Direct Instruction Model Research Articles

Penerapan Model Direct Instruction untuk Meningkatkan Keterampilan Games Edukasi Siswa Kelas XII

<p class="ContentAbstrak">The low skill of making educational games on Microsoft Power Point is the basis for this research. Last year's student skill was in the less category. The purpose of this research is to increase skills in making educational games using the Direct Instruction model. The research was conducted through 2 cycles, each consisted of two meetings. Student skill data was taken by the skill observation sheet instrument on indicators: (1) reading the steps for making educational games, (2) determining concepts, (3) making educational games, (4) completing assignments. The success indicator of research that least 24 students (75%) have good skills. The results showed skills from the 16 students (50%) in the sufficient category and 16 students (50%) in the less category in cycle 1, increasing to 28 students (88%) in the good category in cycle 2. Students were able to make educational games using tabs. inserts and hyperlinks. This result can be used by other teachers to fulfill learning requirements.</p>

Challenging intercultural discomforts: Intercultural communicative competence through digital storytelling

Discomfort perceived by speakers in intercultural situations becomes one of the main psychological factors which makes speakers give up attempts at communication and may result in frustration or inefficient communication. The article discusses the pedagogical potential of digital storytelling, understood as multimodal pedagogy that encourages creative expression and self-representation, as a tool for challenging and mitigating perceived communicational and intercultural discomfort within the context of intercultural competence development and training. The authors argue that collaborative digital storytelling in multicultural teams raises intercultural awareness by creating a safe, structured, and facilitated (virtual) space for students to develop their ability to interact with people from another country and culture in a foreign language and represents a viable tool of challenging and overcoming intercultural discomfort by providing an opportunity for repeated intercultural interaction through negotiation of meaning and intersubjective construction of knowledge as well as by providing motivating real-life context for students’ work. In supporting dialogic and constructivist approaches to educational practice, digital storytelling is fully equipped to provide a viable alternative to direct instruction and transmissive models of teaching. In addition to this, by providing a digital element, digital storytelling allows students to reflect on the culturally as well as technologically mediated nature of communication.

Pembelajaran Tari Persembahan Sedulang Setudung Menggunakan Model Direct Instruction pada Mata Pelajaran Seni Budaya Kelas VIII di MTs Al-Ikhsan Betung

This research is a qualitative research with descriptive research method. The data collectiontechniques in this study are observation, interviews, and documentation. Data analysis techniques used in this study are data reduction, data presentation, and conclusions. Based on the results of interviews from the Cultural Arts subject teacher at MTS Al-Ikhsan Betung, Mr. Slamet Riyadi, S.Pd., stated that the students' ability to learn the Sedulang Setudung dance offering was very good, as seen from the enthusiasm and enthusiasm of students in learning activities ranging from theory to practice. This is of course supported by the teacher's ability to choose the right learning model, namely Direct Instruction which plays an important role in achieving student learning outcomes. Based on the results of research on the learning of the Sedulang Setudung dance offering using the direct instruction model in the Class VIII Cultural Arts subject at MTS Al-Ikhsan Betung which wascarried out through 4 learning stages, which included Orientation, Presentation, Practice under the guidance of the teacher, and evaluation which was the final process to determine the level ofunderstanding of students, measuring the level of success of teachers who teach, and knowing theadvantages and disadvantages of the learning model used. 28 students managed to get a scoreabove the predetermined KKM. Of course, it is supported by appropriate learning tools and theselection of the right learning model.

