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Journal articles on the topic 'Mastery Learning Technique'
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1
Bambang Purwanto, Muhammad, and Ferri Hidayad. "English Learning Strategies for Vocabulary Mastery." English Education:Journal of English Teaching and Research 7, no. 2 (2022): 178–89. http://dx.doi.org/10.29407/jetar.v7i2.18457.
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This study intends to identify the categories of English vocabulary learning procedures that high school students most frequently employed. The idea of language learning techniques from Rebecca L. Oxford was used to analyze the use of English vocabulary acquisition strategies. Both qualitative and quantitative methods were used in this study. For learners in vocational schools, the qualitative technique is utilized to describe vocabulary acquisition strategies. Data on the prevalence of various English vocabulary acquisition methodologies for high school pupils are presented using the quantitative method. The Class 11 of Hospitality Students academic year 2021 SMK Telenika Palembang served as the study's data sources, and the information was gathered from the answers to questionnaires that the students had completed. The analysis found that pupils frequently use memory to learn English vocabulary. Then, the social technique is the second most often used strategy among pupils. The third technique chosen by students is the cognitive one. The fourth strategy is Compensation, followed by the fifth strategy, Metacognitive. The affective approach is the one students employ most often when acquiring English vocabulary.
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Slavin, Robert E. "Mastery Learning Reconsidered." Review of Educational Research 57, no. 2 (1987): 175–213. http://dx.doi.org/10.3102/00346543057002175.
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Several recent reviews and meta-analyses have claimed extraordinarily positive effects of mastery learning on student achievement, and Bloom (1984a , 1984b) has hypothesized that mastery-based treatments will soon be able to produce “2-sigma” (i.e., 2 standard deviation) increases in achievement. This article examines the literature on achievement effects of practical applications of group-based mastery learning in elementary and secondary schools over periods of at least 4 weeks, using a review technique, “best-evidence synthesis,” which combines features of meta-analytic and traditional narrative reviews. The review found essentially no evidence to support the effectiveness of group-based mastery learning on standardized achievement measures. On experimenter-made measures, effects were generally positive but moderate in magnitude, with little evidence that effects maintained over time. These results are discussed in light of the coverage versus mastery dilemma posed by group-based mastery learning.
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Nindiya, Yunida. "THE CORRELATION BETWEEN LEARNING MOTIVATION AND SIMPLE PRESENT TENSE MASTERY AT THE ELEVENTH GRADERS OF SMAN 02 KOTABUMI IN ACADEMIC YEAR 2020/2021." Griya Cendikia 7, no. 2 (2022): 829–44. http://dx.doi.org/10.47637/griya-cendikia.v7i2.127.
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Mastery of the simple present tense is the basic in the grammar aspect that is important for every student to learn and master. However, there are some students who have not mastered the simple present tense yet. One of the reasons is that students do not have high learning motivation in mastering simple present tense. In this case, the total population in the study was 352 students. Researcher used a proportional random sampling technique to take samples from the study. Techniques in data collection are to use 40 items questionnaire of learning motivation and 30 items simple present tense mastery test. From the analysis, it is found that the relationship is 0.940 using a significant level of 5% (0.05). The results obtained using the r table using the product moment formula and also the level of confidence is 95%, with a sample size of 36 students, the results will be obtained 0.329, meaning that the robserved (0.940) > r table (0.329). So H0, was rejected and Ha was received. It meant that there is correlation between learning motivation and simple present tense mastery at the eleventh grades of SMAN 02 Kotabumi in Academic Year 2020/2021.
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Raudhotul Muthoharoh, Nada, Nurhaedah Gailea, and Syafrizal Syafrizal. "Integrating Blended Learning and Peer Feedback in Teaching Writing Recount Text and Vocabulary." Journal of English Language Teaching and Cultural Studies 5, no. 1 (2022): 34–41. http://dx.doi.org/10.48181/jelts.v5i1.14656.
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This research aims to investigate the integration of blended learning and peer feedback technique in teaching writing recount text and vocabulary mastery. The research applied quasi-experimental design. The population of this study was second grade of MTs Daarul Muqimien and 60 students as the samples. The data collection techniques used the test of writing skill and vocabulary mastery and the data of this research was analyze by using statistics Manova (Multivariate Analysis of Variants) with the helped of SPSS Statistics 22 Software. The result shows the significant value of students writing recount text by integrating blended learning and peer feedback technique is 0.000<0.05 F count 28.095, the significant value of students’ vocabulary mastery by integrating blended learning and peer feedback technique is 0.009<0.05 F count 7.203, and significant value of students writing recount text and vocabulary mastery by integrating blended learning and peer feedback technique is 0.000<0.05, F count 13.884. Based on the result, it concludes that there is a significant influence of students’ writing recount text and vocabulary mastery group through integrating blended learning and peer feedback technique.
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Umam, Ahmad Zaimul, Akhmad Ridlo, Syihabuddin Syihabuddin, and Ayan Nurbayan. "Contribution of Memorizing the Qur'an to the Arabic Vocabulary Mastery of Students Rumah Tahfizh Baeturrahman." al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab 16, no. 1 (2024): 70–85. http://dx.doi.org/10.32678/alittijah.v16i1.9893.
