Science Learning Outcomes Of Students Research Articles

APPLICATION OF PROBLEM BASED LEARNING MODELS ON NATURAL SCIENCES TO IMPROVE MOTIVATION AND LEARNING OUTCOMES

The purpose of this study is to analyze the motivation and learning outcomes of science after applying the problem based learning (PBL) models. This research is a classroom action research (CAR) which was carried out in 2 cycles, each cycle using the PBL model. The research subjects were 32 students of class VIII E odd semester at SMP Negeri 3 Jombang. The data collection technique used a learning motivation questionnaire which was conducted preconditioning, post-cycle 1 and post-cycle 2, and data on student science learning outcomes obtained from the pretest conducted before PBL was applied and posttest after PBL. The data analysis technique used is descriptive quantitative analysis, analysis of the results of the questionnaire on learning motivation using a Likert scale and analysis of student learning outcomes using the paired sample T test using SPSS 20. The results of this study indicate the average precondition learning motivation is 56.40%, post cycle I 72.81% and post cycle II 83.73%. the increase in precondition-post-cycle I was 16.412% and the increase in post-cycle 1-post-cycle II was 10.918%. The results of the paired sample T test have a significant value of 0.000. This shows that learning using PBL can be effective in increasing students' motivation and learning outcomes in science learning.

THE EFFECTvOF THE USE OF VIDEO TUTORIALS ON LEARNING INTERESTS AND SCIENCE LEARNINGvOUTCOMES OF GRADEvVIII A STUDENTSvOF SMP MUHAMMADIYAH 10 MUNCAR

The Covid-19 pandemic has had a major impact on various sectors, one of which is education. The world of education is also feeling the impact. In the past, before the Covid system and learning models were carried out face-to-face between teachers and students, the problem in this study was whether video tutorial-based learning media could affect science learning outcomes. The respondents of this research were class VIII students of SMP Muhammadiyah 10 Muncar with a total of 30 students. This research was a quantitative study with a causal design. Valid and reliable degree with validity and reliability tests. Instrument analysis test using: 1) Descriptive test, 2) Normality test 3) Homogeneity test. Test the hypothesis using: 1) Regression analysis, 2) F test, 3) T test The results show that: 1) sig. from the learning video tutorial variable, there is a motivation of 0.000, so the conclusion is sig > 0.05, meaning that there is an influence of video-tutorial-based learning media on students' interest in learning science. 2) the sig value of the influence variable of video tutorial-based learning media on learning outcomes is 0.000. The conclusion obtained is sig > 0.05, it means that there is an influence of video tutorial-based learning media on students' natural science learning outcomes. 3) the output results of the regression analysis obtained F count 29.124 with sig 0.000, because > 0.05, there is an influence of video tutorial-based learning media on learning interest and science learning outcomes in students, especially junior high school students.

Penerapan Media Pembelajaran Genially untuk Meningkatkan Hasil Belajar IPA di SD Muhammadiyah

The purpose of this study is to determine the application of genially learning media to improve science learning outcomes for students of SD Muhammadiyah Condongcatur. The method used is quantitative form one group pretest-posttest design. The subjects in this study were 20 students in class IVB of SD Muhammadiyah Condongcatur. The data collection technique uses multi-limb multiple choice test questions consisting of 20 questions. The data were analyzed using the Paired Sample T-Test test, from the results of the t test obtained a significance value (2- tailed) from the pretest and posttest was 0.000 < 0.05, then Ha was accepted, meaning that there was an increase in science learning outcomes with the application of genially media, so it can be concluded that genial-based learning media can improve the learning outcomes of grade IVB students at SD Muhammadiyah Condongcatur
 keyword;Genially media, Science

Media Realita Meningkatkan Hasil Belajar Bentuk dan Wujud Benda pada Siswa Kelas II SDN 31 Gedong Tataan, Kecamatan Gedong Tataan Tahun 2019

The background of this research is that the activities and learning outcomes of science students in grade II at SDN 31 Gedong Tataan are still low. The research was conducted with the aim of increasing learning activities and learning outcomes by using reality media. This type of research is action research which is carried out reflectively and collaboratively for three cycles. The subjects of this study were 14 grade II students at SDN 31 Gedong Tataan for the 2019/2020 academic year. The results of the analysis of student activity data increased. In the first cycle of 62.5%, the second cycle of 75% to 87.5% in the third cycle. Likewise, student learning outcomes showed an increase from an average of 62.85 in the first cycle, to 72.42 in the second cycle and to 82.75 in the third cycle. Based on the results of this study it can be concluded that the use of reality media can increase the activity and learning outcomes of class II students at SDN 31 Gedong Tataan, Gedong Tataan District, Pesawaran Regency.