Efektivitas Penggunaan Aplikasi Quizizz dalam Model Pembelajaran Langsung (Direct Instruction) terhadap Hasil Belajar Peserta Didik Kelas XI MIPA 1 SMAN 11 Takalar Tahun Pelajaran 2021/2022 (Materi Pokok Laju Reaksi)

This research is a descriptive study that aims to describe the effectiveness of the Quizizz application on the direct instruction model to improve student learning outcomes in class XI MIPA 1 SMA Negeri 11 Takalar on the subject matter of reaction rate. The Subject of this research is class XI MIPA 1 which consists of 20 students. The data obtained using the instrument of student learning outcomes. The results of the descriptive analysis obtained the average value before treatment was 23 and after treatment was 80,9. And the average value of N-Gain is 0,76 in the high category. Based on the results of the study, it can be concluded that the Quizizz application in the direct instruction model is in the high category for improving student learning outcomes in class XI MIPA 1 SMAN 11 Takalar on the subject of reaction rates. 
 Keywords: Quizizz application, direct instruction, learning outcomes, reaction rate.

PEMBENTUKAN KARAKTER RELIGIUS SISWA PADA MATA PELAJARAN AQIDAH AKHLAK MENGGUNAKAN MODEL PEMBELAJARAN DIRECT INTERACTION

This study focuses on the formation of student religious character in the subjects of Aqidah Morals using a direct interaction learning model. This research method uses qualitative research with the type of classroom action research (CAR). The techniques used in the data collection procedure are interviews, tests, observations, and documentation.
 The results of this study indicate that in the first cycle, the percentage of students' completeness is 60%. This proves that there is an increase in the percentage of student learning mastery from 45% in the pre-cycle to 60% in the first cycle. However, the percentage of student learning mastery in the first cycle has not reached the target of 76%, so the research continues to cycle II with see important notes that still need to be reflected again for the next lesson. Constraints in the first cycle were corrected in the second cycle so that the learning mastery in the second cycle increased, indicated by the percentage of students' completeness in the second cycle reaching 85%. This shows that there was an increase of 45% from the pre-cycle to 60% in the first cycle and increased again to 85% in the second cycle. Based on the results of the research obtained by students in the pre-cycle, cycle I, and cycle II, it can be seen that the Direct Instruction Model can improve learning outcomes for Class IV students at MI Miftahul Hidayah Poreh Lenteng Sumenep for despicable and commendable behavior.

The Rate of Reading Poverty After the COVID-19 Pandemic School Shutdown and Specific Intervention Strategies for Lower Primary School Pupils in the Southern Province and Western Area of Sierra Leone

The study investigates the rate of reading poverty after the COVID-19 pandemic school shutdown and specific intervention strategies for lower primary school pupils in the southern province and western area of Sierra Leone. Randomised experiments of mixed-methods reading interventions for 100 struggling readers in class 5 and 20 English teachers selected from 10 primary schools (5 in the south and 5 in the Western Area) were carried out. The rate of reading poverty and proficiency was first determined in the selected classes using the Access Center method of reading assessment. Two intervention strategies were administered, and the scores for each intervention strategy were measured and compared. The findings reveal that over 70% of the pupils tested in reading in the south mispronounced or skipped five or more words when reading. The overall scores for pupils in the Western Area were relatively lower (a majority scoring less than 30%). The READ 180 reading intervention strategy is recommended to be introduced as the preferred teaching method at the pre-primary and primary school levels in Sierra Leone because of its proven potentiality to increase reading proficiency more than the popular Direct-teaching Model.

Doğrudan Öğretim Modeli’ne Göre Stratejik Bütünleştirmeyle Sunulan Matematik Öğretimlerinin, Az Gören Öğrencilerin Bilgi Biçimlerindeki Düzeyleri Üzerine Etkililiği

