Post-test Scores Of Students Research Articles

Implementation of Small Laboratory-Based Guided Inquiry Learning Model to Improve Learning Outcomes

This study analyzed differences in learning outcomes in the cognitive domain of students who studied through the mini-laboratory-based guided inquiry learning model and the direct learning model. The sample of this study were 43 students of class VIII3 who studied through a mini-laboratory-based guided inquiry learning model and 43 students of class VIII4 who studied through a direct learning model taken from a population of 180 people. This research is a type of quasi-experimental research. Data collection techniques were carried out through documentation, and multiple choice cognitive learning outcomes tests were tested and met the criteria as a standardized test (valid and reliable). The research data were analyzed statistically, the results were: (1) there was a significant difference between the average pre-test scores of students learning through the mini-laboratory-based guided inquiry learning model and the significance value-based direct learning model. from 0.043; (2) the average post-test score of students who learn through the mini-laboratory-based guided inquiry learning model is higher than the average post-test score of students who learn through the direct learning model based on a significance value of 0.044, and (3) the average gain value students who learn through the mini-laboratory-based guided inquiry learning model are lower or equal to the average gain value of students who learn through direct learning based on a significance value of 0.279. These results indicate the influence of the mini-laboratory-based guided inquiry learning model on students' cognitive learning outcomes in the subject matter of vibrations and waves with a 95% confidence level or a 5% chance of error. This research can then be developed by adding other variables such as inquiry skills and students' understanding of concepts. The implication of this study is that teachers and students can implement small laboratories to support the learning process in the form of interactive learning

Implementation of Soft Skill-Based Metacognitive Approach in Improving the Critical Thinking Skills of Pre-Service Teachers

Even though critical thinking abilities are emphasized as being essential for Pre-Service Teachers (PSTs), it has been discovered through studies that PSTs' critical thinking abilities fall short of expectations. Soft Skills-Based Metacognitive Approach is a learning approach which utilizes learning capability particularly in critical thinking skills. This study aims to determine the Implementation of Soft Skills-Based Metacognitive Approach in Improving the Critical Thinking Skills of Pre-Service Teachers based on the three categories; Analysis, Evaluation and Self-Regulation through pretest and posttest score. Pre-experimental research design was we used in this research to know the difference between the pretest and posttest scores of the respondents since this method includes observing a participant or a group after an approach has been administered to see if the intervention has the potential to impact improvement. The respondents include twenty-one (21) first-year students, taking Bachelor of Secondary Education Major in Mathematics in one of the universities in Laguna. Set of word problems were used in this study to test the students before and after the performance. The data results showed that there is a significant difference between the pretest and posttest score of students? performances in analysis, evaluation and self-regulation. The study found that using a soft skills-based metacognitive approach is effective in improving students' critical thinking skills. Thus, mathematics teachers are encouraged to incorporate the said approach into their learning set up . The researchers recommend that future researchers use a larger sample size to validate the study's findings.

The Effect of Geometry Teaching Designed with the Developed Mobile Application on the Academic Achievement of the Students

In order to ensure active participation of students in the lessons during distance education period, different learning tools were sought. For this purpose, within framework of the ADDIE design model, it was desired to develop a mobile application called GeoHepta to be used in learning the 7th grade mathematics course Geometry and Measurement learning field subjects. The study was carried out in the distance education process with 7th grade students in the 2020-2021 academic year. The research was carried out with a quasi-experimental design. In the study, "Geometry and Measurement Learning Field Achievement Test" was used. As a result of the research, a significant difference was reached between the post-test scores of the students in the experimental group, in which the mobile application-supported teaching was implemented, and the control group students, in which the textbook-based teaching was implemented. While there was a significant difference between the pre-test post-test scores of the experimental group students, there was no significant difference between the pre-test post-test scores of the control group students.

Morndumath Application Against HOTS in Building Materials for Middle School Students

This study aims to produce Morndumath application learning media on Higher Order Thinking Skills (HOTS) in building materials for class VIII SMP Negeri 1 Sungai Kakap students who reach the level of validity, practicality, and effectiveness. This study uses the ADDIE development design model, which consists of five main stages, namely analysis, design, development, implementation, and evaluation. The subjects in this study were eighth grade students of SMP Negeri 1 Sungai Kakap. The instruments used in this study were validation sheets, questionnaires, and pretest posttest questions. Based on the results of the first study, the validation of the Morndumath application against HOTS was with the average value of the three experts of 85.25% in the very valid criteria with the very good category. The second is the value of practicality, seen from the value of the questionnaire filled out by the teacher and all students who were accumulated so that a percentage of 87.61% was obtained with very practical criteria. Furthermore, the effectiveness, seen from the results of statistical tests using the pretest and posttest scores of students with t-test results, namely – t-count < - t-table significant = 5% (???? = 0.05). This means that there is an increase in the value of student learning outcomes in high-level abilities, so the Morndumath application is categorized as effective.

