通过实践学习方法提高中学生的学习成绩

E. Saragih
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引用次数: 0

摘要

本研究的目的是通过使用科学的学习方法来确定工艺科目中畜牧渔业产品加工的学生学习成果的增加。本研究在一所初中(SMP Negeri 19茂物市)进行,研究对象为IX.F班的学生。所使用的方法是课堂行动研究法,由两个周期组成。在第一个周期中,使用科学学习方法进行学习,而在第二个周期中,科学学习方法得到了改进。每个周期包括四个研究阶段,即计划、实施行动、观察和反思。研究数据采用比较描述后反思的方法进行分析。比较描述是通过比较初始条件数据,周期1和周期2来完成的,两者都是学习结果。本研究结果显示:第一,运用科学学习方法可以提高学生在工艺科目中对畜牧渔业食品加工的学习效果。实验证明,学生的学习成果百分比从初始状态(第一个周期的平均每日考试成绩63.69分)提高到72.88分,在第二个周期提高到78.16分,或在最终状态下比初始状态提高了22.7%。实验证明,学生的学习掌握百分比从第一周期的初始状态64.52%上升到第二周期或最终状态的93.55%,比初始状态提高了44.99%。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Meningkatkan Hasil Belajar Siswa SMP Melalui Pendekatan Belajar Saintific Pada Mata Pelajaran Prakarya
The purpose of this study was to determine the increase in student learning outcomes regarding the Processing of Animal Husbandry and Fishery Products in Craft subjects through the use of a Scientific Learning Approach. This research was conducted in a junior high school (SMP Negeri 19 Bogor City) with the research subjects being students of class IX.F. The method used is a classroom action research method which consists of two cycles. In the first cycle, the learning is carried out using the Scientific Learning Approach, while in the second cycle, the Scientific Learning Approach has been refined. Each cycle consists of four stages of research, namely planning, implementing actions, observing, and reflecting. The research data were analyzed using comparative descriptive followed by reflection. Comparative descriptive is done by comparing the initial condition data, cycle 1 and cycle 2, both for learning outcomes. The results of this study indicate that: First, the use of the Scientific Learning Approach can improve student learning outcomes about the Processing of Foodstuffs from Animal Husbandry and Fisheries in Craft subjects. It is proven that the percentage of student learning outcomes has increased from the initial condition the average daily test score of 63.69 in the first cycle to 72.88 and in the second cycle to 78.16 or in the final condition it increased by 22.7% from the initial condition. . It is proven that the percentage of student learning mastery increases from the initial condition of 64.52% in the first cycle and becomes 93.55% in the second cycle or in the final condition, an increase of 44.99% from the initial condition.
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