Learning Model Type Research Articles

Implementation of the Jigsaw Type Cooperative Learning Model on Improving Achievement and Learning Motivation of Muhammadiyah in Mu'allimin Madrasah Muhammadiyah Yogyakarta

This research aims to determine the enhancement of students ' achievement and motivation after action, to know the difference in achievement and motivation to learn in the subjects of the youth through the cooperative learning model of the jigsaw type, describing the constraints of teachers in using the kind of unified learning model in Class 3 A Madrasah mu'allimin Muhammadiyah Yogyakarta. This research is a collaborative class of action research. The subject of the study was a Grade 3 student of A Madrasah Tsanawiyah mu'allimin Muhammadiyah Yogyakarta 2021/2022, with as many as 31 students. This research focuses on the achievement and motivation to learn the Kemuhammadiyahan after implementing a cooperative learning model. Data collection techniques using observation, documentation, and tests. The data analysis techniques in this study used quantitative and qualitative descriptive. Based on the research achievements and motivation in learning, Kemuhammadiyahan, through the application of a jigsaw type cooperative learning model, experienced a significant increase. Thus the jigsaw type cooperative learning model can be applied to Kemuhammadiyahan subjects.

Peningkatan Keaktifan, Sikap Percaya Diri, dan Hasil Belajar IPS melalui Model Pembelajaran Tipe STAD

This study aims to know increasin the activeness, self-confidence, and learning outcomes of students in social studies learning through the application of the STAD type learning model. This research was conducted at SD Negeri Winongkidul. The subjects in this study were sixth grade students of SD Winongkidul. This type of research is classroom action research. Data collection techniques in this study used questionnaires and observation sheets. The data analysis technique used descriptive quantitative with percentages. The results showed that 1) Increasing the activeness of students in social studies learning through the application of the STAD model by the pre-cycle at 13 students (54.17%) increased in the first cycle to 17 students (70.84) and the second cycle to 21 students (87.5%). 2) Increased self-confidence of students in social studies learning through the application of the STAD type learning model in the pre-cycle 14 students (58.33%) increased in the first cycle to 19 students (79.17) and in Cycle II to 23 students (95.83%) 3) Improving student learning outcomes in social studies learning through the application of the STAD model in the pre-cycle 12 students (50%), increased in the first cycle to 16 students (66.67%) and in the second cycle increased to 22 students (91.67%).

PENGARUH MODEL PEMBELAJARAN AKTIF TIPE TEAM QUIZ TERHADAP PRESTASI BELAJAR IPA SISWA KELAS III SD NEGERI MARGOYASAN YOGYAKARTA

The purpose of this study was to determine the trend of science learning achievement of third-grade students of SD Negeri Margoyasan Yogyakarta using the Team Quiz type of active learning model and to determine the differences in science learning achievement of third-grade students of SD Negeri Margoyasan Yogyakarta between those using the Team Quiz and expository active learning models. Data collection techniques with documentation techniques and test techniques. The results of the validity test of 30, obtained 28 items were declared valid. The results of the instrument reliability test obtained the KR-20 value of 0.923. The data analysis technique used descriptive analysis and a t-test. The analysis prerequisite test used the normality test of the data distribution and the homogeneity of variance test. The results showed that the trend of science learning achievement of third-grade students of SD Negeri Margoyasan Yogyakarta who used the Team Quiz type of active learning model was included in the very high category and there was a very significant difference in science learning achievement between those who used the Team Quiz type of active learning model and the expository model.

Activities and Learning Results of Islamic Education Through the Implementation of Cooperative Type Models Gallery Walk at Elementary School

The condition of learning in elementary schools, especially Islamic Education currently still uses conventional learning models (lecture method). In learning, students only become objects, so it does not encourage students' potential to develop. PAI learning using the Cooperative Type Learning Model Gallery Walk in class V elementary school is very good to apply. This aims to ensure that students develop activity and creativity in the classroom, have an attitude of respect for other people and appreciate the work of others, learn to solve certain problems, learn to understand group diversity, and be able to socialize in group environments and social life. The approach used is the approach qualitative. Research data This is in the form of information about the process and data on the results of actions obtained from observations, interview results, and final tests. The data source is the process of implementing the Type Cooperative Learning Model Gallery Walk in learning Islamic Education in class V at Elementary School 09 Behind Balok Bukittinggi. The research subjects were teachers (observers), researchers (practitioners), and 26 class V students. Data analysis was carried out using a data analysis model. Research result shows that learning uses a cooperative learning model Gallery Walk is very well implemented to improve student learning outcomes. The research results obtained in the first cycle of the first meeting showed that student activity was 69.89%, in the second meeting it increased to 73.10%, and in the second cycle of the first meeting, it became 86.02%. Meanwhile, the learning outcomes in cycle I, meeting I, were 68.46%, meeting II was 76.15% and in cycle II, meeting I was 98.46%. This is proof of the success of the research carried out at elementary school 09 Behind Balok Bukittinggi.