DEVELOPMENT OF QUIZ LEARNING MEDIA USING CHAT FORMS APPLICATIONS IN PAI AND CHARACTERISTICS LESSONS

This study aims to develop learning media, analyze feasibility, analyze effectiveness, and analyze student responses to quiz learning media on PAI & Budi Pekerti subjects, the pleasure of having commendable morals using the Chat Forms application for grade VI students of SDN Batok Bali, Serang City. The method used is R & D (Research & Development), and the development model used is the Borg and Gall model. The results of trials by media experts, learning material experts, and users (students) using closed questionnaires, respectively, the numbers obtained are 91.1%, 88.4%, and 87.5% and get the post-test scores of students with an average 91.11 average. If it is included in the test results criteria table, it can be said that the Chat Forms application product that has been developed is valid and suitable for use in learning, especially in PAI & Budi Pekerti subjects in class VI SDN Batok Bali, Serang City and can increase the effectiveness of learning.

Impacts of a Cognitive Behavioral Approach Based Social Skills Training on the Social Skills of Freshman Students

The present study aims to examine the impacts of CBT-based social skills training on the social skill levels of university freshmen. The sample of the study was comprised of 131 first year university students including experimental design with pre-test, post-test, and follow-up test with the control group. Social Skills Inventory (SSI) was applied to these 131 students and 20 students with scores below the standard deviation of the average were included in the study. The students were randomly assigned to the experiment and control groups in equal numbers. Mann-Whitney U Test, the Friedman test, and Wilcoxon Marked Rank Test was used. According to the results of this research, the SSI scores of the students in the CBT-based social skills group showed a significant increase after the social skills training and the effect of this increase continued in the follow-up study. An increase in the post-test scores of students in the control group received from SSI was also observed, and it was concluded that this increase was not statistically significant. As a result, it has been revealed that social skills training based on CBT is effective in increasing the social skill levels of first year university students.

Improving Conceptual Knowledge and Soft Skills among Vocational Students through Inquiry-Based Learning in a Flipped Classroom

This study investigated the efficacy of inquiry-based learning (IBL) in a flipped classroom in enhancing vocational students’ conceptual knowledge and inquiry skills of vocational students. We conducted IBL interventions in a flipped classroom through a pre-experimental design (i.e., one-group pretest-posttest approach). A total of 14 second-year students of the HNTec in Agro-technology programme in one of the vocational schools in Brunei Darussalam were conveniently sampled. Data were collected through achievement tests and online interviews, and analysed using the paired sample t-test, the Wilcoxon-signed rank test, and thematic analysis. The findings showed that the IBL intervention in a flipped classroom improved the conceptual knowledge and inquiry skills of vocational students. There were significant differences (p=0.001<0.05) between the pretest and posttest scores of students’ conceptual knowledge: declarative, procedural, and semantic, and the dimensions of inquiry skills: observation, questioning, hypothesising, investigation and interpretation. Students reported positive perceptions toward IBL in a flipped classroom although they faced accessibility and adaptability challenges. This study concluded that IBL in a flipped lesson environment enhances the conceptual knowledge and inquiry skills that are fundamental in developing soft skills among vocational students. Recommendations were made based on the need to ensure a simultaneous use of IBL and flipped pedagogical approaches in vocational education.

Efektivitas Penggunaan Media Pembelajaran Bentuk Komik Untuk Meningkatkan Hasil Belajar Siswa Kelas IV SD Negeri 101822 Pancurbatu

