Teaching Efficiency and Classroom Management Towards Learning Outcomes


 
 
 
 Misconception is an understanding that is not in accordance with the concept conveyed by experts. Misconceptions are still found in student learning outcomes on the Circulatory System material. The Concept Attainment Model is a teaching strategy that helps students strengthen their understanding of the concepts being studied. Learning independence is one of the factors that influence learning outcomes. The purpose of this study was to increase student independence and learning outcomes as well as reduce students' misconceptions about the Circulatory System material. This research is a pre-experimental research with a one group pretest-posttest design. The data in this study were obtained through observation sheets, student response questionnaires, pretest-posttest, and student interviews. The results showed that prior to the implementation of the Concept Attainment learning model, students' learning independence was classified in the medium category. After the implementation of the Concept Attainment learning model, student learning independence increased, belonging to the high category. Student learning outcomes show that prior to the implementation of the Concept Attainment learning model, they had not reached the specified classical mastery. That is, student learning outcomes are low. After implementing the Concept Attainment learning model, student learning outcomes experienced a good increase in the medium and high N-Gain categories. The findings of students' misconceptions prior to the implementation of the Concept Attainment learning model were found in the concept of the mechanism of the clotting process, the link between blood type and blood transfusion, parts of the heart in cardiac anatomy, differences in the systemic and pulmonary circulatory systems, and disorders/abnormalities of the circulatory system. After implementing the Concept Attainment learning model, misconception were found in the concept of blood constituent components, the relationship between blood type and blood transfusion, and disorders/abnormalities of the circulatory system. Thus, it can be concluded that the implementation of the Concept Attainment learning model can increase student independence and learning outcomes and reduce student misconceptions.
 
 
 

This study aims to analyze the planning, implementation, and evaluation of class management in improving learning outcomes in Bhayangkari kindergarten and Bethlehem Tondano kindergarten. This research was conducted using a qualitative method with a multi-site study model. The results of this study show that 1) Classroom management planning starts from school curriculum documents. 2) The implementation of classroom management in both schools is manifested in every learning activity. 3) The evaluation of class management In both schools departed from the results of the supervision of the principal, supervisor, teacher meetings, and was evident in the learning outcomes of students. 4) Good class management will make student learning outcomes increase and develop in a good direction as well. The study indicates that classroom management affects learning outcomes. Keywords : Classroom Management, Learning Outcomes, Early Childhood Education

Manajemen kelas merupakan hal yang sangat penting dalam proses belajar mengajar dengan manajemen kelas yang tepat dan benar siswa akan merasa nyaman dan senang saat menerima materi pembelajaran sehingga hasil belajar pun diharapkan akan lebih baik dengan manajemen yang tepat, oleh karena itu seorang pendidik diharapkan dapat menguasai manajemen kelas dengan baik. Tujuan dilakukan penelitian ini adalah guna menganalisis pengaruh manajemen kelas dengan hasil belajar peserta didik di Sekolah Dasar. Penelitian ini menggunakan metode jenis penelitian meta-analisis. Sedangkan teknik dalam pengumpulan data menggunakan teknik dokumentasi berupa artikel yang terdapat pada google scholar. Teknik analisis data yang digunakan adalah menggunakan analisis pembanding. Hasil dari penelitian menunjukkan bahwa pengaruh manajemen kelas terhadap hasil belajar siswa di Sekolah Dasar memiliki pengaruh yang positif dan signifikan dengan tingkat persentase 77.8%. Hasil penelitian dari artikel yang dianalisis memiliki pengaruh positif, sedangkan 22.2 % hasil penelitian yang dianalisis menyatakan tidak ada pengaruh karena ada factor lain yang mempengaruhi hasil belajar peserta didik tidak dari manajemen kelas yang diterapkan pendidik. Rekomendasi penelitian ini adalah 1) hendaknya guru menguasai manajemen kelas yang tepat, baik dan sesuai dengan peserta didik sehingga dapat meningkatkan hasil belajar siswa Sekolah Dasar, 2) bagi peneliti lain, hendaknya ada penelitian lanjutan yang terkait dengan hasil penelitian ini sehingga bisa digunakan sebagai dasar penelitian lanjut.

