Write Learning Model Research Articles

Content Validity to Assess the LMS-Moodle-based Academic Writing Learning Model of Arabic

The aim of study was a deep understanding of the description of content validity of a LMS-Moodle Based to support learning Arabic academic writing. This research focused on tracing LMS that are suitable to be used to carry out Arabic academic writing learning in college. This study used a Research and Development method that combines two research methods to describe the validation mechanism of the LMS-Moodle Based device for learning of Arabic writing. To develop this research instrument, the researchers developed an instrument based on the IPA Matrix analysis. After developing the instrument, LMS assessment was carried out by several experts in the field of learning media who assessed the LMS used in learning Arabic academic writing. The results of this study indicated that the LMS used for learning Arabic academic writing is feasible to use based on the measurement of the matrix science.

Think Talk Write: An Effort to Improve Students' Information Literacy

This study aims to examine the effect of the Think Talk Write learning model as an effort to improve students' information literacy in the study of the concept of the immune system. This type of research includes a action research approach with a quasi-experimental method (using pre-test and post-test). The research subject was a population of 52 students in class IX science. The research data was collected based on the results of the pre-test and post-test that had been carried out on grade IX students. Based on the results of this study, it was found that the class that applied the think talk write learning model got a higher average score (4.07) than the class that applied the conventional learning model (4.05). Thus, it is concluded that learning that applies the think talk write model can improve information literacy in students.

Penerapan Model Pembelajaran Think-Talk-Write (TTW) Terhadap Kemampuan Komunikasi Matematis Siswa Berdasarkan Gender

This study aims to determine the effect of the Think-Talk-Write (TTW) learning model on mathematical communication skills based on gender. This type of research is quantitative research with posttest control group design. The population used in this study were class VIII students with a sample of 2 male classes and 2 female classes that were divided into experimental and control classes. This study resulted in (1) the mathematical communication ability of male students using the Think Talk Write (TTW) learning model the same as the mathematical communication skills of female students using the Think Talk Write (TTW) learning model. (2) The mathematical communication ability of male students using the Think Talk Write (TTW) learning model is the same as the mathematical communication ability of male students using the conventional learning model. (3) The mathematical communication ability of male students using the Think Talk Write (TTW) learning model is the same as the mathematical communication ability of female students using the conventional learning model. (4) The mathematical communication ability of female students using the Think Talk Write (TTW) learning model is better than the mathematical communication ability of male students using the conventional learning model. (5) The mathematical communication ability of female students using the Think Talk Write (TTW) learning model is the same as the mathematical communication ability of female students using the conventional learning model. (6) The mathematical communication ability of male students using the conventional learning model is the same as the mathematical communication ability of female students using the conventional learning model.

The Influence of Think Talk Write (TTW) Learning Model on Critical Thinking Ability of Class VII Students of MTs Al-Ikhlas Mowewe

This experimental study aims to determine the effect of the application of the TTW learning model on the critical thinking skills of seventh grade students of MTs. Al Ikhlas Mowewe. The population in this study were all students of class VII MTs. Al Ikhlas Mowewe Academic Year 2020/2021. Sampling using a saturated sample technique. Learning outcomes data on students' mathematics were collected by using the test instrument given at the posttest. The results showed that the average value of critical thinking skills of student in class VIIA (31 students) and class VIIB (31 students) were 75 and 65. So, it’s indicates that the critical thinking ability of students who were taught using TTW learning was higher than using conventional learning. Furthermore, the results of inferential statistics analysis on hypothesis testing using the t-test have obtained the value of , indicating that is rejected and is accepted, it means, there is a significant difference of critical thinking skills of students by TTW learning and conventional learning. So, the conclusion of this study is that the critical thinking ability of students who are taught with TTW learning has a more positive effect than the critical thinking ability of students who are taught by conventional learning in class VII MTs. Al Ikhlas Mowewe.

DEVELOPMENT OF COLLABORATIVE LEARNING MODELS TO IMPROVE STUDENT'S WRITING SKILLS CLASS V SD NEGERI 065011 SUB-DISTRICT MEDAN CITY

