Building Cognitive and Affective Learning Outcomes on the Concept of Linear Motion through Ticker Timer Experiment Using Problem Based Learning

This study aims to determine the effectiveness of Cooperative learning model type STAD assisted by baamboozle game to improve students’ cognitive learning outcomes. The type of research used is quasi-experimental using Posttest Only Nonequivalent Control Group Design. The population of this study were 254 students of class VIII SMP N 30 Padang. The samples of this study were students of class VIII H as the experimental class and students of class G as the control class. The data collection instrument used was the posttest of students’ cognitive learning outcomes in the subject of effort and energy. The results of the data obtained were processed using descriptive analysis and inferential analysis. The results showed that the STAD type cooperative learning model assisted by baamboozle game was effective to improve students’ cognitive learning outcomes, as evidenced by the difference in students’ cognitive learning outcomes between the experimental and control classes.

Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.

The purpose of this study was to determine differences in students' cognitive learning outcomes (CLO) using demonstration and experimental learning methods. The Clo differences are in students who have high critical thinking skills (HCTS) and low critical thinking skills (LCTS), and whether there is or not the interaction between learning methods and critical thinking towards students CLO. Hopefully, this research could strengthen existing theories and inform other teacher colleagues by using demonstration and experimentation methods in other subjects to improve the quality of a school. The study design used a 2 x 2 factorial design. The study population was students of X science class in one of the state high schools in Central Lombok, Indonesia, which amounted to 18 schools. The study sample amounted to 2 schools. In order to select the research sample, we used purposive random sampling. CLO and critical thinking skills were measured by using essay tests.esting on the validity and reliability of CLO tests and critical thinking skill showed valid and reliable results. Data were analyzed using ANCOVA with pre-test scores as covariates. The results showed that there were significant differences in CLO between students learning to use the demonstration and experimental learning method. There was a significant difference in CLO between students who have HCTS and LCTS, and there was no interaction between learning methods and critical thinking on student’s CLO. Experimental method learning is more optimal to improving student CLO when When it is applied to HCTS students rather than LCTS students on Archaebacteria and Eubacteria.

The learning method using inquiry-based e-LKPD is expected to affect students' cognitive learning outcomes and the learning motivation. The research method used was a nonequivalent control group design. The research sample was taken by using the cluster random sampling technique. The results of the analysis of significant improvement in cognitive learning outcomes using N-gain showed that the experimental class was 0.40. The control class was 0.32 with the same moderate criteria. Learning outcomes related to students' motivation have also increased, which is known from the table analysis of learning outcomes for each indicator between the control and experimental classes. It can be seen that the control and experimental classes at the beginning of learning have equally low learning motivation, as evidenced by the results of the average proportion of motivation learners learning indicator by 43% in the control class and 45% in the experimental class. While the results of the final learning motivation questionnaire in the control and experimental classes both experienced an increase, but for the control class, it was still in the low category by 48% and for the experimental class experienced a significant increase of 78% with the high category.

This study aims to determine the effect of the problem based learning (PBL) model with the POLYA technique on students' cognitive learning outcomes on the subject matter of business and energy in class X semester II Senior High School Negeri 1 Batang Kuis in 2018/2019 Academic years. This type of research was a quasi experiment with a two group pretest-posttest design. The population of all students of class X Senior High School Negeri 1 Batang Kuis which consists of five classes. The sample selection was done by using cluster random sampling technique. The study involved two classes, namely the experimental class and the control class who were given different treatments. The experimental class and control class each consisted of 30 students. The experimental class was treated with the problem based learning (PBL) model with the POLYA technique and the control class was treated with the conventional learning model. The instrument used in this study was a cognitive learning outcome test in the form of a problem with a total of 8 questions with POLYA's technique scoring guidelines and student activity sheets. The data in this study were analyzed using hypothesis testing t-test. The results showed that there were significant differences, so it can be concluded that there was an effect of using the problem based learning (PBL) model with the POLYA technique on students' cognitive learning outcomes on the subject matter of business and energy in class X Semester II Senior High School Negeri 1 Batang Kuis.