This study aims to determine the effectiveness of thematic learning media in the form of comics. So that it can help student learning outcomes. This research was conducted in grade IV Elementary School 101822 Pancurbatu. This study uses a quantitative approach. This research method is a quasi experiment with the design Nonequivalent Control Group Design. The population in this study was grade IV Elementary School 101822 Pancurbatu. The technique for determining the sample is custer sampling, namely class IVA as the experimental class and class IVB as the control class. The validity used was content validity and reliability using Cronbach's Alpha. The analysis technique used the t-test. The effectiveness test based on the gainc score in the experimental class obtained a value of 0.6255 in the moderate category. Meanwhile, the control class obtained an average valz ue of 0.2257 Gain Score in the low category. The pretest score of students in the experimental class before using thematic comics an average of 61.50. Meanwhile, the posttest scores of students after using thematic comics were an average of 87.00. The student's pretest score in the control class was 65.00 while the posttest score in the control class was 74.50. The results showed that the two posttest data on student learning outcomes had a value of t (= 0.000) so there was a difference because sig (2-tailed) <0.05 and tcount was positive so that H0 was rejected. This shows that the use of comics is very effective in improving learning outcomes

Summer Reading Tutorial in Zambales. Did it work?

This study assessed the improvement in reading skills of students after the implementation of Reading tutorial program. It also assessed the implemented reading program. The participants belong to different grade levels. These participants were categorized as non-reader and slow readers. Participatory action research design using mixed methods was employed in the study. Qualitative approaches were used to describe the impacts of Reading tutorial program conducted at Bani Elementary school. Quantitative approaches were used to determine if there is significant difference between the pre -test and post-test scores of students. Based on the need assessment, reading materials were prepared and were validated by experts. Assessment tools were also prepared to gauge the progress of students. There was a significant difference between the pre-test and post test scores of students. When male and female readers are compared, their performances do not significantly differ, thus the program did not result to gender gap in reading skills of male and female students. The students learned about the letter sounds which is very crucial in acquiring reading skills. In addition, non-readers became slow readers, and some slow readers became fast readers. The program resulted to easier coordination, positive response to children?s needs, established partnership with other stakeholders and continuity of the program. By using appropriate learning materials, the program positively responded to the children?s needs. Involving parents and teachers resulted to established partnership with other stakeholders. Moreover, guidance and assessment of the program resulted to its continuity. With the findings of this research, we recommend that reading tutorials be used to improve reading skills of students. Proper monitoring of the implementation is needed to make necessary adjustments while the program is on-going. In addition, we also recommend to have parents? participation in the design and implementation of this program. Moreover, continuity of the program should be established. Through this, the program can continuously improve reading skills of students.

The Influence of The Problem-Based Learning (PBL) Model on The Level of Reasoning Ability

The reasoning ability of students at senior high school of 7 Ambon, especially reasoning is still low, so there are still teachers who pay less attention to the reasoning abilities of students. This results in students tending to work on questions fixated on previously given examples without evaluating analysis, synthesis, generalization, connection, and proof. The purpose of this study was to determine the effect of the PBL learning model on the level of reasoning ability of class X students at Senior High School of 7 Ambon on the material of the Indonesian lesson. The approach used in this study is a quantitative approach with the type of research used being quasi-experimental. The sample in this study amounted to 50 people consisting of 25 people in class X1 and 25 people in class X2. Data collection techniques used are observation, tests, questionnaires, and documentation. The data analysis technique used is T-test analysis. Based on the results of the study, it can be concluded that the application of the PBL model affects the level of students' reasoning abilities in the Indonesian lessons subject matter of Indonesian lesson in class X at senior high school of 7 Ambon. It can be seen from the average posttest score of students in the experimental class (X-1) senior high school of 7 Ambon is 72.6, while the average posttest score for students in the control class (X-2) senior high school of 7 Ambon is 60.80. This difference indicates that the level of students' reasoning ability between the experimental class and the control class has a significant difference. This is evidenced by the results of statistical data analysis "T-test" which is obtained by the value of tcount (4,132) ttable (1,711). This proves that the hypothesis is accepted, the application of the Problem Based Learning (PBL) learning model affects the level of students' reasoning abilities in Indonesian subjects in class X SMAN 7 Ambon.

Student independence in overcoming the impact of COVID-19: classical online guidance based on character values

Independence is an individual's ability to face, accept, and find solutions to solve problems without harming/incriminating other parties. The purpose of the study is to increase student independence in solving the problem of the impact of COVID-19 through online classical guidance based on character values. This research is experimental with a one-group pre-test-post-test experimental design. The research population was 190 FKIP students in Solo Raya. 48 samples were determined using purposive sampling, 20 students were selected from samples with low levels of independence. Data collection using self-reliance instrument questionnaires, observation, interviews, and documentation. Data analysis used non-parametric statistics with the Wilcoxon Signed Rank Test. The results showed that there was a significant difference in the pre-test and post-test scores of students' independence in overcoming the problem of the impact of COVID-19 obtained from the results of the Wilcoxon Signed Rank test, namely the value (p = 0.000) 0.05, which means online classical guidance is based on character values. can increase student independence by overcoming problems with the impact of COVID-19.