The low interest and talent of fifth grade students at SD Negeri 065011, Medan Selayang Subdistrict, Medan City, for the 2021-2022 academic year in writing activities is caused by the absence of creativity made by educators in teaching students. For this reason, it is necessary to develop an innovative learning model that can make students more active in the process of learning to write. The learning model to be developed in this research is a collaborative learning model. The collaborative learning model is one of the "Student-Centered Learning" (SCL) models. The purpose of this study was to describe the effectiveness of the use of collaborative learning models in improving the writing skills of fifth graders at SD Negeri 065011, Medan Selayang Subdistrict, Medan City in the 2021-2022 academic year. The research method used in this research is the research & development method. The research subject of this development product is the validator. The object of research in this study is a writing learning model, namely a collaborative learning model that is implemented in fifth grade students of SD Negeri 065011, Medan Selayang District, Medan City in the 2021-2022 academic year. The instrument used to obtain research data using non-test instruments and test instruments. The results of this study indicate that the collaborative learning model is effective in improving the skills of writing descriptive text by fifth grade students of SD Negeri 065011, Medan Selayang District, Medan City in the 2021-2022 academic year, where before the process of developing the collaborative learning model was in the sufficient category and then increased to good after the process of developing cooperative learning models in class V of SD Negeri 065011, Medan Selayang District, Medan City, for the academic year 2021-2022.

PENERAPAN MODEL PEMBELAJARAN COOPERATIVE LEARNING “THINK TALK WRITE” DALAM MENULIS CERITA FANTASI PESERTA DIDIK KELAS VII-F SMPN 1 WONOAYU SIDOARJO

The purpose of this study is that students are able to write fantasy stories through the Think Talk Write learning model. The researcher applies a Think Talk Write learning model that is applied to students of class VII-F Wonoayu Sidoarjo 1 Junior High School. Researchers use the application of learning models, namely learning Think Talk Write. This learning model helps students to get maximum learning outcomes in groups so as to foster a sense of family and cooperation. Learning to write fantasy stories was chosen as the study material because it had not yet achieved the ability of students to write fantasy stories. This is based on learning outcomes that have not yet reached the expected KKM.

Improving Concept Understanding Ability Using Think Talk Write Learning Model in Mathematics Lessons at SD Negeri 42 Banda Aceh

Elementary school is the main foundation in developing an understanding of mathematical concepts. If the basic understanding of students' concepts is not good or weak, then students can’t solve math problems. Therefore, understanding the concept is important to help students in learning mathematics. In the learning process the teacher doesn’t optimize the methods, strategies or learning models. So far, the learning process is only focus by explanations or examples of questions, as a result, when students are faced with different questions, students have difficulty solving problems. This happens because the lack of students' conceptual understanding skills. The purpose of this study was to determine the increase in the ability to understand mathematical concepts through the Think Talk Write learning model. This study uses a quantitative approach, while the design used in this study is the Pre Experiment One group pretest and posttest design. The populations in the study were all students at SD Negeri 42 Banda Aceh, totaling 50 students. The sample in this study was the V grade students as the experimental class, while the grade as the control class. Based on the analysis of research data, it is stated that the value of sig. (2-tailed) the N-Gain score is 0.000 less than 0.05 so Ho is rejected and Ha is accepted. Keywords: Concept Understanding Ability; Mathematics Lesson; TTW.

Concept Understanding Ability and Students Belief through Think Talk Write Learning Model Using Cube Origami Media

Elementary school is the main foundation in developing an understanding of mathematical concepts. If the basic understanding of students' concepts is not good or weak, students cannot solve math problems. Therefore, understanding the concept is essential to help students in learning mathematics. The teacher does not optimize the methods, strategies, or learning models in the learning process. So far, the learning process is only guided by explanations or examples of questions. As a result, when students are faced with different questions, students have difficulty solving problems. It happens because of the lack of students' conceptual understanding skills. The purpose of this study was to determine the increase in the ability to understand the concept by using origami media through the Think Talk Write (TTW) learning model. This study uses a quantitative approach, while the design used in this study is the Pre-Experiment One group pre-test and post-test design. The population in the study were all fifth-grade students at SD Negeri 42 Banda Aceh, totaling 50 students, consisting of students in class VA-1 as the Experiment class, while in class VA-2 as the Control class. Based on the analysis of research data, it is stated that the significant value (2-tailed) N-Gain score is 0.000 less than 0.05, so H0 is rejected, and Ha is accepted. Thus, it can be concluded that there is an increase in the concept understanding ability and belief taught with origami media and through the TTW model with using conventional learning.

Efektivitas Penerapan Model Pembelajaran Think Talk Write (TTW) Secara Online Terhadap Literasi Informasi Siswa SMA

This study aims to analyze the effectiveness of the Think Talk Write (TTW) learning model which is carried out online on the information literacy of high school students. This study used a quasi-experimental method with a non-equivalent control group pretest-posttest design. The study was conducted on students of class XI IPA SMA Negeri 1 Labuapi consisting of 36 people. Research data were in the form of information literacy scores obtained from the application of pretest and posttest. The data analysis technique used in this study was covariance analysis (ancova). The results showed that the class that applied TTW learning had an average information literacy posttest score of 3.26 which was higher than the conventional class with an average gain of 2.97. The conclusion is that the application of the TTW learning model is more effective than the conventional learning model in terms of achieving student information literacy.