This research investigated the impact of teachers' collaboration on student learning outcomes in public day secondary schools in Musanze District, Rwanda. The study aimed to assess the effects of collaborative planning, team teaching, and collaborative resource preparation on learning outcomes. Guided by Social Capital Theory and Resource Dependency Theory, the study used a descriptive research design with a sample of 287 respondents, including 273 teachers and 14 headmasters. Data were collected through questionnaires for teachers and interview guides for headmasters. Quantitative data were analyzed using SPSS, while qualitative data were analyzed thematically. The findings revealed that collaborative planning positively impacted student learning outcomes, with improvements in academic performance and engagement. Team teaching fostered a supportive learning environment, boosting student motivation and community, while collaborative resource preparation enhanced instructional materials and critical thinking skills. The study recommends increasing the use of collaborative teaching methods and strengthening these practices among teachers and headmasters. It also suggests that the Rwanda Basic Education Board integrate collaboration into national education policies to improve learning outcomes.

The study shows how classroom processes relate to students' learning outcomes in Urdu and English. For this purpose, five tools were used by the researcher in the Government Schools of Bahawalpur. The observation checklist by (Allwright, 2014); was used to personally observe the lectures of Urdu and English subjects by the researcher to check the verbal interaction between teacher and students and record these lectures. Second tool; test of English for 9th class, third tool; for the test of Urdu 9th class, fourth tool; for the test of English for 10th class and fifth tool; for Urdu 10th class were developed and conducted in same classes where observations were taken. After analyzing the data, the result was concluded, showing that classroom interaction is highly related to student learning outcomes. There was a negligible relationship between classroom management and students' learning outcomes. It was found weak but positive relationship between students learning outcomes and repetition reinforcement. There was a weak but positive relationship between students learning outcomes and encouragement and evoking stimulus by teachers. Research confirms that there was a negligible but positive relationship between teacher information explanation during lectures and students' learning outcomes. So Teachers should spend more time on students' learning instead of classroom management, discipline, and behaviors. Teachers are the lighthouses; who are working to guide the learners. Policy recommendation for Government Schools is; that highly qualified teachers should be appointed in Schools who are experts in the subject language, have effective communication skills, and have command of teaching and learning processes. Government should provide facilities to schools like language laboratories for language teachers for the better and more effective learning environment

The implementation of the "Merdeka Belajar" (Freedom to Learn) Curriculum faces various challenges, including in terms of curriculum implementation and adjustment. These challenges include changes in student learning patterns, the broader role of teachers, and efforts to meet the established educational standards. In the context of the Merdeka Curriculum, Catholic religious education in Indonesia focuses on developing students' understanding of religion, moral values, and Catholic spirituality, while also emphasizing the Pancasila student profile.The Merdeka Curriculum has also had impacts and posed challenges at SD Negeri Sawahan Surakarta regarding students' academic performance or learning outcomes. For example, in the cognitive aspect, when studying the Grade IV lesson on Developing My Abilities, the students' learning outcomes were unsatisfactory. Out of a total of 6 students, around 4 (67%) scored below the Minimum Completeness Criteria (KKM), which was set at 75. In this classroom action research, the researcher focuses on the dimension of critical thinking, based on the importance of building strong character and mental attitudes in the younger generation, especially in facing complex global challenges. Creative thinking skills will result in more effective learning and develop higher reasoning abilities that can be used to solve various problems in learning. Students with creative thinking skills tend to have high intrinsic motivation, strong drive, self-confidence, and better thinking abilities. In this model, the teacher acts as a facilitator who helps students develop deep understanding and relevant skills through motivation, stimulating questions, and support for meaningful learning experiences. PBL focuses on common everyday problems, and its process involves problem identification, data collection, and the use of data to solve problems. The primary goal of PBL is to develop critical thinking, problem-solving skills, and knowledge acquisition, helping to improve students' learning outcomes and critical thinking skills in the topic of developing self-abilities in Grade IV at SD Negeri Sawahan, Surakarta.

