M. Saleh, A. Zaki, Sri Agustina
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摘要

本研究的目的是确定倾听团队学习模式在华拉迪雅私立私立学校八班伊斯兰文化史课程中的应用,以改善华拉迪雅私立学校八班伊斯兰文化史课程的学习成果,并了解华拉迪雅私立学校伊斯兰文化史课程八班的倾听团队学习模式是否对学生的学习成果有改善作用。本研究的模型采用Kurt Lewin的研究模型,该模型包括4个阶段,即;计划、实施行动、观察和反思。本研究的对象是MTs Swasta Tarbiyah Waladiyah Pulau Banyak的八年级学生。由35名学生组成。数据收集技术使用访谈,观察,文件,和笔试评估。在使用听力小组学习模式之前,教师仍然使用传统的模式,即在学习中使用讲课的方法。所以学生对学习材料的理解不感兴趣这对学生的学习成果有很大的影响,即只有33%的学生完成了我做的预测试,77%的学生没有完成。从观察结果来看,学生对在学习中使用拼图学习模式的反应表现出积极、热情的态度,各方面都得到了满足。使用听力团队学习模式可以提高学生的学习成果,从周期前完成33%的学生到周期一完成62%的学生,学生精通度提高约29%,周期二完成100%的学生,从周期一到周期二学生的完成度提高约38%。因此,智索学习模式成功地改善了八年级MTs Swasta Tarbiyah Waladiyah Pulau Banyak滑雪科目的学习成果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Upaya Meningkatkan Hasil Belajar Melalui Model Pembelajaran Listening Team Mata Pelajaran Sejarah Kebudayaan Islam Siswa Kelas VIII MTs Swasta Tarbiyah Waladiyah Pulau Banyak Kecamatan Tanjung Pura Kabupaten Langkat
The objectives of this study are to determine the application of the listening team learning model at MTs Swasta Tarbiyah Waladiyah Pulau Banyak, to improve learning outcomes of Islamic Cultural History subjects in class VIII MTs Private Tarbiyah Waladiyah Pulau Banyak, to find out if there are any improving student learning outcomes through the listening team learning model for the subjects of Islamic Cultural History Class VIII MTs Swasta Tarbiyah Waladiyah Pulau Banyak. The model in this study uses Kurt Lewin's research model which consists of 4 stages, namely; planning, implementing actions, observing and reflecting. The subject of this research is the eighth grade students of MTs Swasta Tarbiyah Waladiyah Pulau Banyak. Which consists of 35 students. Data collection techniques using interviews, observation, documentation, and written test assessment. Before using the listening team learning model, the teacher still uses the conventional model, namely by using the lecture method in learning. So that students are not interested in understanding the learning material and this is very influential on student learning outcomes, namely only 33% of students who completed when I did the pre-test and 77% of students did not complete. From the observations, it was shown that students' responses to the use of the jigsaw learning model in learning showed a positive and enthusiastic attitude, all aspects had been met. The use of the listening team learning model can improve student learning outcomes from pre-cycle students who complete 33% of cycle I students who complete 62% of student mastery increases by about 29%, cycle II students who complete about 100%, from cycle I to cycle II students completeness increases about 38%. With this, the Jisaw learning model has succeeded in improving the learning outcomes of SKI subjects in class VIII MTs Swasta Tarbiyah Waladiyah Pulau Banyak.
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