The Effect of Using Geogebra Assisted STAD Type Learning Model on Problem Solving Ability and Mathematical Disposition

This study aims to analyze the effect of the geogebra-assisted STAD type cooperative learning model on improving geometric problem solving and mathematical disposition skills. The population in this study was the fifth grade students of SD Muhammadiyah Metro for the academic year 2021/2022 as many as 104 students spread into 3 classes. This study used quasi-experimental research with a non-equivalent pretest and posttest group design. With the sampling technique selected from 3 classes that have the same relative average math scores then taken randomly. Class V Ar Rahman was chosen as the class that uses cooperative learning type STAD assisted by geogebra and class V Al Haq as the class that uses direct learning. The data collection technique used a mathematical disposition test and questionnaire. Tests and questionnaires were given at the beginning of learning (pretest) and at the end of learning (posttest). After that the data were analyzed using the t-test formula. The results showed that students who received STAD cooperative learning with the help of geogebra had higher geometric problem solving abilities and mathematical dispositions than students who received direct learning. So it can be concluded that the application of geogebra-assisted STAD cooperative learning has an effect on increasing students' geometric problem solving abilities and mathematical dispositions

MIN in Rural and Urban Areas: Implementation of Talking Stick Learning Model in Al-Qur’an Hadith Subject

The purpose of this study was to determine differences in the tolerance character of students by applying the talking stick MIN model in Bengkulu Selatan district and MIN students in Bengkulu city. This type of research was mixed-method research using an explanatory design. The sampling technique in this study was total sampling. Collecting data in this study used a tolerance character questionnaire distributed to students from class IV MIN 1 Bengkulu City, class IV MIN 2 Bengkulu City students, grade IV students of MIN 1 South Bengkulu Regency MIN 2 South Bengkulu Regency, which totaled 100 students. Data analysis used the Independent Samples T-test and descriptive statistics. The results of this study indicated that the sig (2-tailed) Independent T-test value is 0.162 ≥0.05, so Ho was accepted, and Ha was rejected, meaning that there was no significant difference between the average scores of students' tolerance character in MIN Bengkulu Selatan Regency (rural area area) and MIN Kota Bengkulu (Urban area area) where both schools implemented cooperative learning model of talking stick type in Al-Qur'an Hadith subject. Based on the results of interviews, after applying the talking stick model, students felt happy and excited while learning because learning was not dull, so that students also more easily understood the learning materials presented by the teacher.

The Influence of Complex Instruction Type Cooperative Learning Models on Student History Learning Outcomes SMA Negeri 5 Banda Aceh

This article aims to know the effect of the cooperative learning model of complex instruction type on history learning outcomes of class XI IPS students SMA Negeri 5 Banda Aceh. The method used in this research is quasi-experimental with the form of design used being the nonequivalent control group. The population in this study are all students of class XI IPS SMA Negeri 5 Banda Aceh. The sample in this study was XI IPS 1 as an experimental class and XI IPS 2 as a control class, samples were taken by purposive sampling technique. Data collection techniques used are test and documentation. Data analysis techniques using SPSS version 20. The results showed that the cooperative learning model of complex instruction type influences student history learning outcome with an average student learning outcomes of students in class XI IPS 1 is 73,45 while class XI IPS 2 is 58,50. The results of data processing using Mann-Whithney test on the experimental class and control class showed that Asymp. Sig. (2-tailed) that is 0,001 less than 0,05, so is accepted and is rejected, it means that there is an effect of the model on history learning outcomes of class XI IPS students.

Pengaruh Number Head Together dan Motivasi Belajar terhadap Prestasi Siswa

This article aims to determine the effect of the Number Head Together type of cooperative learning model on student achievement, the effect of motivational learning on learning achievement, the effect of NHT model interaction and learning motivation on student achievement. This research was conducted at SDN 112233 Sidorejo, Torgamba District. The population was all 60 fourth grade students. The sample is all students as many as 30 students in class A and as many as 30 students in class B. The research instruments used were learning outcomes tests and learning motivation questionnaires. The research method uses a quasi-experimental method with a 2x2 factorial. The data analysis technique used ANOVA at a significant level of 0.05. The results of the analysis show that the learning achievement of students with the NHT model is higher than those taught by the conventional model (Fcount = 11,619> Ftable = 2.0021), there is a significant difference in the learning outcomes of students who have high motivation and low motivation (Fcount = 15,646> Ftable = 2 0.0021) and there is a significant interaction between the NHT model and students' learning motivation on learning achievement (Fcount = 4.378> Ftable = 2.0021). This study concludes that overall students who are taught with the NHT cooperative learning model and have high motivation have higher learning achievements than students who are taught using the conventional model

