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All Journal Jurnal Daya Matematis Jurnal Basicedu Jurnal Ilmiah Mandala Education (JIME) EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Abdidas Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Jendela Pendidikan Haumeni Journal of Education HINEF : Jurnal Rumpun Ilmu Pendidikan Jurnal Basicedu PEMIMPIN - Pengabdian Masyarakat Ilmu Pendidikan
Nahak, Roswita Lioba
Program Studi PGSD, Universitas Citra Bangsa
Arts Humanities Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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PENGARUH REWARD DAN ICE BREAKER TERHADAP MINAT BELAJAR TEMATIK SISWA DI KELAS VI SEKOLAH DASAR KHATOLIK SANTO YOSEPH 2 NAIKOTEN Delila Malafu; Roswita Lioba Nahak; Yulsy Marselina Nitte
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 2 No. 1 (2023): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI JANUARI 2023)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v2i1.867

Abstract

Abstract. The purpose of this research are (1). Knowing the effect of rewards on students' thematic learning interest. (2). Knowing the effect of ice beaker on students' thematic learning interest. (3). Knowing the effect of reward and ice breaker on students' thematic learning interest. In the learning process the teacher must be able to create active and enjoyable learning in accordance with the characteristics of students in order to achieve educational goals. The research method used in this study is a survey method. The population in this study were students of class VI SDK ST.Yoseph 2 Naikoten Kota Kupang, while the samples were all students of class VI, totaling 38 students. Data collection techniques used are questionnaires and documentation. The data analysis techniques in this study were the normality test, homogeneity test, linearity test, multicollinearity test and heteroscedasticity test. The results of data analysis showed a significant value of 0.05% was obtained: (1). Reward has a significant effect on students' thematic learning interest. This is based on the results of the t test known that t count > t table 6.240 > 2.059 and a significant value of 0.05, namely with a contribution of 18.7% to students' thematic learning interest. (2). Ice breaker has a significant effect on students' thematic learning interest. This is based on the results of the t test known that t count >t table is 26,039 >1.628 and a significant value of 0.00 >0.05, namely with a contribution of 23.6% to students' interest in thematic learning. (3). Rewards and ice breakers affect students' thematic learning interest. Based on the F test, it is known that t count >t table is 42.378 > 2.63 and a significance value of 0.000 <0.05 and contributes 31.9% to students' thematic learning interest while the rest is influenced by other variables. This can be interpreted that the independent variables (reward and ice breaker variables) contribute or influence 74.2% of students' thematic learning interest. The remaining 25.8% of students' thematic learning interest is influenced by other variations outside of this study. Abstrak. Tujuan dari penelitian ini adalah (1). Mengetahui pengaruh reward terhadap minat belajar tematik siswa . (2). Mengetahui pengaruh ice beaker terhadap minat belajar tematik siswa. (3). Mengetahui pengaruh reward dan ice breaker terhadap minat belajar tematik siswa. Dalam proses pembelajaran guru harus mampu menciptakan pembelajaran yang aktif dan menyenangkan sesuai dengan karakteristik siswa demi mencapai tujuan pendidikan. Metode penelitian yang digunakan dalam penelitian ini adalah metode survei. Populasi dalam penelitian ini adalah siswa kelas VI SDK ST.Yoseph 2 Naikoten Kota Kupang, sedangkan yang menjadi sampel adalah semua siswa kelas VI yang berjumlah 38 siswa . Teknik pengumpulan data yang digunakan adalah angket dan dokumentasi. Teknik analisis data dalampenelitian ini adalah uji normalitas, uji homogenitas, uji linearitas, uji multi kolinearitas dan uji heterokeditas. Hasil analisis data menunjukan nilai signifikan 0,05% dipereoleh : (1). Reward berpengaruh signifikan terhadap minat belajar tematik siswa. Hal ini berdasarkan hasil uji t diketahui bahwa thitung > ttabel 6,240 > 2,059 dan nilai signifikan 0,05 yaitu dengan kontribsui sebesar 18,7 % terhadap minat belajar tematik siswa. (2). Ice breaker berpengaruh signifikan terhadap minat belajar tematik siswa. Hal ini berdasarkan hasil uji t diketahui bahwa thitung >t tabel yaitu 26.039 > 1,628 dan nilai signifikan 0,00 > 0,05 yaitu dengan kontribusi sebesar 23,6% terhadap minat belajar tematik siswa. (3). Reward dan ice breaker berpengaruh terhadap minat belajar tematik siswa. Hal ini berdasarkan uji F diketahui bahwa thitung > t tabel yaitu 42,378 > 2,63 dan nilai signifikansinya 0,000 < 0,05 dan memberikan kontribusi sebesar 31,9% terhadap minat belajar tematik siswa sedangkan sisanya dipengaruhi oleh variabel lain. Hal ini dapat diinterpretasikan bahwa variabel bebas (variabel reward dan ice breaker) memberikan kontribusi atau pengaruh sebesar 74,2% terhadap minat belajar tematik siswa Selebihnya yakni sebesar 25,8% dari minat belajar tematik siswa dipengaruhi oleh variasi lain di luar penelitian ini.
PENGARUH PEMBELAJARAN BERDIFERENSIASI DALAM MODEL PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV SDI BARAI 2 Roswita Lioba Nahak; Selfiana T.M Ndapa Lawa
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 2 No. 2 (2023): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2023)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v2i2.1008

