Direct Instruction Model Research Articles

Pengaruh Model Pembelajaran STAD Terhadap Keterampilan Shooting Bolabasket

The purpose of this study was to determine the effect of the STAD learning model on students' basketball shooting skills. The method used in this study is the Experiment method with a Randomized Pretest-Posttest Control Group Design. The population in this study was grade VII students of SMPN 5 Cimahi, the sample was class VII / A students totaling 37 people for the experimental group and Class VII / B 38 people for the control group. The research instrument used was the basketball shooting skills test from Nurhasan (2013). Because the significance value < 0.05, Ho was rejected, so that at a 95% confidence level the result of the calculation was that the STAD learning model was more influential than the Direct Teaching Model on the basketball skills of grade VII junior high school students.

MATERI AJAR USAHA DAN ENERGI DENGAN PENGAJARAN LANGSUNG UNTUK MENINGKATKAN KETERAMPILAN PEMECAHAN MASALAH PESERTA DIDIK

Problem solving skills play an important role in facing challenges and opportunities in the industrial era 4.0. However, these skills have not been trained properly in school. Therefore, the purpose of this study was to describe the feasibility of business and energy teaching materials with a direct teaching model to improve students' problem solving skills. This research uses ADDIE. Implementation test on 25 students of class X MIPA at a high school in Banjarmasin, Indonesia. Collecting data using observation sheets of learning implementation and problem solving tests. The results showed that the direct teaching phases could be implemented well and the students' responses were in good category. In addition, the problem solving n-gain is 0.62 in the medium category. Thus, the business and energy teaching materials developed are feasible to improve students' problem solving skills in learning physics.

The Effect of Problem Based Learning (PBL) and Cognitive Ability on Learning Outcomes of Sprint Running in Students of SMP Negeri 8 Tasikmalaya

This study aims to determine: (1) differences in learning outcomes for students who are taught by PBL and direct teaching methods, low and high cognitive abilities. (2) the interaction between learning methods and cognitive abilities on learning outcomes of sprints. (3) differences in learning outcomes of sprinting with the PBL and direct teaching methods in terms of high cognitive ability. (4) the difference in learning outcomes of sprinting with the PBL and direct teaching methods in terms of low cognitive ability. This research is a quasi-experimental research with a factorial design. The research sample was taken using random sampling technique, the number of samples used was 50 students of SMP Negeri 8 Tasikmalaya. Analysis of the data used is the requirements test and hypothesis testing. The results of the study show: (1) there are differences in learning outcomes between students taught by PBL and direct teaching methods, (2) there is an interaction between learning methods and cognitive abilities on learning outcomes of sprints. (3) there are differences in learning outcomes between students who are given learning using the PBL Model and the Direct Instruction Model in groups of students who have high cognitive, (4) there is no difference in the learning outcomes of sprints between students who are given learning using the PBL Model and the Direct Instruction Model in groups of students who have low cognitive abilities.

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

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

Pengaruh Model Pembelajaran Explicit Instruction Dalam Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Pendidikan Agama Islam Kelas VIII di Sekolah Menengah Pertama Muhammadiyah 25 Paciran

Islamic religious education subjects are looked down upon by some students because most students think that Islamic religious education subjects are boring because some teachers often use the lecture method when teaching. The Explicit Instruction learning model is a learning model designed to support the student learning process, or also known as the direct teaching model. Explicit Instruction can also be in the form of lectures, demonstrations, training or practice and group work so that students will not feel bored during the lesson because they use a variety of learning models. It is hoped that through the Explicit Instruction learning model it can make it easier for students to study Islamic religious education so that they can achieve satisfactory learning outcomes. This study aims to determine the effect of the Explicit Instruction learning model and to determine student learning outcomes in Islamic religious education subjects, and to determine whether there is a significant influence on the Explicit Instruction learning model in improving learning outcomes in Islamic religious education. This study used a quantitative approach with a total of 55 respondents, using sample data, collecting data using pre-test and post-test questions. The collected data were then analyzed by validity test, reliability test, normality test, homogeneity test, correlation test, and significant test. Based on the calculation results, the data values obtained through the SPSS program version 23.0 for windows. In calculating the hypothesis, the researcher used the product moment correlation test and showed that there was a significant influence on the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects, obtained a value of rxy = 0.736, and for a significant test obtained a value of t = 7.926 at the level significant 5% is 2.005. So from the discussion above it shows that there is a positive and significant influence between the Explicit Instruction learning model in improving student learning outcomes in class VIII Islamic religious education subjects at SMP Muhammadiyah 25 Paciran.

