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All Journal Thinking Skills and Creativity Journal Jurnal Pedagogi dan Pembelajaran
Cantona, I Gede Eric
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Model Pembelajaran SAVI Berbantuan Media Mind Mapping Meningkatkan Hasil Belajar IPA Siswa Kelas V Cantona, I Gede Eric; Sudarma, I Komang
Jurnal Pedagogi dan Pembelajaran Vol 3, No 2 (2020)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jp2.v3i2.26615

Abstract

Hasil belajar IPA sebagian besar siswa yang masih rendah, mendorong perlunya menciptakan proses pembelajaran yang dapat mengatasi permasalahan tersebut. Salah satu cara yaitu dengan menggunakan model pembelajaran SAVI berbantuan media mind mapping. Tujuan dari penelitian ini untuk mengetahui pengaruh model pembelajaran SAVI berbantuan mind mapping terhadap hasil belajar IPA di kelas V. Penelitian ini merupakan penelitian quasi eksperiment dengan menggunakan rancangan non-equivalent posttest onlycontrol group. Adapun jumlah dari populasi dalam penelitian ini 104 siswa dan sampel penelitian berjumlah 40 siswa yang diambil menggunakan teknik cluster random sampling. Data hasil belajar IPA dianalisis menggunakan uji-t. Hasil analisis uji-t menunjukkan data yang diperoleh thitung = 2,86> ttabel pada taraf signifikan 5% dan dk 38 diperoleh nilai ttabel=2,02. Hal ini menunjukkan bahwa terdapat pengaruh yang signifikan model pembelajaran SAVI berbantuan media mind mapping terhadap hasil belajar IPA siswa kelas V. Dengan demikian model pembelajaran SAVI berbantuan media mind mapping memberikan pengaruh positif terhadap hasil belajar IPA siswa kelas V. Implikasi pada penelitian ini adalah pembelajaran menggunakan model pembelajaran SAVI berbantuan media mind mapping sesuai untuk diterapkan pada pembelajaran IPA karena dengan menerapkan model pembelajaran SAVI ini membuat siswa belajar dengan menemukan pengalaman-pengalaman baru yang nantinya akan meningkatkan keaktifan, berpikir kritis, serta daya ingat yang semakin berkembang. Sehingga hal tersebut akan berpengaruh terhadap hasil belajar IPA yang dimiliki oleh siswa.
HOTS Oriented Problem-Based Learning Model: Improving Critical Thinking Skills and Learning Outcomes of Fifth Grade Students in Science Learning Cantona, I Gede Eric; Suastra, I Wayan; Ardana , I Made
Thinking Skills and Creativity Journal Vol. 6 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/tscj.v6i1.61654

Abstract

The lack of application of learning models that provide HOTs problems causes low science learning outcomes and students' critical thinking skills. So that it is necessary to apply a model that can improve science learning outcomes and students' critical thinking skills, one of which is using a HOTs-oriented problem-based learning model. This study aims to analyze the effect of the HOTS-oriented problem-based learning model on students' critical thinking skills and science learning outcomes. The population of this study was all 150 students of fifth-grade Elementary School. The research sample was determined by random sampling technique with 75 students. The data needed in this study were collected through tests of critical thinking skills and learning achievement tests. After the data was collected, it was analyzed using MANOVA. The results of this study indicate: that there is a simultaneous effect of critical thinking skills and science learning outcomes between the groups taught by the HOTS-oriented problem-based learning model (F = 11.125 ≥ p = 0.05); there is a significant difference in students' critical thinking skills between groups of students who are taught with the HOTS problem-oriented problem-based model (F = 21.901 ≥ p = 0.05); and there is a significant difference in science learning outcomes between those who are taught with the HOTS problem-oriented problem-based model (F = 10.827 ≥ p = 0.05). Increasing students' critical thinking skills requires training students to solve a problem. Students are required to participate actively in asking and responding to questions so that students can develop their critical thinking skills.
Co-Authors Ardana , I Made I Komang Sudarma I Wayan Suastra