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The Influence of Scramble Method to Increase Students' Interest in Learning History
Abstract
The scramble method can help students understand history learning material easily, but not many teachers have implemented it in history learning. The purpose of this research was to find the effect of the scramble method in history learning to increase students' interest in learning history. The quantitative method used is a quasi-experimental non-equivalent control group design and divides the class into two groups, namely experimental and control. This study used a population of class X SMA students in Ambon, with a total sample of 104. The sampling technique used cluster sampling, and data collection used observations, interviews, and instruments. In analysing the test data, the independent sample t-test and the N-gain score test were used to see changes. The results showed that the scramble method in learning had a good influence on increasing students' interest in learning history as evidenced by the independent sample t-test test with a significance value of 0.000 0.05, and the N-gain score test which was included in the medium criteria. The scramble method in history learning is an innovation applied by history teachers so that learning objectives are achieved so that history learning will be more meaningful.
... In the context of the lack of student motivation, teacher ineffectiveness, and uninteresting teaching techniques significantly contribute to student disinterest and disengagement (Rone et al., 2023). Additionally, studies by Acim et al., (2023) and Runibar, (2022) have shown that innovative teaching methods, such as the scramble learning model, can effectively increase students' interest and participation in class. ...
... Similarly, Runibar (2022)reported significant improvements in student motivation and participation when using this model. Acim et al., (2023) demonstrated that scramble learning not only boosts learning interest but also enhances critical thinking skills. Putra & Syafrudin (2020) show that observed improvements in students' academic performance and understanding of complex subjects with the implementation of cooperative learning strategies like scramble learning. ...
Education plays an important role in everyone's life. Interest in learning is a factor that encourages students to be active in the teaching and learning process so that the learning process can achieve the expected goals. The research was motivated by the low interest in leraning PKn student of class II. The purpose of this study was to analyze the effect of the application of the scramble learning model on the communicative character and learning interest of students. Teachers need to be more focused in their learning activities, have a better understanding of learning challenges, and be able to use appropriate learning models in addition to paying attention to student learning interests. The learning model is very beneficial for both educators and learners. Learning models can serve as roadmaps and points of reference for educators as they apply learning methodically. Scramble cooperative learning is another approach to solving this problem. In this study, descriptive qualitative methods were used with qualitative research. Based on the results of the study, it was found that there was an increase in the results of students' learning interest and communication skills. Students are encouraged to talk, exchange ideas, and support each other in understanding and solving problems. Keywords: Communication Skills; Scramble Learning Model; PKn (Civic Education) Learning
... Untuk mengadakan suatu upaya yang diperlukan guna mengatasi permasalahan yang terjadi dalam kegiatan pembelajaran (Wicaksono et al., 2023). Tindakan yang dilakukan bertujuan untuk meminimalisir permasalahan sekaligus sebagai salah satu alternatif untuk mengatasi permasalahan yang terjadi pada kegiatan pembelajaran (Acim et al., 2023). Salah satu solusi yang disarankan yaitu dengan menerapkan Model Teams Games Turnament (TGT) (Matitaputty et al., 2023). ...
Penelitian ini bertujuan meningkatkan minat belajar peserta didik pada pembelajaran Sejarah. Desain pembelajaran pada penelitian ini menggunakan model Team Games Tournament Media Kartu Domino. Subjek penelitian ini adalah 33 peserta didik. Teknik pengumpulan data dilaksanakan secara sistematis dengan menggunakan lembar observasi. Berdasarkan pengamatan pada siklus pertama, minat belajar peserta didik termasuk dalam kategori sedang dengan rata-rata skor perolehan sebesar 2.9. Pada siklus kedua, terjadi peningkatan pada rata-rata skor yang diperoleh peserta didik yaitu sebesar 3.9 dan dilanjutkan dengan peningkatan yang signifikan pada siklus III yaitu dengan nilai rata-rata perolehan sebesar 4.7 dengan temuan dan hasil pengamatan dari siklus pertama sampai siklus ketiga terjadi kenaikan yang signifikan dan mencapai indikator yang ditetapkan oleh peneliti. Hasil penelitian ini membuktikan penerapan model Team Games Tournament Media Kartu Domino dapat meningkatkan minat belajar peserta didik. Temuan ini diharapkan dapat menjadi salah satu rujukan bagi guru guna meningkatkan minat belajar peserta didik. Kata kunci: Minat Belajar, Model Teams Games Turnament media Kartu Domino.
... Refleksi bersama peserta didik menunjukkan bahwa mereka menyukai model TGT berbasis permainan Monopoli Sejarah (Wicaksono et al, 2023). Mereka mengakui bahwa permainan ini memotivasi mereka untuk fokus pada materi pelajaran dan meningkatkan partisipasi di kelas (Acim et al., 2023). Selain itu, Monopoli Sejarah mendorong sikap kompetitif dan ketidakmauan untuk kalah, membuat peserta didik belajar lebih intensif di rumah dan tetap segar pada jam terakhir (Fadli et al, 2022). ...