Abstract

Abstract This study aims to describe the influence of differentiated learning in the project-based learning model on the critical thinking abilities of the fourth-grade students at SDI Barai 2. This research method employs a quasi-experimental approach. The population of this study consists of all 30 students of the fourth grade at SDI Barai 2. The sampling technique used is saturated sampling. Therefore, the sample consists of 30 students. Data collection techniques involve using a test, that is, test questions becoming the research instrument. The hypothesis analysis requirements consist of tests for data normality and homogeneity, and the data analysis technique employs the t-test. The results of the normality test show that the post-test scores for both the control class and the experimental class are normally distributed, with a significance value of 0.097 > 0.05 for the experiment class and 0.148 > 0.05 for the control class. Meanwhile, the homogeneity test results show that the probability value of 0.703 > 0.05 indicates that both groups have homogeneous variances. Furthermore, the results of the average difference test between the post-test scores of the control class and the experimental class indicate that the average post-test critical thinking abilities of students in the experiment class are higher than that of the control class, namely 78.87 > 65.40. The independent t-test result is also significant, with 0.001 < 0.005. Accordingly, in conclusion, differentiated learning in the project-based learning model influences the critical thinking abilities of the fourth-grade students at SDI Barai 2. Keywords: differentiated learning; project-based learning model; students' critical thinking abilities Abstrak Tujuan dari penelitian ini untuk mendeskripsikan pengaruh pembelajaran berdiferensiasi dalam model project based learning terhadap kemampuan berpikir kritis siswa Kelas IV SDI Barai 2. Metode penelitian ini menggunakan kuasi eksperimen dengan populasi adalah seluruh siswa kelas IV SDI Barai 2 yang berjumlah 30 siswa. Teknik pengambilan sampel yang digunakan adalah sampling jenuh, sehingga jumlah sampel sebesar 30 siswa. Teknik Pengumpulan data mengunakan tes dengan instrumen penelitian soal tes. Uji persyaratan analisis hipotesis terdiri dari uji normalitas dan homogenitas data dan teknik analisis data menggunakan uji t-test. Hasil uji mormalitas data menunjukkan bahwa nilai postets kelas kontrol dan eksperiemen berdistribusi normal dengan nilai sig kelas eksperimen 0, 097 > 0,05 dan kelas kontrol 0,148 >0,05. Sementara itu, hasil uji homogenitas menunjukkan bahwa nilai probabilitas sebesar 0,703 > 0,05, maka kedua kelas mempunyai varians yang homogen. Selanjutnya hasil uji perbedaan rata-rata nilai posttest kelas kontrol dan kelas eksperimen menunjukkan bahwa rata-rata postets kemampuan berpikir kritis siswa di kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol yakni 78,87>65,40 dan hasil uji independent t-tes juga menunjukkan hasil 0,001<0,005. Dengan demikian dapat disimpulkan bahwa terdapat terdapat pengaruh pembelajaran berdiferensiasi dalam model project based learning terhadap kemampuan berpikir kritis siswa Kelas IV SDI Barai 2.
PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PROBLEM BASED LEARNING) TERHADAP KEMAMPUAN MENULIS TEKS NARATIF (CERITA RAKYAT) BERBASIS KEARIFAN LOKAL PADA MAHASISWA SEMESTER II PENDIDIKAN BAHASA INGGRIS UNIVERSITAS CITRA BANGSA Selfiana Triyanty M. Ndapa Lawa; Roswita Lioba Nahak; Viktorius Paskalis Feka
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 2 No. 2 (2023): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2023)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v2i2.1019