Measuring cognitive load level in a multimedia learning environment towards the development of I-SIM

This study was administered to measure the Cognitive Load Level in a Multimedia Learning Environment towards the Development of I-SIM (Interactive Strategic Instructional Material) for Grade 7 Science students of Cayetano Arellano High School. Random sampling technique was used to determine the respondents. Pre-test and post-test instruments were prepared and the I-SIM was made from Science 7 least mastered skills, checked, and validated by Science experts in the field of Physics with the use of rubrics. Afterwards, the technicalities of the I-SIM was validated and assessed by the Tech-Vocational assesors. An adapted questionnaire by Leppink was used, modified and tested through Chronbach’s alpha. Questionnaire and other materials was digitized using google forms, then various communication letters was made. Researcher administered the pre-test, then the I-SIM followed by the Leppink questionnaire, lastly the post-test and interview. Cognitive load level were above average after, These are evident in their post-test performance together with interview results and answered descriptively through mean and standard deviation. There is no significant difference between the Cognitive Load level and Academic performance that was revealed using Pearson-r correlation. In paired T-test, it revealed that there is a significant difference between the pre-test and post-test scores of students who were exposed in a multimedia learning environment where I-SIM was utilized. This simply implicated that learning was still present though Cognitive level was above average. Furthermore, based on the results, the reduction Cognitive Load is recommended to sustain academic performance of the students to be able to develop I-SIM.

Transformative service-learning experience through participatory project management

Studies have shown that for Service-Learning (SL) to be truly valuable and transformative, it must employ participatory project management practices and is ideally conducted in a face-to-face setting. This case study aims to highlight the strategies used to make SL projects long-term and participatory. It also measures the effectiveness of such approach in achieving a valuable and transformative SL experience for students and partner communities. Qualitative results show that students were able to develop desired personal, professional, and civic competencies. On the part of the partner communities, qualitative results reveal that they appreciate the year-long participatory SL engagement with the students that brought about high quality SL projects. Quantitative data, on the other hand, indicate that the paired samples t-test resulted in a moderate practical significant difference in the pre-and post-test scores of students when it came to their personal, professional, and civic mindedness skills. Finally, quantitative results indicate that partner communities reported that SL projects brought them a very favorable impact in terms of skills and competencies, motivation and commitments, personal growth and self-concept, and acquisition of knowledge.

Learning out of the box: Fostering intellectual curiosity and learning skills among the medical students through gamification.

BACKGROUND:Gamification involving application of elements of game play that provides unique opportunities to learners to sail through complex medical concepts is gaining importance in medical education. The current study was aimed at assessing the perception of medical students regarding checkerboard game in enhancing learning process.MATERIALS AND METHODS:The present prospective cross-sectional study was conducted at the microbiology department. The fifth-year medical students of the academic year 2018–19 were the participants. Pre- and post-test scores and self-administered questionnaire regarding effectiveness of the checkerboard game-based learning were used as assessing tools. The data were collected, tabulated, and statistically analyzed using SPSS version 20. The pre- and post-test scores of students were statistically analyzed using paired t test. A descriptive analysis on the 3-point Likert scale of effectiveness survey was measured and expressed in percentages.RESULTS:In total, 124 fifth-year medical students participated in the study. Majority (89.5%) of them liked the game, nearly 86% opined that game was enjoyable and created interest. Approximately 88% indicated game helped them to understand the topic, enhanced learning, and thus improved the knowledge. Most students (79%) also believed that game encouraged critical thinking and problem solving, while 75% felt that it improved their communication skills. Around 70% felt that game was also useful for exam preparation and nearly 90% recommended to use the game more frequently.CONCLUSION:From the results of the study, it can be concluded that checkerboard game-based learning method is effective in fostering learning process and cognition of medical students in the microbiology course.