Penelitian ini bertujuan untuk mengetahui faktor penyebab rendahnya minat belajar dan mencari solusi dalam mengatasi permasalahan rendahnya minat belajar peserta didik pada jam terakhir pelajaran sejarah. Adapun populasi penelitian adalah seluruh peserta didik SMA Negeri 3 Metro kelas XI MIPA 2 Tahun Pelajaran 2023/2024 yang berjumlah 36 orang, dengan rincian 24 orang peserta didik perempuan dan 12 orang peserta didik laki-laki. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dan statistic. Sedangkan teknik pengambilan adalah dengan menggunankan penyebaran angket dan observasi. Berdasarkan penelitian ini diketahui bahwa rendahnya minat belajar peserta didik kelas XI MIPA 2 pada jam terakhir disebabkan oleh beberapa faktor, yaitu peserta didik yang sudah merasa lelah, merasa kenyang setelah makan siang, bermain handphone, dan juga metode pembelajaran yang kurang menarik. Untuk menyelesaikan masalah tersebut, peneliti kemudian menggunkaan metode Pembelajaran Kooperatif dengan tipe Team Games Tournament (TGT) yang berupa permainan monopoli sejarah. Kesimpulan dari penelitian ini adalah implementasi permainan monopoli sejarah dalam pembelajaran sejarah di jam terakhir, berhasil meningkatkan minat belajar peserta didik. Hal ini terlihat pada data hasil angket yang didapatkan terjadi peningkatan dari pra siklus 38,19% (rendah), kemudian pada Siklus I meningkat menjadi 52,08% (cukup), dan pada siklus II meningkat menjadi 67,36% (tinggi).
... Belum banyak orang yang mempelajari metode scrambling dalam pembelajaran sejarah. Hal ini menjadi tolak ukur untuk mengungkap metode scrambling ketika diterapkan pada pelajaran sejarah untuk meningkatkan minat belajar siswa (Acim et al., 2023). ...
... Belum banyak orang yang mempelajari metode scrambling dalam pembelajaran sejarah. Hal ini menjadi tolak ukur untuk mengungkap metode scrambling ketika diterapkan pada pelajaran sejarah untuk meningkatkan minat belajar siswa (Acim et al., 2023). ...
Penelitian ini bertujuan untuk mencari solusi terhadap tantangan kesulitan belajar bagi siswa yang berada di SMP Muhammadiyah 5 Ngoro melalui Media Scramble. Penelitian ini menggunakan teknik Penelitian Tindakan Kelas (PTK) yang melalui siklus dengan setiap siklusnya berisikan 4 tahap yaitu perencanaan, pelaksanaan, observasi, refleksi. Jika ditelusuri lebih lanjut Media Pembelajaran Scramble , dapat meningkatkan pemahaman literasi pada siswa SMP Muhammadiyah 5 Ngoro dengan ditunjukkan ketika Pra-tindakan skor rata-rata 60,66 dengan presentase kelulusan 0%, meningkat pada Siklus 1 skor rata-rata 64,11 dengan presentase kelulusan tetap diangka 0%. Setelah melalui proses evaluasi dilanjutkan siklus 2 mendapatkan skor rata-rata 74,66 dengan presentase kelulusan 55,56%, sebagaimana komitmen penulis diawal bahwasannya untuk minimal kelulusan adalah sebesar 77,78% dari jumlah siswa kelas VII SMP Muhammadiyah 5 Ngoro maka siklus disempurnakan dan memberikan hasil skor rata-rata 81,56 dengan presentase kelulusan menjadi 100%.
This study aims to understand how the scramble method is implemented in connecting Arabic letters in teaching writing skills (maharatul kitabah) to elementary school students, and to identify the supporting and inhibiting factors. This research is qualitative and uses a field research approach. The data sources are Arabic language teachers and third-grade students from MI Al-Hidayah Mangli Jember. Data collection methods include observation, interviews, and documentation. The data analysis techniques used are data reduction, data presentation, and conclusion drawing. The results show that the implementation of the scramble method in connecting Arabic letters in maharatul kitabah learning involves three stages: planning, execution, and evaluation. The supporting factors for implementing the scramble method include student enthusiasm and motivation, the presence of engaging game elements, heterogeneous group division, and the provision of rewards. Meanwhile, the inhibiting factors include the teacher's limited understanding of student conditions, differences in student learning abilities, and limited time allocation. These findings can serve as a reference for Arabic language practitioners in exploring appropriate methods for teaching Arabic.
Purpose of the study: This research aims to improve Civics (Citizenship Education) learning outcomes using the scramble learning model for fifth grade students at Prawirotaman Yogyakarta State Elementary School Methodology: This research is ex-post researchThis type of research is classroom action research. The research subjects were 17 students in class V of Prawirotaman State Elementary School, Yogyakarta. Data collection methods in research include tests, observation and documentation. The research instruments are tests and learning implementation sheets. The data analysis technique used is quantitative and qualitative descriptive. The indicator of the success of the action is marked by ≥75% of the total number of students who took part in the learning process having obtained a score of ≥75. Main Findings: The main finding of this research is improvementCivics learning outcomes for fifth grade students at Prawirotaman State Elementary School, Yogyakarta after using the scramble learning model in cycle I and cycle II.Based on test results in implementing learning with modelsscramble learning , students who achieved a score of ≥75 were 70.59% in cycle I and increased to 88.24% in cycle II. The increase in learning outcomes occurred after improvements in actions in cycle II, namely the teacher divided the groups more clearly, the number of group members was reduced, andgiving rewards to calm students. The action is dismissed on the cyclebecause it has achieved the success criteria. Novelty/Originality of this study: The Scramble learning model is designed to improve understanding of concepts. Research can evaluate the extent to which Civics learning outcomes have improved, especially in understanding the concept of citizenship.
