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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Anak Usia Dini Undiksha Mimbar PGSD Undiksha Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) Jurnal Pendidikan Indonesia Jurnal Penelitian dan Evaluasi pendidikan IJoLE: International Journal of Language Education Jurnal Ilmiah Pendidikan dan Pembelajaran International Journal of Community Service Learning International Journal of Language and Literature WIDYA LAKSANA Journal of Education Technology International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal EDUTECH Undiksha Jurnal Golden Age Journal on Education Global Conference Index JURNAL PENDIDIKAN MIPA Thinking Skills and Creativity Journal Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI) Jurnal Paedagogy Jurnal Pedagogi dan Pembelajaran Indonesian Values and Character Education Journal Ideguru: Jurnal Karya Ilmiah Guru Journal for Lesson and Learning Studies Journal of Educational Study Padma Sari: Jurnal Ilmu Pendidikan Mimbar Pendidikan Indonesia Jurnal Media dan Teknologi Pendidikan Indonesian Journal of Instruction Indonesian Journal Of Educational Research and Review Curve Elasticity: Jurnal Pendidikan Ekonomi Jurnal Administrasi Pendidikan Indonesia Kelola: Jurnal Manajemen Pendidikan Journal of Innovation and Learning
I Nyoman Jampel
Universitas Pendidikan Ganesha
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Konten Digital Berbasis Pendekatan Saintifik Pada Mata Pelajaran IPA Siswa Kelas IV Iztiqa Mud'haz Pratiwi; I Nyoman Jampel
Jurnal Edutech Undiksha Vol. 10 No. 2 (2022): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v10i2.48173

Abstract

Kegiatan pembelajaran di kelas hanya mengandalkan media konvensional yaitu papan tulis dan buku pelajaran. Selain itu metode yang digunakan guru sebatas ceramah dan tanya jawab sehingga siswa cenderung merasa bosan dan kurang tertarik mengikuti pelajaran. Hal tersebut tentu akan mempengaruhi hasil belajar siswa sehingga perlu adanya pembelajaran inovatif, fleksibel, dan efektif yang dapat merangsang siswa dalam belajar. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui pengembangan konten digital berbasis pendekatan saintifik. Jenis penelitian ini yaitu pengembangan dengan menggunakan model ADDIE. Subjek penelitian  terdiri dari 1 ahli mata pelajaran, 1 ahli desain, dan 1 ahli media serta 9 siswa untuk uji coba produk. Pengumpulan data dalam penelitian ini dilakukan menggunakan metode observasi, wawancara dan kuesioner, dengan instrument penelitian berupa lembar observasi, lembar wawancara dan lembar kuesioner. Data yang terkumpul dianalisis dengan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa konten digital yang dikembangkan dinyatakan valid dengan masing-masing penilaian: (a) Hasil review ahli isi (96,00%), (b) Hasil review ahli desain (94,54%), (c) Hasil review ahli media (93,84%), (d) Hasil uji coba perorangan (87,03%), dan hasil uji coba kelompok kecil (90,55%). Berdasarkan hal tersebut, dapat disimpulkan bahwa penggunaan konten digital berbasis pendekatan saintifik dapat meningkatkan hasil belajar IPA kelas IV.
Pengembangan Video Pembelajaran Berbasis Problem Based Learning Pada Pembelajaran Muatan IPS Kelas V SDN 1 Panji Tahun Pelajaran 2022/2023 Pinem, Nima Klarisa; I Nyoman Jampel
Journal for Lesson and Learning Studies Vol. 6 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v6i1.57282

Abstract

The lack of learning media appropriate to student needs will affect student learning outcomes. This study aims to produce instructional video learning media products that are tested for validity. This type of research is developed with the ADDIE model. The subjects involved in this research were content experts, design experts, media experts, and 37 fifth-grade elementary school students. Data collection in the study was carried out using test and non-test methods, with research instruments in the form of learning achievement tests and media product validity questionnaires. The data obtained in the study were then analyzed using qualitative and quantitative analysis techniques. The research analysis showed that problem-based learning video media products were declared valid with the results of subject matter expert reviews of 92.30% (very good). Learning design experts at 90.00% (very good). Learning media experts 96.15% (very good). Student questionnaire responses, namely individual trials, 94.33% (very good), and small groups, 92.11% (very good). Problem-based learning video media products are effectively used. Based on these results, problem-based learning video media can improve student learning outcomes.
