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All Journal JURNAL DIVERSITA Jurnal Abdimas Mandiri Masyarakat Berdaya dan Inovasi Jurnal Tunas JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA Mitra Mahajana: Jurnal Pengabdian Masyarakat Rengganis Jurnal Pengabdian Masyarakat International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Jurnal Hasil Pengabdian Masyarakat (JURIBMAS) PIJAR: Jurnal Pendidikan dan Pengajaran Indonesian Journal of Advanced Research (IJAR) Jurnal Kabar Masyarakat Jurnal Sains Student Research Jurnal Ilmiah Nusantara Pengembangan Penelitian Pengabdian Jurnal Indonesia (P3JI)
Sianipar, Herlina Hotmadinar
Universitas HKBP Nommensen Pematangsiantar
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THE INFLUENCE OF SPINNING WHEEL LEARNING MEDIA ON STUDENT LEARNING OUTCOMES IN SOCIAL SCIENCES (IPS) FOR CLASS VII AT SMP PRIVATE TELADAN PEMATANGSIANTAR IN THE 2024/2025 ACADEMIC YEAR Dion Rivaldo Sihotang; Herlina Hotmadinar Sianipar; Benjamin Albert Simamora
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 7 (2025): JUNE
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i7.930

Abstract

This study aims to determine the influence of Spinning Wheel learning media on learning outcomes in Social Sciences (IPS) for Class VII students at SMP Swasta Teladan Pematangsiantar. Spinning Wheel learning media is a type of learning media that can create a more enjoyable and engaging learning atmosphere. This research uses a quantitative approach with an experimental method (quasi-experimental) of the Nonequivalent control group design type. The population of this study was all Class VII students at SMP Swasta Teladan Pematangsiantar. The research sample was selected using a purposive sampling technique, which involves selecting samples based on specific considerations that align with the desired criteria to determine the number of samples to be studied. Two classes were involved: an experimental class that used Spinning Wheel learning media and a control class that used a conventional learning model without the aid of media. Student learning outcome data was collected through learning outcome tests (pretest and posttest). The results showed a significant difference between the learning outcomes of students taught using Spinning Wheel learning media and those taught using a conventional learning model without the aid of learning media. The significance values for the pretest of the experimental class were 0.108 and for the posttest of the experimental class were 0.110, while for the pretest of the control class they were 0.104 and for the posttest of the control class they were 0.172. In the Kolmogorov Smirnov column, values > 0.05 indicate that the data is normally distributed. In the homogeneity test, the pretest results for the control and experimental classes were 1.563, and the posttest results for the control and experimental classes were 0.053, meaning the data is homogeneous because it is < 1.882 (F-table) at a significance level of 0.05. In the hypothesis test, the calculated t-value for the pretest of the experimental and control classes was 2.555, and for the posttest of the experimental and control classes, the calculated t-value was 1.712. Comparing these to the t-table value of 1.672, where t-calculated > t-table, it can be concluded that Ha is accepted and Ho is rejected, meaning there is an influence of Spinning Wheel learning media on student learning outcomes. The N-gain test results were 0.553 for the control class with the conventional model, which falls into the medium category, and 0.556 for the experimental class with Spinning Wheel media, also falling into the medium category. The Coefficient of Determination test showed an R-squared value of 0.611, which is close to 1, indicating that Spinning Wheel learning media significantly influences learning outcomes. Thus, Spinning Wheel learning media is effective in improving student learning outcomes in Social Sciences.
THE EFFECT OF LEARNING INTEREST AND LEARNING RESOURCE UTILIZATION ON ECONOMICS ACADEMIC ACHIEVEMENT OF GRADE XI STUDENTS AT PEMATANGSIANTAR TELADAN PRIVATE HIGH SCHOOL Delima Br Simbolon; Sotarduga Sihombing; Anggun Tiur Ida Sinaga; Herlina Hotmadinar Sianipar
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 7 (2025): JUNE
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i7.980

Abstract

This study aims to determine the effect of learning interest and the utilization of learning resources on students' academic achievement in economics among Grade XI students at SMA Swasta Teladan Pematangsiantar. The background of this research stems from the low scores in the odd semester final exam for economics, indicating a lack of interest in learning and suboptimal use of available learning resources. This study employs a quantitative approach with a descriptive research design. The population consists of all Grade XI students at SMA Swasta Teladan Pematangsiantar for the 2024/2025 academic year, totaling 243 students. A proportional sampling technique was used to select 90 students as the sample. Data were collected using questionnaires for the variables of learning interest and the utilization of learning resources, as well as documentation of midterm exam (UTS) scores in economics as an indicator of academic achievement. Data analysis techniques include simple linear regression, multiple linear regression, t-test, F-test, and the coefficient of determination. The prerequisite test used chi-square normality tests, and the results showed that the data were normally distributed. The analysis results showed a positive and significant effect of learning interest on academic achievement (tcount=7.946 > ttable=1.987) and a positive and significant effect of the utilization of learning resources on academic achievement (tcount=6.124 > ttable=1.987). The F-test results also showed that both variables simultaneously had a significant effect on students' academic achievement (Fcount=24.627 > Ftable=3.10). The coefficient of determination (R²) was 0.361, indicating that 36.1% of the variation in students' academic achievement was influenced by learning interest and the utilization of learning resources, while the remaining 63.9% was influenced by other factors not examined in this study.
THE INFLUENCE OF THE JIGSAW TYPE COOPERATIVE LEARNING MODEL ON THE LEARNING OUTCOMES OF EIGHTH GRADE STUDENTS IN SOCIAL AT UPTD SMP NEGERI 12 PEMATANGSIANTAR Vera Elisabet Siahaan; Tumpal Manahara Siahaan; Herlina Hotmadinar Sianipar
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 7 (2025): JUNE
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i7.1034