Pandemi Covid-19 yang melanda dunia, termasuk Indonesia yang sudah berlangsung sekitar 6 bulan membuat sektor pendidikan melakukan pembelajaran secara daring. Hal ini menimbulkan permasalahan seperti kurang siapnya guru/dosen dalam menghadapi sistem pembelajaran daring serta guru/dosen yang memberikan banyak materi dan tugas kepada peserta didik/mahasiswa. Permasalahan tersebut juga menantang guru/dosen sejarah untuk membuat pembelajaran sejarah secara daring menjadi menarik. Tujuan dari penelitian ini adalah untuk menguraikan tantangan dan peluang yang dihadapi pembelajaran sejarah dalam menghadapi pandemi Covid-19. Penelitian ini menggunakan metode kualitatif dengan teknik pengumpulan datanya menggunakan instrumen studi dokumen atau dokumentasi. Hasilnya ditemukan bahwa terdapat peluang dalam melaksanakan pembelajaran sejarah secara daring, yakni guru/dosen dapat menggunakan Whatsapp, Facebook, Instagram, Google Classroom, Zoom, Google Meet, Youtube, Discord, dan tur virtual cagar budaya untuk menunjang pembelajaran daring. Selain itu, guru/dosen harus memasukkan pembelajaran sejarah yang juga berfokus kepada ranah afektif, sehingga tertanam nilai-nilai karakter yang dapat diinternalisasikan ke dalam kehidupan sehari-hari peserta didik/mahasiswa. Dengan demikian, diharapkan dengan adanya peluang-peluang yang diuraikan di atas dapat membuat pembelajaran sejarah lebih menarik lagi untuk dipelajari bagi peserta didik/mahasiswa.
The objective of this research was to find out the significant effect of the scramble method on students’ achievement in learning vocabulary. The experimental design was used as the research design. The population of this research was taken from the eighth-grade students of SMP Al Washliyah 8 Medan. There were 7 parallel classes with a total number of 231 students. Each class consisted of 33 students. The sample was taken by applying cluster random sampling with the lottery technique. Class VIII1 consisting of 33 students was selected as the experimental group and class VIII3 consisting of 33 students was selected as a control group. The total sample was 66 students. The experimental group was taught by applying the scrambling method, while the control group was taught by applying the conventional method. Multiple-choice tests containing vocabularies were used as the instrument for collecting the data. The mean score of the experimental and control groups were then compared and calculated. The value of both groups then was tested using the t-test formula. It was obtained that that tobserved value was higher than ttable value (7.25 1.66) at a level of significance =0.05 with a degree of freedom df=58. Based on the determined hypothesis, it meant that Ha was accepted and Ho was successfully rejected. Thus, it was concluded that there was a significant effect of the scramble method on students’ achievement in learning vocabulary.
The national curriculum of Indonesia has changed several times, more than ten times precisely. Those alterations logically result from science learning political issues, government systems, social culture, economics, and science technology in the community. This study aims to develop integrated science in the science classroom. Qualitative research and document analysis are used in this study. The result of this qualitative research is a deeper analysis of the history of science, science textbook development, and an integrated curriculum for science learning. The history of science depicts that the curriculum change impacted how science integrates with other knowledge in the curriculum. In the last curriculum, junior high school taught integrative science, which differed from integrated science. There are two primary methods used by the Indonesian government to provide textbooks to aid in the implementation of the curriculum: the government development and a non-government publishing company developing textbooks with national standards. The last finding is the integrated curriculum for science learning. There is a relationship between the philosophy of science, integrated science, and science education. This research contributes to science, especially science education, with a term of integrated science model called Biology-Physics-Chemistry and other disciplines-Philosophy (BPCO_P)
This study aims to develop local content reading books for the history of Wajo in an effort to add insight for educators and students from aspects of local history in Wajo Regency. The development of reading books follows 3 (three) stages from 4 (four) stages of development in the Four D development model. The research subjects consisted of validators as media experts and material experts, two history teachers as practitioners, and 60 students as a test subject. Data collection techniques used questionnaires and interviews, which were analyzed qualitatively and quantitatively. The results of the study showed that: students needed interesting history learning and motivated students to learn more about history so there was a need for reading books that support learning the history of local content in the Wajo Region. Local history was seen as more interesting because it was more contextual than national history. The development of teaching material for the history of Wajo was realized into a digital book (e-book) through the stages of validation and testing to determine the level of practicality. The validity of reading books was carried out by validation by teaching material experts, media experts and Wajo historians. The practicality of this reading book reaches 75.22% in the good category so that it is suitable for use and does not need revision.
