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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DIPADUKAN DENGAN SENAM OTAK TERHADAP PRESTASI BELAJAR MATEMATIKA Puspananda, Dian Ratna
MAGISTRA Vol 26, No 89 (2014): Magistra Edisi September
Publisher : MAGISTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (13.153 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe STAD (Student Team Achievement Division) dipadukan dengan senam otak terhadap prestasi belajar matematika. Jumlah populasi dalam penelitian ini adalah 64 orang dan sampel berjumlah 40 orang. Teknik sampling yang digunakan adalah simple random sampling. Data prestasi belajar Matematika dikumpulkan menggunakan tes pilihan ganda. Data dianalisis menggunakan uji t. Sebelum diberi perlakuan kedua kelas terlebih dahulu diuji keseimbangannya. Hasil Penelitian menunjukkan bahwa: prestasi belajar matematika siswa yang mengikuti model pembelajaran kooperatif tipe STAD (Student Team Achievement Division) diapadukan dengan senam otak lebih baik daripada siswa yang mengikuti model pembelajaran konvensional. Kata kunci: Model pembelajaran kooperatif STAD, senam otak, prestasi belajar matematika.
Efektivitas Direct Intruction dengan Involving Students in Self-and Peer Evaluation terhadap Hasil Belajar Ditinjau dari Gaya Kognitif Zainudin, M.; Puspananda, Dian Ratna
Jurnal Varidika: Varia Pendidikan Volume 27 No. 2, Desember 2015
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The research objective is to proof 1). models of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction, 2). students having a field dependent cognitive style have better learning outcomes than field independent, 3). In each of the learning model, whether the student has a field dependent cognitive style have better learning outcomes than independent field, 4). In each of the cognitive style, whether the model of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction. The population of this study was all students of mathematics education of IKIP PGRI Bojonegoro, fourth semester, in the academic year of 2014/2015. The sample of this study was all students of the fourth semester students in class A with the total number of 32 students and class B as many as 32 students. The sampling technique in this study was cluster random sampling. Results of the study were 1) models of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction, 2) students who have cognitive style independent field has learning outcomes that are better than field-dependent, 3) In each of the learning model, students who have cognitive style independent fields have significantly a better learning outcomes than field dependent, 4) In each of the cognitive style, whether the model of direct instruction by involving students in self-evaluation and peer always provide better learning outcomes significantly than direct instruction.
Efektivitas Direct Intruction dengan Involving Students in Self-and Peer Evaluation terhadap Hasil Belajar Ditinjau dari Gaya Kognitif Zainudin, M.; Puspananda, Dian Ratna
Jurnal VARIDIKA Volume 27 No. 2, Desember 2015
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (54.277 KB) | DOI: 10.23917/varidika.v27i2.1221

Abstract

The research objective is to proof 1). models of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction, 2). students having a field dependent cognitive style have better learning outcomes than field independent, 3). In each of the learning model, whether the student has a field dependent cognitive style have better learning outcomes than independent field, 4). In each of the cognitive style, whether the model of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction. The population of this study was all students of mathematics education of IKIP PGRI Bojonegoro, fourth semester, in the academic year of 2014/2015. The sample of this study was all students of the fourth semester students in class A with the total number of 32 students and class B as many as 32 students. The sampling technique in this study was cluster random sampling. Results of the study were 1) models of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction, 2) students who have cognitive style independent field has learning outcomes that are better than field-dependent, 3) In each of the learning model, students who have cognitive style independent fields have significantly a better learning outcomes than field dependent, 4) In each of the cognitive style, whether the model of direct instruction by involving students in self-evaluation and peer always provide better learning outcomes significantly than direct instruction.
Efektivitas Pembelajaran Laboraturium Dengan Involving Students In Self-And Peer Evaluation Ditinjau Dari Gaya Kognitif Pada Mahasiswa Pendidikan Matematika Dian Ratna Puspananda; Puput Suriyah
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 3 No 2 (2017): JMEN : Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.77 KB) | DOI: 10.29407/jmen.v3i2.11800

Abstract

Abstrak: Tujuan dalam penelitian ini adalah: a) untuk membuktikan apakah pembelajaranBerbasis Laboraturium dengan Involving Students in Self-and Peer Evaluation lebih efektifdibandingkan dengan Direct instruction terhadap hasil belajar pada mahasiswa semesterVI Program Studi Pendidikan Matematika IKIP PGRI Bojonegoro, b) untuk membuktikanapakah mahasiswa yang memiliki memiliki gaya kognitif field dependent mempunyai hasilbelajar lebih baik dibandingkan dengan mereka yang memiliki memiliki gaya kognitif fieldindependent, c)untuk membuktikan pada masing-masing pembelajaran, manakah yangmempunyai hasil belajar yang lebih baik, mahasiswa yang yang memiliki gaya kognitif fielddependent atau field independent, d)untuk membuktikan pada masing-masing gayakognitif, manakah yang mempunyai hasil belajar yang lebih baik, mahasiswa yang dikenaiPembelajaran Berbasis Laboraturium dengan Involving Students in Self-and PeerEvaluation atau Direct Instruction. Penelitian eksperimental semu ini dilaksanakan di IKIPPGRI Bojonegoro pada mahasiswa yang mengambil matakuliah PTK. Hasil penelitian iniadalah a)mahasiswa dengan model pembelajaran laboratorium dengan involvingstudents in self-and peer evaluation dapat memberikan hasil belajar yang lebih baikdaripada direct instruction, b)mahasiswa yang memiliki gaya kognitif field independentmemiliki hasil belajar yang lebih baik daripada field dependent, c)pada masing-masingmodel pembelajaran, mahasiswa yang memiliki gaya kognitif field independent secarasignifikan selalu memiliki hasil belajar yang lebih baik daripada field dependent, d) padamasing-masing gaya kognitif, model pembelajaran laboratorium dengan involvingstudents in self-and peer evaluation secara signifikan selalu memberikan hasil belajar yanglebih baik daripada direct instruction.Kata Kunci: laboraturium, involving students in self-and peer evaluation, gaya kognitif .
Efektivitas Direct Intruction dengan Involving Students in Self-and Peer Evaluation terhadap Hasil Belajar Ditinjau dari Gaya Kognitif M. Zainudin; Dian Ratna Puspananda
Jurnal VARIDIKA Volume 27 No. 2, Desember 2015
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (54.277 KB) | DOI: 10.23917/varidika.v27i2.1221

Abstract

The research objective is to proof 1). models of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction, 2). students having a field dependent cognitive style have better learning outcomes than field independent, 3). In each of the learning model, whether the student has a field dependent cognitive style have better learning outcomes than independent field, 4). In each of the cognitive style, whether the model of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction. The population of this study was all students of mathematics education of IKIP PGRI Bojonegoro, fourth semester, in the academic year of 2014/2015. The sample of this study was all students of the fourth semester students in class A with the total number of 32 students and class B as many as 32 students. The sampling technique in this study was cluster random sampling. Results of the study were 1) models of direct instruction by involving students in self-evaluation and peer learning can provide better results than direct instruction, 2) students who have cognitive style independent field has learning outcomes that are better than field-dependent, 3) In each of the learning model, students who have cognitive style independent fields have significantly a better learning outcomes than field dependent, 4) In each of the cognitive style, whether the model of direct instruction by involving students in self-evaluation and peer always provide better learning outcomes significantly than direct instruction.