ANALISIS PELAKSANAAN MODEL PEMBELAJARAN NUMBER HEAD TOGETHER (NHT) DAN PENGARUHNYA TERHADAP HASIL BELAJAR IPA

This study aims to analyze the implementation of the Number Head Together (NHT) learning model and its effect on science learning outcomes for fifth grade students at SDN. No. 25/VI Tanjung Ilir, Tabir I District, Merangin Regency. This research is a type of quasi-experimental research (quasi-experimental) with a research design using the One Shot-Case Study. The instruments used are observation sheets of educators and students and 20 multiple choice test questions. The implementation of the Number Head Together (NHT) learning model for educators is 93.75% with a very good category. Furthermore, for the application of the Number Head Together (NHT) learning model to 37.9% students in the very good category and 58.7% in the good category. The average value obtained by students is 78 with 73% completeness. The relationship between the implementation of the Number Head Together (NHT) model with science learning outcomes obtained a value (rs) of 0.545 with a moderate level of relationship. The significance test is based on the value of rscount (0.545) > rtable (0.375) then Ho is rejected and Ha is accepted, meaning that there is a relationship between the implementation of the learning process with the NHT model and the science learning outcomes of students in class V. Based on the results of research analysis that the Number Head Together learning model (NHT) has been implemented well so that it has an influence on science learning outcomes in grade V elementary school.

PERBANDINGAN HASIL BELAJAR IPA SISWA YANG DIAJAR DENGAN MODEL QUANTUM DAN YANG DIAJAR DENGAN MODEL PEMBELAJARAN KONVENSIONAL

This research was an experiment study with a Randomized Control Group Only design which aimed to determine the comparison of Science learning outcomes of students taught using quantum model and student Science learning outcomes that were taught using conventional learning model. The population were all the grade 7th students of SMPN 33 Makassar. The sampling method is Simple Random Sampling. The research data was obtained by providing tests in the form of multiple-choice questions and essays. Data analysis techniques were by inferential analysis using an independent sample t-test. The results showed that tcount (7.16) > ttabel (1.67). Conclusion: the science learning outcomes of students taught with quantum learning model were better than the science learning outcomes of students taught with conventional models.

The use of visual, auditory, kinesthetic (VAK) learning to increase student learning outcomes

This study uses classroom action research. The research objective is to apply the visual, auditory, kinesthetic (VAK) learning model to improve student learning outcomes. The subjects in this study were teachers and students of grade IV primary school totaling 24 students. Data collection techniques used are observation, tests, and documentation. Actions have been done as much as 2 cycles. Data is calculated using percentages. The findings reveal that the learning outcomes of cycle I are in the sufficient category, and there is an increase in cycle II which is in the good category. The conclusion in this study is that the application of VAK learning can improve the learning process and student science learning outcomes.

The Influence of Student Interest on Student Learning Outcomes in Science Subjects

The formulation of the problem in this study is how the comparison and influence of interest in learning on science learning outcomes of students in SMP 22 Batanghari and SMP 1 Muaro Jambi. The purpose of this research is to find out how the comparison and influence of interest in learning on science learning outcomes of students at SMP 22 Batanghari and SMP 1 Muaro Jambi. This study also serves to see how important student interest in learning is to student learning outcomes in science subjects at the junior high school level. This study uses a mix method research with explanatory design and the data analysis technique used is random sampling. Based on the t-test of student interest in learning and student learning outcomes obtained a significance value of 0.05 so it can be concluded that there is a difference between student interest in learning and student learning outcomes in science subjects at SMP 22 Batanghari and SMP 1 Muaro Jambi. Based on the regression test of student interest in learning and student learning outcomes obtained a significance value of 0.05 so it can be concluded that there is an influence between student interest in learning and student learning outcomes in science subjects at SMP 22 Batanghari and SMP 1 Muaro Jambi