This paper is one of the strategies in history learning to achieve the objectives of history learning which is oriented towards the formation of national character and awareness. Through history learning, identification of the values contained in the struggle of Sultan Syarif Kasim II was carried out during his leadership. History learning by identifying values using a scientific approach based on a digital platform. Learning history in this strategy finds many values contained in the events of the struggle. Before identifying the values, custamized to the nine values of character education first. Such as 1) love of god and truth; 2) responsible, disciplined and independent; 3) trusted; 4) respect and courtesy; 5) affection, care, and cooperation; 6) confident, creative and never give up; 7) fair and leadership spirit; 8) kind and humble; and 9) tolerant and peace-loving. Referring to those values, it is found in various events of the struggle of Sultan Syarif Kasim II as follows, Sultan always obeys religious lesson, Sultan always helps others, Sultan opposes the Dutch policy of making his people as Rodi workers, Sultan establishes education for women as well, Sultan always keeps peace rather than conflict by moving to the land of Aceh, Sultan leads wisely and wisely, Sultan always respects the court's decisions, and the Sultan sacrifices to surrender his wealth to the Republic of Indonesia for the progress of the nation and state. Based on the findings of those values of character education, the value of the struggle of Sultan Syarif Kasim II can be used as an example for students in the future.
This research is important to do because (1) there is a lack of an accurate non-cognitive skill assessment tool to assess non-cognitive skills in online learning; (2) it is difficult for teachers to measure students' cognitive skills during online learning due to the limited assessment tools available; and (3) only a few instruments have been developed to measure non-cognitive skills in social science learning, particularly history learning. Based on this gap, it's critical to examine the creation of non-cognitive skills evaluation instruments, particularly for use in online history classes. We collect data through surveys and questionnaires, answering questions. The study's subjects were Jambi City Senior High School teachers, a group of 15 from five different schools. Proportional Random Sampling Strategy is the sampling technique used in this study. An observation sheet and a questionnaire sheet were utilized as research instruments in this study. The questionnaire sheet consists of a questionnaire sheet to collect data on non-cognitive skills. The results of the study were examined using descriptive statistical methods. Non-cognitive skills are critical to acquire in online learning, according to the findings of the study. According to the research, 81.67% of teachers strongly believe that non-cognitive skills have an impact on student success. Non-cognitive qualities including discipline, independence, time management, teamwork, motivation, and technological skills are identified by 84.44 % of teachers as having a significant impact on the success of online learning. According to the teacher, 93.3% strongly agreed to create an assessment instrument to test this skill. The importance of non-cognitive instrument development is evident from the preceding discussion.
p> The flipped classroom is very helpful for students to understand learning material, but it is still very minimally used, especially in history learning. This study analyzed the effect of the flipped classroom model in history learning to improve students' critical thinking. This study employed a quasi-experimental non-equivalent control group design, by dividing into two class groups, namely experimental and control. The sample was 121 students who were selected through cluster random sampling technique. The data collection was through observation, interviews, and instruments in the form of critical thinking tests. Data analysis used an independent sample t-test and N-gain score test to analyze the effect of a flipped classroom in history learning to improve critical thinking. The results showed that the flipped classroom in history learning had a significant effect on improving students' critical thinking skills as evidenced by the independent sample t-test test with a significance value of 0.000<0.05, and the N-gain score test which was included in the moderate criteria. So, the flipped classroom model in history learning is very suitable to be used and implemented. Hence, learning objectives are achieved so that history learning can run well and optimally. </p
This study aims to determine whether there is an increase in Learning Outcomes of Indonesian History Telling Materials through the application of Word Square and Scramble learning methods to 6th Grade students of SDN Medokan Ayu II/615 Surabaya, and to find out how much increase in Learning Outcomes of Indonesian History Telling Materials through the application of learning methods. Word Square and Scramble for Class 6 students at SDN Medokan Ayu II/615 Surabaya. Action research was carried out in two learning cycles by applying the Word Square and Scramble learning methods in Indonesian Language Subjects as the object of research. In the study, it was found that the authentic value and learning outcomes of students' storytelling history of Indonesia increased. This can be seen from the increase in students' learning outcomes of Telling Indonesian History from before this learning method was applied which only had an average of 53.8 to 71.3 in the first cycle and 77.7 in the second cycle. In addition, it was also found an increase in the percentage of classical completeness from cycle to cycle. Classical completeness in the first cycle was 59% with a moderately increasing category in the second cycle of 82% with a very good category. Based on the explanation of the results of the research and discussion, it can be concluded that there is an increase in Learning Outcomes of Indonesian History Telling Materials through the application of the Word Square and Scramble learning methods to the 6th grade students of SDN Medokan Ayu II/615 Surabaya.
This study aims to identify teachers' challenges in teaching Indonesian History at SMK using the Teaching Factory learning model. This study uses qualitative methods by taking research at SMKN 28 South Jakarta. The analysis used is the grounded theory approach of Strauss and Corbin. The results illustrate three interrelated things: the Teaching Factory concept, the implementation and challenges faced by Indonesian History subject teachers, and the teacher's efforts to face these challenges. Based on the research results, it shows that the challenge faced by the teacher is the compaction of Indonesian History material in SMK. The teacher must accommodate students who cannot participate in learning activities in class and the absence of teaching materials based on the Teaching Factory. Efforts to answer these challenges based on the research results in the field can be overcome by; adjusting Indonesian History material in vocational schools, providing teaching materials that are easy to understand for students to learn independently, and making learning innovations in the skills process (KI-4).
span>The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.</span
The history learning module integrated character values is an innovation in history learning in schools to support educational progress. This module serves as teaching material for the process of character formation of students obtained through independent learning to achieve the desired competency goals. This research uses the development (RD) of the 4D model (define, design, development and dissemination). The results showed that the module was declared feasible based on the results of the validation of the experts, so the modules that had been developed were feasible, effective and practical to be used as teaching materials and learning resources by students in the history learning process. This module has the advantage that there are character values (love of the motherland, curiosity, religious and tolerance) in the material presented for the formation of students' character.
