95 research outputs found
Meningkatkan Aktivitas dan Hasil Belajar Siswa Melalui Pendekatan Jelajah Alam Sekitar (JAS) Model Group Investigation (GI) pada Materi Pertumbuhan dan Perkembangan Makhluk Hidup Di SMP Negeri 3 Teras
No full textRetnowati, Anik. 2008. Meningkatkan Aktivitas dan Hasil Belajar Siswa Melalui Pendekatan Jelajah Alam Sekitar (JAS) Model Group Investigation (GI) pada Materi Pertumbuhan dan Perkembangan Makhluk Hidup Di SMP Negeri 3 Teras. Drs. Ibnul Mubarok dan Dra. Endah Peniati, M.Si.
Berdasarkan hasil observasi pada proses pembelajaran biologi di SMP N 3 Teras, hasil belajar IPA biologi kelas VIIIA tahun ajaran 2008/2009 belum tuntas secara klasikal yaitu masih di bawah nilai ketuntasan ≥63. Aktivitas belajar siswa selama proses pembelajaran masih kurang. Selama ini metode yang digunakan oleh guru biologi SMP N 3 Teras kebanyakan menjelaskan materi dan kurangnya interaksi serta aktivitas siswa. Upaya mengatasi hal tersebut dengan pembelajaran melalui pendekatan Jelajah Alam Sekitar (JAS) model Group Investigation (GI). Tujuan penelitian ini adalah untuk meningkatkan aktivitas dan hasil belajar siswa pada materi pertumbuhan dan perkembangan makhluk hidup.
Pembelajaran menggunakan sumber belajar berupa sampel proses pertumbuhan dan perkembangan makhluk hidup dari lingkungan sekitar. Pembagian kelompok berbeda pada setiap siklusnya, hal ini bertujuan untuk meningkatkan aktivitas belajar siswa. Metode pengumpulan data dengan menggunakan lembar observasi, tes, dan angket kepada siswa. Indikator dari penelitian ini yaitu peningkatan aktivitas dan hasil belajar siswa hingga sekurang-kurangnya 75% siswa memperoleh nilai keaktivan kategori cukup dan 75% siswa mencapai KKM, artinya siswa mendapatkan nilai ≥63 sebanyak 75% dari seluruh siswa kelas VIII A SMP N 3 Teras. Sekurang-kurangnya 75% siswa menyatakan suka dengan pembelajaran melalui pendekatan JAS model GI.
Hasil penelitian menunjukkan pada siklus I aktivitas dan hasil belajar siswa yang mencapai ketuntasan minimal sebesar 63% dan 73%. Siklus II sebesar 83% dan 755. Siklus III sebesar 100% dan 85%. Siswa tertarik dengan pembelajaran yang diterapkan, hal ini dapat dilihat dari hasil angket siswa pada siklus I, II, dan III yang memberikan tanggapan positif terhadap pembelajaran melalui pendekatan JAS model GI.