This study aims to test the effect of experimental learning models on the cognitive learning outcomes of 4th grade elementary school students on the material of energy transformation in the Independent Curriculum. Quantitative methods with quasi-experimental designs were used, involving all 4th grade elementary school students in Tugu District, Semarang City, divided into experimental and control classes. The experimental class was taught using an experimental learning model, while the control class used the lecture method. Cognitive learning outcomes were measured using tests that included indicators of essential competency achievement in the material of energy transformation. Data were analyzed using normality tests, homogeneity tests, t tests, N-Gain tests, and hypothesis tests to compare the average post-test scores between the two groups. The results showed a significant difference between students' cognitive learning outcomes in the two groups. The data obtained in the t stat column or tcount was 4.005, and the Critical two-tail or ttable was 1.972. The tcount > ttable = 4.005 > 1.972 was obtained based on this. So, it can be concluded that, with a significance level of 5%, Ha is accepted and H0 is rejected. This study concludes that the experimental learning model positively affects students' cognitive learning outcomes on energy transformation material in the Independent Curriculum and can be an effective alternative to improve cognitive learning outcomes

The Covid 19 pandemic has reduced student learning outcomes. The decrease in learning outcomes is directly proportional to the decrease in learning interest. The reciprocal teaching model supports students to play an active role in learning with the teacher as a facilitator. The purpose of this study was to analyze the effect of the reciprocal teaching model on cognitive learning outcomes and students' interest in learning about environmental change and preservation at MAN 1 Semarang. This type of research is quasi-experimental with a non-equivalent control design. The sample in the study was determined by purposive sampling technique with X MIPA 3 as the experimental class and X MIPA 4 as the control class. Data on students' cognitive learning outcomes were measured using a test instrument and learning interest was measured using a questionnaire instrument. The results showed that there was a significant difference in the average cognitive learning outcomes in the experimental class compared to the control class with an average learning outcome of 83.89 > 73.47. The average increase in learning outcomes in the experimental class and control class is in the same category, namely moderate and significantly different with an N-Gain value of 0.46 > 0.33. The classical completeness of the experimental class was 91.67% and that of the control class was 61.11%. The experimental class gave a response that greatly increased interest in learning with an average percentage of 87.48% and the control class gave a response that did not increase interest in learning with an average percentage of 65.88%. The conclusion of this study is that the reciprocal teaching model has an effect on cognitive learning outcomes and students' interest in learning at MAN 1 Semarang.

This research aims to determine the effect of blended learning with a collaborative problem-solving approach on students' cognitive learning outcomes and collaboration skills in science learning. This research is a quasi-experimental method using posttest-only control group design with a cluster random sampling technique. Data were obtained from the posttest scores and observation sheets. Using t-test calculation analysis, the results showed that there was a significant effect on the cognitive learning outcomes of experimental class students in the form of a significant increase after learning using blended learning with a collaborative problem-solving approach (t_count = 3.908 with a significance level of 5% dk = 62). The results of the experimental class collaboration skill observations show one indicator is in the “very good category”, and four indicators are in the “good category”, while in the control class there is only one indicator that is in the “good category” and four indicators are in the “bad category”. The results show that there is a significant effect of blended learning with a collaborative problem-solving approach on students' collaboration skills.

