms of the analysis of the results of observations of the implementation of learning. The value obtained in trial I was 3.03 (medium category). In trial II, the score for observing the implementation of learning increased to 3.88 (category "high"); (3) The learning model of Realistic Mathematics Education (PMR) assisted by animation media developed meets the criteria of effectiveness. (4) Based on the normalized gain index it was found that in trial I there was an increase in students' mathematical communication skills with the "low" criteria with a score of 0.30 (g ≤0.3) and in trial II there was an increase in scores with the "moderate" criteria with a score of 0.42 (0.3 < N-Gain ≤0.7).

The Virtual Interactive Learning Model using Imagineering Process via Metaverse

The virtual interactive learning model using imagineering process as a tool to promote happy learning for digital age learners. The concept is based on the combination of virtual learning environment and metaverse in order to create learning experience via virtual community. The objectives of this research are (1) to study and synthesise the conceptual framework of the virtual interactive learning model using imagineering process via metaverse, (2) to develop the virtual interactive learning model using imagineering process via metaverse, and (3) to study the results after using the virtual interactive learning model using imagineering process via metaverse. The participants in this research include seven experts from various institutions, all of whom are specialised in the design and development of instruction models and instruction systems. The research tools consist of (1) the virtual interactive learning model using imagineering process via metaverse, and (2) the evaluation form on the suitability of the virtual interactive learning model using imagineering process via metaverse. The results, which are in consistence with the expectation of the researchers, show that (1) this research can be used as a guideline to develop the virtual interactive learning system using imagineering process via metaverse, which can promote happy learning, and it consists of six steps of imagineering process integrated with learning through virtual environments via metaverse; thereby, users can interact in the virtual world and exchange knowledge with one other through virtual reality technology, (2) the overall suitability of the development of the virtual interactive learning model using imagineering process via metaverse (overall elements) is at the very high level, and (3) the overall suitability of the development of the virtual interactive learning model using imagineering process via metaverse is at the very high level.

Use Of Interactive Learning Media To Improve Language Capabilities Early Children

This research is based on the changing "Mood" of AUD children, so this is inline with an interactive learning model, in encouraging children's curiosity for knowledge, it is important to know the teacher's strategy in using interactive learning media to improve early childhood language skills, The intended ability includes the ability that children use to communicate, both in the form of writing, speech, body code and sign language. In an effort to reveal the facts from the findings when this research was conducted, the method used in this study was a quantitative method. In its implementation, the sample from this study was tested on a limited scale and also tested on a wide scale. For the limited-scale trial consisting of 2 teachers and 1 class of children in group B1 totaling 15 people, while for the wide-scale test consisting of 2 teachers with 2 classes of children in groups B1 and B2 totaling 30 children. To support the iteration of the required data, this research in the implementation of collecting data uses direct observation and written test. The data analysis technique applied was using the average score, percentage and t-test. It is concluded that the development of interactive multimedia-based teaching materials is feasible to use to improve language skills based on limited and broad tests. And the development model is effective in improving children's language skills

Effectiveness of Interactive Learning and Discovery Learning Models on Student Learning Outcomes and Activities in Environmental Change

This study aims to determine the differences in student learning activities and outcomes in environmental change materials using interactive learning and discovery learning models. The research method used was a quasi-experimental research with a pretest posttest non-equivalent control group design. Retrieval of data using cluster random sampling method. The total sample of 64 students came from class X IPA 3 which applied the interactive learning model and class X IPA 4 which applied the discovery learning model. The results showed that there were differences in student learning activities in the two classes. Information was obtained in the interactive learning class that the learning activity criteria were very good in all aspects observed, while in the discovery learning class there was one aspect that had very good criteria and five other aspects had good criteria. Based on the results of the analysis N-Gain shows that there are differences in student learning outcomes for the two classes observed. In the interactive learning class the N-Gain value reaches 0.70 (high category) in the discovery learning class reaches 0.46 (medium category). Keywords: interactive learning, discovery learning, learning activities, and learning outcomes. Abstrak: Penelitian ini bertujuan mengetahui perbedaan aktivitas dan hasil belajar siswa pada materi perubahan lingkungan menggunakan model interactive learning dan discovery learning. Metode penelitian yang digunakan yaitu quasi experimental researach dengan desain penelitian pretest posttest Nonequivalent Control Group Design. Pengambilan data menggunakan metode cluster random sampling. Jumlah sampel 64 siswa berasal dari kelas X IPA 3 yang diterapkan model interactive learning dan kelas X IPA 4 yang diterapkan model discovery learning. Hasil penelitian menunjukkan adanya perbedaan aktivitas belajar siswa pada kedua kelas, diperoleh informasi pada kelas interactive learning kriteria aktivitas belajar sangat baik pada semua aspek yang diaamati sedangkan kelas discovery learning terdapat satu aspek yang memiliki kriteria sangat baik dan lima aspek lainnya memiliki kriteria baik Berdasarkan hasil analisis N-Gain menunjukkan hasil belajar siswa terdapat perbedaan untuk kedua kelas yang di amati. Pada kelas interactive learning, nilai N-Gain mencapai 0,70 (kategori tinggi) pada kelas discovery learning mencapai 0,46 (kategori sedang). Kata kunci: interactive learning, discovery learning, aktivitas belajar, dan hasil belajar. DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp39-49