合作学习中的匹配技术:提高学生学习成果、学生学习活动和教师表现的创新

Viyayanti, Dwikoranto PakGuru
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引用次数: 3

摘要

本研究的目的是描述在合作学习中运用配对技巧后对学生学习成果的改善,描述学生的活动,描述教师的表现。这种学习改进是通过课堂行动研究进行的,分为计划、实施、观察、修改等步骤。以格列西克职业学校化学班34名学生为研究对象。对数据进行描述性定量分析。行动前的班级平均成绩为70分。得分高于最低完整性标准(MCC) 76的学生有16名(47%)学生,最高得分为92分,得分低于MCC的学生有18名(53%)学生,最低得分为40分。在第一阶段采取行动后,平均成绩79分。高于或等于MCC的有26人(76%),最高100分;低于MCC的有8人(24%),最低52分。第二周期平均成绩84分。MCC以上的学生有31人(91%),最高分数为100分,而MCC以下的学生有3人(9%),最低分数为64分。学生的注意力、积极性和学习热情都提高了。教师的学习成绩有所提高。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Make a Match Techniques in Cooperative Learning: Innovations to Improve Student Learning Outcomes, Student Learning Activities and Teacher Performance
The purpose of this study is to describe improving student learning outcomes, describe student activities, describe teacher performance after applying the make a match technique in cooperative learning. This learning improvement is carried out by classroom action research, with steps of planning, implementing, observing, revising. The research subjects were 34 students in the chemistry class of Vocational School 1 Cerme Gresik. Data were analyzed descriptively quantitatively. The results of the class average score before the action was 70. Students who scored above the Minimum Completeness Criteria (MCC) 76 were 16 students (47%) with the highest score of 92 and students who scored below the MCC were 18 students (53%) with the lowest score of 40. After taking action in cycle 1 the average grade of 79. Students who scored above or equal to the MCC were 26 students (76%) with the highest score of 100 and students who scored below the MCC were 8 students (24%) with the lowest score of 52. Cycle 2 the average grade of 84. Students who scored above the MCC were 31 students (91%) with the highest score of 100, while students who scored below the MCC as many as 3 students (9%) with the lowest score of 64. The students' attention, activity, and enthusiasm for learning increased. Teacher performance in learning has increased.
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