Penerapan Model Pembelajaran Kooperatif Tipe Stand (Student Team Achivement Division) Guna Meningkatkan Pemahaman dan Hasil Belajar Siswa pada Pelajaran Wadah Budidaya Perikanan di Kelas II TBP Sekolah Usaha Perikanan Menengah (SUPM) Negeri Sorong

This classroom action research (CAR) aims to improve the learning outcomes of class II TBP SUPM N Sorong through the STAD type learning model. For the outline, there are four stages of CAR, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. This research was conducted in 3 cycles, cycle 1 as comparison data for cycles 2 and 3. The number of students who were active in this study was 30 students. The results showed that the STAD type of cooperative learning model can provide better learning outcomes. This can be seen by the average value acquisition in cycle 1 38.06 and learning completeness score 16.6% then an increase in the average value in cycles 2 and 3 with cooperative learning type STAD, namely, cycle 2 class average value of 73.3 with a percentage of completeness learning 76.6% and cycle 3 class average value of 74.16 with a percentage of learning completeness 90%. Likewise with student activity has increased.

A Multistage Framework With Mean Subspace Computation and Recursive Feedback for Online Unsupervised Domain Adaptation.

In this paper, we address the Online Unsupervised Domain Adaptation (OUDA) problem and propose a novel multi-stage framework to solve real-world situations when the target data are unlabeled and arriving online sequentially in batches. Most of the traditional manifold-based methods on the OUDA problem focus on transforming each arriving target data to the source domain without sufficiently considering the temporal coherency and accumulative statistics among the arriving target data. In order to project the data from the source and the target domains to a common subspace and manipulate the projected data in real-time, our proposed framework institutes a novel method, called an Incremental Computation of Mean-Subspace (ICMS) technique, which computes an approximation of mean-target subspace on a Grassmann manifold and is proven to be a close approximate to the Karcher mean. Furthermore, the transformation matrix computed from the mean-target subspace is applied to the next target data in the recursive-feedback stage, aligning the target data closer to the source domain. The computation of transformation matrix and the prediction of next-target subspace leverage the performance of the recursive-feedback stage by considering the cumulative temporal dependency among the flow of the target subspace on the Grassmann manifold. The labels of the transformed target data are predicted by the pre-trained source classifier, then the classifier is updated by the transformed data and predicted labels. Extensive experiments on six datasets were conducted to investigate in depth the effect and contribution of each stage in our proposed framework and its performance over previous approaches in terms of classification accuracy and computational speed. In addition, the experiments on traditional manifold-based learning models and neural-network-based learning models demonstrated the applicability of our proposed framework for various types of learning models.

The Effect of TGT Model on Student Cognitive Learning Outcomes: The Concept of Relay Running

TGT cooperative type learning, as a game-based learning methodology, provides opportunities for students to develop skills in group interactions in small groups and work together with others. The world of learning today needs phenomena like this. This study aimed to determine the effect of the TGT cooperative type learning model on students' cognitive learning outcomes on the topic of relay running. This quantitative study was a quasi-experimental pretest-posttest design. The samples involved were 70 students from two different experimental and control classes. The data collection instrument in this study was 10 essay test questions validated and tested. The results showed an effect of the TGT cooperative type learning model on students' cognitive learning outcomes. The achievement test score for the TGT group was 81.67, while the control group was 75.75. It implies that the TGT group performed superior in cognitive learning outcomes when compared to the control group. Thus, it is concluded that the TGT cooperative type learning model can be recommended in improving students' cognitive learning outcomes on the concept of relay running.