Learning outcomes have an important role in the learning process. This is because learning outcomes can be used as a benchmark to find out how far the students have changed after receiving their learning experiences, observed and measured in the form of knowledge, attitudes and skills. Learning outcomes are often used as a measure to determine how far a person has mastered the material that has been taught. So, learning outcomes are abilities that students achieve after going through the learning process to determine mastery of the material that has been taught. The problem in this study is that most students still consider history lessons to be limited to memorizing so that they are less interested in history lessons. This can be a measure of the level of understanding of students towards certain materials that have been given. The purpose of this study was to determine how much influence the teaching skills of teachers have on student learning outcomes. The research method used in this research is ex post facto, which means after the fact, by taking survey data. The population and sample in this study were students at SMA Perguruan Rakyat 2 East Jakarta.
Pencapaian tujuan pembelajaran tidak lepas dari peran pendidik dalam menjembatangi kepentingan dan memfasilitasi kebutuhan peserta didik dalam belajar. Salah satu upaya yang dapat diterapkan pendidik dalam proses pembelajaran adalah memiliki pengetahuan dan keterampilan dalam memanfaatkan dan mengembangkan media pembelajaran yang sesuai dengan kebutuhan peserta didik. Penggunaan media pembelajaran yang cocok dapat meningkatkan minat peserta didik dalam belajar. Penelitian ini bertujuan untuk: (a) menghasilkan media pembelajaran berbasis infografis, (b) mengetahui kelayakan media pembelajaran berbasis infografis, (c) mengetahui pengaruh media pembelajaran berbasis infografis terhadap peningkatan minat belajar. Jenis penelitian ini merupakan penelitian dan pengembangan (R&D) dengan model ADDIE. Tahapan pengembangan meliputi: Analysis, Design, Development, Implementasi and Evaluation. Pada uji ahli dilakukan 2 ahli, yaitu ahli media dan ahli materi untuk mengetahui kelayakan produk. Hasil penelitian menunjukkan bahwa (1) media pembelajaran infografis yang di hasilkan memiliki karakteristik memberikan umpan balik dengan penguatan secara otomatis, menyesuaikan dengan kecepatan, kesempatan, dan kebutuhan peserta didik, mempunyai daya tarik visual, memberi pengalaman belajar yang berbeda-beda, konsisten, efektif, dan efisien. (2) media yang di hasilkan memenuhi kriteria layak digunakan. (3) media infografis layak dan dapat meningkatkan minat belajar.
The purpose of this study was to produce a feasible module. Islamic values-based learning module is an innovation to support educational progress. This module could be utilized as teaching materials to shape the student's religious character through independent learning to achieve the desired competency goals. The research method used was the RD (Research and Development) with the ADDIE procedure as the development model. The data were collected through observation, interviews, and questionnaires. The results showed that the developed module was feasible based on the feasibility assessment by material experts, media experts, teachers, and students. Overall, it met the feasibility criteria with an average score of 4.75 from the material experts, 4.55 from the media experts, 4.28 from the teachers, 4.45 from the limited rial, and 4.61 from the field trial. The module was declared feasible, effective, and practical to be used as teaching materials and learning resources by students in the history learning process. The benefit is that the material in the module is integrated with Islamic values to improve and shape the students’ religious character.
The purpose of this study was to investigate the relationship of understanding Indonesian history, interest in learning history and national insight with the nationalism attitude among State Senior High School students in Ngaglik subdistrict, Yogyakarta. The data collection used tests and questionnaires distributed to 126 students who were the respondents, the data were analyzed quantitavely using SPSS version 21. The validity test of the instrument employed biserial point correlation and reliability test using the Kuder–Richardson Formula 20 (KR 20) formula. Analysis prerequisite tests include normality test, linearity test, and multicollinearity test. The hypotheses were tested using Pearson’s product moment correlation and multiple correlation The results of the data analysis shows: (a) there is a positive and significant relationship between understanding Indonesian history with nationalism attitude; (b) there is a positive and significant relationship between interest in learning history and nationalism attitude; (c) there is a positive and significant relationship between national insight and nationalism; and (d) there is a simultaneously positive and significant relationship between understanding of Indonesian history, interest in learning history, and national insight with nationalism attitude.
p> This study aimed to determine the application of powerpoint-based scramble learning models in improving student learning outcomes in the field of study of the History of Islamic Culture Class VII One in Madrasah Tsanawiyah PP. Nurul Islam Kampung Baru. This research is a classroom action research, namely research that is practical, situational and contextual based on the problems that arise in learning activities in the field of study of the History of Islamic Culture in Madrasah Tsanawiyah PP. Nurul Islam Kampung Baru. Based on the research conducted, it can be concluded that the implementation of learning the History of Islamic Culture by applying the powerpoint-based scramble learning model is carried out by steps namely: pre-learning, initial activities, core activities, and concluding. After applying the powerpoint-based scramble learning model in class VII One in Madrasah Tsanawiyah PP. Nurul Islam Kampung Baru shows there is an increase in student learning outcomes. This can be seen from, before the action of the class average reached 71.30 and only 9 students or 39.13% who achieved mastery learning, but in the first cycle, using the power point scramble learning model increased with an average the class reached 76.39 and there were 15 students or 65.22% who achieved mastery learning, and the increase continued in the second cycle with the class average reaching 85.74 and 22 students or 95.65% who achieved mastery learning.
