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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 6 Documents
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Search results for , issue "Vol 2, No 2 (2018)" : 6 Documents clear
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

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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.
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

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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%.
Combining Student Teams Achievement Divisions (STAD) and Talking Stick on Learning Achievement of Senior High School Anggraini, Diah Ayu Febri; Sapir, Sapir
Classroom Action Research Journal (CARJO) Vol 2, No 2 (2018)
Publisher : Unversitas Negeri Malang

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Abstract

The purpose of this study aims to understand the application of cooperative learning techniques STAD method in collaboration with Talking Stick to improving student learning result of an economics class in Senior High School. This type of research is Classroom Action Research with a qualitative approach. This research consists of two cycles, each cycle consists of four stages of action planning, implementation, observation and reflection. The results showed that the application of cooperative learning techniques STAD method in collaboration with Talking Stick on economic subjects can improve student learning results in economics class. In more detail, in the first cycle, the average pre-test score was about 43.63 and post-test 79.37 with the completeness s percentage 56.25 percent. Meanwhile, in the second cycle, the average value of pre-test value 52.72 with the completeness percentage approximately 6.06% and the post-test score was 84.24 with a completion percentage of 81.81%.
Comparing Learning Motivation and Student Achievement Using Various Learning Models Pamungkas, Danny Koerniawan
Classroom Action Research Journal (CARJO) Vol 2, No 2 (2018)
Publisher : Unversitas Negeri Malang

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Abstract

This study aims to examine the differences in student learning and learning outcomes between different learning models between using collaborative learning models Contextual Teaching and Learning and Hypnoteaching with Learning Contextual Teaching and Role Playing. The research subjects used were class X students of Accounting Department at SMK PGRI Rogojampi who won 64 people. The type of research used is quasi-experimental research, using research instruments about pre-test and post-test and questionnaire. The findings showed showed that there are significant differences in student achievement and learning motivation between collaborative learning models Contextual Teaching and Learning and Hypnoteaching with Contextual Teaching and Role Playing.
Mind Mapping Model, Student Learning and Creativity: Evidence From Economics Lesson of Senior High School Nanda, Yovita Fillia
Classroom Action Research Journal (CARJO) Vol 2, No 2 (2018)
Publisher : Unversitas Negeri Malang

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Abstract

Student learning outcomes are low due to lack of participation and weak understanding of students on the material delivered. Students have difficulty repeating the material that has been obtained. Student notes are linear and monotonous so students are tired of reading and have difficulty re-learning the notes that have been made. The application of mind mapping learning models is done to overcome the low learning outcomes and creativity of students. The study was conducted with Classroom Action Research and used a qualitative approach. Student learning outcomes and creativity have increased from cycle 1 to cycle 2.
Does Talking Stick Learning Model Improve Learning Outcome in Economics? Saputra, Nadia Ulfa; Hardinto, Prih
Classroom Action Research Journal (CARJO) Vol 2, No 2 (2018)
Publisher : Unversitas Negeri Malang

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Abstract

Problems on the research of this learning are the application of the talking stick of the learning outcomes of students of Class XI IPS 1 in SMA Negeri 2 Pamekasan. The population in this research is the grade XI IPS 1 in SMA Negeri 2 Pamekasan with totaling 22 students. Consisting of 15 male students and 7 female students. Data retrieval method using interviews, tests, observations, field notes, and documentation. The research approach used in this study is a qualitative approach, whereas this type of research is action research class. The results of the research cycles I and cycles II suggests that indicators of success have been achieved, which includes an increase in student learning activities. In addition, the learning outcomes students also experienced an increase from cycle I to cycle II from 72.3% to 90.1%, with the achievement of the second cycle.

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