Active and Fun Learning with Edpuzzle Interactive Learning Video in Elementary School Wati, Cindy Aprillia Yunita; Jampel, I Nyoman; Suartama, I Kadek
Journal for Lesson and Learning Studies Vol. 7 No. 2 (2024): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i2.83582

Abstract

This research is motivated by the low availability of learning media that can support learning in elementary schools. This study aims to determine the design, feasibility and effectiveness of interactive learning video media using edpuzzle for grade III elementary school. This research is a development research with ADDIE development model. The subjects of this research trial were learning material content experts, learning media experts, design experts, third grade elementary school students. The data collection method used questionnaires and tests. The analysis technique used was descriptive quantitative-qualitative. Based on the results of the study, it was obtained that the learning video development design using edpuzzle, namely the stages of analysis, design, development, implementation, evaluation, then the results of product trials by material content experts, learning design experts, learning media experts, individual and small group assessment tests obtained good and very good qualifications. So that the product is declared valid and feasible to use. The effectiveness of the product is calculated based on the results of the paired sample t-test calculation, which shows that there is a significant difference in student learning motivation before using and after using interactive learning video media. So it can be concluded that interactive learning video media using edpuzzle effectively increases student motivation and learning outcomes in grade III elementary school.
PENGARUH MODEL ACCELERATED LEARNING TERHADAP HASIL BELAJAR IPA KELAS V SD GUGUS VII KECAMATAN SAWAN ., I Gusti Ayu Utami Dewi; ., Drs. Dewa Nyoman Sudana,M.Pd.; ., Drs. I Nyoman Jampel,M.Pd
MIMBAR PGSD Undiksha Vol. 2 No. 1 (2014): Vol. 2 No. 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v2i1.1981

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA antara siswa yang dibelajarkan dengan model accelerated learning berbantuan multimedia interaktif dengan siswa yang menggunakan model konvensional pada siswa kelas V tahun pelajaran 2013/2014 di Sekolah Dasar gugus VII Kecamatan Sawan. Jenis penelitian ini adalah penelitian kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas V SD yang berjumlah 145 orang. Sampel penelitian diuji dengan menggunakan uji kesetaraan ANAVA A diperoleh yaitu siswa kelas V SD Negeri 2 Sinabun yang berjumlah 29 orang sebagai kelompok eksperimen dan siswa kelas V SD Negeri 3 Sinabun yang berjumlah 21 orang sebagai kelompok kontrol Data hasil belajar dikumpulkan dengan menggunakan tes esai. Data yang diperoleh dianalisis dengan menggunakan teknik analisis statistik deskriptif dan statistik inferensial yaitu uji-t. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan hasil belajar IPA yang signifikan antara kelompok siswa yang mengikuti pembelajaran dengan model accelerated learning dengan kelompok siswa yang mengikuti pembelajaran dengan model konvensional (t hitung > t tabel, t hitung = 11,82 dan t tabel = 2,000).Kata Kunci : model accelerated learning, hasil belajar IPA This study aimed to determine differences in science learning outcomes between students who learned with accelerated model of interactive multimedia learning aided by students using the conventional model of fifth grade students in academic year 2013/2014 in cluster VII Elementary School District of Sawan . This research is a quasi-experimental study . The studyb population was all students in fifth grade elementary school, amounting to 145 people . Samples were tested by using ANOVA test of equality of A obtained by the fifth grade students of SD Negeri 2 Sinabun which totaled 29 people as the experimental group and fifth grade students of SD Negeri 3 Sinabun which amounted to 21 people as a control group learning outcomes data collected using essay tests . The data obtained were analyzed using descriptive statistical analysis techniques and inferential statistics , namely t-test . The results of this study indicate that there are differences in science learning outcomes significantly between groups of students who take accelerated learning model learning with a group of students who take lessons with the conventional model (t count>t table, of t count=11.82 and t table=2.000).keyword : model accelerated learning, the outcome science learning
PENGARUH MODEL PEMBELAJARAN AUDITORY INTELECTUALY REPETITION TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV SD GUGUS XIV KECAMATAN BULELENG ., Made Hady Priyadi; ., Drs. I Nyoman Jampel,M.Pd; ., Drs. Syahruddin,S.Pd,M.Pd.
