Pengaruh Strategi Pembelajaran dan Self Regulated Learning Terhadap Hasil Belajar
| Main Authors: | Reni, Yevina Maha, Kuswandi, Dedi, Sihkabuden, Sihkabuden |
|---|---|
| Format: | Article info application/pdf |
| Bahasa: | eng |
| Terbitan: |
Universitas Negeri Malang
, 2018
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| Subjects: | |
| Online Access: |
http://journal2.um.ac.id/index.php/jinotep/article/view/2392 http://journal2.um.ac.id/index.php/jinotep/article/view/2392/1443 |
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article-2392 |
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| fullrecord |
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<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><title lang="en-US">Pengaruh Strategi Pembelajaran dan Self Regulated Learning Terhadap Hasil Belajar</title><creator>Reni, Yevina Maha</creator><creator>Kuswandi, Dedi</creator><creator>Sihkabuden, Sihkabuden</creator><subject lang="en-US">Pengaruh Strategi Pembelajaran; Self Regulated Learning; Hasil Belajar; Learning Outcomes.</subject><description lang="en-US">Abstrak: Strategi pembelajaran mencakup penggunakan pendekatan, metode dan teknik, bentuk media, sumber belajar, pengelompokan peserta didik, untuk mewujudkan interaksi edukasi antara pendidik dan peserta didik. Tujuan dari penelitian ini adalah untuk : (1) pembuktian ada tidaknya perbedaan hasil belajar antara strategi menulis terbimbing (SMT) yang dianggap unggul, dibandingkan dengan strategi pembelajaran langsung (SPL); (2) dijadikan landasan berfikir dalam pengembangan penelitian, khususnya dalam menggunakan strategi pembelajaran menulis teks laporan hasil observasi; (3) menjadi bahan pertimbangan dalam menggunakan strategi pembelajaran yang tepat dalam pembelajaran menulis teks laporan hasil observasi. Penelitian ini menerapkan rancangan penelitian eksperimen “the pretest-posttest control group design” (Emzir,2008:98). Hasil penelitian menunjukkan bahwa : (1) ada perbedaan hasil belajar menulis teks laporan hasil observasi yang diajar dengan menggunakan strategi menulis terbimbing (SMT) dengan pebelajar yang diajar dengan strategi pembelajaran langsung (SPL); (2) tidak ada perbedaan hasil belajar menulis teks laporan hasil observasi yang ditunjukkan kelompok subjek yang memiliki self regulated learning (SRL) tinggi dengan kelompok subjek yang memiliki self regulated learning (SRL) rendah; (3) ada interaksi antara penggunaan strategi menulis terbimbing (SMT) dan strategi pembelajaran langsung (SPL) dengan self regulated learning (SRL) pebelajar terhadap hasil belajar menulis teks laporan hasil observasi.Abstract: Learning strategies include the use of approaches, methods, and techniques, forms of media, learning resources, a grouping of students, to create educational interactions between educators and students. The purpose of this study is to: (1) prove the existence of differences in learning outcomes between guided writing strategies (SMT) which are considered superior, compared to direct learning strategies (SPL); (2) used as a basis for thinking in the development of research, especially in using learning strategies to write the text of the observation report; (3) to be taken into consideration in using the right learning strategy in learning to write the text of the observation report. This study applies an experimental research design "the pretest-posttest control group design" (Emzir, 2008: 98). The results of the study showed that: (1) there were differences in learning outcomes in writing the observation report text that was taught using guided writing strategies (SMT) with students taught with direct learning strategies (SPL); (2) there is no difference in learning outcomes in writing observation report text that is shown by a group of subjects who have high self regulated learning (SRL) with a low group of subjects who have self regulated learning (SRL); (3) there is an interaction between the use of guided writing strategies (SMT) and direct learning strategies (SPL) with self regulated learning (SRL) students on learning outcomes writing text reports on observations.</description><publisher lang="en-US">Universitas Negeri Malang</publisher><contributor lang="en-US"/><date>2018-01-05</date><type>Journal:Article</type><type>Other:info:eu-repo/semantics/publishedVersion</type><type>Other:</type><type>File:application/pdf</type><identifier>http://journal2.um.ac.id/index.php/jinotep/article/view/2392</identifier><identifier>10.17977/um031v4i12017p047</identifier><source lang="en-US">Jurnal Inovasi dan Teknologi Pembelajaran (JINOTEP) : Kajian dan Riset Dalam Teknologi Pembelajaran; Vol 4, No 1 (2017); 47-55</source><source>2654-7953</source><source>2406-8780</source><language>eng</language><relation>http://journal2.um.ac.id/index.php/jinotep/article/view/2392/1443</relation><rights lang="en-US">Copyright (c) 2017 Yevina Maha Reni, Dedi Kuswandi, sihkabuden</rights><rights lang="en-US">http://creativecommons.org/licenses/by-sa/4.0</rights><recordID>article-2392</recordID></dc>