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The Qur'an and Arabic language are inseparable from one another. Learning the Qur'an also means learning Arabic, and vice versa. This study aims to describe the contribution of memorizing the Qur'an carried out by students at Baeturrahman Tahfizh House to the mastery of Arabic vocabulary. This research uses qualitative research methods. The data collection technique used observation, interview and documentation techniques. The results of this study indicate that the contribution of memorizing the Qur'an owned by underage students of the Baeturrahman Tahfizh House to the mastery of Arabic vocabulary has only been achieved in the aspect of mastery of pronunciation, while in the aspects of meaning, istiqaq, and usage, they have not been able to master it because of their limited ability conditions.
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Farah, Annisa, and Doni Anggoro Ari Santoso. "THE INFLUENCE OF PERCEPTION ON LEARNING TECHNIQUES AND VOCABULARY MASTERY TOWARD ENGLISH WRITING ABILITY (Survey on Students of Public Vocational High School in Central Jakarta)." INFERENCE: Journal of English Language Teaching 5, no. 3 (2023): 203. http://dx.doi.org/10.30998/inference.v5i3.8705.
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<p align="justify"><strong>Abstract: The Influence of Perceptions </strong><strong>on</strong><strong> Learning Techniques and Vocabulary Mastery </strong><strong>toward</strong><strong> English Writing Ability (Survey on </strong><strong>Students</strong><strong> of </strong><strong>Public </strong><strong>Vocational </strong><strong>High School in Central Jakarta).</strong> The purpose of this study was to determine the effect of learning technique and vocabulary mastery on the English writing ability of students of XI grade of Public Vocational High School (SMK Negeri) in Jakarta Pusata. The research method used is quantitative research with correlational survey research techniques. The analysis technique used in this research is Path Analysis. The population in this study was students of XI grade of Public Vocational High School (SMK Negeri) in Central Jakarta. The sample in this study was 110 students. The results of the study prove that: (1) there is an effect of perception of learning technique on English writing ability as indicated by the t-count = 1.865 (2) there is an effect of perception on vocabulary mastery on English writing ability as indicated by the t-count value = 16,733 (3) there is an effect of perception on learning technique and vocabulary mastery together on the ability to write English as indicated by the value of F-table = 161.202. The results of this study can provide input to vocational level teachers, especially English teachers to improve their competence in order to develop learning techniques and improve students’ vocabulary mastery, so as to optimize students' English writing ability.</p><p align="justify"> </p><p>Keywords: learning techniques, vocabulary mastery, and writing ability</p>
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Alam, Azhar, and Kusnul Khotimah. "PENINGKATAN PENGUASAAN KOSA KATA BAHASA ARAB MELALUI GAME ARABIC TREASURE HUNTER." MUHIBBUL ARABIYAH: Jurnal Pendidikan Bahasa Arab 1, no. 1 (2021): 58–77. http://dx.doi.org/10.35719/pba.v1i1.9.
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This study examines the success of Arabic learning activities using the Arabic Treasure Hunt Game learning model to improve students’ Arabic vocabulary mastery while knowing their perceptions of the learning model. This study uses a qualitative descriptive approach with data collection methods through observation and interview techniques. This research was carried out in Darusy Syahadah Boyolali Islamic boarding school with the research subject of I' dād Kulliyatil Mu'allimāt (IKM) of 42 students. The data analysis method is a qualitative analysis technique equipped with a bit of quantitative descriptive data. The results of this study indicate that (1) the Arabic Treasure Hunt Game can increase students' interest in learning Kulliyatil Mu'allimāt (IKM) in learning Arabic vocabulary. (2) The Arabic Treasure Hunt game can help students improve Arabic vocabulary mastery. (3) Students perceive the Arabic Treasure Hunt Game is an exciting game that can increase interest and enthusiasm for learning, facilitate mastering new vocabulary, and improve the ability to master Arabic vocabulary.
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Wulandari, Widya. "The Use of Anagram Technique to Improve Student’s Vocabulary Mastery in SMPN 04 Dedai." Jurnal Riset dan Inovasi Pembelajaran 4, no. 2 (2024): 1141–52. http://dx.doi.org/10.51574/jrip.v4i2.1558.
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The objective of this research is to describe the students’ improvement in vocabulary mastery and the students’ participation in learning activities through the implementation of Anagram techniques. This research was carried out due to the students having low motivation in learning. Besides, they had trouble mastering and memorizing the vocabulary, so they had poor vocabulary. Therefore, the researcher decided to use the Anagram technique to overcome the problem in this class. In this research, classroom action research (CAR) was used as the research design; both qualitative and quantitative methods were used to analyze the data. The researcher used a vocabulary test and observation to collect the data. The tools of data collection techniques are observation checklists, grading papers, and field notes. The findings showed that there is an improvement in the students’ vocabulary mastery and students’ participation in learning activities through the implementation of the Anagram technique in the classroom. In cycle one, the mean score of students’ vocabulary mastery was 72,3 and in cycle two it was 86,7. The student’s participation in learning activities was also improved; in cycle one, it was 62.96%, while in cycle two, it was 92.85%. It could be concluded that the Anagram technique could improve the students’ vocabulary mastery and the students’ participation in learning activities, especially for seventh-grade students of SMPN 04 Dedai.
