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Sjarkawi - -
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PENGARUH INTERAKSI MEDIA DAN GAYA KOGNITIF TERHADAP PENGUASAAN KONSEP BANGUN DATAR DAN BANGUN RUANG Effendi, Aguseri -; -, Sjarkawi -; -, Asrial -
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2011): Tekno-Pedagogi Vol 1 No. 2 September 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i2.669

Abstract

This study is aimed to know the influence of media interaction and cognitive style toward concept mastery of Mathematics. The independent variable is the usage of media, the moderator variable is cognitive style as measured by the Children’s Embedded Figures Test (CEFT), and the dependent variable is the mastery of concepts.By using quasi-experimental design, sample of the research is divided into two groups as experiment and control group.  The experiment and control groups are students of grade 5-th SDN 16 / X Nipah Panjang who taught with different methods. The experiment group is taught by teacher using interactive media and the control group is not. By using Two-way ANOVA analysis and Tukey analysis it can be shown that interactive-media usage and cognitive style give significant effect on students’ mastery in Mathematics concept. Keywords: interactive CD media, PowerPoint media, cognitive styles
PENDEKATAN KONTEKSTUAL, PENGETAHUAN AWAL SISWA, DAN HASIL BELAJAR IPA DI SMP -, Sudiah -; -, Sjarkawi -; -, Emosda -
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2011): Tekno-Pedagogi Vol 1 No. 2 September 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i2.670

Abstract

The purpose of this study is to investigate effect of contextual approach and students’ prior-knowledge on students’ achievement in natural science. The contextual approach and students’ prior-knowledge are the independent variables, and the dependent variable is students’ achievement. Samples of the research are 68 grade 8-th students of SMP 10 Muara Jambi which are divided into two groups. The first group is experimental group taught by using contextual approach and the second is  control group. Based on Two-way ANOVA analysis and Tukey analysis it can be shown that there is significant effect of contextual approach and students’ prior-knowledge on their achievement in natural science. Keywords: contextual approach, prior-knowledge, students’ achievement , natural science
PENGARUH METODE PARTISIPATIF DAN KONSEP DIRI TERHADAP HASIL BELAJAR IPS PADA PROGRAM PAKET B Budi, Rossa Candra; -, Sjarkawi -; Rusdi, Muhammad -
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 1 (2011): Tekno-Pedagogi Vol 1 No. 1 Maret 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i1.678

Abstract

Purpose of this study is to examine effect of participatory method and students’ self concept on the students’ achievement in the Social Studies subject of the Paket B program. The study used experimental 2x2 factorial design and was applied to four goups of Paket B in SKB Muaro Jambi with totally 80 students as samples.  As independent variables are participatory method and conventional method which are applied separately in experiment group and control group. The students’ self-concept is a moderator variable and students’ achievement is the dependent variable. A pre-test and post-test were administered, and the results were analyzed by two-way ANOVA and Tukey Test. The results revealed that (1) there was significant difference of students’ achievement between experiment and control groups; and (2) no effect of self concept on students’achievement as indicated by none significant difference of the upper and lower groups. For the upper and lower group, it can be concluded that (1) there was a significant difference of students’ achievement between experiment and control groups; and (2) there is no interaction between  methods of learning and students’ self concept in effecting students’ achievement. Keywords: participation method of learning, students’ self concept, students’ cognitive achievement
Co-Authors Aguseri - Effendi Asrial - - Emosda - - Muhammad - Rusdi Rossa Candra Budi Sudiah - -