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p-Index From 2021 - 2026
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All Journal Journal of Teaching and Education Journal of Teaching and Education
Novrina Ika
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Construction of Diagnostic Tests to Diagnose the Misconceptions of Junior High School Students on Dynamic Electrical Materials Novrina Ika
Journal of Teaching and Education Vol 1, No 1 (2022): Journal of Teaching and Education
Publisher : USN Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v1i1.1820

Abstract

he research objectives are to 1) develop a valid and reliable diagnostic test, and 2) find out the misconceptions experienced by high school students on Dynamic Electricity by using a diagnostic test with a three-level format that has been developed. This research is a development research using the Research Development (RD) procedure of the Borg Gall model which was modified following Treagust's research flow. The stages are, 1) the stage of determining content, 2) the stage of gathering information and 3) the stage of development and validation. The research instrument was a validation sheet, and a diagnostic test sheet with three levels of multiple choice to diagnose misconceptions. Standardization of test instruments with item validation tests using biserial point coefficients, reliability tests with KR-20 and other general tests such as tests of difficulty level and differentiating power. This research was conducted in two places and two different samples. Phase 1 and phase 2 of initial product design were carried out at MA Baitul Arqom Polinggona for classes Xa, Xb and Xc as many as 59 students, and only 38 were involved in product design trials. Meanwhile, stage 3 of development and validation was carried out at SMA Neg. 5 Kendari in class XII IPA1, XII IPA2, XII IPA3, XII IPA4, and XII IPA5 as many as 189 students were tested on a large scale and analyzed their misconceptions on dynamic electricity. The research took place from April to November 2017. The results of the research that have been developed are in the form of a diagnostic test with the characteristics of the questions having a three-level format, namely answers, reasons and confidence levels. This test consists of 21 items that have been declared valid based on the validity test, with a reliability value of 0.75 (good), an average difficulty index and very good discriminating power. The results identified with this diagnostic test are the percentage of students experiencing misconceptions of 49.4%, understanding the concept of 36.6%, understanding but the concept is still weak 6.9%, not understanding the concept of 5.6% and the remaining 1.1% is the percentage of students whose answers are correct but from 100% of the guesses.
Improving Students’ Learning Activeness and Achievement through the Two Stay Two Stray Learning Model Integrated with Group Guidance Novrina Ika
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2677

Abstract

Learning activeness and academic achievement are essential indicators of successful instructional processes. However, many junior high school students still demonstrate low participation and limited engagement during classroom learning activities, which negatively affects their learning outcomes. This study aims to improve students’ learning activeness and academic achievement through the implementation of the Two Stay Two Stray (TSTS) learning model integrated with group guidance. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of class VIII at SMP Negeri 29 Rumbia in the academic year 2024/2025. Data were collected through classroom observations, learning achievement tests, and documentation. Quantitative data were analyzed using percentage analysis, while qualitative data were analyzed descriptively to support the quantitative findings. The results revealed a significant improvement in students’ learning activeness and academic achievement. Students’ activeness increased from 59.67 in Cycle I to 84.94 in Cycle II. In addition, students’ learning achievement improved from an average score of 67.18 in Cycle I to 81.32 in Cycle II. The percentage of students achieving mastery learning also increased from 54.84% to 70.97%. These findings indicate that the integration of the Two Stay Two Stray learning model with group guidance effectively enhances students’ engagement and learning outcomes.  Therefore, it can be concluded that the application of cooperative learning models supported by group guidance is an effective strategy to improve students’ learning activeness and academic achievement. This approach is recommended for teachers seeking to create a more interactive, student-centered, and meaningful learning environment.
Improving Students’ Learning Activeness and Achievement through the Two Stay Two Stray Learning Model Integrated with Group Guidance Novrina Ika
Journal of Teaching and Education Vol 4, No 2 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i2.2677

Abstract

Learning activeness and academic achievement are essential indicators of successful instructional processes. However, many junior high school students still demonstrate low participation and limited engagement during classroom learning activities, which negatively affects their learning outcomes. This study aims to improve students’ learning activeness and academic achievement through the implementation of the Two Stay Two Stray (TSTS) learning model integrated with group guidance. This research employed Classroom Action Research (CAR) conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were students of class VIII at SMP Negeri 29 Rumbia in the academic year 2024/2025. Data were collected through classroom observations, learning achievement tests, and documentation. Quantitative data were analyzed using percentage analysis, while qualitative data were analyzed descriptively to support the quantitative findings. The results revealed a significant improvement in students’ learning activeness and academic achievement. Students’ activeness increased from 59.67 in Cycle I to 84.94 in Cycle II. In addition, students’ learning achievement improved from an average score of 67.18 in Cycle I to 81.32 in Cycle II. The percentage of students achieving mastery learning also increased from 54.84% to 70.97%. These findings indicate that the integration of the Two Stay Two Stray learning model with group guidance effectively enhances students’ engagement and learning outcomes.  Therefore, it can be concluded that the application of cooperative learning models supported by group guidance is an effective strategy to improve students’ learning activeness and academic achievement. This approach is recommended for teachers seeking to create a more interactive, student-centered, and meaningful learning environment.
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