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All Journal Purwadita : Jurnal Agama dan Budaya Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya
Ni Nyoman Lisna Handyani
STAHN Mpu Kuturan Singaraja
Education

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PENGARUH MODEL PEMBELAJARAN RESOLUSI KONFLIK TERHADAP PRESTASI BELAJAR IPS DENGAN KOVARIABEL SIKAP MULTIKULTUR DAN EFIKASI DIRI PADA MAHASISWA PGSD UNDIKSHA Ni Nyoman Lisna Handyani
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v2i2.384

Abstract

This study aimed to assess the effect of learning model of conflict resolution on the learning achievement IPS with covariable multicultural attitude and self efficacy. Quantitative research was conducted in Ganesha Education University student PGSD using the experimental method to the design of single factor independent groups design with use of covariate and included 67 students. Data were analyzed by analysis of covariance (ANACOVA). The results showed that: 1) There are differences in social studies achievement between students who attend the learning model of conflict resolution and the students who attend conventional learning. 2) There are differences in social studies achievement between students who attend the learning model of conflict resolution and students who follow conventional teaching with multicultural attitude control. 3) There are differences in social studies achievement between students who attend the learning model of conflict resolution and students who follow conventional teaching by controlling the self-efficacy. 4) There are differences in social studies achievement between students who attend the learning model of conflict resolution and students who follow conventional teaching by controlling a multicultural attitude and self efficacy simultaneously. 5) There is a multicultural contributions attitude towards learning achievement IPS. 6) There is a self-efficacy contributes to learning achievement IPS. 7) There is contributing simultaneously, multicultural attitude and self efficacy of learning achievement IPS.
PENGARUH IMPLEMENTASI MODEL PEMBELAJARAN KONTEKSTUAL BERBASIS LINGKUNGAN TERHADAP MINAT DAN HASIL BELAJAR MATEMATIKA SISWA Kadek Ari Dwiarwati; Ni Nyoman Lisna Handyani
Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya Vol 2, No 2 (2019): Vol 2, No 2 (2019)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/bhuwana.v2i2.389

Abstract

This study aims to determine the magnitude of the influence of environment-based contextual learning models on the interests and outcomes of student mathematics learning. This research is a quasi-experimental study with the design of The Posttest-Only Control-Design Group. The study population was all fifth grade students of SD Negeri 5 Bunutan. The sample is determined by group random sampling technique. The sample in this study amounted to 42 people. Data on students' learning interest were collected by questionnaires and learning outcomes using multiple choice tests. Data were analyzed using MANOVA (multivariate Analysis of Variance) assisted by SPSS 17.00 for windows. The results of the study show that: First, there is a significant difference in learning interest between students who study with environment-based contextual learning and students who learn with conventional learning models in fifth grade students at SD Negeri 5 Bunutan. Second, there are significant differences in science learning outcomes between students studying with environment-based contextual learning and students learning with conventional learning models in fifth grade students at SD Negeri 5 Bunutan. Third, Simultaneously there are significant differences in learning interest and mathematics learning outcomes between students who study with environment-based contextual learning and students who learn with conventional learning models in fifth grade students at SD Negeri 5 Bunutan.
Pengaruh Model Pembelajaran Inquiri Terbimbing Berbasis Lingkungan Terhadap Keterampilan Berpikir Kreatif dan Penguasaan Konsep Ipa Kelas V SD Gugus VIII Kecamatan Abang Ni Nyoman Lisna Handyani
Purwadita : Jurnal Agama dan Budaya Vol 3, No 2 (2019)
Publisher : Sekolah Tinggi Agama Hindu Negeri Mpu Kuturan Singaraja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55115/purwadita.v3i2.360

Abstract

This research aimed to determine differences in the creative thinking skills and mastery science concepts between students learning guide inquiry model and those learning direct instruction. This research is a design experiment with pretest - posttest control group design . The population of this research were all student of class V elementary school cluster VIII Abang District. Samples were taken by means of random sampling. Creative thinking skills and mastery science concepts data measured using tests. The data were analyzed with Manova. Based on the results of hypothesis testing can be made several conclusions: 1) There was a difference in creative thinking skills and mastery science concepts between students who studied with guide inquiry model with students learning with direct instructional model; 2 ) There was a difference in creative thinking skills between students who learned with guide inquiry model with students learning with direct instructional model; 3 ) There were differences between the mastery science concepts of students with learning model guide inquiry and those by direct instructional model.
Co-Authors Kadek Ari Dwiarwati