Berdasarkan hasil penelitian yang telah dilakukan dapat disimpulkan bahwa penerapan pembelajaran melalui pendekatan JAS model GIpada konsep pertumbuhan dan perkembangan makhluk hidup di SMP N 3 Teras dapat meningkatkan aktivitas dan hasil belajar siswa
Learning to Solve Mathematics Problems in Group Work Settings
No full textThe use of group-work settings at schools has recently become more popular compared to the individual settings. It might be due to the assumption that students need to practice working in groups as various workplaces apparently require collaborative skills. Mathematics is studied by most students worldwide. The study reported in this article aimed at testing if students could learn solving mathematics better in group-work compared to in individual settings. Worked-example instructions to learn novel arithmetic problems for seven graders, part-to-part and part-to-whole comparisons, were developed based on Cognitive Load Theory. The investigation included whether the worked-example instruction provided a powerful tool for learning mathematics in group-work settings compare to problem solving instruction. The results showed that students were benefited from learning in group-work as much as those in individual setting. Moreover, students who were provided worked-example instructions performed significantly better that those who learned solving problems without the worked-example
EFEKTIVITAS STRATEGI PENGELOMPOKAN BERPASANGAN DALAM PEMBELAJARAN MATEMATIKA MODEL CORE
No full textAbstrak: Penelitian ini bertujuan untuk menguji keefektifan pembelajaran CORE (Connect, Organize, Reflect, Extend) pada pembelajaran geometri transformasi dengan strategi pengelompokan yang berbeda ditinjau dari kemampuan penalaran, prestasi, dan self efficacy. Penelitian ini merupakan penelitian eksperimen semu dengan populasi siswa kelas XI IPA SMA yang baru pertama kali mempelajari materi geometri transformasi. Sampel penelitian sebanyak dua kelas masing-masing terdiri atas 40 siswa. Siswa belajar dengan dikelompokkan secara berpasangan atau kelompok kecil. Data dikumpulkan dengan teknik tes dan nontes serta dianalisis dengan teknik statistik deskriptif dan inferensial (Manova). Hasil penelitian menunjukkan bahwa pembelajaran CORE strategi berpasangan maupun kelompok kecil efektif ditinjau dari Kriteria Ketuntasan Minimum kemampuan penalaran, prestasi dan self efficacy yang ditetapkan, tetapi tidak terdapat perbedaan yang signifikan di antara kedua strategi pengelompokan tersebut. Repeated measures analysis of variance menunjukkan bahwa kompleksitas materi pembelajaran memengaruhi prestasi belajar secara signifikan. Semakin kompleks materi pembelajaran, penggunaan strategi kelompok kecil lebih baik daripada berpasangan. Kata kunci: CORE, kemampuan penalaran, prestasi belajar, self efficacy THE EFFECTIVENESS OF DYAD STRATEGY DURING MATHEMATICS LEARNING BASED ON CORE MODEL Abstract: The purpose of this study is to test the effectiveness of an instruction, namely CORE (Connect, Organize, Reflect, Extend) model, for learning geometry transformation in different grouping strategies (by dyads and small-group work), in terms of reasoning ability, achievement, and self-efficacy. This study was a quasi-experimental research with the entire population of science 11th graders who were novices in geometry transformation. The research samples were two classes which respectively consist of 40 students. Students learned all material either in dyads or small groups.The results showed that CORE instruction model with dyads or small-group work strategies was effective in relation to students’reasoning ability, achievement, and self-efficacy. There was no significant difference between the two grouping strategies. The following repeated measured analysis of variance showed that complexity of learning material significantly affected learning achievement. It is concluded that when the learning material is high in complexity, learning it in small group is better than doing it in dyads. Keywords: CORE, reasoning ability, achievement, self-efficacy</jats:p
The effectiveness of a worked example approach in group work settings during mathematics learning
No full textResearch has shown that worked examples are superior to problem solving in many
domains, particularly for novices. However, most research has only been conducted in
individualised learning environments, despite a large body of literature indicating that
learning can be effective in groups.
This experiment aimed to engage students in a group work activity using worked
examples or problems in geometry learning and compared the effect of the two
approaches on numeric and reasoning abilities using both near and far transfer tests.
Whether learning in a group work setting is beneficial compared with individual setting
was also examined. One hundred and one Year 7 students were randomly allocated into four experimental groups: (I) problem solving in an individual setting; (2) worked
examples in an individual setting; (3) problem solving during group work; (4) worked
examples during group work. Each group received three consecutive instructional
learning phases: worked example study, group work skill induction and an acquisition
stage. Numeric and reasoning abilities of all groups using both near and far transfer tests were measured and analysed by 2 x 2 MANOVAs. A questionnaire was distributed to obtain information on students' interaction intensity and their impression of the learning activities.