Influence of 3D models and animations on students in natural subjects

BackgroundStudies comparing the effect of dynamic and static visualization suggest a predominantly positive effect of dynamic visualization. However, the results of individual comparisons are highly heterogeneous. In this study, we assess whether dynamic visualization (3D models and animations) used in the experimental group has a stronger positive influence on the intrinsic motivation and learning outcomes of science students (Biology, Chemistry and Geology) than static visualization used in the control group, and whether selected variables (students’ gender, age, educational level, learning domain, and teacher personality) significantly affect the results.ResultsThis study was conducted in 2019 with a sample of 565 students from Czech middle (aged 11–15 years) and high (aged 15–19 years) schools using the following research tools: Motivated Strategies for Learning Questionnaire, Intrinsic Motivation Inventory and knowledge tests. The results show that using 3D models and animations in the teaching process significantly increased the students’ intrinsic motivation for learning natural sciences (more specifically, its components (1) interest, (2) effort to actively participate in the educational process, (3) perceived competence and (4) understanding the usefulness of the subject matter), with a mean Hedges’ g = 0.38. In addition, students in the experimental group reached a significantly higher level of Chemistry knowledge than their peers in the control group. Furthermore, by moderator analysis, we identified three moderator variables, namely student age, instructional domain and teacher personality. These variables significantly affect intrinsic motivation in different ways. The strongest positive effect of dynamic visualizations was found among students aged 11–13, whereas the weakest positive effect was identified among students aged 14–16. Regarding instructional domain animations and 3D models, the strongest positive effect is found in Chemistry (g = 0.74) and Biology (g = 0.72), whereas the positive impact on Geology is significantly weaker (g = 0.45). Teacher personality was found to be a major moderator in student motivation, with significant differences (g = 0.40—1.24). Teachers’ attitude towards modern technology plays an important role concerning this effect.ConclusionsBased on these findings, we conclude that 3D models and animations have a positive effect on students and that teachers should include these visual aids in their lessons. For this reason, teachers are encouraged to implement these dynamic visual aids in their lessons regardless of their beliefs, and to get an adequate support in the process of implementation if necessary.

Pengaruh Penerapan PBL Terintegrasi Kooperatif Jigsaw terhadap Sikap dan Hasil Belajar Peserta Didik Kelas IX SMPN 1 Pallangga

This study aims to determine the effect of implementing jigsaw integrated PBL on students' attitudes and learning outcomes. The method used is descriptive and inferential analysis method. In this study, there are three attitude indicators studied, namely: cognitive, affective, and conative. The indicator of learning outcomes studied is the cognitive aspect. The population of this study was the entire class IX class of SMPN 1 Pallangga, totaling 11 classes for the 2021/2022 academic year on the subject of inheritance. The experimental class was taught using the jigsaw cooperative integrated PBL learning model and the control class using the PBL learning model. Class IX.7 was chosen as the experimental class with 16 students and class IX.5 as the control class with 16 students. Sampling was done randomly to determine the sample class from the population. The instrument used was a Likert model of science learning attitude questionnaire, and a multiple-choice learning outcome test. The results of the research and data analysis showed that there was an effect of implementing the integrated jigsaw PBL on the attitudes and learning outcomes of science students in class IX SMPN 1 Pallangga.

The Influence of Inquiry Learning Model and Critical Thinking Ability on Student Learning Outcomes

This study describes the influence of the inquiry learning model and critical thinking skills on student learning outcomes. The research population was all seventh grade students of SMP Negeri 3 Tarutung. The sample was set at 60 people consisting of 2 (two) classes, with details of class VII-B totaling 30 people, class VII-C totaling 30 people. This research was carried out from October to December 2021. This research instrument used a multiple choice test of 30 items for learning outcomes tests and 10 items in the form of essays for critical thinking ability tests. The research design used in this study was an experimental design with a 2x2 factorial. In this study, the first independent variable consisted of two, namely the inquiry and conventional models. While the second independent variable (moderator variable) consists of high and low critical thinking skills and the dependent variable is science learning outcomes. The results showed that there was an effect of the inquiry learning model on the science learning outcomes of students at SMP Negeri 3 Tarutung of 0.004. There is an effect of critical thinking skills on students' science learning outcomes at SMP Negeri 3 Tarutung of 0.002. There is an interaction between learning models and critical thinking skills on student learning outcomes based on the results of the ANOVA test, the value of sig = 0.022 <sig.0.05. Thus, it can be concluded that there is an interaction between learning models and critical thinking skills in influencing student learning outcomes.

