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All Journal Prosiding Seminas Competitive Advantage Religi: Jurnal Studi Islam Journal of English and Arabic Language Teaching JAWI : Journal of Southeast Asia Islamic Contemporary Issues Jurnal Pendidikan Islam At-Turats Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Ilmu Ushuluddin Jurnal Agroplasma Riau Education Journal Jurnal Sistem Informasi Universitas Dinamika SMBJ: Strategic Management Business Journal TRILOGI: Jurnal Ilmu Teknologi, Kesehatan, dan Humaniora Journal of Digital Learning and Distance Education Borneo Journal of Islamic Education Journal of Prosthetics Orthotics and Science Technology (JPOST) Journal Of Humanities Community Empowerment Al Fikrah: Jurnal Pemikiran dan Pendidikan Islam Jurnal Armada Pendidikan Journal of Community Services: Sustainability and Empowerment I'thisom: Jurnal Ekonomi Syariah SCIENTIA JOURNAL : Jurnal Ilmiah Mahasiswa Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Syafi'i, Muhammad
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

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INTEGRATIVE TEACHING: Writing Vs Grammatical Structures Syafi'i, Muhammad
Journal of English and Arabic Language Teaching Vol 4, No 2 (2013): J/E/A/L/T (December)
Publisher : State Islamic University of Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Setiap bahasa di dunia ini mempunyai pola dan aturan (grammatical structure) tersendiri penulisannya. Dalam pembleajaran bahasa, seorang guru atau isntruktur tidak biasa memisahkan antara cara penulisan dan tata kebahasaan yang terkandung didalamnya
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEAD TOGETHER BERBANTUAN CANVA UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMA MATERI DINAMIKA GERAK PARTIKEL Ardauyah, Raudatul; Nasir, Muhammad; Syafi'i, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48637

Abstract

The suboptimal cognitive learning outcomes of students in physics learning can be caused by many things, one of which is the teacher's inaccuracy in selecting learning models and media, which causes students to tend to be passive and does not achieve equitable student understanding in the class. One solution that can be done is the selection of models and media that place students as the center of learning. The purpose of this study was to determine the cognitive learning outcomes of grade XI students through the application of the Numbered Heads Together cooperative learning model assisted by Canva. The type of research used was a quasi-experimental research design with a nonequivalent post-test only control group design. The population of this study was grade XI students of SMA Negeri 4 Pekanbaru. The instruments and data collection techniques used a cognitive learning outcome test in the form of a post-test in the form of 20 objective questions. Data were analyzed using descriptive analysis and inferential analysis. The results showed a significant difference in student learning outcomes between the experimental class and the control class. The average cognitive learning outcome of students in the experimental class was 79.88 with a good category, while the average cognitive learning outcome of students in the control class was 68.49 with a sufficient category. This proves that the use of the Numbered Heads Together cooperative learning model assisted by Canva can improve students' cognitive learning outcomes in physics subjects.
EFEKTIVITAS MODEL PEMBELAJARAN ECIRR DALAM MENINGKATKAN PEMAHAMAN KONSEP SISWA SMA KELAS X PADA MATERI GERAK MELINGKAR Juni Awannah, Flora; Rahmad, M.; Syafi'i, Muhammad
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53087

Abstract

Students' conceptual understanding of circular motion remains relatively low because physics learning tends to be teacher-centered and focuses more on formula mastery than conceptual understanding. This condition causes students to be less actively involved in the learning process and experience difficulties in understanding physics concepts. Therefore, a learning model that actively engages students in constructing and improving their understanding is needed. This study aimed to describe students’ conceptual understanding after the implementation of the ECIRR learning model and to determine the effectiveness of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model in improving students’ conceptual understanding of circular motion. This study employed a quasi-experimental method with a posttest-only control group design. The sample consisted of two classes, namely an experimental class that implemented the ECIRR learning model and a control class that received conventional instruction. The research instrument was a conceptual understanding test consisting of 20 multiple-choice items developed based on conceptual understanding indicators. The data were analyzed using descriptive and inferential statistics through normality tests, homogeneity tests, and hypothesis testing using an independent sample t-test. The results showed that the average conceptual understanding score of students in the experimental class was 75.52, which was higher than that of the control class at 67.03. The hypothesis test yielded a significance value of 0.001 < 0.05, indicating a significant difference between the two classes. Therefore, the implementation of the ECIRR (Elicit, Confront, Identify, Resolve, Reinforce) learning model is effective in improving students’ conceptual understanding of circular motion among tenth-grade senior high school students.
Co-Authors -, bahruzin Adrianto, Henricus Judi Agus Mahfudin Setiawan Ahmad Hudawi As Aisy Funny, Radiatul Alimudin Alimudin, Alimudin Amartani, Dewi Anggraini, Mustika Ardauyah, Raudatul Ardhy, Ardhiya Annisa Aripin, Muhammad Fadli Futuhal Azhar Azhar Bahruzin Bahruzin, Bahruzin Dimas Herliandis Shodiqin Efendi, Siti Amellia Fitriana, Shania Mulya Gebang, Anthonius Yanto Hanafi, Irfan Heru Irianto Istikomah Jayawarsa, A.A. Ketut Juni Awannah, Flora Kamalio, Muhammad Khairun Nisa M. J. Dewiyani Sunarto M. Rahmad Mahiroh, Mar‘ati Mighfar, Shokhibul Muftil Umam Ilham Zamzami Muhammad Nasir Muhammad Syaifuddin Mustain, Muhammad Nugroho, Wisnu Aditya Putri, Yeyen Rahma Raden Mohamad Herdian Bhakti Rahmawati, Endra Rama Apri Wiranti, Wan Ramadhani Reza Nawafella Alya Parangu Rianti, Winda Samaullah, Muhammad Yamin Santi, Nurul Hikmah fitria Sofyan, Anas sukmawati Sulastri, Sindy Surjana, Tatang Suryani Putri, Esti Susanti, Rissa Rahmadhani Sutarman Sutarman Syamsul Kurniawan Yayu Sri Rahayu, Yayu Sri Yusnawati