|
| language |
eng |
| format |
Journal:Article Journal Other:info:eu-repo/semantics/publishedVersion Other Other: File:application/pdf File |
| author |
Reni, Yevina Maha Kuswandi, Dedi Sihkabuden, Sihkabuden |
| title |
Pengaruh Strategi Pembelajaran dan Self Regulated Learning Terhadap Hasil Belajar |
| publisher |
Universitas Negeri Malang |
| publishDate |
2018 |
| topic |
Pengaruh Strategi Pembelajaran Self Regulated Learning Hasil Belajar Learning Outcomes |
| url |
http://journal2.um.ac.id/index.php/jinotep/article/view/2392 http://journal2.um.ac.id/index.php/jinotep/article/view/2392/1443 |
| contents |
Abstrak: Strategi pembelajaran mencakup penggunakan pendekatan, metode dan teknik, bentuk media, sumber belajar, pengelompokan peserta didik, untuk mewujudkan interaksi edukasi antara pendidik dan peserta didik. Tujuan dari penelitian ini adalah untuk : (1) pembuktian ada tidaknya perbedaan hasil belajar antara strategi menulis terbimbing (SMT) yang dianggap unggul, dibandingkan dengan strategi pembelajaran langsung (SPL); (2) dijadikan landasan berfikir dalam pengembangan penelitian, khususnya dalam menggunakan strategi pembelajaran menulis teks laporan hasil observasi; (3) menjadi bahan pertimbangan dalam menggunakan strategi pembelajaran yang tepat dalam pembelajaran menulis teks laporan hasil observasi. Penelitian ini menerapkan rancangan penelitian eksperimen “the pretest-posttest control group design” (Emzir,2008:98). Hasil penelitian menunjukkan bahwa : (1) ada perbedaan hasil belajar menulis teks laporan hasil observasi yang diajar dengan menggunakan strategi menulis terbimbing (SMT) dengan pebelajar yang diajar dengan strategi pembelajaran langsung (SPL); (2) tidak ada perbedaan hasil belajar menulis teks laporan hasil observasi yang ditunjukkan kelompok subjek yang memiliki self regulated learning (SRL) tinggi dengan kelompok subjek yang memiliki self regulated learning (SRL) rendah; (3) ada interaksi antara penggunaan strategi menulis terbimbing (SMT) dan strategi pembelajaran langsung (SPL) dengan self regulated learning (SRL) pebelajar terhadap hasil belajar menulis teks laporan hasil observasi.Abstract: Learning strategies include the use of approaches, methods, and techniques, forms of media, learning resources, a grouping of students, to create educational interactions between educators and students. The purpose of this study is to: (1) prove the existence of differences in learning outcomes between guided writing strategies (SMT) which are considered superior, compared to direct learning strategies (SPL); (2) used as a basis for thinking in the development of research, especially in using learning strategies to write the text of the observation report; (3) to be taken into consideration in using the right learning strategy in learning to write the text of the observation report. This study applies an experimental research design "the pretest-posttest control group design" (Emzir, 2008: 98). The results of the study showed that: (1) there were differences in learning outcomes in writing the observation report text that was taught using guided writing strategies (SMT) with students taught with direct learning strategies (SPL); (2) there is no difference in learning outcomes in writing observation report text that is shown by a group of subjects who have high self regulated learning (SRL) with a low group of subjects who have self regulated learning (SRL); (3) there is an interaction between the use of guided writing strategies (SMT) and direct learning strategies (SPL) with self regulated learning (SRL) students on learning outcomes writing text reports on observations. |
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Universitas Negeri Malang |
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