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All Journal Jurnas Nasional Teknologi dan Sistem Informasi Gender Equality: Internasional Journal of Child and Gender Studies Jurnal Manajemen STIE Muhammadiyah Palopo Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Jurnal Pendidikan Fisika KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Al-Muamalat: Jurnal Hukum dan Ekonomi Syari'ah Jurnal Promotif Preventif Bioscientist : Jurnal Ilmiah Biologi Jurnal Jeumpa KATALIS: Jurnal Penelitian Kimia dan Pendidikan Kimia Jurnal Pusat Inovasi Masyarakat Al-Ahkam: Jurnal Syariah dan Peradilan Islam AL-KHAZINI: JURNAL PENDIDIKAN FISIKA DECISION : Jurnal Ekonomi dan Bisnis Moderation: Journal of Islamic Studies Review
Rafiqah, Rafiqah
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Public Health Social Sciences Other

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Journal : AL-KHAZINI: JURNAL PENDIDIKAN FISIKA

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Efektivitas Penerapan Model Modifikasi Tingkah Laku (Behavioral Modification) Terhadap Peningkatan Hasil Belajar Fisika Peserta Didik Rafiqah, Rafiqah; Suhardiman, Suhardiman; Fauziah, Fauziah
Al-Khazini Vol 1 No 1 (2021): April
Publisher : UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (994.412 KB) | DOI: 10.24252/al-khazini.v1i1.20832

Abstract

This research is a Quasi Experimentalstudy which aims to describe the increase in student learning outcomes before and after being taught using a behavior modification model and to determine the effectiveness of behavior modification models on increasing student competitiveness. The researchdesign used was Time Series Design. The population in this study were all class X MIA 1 SMAN 1 Woha, totaling 36 people. The research sample consisted of 36 people. Sampling was carried out by means of convenience sampling. The results of descriptive research indicate that the average value of physics learning outcomes of students who before being taught uses a behavior modification model (Behavioral Modification). At the first meeting it was 51.67, at the second meeting it was 52.77, at the third meeting it was 56.28, and the three scores were in the sufficient category. While the average value of students' physics learning outcomes after being taught using a behavior modification model (Behavioral Modification). At the fourth meeting it was 80.83, at the fifth meeting it was 85.36 and at the sixth meeting it was 88.05. The three values are in the good category. Furthermore, the data obtained using the Wilcoxon Matched Pairs test obtained a significant value of 0.00 <0.05. So that there are significant differences in student learning outcomes before and after being taught with a behavior modification model.
Perbandingan Hasil Belajar Siswa Melalui Strategi Pembelajaran Joyful Learning dan Everyone Is A Teacher Here Kelas X Teknik Sepeda Motor (TSM) Dan Kelas X Teknik Gambar Bangunan (TGB) Pada Materi Termodinamika Dewi, Sulasteri; Rafiqah, Rafiqah; Suhardiman, Suhardiman
Al-Khazini Vol 1 No 2 (2021): Oktober
Publisher : UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (615.571 KB) | DOI: 10.24252/al-khazini.v1i2.24248

Abstract

The purpose of this study is to: compare learning outcomes between students who are taught the Joyful Learning strategy with the Every One is A Teacher Here strategy on thermodynamics class X SMKN 1 South Sulawesi. This type of research is classified as pre-experimental using a comparative study research approach, learning outcomes after being taught using the Joyful Learning learning strategy with the Every One is A Teacher Here learning strategy for students in class X TSM and class X TGB. The results showed that the class taught using the Joyful Learning learning strategy the average value of the students was in the good predicate category (B+), and the class taught using the Every One is A Teacher Here learning strategy the average student score was in the good category (B). It was concluded that there was a difference between the classes taught using the Joyful Learning learning strategy with higher learning outcomes than the classes taught using the Every One is A Teacher Here learning strategy.The implications of this research are: In learning physics to get high participation from each student, as an option, you can use the Every One Is a Teacher Here learning strategy, and to make students not feel pressured, they can use the Joyful Learning learningstrategy as an option.
Co-Authors A, Muhammad Abdul Kadir Anggini, Karlita Anzaikhan, M. Arham Arham, Arham Asrina, Nur Bahrul Ulum Ilham, Bahrul Ulum Bialangi, Mursito S. Carissa, Dhea Cindy Dewi, Sulasteri Dirwan Dirwan Drajat, Amroini Fajril Akbar Fauziah Fauziah Febriani, Vita Indri Fitria Fitria Hajeriati, Hajeriati Halmuniati Halmuniati, Halmuniati Halmuniati, Hamlmuniati Hasibuan, Molani Paulina Hasmalina, Hasmalina Hayyatun Mawaddah Herika, Herika Hernianti Harun Isa, La Jawil, St. Hasniwiyah Jayanti, Sri Jusman Jusman Karima, Nur La Ode Asmin Lausiri, Satharia Lestari M.P Alibasyah Mastura, Mastura Mohammad Jamhari Muhammad Jamhari Muhammad Nasir Munifa, Siti Nirad, Dwi Welly Sukma Putra, Rafiadi Parwedi Rachmat Faisal Syamsu, Rachmat Faisal Ramadhani, Hanif Fadila Randa, Alfa Raya Agni Rita Khairani, Rita Rizkal, Rizkal Salahuddin El Ayyubi Saputra, Adrian Suhardiman Suhardiman Syech Zainal Windarsih, Yulia Zainuddin, Zainuddin Zulkarnaen Zulkarnaen