The researcher was to investigate the relationship between classroom environmental factors and mathematical skills acquisition in public secondary schools in Rwanda. Specifically, this study determined classroom environmental factors towards mathematical skills acquisition in public secondary schools in Rwanda, analyzed the level of mathematical skills acquisition that is due to classroom environment factors in public secondary schools in Rwanda, and established the relationship between classroom environmental factors and mathematical skill acquisition in public secondary schools in Rwanda. The total population was 6525 respondents, with a total sample of 377 respondents from Gicumbi District schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods. The findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 90.0% either strongly agreed or agreed that a positive and supportive classroom environment encourages them to take risks and engage with mathematical concepts, 80.0% strongly agreed or agreed that their teacher’s classroom management during teaching and learning mathematics enhances mathematical skills acquisition, and 90.0% strongly agreed or agreed that teacher-student relationships during teaching and learning indicate classroom environmental factors. Finally, 95.7% strongly agreed or agreed that use of assessment and feedback planned by teacher and student indicate classroom environmental factors. To the second objective, the study indicates that the results indicated that 86.8% strongly agreed or agreed that the ability to solve mathematical problems indicates the level of mathematical skills and performance of students; 76.1% strongly agreed or agreed that data analysis and probability indicate the level of mathematical skills and performance of students; and 90.4% strongly agreed or agreed that the ability to express thoughts in English indicates the level of English development. Finally, 96.7% strongly agreed or agreed that mathematical communication indicates the level of mathematical skills and performance of students. For the third objective, the study found a significant association between problem-solving skills, mathematical communication, class size, classroom management, teacher-student relationships, and assessment and feedback. Mathematical communication was positively related to class size, classroom management, teacher-student relationships, and assessment and feedback. Geometry and algebraic skills were also positively related to class size, classroom management, teacher-student relationships, and assessment and feedback. These findings highlight the importance of math abilities for long-term professional, health, and financial success. However, the association was negligible since the p-value was greater than 0.05. The study recommends that Rwanda's public secondary schools should create a positive learning environment by providing resources, encouraging active learning, supporting teacher development, and connecting mathematical concepts to real-world scenarios. Clear expectations, parental involvement, regular assessment, and collaboration can enhance student success.

This study aims to examine the effectiveness of the application of the Group Investigation cooperative learning model in optimizing student motivation and learning outcomes on ratio material, as well as analyzing its contribution to mathematical reasoning skills. This study used a quantitative approach with a pre-test and post-test design involving 20 junior high school students in grade VII. Data were obtained through mathematical reasoning ability test, motivation questionnaire, and analysis of students' learning outcomes. The results showed an increase in the mean score from pre-test to post-test by -6.50 (p = 0.001) which reflects more uniform student learning outcomes. Regression analysis showed a very strong relationship between the independent variable (mathematical reasoning) and the dependent variable (motivation and learning outcomes) with an R value of 0.929 and R2 of 86.4%, indicating that motivation and learning outcomes explained most of the variation in reasoning ability. Specifically, the contribution of mathematical reasoning (X) to student learning outcomes (Y2) was 38.94% while the contribution of motivation (Y1) to mathematical reasoning reached 45.83%. In addition, regression analysis shows that motivation has a significant influence on mathematical reasoning ability, while learning outcomes have a positive but statistically insignificant influence. This finding indicates that the Group Investigation cooperative learning model is not only effective in improving student learning outcomes, but also has an important role in strengthening mathematical reasoning skills through increased motivation. Therefore, cooperative learning strategies that emphasize increased motivation need to be applied in mathematics learning to optimize students' analytical thinking skills.

Abstract. The study assessed teachers’ classroom management strategies, the level of teachers' classroom instructional tasks and determined the effect on students’ academic performance, and further examined the constraints in classroom management in secondary schools in Akure South Local Government Area of Ondo State, Nigeria. Descriptive survey and ex post facto research designs were adopted. Five research questions and two hypotheses were formulated to guide the study. The sample consisted of 854 respondents, made up of 560 students, 280 teachers and 14 principals selected from 14 secondary schools using simple random sampling technique. Data were collected using “Teachers’ Classroom Management Strategies Questionnaire” (TCMSQ), and “Students’ Academic Performance Proforma” (SAPP). Data were analyzed, using percentage, mean score and Pearson Product Moment Correlation Coefficient at alpha level of 0.05. Findings showed significant relationship between teachers’ classroom management and students’ academic performance (r-cal = 0.307, p<0.05), and significant relationship between teachers' instructional tasks and students' academic performance (r-cal=0.689, p<0.05), while teachers were effective in classroom management strategies as reflected in preparation of lesson notes (71.4%), communication skill (63.6%), students’ motivation (62.5%), group interaction (71.4%) and exemplary behaviour (64.3%). The major constraints faced by teachers were excessive workload (56.4%), ill-equipped laboratory (57.9%), ill-equipped library (63.6%), shortage of instructional materials (64.3%), lack of students’ learning materials (64%) and congested class size (75%). Based on the findings, it was recommended that the Government should employ adequate number of qualified teachers to reduce instructional workload to manageable level. Also, Government in collaboration with the Parents - Teachers Association and other Development Partners should provide adequate learning facilities and materials that would improve classroom management and students’ learning outcome in secondary schools. Keywords. Classroom management, Technique, Facilities, Instructional materials, Learning outcome. JEL. H52, H75 I21.

