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All Journal INVOTEC Jurnal Educative: Journal of Educational Studies
Elham Mahmoud Rababa
Al-Balqa Applied University
Arts Humanities Civil Engineering, Building, Construction & Architecture Education Electrical & Electronics Engineering Energy Transportation

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The Effect of Using The Learning Cycle Strategy on the Academic Achievement of Tenth Grade Students in Vocational Education in Jordan Mohammad Omar AL-Momani; Elham Mahmoud Rababa
INVOTEC Vol 18, No 2 (2022)
Publisher : Faculty of Technological and Vocational Education-Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/invotec.v18i2.43820

Abstract

The study aimed to recognise the effect of using a strategy learning cycle on the collection of school students. The tenth primary in vocational education in Jordan, where  it was chosen as  the High School for Boys in Governorate Ajloun, was chosen in two divisions In her school achievement of the people in tenth grade primary school, she randomly distributed these two divisions to form a control group and  an experimental group. The first experimental group was taught it consists of 35 students using the learning cycle, While the subject was being taught, control  sink It also consists of 35 students Using the usual traditional method to teach the two groups. Aqualified teacher to do this, the trial period lasted eight weeks. Statistical analyses of the study data revealed that in  the second semester of school year 2021/2022 AD, there were statistically significant  differences in the achievement of tenth grade students in material vocational education and those  who were consoled to use teaching st rategy (learning cycle the traditional method); the differences in the collection were in favour of students who learned by the learning cycle strategy, compared to their peers who learned the traditional way.
Using Problem-Solving Strategies in the Interpretation and Evaluation of Skills Development in Vocational Education in Jordan Mohammad Omar AL-Momani; Elham Mahmoud Rababa
Jurnal Educative: Journal of Educational Studies Vol 7, No 1 (2022): June 2022
Publisher : Institut Agama Islam Negeri Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v7i1.5760

Abstract

This study will identify the impact of using problem-solving strategies in developing interpretation and evaluation skills among tenth graders in vocational education in Ajloun governorate, Hashemite Kingdom of Jordan. In this experimental study, the researchers prepared an achievement test that was applied before and after the second semester of the academic year (2021-2022), after confirming its validity and reliability. This study shows that there is no statistically significant difference at the level of significance (α = 0.1) between the mean scores of the experimental group students and the control group students for interpretation skills, which is associated with the application of problem-solving methods. In addition, there is a statistically significant difference at the level of significance (α = 0.1) between the average score of the assessment skills of the experimental group students and the control group students, which is associated with the application of problem-solving methods.Studi ini akan mengidentifikasi dampak penggunaan strategi pemecahan masalah dalam mengembangkan keterampilan interpretasi dan evaluasi di kalangan siswa kelas sepuluh dalam pendidikan kejuruan di provinsi Ajloun, Kerajaan Hashemite Yordania. Dalam penelitian eksperimental ini, peneliti menyiapkan tes prestasi yang diterapkan sebelum dan sesudah semester kedua tahun ajaran (2021-2022), setelah dipastikan validitas dan reliabilitasnya. Penelitian ini menunjukkan bahwa tidak terdapat perbedaan yang signifikan secara statistik pada tingkat signifikansi (α = 0,1) antara nilai rata-rata siswa kelompok eksperimen dan siswa kelompok kontrol untuk keterampilan interpretasi, yang dikaitkan dengan penerapan pemecahan masalah. metode. Selain itu, terdapat perbedaan yang signifikan secara statistik pada tingkat signifikansi (α = 0,1) antara skor rata-rata keterampilan penilaian siswa kelompok eksperimen dan siswa kelompok kontrol, yang dikaitkan dengan penerapan metode pemecahan masalah.
Co-Authors Mohammad Omar Al-Momani Mohammad Omar AL-Momani