MIMBAR PGSD Undiksha Vol. 2 No. 1 (2014): Vol. 2 No. 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v2i1.2027

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar matematika antara kelas yang dibelajarkan dengan model pembelajaran Auditory Intelectualy Repetition (AIR) dengan kelas yang dibelajarkan dengan model pembelajaran konvensional siswa kelas IV Sekolah Dasar Gugus XIV Kecamatan Buleleng, Kabupaten Buleleng. Jenis penelitian ini adalah penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas IV SD di Gugus XIV Kecamatan Buleleng, Kabupaten Buleleng. Sampel diambil dengan cara simplee random sampling. Sampel dari penelitian ini adalah siswa kelas IV di Sekolah Dasar No. 1 Tukadmungga sebagai kelas eksperimen dan siswa kelas IV di Sekolah Dasar No. 1 Pemaron sebagai kelas kontrol. Data hasil belajar matematika dikumpulkan melalui tes hasil belajar yang kemudian dianalisis secara statistik deskriptif dan uji-t. Hasil penelitian menunjukkan bahwa, siswa yang belajar mengikuti model pembelajaran AIR menunjukkan hasil belajar yang lebih baik dibandingkan dengan siswa yang belajar mengikuti pembelajaran konvensionalKata Kunci : pembelajaran air, hasil belajar. This study aimed to determine differences in mathematics achievement between classroom learning model learned with Intelectualy Auditory Repetition ( AIR ) with a class that learned with conventional learning models Elementary School fourth grade students Force XIV Buleleng District , Buleleng regency . The study was quasi-experimental research . The study population was all students in fourth grade at the XIV cluster Buleleng District , Buleleng regency . Samples were taken by means simplee random sampling . Samples from this study were fourth grade students in the Elementary School No. 1 Tukadmungga as experimental class and fourth grade students at the Primary School No. . 1 Pemaron as the control class . Mathematics learning outcomes data collected through achievement test which is then analyzed by descriptive statistics and t-test . The results showed that students who learn to follow the model of the AIR study showed better learning outcomes than students who learn to follow the conventional learningkeyword : water learning, learning outcomes
PENGARUH MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) TERHADAP PRESTASI BELAJAR PADA PEMBELAJARAN IPS SISWA KELAS V SD DI GUGUS III KECAMATAN SERIRIT KABUPATEN BULELENG TAHUN PELAJARAN 2013/2014 ., Nyoman Ayu Aryani; ., Drs. I Nyoman Jampel,M.Pd; ., I Kadek Suartama, S.Pd.
MIMBAR PGSD Undiksha Vol. 2 No. 1 (2014): Vol. 2 No. 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v2i1.2480

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan prestasi belajar pada pembelajaran IPS antara kelompok siswa yang dibelajarkan dengan Model Pembelajaran Think Pair Share (TPS) dengan kelompok siswa yang dibelajarkan dengan Model Pembelajaran Direct Instruction (DI) atau pembelajaran langsung pada siswa kelas V SD di Gugus III Kecamatan Seririt Kabupaten Buleleng Tahun Pelajaran 2013/2014. Jenis penelitian ini adalah penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD di Gugus III Kecamatan Seririt Kabupaten Buleleng tahun ajaran 2013/2014 yang terdiri dari 5 kelas dengan jumlah keseluruhan 129 orang. Ini ditentukan setelah dilakukan uji kesetaraan menggunakan ANAVA satu jalur. Sampel penelitian ini yaitu siswa kelas V SDN 1 Seririt dengan jumlah 24 orang sebagai kelompok eksperimen dan siswa kelas V SDN 3 Seririt dengan jumlah 29 orang sebagai kelompok kontrol. Data tentang prestasi belajar IPS dikumpulkan dengan menggunakan Tes obyektif. Data yang diperoleh dianalisis dengan menggunakan teknik analisis statistik deskriptif dan statistik inferensial yaitu uji-t. Hasil penelitian menunjukkan terdapat perbedaan prestasi belajar pada pembelajaran IPS antara kelompok siswa yang dibelajarkan dengan Model Pembelajaran Think Pair Share (TPS) dan kelompok siswa yang dibelajarkan dengan Model Pembelajaran Direct Instruction (DI). Hal ini ditunjukkan oleh skor rata-rata yang diperoleh siswa yang dibelajarkan menggunakan model Think Pair Share (TPS), yaitu 36,45 yang berada pada kategori tinggi dan model pengajaran langsung (direct instruction), yaitu 29,51 yang berada pada kategori rendah dan hasil dari uji t yaitu thitung = 8,464, dan ttabel = 1,671 jadi t hitung > ttabel. Nilai uji-t tersebut menunjukkan bahwa model pembelajaran Think Pair Share (TPS) berpengaruh terhadap hasil tes prestasi belajar IPS siswa. Kata Kunci : TPS, DI, prestasi belajar IPS. This research intendid to obtain the differences of student achievement between a group of students who learned social subject using Learning Model Think Pair Share ( TPS ) strategy and those who using Direct Instruction ( DI ) or direct instruction strategy in the fifth grade students of elementary school in Cluster III District Buleleng regency Seririt Academic Year 2013/2014. This was quasi-experimental research. The population was all students in fifth grade elementary school in Cluster III District Buleleng regency Seririt academic year 2013/2014 which consists of 5 classes with total of students are 129. It was set after having a test equivalence using ANOVA one lane. The Samples were fifth grade students at SDN 1 Seririt with 24 students as the experimental group and fifth grade students at SDN 3 Seririt with the number 29 as the control group . The Data of learning social achievements was collected using an objective matter. The data gained were analyzed using descriptive statistical analysis techniques and inferential statistics, namely t-test. The results showed that there were differences in student achievement between a group of students who learned social subject using Think Pair Share ( TPS ) strategy and those who using Direct Instruction ( DI ) strategy. The result of this research showed that there was a difference on the students acheivement in learning social between a group of students who learned using think pair share and those whoused direct instruction. it was proved by the students’ average score who learned using Think pair share model was 36.50 which categorized in high level and those who used direct instruction model was 29.51 which categorized in low level and also the result of t-test showed that t count = 8,464, and ttabel = 1,671sot hitung> ttabel. . The score of the t-test showed that think pair share (TPS) affected the students achievement in learning social.keyword : TPS, DI, Learning Social Achievement
PENGARUH MODEL PEMBELAJARAN METAKOGNITIF BERORIENTASI PEMECAHAN MASALAH TERHADAP KEMAMPUAN MEMECAHKAN MASALAH MATEMATIKA SISWA KELAS V SD GUGUS X KECAMATAN BULELENG ., I Gede Arya Wiradnyana; ., Drs. I Nyoman Jampel,M.Pd; ., Prof. Dr. Anak Agung Gede Agung,M.Pd
MIMBAR PGSD Undiksha Vol. 2 No. 1 (2014): Vol. 2 No. 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v2i1.3095

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) deskripsi kemampuan memecahkan masalah matematika kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional, (2) deskripsi kemampuan memecahkan masalah matematika kelompok siswa yang dibelajarkan dengan model pembelajaran metakognitif berorientasi pemecahan masalah, dan (3) perbedaan yang signifikan kemampuan memecahkan masalah matematika antara kelompok siswa yang dibelajarkan dengan model metakognitif berorientasi pemecahan masalah dan kelompok siswa yang dibelajarkan dengan model konvensional.Jenis penelitian ini adalah kuasi eksperimen dengan menggunakan desain non equivalent post test only with control group design. Sampel penelitian ini berjumlah 33 orang siswa kelas V SD 4 Kaliuntu sebagai kelompok eksperimen dan 28 orang siswa SD 2 Kaliuntu sebagai kelompok kontrol yang dipilih dengan sistem random sampling. Data dikumpulkan dengan metode tes berbentuk uraian. Data yang dikumpulkan dianalisis dengan teknik analisis statistik deskriptif dan statistik inferensial (uji-t). Hasil penelitian ini menemukan bahwa: (1) kemampuan memecahkan masalah matematika siswa yang dibelajarkan dengan model pembelajaran konvensional cenderung rendah (67,00%). (2) kemampuan memecahkan masalah matematika siswa yang dibelajarkan dengan model metakognitif berorientasi pemecahan masalah cenderung tinggi (95,48%). (3) terdapat perbedaan yang signifikan kemampuan memecahkan masalah matematika siswa antara kelompok siswa yang dibelajarkan dengan model metakognitif berorientasi pemecahan masalah dan kelompok siswa yang dibelajarkan dengan model konvensional (thitung = 5,37 > ttabel = 2,00). Hal ini berarti model pembelajaran metakognitif berorientasi pemecahan masalah lebih baik dibandingkan dengan model pembelajaran konvensional dalam memecahkan masalah matematika di kelas V SD.Kata Kunci : metakognitif, metakognitif berorientasi pemecahan masalah, kemampuan memecahkan masalah matematika The purposes of this research were to know: (1) the description of students’ ability in solving mathematics problem by using conventional learning model, (2) the description of