Keywords: Implementation, Scramble Model, Powerpoint, Learning Outcomes</em
This study aims to improve the motivation and learning outcomes of science students of class IIIb SDN 24 Temmalebba by applying a model of scramble learning on the material classification of plants based on the seeds. This research is PTK, designed through three cycles. Subjects were 39 students. Data collection techniques are observation, documentation, interviews, and tests. The research data obtained were analyzed using descriptive statistical formula to express descriptively the research result. Furthermore, to explain the results of descriptive quantitative research, used reduction analysis techniques, presentation, and conclusions. From the results of the study found that in the pre cycle, the percentage of student motivation 47.86% with the average value of students is 60, classical completeness 51.28%. After applying the scramble model, the first cycle of student motivation percentage is 62,67%, student average 70,1, 62,58% classical mastery. Furthermore, cycle II percentage of student motivation 68,10% with average value of student is 85,38, classical mastery 82,35%. Then, in the third cycle, the percentage of students' motivation reaches 78.43%, the average score of students is 88.94, 100% classical mastery. Thus, the motivation and learning outcomes of science in class III SDN Temmalebba by applying the scramble model performed on the I-III cycle showed an increase.
This article focuses on strengthening students' historical awareness in learning history in high school through the inquiry method. The purpose of this study was to identify the strengthening of students' historical awareness through the inquiry method. Data is obtained through documents of books, journals, theses, proceedings, and websites that relate to the object of research and then analyzed with text analysis techniques. The results showed the inquiry method was very helpful to make history teaching more interesting, showed students that the facts existed and also gave students the opportunity to actively participate in history lessons and students were encouraged to act actively looking for answers to the problems they faced and draw conclusions itself through a process of scientific thinking that is critical, systematic and logical so that historical awareness that had previously grown stronger.
Models of primate sociality focus on the costs and benefits of group living and how factors such as rank, feeding competition, alliance formation, and cooperative behavior shape within‐group social relationships. We conducted a series of controlled field experiments designed to investigate how resource distribution (one or three of four reward platforms) and amount of food on a reward platform affected foraging strategies and individual feeding success in four groups of wild common marmosets (Callithrix jacchus) living in the Caatinga of northeastern Brazil. At our field site, common marmoset groups are characterized by a single breeding female who can produce twin litters twice per year, strong social cohesion, and cooperative infant care provided principally by several adult male helpers. We found that except for the dominant breeding female, rank (based on aggression) was not a strong predictor of feeding success. Although the breeding female in each group occupied the highest rank position and obtained the greatest daily feeding success, all other group members, including adults and juveniles experienced relatively equal feeding success across most experimental conditions. This was accomplished using a balance of behavioral strategies related to contest competition, scramble competition (associated with a finder's advantage), and social tolerance (sharing the same feeding platform). Based on these results, the social structure of common marmosets is best described as “single female dominance,” with the breeding female maximizing food intake needed to offset the energetic costs associated with reproductive twinning and the ability to produce two litters per year. Cooperative infant caregiving, in which the number of helpers is positively correlated with offspring survivorship, requires a set of behavioral strategies that serve to reduce contest competition and promote prosocial behaviors at feeding sites.
