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All Journal SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Samsidar Tanjung
State University of Medan, Indonesia
Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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THE EFFECT OF DISCOVERY LEARNING MODELS AND COGNITIVE STYLES ON RESULTS OF IPS LEARNING AT SDN 06 KETOL, CENTRAL ACEH Rizal Nuari; Samsidar Tanjung; Wildansyah Lubis
Sensei International Journal of Education and Linguistic Vol. 1 No. 2 (2021): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v1i2.26

Abstract

This research purpose to: (1) determine the differences in student learning outcomes using the Discovery Learning model and student learning outcomes using the Direct Instruction learning model; (2) Knowing the differences in learning outcomes of students who have a Field Independent (FI) cognitive style with students who have a Field Dependent (FD) cognitive style; (3) Knowing the interaction of Discovery Learning models with learning styles in students in increasing learning outcomes. The sample in this study were the fourth grade students of SD Negeri 06 Ketol, Aceh Tengah Regency, in the academic year 2020/2021 as many as 40 students. Collecting data in this study through cognitive style tests and social studies learning outcomes tests. Hypothesis testing is done by using the Two Way Anova test. The results showed that: (1) The social studies learning outcomes of students taught by discovery learning model were higher than direct instruction learning models (Fcount = 15.681 and sig. 0.000> 0.05); (2) Social studies learning outcomes of students who have a field independent cognitive style are higher than students who have a field dependent cognitive style (Fcount = 4.395 and a sig. 0.043> 0.05) and (3) There is an interaction between the learning model and the cognitive style. in influencing student social studies learning outcomes (Fcount = 7.696 and sig. 0.009> 0.05).
THE EFFECT OF THINK PAIR SHARE (TPS) LEARNING MODEL ASSISTED BY MEDIA INTSTRUCSIONAL VIDEO AND INTERPERSONAL INTELLIGENCE ON STUDENT LEARNING OUTCOMES IN SOCIAL STUDIES SUBJECTS IN CLASS VII OF SMP NEGERI 4 PERCUT SEI TUAN Rizky Mawarni Pulungan; Daulat Saragi; Samsidar Tanjung
Sensei International Journal of Education and Linguistic Vol. 1 No. 3 (2021): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v1i2.30

Abstract

The objectives of this study were to determine the differences in social studies learning outcomes taught by the TPS model and the TPS model assisted by video media for students to determine the difference in social studies learning outcomes of students who have high interpersonal intelligence with students who have low interpersonal intelligence in students. And then this is to determine the interaction between learning models and interpersonal intelligence in influencing student learning outcomes in social studies subjects for students. The population in this study were all class VII students of SMP Negeri 4 Percut Sei Tuan T.A 2020/2021, totaling 126 students divided into four classes, namely, class VIIa, VIIb, VIIc and VIId. The experimental class was given learning treatment with the Think-Pair-Share (TPS) learning model and the control class was given the Think-Pair-Share (TPS) learning model assisted by video learning media. The instruments used consisted of: social studies learning outcomes test. Data analysis was performed using two-way ANOVA. From the description above it can be concluded that: There is a significant difference in social studies learning outcomes that are taught using the TPS model and the TPS model assisted by video media for the seventh grade students of SMP Negeri 4 Percut Sei Tuan. There is a significant difference in social studies learning outcomes of students who have high interpersonal intelligence and students with low interpersonal intelligence in students who are taught using the TPS model assisted by video media. There is an interaction between the learning model and interpersonal intelligence in influencing student learning outcomes in social studies subjects in class VII students of SMP Negeri 4 Percut Sei Tuan.
THE EFFECT OF ETNOPEDAGOGY APPROACH AND SOCIAL SKILLS ON LEARNING OUTCOMES OF SOCIAL SCIENCE STUDENTS IN CLASS V OF STATE ELEMENTARY SCHOOL 167643, TEBING TINGGI CITY Selwen Naden; Samsidar Tanjung; Siman Siman
Sensei International Journal of Education and Linguistic Vol. 1 No. 2 (2021): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v1i2.44

Abstract

The purpose of this research for: (1 Mknowing the differences in social science learning outcomes of students who are taught with an ethnopedagogical approach compared to students who are taught with a direct approach; (2) Knowing the difference in learning outcomes of students who have high social skills compared to students who have low social skills; (3) Knowing the interaction between learning approaches and social skills in influencing students social science learning outcomes. The sample in this study was the fifth grade students of the State Elementary School 167643 Tebing Tinggi City for the 2020/2021 academic year as many as 54 students. Collecting data in this study through social skills questionnaires and social science learning outcomes tests. Hypothesis testing is done by using the Two Way Anova test. The results showed that: (1) The social science learning outcomes of students who were taught using the ethnopedagogical approach were higher than those with the direct approach (Fcount = 7.750 and sig. 0.008 <0.05); (2) The social science learning outcomes of students who have high social skills are higher than those of students who have low social skills (Fcount = 5.097 and sig. 0.028 <0.05); and (3) There is an interaction between the learning approach and social skills in influencing students social science learning outcomes (Fcount = 6.268 and sig. 0.016 <0.05).
Co-Authors Daulat Saragi Rizal Nuari Rizky Mawarni Pulungan Selwen Naden Siman Siman Wildansyah Lubis