Abstract

This study aims to determine the influence of the Jigsaw Type Cooperative Learning Model on student learning outcomes in Social Studies (IPS) for eighth-grade students at UPTD SMP Negeri 12 Pematangsiantar in the 2024/2025 academic year. The research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The sample was selected through purposive sampling: class VIII-4 as the experimental group using the Jigsaw Type Cooperative Learning Model, and class VIII-3 as the control group using the conventional (lecture) method, with 32 students in each class. The research instrument consisted of a multiple-choice test with 25 items, which had been tested for validity, reliability, difficulty level, and discriminating power. The validity test showed that all items were valid (r count > r table = 0.349), with the highest validity coefficient being 0.8019 and the lowest 0.3665. The instrument's reliability was 0.807 > 0.396, indicating that the test was reliable. The normality test indicated that both classes had normally distributed data (X² count < X² table), and the homogeneity test indicated that both groups were homogeneous (F count = 1.025 < F table = 1.804). The results showed that the experimental class had an average score of 80 with a standard deviation of 10.36, while the control class had an average score of 74.25 with a standard deviation of 10.10. The t-test revealed t count = 2.21 > t table = 1.67, indicating a significant difference in learning outcomes between the two classes. Therefore, it can be concluded that the Jigsaw Type Cooperative Learning Model has a significant influence on student learning outcomes in Social Studies and is more effective than the conventional method.
Co-Authors Agustinus Sirait, Sabar Mangatur Anggun Tiur Ida Sinaga Anton Luvi Siahaan Apriani Sijabat Aprido Bernando Simamora Asister Fernando Siagian Bangun Munte Benjamin Albert Simamora Benjamin Albert Simamora Benjamin Albert Simamora Bertha Ocvianti Simanjuntak Betti Sinaga Christian Neni Purba Damanik, Bernieke Anggita Ristia DAULAT NATHANAEL BANJARNAHOR Debora Nila Sari Hutasoit Delima Br Simbolon Deska Hutasoit Dion Rivaldo Sihotang Elsa Marito Elvi Suryani Sitompul Esti Marlina Sirait Eva Fitri Siregar Firinta Togatorop Frans Baren Einstein Napitupulu Frans Daniel Nababan Gayus Simarmata Gracia Siregar Heldami Marpaung Hutapea, Widia Eka Deatri Ilsa Dian Pika Saragih Injen Pardamean Buta-Butar Injen Pardamean Butar Butar Injen Pardamean Butar-Butar Injen Pardamean Butar-Butar Ita Erlina Sari Simandalahi Januarius Cesar Parasian Napitu Juninra Siburian Lely Suryani Silalahi LIA. S Lusiana Natalia Nadeak Manalu, David Berthony Marbun, Yanty Maria Rosmauli Maria Lumban Tobing Martina Gultom Melvin M. Simanjuntak Michael Putra Tama Tambun Natalina Purba Novra Melisa P. Hutabarat Nurliani Manurung P, Angel Nerin Patricia Paulina Herlina N Sirait Purba, Rudiarman Renita Marpaung Rick Hunter Simanungkalit, Rick Hunter Ronald Hasibuan Ronald Hasibuan Rudy Fransiskus Nainggolan Siahaan, Patricia Siahaan, Tumpal Manahara Sibagariang, Susy Alestriani Sihombing, Lisbet Sihombing, Sotarduga Sijabat, Osco Parmonangan Simamora, Rianita Sinaga, Febri Dayanti Sinurat, Damayanti Sitio, Hetdy Sitorus, Evi Tinceani Sitorus, Sri Yuni Situmorang, Santa Veronika Sonia Tamba Sotarduga Sihombing Sotarduga Sihombing Sotarduga Sihombing Sotarduga Sihombing Sotarduga Sihombing Sulastri Pakpahan Syintia Agita Tarigan Tiarma Intan Marpaung Tumpal Manahara M. Siahaan Tumpal Manahara Siahaan Tumpal Manahara Siahaan Tumpal Manahara Siahaan Utary Maharany Barus Vera Elisabet Siahaan Winmery Lasma Habaean