Araştırmanın amacı, az gören öğrencilerin matematikte üçerli geriye doğru ritmik sayma, doğru kavramı, basit kesir ve iki basamaklı sayılarla eldesiz çarpma işlemi yapma becerileri üzerinde Doğrudan Öğretim Modeli’ne göre stratejik bütünleştirme yapılarak gerçekleştirilen öğretimin etkisini araştırmaktır. Katılımcıları ilkokul 3. sınıfa geçen az gören üç öğrenci oluşturmuştur. Araştırma modeli tek denekli araştırma modellerinden yoklama denemeli denekler arası çoklu yoklama modelidir. Araştırmada yer verilen matematik becerileri dört farklı bilgi biçimi içermiştir; sözel zincir, kavram, kural ilişkisi ve bilişsel strateji. Veri toplama sürecinde etkililik, güvenirlik ve sosyal geçerlik verileri toplanmıştır. Katılımcılardan 7., 14. ve 21. günlerde izleme verileri toplanmış, farklı materyal/durum ve kişilere genelleyip genelleyemediklerini belirlemek için genelleme verileri alınmıştır. Ritmik sayma becerisi için akıcılık verileri toplanmıştır. Sosyal geçerlik verileri alınmıştır. Araştırmada Doğrudan Öğretim Modeli’ne göre stratejik bütünleştirme yapılarak gerçekleştirilen öğretimlerin matematikte üçerli geriye doğru ritmik sayma, doğru kavramı, basit kesir ve iki basamaklı sayılarla eldesiz çarpma işlemi yapma becerileri üzerinde etkili olduğu sonucuna ulaşılmıştır. Öğretimlerin ardından öğrencilerin kazandıkları becerileri genelleyebildikleri gözlenmiştir. Sosyal geçerlik verilerinde olumlu sonuçlara ulaşılmıştır.

Pengaruh Model Pembelajaran Explicit Instruction Terhadap 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 of them think that Islamic religious education subjects are boring because some teachers often use the lecture method when teaching. 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 it uses 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 effect on the Explicit Instruction learning model in improving Islamic religious education learning outcomes. This study uses a quantitative approach with a total of 55 respondents, using sample data, collecting data using pre-test and post-test questions. The collected data was 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 version 23.0 program for windows. In calculating the hypothesis, the researcher uses the product moment correlation test and shows that there is a significant effect on the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects, the value of rxy = 0.736, and for a significant test the value of t = 7.926 at the level of significant 5% is 2,005. So from the discussion above, it shows that there is a positive and significant effect between the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects for class VIII at SMP Muhammadiyah 25 Paciran.

The Effect of Direct Instruction Model on Teaching Musical Play (Round) Skills to Children with Intellectual Disabilities

Play is a very effective tool in the development of the child's personality, cognitive skills, social-emotional structure, communication and interaction skills. In this study, it was aimed to determine the effect of teaching with the Direct Instruction Model on the teaching of musical play (round) skills in students with moderate intellectual disability. The study was designed with the multiple probe model with probe phase between subjects five girls and four boys with intellectually disabled, aged between 9-11, participated in this study. The research findings show that the Direct Instruction Model, which was used to a limited extent in teaching play skills to children with intellectual disabilities, was effective in teaching butterfly round play skills to students with moderate intellectual disabilities. It is undestood that the participants continued their butterfly round play skills 7, 14, and 21 days after the end of the instruction. It also showed that all of the participants were able to generalize their round play skills to different environments, times and people. In addition, the teachers of the students included in the study also expressed positive opinions about the teaching model used in the research and the changes on their students.

7E Learning Cycle Model Implementation: Students' Activities and Critical Thinking Skills towards Online Learning

The spread of the COVID-19 epidemic has changed the education system. Teachers are encouraged to continue the online teaching process through certain platforms including Skype, Zoom, and Google Meet. Therefore, this study used Zoom application to look at the 7E learning cycle model's (7E LC) effect on student activities and critical thinking skills in chemistry teaching. This study is a quasi-experiment and only has a post-test design. The sample for this study is 11th-grade students from Yogyakarta 4 High School in Indonesia selected by random sampling technique. Two classes were selected as the samples, one as an experimental class where the 7E LC was implemented and another one as the control class where the learning used direct instruction model. The student's learning activity data were collected through questionnaire and the student's critical thinking skills data were obtained through an open-ended hydrolysis problem test. According to the MANOVA model, the difference between students' learning activities and students' critical thinking ability is analyzed. The result of this study is that there are significant differences in student activities and critical thinking skills between the experimental class and the control class.