Abstract

This study aims to determine the influence of problem-based learning model/PBL towards narrative text (folklore) writing ability based on local wisdom in second semester students of English Education Study Program in Citra Bangsa University (UCB). This study applies a quantitative approach with a quasi-experimental design. The sampling technique uses saturation sampling (census) where the total population is less than 30 therefore the total sample in this study is the same as the total population, 20 students. Data collection technique uses an essay test. Before the instrument is distributed, there are validity and reliability tests to obtain the validity of the instrument. The results of the validity test shows that 20 items are valid and reliable/consistent. The hypothesis analysis requirements test consists of normality test, data homogeneity and data analysis techniques using the t-test. The results of the data normality test show that the sig. in the control class 0.333> 0.05 and the experimental class 0.366> 0.05 so that both are normally distributed. While the results of the homogeneity test show that the probability value is 0.449> 0.05, then the two classes can be said to be homogeneous. The results of the difference test on the average of writing ability of narrative text (folklore) based on local wisdom for the control class and the experimental class show that the average of writing ability of narrative text (folklore) based on local wisdom for the experimental class is higher than the average of writing ability of narrative text (folklore) based on local wisdom of the control class, which is 85.35> 77.15 and the score of sig. on the independent t-test shows a result of 0.000 <0.005. In conclusion, Problem-Based Learning model influences narrative text (folklore) writing ability based on local wisdom in second semester students of English Education Study Program in Citra Bangsa University (UCB).
Analisis Kesesuaian Rencana Pelaksanaan Pembelajaran Satu Lembar Tematik Berbasis Active Learning dengan Pelaksanaan Pembelajaran Daring Di Sekolah Dasar Nahak, Roswita Lioba; Benu, Asti Yunita
Jurnal Basicedu Vol. 5 No. 3 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i3.943

Abstract

Tuntutan pembelajaran tematik mewajibkan guru untuk lebih kreatif dalam menyiapkan perangkat pembelajaran seperti RPP, sehingga pembelajaran menjadi lebih bermakna, menarik, menyenangkan. Penerapan pembelajaran tematik dalam pembelajaran daring menjadi tantangan tersendiri bagi guru seperti menyusun RPP satu lembar. Salah satunya RPP satu lembar berbasis active learning dapat dikembangkan pembelajaran daring sehingga kegiatan pembelajaran berlansung secara efektif. Penelitian bertujuan untuk menganalisis kesesuaian RPP satu lembar tematik berbasis active learning dengan pelaksanaan pembelajaran daring di SD Swasta sekecamatan Oebobo Kota Kupang. Metode penelitian menggunakan deskriptif dengan analisis kuantitatif. Hasil analisis penyusunan RPP satu lembar menunjukan kategori sangat baik sebesar 87,56%. Hasil telaah pelaksanaan pembelajaran menunjukkan 87,45% termasuk kategori sangat baik. Dengan demikian, dapat disimpulkan kesesuaian anatara RPP satu lembar tematik berbasis active learning dengan pelaksanaan pembelajaran daring termasuk kategori sangat baik dengan persentase sebesar 87,51 %.
Tantangan Pembelajaran Online Warga Eks Timor Timur di Kecamatan Kupang Tengah Tanggur, Femberianus Sunario; Nahak, Roswita Lioba
Jurnal Basicedu Vol. 5 No. 5 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i5.1545

