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All Journal JIPTEK : Jurnal Ilmiah Pendidikan Teknik dan Kejuruan Jurnal Penelitian Pendidikan IPA (JPPIPA) SEMAR (Jurnal Ilmu Pengetahuan, Teknologi, dan Seni bagi Masyarakat) Jurnal Materi dan Pembelajaran Fisika
Ahmad Fauzi
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mechanical Engineering Physics Social Sciences

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Journal : Jurnal Penelitian Pendidikan IPA (JPPIPA)

 1 
Pengaruh Model Self Organized Learning Environment dan Model Kooperatif STAD terhadap Kompetensi Pengetahuan ditinjau dari Kemandirian Belajar pada Materi Fluida Dinamis Adi Setiawan; Pujayanto Pujayanto; Ahmad Fauzi
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.4522

Abstract

This study aims to investigate the differences in the effect of using Self-Organized Learning Environment and STAD cooperative learning models supported by the Sigil module on knowledge competency in terms of learning independence, and to investigate the differences in the effect of different categories of student learning independence on student knowledge competency. This study aim also to investigate interaction between learning independence with Self-Organized Learning Environment model and STAD cooperative learning model on student knowledge competency. The type of this research is a quasi-experiment. Using the cluster random sampling technique, class XI MIPA 1 was chosen as the experimental class, and class XI MIPA 3 as the control class. Data were collected using documentation, test, and questionnaire distribution methods. Data were analyzed using a two-way ANOVA technique followed by multiple comparison tests using Scheffe's method. The results of the study indicate that there is no difference in the effect of Self-Organized Learning Environment and STAD cooperative learning models supported by the Sigil module on students’ knowledge competency, and there is a difference in the effect between categories of student learning independence on knowledge competence. This study also proves that there is no interaction effect of the use of learning models and learning independence on knowledge competency.
Bahasa Inggris Destriana Kurniawati; Ahmad Fauzi; Rini Budiharti; Fairusy F Haryani
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.5107

Abstract

The research aims to find out whether or not there are: differences in the impact of the use of learning models discovery learning and problem-based learning supported by media Moodle on cognitive abilities; differences in the influence of students with high and low science process skills on cognitional capabilities; and interactions between learning models discovery learning and problem-based learning with the level of skills of science processes against cognitives on sound wave materials with the research subject being students of class XI SMAN 1 Surakarta teaching 2022–2023. The method used is the experimental method with a 2x2 factorial design. The data collection techniques used are the science process skills lift and the cognitive ability test of the learners. The data obtained was then analyzed using a two-way ANAVA test with cell frequencies not equal to the conclusion. It can be concluded that: there are differences in the impact of the use of discovery learning and problem-based learning supported by Moodle on cognitive abilities (Fobs = 18.606 > F0.05;1;67 = 3.98); there is a difference in the influence of learners who have high science process skills and low science process abilities on cognition abilities (Fobs = 15.65 > F0.05;1;67 = 3.98); and there is no interaction between the influences of learning models using discovery learning and problem-based learning in cognition (Fobs = 3.514 < F0.05;1;67 = 3.98).
Co-Authors Aam Yulianto Adi Setiawan Arip Nur Usman Atina Rahmawati Daru Wahyuningsih Destriana Kurniawati Dwi Teguh Rahardjo Elvin Yusliana Ekawati Erlina Fatkur Rohmah Fairusy F Haryani Indah Widiastuti Khairunnisa Arief Nurfajrihana Pujayanto Pujayanto pujiyono suwadi Rifqi Dhiya Fauzan Rini Budiharti Selvy Lutfiana Stefanni Viga Gracia Permatasari Suharno Suharno Tri Muzaeni