The use of guided project and inquiry methods theoretically encourages students to think creatively to solve problems in the real environment, train students to work together in groups, and produce products that are meaningful to students. This study aims to determine (1) the difference in the effect of the project method and guided inquiry on creative thinking skills and students' cognitive learning outcomes. (2) the effect of the guided inquiry and project method on students' creative thinking abilities (3) the effect of the guided inquiry and project method on students' cognitive learning outcomes (4) the effect of the project method on students' creative thinking abilities (5) the effect of project methods on students' cognitive learning outcomes (6) the influence of the guided inquiry method on students' creative thinking skills. (7) the effect of the guided inquiry method on students' cognitive learning outcomes. on recycled class V waste materials at SD Negeri 3 dasan lekong. Academic year 2020/2021. The type of this research is Quasi Experiment Control Group Experiment Posttest Only Design. The population is all students of class V, totaling 48 students. Which consists of class VA and class VB. The sample used in this study were all fifth grade students. The sampling technique was randomized groups. Namely class VA as an experimental class using the project method, and class VB as a control class using the guided inquiry method. Based on the results of the analysis of the MANOVA test simultaneously, a significance value of 0.018 < from 0.05 was obtained, so it was said that there was a difference in the effect of the project method and guided inquiry on creative thinking skills and students' cognitive learning outcomes, while partially there was a difference in the effect between the project method and the inquiry method. guided by the creative thinking ability and cognitive learning outcomes of students with p-value p-value 0.164 Pillai's Trace > from a significance level of 0.018, p-value 0.836 Wilks' Lambda and a significant value of 0.018, p-value 0.196 Hotelling's Trace and a significant value of 0.018, p-value 0.196 and 0.018 Roy's Largest Root. The conclusion is that there is a difference in the effect between the project method and guided inquiry on students' creative thinking abilities and cognitive learning outcomes.

Students' difficulty in understanding the learning material becomes a problem in achieving learning success. This is due to the lack of variety of learning models used by teachers, so far teachers have applied more cooperative learning models. Therefore, researchers try to apply the PBL (Problem Based Learning) learning model, which is one of the learning models that can stimulate students to think in problem-oriented situations. The purpose of this study was to determine the influence of the PBL model on students' problem-solving ability and cognitive learning outcomes. This research was conducted on grade 8th students of SMP Negeri 2 Kediri. This type of research is a pseudo-experiment (quasi-experimental). Data analysis using an independent sample t-test. The population in this study were all students from class 7th to class 9th. While the sample is students in grade 8th A as the experimental class and 8th B as the control class.The samples in this study were students of class 8th A as an experimental class and 8thB as a control class. The sampling technique uses purposive sampling technique. The results of the hypothesis test of problem-solving ability of experimental class and control class students obtained data that the sig < α was 0.009 < 0.05 at a significance rate of 5% so that H 0was rejected and H1 was accepted. In addition, on the results of the cognitive learning hypothesis test of experimental class and control class students, data were obtained that the sig < α was 0.003 < 0.05 at a significance rate of 5% so that H 0 was rejected and H1 was accepted. This shows that the PBL learning model affects students' problem-solving ability and cognitive learning outcomes.

The purpose of this study is to describe students’ cognitive and affective learning outcomes as well as the improvement in learning outcomes at SMP Negeri 1 Kambera after implementing the Index Card Match model assisted by flipchart media. This research is a Classroom Action Research (CAR) using a descriptive quantitative approach. The subjects of this study were eighth-grade students of SMP Negeri 1 Kambera. Data collection instruments consisted of observation sheets and written tests. The results of this study show a significant improvement in cognitive learning outcomes, increasing from 27% in the pre-cycle to 60% in cycle I, and then increasing further to 87% in cycle II. Therefore, it can be concluded that the implementation of the Index Card Match model assisted by flipchart media can improve the learning outcomes of eighth-grade students at SMP Negeri 1 Kambera.