The results indicated a significant superiority of the worked example approach in both
the individual and group work setting for numeric and reasoning abilities and most
students stated that they preferred this study approach. The questionnaire data on
interaction intensity revealed that the worked example condition fostered interaction
between participants as much as the problem solving condition, nevertheless, a possible interaction effect was found favouring the group work condition under worked example conditions. This experiment adds evidence on the benefits of a worked example approach but does not suggest group work is advantageous. The group work effects are discussed using a cognitive load theory perspective
Collaborative learning and cognitive load theory
No full textMany educationalists advocate that students should be given frequent opportunities to learn through problem solving and learn collaboratively. Over many decades, researchers into Cognitive Load Theory (CLT) have demonstrated that for novel content, problem solving is a very inefficient method to learn. However, little research into collaborative learning has been conducted from the perspective of CLT. Consequently, the motivation of this thesis was to investigate the effectiveness of combining problem solving and collaboration through the lens of CLT and principles of evolutionary educational psychology.
Four experiments were completed with Grade 7 Indonesian students using Mathematics as the learning materials. Each experiment had an acquisition phase, where the interventions were introduced, followed by tests of similar content and transfer. All experiments compared individual and collaborative learning. During acquisition, students in collaborative learning groups completed the learning task together in face-to-face interactions but completed the test phases individually. In the first three experiments, collaborative learning was structured by grouping students with the same content knowledge. In the last experiment, students with different content knowledge were grouped and required to share their knowledge to solve tasks that depended on the shared knowledge. In addition, experiments included comparisons between problem solving and worked examples and used problem complexity as a potential moderator.
The overall results demonstrated that a worked example strategy was superior to a problem solving strategy. It was found that for high-complexity tasks, students who originally learned individually scored significantly higher than those who learned collaboratively. However, when learning by problem solving, collaborative learning was more effective than individual learning, but for low-complexity problems only. Experiment 4 showed that when students had to share different content knowledge, collaborative learning was found to be superior to individual learning in a problem solving context. In contrast, when all students had access to the relevant content knowledge, individual learning was superior to collaborative learning.
In summary, the study found that some caution should be shown when advocating the use of problem solving and collaboration. Both strategies can be effective, but according to quite strict conditions
The Compound Area of Quadrilaterals and Triangles: A Worked Example Based Learning Design
No full textComplex yet hierarchical mathematical material in fact does not mean that the process of schema acquisition and accommodation in long-term memory is easy. For an instance, year seven students learn to solve problems related to the compound area of quadrilaterals and triangles. This problem may be categorized as a well-structured problem, therefore, it might be procedurally obvious to reach the solution, for those who have possessed sufficient prior knowledge of the aspects of the shapes. This study aims to discuss instructional strategy for novices when learning to solve problems like these. Based on a cognitive load theory, the strategy of worked example could be applied effectively for novices. The design of the worked example must be presented in such a way it could minimize extraneous cognitive load. The composite shapes of quadrilateral and triangles might be challenging to be described in an integrated format to avoid the split attention effect. This paper shows how this can be done by using techniques, such as (1) number sequences of the solution steps; (2) different colors for prompting attention resource; (3) less wording, more procedure application; and (4) consistency of layout within overall material. In order to apply these, the instructional designers should follow ADD steps, (1) Analyze the learning content, arrange them accordingly; (2) Design one worked example, evaluate its accuracy and niche; and (3) Develop into several worked example pairs. Two worked example with paired problems have been successfully developed and declare valid. Eventually, it might be suggested that comprehensive consideration when designing worked example that contain pictures should reflects how students use their cognitive resource during learning
EFEKTIVITAS STRATEGI PENGELOMPOKAN BERPASANGAN DALAM PEMBELAJARAN MATEMATIKA MODEL CORE
No full textAbstrak: Penelitian ini bertujuan untuk menguji keefektifan pembelajaran CORE (Connect, Organize, Reflect, Extend) pada pembelajaran geometri transformasi dengan strategi pengelompokan yang berbeda ditinjau dari kemampuan penalaran, prestasi, dan self efficacy. Penelitian ini merupakan penelitian eksperimen semu dengan populasi siswa kelas XI IPA SMA yang baru pertama kali mempelajari materi geometri transformasi. Sampel penelitian sebanyak dua kelas masing-masing terdiri atas 40 siswa. Siswa belajar dengan dikelompokkan secara berpasangan atau kelompok kecil. Data dikumpulkan dengan teknik tes dan nontes serta dianalisis dengan teknik statistik deskriptif dan inferensial (Manova). Hasil penelitian menunjukkan bahwa pembelajaran CORE strategi berpasangan maupun kelompok kecil efektif ditinjau dari Kriteria Ketuntasan Minimum kemampuan penalaran, prestasi dan self efficacy yang ditetapkan, tetapi tidak terdapat perbedaan yang signifikan di antara kedua strategi pengelompokan tersebut. Repeated measures analysis of variance menunjukkan bahwa kompleksitas materi pembelajaran memengaruhi prestasi belajar secara signifikan. Semakin kompleks materi pembelajaran, penggunaan strategi kelompok kecil lebih baik daripada berpasangan.