Comparison of the Effectiveness of Learning Model Problem Posing with Quantum Learning TANDUR toward Students’ Understanding in Mathematics Concept

The purpose of this research is to know the effectiveness of the learning model Problem Posing type Post Solution Posing with Quantum Learning TANDUR type to understand the concept of mathematics on the integral material is not necessarily use three-teir multiple choice diagnostic test based E-Learning class XI MIPA students in SMA N 1 Bringin year Lesson 2019/2020. This research is a quantitative study of quasi-experimental experiments with the design of Posttest Only Control Group design. The samples in this study were students of grade XI MIPA 1 and XI MIPA 2 SMA N 1 Bringin. The instrument used in this study was about understanding the mathematical concept of Three-Teir Multiple Choice Diagnostic Test. The results of the study gained that the classifications of class-savvy category XI MIPA 1 have an average of 26.18% while the class XI MIPA 2 has an average of 21.47%. Thus, understanding the concept of class XI MIPA 1 is higher than the class XI MIPA 2. Then based on the results of the hypothesis test using an average similarity test with test-T scores obtained t-count =-0.00691 is between-2.02 ≤ t-table ≤ 2.02 which means that the effectiveness of implementation of learning model Problem Posing type Post Solution Posing same as the application of learning model of Quantum Learning TANDUR type towards understanding student mathematics concept.

A New Deep Learning Calibration Method Enhances Genome-Based Prediction of Continuous Crop Traits.

Genomic selection (GS) has the potential to revolutionize predictive plant breeding. A reference population is phenotyped and genotyped to train a statistical model that is used to perform genome-enabled predictions of new individuals that were only genotyped. In this vein, deep neural networks, are a type of machine learning model and have been widely adopted for use in GS studies, as they are not parametric methods, making them more adept at capturing nonlinear patterns. However, the training process for deep neural networks is very challenging due to the numerous hyper-parameters that need to be tuned, especially when imperfect tuning can result in biased predictions. In this paper we propose a simple method for calibrating (adjusting) the prediction of continuous response variables resulting from deep learning applications. We evaluated the proposed deep learning calibration method (DL_M2) using four crop breeding data sets and its performance was compared with the standard deep learning method (DL_M1), as well as the standard genomic Best Linear Unbiased Predictor (GBLUP). While the GBLUP was the most accurate model overall, the proposed deep learning calibration method (DL_M2) helped increase the genome-enabled prediction performance in all data sets when compared with the traditional DL method (DL_M1). Taken together, we provide evidence for extending the use of the proposed calibration method to evaluate its potential and consistency for predicting performance in the context of GS applied to plant breeding.

The Effect of Snowball Throwing Cooperative Learning Model on Student Learning Outcomes

Snowball Throwing-style cooperative learning has been shown to impact primary school students' academic performance positively. This type of research is quasi-experimental. Documentation and testing methods are used to collect data. Before hypothesis testing using t-tests, the data analysis technique used descriptive analysis and prerequisite analysis tests such as initial ability, normality and homogeneity of variance tests. According to the findings, Indonesian subjects taught using the cooperative learning model of the snowball throwing type had an average score of 19,750, and those taught using the expository learning model had an average score of 17,578. The t-test yielded tcount = 3.114 and ttable = 2.026 as the final results. This means that Indonesian primary school students learn differently in classes taught using the snowball-throwing cooperative learning model and classes taught using expository learning models, according to the t-test results. Snowball Throwing type cooperative learning is more influential than expository learning on Indonesian for elementary school subject learning outcomes according to the results of t-tests.

Student Responses to The Application of The Number Head Together Learning Model in Physics Subjects

The NHT (Number Head Together) learning model is a learning model that has a structure designed to influence student interaction patterns. The NHT learning model emphasizes students to work together in finding, processing, and reporting information. This model can make students more communicative during the physics learning process. The use of conventional learning models will generally make students bored and uninterested in learning physics. In physics subjects, teachers generally use conventional learning modelsStudents' boredom will arise when learning using conventional models. The purpose of this study was to describe students' responses to the application of the NHT type cooperative learning model. The benefit of this research is to know the student's response to the application of the NHT type of cooperative learning model, as well as the application of the NHT type of cooperative learning model in physics learning. This study used a mixed method research design. The data in this study were analyzed using the triangulation method. Data were collected through interviews, observation, and documentation. The subjects in this study were high school students. The results showed that some respondents responded quite well to the application of the NHT type of cooperative learning model in physics learning, and some of them responded well to the application of the NHT type of cooperative learning. In learning physics, the use of learning models affects the continuity of the teaching and learning process which will have an impact on the knowledge and learning outcomes possessed by students.

Modeling The Types of Online Learning Media Using Multiple Linear Regression Analysis

The research objective is to model the types of learning media Whats App Group, Google Classroom, Zoom and YouTube with multiple linear regression analysis. Multiple linear regression analysis is a linear regression model with one continuous variable and k (two or more) independent variables. This type of research is quantitative research that can model several types of online learning. The object of study in this research is STKIP Pembangunan Indonesia students with a sample of 25 people. The source of data comes from primary data by giving questionnaires to students. Based on the results of the analysis, the type of online learning model obtained is = 70, 376 + 0, 357x1 + 0, 322x2 − 0, 279x1 − 0, 321x2 + ε with a contribution of 21.2%. From the resulting regression model, the best learning models or those often used by Lecturers at STKIP development are WhatsApp Group and Google Classroom. In addition to multiple linear regression analysis, other methods can also be used to model types of online learning media with the addition of media such as LMS Moodle, Edmodo and others.

