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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) PAEDAGOGIA
Ayni, Ayni
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Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGARUH PENDEKATAN PENCAPAIAN KONSEP TERHADAP PEMAHAMAN KONSEP MATERI BENTUK MOLEKUL DI SMA Ayni, Ayni; Muharini, Rini; Rasmawan, Rahmat
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 8, No 3 (2019): Maret 2019
Publisher : Jurnal Pendidikan dan Pembelajaran Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (710.226 KB)

Abstract

AbstarctThe purpose of this study was to determine the effect of concept attainment approach with conceptual change text on molecular shape materials toward the learning outcomes of students SMAN 1 Sungai Pinyuh. Research form was a quasi-experimental research design with non equivalent control group pretest-postest design. The sampling method used purposive sampling, where the X MIPA 2 class was chosen  as an experimental class and the X MIPA 3 class as the control class. Data collection’s tool used the achievement test in the form of an short answer. Test result by U-Mann Whitney (=0,05) obtained significant 0,000, indicating that there was a difference between the learning outcomes of student who were tought using a concept attainment approach with conceptual change text and students be taught by conventional methode in the molecular shape materials. Concept attainment approach with conceptual change text gave a high influence with effect size value by 1,48. Therefore concept attainment approach with conceptual change text influence students learning outcomes by 56.78%. Keyword: Concept Attainment Approach, Conceptual Change Text, Learning Outcomes
Exploring The Efficacy of Drill and Practice Methods in Improving Student Engagement and Learning Outcomes on The Salt Hydrolysis Topic Fahmina, Shifi Syarifa; Susanti VH, Elfi; Ayni, Ayni
PAEDAGOGIA Vol 26, No 2 (2023): PAEDAGOGIA Jilid 26 No 2 (2023)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v26i2.75037

Abstract

Effective teaching and improved learning outcomes rely on student engagement and active learning. Interactive, hands-on approaches are particularly valuable in science education for fostering better comprehension of scientific concepts. This research investigates the efficacy of the drill and practice method to enhance student engagement and learning outcomes in salt hydrolysis. The study follows a classroom action research design across two cycles in a public high school in Sukoharjo Regency, Indonesia. Participants were selected purposively due to iden­tified issues in engagement and academic performance. Data collected via cognitive tests, obser­vations, and questionnaires were analyzed descriptively. Results show that implementing the drill and practice method significantly heightened student engagement in salt hydrolysis, with active student percentage rising from 73% (Cycle I) to 88% (Cycle II). Cognitive learning outcomes also improved, progressing from 67% (Cycle I) to 81% (Cycle II). These findings hold significance for science education. The drill and practice approach enhances engagement and understanding, allowing educators to elevate learning outcomes. This method can cultivate engagement and boost learning in similar contexts, such as high school. By embracing interactive strategies, educators foster active participation, aiding students in mastering scientific concepts and addressing engage­ment and performance concerns
Co-Authors Elfi Susanti VH Fahmina, Shifi Syarifa Rahmat Rasmawan Rini Muharini