THE EFFECTS OF POSTER IN ENHANCING STUDENTS' ABILITY TO WRITE DESCRIPTIVE TEXT USING DIRECT INSTRUCTION MODEL AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL

This research was studied the effects of poster on students writing of descriptive text using the Direct Instruction Model at the second grade of SMPN 1 Makassar for the 2020/2021 academic year which focused on the use of subject or idol posters. This helps students to understand the material easier and presents an interesting way of the learning process. A pre-experimental research was used with pre-test and post-test in one class by writing text in a paragraphs which took approximately two months period for collecting the data. The research subjects were the eight-grade of student in the C-Class which consisted of nineteen students who took online classes. In this research, the researcher used purposive sampling technique for selecting a sample. The results of this study indicate an enhancement in students writing descriptive text. This is evidenced by the students mean score in the pre-test (45.84) which was lower than the post-test score (82.26). The t-test value was higher than the t-table value (11,880> 1,734). This means that there was a significant difference between the use of posters through the Direct Instruction Model in writing descriptive text which focused on the use of subject or idol poster. Therefore, H0 is rejected and H1 is accepted. Hence, it can be concluded that the poster could enhance students ability in writing descriptive text by using direct instruction model at the second grade of junior high school.

Pengaruh Implementasi Model Pembelajaran Inkuiri Terbimbing (Guided Inquiry) Berbantuan Video Pembelajaran Terhadap Hasil Belajar Siswa Kelas Xi SMA Pada Materi Trmokimia

This research was conducted to analyze the effect of the implementation of Guided Inquiry and Direct Instruction learning models assisted by learning videos. The learning outcomes of students taught by the guided inquiry were higher than those taught by Direct Instruction. This research was carried out at SMA Negeri 1 Ronggurnihuta, Samosir Regency. This research is quasi-experimental research (Quasi-Experimental Design), which consists of an experimental class with a Guided Inquired learning model and a control class with Direct Instruction. The data is processed descriptively and quantitatively analyzed using the SPSS 20 for the windows program. 34.17, and the average value of the Posttest is 82.36. While in the control class, the average value of the pretest was 25.42, and the post-test value was 76.94. From the data processing and analysis, it was obtained that the experimental class learning outcomes with N-Gain increased by 74.28% (in the high category) and the control class with N-Gain by 69.81% (in the medium category). It can be concluded that the guided inquiry learning model assisted by video learning is better and more effective in improving student learning outcomes than the Direct Instruction model.

PENGARUH MODEL PEMBELAJARAN TERPADU TIPE CONNECTED BERBANTUAN MEDIA GAMBAR TERHADAP HASIL BELAJAR IPA

The objective of this study is to determine the differences of study’s product in learning science between students who learned with connected model assisted picture media and students who learned with the direct instruction model. The population of this study is all of the fourth grade students in SDN 49 Pare-Pare in Gugus IV, District, in academic year 2019/2020, numbered 186 people. The sample of this study are two classes; they are the students in IVA numbered 28 people as the experiment group, and the students in IVB SDN 46 Pare-Pare numbered 28 people as the control group. The researcher decided the sample through random sampling. The research design of this study is quasi experiment with Non Equivalent Post-test Only Control Group Design. The data of study’s product gathered with the objective test. Then, the data was analyzed by using descriptive statistics and inferential statistics (t-test). The result shown that there are significant differences of study’s product in learning science between the groups of students who learned with connected model assisted picture media and students who learned with the direct instruction model. Those differences can be seen based on the result, the t-test is higher than ttable (ttest=3,815>ttable=2,021) with 5% significant. In other words, if both of those techniques compared, connected model assisted picture media have positive effect on the study’s product in learning science rather than direct instruction model.