students’ ability in solving mathematics problem by using metacognitive based on problem solving model (3) the significant differences between students’ ability in solving mathematics problem who learnt by metacognitive based on problem solving and students’ who learnt using conventional learning model. The type of this research was a quasi experiment by using non equivalent post test only with control group design. The sample of this study was grade five of SD 4 Kaliuntu consisted of 33 students as an experimental group and 28 students grade five of SD 2 Kaliuntu as an control group selected through random sampling method. Data collected by using essay test. Then, data analysis used was descriptive statistic and inferential statistic (t-test). The result of this research can be seen as follows: (1) the lower score of students’ ability in solving mathematics problem who were learn by using using conventional learning model (67,00%), (2) the high score of students’ ability in solving mathematics problem who were learn by using metacognitive based on problem solving model (95,48%), (3) there is a significant difference in solving mathematics problem between students’ ability in solving mathematics problem who learnt by metacognitive based on problem solving and students’ who learnt using conventional learning model in grade five students academic year of 2013/2014 in Kelurahan Kaliuntu, Kecamatan Buleleng (tarithmetic = 5,37> ttable= 2,00). The result showed that metacognitive based on problem solving model better than conventional learning model in solving mathematics problem. keyword : metacognitive, metacognitive based on problem solving, ability in solving mathematics problem
PENGARUH MODEL PEMBELAJARAN ARCS TERHADAP HASIL BELAJAR IPA SISWA KELAS V SD DESA TEJAKULA ., Kadek Wirya Apriana; ., Luh Putu Putrini Mahadewi, S.Pd; ., Drs. I Nyoman Jampel,M.Pd
MIMBAR PGSD Undiksha Vol. 2 No. 1 (2014): Vol. 2 No. 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v2i1.3509

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA antara kelas yang belajar dengan model pembelajaran Attention, Relevance, Confidence, Satisfaction dan kelas yang belajar dengan model konvensional. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan penelitian yang digunakan adalah Post Test Only with Non Equivalent Control Group Design. Populasi dalam penelitian ini adalah kelas V SD yang berjumlah 163 orang. Sampel diambil dengan simple random sampling. Bentuk tes hasil belajar yang digunakan adalah soal pilihan ganda yang berjumlah 25 butir. Data dianalisis dengan menggunakan statistik deskriptif dan uji t independent. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar IPA antara kelas yang belajar dengan model pembelajaran Attention, Relevance, Confidence, Satisfaction dan model pembelajaran Konvensional (thitung = 4,092; ttabel = 2.021) di mana rata-rata skor hasil belajar IPA kelas yang belajar dengan model pembelajaran Attention, Relevance, Confidence, Satisfaction adalah 15,75 yang berada pada kategori tinggi, sedangkan kelas yang belajar dengan model pembelajaran Konvensional adalah 11,96 yang berada pada kategori sedang.Kata Kunci : Attention, Relevance, Confidence, Satisfaction, Hasil belajar This study aimed at knowing the differences of science learning achievements between the students who learned with Attention, Relevance, Confidence, Satisfaction model and science learning achievement of the students who learned with conventional model. This research was a quasi-experimental study and the design used at this study was Post Test Only with Non- Equivalent Control Group Design. The subjects of this study were the fifth grade of elementary school students, and the total numbers of subject in used were 163 Students. The samples of this study were taken by cluster random sampling. The achievement test form in used was multiple choice questions by all means 25 points of multiple choice questions. The data were analyzed in the form of descriptive statistics and independent t-test. The results of this study showed that there were differences of science learning achievement between the students who learned with Attention, Relevance, Confidence, Satisfaction model and science learning achievement of the students who learned with conventional model. From the collected data, it can be concluded that (t-count = 4.092 ; t-table = 2.021 ) and the average score of science learning achievement of the students who learned with Attention, Relevance, Confidence, Satisfaction model was 15.75 and categorized as high performances , while the students who learned with conventional learning model was 11.96 and categorized as medium performances.keyword : Attention, Relevance, Confidence, Satisfaction, Learning achievements