This research was the result of research entitled Learning Physics in senior high school by Using the Cooperative Model Type STAD (Study: at SMAN 1 Tapen Bondowoso). The purpose of this research was to know the effect of using STAD on students' motivation in learning physic and to know wheter or not there was an effect of using STAD on the result of students' learning outcome in learning physic at senior high school. The population of nthis research was the tenth grade students of SMAN 1 Tapen Bondowoso. The design of this research was quasi experimental research post test only control design. The data was collected through students' motivation and students' learning outcomes by using questionnaire, observation, interviews and documentation. Based on the statistical results, it was known that the meann score of students' nmotivation and learning outcome in experimental class was better than the students' in the control class. It can be concluded that there was an effect nof using cooperative learning model STAD on the students' motivation and learning outcome in learning physics at SMAN 1 Tapen Bondowoso. n Keywords : cooperatif type STAD model, students' motivation, student's learning outcome

The background of this research is that the motivation and learning outcomes of science learning outcomes are not yet optimal for the sixth-grade students of SD Muhammadiyah Karangwaru Yogyakarta. This happens due to the lack of teacher ability to use interactive learning media with the development of an increasingly advanced era in learning activities. This causes learning activities to become less active, forcing students to feel bored and bored when participating in learning activities in the classroom. Therefore, one of the efforts that can be used to increase students' motivation and learning outcomes is to use the Quizizz learning media. This study aims to 1) Determine the effect of using Quizizz learning media in science learning activities on student learning motivation and 2) Determine the influence of Quizizz learning media in science learning activities on student learning outcomes. This research is a quantitative type of research using an experimental research model. The technique of collecting data on students' learning motivation using a questionnaire/questionnaire and collecting data on student learning outcomes with the results of pretest and posttest tests. The population in this study were all students of class VI, consisting of classes VI A, VI B and VI C of SD Muhammadiyah Karangwaru, a total of 62 students, all of whom were used as samples. The data analysis technique used in this study was SPSS 26 For Windows with a t-test (Independent Sample T-test). The results of this study indicate that: 1) There is an influence on the use of Quizizz learning media in science learning activities for class VI SD on students' learning motivation. The percentage of the experimental class students' learning motivation showed higher results than the control class results. It can be seen that the average rate of students' learning motivation in the experimental class has increased from 72.66 to 78.53. 2) There is an influence on the use of Quizizz learning media in science learning activities for class VI SD on student learning outcomes (posttest). The percentage of experimental class students' learning outcomes increased from the pretest score, averaging 68.6 to 74.7 at the post-test.

This purpose of this study is to describe the effect of the Problem Based Learning (PBL) learning model on students learning interest in class XI buffer solution material at MAN 5 Kediri, to describe the effect of the Problem Based Learning (PBL) learning model on student learning outcomes in class XI buffer solution material at MAN 5 Kediri, and to describe the effect of the Problem Based Learning (PBL) learning model on student interest and learning outcomes in class XI buffer solution material at MAN 5 Kediri. The sample for this research was 33 students of class XI MIPA 1 and 35 students of XI MIPA 2 at MAN 5 Kediri. This research data collection technique uses a questionnaire method to obtain learning interest data and a test method to obtain learning outcome data. The data analysis technique used is statistical parameter data analysis using the Independent Sample T-Test and MANOVA test. The results of this research show that there is an effect of the Problem Based Learning (PBL) learning model on students learning interest in the buffer solution material for class XI at MAN 5 Kediri as evidenced by the average posttest interest in learning class XI MIPA 1 is greater than that of class XI MIPA 2, namely 139,82 ≥ 129,23 and the value of Sig. (2-tailed) experimental group, namely 0,000 ≤ 0,05, so that H0 is rejected and Ha is accepted, there is an effect of the Problem Based Learning (PBL) learning model on student learning outcomes in class XI buffer solution material at MAN 5 Kediri as evidenced by the average posttest learning outcomes for class XI MIPA 1 is higher than class XI MIPA 2, namely 81,21 ≥ 68,29 and the value of Sig. (2-tailed) experimental group that is 0,000 ≤ 0,05, so that H0 is rejected and Ha is accepted, there is an influence of the Problem Based Learning (PBL) learning model on student interest and learning outcomes in class XI buffer solution material at MAN 5 Kediri as evidenced by the significance value of interest and learning outcomes being 0,000. The significance value show 0,000 ≤ 0,05, so H0 is rejected and Ha is accepted.