UPAYA MENINGKATKAN KEMAMPUAN SISWA MENULIS TEKS PROSEDUR MELALUI MODEL PEMBELAJARAN CHAIN WRITING DI SMP

Abstract This classroom action research was conducted in Class IX A SMP Negeri 5 Kubu with a total of 22 students. The objectives to be achieved in this study are to improve students' ability to compile procedural texts, develop effective, efficient and fun learning strategies and learning models, students can actively involve themselves in communication activities by expressing their ideas, opinions and feelings simply both verbally. or written. The technique used in this research is to make observations / observations and give student performance tests in the form of written tests. Then the next goal of Classroom Action Research is to find out to what extent learning through the Chain writing learning model can improve student learning outcomes in writing procedural texts in class IX A at SMP Negeri 5 Kubu. Classroom action research (CAR) was conducted in 2 cycles, from the results of the actions taken were proven to improve student learning outcomes in English lessons by reaching the KKM standard, namely 70. From 64.31% in cycle I, it could increase to 78.63%. in cycle 2. The results of this action research indicate that the chain writing learning model is effective in improving students' skills in writing procedural texts. Keywords: Chain Writing, Learning Model, Student ability, Procedure Text, Writing

Penilaian Ranah Afektif dalam Bentuk Penilaian Keterampilan Menulis dengan Model Pembelajaran Think Talk Write (TTW) Menggunakan Media Audiovisual pada Siswa Sekolah Dasar

Permendikbud No. 66/2013 concerning assessment standards explains that the assessment techniques and instruments used in the 2013 Curriculum include competency assessment of attitudes, knowledge, and skills. This means that learning and assessment must develop students' competencies related to the affective, cognitive, and psychomotor domains. Assessment of the affective domain is important because assessing the affective domain must be carried out in learning activities. The education unit needs to design and develop an appropriate affective domain assessment to achieve optimal learning objectives. In this study, the affective domain rating scale uses skills assessment using a Likert scale. Think Talk Write is a learning model that can improve activity and communication among students. Ngalimun argues that the Think Talk Write learning model is a type of learning model that starts with thinking through the reading material, communicated with presentations, discussions, and then reports on the presentation results.

The Effectiveness of Think Talk Write Learning Model to the Students' Writing Skills in Indonesian Elementary School

This research is about the use of Think Talk Write learning in Indonesian language learning material for writing skills at the Said Na'um Integrated Islamic Elementary School, East Jakarta. The objectives of the researcher are 1) to find out Think Talk Write learning in Indonesian language learning writing skills material. 2) knowing the correlation value of Think Talk Write learning in Indonesian language learning writing skills material. 3) knowing the correlation value of Think Talk Write learning in Indonesian language learning material for writing skills at the basic education level. The research used the library research method by conducting a meta-analysis of 36 research results, through analysis of the correlation value of the research results. The application of Think Talk Write learning is a cooperative learning model where learning focuses on using small groups to work together in maximizing learning conditions to achieve learning goals. The results showed that the population correlation means for Elementary School/equivalent was 0.393, Junior High School/equivalent was 0.513, and High School/equivalent was 0.433. While the impact of sampling errors for Elementary School / equivalent is 10.5%, Junior High School / equivalent is 64.6% and Senior High / Equivalent is 53.2%. So, it can be concluded that learning thinks talk write in Indonesian language learning material for writing skills in elementary schools can improve student learning outcomes with a positive correlation.

Implementation of TTW and TPS learning models to mathematics learning outcomes in terms of students’ mathematical communication ability

The goal of this study was deciding if the learning model has an impact on the achievement of mathematics learning in terms of student communication abilities in mathematics. The models being compared are the Think Talk Write learning model, the Think Pair Share model, and direct learning. The analysis used a quasi-experimental testing procedure. The population is all students of class VIII SMPN Wonosobo Regency in the academic year 2018/2019. The sample consisted of 269 students and was divided into three groups: 90 in the first experimental class, 91 in the second experiment class and 88 as the control class. The data of the study were analyzed using a two-way analysis of variance with unbalanced cells. The TTW learning model produces effective instruction in mathematics than the TPS and direct learning paradigm, and the TPS learning model produces better mathematics learning achievement than the direct learning model. These results show the same results for each group of communication abilities in mathematics. 2) Students with high mathematical communication abilities better math performance than middle and low income student mathematics communication abilities, and students with moderate communication abilities in mathematics have better learning performance as students with poor and intermediate mathematics communication abilities. low communication abilities in mathematics.

