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<![CDATA[Development of Make a Match Card Application Learning Media on Learning Outcomes in The Topic Growth and Economic Development ]]>
<![CDATA[Henny Tamara Pattipeiluhu]]>
<![CDATA[ PAEDAGOGIA Vol 23, No 2 (2020): PAEDAGOGIA Jilid 23 Nomor 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v23i2.46756
<![CDATA[The COVID-19 outbreak has caused the government to require students to learn from home, but the facilities owned by schools to support the online learning process are very minimal, therefore researchers are innovating to develop a computer-based learning media in economic learning in high schools called Make A Match Card which can be done online and aims to improve student learning outcomes. The 4 stages of define, design, develop, and dissaminate are the stages of the 4D model from Thiagarajan and co. used in this study. The data collection technique was done in 2 ways, namely pretest using google form and posttest using Make A Match Card media. Data collection was carried out in class XI IIS 1 SMA Negeri 8 Surabaya. Learning outcomes obtained before the application of the media, 35% of students obtained scores above the Minimum Completeness Criteria (KKM), but after the media was applied it increased by 53% to 88% of students who obtained scores above the Minimum Completeness Criteria (KKM).]]>
<![CDATA[Efforts To Improve History Learning Activity And Results Through Quantum Teaching Model With Melody Stick Media ]]>
<![CDATA[Bramasta Agung Pambudi]]>;
<![CDATA[Nunuk Suryani]]>;
<![CDATA[Isawati Isawati]]>
<![CDATA[ PAEDAGOGIA Vol 23, No 2 (2020): PAEDAGOGIA Jilid 23 Nomor 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v23i2.47145
<![CDATA[This study aims to improve the activeness and learning outcomes of students through the application of the Quantum Teaching learning model with the Melody Stick media.This research is a Classroom Action Research (CAR). The study was conducted in two cycles consisting. The research subjects were class XI IPS 4 of SMA Negeri 1 Karanganyar, with a total of 36 students. The results showed that: the application of the Quantum Teaching learning model with the Melody Stick media could increase the activeness of students. This is evidenced by the increase in the average achievement indicator of activeness from 60.12% in the pre-cycle, to 70.71% in the first cycle, and 83.27% in the second cycle. the application of the Quantum Teaching learning model with the Melody Stick media can improve the learning outcomes of students. This is evidenced by the increase in the percentage of students completing history learning, namely 41.67% in the pre-cycle, increasing to 63.89% in the first cycle, and 83.33% in the Based on the results of the study it can be concluded that the application of the Quantum Teaching learning model with the Melody Stick media can increase the activeness and learning outcomes]]>
<![CDATA[Enriching Students' Perspectives in Solving Life's Problems through Chemical Learning ]]>
<![CDATA[Winarni, Sri]]>;
<![CDATA[Syahrial, Syahrial]]>
<![CDATA[ PAEDAGOGIA Vol 23, No 2 (2020): PAEDAGOGIA Jilid 23 Nomor 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v23i2.52236
<![CDATA[The chemistry benefits will be felt directly if the learning process is based on close problems in students' lives. The chemistry can help students solve life problems. The purpose of this paper is mapping a number of student life problems that have been reported by several previous researchers. The review results are expected to help chemistry teachers in implementing problem solving in the classroom. Problems that are solved on problem solving in chemistry learning must meet the following four criteria: (1) the solution requires a chemical concept; (2) comes from everyday life; (3) demands to take a position and decision; and (4) the possibility of different perspectives in solving it. There are seven points of view found from the analysis of the article. Seven points of view in solving life's problems, namely: (1) character / value, (2) psychological; (3) health; (4) environment; (5) economy; (6) mathematics; and (7) daily work. These seven aspects can be used by the teacher as learning basis in the introduction, core activities, and evaluation.]]>
<![CDATA[Indonesian Karst Museum As A Media And Source Of Development Of Historical Materials In Preaksara ]]>
<![CDATA[Irawan, Dicky]]>;
<![CDATA[Isawati, Isawati]]>;
<![CDATA[Kurniawan, Dadan Adi]]>
<![CDATA[ PAEDAGOGIA Vol 23, No 2 (2020): PAEDAGOGIA Jilid 23 Nomor 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v23i2.47146
<![CDATA[This study aims to explain: the background of the establishment of the Indonesian karst museum; Collection of Indonesian karst museums related to historical material for the Praaksara period; The relevance of the Indonesian karst museum as a medium and source of historical material development for class X SMA students on the topic of the Praaksara period. This study used a qualitative method with a descriptive approach. The data in this study started from informants, places, documents. The results showed that in the karst landscape of Mount Sewu, there were artifacts from past lives that needed attention and preservation. Collection of Indonesian Karst Museum related to pre-literary historical material includes: Replicas of Human Shell Songs and Keplek Songs in Pacitan. Replication of the Pawon Human Skeleton. Painting on the walls of the Muna karst area in Southeast Sulawesi. Replication of Homo floresiensis skeleton in Liang Bua Cave; The Indonesian Karst Museum is relevant to be used as a medium and source of historical learning in the basic competence of analyzing the similarities and differences between ancient Indonesian people and the world and modern humans in the physical aspect.]]>
<![CDATA[Implementation of Collaborative Learning Based on Sharing task Activi-ties on the Topic of Factors Afecting Reaction Rate ]]>
<![CDATA[Sari, Wiwik Kartika]]>;
<![CDATA[Drastisianti, Apriliana]]>;
