cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Bagus Shandy Narmaditya
Contact Email
bagus.shandy.fe@um.ac.id
Phone
+6282234019099
Journal Mail Official
bagus.shandy.fe@um.ac.id
Editorial Address
Jalan Semarang 5 Malang 65145 Indonesia
Location
Kota malang,
Jawa timur
INDONESIA
Classroom Action Research Journal (CARJO)
Published by Universitas Negeri Malang
ISSN : 25984195     EISSN : 25984195     DOI : 10.17977/um013
Core Subject : Economy, Education, Social,
Economics, Econometrics & Finance Education Social Sciences
Classroom Action Research Journal (CARJO) with E-ISSN: 2598-4195 is the international academic journal, and is a double-blind, peer-reviewed academic journal publishing high quality conceptual and measure development articles in the areas of classroom action research in economics, accounting, and management. These studies may take the form of action research, design experiments, pedagogical research more generally that is designed to improving the quality of teaching and learning. The objective of the journal is to promote interdisciplinary and cross-national collaboration between groups of teacher educators, educational researchers and schoolteachers.
Arjuna Subject : Ilmu Sosial - Ilmu Politik dan Hubungan Internasional
Articles 59 Documents
 1   2   3   4   5 
Application of Debate Learning System in Collaboration with Time Token Arend to Improve Thinking Ability and Student Learning Result Ana, Emy Fitri
Classroom Action Research Journal (CARJO) Vol 1, No 3 (2017)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In education the role of teachers is needed as a facilitator, especially in the curriculum in 2013 requires students to be more active in the process of learning is not just focus on the teacher, but students also play an active role in learning.The purpose of this study to improve students' critical thinking skills and student learning outcomes, especially on economic subjects class XI IPS 6J3 SMAN 10 Malang. This study was conducted 2 cycles, each cycle consisted of 3 meetings. Data collection was done by using observation method, interview, test, field note, and questionnaire.Based on the results of the research can be seen that there is an increase in learning outcomes and critical thinking skills students have applied the model of learning debate collaborate with time token arend. This can be shown the learning outcomes in the cognitive domain of the percentage cycle I 12 students complete (33%), while the second cycle of 31 students complete (86%). In critical thinking ability also experience improvement of the cycle I 5 students complete (14%), while cycle II 31 student complete (86%). Percentage of the implementation of research activities in cycle I 76% in 92% cycle II also increased. Keywords: Debate Learning, Time Token Arend, Thinking Ability, Learning Result.
Implementation of Cooperative Learning Model with Teams Games Tournament (TGT) Method to Improve Interests and Learning Outcomes Sa'adah, Silky Roudhotus
Classroom Action Research Journal (CARJO) Vol 1, No 2 (2017)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study attempts to know: (1) an increase in interest learn economic after determining model cooperative TGT and (2) increasing the study results economic after determining learning model cooperative TGT.Research approach that is used is the qualitative study is descriptive analytic. The kind of research that is used is the act of instrumen research be used that is a sheet of observation, poll, and about pretax post test and test. The subject of study class XI social scient 3 SMAN 1 Kesamben, object research cooperative TGT learning. Is using the research in 2 cycles.Study results class XI Social Scient 3 SMAN 1 Kesamben increase after done a method of learning team games tournemnt (TGT). Look increase on the outcome of post test for each cycle. On the outcome of pre test there was only one of students are be completed. Then on the outcome of post test 1 in cycle 1 the percentage  rose to 41.2 %. These increases do not too large on the outcome of post test to 2 the percentage forty-seven percent only up as many as 5.8 % .But the result look significant to the test to 3 that is up from 47 % to 91.2 % the percentage the increase in 44 .2 %. Interest learn class XI Social Scient 3 SMAN 1 kesamben increased. Keywords: cooperative learning method teams games tournament, interest, study results. DOI: 10.17977/um013v1i22017p065
Does Jigsaw Learning Model Matters in Improving Students Achievement? Hidayati, Annisa Lestari Nur
Classroom Action Research Journal (CARJO) Vol 3, No 1 (2019)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research did the application in High School Brawijaya Smart School Malang with the application the learning model of the jigsaw. The subject of this research is to grade X cross-interest. This research aims to find out how the jigsaw learning model implementation in class X cross-interest in economics subject in high school BSS and up to know how focused learning jigsaw to increase student learning outcomes grade X cross-interest High School BSS Malang. This study used a qualitative approach. This type of research is the research action class implemented in 2 cycles. The data used in this research is the primary data obtained from the learning activities of students. This research data gathering techniques using interview techniques, observation sheets, test better, and documentation. The result of this study demonstrate the application of the learning model of jigsaw has been applied very well and was able to increase the learning outcomes of student of class X cross-interest which has been evidenced by the increase in average yield learning activities post-test in cycle I of “62,14” rise in cycle II of “85,35”. Based on the result of research conducted, the advice that can be give is 1) is expected to implement the BSS model high school teacher learning jigsaw is not only on the material system of payment and means of payment, but for other materials that have the same problem 2) expected for the next researcher can measure student learning outcomes in the affective and psychomotor domains. Keywords: Jigsaw learning models, learning outcomes, students' activity
