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Effect of Collaborative Based Inquiry Learning Model Using Macromedia Flash and Motivation on Science Learning Outcomes of 5th Grade Students of Elementary School Angkasa 2 Lanud Soewondo Medan Wanty Astari; Retno Dwi Suyanti; Daulat Saragi
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v4i1.1573

This study aims to determine the differences in learning outcomes with the use of guided inquiry learning models using collaborative-based macromedia flash and based on children's learning motivation attitudes, as well as the interaction between the two models with the level of children's learning motivation in influencing student learning outcomes improvement. The research was conducted at SD Angkasa 2 LANUD Medan in the even semester of the 2020/2021 school year. The sample in this study consisted of classes V-A and V-B which were taken by purposive sampling class. Class V-A is an experimental class that is taught using the guided inquiry learning model using collaborative-based macromedia flash, while for the control class, it is taught using the selected direct learning model, class V-B. This means that student learning outcomes with the guided inquiry learning model using collaborative-based macromedia flash is better than direct learning. Acquisition of calculated F value of 5,123 is greater than the F table of 4,001, with a significance value of 0.027 <0.05. This means that the learning outcomes of students with high learning motivation are better than students with low learning motivation, and the calculated F value of 0.189 is smaller than the F table, namely 4.001 with a significance value of 0.665> 0.05, then H0 is accepted and Ha is rejected, so in the study There is no interaction between learning motivation in the application of the guided inquiry learning model using collaborative-based macromedia flash or direct learning on student learning outcomes. This study shows that the learning model and learning motivation do not influence and reject the third hypothesis.

The Influence of Problem Based Learning (PBL) Model Collaborative and Learning Motivation Based on Students’ Critical Thinking Ability Science Subjects in Class V State Elementary School 105390 Island Image Siti Khairani; Retno Dwi Suyanti; Daulat Saragi
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 3 (2020): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v3i3.1247

The study aims to determine the influence of the Problem Based Learnimg (PBL) learning model and the motivation to students critical thinking skills, as well as the interaction between learning models and the motivation to learn from students critical thinking skills. This study was conducted at SD Negeri 105390 in the even semester of the 2019/2020 school year. The population in this study is a class V student of elementary school 105390 Island pictures numbering at 55 people. Sampling is carried out in total, i.e. V-A and V-B classes. The V-B class as an experimental class taught with a collaborative problem-based learning (PBL) model with the number of students 28 people. As for the control class is taught by a direct instruction model elected class V-A with the number of students as many as 27 people. This type of research includes research quasi experiments with 2x2 factorial design with analytical techniques variance (ANAVA) 2 lines. Based on the results of the analysis and research findings from the field obtained several conclusions that are answers to questions on the problem formulation, among them the critical thinking ability of students taught with a collaborative Problem-based learning model better than students taught with a direct learning model (sig. = 0.000 < 0.05), a student's critical thinking ability of high motivation is better than a low-motivation student (sig. = 0.01 < 0.05), and there is interaction between the two learning models with a level of motivation in influencing students ' critical thinking ability (sig. = 0.02 < 0.05).

Investigation of Science Technology Ecocultural Society (STEcS) Model to Enhance Eco Critical Thinking Skills Wahyuni Purnami; Sarwanto Sarwanto; Suranto Suranto; Retno Dwi Suyanti; Mauro Mocerino
Journal of Innovation in Educational and Cultural Research Vol 2, No 2 (2021)
Publisher : Yayasan Keluarga Guru Mandiri

The Purpose of this study was to investigate the goodness fit model of Eco Critical Thinking Skills (ECTS) and effectiveness Science Technology Ecocultural Society (STEcS) model in elementary school teacher education programs. Participants in this study were 229 students, taken from 3 universities. The data collection method was an open ended essay test and questioner. The research analysis the goodness fit model used was Lisrel 8 and effect size analysis. The results of the investigation indicated that the construct analysis on the instrument model was categorized as a good fit model category with P-value 0.28 ( 0.05), RMSEA 0.02 (0.08) and other indicators of fit model were above 0.90. Analysis of the effect size based on Cohen's d criteria of 1.391 ( 0.08) is classified as very high criteria. This research concluded that instrument is good fit, Interpretation dimension is highest support. STEcS model is effective to enhance Eco Critical Thinking Skills at elementary school teacher education program. The research implication is Eco Critical Thinking Skills of students can be improved through the application of the STEcS model. The STEcS model is an alternative model for preparing 21st century learning.