Kata kunci: CORE, kemampuan penalaran, prestasi belajar, self efficacy
THE EFFECTIVENESS OF DYAD STRATEGY DURING MATHEMATICS LEARNING BASED ON CORE MODEL
Abstract: The purpose of this study is to test the effectiveness of an instruction, namely CORE (Connect, Organize, Reflect, Extend) model, for learning geometry transformation in different grouping strategies (by dyads and small-group work), in terms of reasoning ability, achievement, and self-efficacy. This study was a quasi-experimental research with the entire population of science 11th graders who were novices in geometry transformation. The research samples were two classes which respectively consist of 40 students. Students learned all material either in dyads or small groups.The results showed that CORE instruction model with dyads or small-group work strategies was effective in relation to students’reasoning ability, achievement, and self-efficacy. There was no significant difference between the two grouping strategies. The following repeated measured analysis of variance showed that complexity of learning material significantly affected learning achievement. It is concluded that when the learning material is high in complexity, learning it in small group is better than doing it in dyads. Keywords: CORE, reasoning ability, achievement, self-efficac
PEMBELAJARAN BANGUN RUANG DALAM GOAL-FREE PROBLEMS SECARA KOLABORATIF
No full textBangun ruang sisi datar termasuk kompetensi pembelajaran dengan tingkat kompleksitas tinggi. Maka dari itu, untuk memaksimalkan membangun konsep dan pengetahuan peserta didik kompetensi pembelajaran bangun ruang sisi datar disajikan dengan memperhatikan kapasitas working memory. Berdasarkan teori muatan kognitif metode goal-free problems dalam penyajian masalah diduga dapat meminimalisir cognitive load dalam pembelajaran matematika khususnya pada bangun ruang sisi datar. Penelitian ini menguji dan mengkaji keefektifan pembelajaran bangun ruang sisi datar dengan goal-free problems secara kolaboratif yang ditinjau dari kemampuan transfer dan muatan kognitif. Penelitian ini menggunakan desain true eksperimen desain satu jalur: 2 strategi pembelajaran (kolaboratif vs. individu), sehingga terbentuk dua kelompok eksperimen. Populasi dalam penelitian ini adalah peserta didik kelas VIII di sebuah SMP Negeri di Banyuwangi. Pengambilan sampel dilakukan secara convenience sampling, dan diperoleh dua kelas berjumlah 64 peserta didik dan dilakukan randomisasi. Hasil penelitian menunjukkan bahwa: teknik penyajian goal-free problems dengan strategi kolaboratif pada materi geometri terutama pada bangun ruang efektif ditinjau dari kemampuan retensi dan transfer. Pembelajaran yang disajikan dalam goal-free problems dengan strategi kolaboratif pada materi geometri terutama pada bangun ruang ditinjau dari muatan kognitif tidak terdapat pengaruh yang signifikan antara kelompok kolaboratif dan individu, dikarenakan tidak terdapat efek interaksi
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