A Comparison Study: The Effect of Flipped Classroom vs Direct Instruction Model Toward Science Concepts Understanding

The purpose of this study was to examine the comparison between the flipped classroom model and the direct instruction model on students' understanding of scientific concepts. The type of research used is quasy experiment. This research was conducted in class VIII Islamic Junior High School Al-Karim Gondang (experimental class) and Islamic Junior High Darul 'ulum Gondang Nganjuk Indonesia (control class). Sampling was using cluster random sampling technique and hypothesis testing using SPPS application with one way ANOVA test. The results showed that there were differences in the effect of the flipped classroom model and the direct instruction model on students' understanding of science concepts, where the significance value was 0.000 < 0.05. The flipped classroom model has a better effect than the direct instruction model on students' understanding of scientific concepts. The average score of the students' science concept understanding test scores in the class that was taught using the flipped classroom model was 78.13 and the class taught by the direct instruction model was 71.43. The flipped classroom model is effective for science learning and improves students' understanding of scientific concepts.

Doğrudan Öğretim Modeli

Developments in our world necessitate raising qualified individuals well-equipped for the information age. This brings new approaches and models to the agenda in the education process. There are various teaching models developed for effective teaching of knowledge and skills to students. The most common of these is the direct instruction model. Developed on the basis of numerous studies, this model prioritizes effective learning and in-depth understanding. In practice, three-stage approaches are recommended. These include modeling, guided practice, and individual practice. In the modeling phase, the teacher presents various information and explains the processes and processes in his\her mind in detail. In the guided practice phase, he\she engages students in practices. In the last stage, students are directed towards independent study. Thus, the aim is that students learn abstract concepts, skills and strategies effectively. For the good implementation of the model, application tables are prepared and different activities are recommended. Studies show that this model is highly successful in teaching reading, writing, understanding, thinking, inference, problem-solving, science and mathematics. This model ought to be understood well and applied correctly in our country. In this way, this model can help contribute to the improvement of students' language, mental and social skills.

The Effect of 5E-Learning Cycle Model Using Animation Media on the Learning Activity and Learning Outcomes of Students in Senior High School Class XI on Salt Hydrolysis Material

The aim of this study is to determine the effect of learning model 5E learning cycle on learning activities and student learning outcomes on salt hydrolysis material. The research was conducted at Senior High School (SMA) Negeri 10 Medan. This research used research design of Pretest-posttest control group design. The sample was taken by purposive sampling technique and the obtained sample consist of 2 class which is: XI IPA 2 as an experimental class and XI IPA I as a control class. In the experimental class was taught used learning model 5E learning cycle using animation media and in control, class was taught using direct instruction model using animation media. The research instrument used the objective test in form of multiple choice questions as many as 25 questions, which previously passed through validation test, difficulty test, the test of different power, and reliability test with reliability value 0,91. Data analysis in this study used parametric inferential statistical analysis method, which the pretest and normalized score data had to pass normality and homogeneity test. X2count the pretest and gain score in the two study classes is greater than X2table and F-count the pretest and gain score in both the research class is greater than F-table. The research hypothesis was tested using statistical right-tailed t-test. Based on the calculation of t-statistical using right-tailed t-test obtained t-count results 4.29 and t-table at the 0.05 significance level 1.99. Furthermore, by t-count> t-table implied that the results of this study indicate there is influence of learning model of learning cycle 5E using animation media to the student learning outcomes in SMA of class XI on salt hydrolysis and student learning activity taught by learning model 5E learning cycle using animation media equal to 64,88%, higher than the student learning activity taught by direct instruction model using animation media that is equal to 55,72%.