The Effect Of Think Talk Write (TTW) Towards On Ability To Solve Math Story Questions In SD Negeri Tidung Rappocini District Makassar City

This research aim to find out the effect of Think,Talk,Write (TTW) Learning Model Toward On Ability to Solve Math Story Questions in IV grade at SD Negeri Tidung Kecamatan Rappocini Kota Makassar. The Problem of this research were (1) How was the description of implementation Think,Talk,Write (TTW) Learning Model ? (2) What was the extend of the effect of Think,Talk,Write (TTW) Learning Model Toward On Ability to Solve Math Story Questions?. The purpose of this research were (1) to know the description of implementation Think,Talk,Write (TTW) Learning Model (2) to know the extend of the effect of Think,Talk,Write (TTW) Learning Model Toward On Ability to Solve Math Story Questions. The approach used in this research was quantitative with the type of experimental research. The research design used quasi experiment. The research variables consist of independent variables were Think, Talk, Write (TTW) learning models and the dependent variable was the ability to solve Math Story Questions. Data collection techniques using tests, observations and documentation. Data analysis techniques used descriptive statistical analysis and inferential statistical analysis. The results showed that: (1) The implementation of Think, Talk, Write (TTW) models on teacher observation activities took place very effectively and observations of student activities took place effectively. (2) Think, Talk, Write (TTW) learning model significantly influences the ability to solve Math Story Questions for IV grade students of SD Negeri Tidung Rappocini District, Makassar City. The effect can be seen from the differences in posttest results between the control group and the experimental group. The conclusion in this research was the use of Think, Talk, Write (TTW) learning model there is significant influence Toward On Ability to Solve Math Story Questions in Fourth Grade in SD Negeri Tidung Rappocini District, Makassar City

The Importance of Think Talk Write Learning Model on the Mathematical Connection Ability and Self-Confidence

The use of a monotonous and less attractive learning model results in low connectivity and low confidence. The purpose of this study was to determine the effect of the Think Talk Write (TTW) learnng model on the mathematical connection ability and self-confidence students class IV fraction material. The formulation of the problem in this study is wether there is an effect of the Think Talk Write learning model on the mathematical connection ability and self-confidence students class IV fraction material. This research is conducted to students class IV. This study is a quantitative research with Quasi Experimental Design in the form Nonequivalent Control Group Design. Data collection techniques method the test and questionnaries. Data analysis uses normality test, homogeneity test and hypothesis test. The results show that: 1) There is an effect of the Think Talk Write learning model on the mathematical connection ability, as evidenced by the results of the Independent Sample T-Test, there is a sig. (2-tailed) 0.038 <0.05 then Ho is rejected and Ha is accepted in the Paired Sample T-Test there is a sig. (2-tailed) 0.000 <0.05 then Ho is rejected and Ha is accepted. 2) There is an influence of the Think Talk Write learning model on self-confidence from the independent calculation there is a sig. (2-tailed) 0.000 < 0.05 means that Ho is rejected and Ha is accepted, while in Paired the results are Sig. (2-tailed) 0.000 <0.05 means that Ho is rejected and Ha is accepted. This research implies that the TTW learning model can improve the mathematical connection ability and self-confidence students class IV fraction material.

THE EFFECT OF APPLYING COOPERATIVE LEARNING MODEL ON KNOWLEDGE COMPETENCE: LITERATURE STUDY ABOUT THINK TALK WRITE

This research is motivated by learning that is still teacher-centered, students are not actively involved and do not take learning activities seriously. Learning using the lecture and discussion method, but in practice students do not understand the steps of the activity method used. At the time of learning, many students carry out activities outside of learning activities. Students do not concentrate on listening to the teacher's explanation and there is no collaboration between students and other students. So that the low competence of learning science students both in the aspects of knowledge, attitudes and skills. Efforts that can be made are applying the Think Talk Write type of cooperative learning model. Think Talk Write learning model is a learning model that can develop students' thinking, speaking and writing skills. This study aims to determine the effect of implementing the Think Talk Write type of cooperative learning model on students' science learning competencies. This research was conducted by reviewing several national-scale journals in Indonesia. The journal used is a journal that has 5 ISSN journals. The results obtained from the journal review are that there is a correlation between the application of the Think Talk Write type cooperative learning model to the science learning outcomes of students. This is evidenced by research conducted by Daha (2018), Sari (2017), Hulu (2019), Fitriana (2017), Erlija (2018) which uses a cooperative learning model type Think Talk Write assisted by media in learning.

