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Jurnal Pelangi
Published by STKIP PGRI Sumatera Barat
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Articles 5 Documents
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Search results for , issue "Vol 10, No 2 (2018)" : 5 Documents clear
PENGARUH PENERAPAN LEARNING TOURNAMENT TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMP Wulantri, Novi; Suryani, Mulia; Heriyanti Jufri, Lucky
Jurnal Pelangi : Research of Education and Development Vol 10, No 2 (2018)
Publisher : STKIP PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jp.2018.v10i2.2638

Abstract

Penelitian ini dilatarbelakangi oleh hasil belajar matematika siswa masih rendah dan semangat kompetisi tim saat pembelajaran kelompok masih kurang. Penelitian ini bertujuan untuk mengetahui apakah hasil belajar matematika siswa dengan menerapkan strategi pembelajaran aktif tipe Learning Tournament lebih baik daripada hasil belajar matematika siswa dengan menerapan pembelajaran konvensional pada siswa kelas VIII SMP PGRI 1 Padang. Jenis penelitian adalah eksperimen dengan rancangan penelitian random terhadap subjek. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP PGRI 1 Padang Tahun Pelajaran 2017/2018 yang terdiri dari 4 kelas. Teknik pengambilan sampel dilakukan secara acak. Kelas eksperimen adalah kelas VIII2 dan  kelas kontrol adalah kelas VIII3. Instrumen yang digunakan tes akhir berbentuk essay. Teknik analisis data yang digunakan adalah uji t satu pihak. Hasil analisis data diperoleh rata-rata hasil belajar siswa kelas eksperimen 78,04 dengan simpangan baku 15,79 sedangkan rata-rata kelas kontrol 67,62 dengan simpangan baku 16,34. Hasil dari uji hipotesis diperoleh = 2,16 dan= 1,678, karena  maka hipotesisditerima. Sehingga dapat disimpulkan bahwa hasil  belajar matematika siswa dengan penerapkan strategi pembelajaran aktif tipe Learning Tournament lebih baik daripada hasil belajar matematika dengan penerapan pembelajaran konvensional siswa kelas VIII SMP PGRI 1 Padang.
MENINGKATKAN MOTIVASI DAN AKTIVITAS BELAJAR SISWA DI KELAS VII.C MTsN PANINJAUAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW Yusnidar, Yusnidar
Jurnal Pelangi : Research of Education and Development Vol 10, No 2 (2018)
Publisher : STKIP PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jp.2018.v10i2.2655

Abstract

AbstractGood motivation is a key for success. Equipped with good classroom activities, it will be easy for students to increase their result. In grade VII MTsN Paninjauan, Some student have got good result in study, except for students in VII.c. To increase their result, we have to increase their motivation and classroom activities. All of this effort, we do in a series of activities in classroom action research that we do in two cycle activities. Base on first observation, the model that suitable for student is cooperative learning type Jigsaw. As the result, we find that student motivation and classroom are increase. It is also followed by increasing of their study result
PENERAPAN STRATEGI PEMBELAJARAN AKTIF TIPE GIVING QUESTION AND GETTING ANSWER (GQGA) TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA Febriana, Rina; Azirni, Azirni
Jurnal Pelangi : Research of Education and Development Vol 10, No 2 (2018)
Publisher : STKIP PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jp.2018.v10i2.2509

Abstract

AbstrakLatar belakang dari penelitian ini adalah rasa percaya diri dan tanggung jawab siswa dalam mengerjakan tugas masih kurang dan pemahaman konsep matematis siswa yang masih rendah. Penelitian ini bertujuan untuk mengetahui apakah pemahaman konsep matematis siswa yang menggunakan strategi pembelajaran aktif tipe Giving Question and Getting Answer lebih baik daripada pemahaman konsep siswa dengan menggunakan pembelajaran konvensional. Populasi penelitian ini adalah seluruh siswa  kelas VIII SMPN 30 Sijunjung. Instrumen yang digunakan dalam penelitian ini adalah tes akhir belajar yang memuat indikator pemahaman konsep. Untuk menganalisis data digunakan uji t. Berdasarkan analisis data didapatkan bahwa pemahaman konsep matematis siswa dengan  menerapkan pembelajaran aktif tipe Giving Question and Getting Answer lebih baik daripada pemahaman konsep matematis siswa dengan menerapkan pembelajaran konvensional.Abstract The background of this research is the confidence and responsibility of the students in doing the task is still lacking and understanding the mathematical concepts of students who are still low. This study aims to determine whether the understanding of mathematical concepts of students using active learning strategy type Giving Question and Getting Answer is better than understanding the concept of students by using conventional learning. The population of this research is all students of class VIII SMPN 30 Sijunjung. The instrument used in this study is the final test of learning that contains indicators of conceptual understanding. To analyze the data used t test. Based on the data analysis, it is found that understanding mathematical concepts of students by applying active learning type Giving Question and Getting Answer is better than understanding students' mathematical concepts by applying conventional learning. 
PENERAPAN PEMBELAJARAN KONSEPTUAL INTERAKTIF BERBANTUAN CMAPTOOLS UNTUK MENINGKATKAN PEMAHAMAN KONSEP FISIKA muliani, desy eka
Jurnal Pelangi : Research of Education and Development Vol 10, No 2 (2018)
Publisher : STKIP PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jp.2018.v10i2.2573

Abstract

This study is aimed to comparative analysis of concept understanding, and quantity of misconception, then student’s attitude scale after applying conceptual interactive learning with cmaptools media. This research used quasy experiment with Randomized Control Group Pretest-Posttest design and descriptive methods. The research sample was class X9 dan X10 semester 2 of Senior High Scool at Cimahi. Instruments that used were concept understanding test with CRI, observation form, student’s attitude scale form. N-gain average of understanding concept of experiment class is 0,50 and control class is 0,33. The result statistical test (test-t) showed improvement of concept understanding on students who use cmaptools in conceptual interactive learning was higher significantly compared with students who use conceptual interactive learning without cmaptools. Based on CRI analysis, the result were experiment class has more less misconception than control class. The result of student’s attitude scale was almost of all students agree that applying conceptual interactive learning with cmaptools media can motivate, gain concept understanding and can be applied for another concept in physics.
PENGARUH STRATEGI GIVING QUESTION AND GETTING ANSWER TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMP Putri, Rahmi Elza; Rahmi, Rahmi; Edriati, Sofia
Jurnal Pelangi : Research of Education and Development Vol 10, No 2 (2018)
Publisher : STKIP PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jp.2018.v10i2.2589

Abstract

AbstractThe aim of this research is to know whether the math students’ learning outcomes by implementing active learning strategy typed giving question and getting answer are better than the math students’ learning outcomes by implementing conventional learning. The design of this research is experimental research by random design to the subject. The population of the research is the eighth grade students of SMP Muhammadiyah 6 Padang in academic year 2017/2018 that consist of three classes. Then, the sampling technique is done randomly. As a result, Class VIII 3 is as experimental class and VIII 2 is as control class. The instrument used in this research is the essay test. The technique of data analysis is using t-test in one class. Based on the result of data analysis can be concluded that the math students’ learning outcomes by implementing active learning strategy typed giving question and getting answer are better than the math students’ learning outcomes by implementing conventional learning.

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