The Effect of Brain-Based Learning (BBL) Model with Audiovisual Media on Student's High-Level Thinking Ability Gita Dwi Wardani; Retno Dwi Suyanti; Daulat Saragi
Nazhruna: Jurnal Pendidikan Islam Vol 5 No 3 (2022): Islamic Education
Publisher : Program Studi Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v5i3.2509

The purpose of this study was to obtain scientific information about students' higher-order thinking skills with the Brain-Based Learning (BBL) learning model using audiovisual media guided by students' learning motivation to develop teaching materials, especially in science subjects "substances and mixtures", as well as to measure the validity, practicality, and effectiveness of science learning. The design used in this study is quasi-experimental. by using a pretest and posttest control group design. However, before the pretest, the questions tested had been tested for homogeneity considering children’s different abilities. This design involves two classes, namely the experimental group class and the control group class. From the results of the study, there are differences in students' higher-order thinking skills between classes using the Brain-Based Learning (BBL) model and types using conventional methods with an average post-test score of higher-order thinking skills using the Brain-Based Learning (BBL) model of 87,044 and the average posttest value of higher order thinking skills with conventional methods is 77,193.

The Effect of Brain-Based Learning (BBL) Model with Audiovisual Media on Student's High-Level Thinking Ability Gita Dwi Wardani; Retno Dwi Suyanti; Daulat Saragi
Nazhruna: Jurnal Pendidikan Islam Vol 5 No 3 (2022): Islamic Education
Publisher : Program Studi Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v5i3.2509

The purpose of this study was to obtain scientific information about students' higher-order thinking skills with the Brain-Based Learning (BBL) learning model using audiovisual media guided by students' learning motivation to develop teaching materials, especially in science subjects "substances and mixtures", as well as to measure the validity, practicality, and effectiveness of science learning. The design used in this study is quasi-experimental. by using a pretest and posttest control group design. However, before the pretest, the questions tested had been tested for homogeneity considering children’s different abilities. This design involves two classes, namely the experimental group class and the control group class. From the results of the study, there are differences in students' higher-order thinking skills between classes using the Brain-Based Learning (BBL) model and types using conventional methods with an average post-test score of higher-order thinking skills using the Brain-Based Learning (BBL) model of 87,044 and the average posttest value of higher order thinking skills with conventional methods is 77,193.

The Effect of Brain-Based Learning (BBL) Model with Audiovisual Media on Student's High-Level Thinking Ability Gita Dwi Wardani; Retno Dwi Suyanti; Daulat Saragi
Nazhruna: Jurnal Pendidikan Islam Vol 5 No 3 (2022): Islamic Education
Publisher : Universitas Pesantren Kh Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v5i3.2509

The purpose of this study was to obtain scientific information about students' higher-order thinking skills with the Brain-Based Learning (BBL) learning model using audiovisual media guided by students' learning motivation to develop teaching materials, especially in science subjects "substances and mixtures", as well as to measure the validity, practicality, and effectiveness of science learning. The design used in this study is quasi-experimental. by using a pretest and posttest control group design. However, before the pretest, the questions tested had been tested for homogeneity considering children’s different abilities. This design involves two classes, namely the experimental group class and the control group class. From the results of the study, there are differences in students' higher-order thinking skills between classes using the Brain-Based Learning (BBL) model and types using conventional methods with an average post-test score of higher-order thinking skills using the Brain-Based Learning (BBL) model of 87,044 and the average posttest value of higher order thinking skills with conventional methods is 77,193.

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