Talking Stick Model, Students Activities and Learning Result in Economic Business Student Pradana, Daniel Gusti
Classroom Action Research Journal (CARJO) Vol 2, No 2 (2018)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning has applied cooperative learning with the aim that students can pay attention when teachers explain the material. But in reality in the classroom, when the teacher explained the students' learning is still not optimal in following the lesson. Many students speak for themselves, drowsy and unfocused in watching lessons. Researchers in this case choose the learning model Talking stick to overcome learning problems. This model was chosen as an action in this study, because the Talking stick model stimulates the student learning process. It can be concluded this research aims to improve students' activity and learning outcomes by using Talking stick learning model. The type of research used is Classroom Action Research (PTK) with qualitative descriptive approach. Application of learning model Talking stick improves the activity and student learning outcomes, it is shown in the percentage of student activeness in cycle I and cycle II has increased, the cycle I the percentage of students activeness get 55.20% and in cycle II the percentage of students activeness gained 62.42% . The improvement of students' activity after applying the talking stick learning model is 7.22%. Student learning outcomes also experienced an increase of 4.41 which can be seen from the average overall learning outcomes, on the first cycle average learning outcome is 78.60 to 83.01 in cycle II.
Social Gathering Cards Learning Method to Enhance Students’ Critical Thinking Ability and Learning Outcomes Maulana, Moh
Classroom Action Research Journal (CARJO) Vol 2, No 3 (2018)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was conducted in order to implement Social Gathering Card Learning Method and its impact on students’ critical thinking skills and student learning outcomes on economic subjects. This study applied a classroom action research in economics class in SMAN 6 Malang. The research was conducted in two cycles consisting of two meetings of each. The findings of the study showed that the application of social gathering card has increased during cycles for both students’ critical thinking skills and learning outcomes. In more detail, in the beginning, it was about 73.7 percent for students’ critical thinking skills and rose to the level of 89.4 percent in the end of period. Furthermore, the students’ cognitive abilities in the pretest were about 6.89 per cent with average score 55 and it rocketed to the level about 93.1 percent with the score about 77. In the other hand, in the second cycle, the pre-test score was about 23.7 percent with the average score 57 and the post-test score was about 96.5 percent with the average score about 80.Keywords: Social Gathering Card, Thinking Critically, Learning Outcomes
Improve Students Activeness With Lesson Study Based Debate Model Integrated Numbered Heads Together Model Irawan, Yuliandy Rige; Haryono, Agung; Rokhmani, Lisa
Classroom Action Research Journal (CARJO) Vol 1, No 3 (2017)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Based on preliminary observation in Public Senior High School 1 Tumpang eleventh social three class, known that the problem faced by the school mentioned is the learning process applied by the teacher is mainly lecturing and giving an assignment, also the lesson study has not been applied yet. What is more, students still tend to pay less attention or less observant to Economics subject and some of the students were less active or passive in giving an opinion in class so a proper, interesting and fun learning is necessary, that is  Lesson Study Based Debate Model integrated with Numbered Head Together (NHT). This study aims to describe the implementation of lesson study based debate model combined with numbered head together model (NHT) to enhance student activeness on economics subject (study case of eleventh social three students of Public Senior High School 1 Tumpang 2015/2016 academic year). The type of this research is classroom action research through lesson study. This research was conducted in two cycles. The subject of this research is eleventh social three students of Public Senior High School 1 Tumpang with the total 30 students that consist of 13 males and 17 females 2015/2016 academic year. The data used is lesson study based debate model integrated with numbered head together model (NHT) from analyzing learning implementation plan and observation page, and students’ activeness from observation page. The instruments are observation page, field notes, documentation, and interview. Keywords: Activeness, Debate and Numbered Head Together (NHT)
Think Talk Write Strategy on Economics Subject Yunikawati, Nur Anita