Effect of Blended Learning Model Assisted Video Animation to the Motivation and Learning Outcomes of Science

The aim of the study is to know there is or not the influence of using blended learning assisted video animation on the motivation and students’ learning outcomes of science students of class fifth grade at Cilangkap 01 Pagi elementary school. This study is quantitative research using Quasi Experiment with type Posttest-Only Control Group Design. The study population is all fifth-grade students at Cilangkap 01 Pagi Elementary School in the second semester of the academic year 2021/2022. Sampling used Cluster Random Sampling. The samples of this research are 60 students from classes V-C and V-D. The instrument used a multiple-choice test consisting of 20 questions and a motivational questionnaire with 25 questions. Research data has been tested for normality, then obtained data were normally distributed. Hypothesis testing was using a t-test of tcount= 3.4983 which resulted in the rejection of H0 at a significance level of about 5% with an effect size of 0.8063 is high in learning outcomes. While the average value of motivation in the experimental class is 60.89 and, in the control, class is 56.57 with an effect size of 0.46 is medium. This study concluded that there is the effect of the use blended learning model assisted video animation to the motivation and students

Application of Problem Based Learning Models Assisted by Instructional Videos to Improve Student Science Learning Outcomes for Elementary School

Application of Problem Based Learning Models Assisted by Instructional Videos to Improve Student Science Learning Outcomes for Elementary School

The Effect of Using Animation Videos for Teaching Science in Elementary Schools During the COVID-19 Pandemic

This study describes the effect of using animated videos on the science learning outcomes of students of SDN Kedondong 2 reinforcement during the COVID-19 pandemic. The study employed a quantitative approach using a pre- and post-test design. A sample of 28 fifth-grade students of SD Negeri Kedondong 2 reinforcement was used. Data were collected via a learning outcome test, where a pretest (initial test) and a posttest (final test) were conducted. The data obtained from the t-count was 14.386; to interpret the t-result, df was calculated: df = N – 1 = 28 – 1 = 27. The df was then consulted on the table for the value of ”t” at a 5% significance level; therefore, with a df of 27, the value of the t-table was 2.033. The t-count was greater than the t-table, that is, 14,386 > 2033. Based on these results, Ho was rejected and H1 was accepted, that is, there was a positive effect of animated video on the science learning outcomes of Kedondong 2 Tulangan Elementary School students during the pandemic.
 Keywords: animated videos, t-test, eta square

PENGARUH METODE MODEL PEMBELAJARAN TALKING STICK TERHADAP HASIL BELAJAR IPA PESERTA DIDIK KELAS V DI SDN 12 AMPENAN TAHUN AJARAN 2021

This study aims to determine the effect of the Talking Stick learning model method on the science learning outcomes of class V students at SDN 12 Ampenan. This study used a quantitative approach with the Quasi Experimental Research method with the pre-experimental research design type one group pretest-posttet design. The population in this study were students of grade V SD with a total of 24 students. The sampling technique used purposive sample with a sample size of 22 students. Data collection techniques in this study using multiple choice test questions and documentation. The data analysis technique used is the t test with the type of paired sample t-test. The results of hypothesis testing show the sig. (2-tailed) the science learning outcomes of students have the same value, namely 0.000 at the 5% significance level with the number N = 22. The sig. (2-tailed) value indicates that there is a significant effect of the Talking Stick method on the science learning outcomes of grade V students at SDN 12 Ampenan in academic year of 2021

Hubungan Kecerdasan Emosional Dan Motivasi Belajar Dengan Hasil Belajar IPA Peserta Didik Kelas VIII Kepulauan Selayar

This study aims to determine: (1) the description of emotional intelligence, learning motivation, and science learning outcomes for students in class VIII SMPN in Benteng District, (2) The relationship between emotional intelligence and science learning outcomes for students in class VIII SMPN in Benteng Regency. Benteng Regency, (3) the relationship between learning motivation and science learning outcomes for class VIII SMPN students in Benteng Regency, (4) the relationship between emotional intelligence and learning motivation on science learning outcomes for VIII SMPN students in Benteng Regency. This research is an ex post facto research which is correlational. Sampling by means of random sampling. Data were analyzed by descriptive statistics and inferential statistical analysis. The conclusions in this study are as follows. (1) The emotional intelligence of class VIII SMP Negeri in Benteng Subdistrict, Selayar Islands Regency is in the medium qualification. Motivation to learn is in moderate to high qualifications, and student learning outcomes are in low, medium to high qualifications. (2) There is a significant influence of emotional intelligence directly on learning outcomes. (3) There is a significant effect of learning motivation directly on learning outcomes. (4) There is a significant influence between emotional intelligence and learning motivation together on learning outcome.

