PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR MATA KULIAH PENGEMBANGAN MEDIA DAN SUMBER BELAJAR
Article Sidebar
Published:
Jun 22, 2020
Keywords:
Learning Model; Learning outcomes; Media Development: Learning Resources
Main Article Content
Abstract
This study aimed to determine the differences in learning outcomes of media development courses and learning material between groups of students who are taught using guided inquiry learning models compared to groups of students who are taught using discovery learning models. Research approaches conducted by researchers using quantitative descriptive methods. The object of research conducted on students in the media development and learning material subject in the one of Study Program at UIN Raden Fatah Palembang. Analysis of the data and formulas used to test hypotheses using t-test which first performed an analysis of the normality of the data, a homogeneity. Based on the measurement results of the Islamic Education student learning outcomes, the researcher can conclude that the discovery learning and guided inquiry learning model influences of learning outcomes. The data analysis and formula used were normality test, homogeneity test and then hypothesis testing. Based on the results of the measurement of learning outcomes, the researcher can conclude that there are differences in learning outcomes using the discovery learning model and the inquiry learning model in the course of media development and learning resources. This is shown from the calculation results, namely the significance value which is below 0.05, which is equal to 0.000. It is hoped that other researchers can develop other studies that focus on other thinking skills such as critical thinking.
Article Details
How to Cite
Isnaini, M., Nadiroh, N., & Sukardjo, M. (2020). PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR MATA KULIAH PENGEMBANGAN MEDIA DAN SUMBER BELAJAR. Orbital: Jurnal Pendidikan Kimia, 4(1), 31-43. https://doi.org/10.19109/ojpk.v4i1.5666
Section
Articles
How to Cite
Isnaini, M., Nadiroh, N., & Sukardjo, M. (2020). PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR MATA KULIAH PENGEMBANGAN MEDIA DAN SUMBER BELAJAR. Orbital: Jurnal Pendidikan Kimia, 4(1), 31-43. https://doi.org/10.19109/ojpk.v4i1.5666
References
Abidin, Y. (2014). Desain Sistem Pembelajaran Dalam Konteks Kurikulum. PT. Refika Aditama.
Azhar, A. (2008). Media Pembelajaran. Meedia Pembelajaran, 1, 1–13. https://doi.org/media pembelajaran
Berg C A R, Bergendahl V C B, Lundberg B K S and Tibell L A E (2003) Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education 25, 351-372
Brown, E., & Oakville, S. C. (2016). Discovery Learning in the Classroom Emily Sandford Brown March 2006 Tell me and I will forget Show me and I may remember Involve me and I will. ResearchGate, 5(305), 1–33.
Daryanto. (2014). Pendekatan Pembelajaran Saintifik Kurikulum 2013. Gava Media.
Gulo, W. (2002). Metode Penelitian. PT. Grasindo.
Hakim, M. F. Al, Sariyatun, S., & Sudiyanto, S. (2018). Constructing Student`s Critical Thinking Skill through Discovery Learning Model and Contextual Teaching and Learning Model as Solution of Problems in Learning History. International Journal of Multicultural and Multireligious Understanding, 5(4), 175. https://doi.org/10.18415/ijmmu.v5i4.240
Hofstein A, Ben-Zvi R and Welch W W (1981) Some aspects of scientific curiosity in secondary school students. Science Education 65, 229-235.
Hofstein A and Lunetta V N (2004) The laboratory in science education: Foundation for the 21st century. Science Education 88, 28–54.
Hosnan. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Bogor: Ghalia Indonesia.
Kardi, S. (2003). Merancang Pembelajaran Menggunakan Model Inkuiri. UNS Press.
Kardi, S. (2003). Merancang Pembelajaran Menggunakan Model Inkuiri. Surakarta: UNS Press.
Kemendikbud. (2013). Modul Pelatihan Implementasi Kurikulum 2013. Kementerian Pendidikan dan Kebudayaan RI.
Kurniasih, S. (2014). Strategi – Strategi Pembelajaran. Alfabeta.
Markaban. (2008). Model Pembelajaran Terbimbing Pada Pembelajaran. Matematika. Pusat Pengembangan Dan Pemberdayaan.