<![CDATA[Nada, Ella Izzatin]]>
<![CDATA[ PAEDAGOGIA Vol 23, No 2 (2020): PAEDAGOGIA Jilid 23 Nomor 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v23i2.52237
<![CDATA[Learning of 21st century emphasizes the ability of students to find out from various sources, formulate problems, think analytically, and collaborate in solving problems. Collaboration will occur when classroom interactions between teacher and students can critically integrate topics, express, listen to multiple voices and points of view, and create effective learning relationships. The aims of this study was to analyze collaborative learning that occurs between students based on the sharing task activities that have been designed. This research was conducted on XI grade high school students. The data was taken from the topic of factors affecting reaction rate. The research method used is descriptive qualitative. The instruments used were didactic designs and student worksheets that have been declared valid by experts. The learning process is observed and recorded. Based on the results of observations and videos, student activities were analyzed which parts showed collaboration between students during the learning process using sharing tasks. Collaboration that occurs between students shows a quality learning process.]]>
<![CDATA[Mistakes and Difficulties Analysis of Junior High School Students on The Pythagorean Theorem Material and its Alternative Solutions ]]>
<![CDATA[sumarsih - sumarsih]]>
<![CDATA[ PAEDAGOGIA Vol 23, No 2 (2020): PAEDAGOGIA Jilid 23 Nomor 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v23i2.47083
<![CDATA[This study aims to analyze the mistakes and difficulties of students in the Pythagorean theorem and its alternative solutions. The sample was selected by purposive sampling. Evaluative analysis was carried out on the results of tests, documents, and interviews with eighth grade students at SMP Negeri 1 Masaran. Students' mistakes were discovered: incorrectly changing the Pythagorean formula from a square to a root form, determining the side length of a special right triangle, and making a sketch of the problem form a story. The causes of student mistakes include: objects in the form of facts of quadratic symbols and square roots are ignored, difficulty understanding concrete facts in special right triangles, weak to transfer ideas from problems presented with pictures, unable to describe contextually a right triangle sketch of the problem form of the story, and students tend to use routine procedures rather than non-routine procedures. The alternative solution is to strengthen numeracy literacy and increase the practice of using non-routine procedures in solving problems.]]>
<![CDATA[Implementation of Online Learning Based Quizizz for Identification of Difficult Concepts and Misconceptions in Buffer Material ]]>
<![CDATA[Apriliana Drastisianti]]>;
<![CDATA[Wiwik Kartika Sari]]>;
<![CDATA[Dante Alighiri]]>
<![CDATA[ PAEDAGOGIA Vol 23, No 2 (2020): PAEDAGOGIA Jilid 23 Nomor 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v23i2.52239
<![CDATA[This study aims to identify difficult concepts and misconceptions of buffer solution material during online learning. Basic Chemistry 2 course learning on buffer solution material is carried out online. The research subjects were 25 chemistry education students who took the Basic Chemistry 2 course for the 2019/2020 academic year. The research method used is descriptive. Data collection was carried out by providing multiple-choice tests using quizzes, a questionnaire to determine learning media, and an online learning process evaluation questionnaire. The results showed that the biggest difficult concept was the working principle concept of the buffer solution (92%). The misconceptions experienced by students are assuming that the reaction of acidic and alkaline solutions always produces a buffer solution, H2SO4 and SO42- are components of the buffer solution, the addition of strong acids to alkaline buffer solutions cause the solution to be neutral, and those that play a role in determining the pH of the buffer solution are weak acids / weak bases and their salts.]]>
<![CDATA[A Comparative Study Between Team Games Tournament And Student Teams Achievement Divisions In Teaching Reading ]]>
<![CDATA[Aulia Dzaky Valid]]>;
<![CDATA[Muhammad Asrori]]>;
<![CDATA[kristiandi kristiandi]]>
<![CDATA[ PAEDAGOGIA Vol 23, No 2 (2020): PAEDAGOGIA Jilid 23 Nomor 2 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/paedagogia.v23i2.45648
<![CDATA[This study aims at finding out whether there is a significant difference in reading comprehension between students taught using Team Games Tournament (TGT) and students taught using Student Teams Achievement Divisions (STAD); and which method has a better result in teaching reading between TGT and STAD. The research method used in this study is the quasi-experimental research design. This research was conducted at one of junior high school in Purwodadi. The population of the research was the eighth grade students in that school. The samples were students of class VIII A as the experimental group which consisted of 32 students and students of class VIII D as the control group which consisted of 32 students. The research instruments used to collect the data in this study were tests, including pre-test and post-test. The data were analysed by using the t-test formula and the score improvement to determine the significant difference and the better method respectively. The data computation using the t-test shows that t observation (to) (3.11) was higher than t table (tt) (1.96). The post-test score shows that the mean score of the experimental group is 80.625, while the mean score of the control group is 74.625. It means that the mean score of the experimental group is higher than the mean score of the control group. In a nutshell, there is a significant difference in reading comprehension between the students taught using STAD and the students taught using TGT and TGT is better than STAD to teach reading. ]]>
