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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Empiricism Journal
Aulan, Zema Yuliana
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Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pengaruh Model Siklus Belajar Hipotesis-Deduktif terhadap Hasil Belajar Matematika Siswa SMA Rahmawati, Helmi; Supratman, Moh.; Aulan, Zema Yuliana
Empiricism Journal Vol. 2 No. 2: December 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v2i2.599

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model siklus belajar hipotesis-deduktif terhadap hasil belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu dengan pretest-posttest control group design. Sampel penelitian ini melibatkan 66 siswa di dua kelas pada Madrasah Aliyah Darul Mahmudien NW Lombok Tengah sebagai sampel. Kelompok eksperimen (29 siswa) dan kelompok control (37 siswa) dipilih menggunakan teknik cluster random sampling. Data hasil belajar siswa dianalisis sesara statistic menggunakan independent t-test dengan bantuan software IBM SPSS versi 23. Hasil penelitian menunjukkan bahwa model siklus belajar hipotesis-deduktif berpengaruh signifikan (p < 0,05) terhadap hasil belajar matematika siswa. Temuan tersebut didukung hasil skor rata-rata kelompok eksperimen (mean= 81,0345) yang lebih tinggi dari kelompok control (mean= 76,9730) sehingga dapat disimpulkan bahwa model siklus belajar hipotesis-deduktif berpengaruh signifikan terhadap hasil belajar matematika siswa. The Effect of Hypothetical-Deductive Learning Cycle Model on Mathematics Learning Outcomes of High School Students Abstract This study aims to describe the effect of the hypothetical-deductive learning cycle model on students' mathematics learning outcomes. This research is a quasi-experimental research with pretest-posttest control group design. The sample of this study involved 66 students in two classes at Madrasah Aliyah Darul Mahmudien NW Central Lombok as a sample. The experimental group (29 students) and the control group (37 students) were selected using cluster random sampling technique. Data on student learning outcomes were analyzed statistically using an independent t-test with the help of IBM SPSS version 23 software. The results showed that the hypothesis-deductive learning cycle model had a significant effect (p < 0.05) on students' mathematics learning outcomes. This finding is supported by the average score of the experimental group (mean = 81.0345) which is higher than the control group (mean = 76.9730) so it can be concluded that the hypothetical-deductive learning cycle model has a significant effect on students' mathematics learning outcomes.
Model Kepemimpiman dalam Merespon Visi Asri, Wiyana; Aulan, Zema Yuliana; Hakim, Lukman; Badrun
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 1 (2026): Februari
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i1.1577

Abstract

The vision of education serves as a strategic direction that determines the success of institutions in facing global challenges, technological advancements, and social change. The purpose of this study is to analyze leadership models that are effective in formulating and responding to educational visions, to explain the implementation of these leadership models within the stages of strategic management, and to identify supporting and inhibiting factors that influence the successful realization of educational visions. This research employs a literature review method by examining various theories and relevant previous studies. The findings indicate that the most relevant and effective leadership models are visionary leadership which plays a key role in formulating long-term visions and strategic directions and transformational leadership, which is crucial in implementing strategies through motivation, innovation, and the empowerment of human resources. Strategy evaluation requires competencies in strategic thinking, strategic acting, and strategic influencing to ensure that the vision remains aligned with contemporary developments. Supporting factors such as effective communication, collaboration, innovative culture, and staff competence strengthen strategic success, whereas barriers such as resistance to change, limited resources, and weak organizational trust serve as obstacles.
Co-Authors Asri, Wiyana Badrun Helmi Rahmawati Lukman Hakim Supratman, Moh.