Nisa, E. K., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school. Journal of Physics: Conference Series, 997(1). https://doi.org/10.1088/1742-6596/997/1/012049
Prastowo, A. (2013). Panduan Kreatif Membuat Bahan Ajar Inovatif. Diva Press.
Ratnadewi, I, D, A., Arini, N.W. (2018). Penerapan Discovery Learning Berbantuan Media Visual Untuk Meningkatkan Hasil Belajar IPS. Jurnal Ilmiah Pendidikan Profesi Guru, 1(1), 20-28.
Rusman. (2010). Model-model Pembelajaran Mengembangkan Profesionalisme Guru. Raja Grafindo Media.
Rusyan, T. (1999). Pendekatan dalam Proses Belajar Mengajar. Bandung: PT. Remaja Karya.
Sani, A. R. (2013). Inovasi Pembelajaran. Bumi Aksara.
Yen C F and Hunang S C (2001) Authentic learning about tree frogs by preservice biology teachers in open-inquiry research settings. Proc. Natl. Sci. Counc. ROC(D) 11, 1-10.
Azhar, A. (2008). Media Pembelajaran. Meedia Pembelajaran, 1, 1–13. https://doi.org/media pembelajaran
Berg C A R, Bergendahl V C B, Lundberg B K S and Tibell L A E (2003) Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version of the same experiment. International Journal of Science Education 25, 351-372
Brown, E., & Oakville, S. C. (2016). Discovery Learning in the Classroom Emily Sandford Brown March 2006 Tell me and I will forget Show me and I may remember Involve me and I will. ResearchGate, 5(305), 1–33.
Daryanto. (2014). Pendekatan Pembelajaran Saintifik Kurikulum 2013. Gava Media.
Gulo, W. (2002). Metode Penelitian. PT. Grasindo.
Hakim, M. F. Al, Sariyatun, S., & Sudiyanto, S. (2018). Constructing Student`s Critical Thinking Skill through Discovery Learning Model and Contextual Teaching and Learning Model as Solution of Problems in Learning History. International Journal of Multicultural and Multireligious Understanding, 5(4), 175. https://doi.org/10.18415/ijmmu.v5i4.240
Hofstein A, Ben-Zvi R and Welch W W (1981) Some aspects of scientific curiosity in secondary school students. Science Education 65, 229-235.
Hofstein A and Lunetta V N (2004) The laboratory in science education: Foundation for the 21st century. Science Education 88, 28–54.
Hosnan. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Bogor: Ghalia Indonesia.
Kardi, S. (2003). Merancang Pembelajaran Menggunakan Model Inkuiri. UNS Press.
Kardi, S. (2003). Merancang Pembelajaran Menggunakan Model Inkuiri. Surakarta: UNS Press.
Kemendikbud. (2013). Modul Pelatihan Implementasi Kurikulum 2013. Kementerian Pendidikan dan Kebudayaan RI.
Kurniasih, S. (2014). Strategi – Strategi Pembelajaran. Alfabeta.
Markaban. (2008). Model Pembelajaran Terbimbing Pada Pembelajaran. Matematika. Pusat Pengembangan Dan Pemberdayaan.
Nisa, E. K., Koestiari, T., Habibbulloh, M., & Jatmiko, B. (2018). Effectiveness of guided inquiry learning model to improve students’ critical thinking skills at senior high school. Journal of Physics: Conference Series, 997(1). https://doi.org/10.1088/1742-6596/997/1/012049
Prastowo, A. (2013). Panduan Kreatif Membuat Bahan Ajar Inovatif. Diva Press.
Ratnadewi, I, D, A., Arini, N.W. (2018). Penerapan Discovery Learning Berbantuan Media Visual Untuk Meningkatkan Hasil Belajar IPS. Jurnal Ilmiah Pendidikan Profesi Guru, 1(1), 20-28.
Rusman. (2010). Model-model Pembelajaran Mengembangkan Profesionalisme Guru. Raja Grafindo Media.
Rusyan, T. (1999). Pendekatan dalam Proses Belajar Mengajar. Bandung: PT. Remaja Karya.
Sani, A. R. (2013). Inovasi Pembelajaran. Bumi Aksara.
Yen C F and Hunang S C (2001) Authentic learning about tree frogs by preservice biology teachers in open-inquiry research settings. Proc. Natl. Sci. Counc. ROC(D) 11, 1-10.