Abstract

Pandemi Covid-19 memaksa sistem pendidikan di Indonesia melakukan lompatan untuk mentransformasi pembelajaran dari yang bersifat konvensional (Offline) ke online learning atau e-learning. Kebijakan pemerintah melakukan transformasi sistem pembelajaran tersebut tidak didukungn dengan ketersediaan sarana prasarana pendukung pembelajaran online yang baik menimbulnya berbagai persoalan terjadi ditengah masyarakat seperti warga eks Timor Timur di Kecamatan Kupang Tengah. Masalah tersebut menyebabkan kegiatan pembelajaran tidak dapat berjalan secara efektif dan efisien. Tujuan penelitian yaitu mengidentifikasi tantangan pembelajaran serta  menganalisis dampak pembelajaran online terhadap pelayanan pendidikan warga eks Timor Timur. Teknik pengumpulan data yaitu, Observasi terlibat (partisipatory research),Wawancara (Intervierw), angket,Studi dokumentasi. Analisis data dalam penelitian kualitatif dilakukan sejak sebelum memasuki lapangan, selama di lapangan, dan setelah selesai di lapangan.Hasil penelitian menunjukan bahwa Tantangan pembelajaran online bagi warga eks Timor Timur yaitu: Pertama, tingkat sumber daya manusia (guru, orang tua dan murid) yang rendah menyebabkan warga masyarakat kesulitan dalam mengelolah kegiatan pembelajaran online dirumah. Kedua, kurangnya perhatian pemerintah dan sekolah terhadap warga eks Timtim. Ketiga, lemahnya komunikasi dan pengawasan antara pemerintah, sekolah dan warga masyarakat yang berdampak pada proses bimbingan pembelajaran yang tidak berjalan efektif
PENGEMBANGAN MODUL AJAR BERDIFERENSIASI PADA MATA PELAJARAN IPAS KELAS IV DI SDI MUNTING KAJANG Nahak, Roswita Lioba; Tanggur, Femberianus Sunario; Ndapa Lawa, Selfiana T.M
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 1 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI JANUARI 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i1.1226

Abstract

Abstract. The aim of this research is to produce differentiated teaching modules on the subject of Indonesiaku Kaya Budaya which are valid, practical and effective which can be used by teachers in the process of teaching and learning activities. The research uses Research and Development (R&D) research using the ADDIE development model which consists of several stages: Analysis, Design, Development, Implementation and Evaluation. The assessment instruments used by researchers are validation and practicality sheets, then the assessment instruments are validated by three validators, namely content validator, language validator and graphic validator, then the practicality sheet is determined by practitioners. The results of the validity of the Teaching Module carried out by the validator team obtained an average validity value of 91.33%, categorized as very valid, while the average value of practicality test results by educators was 95%, categorized as very practical and the average value of practicality test results by students 83% of students are in the very practical category. Furthermore, the effectiveness test results show students' completeness of effective student learning outcomes with an average score of 85.71%. Thus, the results of the product of developing differentiated teaching modules are very valid, practical and effective and can be used by teachers as teaching tools in learning in class IV on the material Indonesiaku Rich in Culture. Abstrak. Tujuan dari penelitian ini menghasilkan modul ajar berdiferensiasi pada pokok bahasan Indonesiaku Kaya Budaya yang valid, praktis dan efektif yang dapat digunakan guru dalam proses kegaiatan belajar mengajar. Penelitian menggunakan jenis penelitian Research dan Development (R&D) dengan menggunakan model pengembangan ADDIE yang terdiri dari beberapa tahapan: Analisis, Desain, Pengembangan, Pelaksanaan dan Evaluasi. Instrumen penilaian yang digunakan oleh peneliti berupa lembar validasi dan praktikalitas, selanjutnya instrumen penilaian divaliditas oleh tiga validator yakni validator isi, validator bahasa dan validator kegrafikan, kemudian lembar praktikalitas ditentukan oleh praktisi. Hasil validitas Modul Ajar yang dilakukan oleh tim validator diperoleh hasil rata-rata nilai validitas sebesar 91,33% dikategorikan sangat valid sedangkan nilai rata-rata hasil uji praktikalitas oleh pendidik sebesar 95% dikategorikan sangat praktis dan nilai rata-rata hasil uji praktikalitas oleh siswa siswa sebesar 83% dengan kategori sangat praktis. Selanjutnya hasil uji efektivitas menunjukkan ketuntasan siswa terhadap hasil belajar siswa yang efektif dengan perolehan rata-rata skor sebesar 85,71%. Dengan demikian hasil produk pengembangan modul ajar berdiferensiasi sangat valid, praktis dan efektif serta dapat digunakan guru  sebagai perangkat ajar dalam pembelajaran di kelas IV pada materi Indonesiaku Kaya Budaya.
PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING TERHADAP HASIL BELAJAR IPAS SISWA KELAS V SEKOLAH DASAR Tungga, Intan Yunita; Benu, Asti Yunita; Nahak, Roswita Lioba
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 2 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i2.1362