Penelitian ini menemukan model evaluasi pembelajaran sejarah yang dapat memberikan informasi yang tepat dan akurat bagi pimpinan sekolah dan guru serta bermanfaat secara optimal bagi pelaksanaan program pem-belajaran sejarah di SMA. Model pengembangan yang digunakan pada pe-nelitian dan pengembangan ini memakai model Borg and Gall dengan me-modifikasi 10 tahapan penelitian menjadi 4 tahap penelitian. Uji coba dalam penelitian dan pengembangan dilakukan tiga tahap yakni uji coba pendahuluan melibatkan 20 orang pakar dan praktisi pendidikan, uji coba utama diterapkan pada 241 subjek coba di SMA Negeri I Prambanan Kla-ten, dan uji coba operasional diterapkan pada 377 subjek coba di SMA Negeri I Yogyakarta, SMA Negeri 5 Yogyakarta, SMA Islam I Gamping Sleman, dan SMA Muhammadiyah Wates dengan melibatkan kepala seko-lah, guru, dan siswa. Penelitian menyimpulkan bahwa model evaluasi pem-belajaran sejarah (EPS), memiliki dua komponen evaluasi program, yakni komponen kualitas pembelajaran dan hasil pembelajaran sejarah. Kualitas pembelajaran sejarah terdiri dari tujuh komponen, yakni: kinerja guru seja-rah, materi pelajaran, metode pembelajaran, sarana pembelajaran, suasana pembelajaran, sikap siswa, dan motivasi belajar sejarah, sedangkan hasil pembelajaran sejarah terdiri dari tiga komponen yakni: kecakapan akade-mik, kesadaran sejarah, dan sikap nasionalisme. Model EPS memiliki bebe-rapa karakteristik yang membedakan dengan evaluasi model lain, yakni: (a) model digunakan untuk mengevaluasi program pelaksanaan pembelajaran sejarah di SMA, (b) tidak tergantung pada pendekatan pembelajaran terten-tu, (c) komprehensif, (d) dapat digunakan sebagai evaluasi diagnostik, (e) bersifat terbuka untuk dikembangkan lebih lanjut.Kata Kunci: pengembangan model, evaluasi program, pembelajaran sejarah, SMA______________________________________________________________DEVELOPING MODEL OF HISTORY LEARNING EVALUATION PROGRAM IN SMAThis study discovers a model for the history learning evaluation (HLE) that can give accurate information to the principal and teacher and is optimally useful for the implementation of history learning programs in SHSs. This research used model developed by Borg and Gall with modify-cation from 10 steps to 4 steps. The tryouts in this research and develop-ment study were conducted in three stages, i.e. the preliminary tryout involving 20 education experts and practitioners, the main tryout involving 241 subjects in SMA Negeri I Prambanan Klaten, and the operational try-out involving 377 subjects in SMA Negeri I Yogyakarta, SMA Negeri 5 Yogyakarta, SMA Islam I Gamping Sleman, and SMA Muhammadiyah Wates, and involving the principals, teachers, and students. The study con-cludeed that the HLE model has two components of program evaluation: the history learning quality and learning result. The history learning quality consists of seven components, i.e. history teachers’ performance, history learning materials, teaching methods, history learning sources, learning atmosphere, student attitudes, and history learning motivation. The history learning results consist of three components: academic capability, history awareness, and nationalism attitude. The HLE model has some characteris-tics which are different from other evaluation models in that: (a) it is used to evaluate learning history program implementation in senior high schools, (b) it does not depend on a certain learning method, (c) it is com-prehensive, (d) it can be used as a diagnostic evaluation, and (e) it is open for further development.Keywords: the development model, program evaluation, learning history, high school
This study aimed to find out the relationship between the understanding of Indonesian national history, the history learning interest, the relationship between the history awareness and the nationalism attitude. Tests of analysis assumptions consisted of tests of normality, linearity, and multicollinearity. The hypotheses were tested using Pearson’s product moment correlation and multiple correlation with relative and effective contributions. The results of the study show that: (1) there is a significant positive relationship between the understanding of Indonesian national history and the nationalism attitude, (2) there is a significant positive relationship between the history learning interest and the nationalism attitude, (3) there is a significant positive relationship between the history awareness and the nationalism attitude, (4) there is a significant positive relationship between the understanding of Indonesian national history, history learning interest, and history awareness as an aggregate and the nationalism attitude.
Keyword: understanding of Indonesian national history, history learning interest, history awareness, nationalism attitude
ABSTRAKSaat ini sistem pembelajaran sejarah sangat tidak menarik dan cenderung membosankan, salah satu solusinya adalah dengan mengemas proses belajar sejarah ke dalam bentuk game. Hasil dari penelitian ini adalah sebuah game edukasi berbasi game petualangan yang kemudian diuji oleh pihak guru dan siswa di kelas VIII MTS Al-Anwar Wonorejo Kabupaten Pasuruan. Hasil penilaian terhadap game dolanan sejarah memberikan hasil yang baik (skala maksimum 4) dari aspek ketertarikan dengan skor 3,19; aspek kemanfaatan dengan skor 3,46; aspek kesesuaian kurikulum memiliki skor sebesar 3,46; dan aspek kemudahan dengan skor 3,18.Kata kunci: Game adventure, game edukasi, sejarah kemerdekaan bangsa Indonesia. ABSTRACT Currently, the process of learning history is less attractive, the problem is that students are less interested and bored. One solution is to package these lessons in the form of a game. The result of the research is an educational game, which then tested by the teachers and students in class VIII MTS AL-ANWAR. The results for the assessment of the game "dolanan" history gave positive results. With a maximum scale of 4 on each aspect, we receive the following results: the aspect of interest scored 3.19, the aspect of expediency scored 3.46, curriculum suitability aspect scored 3.46, and the aspects of ease scored 3.18.Keywords: Adventure game, education game, history of Indonesian independence.