Vision-Based Edge Detection System for Fruit Recognition

There are variety of fruits around the world, different types of fruits contain different types of nutrients and vitamins which could benefits our health. In order to understand which fruit can provide specific type of nutrients, we need to identify the types of fruits. However, fruits grow in a different shape, colour and texture based on the country they were planted and the environment of the land. Implementing a machine vision-based recognition on the fruits can help people recognize them easily. In this paper, an edge detection method is applied using computer vision approach to recognize different types of fruits. The fruits are classified based on the features extracted from their images. In the experiment, a total of 450 images of three types of fruit are used, which are apples, lemons and mangoes. Pre-processing steps are applied on the captured image to improve the quality of fruit details and the edge features are extracted using Canny Edge Detection method. Classification of the fruits is accomplished using two different types of learning model, the deep leaning model, Convolution Neural Network (CNN) and machine learning model, Support Vector Machines (SVM). The performance of both classifiers is compared and the model with the best performance, SVM is chosen as the model for the system. The system can achieve 86% classification accuracy with the SVM model, which is good enough for fruit recognition.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE RECIPROCAL UNTUK MENINGKATKAN PERCAYA DIRI DAN PRESTASI BELAJAR SISWA (Studi Pada Mata Pelajaran IPS Siswa Kelas VIIA SMP N 3 Kepahiang, Bengkulu)

This study improves self motivation and social studies learning achievement by using the Reciprocal Cooperative learning model. The design of this study is Classroom Action Research (CAR). Data collection using observation technique, questionnaires and tests. The instruments used were observation sheets, questionnaire sheets and test questions. The research subjects were students of SMP Negeri 3 Kepahiang class VIIa semester 1. The results obtained by cycle I are the confidence of students from class VIIA SMP Negeri 3 Kepahiang an average of Less Criteria with having average scores.Cycle II increased to Good Criteria with having scores above the average. Cycle III increased to Very Good Criteria with having scores above the average. For student achievement reached with an N-gain value of Less Effective in cycle I. Student learning achievement increased by scores with Ngain value of quite effective in the second cycle. Student learning achievement increased by scores with an N-gain effective. From the results of the study it can be concluded that the cooperative learning model of reciprocal learning type can increase the confidence and achievement of social studies students of class VIIA SMP N 3 Kepahiang.

SFE Learning Model for High School Mandarin Teachers in Tebing Tinggi City

This research is entitled 'SFE Learning Model for Mandarin Language Teachers at Senior High Schools in Tebing Tinggi City.' This activity aims to provide assistance in an effort to improve teacher skills in teaching Mandarin to high school students. This teaching training was carried out through a community service program with partner teachers in Tebing Tinggi City High School. This activity started from the anxiety of the principal, where the teacher had not been able to create an attractive and effective learning model. The research used training and mentoring method, starting with socialization activities and then opening in the form of offline motivational seminars. Furthermore, training activities were carried out online using the Zoom Meeting media for two months, involving teachers. The strategy in this activity used the Student Facilitator and Explaining (SFE) type of cooperative learning model. The results of this study are expected to be useful for all teachers in creating an interactive learning atmosphere, with various forms of games and facilitated by current technological advances.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK,TALK WRITE UNTUK MENINGKATKAN KEMANDIRIAN DAN PRESTASI BELAJAR PESERTA DIDIK (Studi Tindakan Kelas pada Mata Pelajaran Bahasa Inggris Kelas X SMA Negeri 1 Merapi Selatan Kabupaten Lahat)

The research purpose is to describe the cooperative type learning model Think,Talk,Write to increase the students’ independence and achievement of the student learning at English subject of the first class SMA Negeri 1 Merapi Selatan Lahar Regency. The subjects of the research are the students of X IPA at the second semester of the academic year 2019/2020 SMA Negeri 1 Merapi Selatan. The research design used is classroom action research and quotient experiment. The instuments used are the tes instruments of objective questions given ti the students at every cycle.Non test instruments used are the observation sheet of teacher’s activity and the observation sheet of students’ independence. The data of test result is analized by using descriptive statistics and the data of on test result is analized by using quantitative description. From the result of this research shows that the cooperative type learning model Think,Talk and Write can increase independece and achievement of the students learning of X IPA class SMA Negeri 1 Merapi Selatan Lahat regency.