PENGARUH MODEL PEMBELAJARAN PREDICT-DISCUSS-EXPLAIN-OBSERVE-DISCUSS-EXPLAIN TERHADAP SIKAP ILMIAH SISWA ., I Made Dwi Artawan; ., Drs. I Nyoman Jampel,M.Pd; ., Putu Nanci Riastini, S.Pd., M.Pd.
MIMBAR PGSD Undiksha Vol. 2 No. 1 (2014): Vol. 2 No. 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v2i1.3535

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan sikap ilmiah siswa antara kelompok siswa yang dibelajarkan dengan model pembelajaran PDEODE dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional pada kelas V SD di Gugus XIII Kecamatan Buleleng tahun pelajaran 2013/2014. Jenis penelitian ini adalah penelitian eksperimen semu dengan rancangan posttest only non-equivalent control group design. Populasi penelitian ini adalah seluruh kelas V di Gugus XIII Kecamatan Buleleng tahun pelajaran 2013/2014, yang terdiri dari 7 kelas dengan jumlah keseluruhan 190 siswa. Sampel penelitian ini adalah kelas V SD No. 1 Banjar Tegal dan SD No. 1 Baktiseraga, yang terdiri dari 61 siswa. Instrumen pengumpulan data yang digunakan adalah kuesioner sikap ilmiah. Data dianalisis menggunakan statistik deskriptif dan independent sample t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan sikap ilmiah siswa antara kelompok siswa yang dibelajarkan dengan model pembelajaran PDEODE dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional. Besarnya thitung adalah 17,38, sedangkan ttabel pada taraf signifikansi 5% dan dk = 59 adalah 2,000. Hal ini menunjukkan thitung lebih besar dari ttabel. Selanjutnya, rata-rata skor sikap ilmiah kelompok siswa yang dibelajarkan dengan model pembelajaran PDEODE (106,92) lebih tinggi dari pada kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional (83,14). Dengan demikian, model pembelajaran PDEODE berpengaruh terhadap sikap ilmiah siswa pada kelas V SD di Gugus XIII Kecamatan Buleleng tahun pelajaran 2013/2014. Kata Kunci : PDEODE, sikap ilmiah This study was aimed at knowing the difference on scientific attitude between a group of students who were taught by PDEODE instructional model and the group of students who were taught by conventional instructional model at fifth grade students of Cluster XIII Buleleng District in academic year 2013/2014. This study was quasi experiment by using posttest only non-equivalent control group design. The population of the study was all fifth grade students of Cluster XIII Buleleng District in academic year 2013/2014, which consisted of 7 classes with amount 190 students. The samples of this study were fifth grade students of SD No. 1 Banjar Tegal dan SD No. 1 Baktiseraga, which consisted of 61 students. The instrument to collect the data was scientific attitude questionnaire. The data were analyzed by descriptive statistic and independent sample t-test. The results of this study showed that there was difference of students’s scientific attitude between a group of students who were taught by PDEODE instructional model and the group of students who were taught by conventional instructional model. The amount of tobserve was 17,38, meanwhile tcritical at significance level 5% and dk = 59 was 2,000. This showed that tobserve higher than tcritical. Then, the average of the score of students’s scientific attitude who were taught by PDEODE instructional model (106,92) higher than the students who were taught by conventional instructional model (83,14). So, PDEODE instructional model had effect toward students’s scientific attitude at fifth grade of Cluster XIII Buleleng District in academic year 2013/2014.keyword : PDEODE, scientific attitude
PENGARUH MODEL KUANTUM TRHADAP HASIL BELAJAR IPA DENGAN KOVARIABEL MOTIVASI BELAJAR SISWA ., Ni Gusti Agung Ayu Arna Susanti; ., Prof. Dr. Nyoman Dantes; ., Drs. I Nyoman Jampel,M.Pd
MIMBAR PGSD Undiksha Vol. 2 No. 1 (2014): Vol. 2 No. 1 (2014)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v2i1.3537

Abstract

Penelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh model pembelajaran kuantum terhadap hasil belajar dengan kovariabel motivasi belajar. Penelitian ini merupakan kuasi eksperimen dengan rancangan non-equivalent post test only control group design. Populasi penelitian berjumlah 84 siswa dan sampel penelitian yang digunakan adalah 33 siswa. Dua instrumen pokok penelitian yaitu kuesioner motivasi belajar dan tes hasil belajar IPA. Data yang diperoleh dianalisis dalam dua tahap, yaitu analisis statistik deskriptif dan analisis statistik inferensial (uji-t sample independent, anakova satu jalur, dan analisis korelasi product moment).Berdasarkan hasil analisis, ditemukan hasil sebagai berikut. Pertama, terdapat perbedaan hasil belajar IPA yang signifikan antara kelompok siswa yang dibelajarkan dengan model pembelajaran kuantum dan kelompok siswa yang dibelajarkan dengan model pembelajaran kuantum. Kedua, setelah dikendalikan oleh kovariabel motivasi belajar, terdapat perbedaan hasil belajar yang signifikan antara kelompok siswa yang dibelajarkan dengan model pembelajaran kuantum dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional Ketiga, motivasi belajar memberikan kontribusi positif sebesar 55,8% terhadap hasil belajar IPA. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa model pembelajaran kuantum memiiki pengaruh terhadap hasil belajar IPA siswa. Kata Kunci : Kata-kata kunci: model pembelajaran kuantum, motivasi belajar, hasil belajar This study aimed to identify and analyze the effect of quantum learning model toward the learning outcomes with covariates learning motivation. This study was a quasi- experimental designed with non - equivalent post -test only control group design . The population of this study were 84 students and the sample used in this study were 33 students . Two principal research instruments are learning motivation questionnaire and science achievement test . Data were analyzed in two stages , namely the descriptive statistical analysis and inferential statistical analysis (independent sample t-test , Anacova one lane , and the product moment correlation analysis ). Based on the analysis , the following results were found . First , there are significant differences of science learning outcomes between students who learned through the quantum model of learning and student that learned through conventional model. Second, after controlled by the learning motivation covariates, there are significant differences in learning outcomes between the students who learned through the quantum model of learning and students who learned through conventional model of learning. Third, the learning motivation gave a positive.keyword : kuantum learning model, motivation of study, learning result
Co-Authors ., Densa Nurtiyas a ., DIOLIA BOANGMANALU ., I Gde Wawan Sudatha, S.Pd., S.T., M.Pd. ., I Gede Ari Murti ., I Gede Balik Sutama Gama ., I Gede Balik Sutama Gama ., I Kadek Darmayasa ., I Made Gusnadi ., I Made Gusnadi ., I Nyoman Adi Putra ., I Putu Andi Budi Arsana ., I Wayan Indra Isnawan ., Ida Ayu Rina Yuliastia ., Kadek Suartini ., Komang Tri Pradnya Utama Giri ., Komang Tri Pradnya Utama Giri ., Luh Putu Mina Kusuma Dewi ., Luh Putu Mina Kusuma Dewi ., Luh Rika Sukayanti ., Luh Sugianti ., MADE DWI ARISADEWI ., Mas Agus Asta Muhamad ., Mia Ismawati ., Ngurah Redy Arta Wibawa ., Ni Kadek Dian Pusparini ., Ni Kadek Seri Ayu Wiryaningsih ., Ni Made Desy Ratnayanti ., Ni Made Sri Laksmi ., Ni Made Windhi Prastika Dewi ., Ni Md. Malini Mas Udayani Rangkan ., Nur Muhammad ., Nyoman Dewi Septiani ., Pt Jerry Radita p ., Sri Wida Wahyuningsih ., Trisna Kurniasih Abas Oya Ada, I Putu Adi Saputra, I Putu Agus Alexander Hamonangan Simamora Alexander Hamonangan Simamora Anak Agung Gde Agung Dwi Angga Nirarta Anak Agung Gede Agung Anak Agung Gede Agung, Anak Agung Gede Anak Agung Gede Sugianthara ANAK AGUNG KERESNAWATI ., ANAK AGUNG KERESNAWATI Antara, I Gede Wahyu Suwela Aprilia Dinda Permata . APRILIYANA DEWI, NI LUH PUTU Ariani, Komang Arnindya Navitri Ainullah Artini, Ni Nyoman Aryanata, I Wayan Yoga Basilius Redan Werang Bayu, Gd Wira Boangmanalu, diolia Boangmanalu, diolia Darmayasa, I Kadek Darmayasa, I Kadek Desak Nyoman Ari Astuti . DESAK NYOMAN NITI ADNYANI ., DESAK NYOMAN NITI ADNYANI Desak Putu Budiartini . Desak Putu Parmiti Devi, I Gusti Ayu Fitria Dewa Ayu Candra Dwi Evayani Dewa Bagus Sanjaya Dewa Nyoman Sudana Dewi Meylani Dewi, Luh Gede Santhika Diana, Feny Aries Diliya Putri, Putu Mutiara Vista Drs. I Nyoman Murda,M.Pd. . Drs. Ndara Tanggu Renda . Drs. Nyoman Wirya . Drs. Syahruddin,S.Pd,M.Pd. . Eka Ardi Wrisca Febriyanti . Erayani, Luh Gede Nunung Fajar Apriani Gama, I Gede Balik Sutama Gama, I Gede Balik Sutama Gd Wira Bayu Gede Wira Bayu Ginting, Dezan Pratama Gombo, Mikaus Gunada, I Wayan Agus GUSTI AYU NYOMAN DEWI SATRIANI ., GUSTI AYU NYOMAN DEWI SATRIANI Gusti