The learning process carried out at school is expected to be able to increase the learning activities and learning outcomes of students. Student biology learning outcomes and activities at SMAN 1 Koto XI Tarusan are still not satisfactory. The methods and strategies used so far have not been able to improve students' learning activities and outcomes. One of the efforts to increase the activities and learning outcomes of students is through STAD type cooperative learning and the internet as a source of teaching materials. This research was conducted in the even semester of Academic Year 2011/2012 in Class X.7 of SMAN 1 Koto XI Tarusan. This research was conducted in two cycles, each cycle consisting of four stages: planning, implementing, observing, and reflecting. The research data were obtained through observation sheets and learning outcomes tests given at the end of the cycle. The results of the analysis of the data cycle I and cycle II showed an increase in student learning activities and learning outcomes. Student learning activities have increased by 8%, and student learning outcomes have increased by 10%. It can be concluded that the use of STAD cooperative learning types and the internet as a source of teaching materials can increase the activity and learning outcomes of students in class X.7 of SMAN 1 Koto XI Tarusan.

Efforts to Improve Learning Outcomes of Natural Sciences Through the Use of the Tife STAD Cooperative Learning Model in Class VII A Students of MTs Negeri 8 Tasikmalaya. This study aims to determine student learning outcomes between Tife STAD Cooperative Learning in Natural Sciences. The study was conducted at MTs Negeri 8 Tasikmalaya by taking a sample of one class, class VII A. The research method used was the Tife STAD Cooperative Learning Model, a research model using data collection instruments for student learning outcomes through group discussion. Based on the results of data processing and discussion of research results that have been conducted by researchers, it can be concluded as follows: In Cycle I the average score of science learning outcomes is 22,159 (73.86%) of the ideal score that can be achieved by students 20 (100%) and the standard deviation is 3.108. In the second cycle the average score of science learning outcomes is 24.316 (81.05%) of the ideal score that can be achieved is 30 (100%) and the standard deviation is 2.689. STAD model Cooperative Learning in science learning can improve student activities and learning outcomes. Based on the findings above, the author can suggest, advanced researchers can integrate several learning models that can be integrated into the STAD Type Cooperative Learning model so that the success rate will be even greater. A contextual approach to STAD Type Cooperative Learning can be an alternative as an effort to improve the completeness of student learning outcomes and activate the learning process. To overcome the problems mentioned above, it is necessary to strive for a learning approach that can be used to make learning more active, which is a learning concept to help teachers link material taught with students 'daily lives and encourage students to make connections between students' initial knowledge and application in life as family and community members. STAD Cooperative Learning Type because this model is the simplest cooperative learning model so that students can more easily understand and do learning in groups. The STAD cooperative learning model is very effective to be used for science learning. The results showed that there were differences in student learning outcomes in science lessons using the Tife STAD Cooperative Learning Model. learning outcomes in classrooms that are treated with such learning better.

Efforts to prevent the development of the spread of Covid-19 in the education unit environment are the shift from face to face learning to distance learning by using online media. Online learning is one of the efforts to build and create active learning based on information and communication technology to support government programs in preparing students to become a generation that is ready to welcome the industrial revolution 4.0 era in 21st century learning. For online learning to run effectively and provide good learning outcomes optimal motivation is needed for students to study and discuss the material independently. This study aims to examine the relationship between achievement motivation and student learning outcomes and describe student responses in the implementation of online learning during the Covid-19 period. The form of research uses mixed methods with commensurate status, namely using a qualitative descriptive approach and a quantitative approach. A qualitative descriptive approach is used to describe student responses to online learning. While the quantitative approach is used to examine the relationship between achievement motivation and student learning outcomes. The research sample is 4th semester students in the even period of the 2020/2021 academic year totaling 99 students. Sampling using cluster random sampling technique. Data collection techniques using indirect communication techniques and measurement techniques. Data collection tools are achievement motivation scale, response questionnaire and learning outcomes test. Testing the research hypothesis, used the Kendall Tau test. The results showed that (a) There were 95.5% of students liked Google Meet; 53.7% liked WhatsApp; 28.4 liked email; 10.4 liked Google Classroom; 9.9% liked Edmodo and 0.9% liked You Tube; (b) Most of the students’ responses to the online learning process showed a positive response. Most of the responses to learning interactions show a negative response. While the response to the availability of facilities, most of the student responses were positive; (c) The results of Kendall Tau’s analysis obtained a correlation number of 0.329. This shows that there is a relationship between student achievement motivation and learning outcomes. Research conclusions (a) The online platforms used by lecturers of the Mathematics Education Study Program in online lectures during the pandemic period varied. The applications most favored by students in a row are google meeting, WhatsAp, email, google classroom, edmodo and you tube. (b) Student responses to online learning are positive, except for responses to interactions in learning that are negative. (c) There is a positive and significant relationship between student achievement motivation and student learning outcomes in the implementation of online learning.