Dalam proses pembelajaran guru sangat memerlukan metode sebagai sarana, teknik untuk penyampaian materi dan mencapai tujuan pembelajaran itu sendiri. Metode scramble salah satu metode pembelajaran yang menarik untuk diterapkan dalam proses pembelajaran khususnya pendidikan agama Kristen karena membantu konsentrasi dan kecepatan berpikir siswa dalam belajar.Tujuan dari penelitian ini dengan penerapan metode scramble peneliti ingin meningkatkan hasil belajar siswa pada mata pelajaran pendidikan agama kristen di SD Tunas Cemerlang, Jakarta Timur dengan jumlah 10 siswa Kristen diantaranya ada 4 siswa perempuan dan 6 siswa laki-laki. Pada penelitian ini peneliti menggunakan metode penelitian Tindakan Kelas (PTK) atau classroom action research, data hasil penelitian diperoleh berdasarkan hasil observasi nilai akhir semester siswa yang dilakukan dengan dua kali siklus dalam satu tahun pembelajaran atau satu siklus persemester.Dalam setiap siklus pada penelitian ini dilakukan dengan 4 langkah yaitu perencanaan, pelaksanaan, observasi atau pengamatan dan refleksi atau evaluasi. Penerapan metode scramble untuk peningkatan hasil belajar siswa dalam pembelajaran pendidikan agama Kristen diperoleh data hasil siklus I 50% siswa mampu berhasil mencapai hasil belajar yang sesuai dengan kriteria ketuntasan minimum dan data pada siklus II terlihat peningkatan dengan hasil 80% siswa berhasil mencapai hasil belajar di atas kriteria ketuntasan minimum di mata pelajaran pendidikan agama Kristen. Penerapan metode scramble dapat di terapkan dalam pembelajaran pendidikan agama Kristen untuk mencapai tujuan penelitian ini dalam meningkatkan hasil belajar, selain itu juga membantu meningkatkan aktivitas guru dan aktivitas siswa. Metode scramble juga membantu proses pembelajaran pendidikan agama Kristen menjadi tidak membosankan.
The problem of this study is “Is there any significant difference on writing achievement between the eighth grade students of SMP N 26 Palembang who are taught by using scramble sentence method and those who are not?”. This research applied quantitative method namely quasi experimental design and used simple random sampling. The writer used writing rubric to collect data and analyzed the result of test by using paired sample t-test and independent simple t-test. Total number of population was 303 students which is VIII.3 as control group and VIII.I, as experimental group. Based on the result of this study, the mean score in post test score were 73.44 for control group and 76.09 for experimental group. The result of the independent sample t-test shows the value of sig. (2-tailed) was 0.01 < 0.05 at the level of significant 0.05. While, the value of t-obtained was 2.415 higher than the critical value of t-table was 1.665 with degree of freedom 62, can be concluded that the null hypothesis was rejected and the alternative hypothesis was accepted.
Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus, Penelitian ini bertujuan untuk meningkatkan prestasi belajar siswa pada mata pelajaran IPS melalui penerapan teknik pembelajaran scramble, Teknik pembelajaran scramble yaitu teknik pembelajaran yang mengajak siswa mencari jawaban terhadap suatu pertanyaan atau pasangan dari suatu konsep secara kreatif dengan cara menyusun huruf-huruf yang disusun secara acak sehingga membentuk suatu jawaban atau pasangan konsep. Penelitian ini dilakukan di kelas VI MIS- Ataqwa yang berjumlah 21 orang. alat pengumpul data yang digunakan adalah lembar tes dan lembar observasi sedangkan teknik pengumpulan datanya yaitu teknik tes dan teknik observasi, Hasil penelitian menunjukkan bahwa terjadi peningkatan skor aktivitas siswa dalam pembelajaran dengan skor rata-rata aktivitas siswa siklus I adalah 8,5 dengan kategori “cukup aktif” dan pada siklus II meningkat menjadi 13 dengan kategori “aktif”. Skor rata-rata aktivitas guru siklus I yaitu 10,5 dengan kategori “baik” dan pada siklus II meningkaat menjadi yaitu 15 dengan kategori “sangar baik”. Ketuntasan belajar pada siklus I sebesar 62% dan pada siklus II meningkat menjadi 90%. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan teknik pembelajaran scramble dapat meningkatkan prestasi belajar siswa pada mata pelajaran IPS kelas VI di MIS At-Taqwa Tahun pembelajaran 2020/2021.
Tujuan dari penelitian ini adalah untuk mengetahui pengaruh metode scramble terhadap kemampuan membaca pemahaman ditinjau dari minat baca siswa sekolah dasar. Penelitian dilakukan di SD Negeri 1 Kawali dengan sampel siswa kelas IVA 30 orang sebagai kelas eksperimen dan kelas IV B dengan sampel siswa 30 orang sebagai kelas kontrol yang dilaksanakan pada tahun ajaran 2017/2018. Penelitian menggunakan treatment by level 2 x 2. Teknik analisis data adalah analisis varians dua jalur (ANAVA). Hasil penelitian menunjukan bahwa (1) terdapat perbedaan kemampuan membaca pemahaman siswa yang melalui metode scramble dengan siswa yang menggunakan metode ekspositori; (2) terdapat interaksi antara metode pembelajaran dan minat baca terhadap kemampuan membaca pemahaman siswa sekolah dasar; (3) Siswa yang memiliki metakognisi belajar tinggi, kemampuan pemecahan masalah matematika antara kelompok siswa yang diajar metode scramble lebih tinggi dari pada kelompok siswa yang diajar menggunakan metode ekspositori; (4) Siswa yang memiliki minat baca rendah, kemampuan membaca pemahaman antara kelompok siswa yang diajar menggunakan metodel scramble lebih rendah dari pada kelompok siswa yang diajar menggunakan metode ekspositori.
This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.
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