Increasing Students' Understanding in Learning Hadith with the Direct Instruction Model in Class VII E MTs Walisongo Ngabar Putri

This study aims to determine how effective the direct instruction model is in improving the understanding of VII E grade students of MTs Wali Songo Ngabar Putri in Hadith subjects through the application of the direct instruction method or direct instruction method. The research subjects were class VII E MTs Wali Songo Putri Ngabar, totaling 24 female students.. This research is a classroom action research method (CAR) which consists of two cycles with the design of each cycle consisting of four stages, namely the first stage is planning, the second stage is acting (implementing), observing and the third stage is reflecting. Research data is obtained during action research until the final assessment of the action. The results showed that the results of the initial test after the action in the first cycle of 24 students there were 13 students (54.17%) declared complete, while for the other 11 students (45.83%) were declared incomplete. In the second cycle the number of students who completed as many as 20 students (83.3%), while the other 4 students had not completed (16.7%). Thus, it can be proven that the application of the direct instruction model in Hadith subjects for class VII E MTs Wali Songo Ngabar Putri about sneezing etiquette and yawning manners have a positive impact on increasing student understanding.

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

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

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

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

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.

Improving Students' Self-Efficacy in Studying Salt Hydrolysis using the SCCrT Model

Improving Students’ Self-Efficacy in Studying Salt Hydrolysis Using the SCCrT Model. Objectives: This study aims to determine the differences in the Self-Efficacy of students who learn to use the SCCrT (Scientific Critical Creative Thinking) model with the DI (Direct Instruction) model. Methods: This research is an experimental study of quasi-experimental design with a sample of 69 people consisting of 2 classes with data collection techniques using a questionnaire consisting of 15 statements using four aspects of self-efficacy. Data analysis was descriptive quantitative, and quantitative inferential with SPSS version 25. Findings: The application of the SCCrT model affects students' self-efficacy acquisition, which is characterized by differences in the self-efficacy results with classes that apply the DI model with an average significance value of 0.00. Conclusion: There are differences in students’ self-efficacy between classes that study with the SCCrT model and courses that use the DI model. The SCCrT model performed better than the DI model in the average category, and the DI model performed well in the salt hydrolysis material category. Keywords: self-efficacy, salt hydrolysis, SCCrT model. DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202322

Flipped Direct Instruction (FDI): Optimization of Practicum Learning Models

Selecting an accurate learning model plays a big part in determining the quality of the implemented learning process. The Flipped Direct Instruction (FDI) learning model is introduced as a new learning model to increase the effectiveness of the implementation of learning through practicums. Therefore, the purpose of this study is to examine the effectiveness level of the FDI learning model application. This research is carried out during the Computer Network Installation practical lesson in the July-December 2022 semester at the Electronic Systems Engineering Study Program, Universitas Negeri Padang, Indonesia. This study is conducted using a quasi-experimental design with a control class and an experimental class as the research samples. The Direct Instruction (DI) model was applied in the control class and the FDI model was utilized for the experimental class. This study uses quantitative and primary data types. Data were obtained using test instruments through the application of a pre-test and a post-test. The data is calculated using the N-Gain method to measure the level of effectiveness of the FDI model implementation. In utilizing the N-Gain method, the requirements for the normality test, homogeneity test, and t-test were applied. The results of the research on the implementation of the pre-test for the control class were a value of 36.11 and 34.01 for the experimental class. Whereas for the post-test, a value of 71.27 and 86.80 were the results for the experimental class. The experimental class post-test scores were used in the N-Gain test. The results of the N-Gain test obtained a percentage of 79.11% with a minimum value of 62.76% and a maximum value of 90.89%. The value of 79.11% in the N-Gain value range can be categorized as a notably high outcome. This portrays that the FDI learning model is effective in improving practicum learning outcomes.

Peningkatan Hasil Belajar Fisika Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Stad Dengan Media Powerpoint

This research aims to improve students' physics learning outcomes using the STAD-type cooperative learning model with powerpoint media on subject of elasticity and harmonic motion. The research population is all students of class XI IPA of SMA Swasta Kampus which amounts to 2 classes and the sample consists of two classes, namely control classes and experimental classes taken in random sampling clusters. The author applies the STAD-type cooperative learning model with powerpoint media in experimental classes and direct instruction model in control classes. The research instruments used are tests (multiple choice) and non-tests (observations). The average result of the experimental class postes was 79 and the average result of the control class postes was 72. The results showed that there was an increase in student physics learning outcomes using the STAD-type cooperative learning model with powerpoint media by 16.7% with a gain of 0.693 is a medium category.