Classroom Action Research Journal (CARJO) Vol 1, No 1 (2017)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract This research was conducted in order to determine how the application of learning technic Think Talk Write (TTW) on activity and learning outcomes of student in economic subjects x IIS 3 in SMA Laboratorium UM. This research uses qualitative approach by class action research, which was done in 2 cycles. Every cycle consists of 3 meetings through 4 steps, that is planning, doing, observing, and reflecting. The subject of this research is students of X IIS 3 that consists of 32 students. Based on the results of the study, it showed that the enforceability of the implementation of the Think Talk Write (TTW) technic has increased from the first cycle that was 83% to 93% in the second cycle. The student's activity increased from the first cycle of 67,79% to 81,27% in the second cycle. Cognitive aspects of learning outcomes of a student in the first cycle of 25% with an average value of 60 increased by 100% with an average value of 86. From this analysis, it is concluded from the results that the feasibility study technic Think Talk Write (TTW) on The students activity and learning outcomes of students increased in the second cycle compared to the first cycle that is very appropriate implementation of learning applied to economic subject for the X grade students of Social Studies 3 in SMA Laboratorium UM.Keyword: Think Talk Write, Activity, Learning OutcomeDOI: 10.17977/um013v1i12017p028
Implementation Of Cooperative Learning Model Snowball Throwing To Increase Activity And Learning Outcomes Zaqiyaturrahmah, Eva
Classroom Action Research Journal (CARJO) Vol 2, No 2 (2018)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Compared to other classes, students in grade X IIS 1 majority of students have less enthusiasm or activity. After the teacher gives the materials and the students are asked to ask questions about the material that has not been understood. However, when teachers provide evaluation questions to measure students' understanding it is known that their learning outcomes are still below the predetermined KKM 75 so that some students are declared unfinished. This research uses Classroom Action Research with a qualitative approach. The data in this study was taken through observation, technical tests, documentation, and field notes. The research procedure of each cycle consists of the planning, implementation, and observation of actions and reflection actions. The results showed that the improvement of teachers' success in applying the Snowball Throwing learning model increased from the first cycle by 79.44% to 90.05%. Comparison of student activity also shows improvement from cycle I to cycle II with the average percentage of the cycle I 59,84% and become 76,08% in cycle II, so it can be concluded there is increase 15%. It can be concluded that the learning outcomes of grade X students of IIS 1 SMA Brawijaya Smart School increased by 3%.
The Implementation of Cooperative Learning Strategy of Student Facilitator and Explaining (SFE) Type to Improve Activity and Learning Result Widayati, Risha Amalia
Classroom Action Research Journal (CARJO) Vol 2, No 1 (2018)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A good and balanced learning process will emphasize the mutual interaction between teachers and students by using teaching materials, methods and learning media that exist as learning resources. SFE expects students to understand the material presented by the teacher because the students will later re-explain the material they understand. Using a qualitative approach with Classroom Action Research (CAR). Data were collected by analysis of student activity observation sheet, documentation, field note, pre-test and post-test in every cycle. Data analysis in this research is done by presenting data, reducing data and draw a conclusion. Research procedure through four stages: action planning stage, action implementation, observation, and reflection. The results of the research are; (1) the application of learning with SFE on the economic subjects of class X across the economic interests of SMAN 9 Malang in the first cycle has not run optimally and there are still many shortcomings. In the second cycle, the application runs better where the students have started to be active and conducive; (2) during the learning process with the SFE strategy of active class X students across the economic interests of SMAN 9 Malang increased; (3) during the learning process with SFE learning outcomes of students of class X across the economic interests of SMAN 9 Malang increased; (4) during the learning process with SFE learning outcomes of students of class X across the economic interests of SMAN 9 Malang increased.
Application of Learning Model Mind Mapping and Think Pair Share to Improving Activity and Student Learning Results Wijayanti, Peni Dwi
Classroom Action Research Journal (CARJO) Vol 1, No 3 (2017)
Publisher : Unversitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Based on interviews and early observations before the research is known that the model by teachers is less varied, student less active in learning activities so that the problems caused to low learning outcomes. Researchers suggest to use more varied learnings models such as mind mapping and think, pair, share (TPS). Because the models can able to fix problems in the classroom. This research uses classroom action research (PK) with qualitative descriptive approach applied in class XI IPS 5 Brawijaya Smart School Malang City. The instrument used is an observation sheet interviews, tests, field notes, and documentation. The results showed student learning activity from cycle I is 68% increase in cycle II is 75%. While the average of the results of learning cycle I after the activity into 74 increased in cycle II to 84. Percentage completed classical learning in cycle I is 61% to 86% in cycle II. Keywords: Mind Mapping, Think Pair Share, Learning Activity, Results of Learning

Page 1 of 6 | Total Record : 59

 1   2   3   4   5 

Filter by Year

2017 2020


Reset
Filter By Issues
All Issue Vol 4, No 1 (2020) Vol 3, No 3 (2019) Vol 3, No 2 (2019) Vol 3, No 1 (2019) Vol 2, No 3 (2018) Vol 2, No 2 (2018) Vol 2, No 1 (2018) Vol 1, No 3 (2017) Vol 1, No 2 (2017) Vol 1, No 1 (2017)