Abstract

The project based learning model is a learning model that emphasizes or is centered on students, project based learning requires students to be more active, creative in solving problems and can practice and develop communication skills from students, and can provide learning experiences for students in organizing projects to produce products. The purpose of this study was to determine whether there is an influence of the Project Based Learning learning model on the results of learning science in grade V students of UPTD SD Inpres Kuanino 3. This type of research is quantitative research classified as Quasi Experimental research, using a non-equivalent control group design. The sampling technique uses a purposive sampling technique with a sample size of 43 respondents. The instruments used in this study are Observation tests and documentation. Data were analyzed using hypothesis testing or t-tests. The results of this study indicate that the average value of the experimental class posttest and the control class posttest using the t-test is 87.27> 61.90 with a difference of 19.7. Furthermore, through hypothesis testing (Independent Samples Tests) shows that the sig. value. (2-tailed) t-test for Equality of Means of 0.000 < 0.05 means H0 is rejected and Ha is accepted. so it can be concluded that there is a significant influence of the Project Based Learning learning model on the science learning outcomes of class V SD Inpres Kuanino 3 Kupang City.
ANALISIS PENERAPAN ELEMEN PROSES PEMBELAJARAN BERDIFERENSIASI DALAM PELAJARAN IPAS DI SD INPRES LILIBA KOTA KUPANG Dollok, Viki Vikranta Yorhans; Naitili, Cornelia Amanda; Nahak, Roswita Lioba
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 2 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i2.1363

Abstract

The purpose of this research is to determine the implementation of the Differentiated Learning Process Elements in Science and Technology Lessons at SD Inpres Liliba, Kupang City. The type of research used is qualitative research using a descriptive approach. The data collection techniques used in this research were observation, in-depth interviews and documentation with grade IV teachers, school principals and students at SD Inpres Liliba, Kupang City. The collection instruments in this research are observation sheets, interview guides or question sheets. Data were analyzed using the Miles & Huberman model with a sequence of steps for data collection, data reduction, data verification, data presentation, and drawing conclusions. The validity of the data in this research was carried out using source triangulation, technical triangulation and time triangulation techniques. The results of the research show that the implementation of the differentiated learning process at SD Inpres Liliba, Kupang City is implemented at every grade level (I-VI). Learning activities are going well. This can be seen from the completeness of the elements of the differentiated learning process at each stage carried out by the teacher, including: 1) Planning, which consists of preparing guiding questions and implementing tiered activities that have various levels of challenge and complexity. 2) Implementation, which consists of carrying out discussion activities in class according to students' interests and learning profiles, developing learning activities that vary according to students' learning styles (visual, auditory, kinesthetic), and forming flexible learning groups. 3) Evaluation, using assessment instruments such as skills assessment, attitude assessment, knowledge assessment and learning activity assessment as well as class exhibitions to appreciate students' work.
PENGARUH MODEL PEMBELAJARAN CONTEXUAL TEACHING LEARANING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN PKN KELAS IV SEKOLAH DASAR Lay, Abir Yohindro; Naitili, Cornelia Amanda; Nahak, Roswita Lioba
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 2 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i2.1364

Abstract

PKn learning is expected to be a vehicle for students to learn about themselves and the surrounding environment as well as prospects for further development in applying it in daily life. However, there are still many students who lack mastery of the material and obtain scores that have not reached the KKTP. This happens because the learning model used is usually a conventional learning model. In addition, it also identifies problems, namely First, the learning outcomes of PKN students have not reached KKTP, second, teachers tend to use conventional learning models where teachers teach more oriented to lecture methods so that learning is more teacher-centered. Third, the teacher's lack of attention to the student's ability to receive the material because it is chasing time so that the material is completed quickly. The purpose of this study is to determine the influence of the continuous teaching learning model on the learning outcomes of PKn in grade IV students of Oepura 4 Multi-level SDI, Kupang City. This type of research is a quantitative research classified as Quasi Experimental research, using a pretest posttest control group design. The sampling technique uses a saturated sampling technique with a sample of 30 respondents. The instruments used in this study are tests and documentation. The data was analyzed using data normality tests, homogination tests, linearity tests, and hypothesis tests. The results showed that the average posttest score of the experimental class and the control class posttest using the t-test was 78.33 > 1.50 with a difference of 15.82. Furthermore, through hypothesis testing (Independent Samples Tests) it was shown that the value of sig. (2-tailed) t-test for Equality of Means of 0.000<0.05 means that H0 is rejected and Ha is accepted. The conclusion of this study is the application of the significant influence of the contexual teaching learning model on the learning outcomes of PKn students in grade IV of SD Inpres Berstrata Oepura 4, Kupang City.
Pengaruh Model Pembelajaran Kooperatif Tipe Course Review Horay Berbantu Question Card Terhadap Hasil Belajar Matematika Kelas IV UPTD SD Inpres Oesapa Kecil 1 Kota Kupang KOLO, GETRUDIS; Nahak, Roswita Lioba; Tanggur, Femberianus Sunario
HINEF : Jurnal Rumpun Ilmu Pendidikan Vol. 3 No. 2 (2024): HINEF : JURNAL RUMPUN ILMU PENDIDIKAN (EDISI AGUSTUS 2024)
Publisher : FKIP Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/hinef.v3i2.1368