İşbirlikli Öğrenmenin Sosyal, Duygusal ve Ahlaki Gelişim Üzerindeki Etkisi

It has been seen that the effect of cooperative learning is not handled with a holistic perspective in spaces such as honesty, self-development, self-control and prosocial behavior, and due to this deficiency in the literature, it is aimed to examine the effect of cooperative learning on social, emotional and moral development. A total of 48 students, 24 male and 24 female, studying in the 7th grade of secondary school participated in the study. In the study, pretest-posttest experimental design with control group is used. Students are divided into experimental and control groups. While the jigsaw technique, one of the techniques of the 8-week cooperative learning model, is applied to the experimental group, the direct instruction model is applied to the control group. “Social-Emotional and Moral Development Scale”, which is developed by Ji et al. and adapted into Turkish by Bozgün and Baytemir, is applied to both groups before the training started and 8 weeks after the training. "Independent t test" and "paired sample t test" are used in the study. In the study, it is observed that there is no meaningful difference between the dimensions in the experimental and control groups at the beginning of the experiment. However, as a result of the training; according to the group to which the cooperative learning model is used, the group to which the direct instruction model is applied, it is determined that the scores of prosocial behavior, honesty, self-development, self-control, respect at school and respect at home showed a statistically significant difference.

Pelatihan Model Pembelajaran Langsung Sebagai Aplikasi CTL untuk Guru IPA SMP di Ogan Ilir

The results of an interview with a science teacher in Ogan Ilir district that science teachers mastered the skills of various learning models including direct learning models. Some of the junior high school science materials are declarative or procedural. Material that is declarative or procedural requires skills that are carried out in stages of the entire series of activities displayed. The purpose of this community service activity (CSA) is to improve the ability of junior high school science teachers to master the direct teaching model, compile a direct teaching model rpp and be able to implement the direct teaching model in the classroom. The implementation of the activity is carried out in several stages, namely: 1. The preparatory stage, namely field observations and interviews with teachers, reading references to direct learning model materials, holding discussions with PPM team members, preparing training materials in the form of Power Point, approaching school staff and teachers and coordinating related parties. 2. Implementation stage, namely direct training with training methods, demonstrations and discussions and visualizations. Through CSA activities, science teachers from the Ogan Ilir MGMP groups can compile or modify direct learning models with a scientific approach. MGMP science teachers have been able to make 5 aspects of learning implementation planning (LIP), namely listing: learning indicators and objectives, organizing materials, media and learning resources, learning activity steps, and evaluating learning outcomes. Therefore, the RPP format made by mgmp science teachers in Ogan Ilir district was declared feasible. This is evident from the assessment results with all 100 values. After attending the CSA training material, participants enjoyed the material presented, felt that this material was very necessary and felt that their knowledge increased

PENERAPAN MODEL PEMBELAJARAN DIRECT INSTRUCTION (DI) PEMBELAJARAN FISIKA KELAS XI DI SMA NEGERI NIBUNG TAHUN PELAJARAN 2021/2022

This study aims to determine whether the application of the Direct Instruction learning model can improve the learning outcomes of class XI students in physics lessons at SMA Negeri Nibung. The type of research used is True Experimental Design research. The data collection technique in this study used a test in the form of essay questions on wave material. The design in this study used a design pattern of Pre-test and Post-test one group design because this design did not use a control class. The average value of student learning outcomes in the experimental class is 79.53 and the increase in the average value of student learning outcomes in the experimental class is 56.24. This shows that the physics learning outcomes of class XI students of SMA Negeri Nibung after the implementation of the Direct Instruction model are significantly completed. So it can be concluded that student learning outcomes are significantly completed.

Pengaruh Model Pembelajaran ECIRR dan PQ4R terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Self Efficacy

This research is motivated by the low mathematical problem solving ability of students where the learning process is still teacher-centered which causes students to become passive, so an appropriate learning model is needed in the learning process. This study aims to determine the effect of differences in the use of the ECIRR and PQ4R learning models on mathematical problem solving abilities in terms of students' self-efficacy. The method used in this research is Quasi Experimental Design. The population in this study were seventh grade students of SMP Darul Ulum Sekampung. Sampling using Cluster Random Sampling. It was obtained that class VII.2 as the experimental class 1 used the ECIRR model, class VII.1 as the experimental class 2 used the PQ4R model, and class VII.3 as the control class used the Direct Instruction model with fractional material. Data collection techniques using tests, questionnaires, and documentation. Hypothesis testing using a two-way ANOVA (Analysis of Variance) test of unequal cells with a significance level of 5%. Based on the results of the study, it was concluded that (1) there was an effect of differences in the use of the ECIRR learning model, the PQ4R learning model, and the Direct Instruction model on mathematical problem solving abilities, (2) there was an effect of mathematical problem solving abilities among students who had high self-efficacy, moderate , and low, and (3) there is no interaction between the ECIRR and PQ4R learning models with self efficacy on students' mathematical problem solving abilities.