Dewi, Vera Rika I Dewa Kade Tastra I Gde Wawan Sudatha I Gde Wawan Sudatha I Gede Agus Setiawan . I Gede Ardi Suryadharma I Gede Arya Wiradnyana . I Gede Astawan I Gede Eka Saputra I Gede Ratnaya I Gede Wahyu Suwela Antara I Gst Lanang Agung Parwata I Gusti Ayu Priyanitha Prawini I Gusti Ayu Utami Dewi . I Gusti Ngurah Japa I Gusti Ngurah Putu Mei Wartama ., I Gusti Ngurah Putu Mei Wartama I Kadek Aris Prayoga I Kadek Saputra I Kadek Suartama I Ketut Juni Wismawan . I Ketut Suma I Komang Sudarma I Komang Sudarma I Made Anindya Mardawa ., I Made Anindya Mardawa I Made Ardana I Made Budihariawan . I Made Candiasa I Made Chandra Adhipertama I Made Citra Wibawa I Made Dwi Artawan . I MADE DWI WIDNYANA, I MADE DWI I Made Tegeh I Made Umbara I Nengah Mariana ., I Nengah Mariana I Nyoman Adi Putra I Nyoman Laba Jayanta I Putu Agus Adi Saputra I Putu Fredy Andi Wiraputra I Wayan Lasmawan I Wayan Suastra I Wayan Sukra Warpala I Wayan Widiana Ignatius I Wayan Suwatra Indradewi, Ni Nyoman Adi Ismawati, Mia Ismawati, Mia Isnawan, I Wayan Indra Isnawan, I Wayan Indra Iztiqa Mud'haz Pratiwi Jamilah . Juliantari, Made Yeni Juliantini, Luh Seri Kade Sathya Gita Rismawan Kadek Ashadi Putra ., Kadek Ashadi Putra Kadek Astri Widya Natalia . Kadek Dwi Kusumawati . Kadek Eny Trisnayanthi Kadek Rihendra Dantes Kadek Wirya Apriana . Kamaliah . Ketut Anggun Cahyani ., Ketut Anggun Cahyani Ketut Doni Ariawan ., Ketut Doni Ariawan Ketut Pudjawan Ketut Sedana Arta Ketut Suma Khutum Bafaqih ., Khutum Bafaqih Komang Joni Sukriantana . Komang Sujendra Diputra Kusuma, Md Wahyu Kurniadhi Lissia Andayani, Made Susi Luh Amay Suwiantini Luh Ayu Tirtayani Luh Inten Cahya Wulan . Luh Nik Armini Luh Simpiani Luh Srinadi . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . M.Pd. S.Pd. Putu Nanci Riastini . M.S. ., Luh Putu Putrini Mahadewi, S.Pd., M.S. Mada Oka Mahendra . MADE ADI ANANTHA ., MADE ADI ANANTHA Made Hady Priyadi . Made Widiari . Made Yeni Juliantari Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Marheni, Ni Ketut Md Wahyu Kurniadhi Kusuma Muliani, Putu Lia Mutiara Magta Naisau, Philipus Be Ngakan Putu Sindu Wija Putra ., Ngakan Putu Sindu Wija Putra Ni Gusti Agung Ayu Arna Susanti . Ni Kadek Dwi Adnyani . Ni Kadek Resiani ., Ni Kadek Resiani Ni Kadek Ria Anggriani Dewi ., Ni Kadek Ria Anggriani Dewi Ni Ketut Suarni Ni Ketut Widiartini Ni Komang Ayu Sri Andini . Ni Komang Marantika Dewi . Ni Komang Sri Wartini ., Ni Komang Sri Wartini Ni Luh Mira Wintari ., Ni Luh Mira Wintari Ni Luh Putu Ekawati . Ni Luh Sumyadewi . Ni Made Mas Yoni Pradesa . Ni Made Sintya Novita Dewi ., Ni Made Sintya Novita Dewi Ni Made Sri Artini Ni Made Wiwin Rositawati . NI MADE YUDASMINI ., NI MADE YUDASMINI Ni Nyoman Ayu Sukarini . Ni Nyoman Kusmariyatni Ni Nyoman Parwati NI NYOMAN SRI SEPTIARI ., NI NYOMAN SRI SEPTIARI Ni Putu Ayu Rusdiani . Ni Putu Hery Sri Sumaliwati ., Ni Putu Hery Sri Sumaliwati Ni Putu Sri Wahyuni . Ni Putu Stya Prahita . Ni Putu, Dewi Fitriyanti Ni Wayan Mei Ananda Putri . Ni Wayan Nataliani . Ni Wayan Rati Nice Maylani Asril Nirarta, Anak Agung Gde Agung Dwi Angga Nyoman Ayu Aryani . Nyoman Dantes Nyoman Maesha Bramanda Nyoman Nopi Purnama Yanti . Pinem, Nima Klarisa Ponza, Putu Jerry Radita Ponza, Putu Jerry Radita Prabawati, Putu Lely Somya Pramana, Made Wisnu Adi Pranata, I Putu Wirya PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A. . Prof. Dr. Anak Agung Gede Agung,M.Pd . Puger, I Gusti Ngurah Purnama, Luh Anggralia Puspita, Kadek Riza Puspita, Kadek Riza Putra, Agung Kusuma Putra, Agung Kusuma Putra, I Nyoman Adi Putu Aditya Antara Putu Gede Subhaktiyasa Putu Rahayu Ujianti Putu, Karisma Pebriyanti Rianti, Ni Luh Winda S.Pd Luh Putu Putrini Mahadewi . Saputra, Made Darma Sastra Dewi, Komang Ayu Tantri Setiawan, I Made Dedi Setiawan, I Made Dedi Sherina Surya Sahayu Sigumonrong, Silver Yevwiner Silver Yevwiner Sigumonrong Soraya, Dian Steffie Grace Lumbantobing Sudjana, I Wayan Sukayanti, 134 PENGEMBANGAN BLENDED LEARNING TIPE F Sukayanti, 134 PENGEMBANGAN BLENDED LEARNING TIPE F Surya Sahayu, Sherina Susilawati, Aay Suwiantini, Luh Amay Utariasih, Luh Juli Utariasih, Luh Juli Wardani, Ni Komang Novi Wati, Cindy Aprillia Yunita Wayan Alit Jeliana ., Wayan Alit Jeliana Wicaksana, I Putu Gde Caesar Renddy Widadari, Putu Windy Widianingsih, Komang Tri Wiraputra, I Putu Fredy Andi Wulan, Ni Putu Jati Dinar Wulan, Ni Putu Jati Dinar Yani, Ni Made Indhi Yanti, Ni Kadek Diah Kusuma YONATAN FOEH ., YONATAN FOEH Yuniari, Ni Putu Anik Zhaoqiong W. U.