Abstract

Abstract. The aim of the research was to determine the effect of the Course Review Horay learning model assisted by Question Card media on the learning outcomes of class IV students at UPTD SD Inpres Oesapa Kecil 1, Kupang City. This type of research uses a quasi-experimental design type nonequivalent control group design, with a sample size of 43 students and data collection techniques using multiple choice test questions. Before testing the hypothesis, the researcher tested the hypothesis requirements, namely the normality test and homogeneity test, the results of the normality test showed 0.300 > 0.05 so that the data was normally distributed, while the results of the homogeneous test showed a value of 0.689 > 0.05. So the data was said to be homogeneous, while the hypothesis test used independent samples t-test. The results of the independent sample t-test show that the average score in the control class posttest is smaller than the experimental class, namely 67.50 < 82.50 with a significance test result of 0.000< 0.05, so there is a significant difference in the average score between the classes. control and experimental classes thus H0 is rejected and Ha is accepted. Based on the results of this research, it can be concluded that there is a significant influence of the Course Review Horay learning model assisted by Question Card media on the learning outcomes of class IV students Keywords: Course Review Horay, Question Card, Learning Results Abstrak. Tujuan penelitian untuk mengetahui pengaruh model pembelajaran Course Review Horay berbantuan media Question Card terhadap hasil belajar siswa kelas IV di UPTD SD Inpres Oesapa Kecil 1 Kota Kupang. Jenis penelitian menggunakan quasi eksperimental design tipe nonequivalent control grup design, dengan jumlah sampel 43 siswa serta teknik pengumpulan data menggunakan soal tes pilihan ganda. Sebelum dilakukan uji hipotesis, peneliti melakukan uji persyaratan hipotesis yaitu uji normalitas dan uji homogenitas, hasil uji normalitas menunjukkan 0,300 > 0,05 sehingga data berdistribusi normal sedangkan hasil uji homogentis menunjukkan nilai 0,689 > 0,05 Sehingga data dikatakan homogen, sedangkan uji hipotesis menggunakan uji independent sampel t-tes. Hasil uji independent sampel t-test menunjukkan rata-rata nilai pada posttest kelas kontrol lebih kecil dari kelas eksperimen yaitu 67,50 < 82,50 dengan hasil uji signifikansi 0,000< 0,05, sehingga terdapat perbedaan rata-rata nilai yang signifikan antara kelas kontrol dan kelas eksperimen dengan demikian H0 ditolak dan Ha diterima. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Course Review Horay berbantuan media Question Card yang signifikan terhadap hasil belajar siswa kelas IV. Kata Kunci: Course Review Horay, Question Card, Hasil Belajar
Co-Authors Aprianus Raga Lomi Arjelita Bete Asti Yunita Benu Benu, Asti Yunita Delila Malafu Diana Yani Fallo Dollok, Viki Vikranta Yorhans Feka, Viktorius Paskalis Fitriani Tefa Inggrit Roman Jhon Enstein KOLO, GETRUDIS Lay, Abir Yohindro Maria Dosantos Mbuik, Heryon Bernard Mone, Merianti Naitili, Cornelia Amanda Nitte, Yulsy Marselina Santi Frans Selfiana Ndapalawa Selfiana T. M. Ndapa Lawa Selfiana Triyanty. M. Ndapa Lawa Siki, Yesmi Marsela Taneo, Marni Eunike Tanggur, Femberianus Sunario Tantrisna, Ellen Tungga, Intan Yunita Vera Bulu Vera Rosalina Bulu Viktorius P. Feka Yunvi Mbait