PENGARUH PEMBELAJARAN DARING TERHADAP HASIL BELAJAR IPA SISWA SMP

<p><em>This study aims to determine the results of science learning outcomes of students in online learning using Google Meet and Google Classroom during Covid-19 pandemic. Population in this study were all class VIII as many as 210 students consisting of 7 classes. The sample in this study consisted of 2 classes with a total of 60 students. The sampling technique used was cluster random sampling technique and obtained 2 classes VIII-1 (Google Meet) and VIII-2 (Google Classroom). The type of this research is descriptive quantitative research using primary data analysis (questionnaire data) distributed using google form. The secondary data analysis was obtained from the School Final Examination data. The data were analyzed using SPSS 21 to get the mean, standard deviation (S), normality test, homogeneity test and hypothesis testing (t-test) at a significant level = 0.05. The results of hypothesis testing using SPSS obtained a significant 0.012 from t count (2.679), significant level = 0.05 and (df) = 58 obtained t table (2.001). If t count > t table is 2.679 > 2.001, then Ho is rejected and Ha is accepted, which means, there is an effect of online learning on junior high school students' learning outcomes. In terms of learning outcomes, classes that use Google Meet have higher learning outcomes than classes that use Google Classroom.</em></p>

The Influence of Assignment Methods and Learning Behavior on Student Learning Outcomes

This study aims to determine: (1) Differences in science learning outcomes for students who are given assignments individually and students who are given assignments in groups, (2) The effect of the interaction between the assignment method and student learning behavior on science learning outcomes, (3) Differences in results learning science between students who are given assignments individually and students who are given assignments in groups, for students who behave introverted, (4) Differences in science learning outcomes between students who are given assignments individually and students who are given assignments in groups, for students who behave extroverted. This research was conducted at SDN 1 Bone Raya using the 2 x 2 factorial design method. The results showed that: (1) there were differences in science learning outcomes for students who were assigned individual assignments and students who were assigned group assignments. This can be seen from the average score of Science Learning Outcomes, where XA1 = 17.50 is higher than XA2 = 15.33, (2) there is an interaction effect between the assignment method and learning behavior on science learning outcomes, (3 ) there are differences in learning outcomes. Science between students who were given assignments individually and students who were given assignments in groups for students who behaved introverted, as seen from the average score of science learning outcomes, where XA1B1 = 21.73 was greater than XA2B1 = 13.

Implementation of online learning and its impact on student science competency

Student science learning outcomes in the first year of online learning are good. However, this is in the Basic Science course, whose learning objectives do not cover all science topics and are at the basic science level. Continuous monitoring of student performance during online learning is also a necessity. This study analyzes student science learning outcomes in Science Education courses in the second year of online learning implementation. This research is a type of descriptive research that uses qualitative methods. The sample consists of 147 Elemntary School Teacher Department (PGSD) FKIP students at the University of Mataram who had taken Science Education courses. The learning outcomes data collected are final grades in qualitative – A, B+, B, C+, C, D+, D, or E. This data is collected using a closed questionnaire instrument via google forms. The data were analyzed quantitatively using descriptive statistics. The study results provide information that students can be grouped into three based on their scientific competence. This group is students with excellent, good, and sufficient competence. Most of them (98.6%) have competence in the good and very good category.

Self Awareness and Mitigation of Learning Loss on Students' Science Learning Outcomes During the Covid 19 Pandemic

This study aimed to analyze the correlation between self-awareness, mitigating learning loss, and student science learning outcomes during the COVID-19 pandemic. Data was collected using a correlational study, a questionnaire, and data analysis using linear regression using the SPSS 16.00 application. The analysis results found that the correlation value or R correlation between self-awareness and learning outcomes was 0.020. The coefficient of determination (R2) was 0.000. In contrast, the regression between learning loss and learning outcomes was R, which was -0.073, the coefficient of determination (R2) was 0.005. The self-awareness regression coefficient on the correlation between self-awareness and learning outcomes is 0.018 or only 0.02%, so the equation becomes Y = 83,287 + 0.018X. In the correlation between self-awareness and learning outcomes, the regression coefficient of learning loss is -.119 or only <0, so the regression equation formed is Y = 94.480 -.199X. Therefore, it can be concluded that self-awareness has no correlation with students' cognitive learning outcomes, and there is no correlation between learning loss mitigation and student learning outcomes during the COVID-19 pandemic