THE EFFECTIVENESS OF THE CHILDREN LEARNING IN SCIENCE (CLIS) LEARNING METHOD IN IMPROVING PHYSICS CONCEPT UNDERSTANDING


 Physics learning in the classroom has a number of challenges, including a reliance on the Direct Instruction (DI) model, a lack of innovation on the part of the teacher, and a high student paradigm of memorizing formulas. As a result, The DI model currently in use is still centered on teachers who employ the lecture technique and do not fully engage students in the learning process. Therefore, it is necessary to develop a learning model that encourages students to be more active and to be more directly involved in the learning process in order to overcome these difficulties. This research aims to analyze the effectiveness of the Children Learning in Science (CLIS) learning method in improving physics concept understanding 9th grade students of SMP N 23 Malang. This quantitative research design was using the Pre-test and Post-test Control Group Design, in the research design both the control class and the experimental class were applied and only the experimental group received X treatment. The research population was all 9th grade students of SMP N 23 Malang. The sample collection technique used by the researcher is the Cluster random sampling technique. The finding reveals that the CLIS learning model has a significant effect on comprehending the concept of Physics in magnetic materials, as evidenced by the Pretest and Posttest results ranging from 47,83 to 80,16 on the Pretest and Posttest. In addition, the results of the Effect Size test, which obtained a result of 1,05, demxnstrate the validity of the findings.

The influence of the scientific approach learning model on the learning outcomes of Buddhism and students' creative thinking skills

The study aims to analyze the effect of the learning model with a scientific approach on the learning outcomes of Buddhism and students' creative thinking skills. The study Employing quantitative research, this study carries out a pre-experimental design with one group pretest-posttest design. The research population is SMP Negeri Uggulan Doremi students, and the samples are the grade VIIA students in the 2020/2021 academic year. The instruments used are science learning outcomes tests and creative thinking skills tests. Descriptive statistics and T-test analyze data on learning outcomes and creative thinking skills. The results show that there is a significant difference in (1) learning outcomes between students who were taught using the direct instruction model and students who were taught using the scientific approach (p<0.05), and (2) students' creative thinking skills between students who were taught using the direct instruction model and students who are taught using the scientific approach (p<0.05). This study proves that the scientific approach is an effective learning model to improve student learning outcomes and creative thinking skills.

Peningkatan Pemahaman Dasar Akuntansi Mahasiswa melalui Penerapan Direct Instruction Dengan Media Worksheet

The aim of this study is to improve students' basic understanding of accounting by using the Direct Instruction (DI) model on financial statement materials using worksheet media. This research is action research with research subjects of Accounting Education students at Gunung Rinjani University. Data collection techniques by observation, interviews, documentation and tests. While the data analysis technique used is quantitative and qualitative data analysis, the combination method used is a convergent parallel mixed method. The results indicate that implemantation of Direct Instruction (DI) model with worksheet media can improve students' basic understanding of accounting. The increase in students’ basic understanding is shown by various changes in students’ abilities in terms of students' abilities in preparing income statements, preparing Statement of Retained Earnings, and students' abilities in preparing balance sheet. The increase in students' basic understanding of accounting in this study was also marked by an increase in the average value of basic accounting understanding, the average value of students from 20.00 before receiving the action to 49.33 after receiving the action in cycle 1 and increasing again to 80.67 after receiving the action. in cycle 2 and increased to 84.33 in cycle 3. In cycles 2 and 3, 93.33% of students succeeded in increasing their basic understanding of accounting.

Undergraduate student’s misconception about projectile motion after learning physics during the Covid-19 pandemic era

This research aimed to describe undergraduate students’ misconception about projectile motion after learning physics during the Covid-19 pandemic era. This research was qualitative research with a descriptive method. The subjects were 52 first-year undergraduate students who took physics courses. Data collecting methods used in this research were a test, questionnaires, and interviews. The test was taken from Physics by Giancoli with an additional question about certainty of response index (CRI). Data from the test were analyzed by categorizing it into lack of knowledge, knowledge of correct concepts, and misconception while open-ended questionnaires and interviews were used to help to clarify the condition. The test results indicated that 5.13% of students in lack knowledge, 28.85% the knowledge of correct concepts, and 66.02% in misconception. The questionnaire responses showed that students learned physics via online meeting with direct instruction model and ask-answer method, exercised with only applied problem (C3), and virtual practicum. The interviews showed that only a few of the students learned physics and responded to the lecturer during the online meeting. The results are that the majority of first-year undergraduate students are in misconception after learning physics during the Covid-19 pandemic era and need remedial learning about projectile motion.