Based on the results of initial observations at SMA Negeri 1 Praya Timur, Central Lombok Regency, it was found that students were still less motivated to be active in the learning process, such as lack of student readiness to start lessons, less attention to the teacher while teaching in class, less enthusiastic in learning, and a lack of curiosity when the teacher explains the subject matter. These things are because not all teachers apply appropriate and varied learning strategies, methods and models in learning activities, especially in biology lessons. Learning that takes place in the classroom is still teacher-centered, resulting in students becoming passive because they only tend to listen, pay attention, and take notes on the explanations given by the teacher. This has an impact on students' cognitive learning outcomes. The purpose of this study was to determine "The Effect of the Integrated Crossword Puzzle Student Teams Achievement Divisions Model on Students' Motivation and Cognitive Learning Outcomes" for class XI at SMA Negeri 1 Praya Timur in the 2016/2017 academic year. This type of research is a quasi-experimental research. The population in this study were all students of class XI IPA totaling 91 students. The sampling technique was purposive sampling, in order to obtain research samples, namely class XI IPA 3 as the experimental class, and class XI IPA 2 as the control class. The instruments used in this study were observation sheets of lesson plans implementation, observation sheets of student motivation, and tests of students' cognitive learning outcomes. The data analysis technique used the t-test with the help of SPSS 16 for windows at a significance level of 5%. Based on the results of the research that has been carried out, it is stated that: 1) there is an increase in student motivation by applying the Student Teams Achievement Divisions (STAD) integrated crossword puzzle model with a percentage of the experimental class of 78% and the control class of 75%; and 2) there is an influence of the integrated crossword puzzle Student Teams Achievement Divisions (STAD) model on students' cognitive learning outcomes with a significance value of 0.02 <0.05. Thus it was concluded that the integrated crossword puzzle Student Teams Achievement Divisions (STAD) model had an effect on students' cognitive learning outcomes.

This study aims to determine the effect of HOTS-oriented blended learning student worksheets on students' cognitive learning outcomes on work and energy materials for class X MIPA at SMAN 1 Gadingrejo in the 2020/2021 academic year. The research design used is a quasi-experimental form of nonequivalent control group design. The sample in this study was class X MIPA 5 (experimental class) and class X MIPA 4 (control class). The experimental class was treated using HOTS-oriented blended learning worksheets, while the control class was treated using the HOTS-oriented student worksheets. The test instrument used is in the form of a description of 5 questions. Based on the research results that have been done, the average N-Gain in the experimental class is 0.46 in the medium category. In the control class, the average N-Gain is 0.34 in the medium category. The results of the independent sample t-test showed that the significant value of 0.05 was 0.002. It shows an effect of using HOTS-oriented blended learning student worksheets on students' cognitive learning outcomes on work and energy materials.

This study investigates the impact of using electronic worksheets on students' cognitive learning outcomes in understanding the human digestive system. Conducted at SMPN 3 Porong with Grade VIII students, the research employed a quantitative approach with Quasi Experimental Design and Non-equivalent Control Group Design. The experimental class (VIII F) used electronic worksheets, while the control class (VIII G) did not. Pretests and posttests were administered, showing a significant improvement in cognitive learning outcomes in the experimental class compared to the control. These findings highlight the potential of electronic tools in enhancing student learning experiences in science education, particularly in complex subjects like biology. Highlight: Enhanced learning with electronic worksheets in science education. Quasi-experimental design compares electronic and traditional methods. Technology integration improves student engagement and cognitive outcomes. Keyword: Electronic Worksheets, Cognitive Learning Outcomes, Science Education, Quasi Experimental Design, Student Engagement

This research aims to determine the effect of jigsaw learning assisted by video media on students' motivation and cognitive learning outcomes. This research uses an experimental design, which is one part of the quantitative method. Sampling for the experimental group and control group in this study used simple random sampling from all class V students in Gugus Melati, East OKU Buay Madang District, which consists of 5 state elementary schools. A total of 60 students were sampled, of which 30 were in the experimental class (SD Negeri 2 Tokorejo) and 30 were in the control class (SD Negeri Pengandonan). Data collection instruments use questionnaires and tests. Learning outcomes data were analyzed using the Mann-Whitney test and motivation using the t test. The results show that the students' initial abilities are the same (Sig. > 0.05), and after treatment they show differences (Sig. < 0.05). The motivation of experimental and control class students also has differences (Sig. < 0.05). The motivation and cognitive learning outcomes of students in the experimental class that used video-assisted jigsaw learning were better than those in the control class that used the lecture method. So it can be concluded that jigsaw learning assisted by video media has an effect on students' motivation and cognitive learning outcomes.