听觉智力重复(空气)学习模式对x班学生办公室管理学习成果的影响

Desita Ramadani, S. S. Wulandari
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引用次数: 0

摘要

本研究的动机是大量学生在基础-基础办公管理和商务服务科目的学习成果尚未达到教师教授这些科目的完整性分数。此外,在SMKN 1 Lamongan进行了初步的研究和观察后,在X班MP 1和2中,他们倾向于被动,因为交付的学习模式仍然经常使用以教师为中心的学习模式,使用讲座方法。因此,有必要进行学习创新,使学生在教与学的活动中更加主动。本研究的目的是确定在SMKN 1和2班使用听觉,智力重复(AIR)学习模式的学生在办公室管理和商业服务基础课程中的学习结果是否存在差异。这种类型的研究使用实验研究。本实验研究的设计为准实验设计,采用的准实验设计类型为非等效对照组设计。本研究以X MP 1班学生为对照班,X MP 2班学生为实验班。数据收集技术以测试前和测试后学习成果测试表的形式使用文件、观察、测试和研究工具。结果表明,ttest 0.05,即0.000 0.05,tcount为6.140,table为1.994。在这些结果中,已知Hα被接受,而H0被拒绝。实验组学生学习成绩显著提高19.71分,对照组学生学习成绩显著提高11.94分。因此,我们可以得出结论,使用听觉,智力重复(AIR)学习模式,学生的学习成果存在差异,并将其应用于X班的办公室管理和商业服务基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
THE EFFECT OF AUDITORY INTELLECTUALLY REPETITION (AIR) LEARNING MODEL ON LEARNING OUTCOMES OF STUDENTS CLASS X OFFICE MANAGEMENT
This research is motivated by the large number of student learning outcomes in the Basic - Basic Office Management and Business Services subjects which have not yet achieved the completeness score given by the teacher teaching these subjects. In addition, after conducting preliminary studies and observations at SMKN 1 Lamongan in class X MP 1 and 2 they tend to be passive because the learning model delivered still often uses a teacher-centered learning model using the lecture method. Thus, there is a need for learning innovation to make students more active in teaching and learning activities. The purpose of this study was to determine whether there were differences in student learning outcomes using the Auditory, Intellectually Repetition (AIR) learning model in the Basics of Office Management and Business Services in class X MP 1 and 2 at SMKN 1 Lamongan. This type of research uses experimental research. The design of this experimental research is Quasi Experimental Design, the type of quasi experimental design used is Nonequivalent Control Group Design. The subjects of this study were students of class X MP 1 as the control class, and students of class X MP 2 as the experimental class. Data collection techniques used documentation, observation, tests and research instruments in the form of pretest and posttest learning outcomes test sheets. The results showed that ttest 0.05, namely 0.000 0.05 and tcount 6.140 ttable 1.994. In these results it is known that Hα is accepted and H0 is rejected. The significant increase in learning outcomes in the experimental class was 19.71 while in the control class there was an increase in learning outcomes of 11.94. So it can be concluded that there are differences in student learning outcomes using the Auditory, Intellectually Repetition (AIR) learning model which is applied to the Basics of Office Management and Business Services in class X MP SMKN 1 Lamongan. 
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