Effectiveness Of Active Learning Method Quiz Team Type On Student Learning Outcomes In Subject Ohm Law In SMA Negeri 1 Pundong

Authors

  • Abu Yazid Raisal Universitas Ahmad Dahlan
  • Nanang Suwondo Universitas Ahmad Dahlan

DOI:

https://doi.org/10.12928/irip.v1i2.716

Keywords:

Active learning, team quizzes, learning outcomes

Abstract

This study aims to measure the increase in student learning outcomes from cognitive aspects and student activity between active quiz type learning methods and conventional methods. The sampling technique is non-random sampling. Data was collected using the pre-test and post-test for cognitive aspects while the affective aspects used the observation. Analysis of the data used the normality test, homogeneity test, and hypothesis testing. The hypothesis test used is a two-party t test. The results show that tcount= 7.273 > ttable= 2.01 at a significant level of 5%. It means that there are significant differences for cognitive aspects between learning outcomes using the team quiz type and conventional methods of active learning methods. Overall the team quiz method is more effective for improving student learning outcomes from cognitive aspects, and student activities.

References

Usmeldi, Efektivitas Pembelajaran Aktif Dengan Teknik Kuis Tim Pada Mata Pelajaran Fisika di SMKN 1 Bukittinggi, Prosiding Seminar Nasional Fisika, 2012, pp.131-136.

Maisaroh and Rostrieningsih, Peningkatan Hasil Belajar Siswa dengan Menggunakan Metode Pembelajaran Active Learning Tipe Quiz Team pada Mata Pelajaran Keterampilan Dasar Komunikasi di SMK Negeri 1 Bogor, Jurnal Ekonomi & Pendidikan, 2010,pp. 157-172.

Suyono, and Hariyanto, Belajar dan Pembelajaran. Bandung: PT. Remaja Rosdakarya, 2011.

H. Zaini, B. Munthe, and S. A Aryani, Strategi Pembelajaran Aktif, Yogyakarta: Institut Agama Islam Negeri Yogyakarta. 2007.

O. Hamalik, Proses Belajar Mengajar, Jakarta, Bumi Aksara, 2012.

M. L. Silberman, Active Learning: 101 Cara Belajar Siswa Aktif, Bandung: Nusamedia, 2009.

Purwanto, Evaluasi Hasil Belajar, Yogyakarta, Pustaka Pelajar, 2013.

Sukardi, Metodologi Penelitian Pendidikan, Jakarta, Bumi Aksara, 2003.

Downloads

Published

2018-05-30

Issue

Vol. 1 No. 2 (2018)

Section

Articles

License

Authors who publish in IRiP agree to the following terms: Authors retain copyright and grant the IRiP right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgment of the work's authorship and initial publication in IRiP. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in IRiP. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).