PERBEDAAN HASIL BELAJAR GEOMETRI SISWA MENGGUNAKAN MODEL KOOPERATIF TIPE GROUP INVESTIGATION BERBANTUAN GEOGEBRA, MODEL KOOPERATIF TIPE GROUP INVESTIGATION, DAN MODEL DIRECT INSTRUCTION

This research was carried out at SMA Negeri 1 Dumoga in the second semester of the 2020/2021 academic year. The research method used is quasi-experimental. The research subjects were 23 students of class X MIA 1 who were taught using the Cooperative learning model of Group Investigation tipe, 23 students of class X MIA 2 who were taught using the Direct Instruction learning model, and 24 students of class X MIA 3 who were taught using the Geogebra-Asissted Group Investigation Cooperative learning model. The research instrument used was a test of learning outcomes in the form of posttest questions. Hypothesis testing shows the value of Fcount > Ftable which means H0 is rejected, thus it can be concluded that there is a significant difference in average learning outcomes. Furthermore, based on further testing with the BNT test, It was obtained: The learning outcomes of students that applied the Geogebra-Asissted Cooperative learning model were not significantly different from the class that applied the Group Investigation type of Cooperative learning model. The learning outcomes of students that applied the Geogebra-Asissted Cooperative learning model were significantly different from the class that applied the Direct Instruction model. The learning outcomes of students that applied the Group Investigation type of Cooperative learning model were significantly different from the class that applied the Direct Instruction learning model.Keywords: Geometry Learning Outcomes, Group Investigation, Direct Instruction, Geogebra

PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DALAM PEMBELAJARAN MATEMATIKA MATERI ARITMATIKA SOSIAL

This study aims to determine the differences in student learning outcomes taught with the Problem Based Learning model and student learning outcomes taught with the Direct Instruction model on social arithmetic material. This study used a quasi-experimental method, with a research design of Posttest Only Control Group Design. The samples of this study were taken from 2 homogeneous and the same classes, class VIIA which consisted of 20 students as the experimental class and VIIB which consisted of 20 students as the control class. Research statistics were analyzed using t-test with tcount = 3.644 ttable value = 1.686 then H0 was rejected. Thus, it is concluded that the average learning outcomes of students who are taught using the Problem Based Learning (PBL) model are higher than the average learning outcomes of students who are taught using the Direct Instruction (DI) model on social arithmetic material.Keywords : Problem Based Learning Model, Sosial Arithmetic, Learning Outcomes

The Influence of the Guided Inquiry Learning Model on the Critical Thinking Skills of Fifth-Grade Students in Social Studies Subjects

The success of social studies learning is strongly influenced by the ability of teachers to provide critical thinking skill in the learning process activities. This research aimed to (1) determine the influence of the guided inquiry learning model on fifth-grade students' critical thinking skills in social studies subjects and (2) find out whether there are differences in fifth-grade students' critical thinking skills after applying the guided inquiry learning model and the direct instruction model. The research method applied quasi-experimental. The research design was a nonequivalent control group design. Data collection techniques used both test and non-test. The results highlighted the influence of guided inquiry learning models on fifth-grade of the State Elementary School of Taman Baru 2 students' critical thinking skills and differences in students' critical thinking skills before and after applying the guided inquiry learning model. Moreover, the post-test mean was more significant than the pre-test, 83.89 49.47. The paired samples t-test also revealed that the sig. value of pair 1 was 0.000 0.05, and the sig. value of pair 2 was 0.000 0.05. Further, the mean experimental post-test was higher than the control post-test, 83.89 71.89. The independent samples t-test also obtained the sig. value (2-tailed) of 0.002 0.05. Hence, learning was more successful or influential through the guided inquiry learning model on the critical thinking skills of fifth-grade students in social studies subjects.

Keefektifan Model Pembelajaran Conceptual Chang Text dalam Mencegah Miskonsepsi Siswa pada Materi Larutan Penyangga

The low interest in learning chemistry is because there are still some students who have different conceptions, resulting in misconceptions. This study aims to determine the level of students' misconceptions about the buffer solution material in the experimental class and control class and the effectiveness of the conceptual change text (CCT) learning model in preventing students' misconceptions about the buffer solution material at SMAN 1 Seulimeum. The method used in this study is a quasi-experimental designed with a posttest only control group design. The sample selection technique was determined with certain considerations because there were only two classes in class XI IPA, so the two classes were used as samples in this study. So the research sample taken was class XI IPA1 and XI IPA2, totaling 30 and 34 students. The instrument used is in the form of multiple-choice diagnostic test questions. The data analysis technique used four tier. The results showed that the level of students' misconceptions on the buffer solution material in the experimental class and control class before applying the learning treatment obtained an average percentage of 31.18 and 31.33. The effectiveness of the CCT learning model can prevent students' misconceptions about the buffer solution material. The results of data analysis prove that after applying the CCT model students' misconceptions decreased with the misconception score only reaching 2.65. The results of the study can be concluded that the CCT model can prevent misconceptions better than the conventional learning model through the direct instruction model