EFFECT OF COGKLAK GAME METHOD TO STUDENT’S MATHEMATICS LEARNING OUTCOME AT STATE ELEMENTARY SCHOOL

This study aims to examine the effect of congklak game method on student learning outcomes and to determine student learning outcomes before and after the application of congklak game method in math subject. The method uses in this research is a quantitative field research. The research conducts using a true experimental design research with a one group pretest-posttest design model. The sample in this study is 15 students of class IV B. The results showed that, firstly, the results of hypothesis testing are obtained to > ttable at the significance level of 5% or 0.05 and the significance level of 1% or 0.01, namely 1.76 <37,31> 2,14 which means that there is a significant effect of congklak game method on student learning outcomes. Secondly, the average pre-test score of students is 30, and the average post-test score of students is 80. Based on these data, it can be concluded that learning using congklak game method can improve student learning outcomes in the math subject of lowest common multiple (LCM) and greatest common factor (GCF).

Calistung Learning Effectiviness Using Zoom Cloud Meeting Video for Students in Elementary School During Covid-19 Pandemic

During the Covid-19 pandemic, learning loss is vulnerable to occur in early grade students, as well as what happens to learning basic skills in Calistung. This study aims to determine the effectiveness of e-learning learning the Covid-19 pandemic in Indonesian using Zoom Cloud Video Meeting. The approach that we used in this study is quantitative which is the type of research is designed with a pretest-posttest control group. The results showed that the average effectiveness of the students in Elementary School was categorized as still effective despite changes in learning time, and the use of learning media. Students understanding of the material for the Calistung learning can be improved by providing material via games or youtube which is done online from using the Zoom Cloud Meeting Video application with educators. The results of the research shows that the average posttest score of students is 77.77% greater than the average pretest score of 67.93% so the difference is 9.84%. Therefore, Zoom Cloud Video Meeting can increase students' in Calistung learning.

IMPLEMENTATION OF PROBLEM BASED LEARNING TO TRAIN CRITICAL THINKING SKILLS STUDENTS AT BASIC ACID MATERIALS

Abstract. This research to describe implementation of Problem Based Learning models, activities students, and critical thinking skills (CTS) in learning using PBL models on acid-base material. The design used is One Group Pretest Posttest Design with 32 subjects. This study resulted is: (1) implementation of learning using PBL model get the results of the average value sequentially at meetings one and two of 3.60 and 3.76, with very good criteria (2) Students perform relevant activities meaning of students have practiced CTS. The relevant activities of students in sequence at meetings one and two of 98.75% and 97.7%. (3) CTS learners experienced an increase, overall the pretest and posttest scores of students received a percentage of 90.63% students in high category and 9.38% in medium category. The percentage of component of interpretation, inference, and analysis in high category are as follows 78.13%; 81.25%; 90.63%, and the medium category 21.88%; 18.75%; 9.28%.

Development of Student-Centered Learning With Problem-Based Learning Through Blended Learning In 3.B Block (Normal Delivery Care)

3.B Block is the second block that give students the opportunity to understand the concepts, changes and mechanisms of normal delivery, basic needs of mothers in labor, implementation of assessments of mothers in labor and neonates, determining planning, management and evaluation of labor. This study applies a blended learning and tutorial in the PBL method to improve students’ critical thinking skills. This Classroom Action Research was held at the Undergraduate Program of Midwifery, Faculty of Medicine, Andalas University. The subject of this study was the third semester student in the 2021/2022 academic year . This study compares the development of student scores from the first meeting to the fourth meeting of the tutorial. Data collection tools using assessment sheets and written tests. The results showed that the blended learning model could improve students' creative thinking skills. The increase in the average value of students' creative thinking abilities from 79,24 at the fisrt meeting to 84,69 at the fourth meeting. This study also showed the increased value of the pre-test and post-test scores of students. Where the results showed that the majority of students had a score range in 75-79 (30.30%).

Efficacy of flipped classroom method in teaching-learning physiology

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

THE EFFECT OF CTL-BASED LEARNING VIDEO USE ON THE ABILITY TO COLLABORATE AND COMMUNICATE WITH SCIENCE STUDENTS OF CLASS X SMA NEGERI 1 GIDO

This study aimed to see the effect of using CTL-based learning videos on science communication skills and student collaboration in class X MIA SMA Negeri 1 Gido. This study is a quasi-experimental study with a one-group pretest-posttest design. This study uses Class X MIA 2 as the sample class. The data were obtained by using the observation sheet of science communication skills and student collaboration. The results showed that there was an increase in the value of students' science communication skills and collaboration. The posttest score of students' science communication skills was 80.8 and the pretest score was 49.6. The posttest score of students' collaboration ability was 83.8 and the pretest score was 58.2. Based on the results of this study, it can be concluded that there is a positive effect of using CTL-based learning videos on the science communication skills and collaboration of Class X MIA students of SMA Negeri 1 Gido.