Academic Writing Learning Model in Higher Education Based on Hybrid Learning

– Students must have academic writing competencies in order to express scientific ideas and attitudes through scientific papers. Therefore, learning activities are needed according to the times. Various information and communication technology devices can be used to access learning resources and materials. Learning activities can be presented by utilizing information and communication technology devices, including implementing online learning. Hybrid learning presents a variety of learning materials by utilizing the advantages of face to face meetings and online learning. The purpose of this study is to produce an academic writing learning model based on hybrid learning. The method used is development with the following research procedures: design, production, and product testing. The results were obtained by academic writing learning models in higher education based on hybrid learning.

THE APPLICATION THINK TALK WRITE LEARNING MODEL TO IMPROVE COMPOSING SHORT STORIES

Abstract: This study aims to apply the think talk write learning model to improve Indonesianlearning outcomes in composing short stories in Class IX.1 SMP Negeri 10 Kota Bekasi. Thesubjects were students of class IX.1 SMP Negeri 10 Kota Bekasi total of 40 students. The method usedwas classroom action research. Methods of data collection using tests, observations, interview, anddocumentation. The results obtained by the test result data evaluation of learning that have increasedeach cycle, the test results obtained pre-cycle average value of 73,30 with mastery learning 47,50%,which has increased in the cycle I average value of 78,55 with mastery learning 72,50%, which hasincreased in the cycle II average value of 81,10 with mastery learning 92,50%. The conclusion of thisstudy is through the learning model of think talk write can improve Indonesian learning outcomessubject of compile short stories in class IX.1 SMP Negeri 10 Kota BekasiKey Words: Indonesian Language, Short Story, Think Talk Write

The Comparison of Mathematical Communication Capabilities Students Who Get The Think Talk Write (TTW) Learning Model and Group Investigation (GI) Learning Model

This study is a quasi-experimental study that aims to compare the mathematical communication skills between students who get the Think Talk Write (TTW) learning model and the Group Investigation (GI) Learning Model, examine their quality improvement and examine students' attitudes towards Think Talk Write (TTW) learning models. ) and Group Investigation (GI) Learning Models.The population in this study were all students of class VIII 1 of Leuwigoong Junior High School, with a sample of two classes, namely: class VIII-E as the experimental first class who received the Think Talk Write (TTW) learning model and class VIII-H as the experimental second class that obtained the Model Group Investigation (GI) Learning. The instrument used was a description of mathematical communication skills and attitude scale. The results of data analysis showed that the mathematical communication skills of students who got the Think Talk Write (TTW) learning model were no better than those who received the Group Investigation (GI) Learning Model. Quality Improvement of mathematical ability of experimental first class students who get the Think Talk Write (TTW) learning model with the moderate category and for the improvement of mathematical communication skills of the experimental second class students who receive the Group Invertigation (GI) learning model with the moderate category, and for student attitudes towards mathematics learning using Think Talk Write (TTW) and Invertigation learning models (GI) both interpret well.Keywords: Mathematical communication skills, Think Talk Write (TTW) models, Group Invertigation (GI) models.

Play While Writing: Breakthroughs for Digital Literacy Activities during the Covid-19 Pandemic

<p class="abstrak">Covid-19 presence in the world has paralyzed the education system. Indonesia became one of the countries affected by Covid-19. The education system, which is usually conducted face-to-face, is forced to go online to reduce the risk of contracting the Covid-19 outbreak. Literacy activities that are considered important in schools are also affected by Covid-19. Seeing these problems, this study aims to create a literacy learning model that focuses on writing activities. The writing learning model with the play approach is a renewal in online writing activities. The method used in this research is qualitative. The sampling technique used is purposive sampling. The data analysis technique used is an interactive analysis model from Miles and Huberman. Informants in this study amounted to 30 people consisting of students, students, and the public. The Play While Writing Model starts with the conditioning of the class, the provision of relevant material, the instructions for playing, the process of playing while writing, the feedback from the informants, and the closing. The estimated online learning time is approximately one hour and thirty minutes. The results showed that the online writing learning model with a playful approach could attract informants. The writing learning model Playing While Writing makes students active, creative, and eager to express ideas in writing. As a whole, it can be said that the learning model of Playing While Writing can be a breakthrough in digital literacy during the Covid-19 pandemic.</p>