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Munir, Dede Rizal, Ahmad Fajar, and Maftuhah Maftuhah. "Student Pantomime Techniques in Learning Arabic Vocabulary." JIIP - Jurnal Ilmiah Ilmu Pendidikan 6, no. 12 (2023): 9841–47. http://dx.doi.org/10.54371/jiip.v6i12.2776.
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Arabic is one of the foreign languages taught in various Indonesian educational institutions, starting from the Early Childhood Education level to tertiary institutions. The position of Arabic as the language of religion, science and language of international communication makes Arabic an important language to learn. Learning vocabulary (mufradat) is a person's initial foundation in learning Arabic. Good vocabulary mastery will form good Arabic language skills as well. There are various kinds of learning techniques used for learning objectives, one of which is the pantomime technique. This paper aims to describe pantomime techniques in learning Arabic vocabulary and to explain the influence of pantomime techniques in learning Arabic vocabulary. The method used in this research is library research through documentation techniques. From the results of the analysis of the literature review, the pantomime technique in learning Arabic vocabulary involves educators or students describing the meaning of vocabulary through body movements which must then be guessed by other students. The effect of mime technique assistance in learning Arabic vocabulary is that it can increase student learning motivation, increase student understanding and vocabulary mastery, and improve students' ability to speak Arabic.
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Ningsih, Ima Hariyanti, Retno Winarni, and Roemintoyo Roemintoyo. "THE IMPORTANCE OF EARLY READING LEARNING IN THE FACE OF 21st CENTURY EDUCATION." AL-ASASIYYA: Journal Of Basic Education 3, no. 2 (2019): 196. http://dx.doi.org/10.24269/ajbe.v3i2.1879.
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The increasing technological developments currently have an impact on the world of education, especially in early reading learning. Reading is one of the skills that must be possessed by students, therefore reading skills must be taught at the beginning of entering the educational level. In the 21st century reading skills are included in literacy. It shows that mastery of reading skills is important to be mastered in the face of the 21st century. This research aims to know the importance of reading the beginning to face the 21st century education. The research uses descriptive qualitative methods, with data collection techniques including interviews, observation and documentation. The data validity technique using source trials. Data analysis using data reduction procedures, data presentation, and drawing conclusions. The results of this study can be seen that the beginning of reading learning is emphasized to be mastered by students, considering that in 21st century student must have a skill. Mastered reading skills can help learners to think critically, solve a problem and master the various technologies available.
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Agustin, Pirda, Henry Elisa, and Tuti Tuti. "ENHANCING STUDENTS’ VOCABULARY MASTERY THROUGH DRILLING TECHNIQUE AT JUNIOR HIGHT SCHOOL." JOEEL Journal of English Education and Literature 5, no. 2 (2024): 72–81. https://doi.org/10.38114/joeel.v5i2.422.
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The aims of this research are to describe the students’ participation improvement and vocabulary mastery in learning activities through the implementation of drilling technique. This research was carried out due to the students having low motivation in learning. Besides, they got trouble mastering and memorizing the vocabulary so that they had the poor vocabulary. The researchers applied Classroom Action Research; the data of this research was analysed in both qualitative and quantitative methods. The researchers used observation, measurement, interviews and documentation technique to collect the data. The instruments are observation checklist, field notes, tests and interview guidelines. The findings showed that there is an improvement students’ vocabulary mastery and participation in learning activities. In cycle I, the average score of students' vocabulary mastery was 48% and in cycle II it was 77%. The students’ participation in learning activities was also improved, in cycle I was 68% while in cycle II was 79%. It can be inferred that drilling technique can improve the students’ students’ participation and vocabulary mastery in learning activities at seventh-grade in SMPN 03 Sokan.
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Anggrini, Santi, and Zafri Zafri. "Persepsi Guru Pamong Terhadap Penguasaan Materi Pembelajaran Mahasiswa Praktek Lapangan Kependidikan (PLK) (Studi Terhadap Mahasiswa Sejarah FIS UNP Periode Semester Genap Tahun Ajaran 2020-2021)." Jurnal Kronologi 3, no. 4 (2021): 132–40. http://dx.doi.org/10.24036/jk.v3i4.292.
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This research is motivated by the lack of ability to master the learning materials of history students in carrying out PLK class 2017. This study aims to describe how the civil servant teacher's perception of mastery of learning materials for students in the educational field practice (PLK) Department of History, FIS UNP, in the even semester of the 2020-2021 academic year. This type of research is descriptive quantitative with data collection techniques using a questionnaire consisting of 6 indicators and 23 items. The subject of this research is a civil servant teacher from PLK students majoring in history at a high school in the city of Padang, totaling 13 people. The data analysis used was TCR analysis technique. Based on the results of the study, it turned out that most of the civil servant teachers' perceptions of the mastery of PLK student history learning materials were positive with a TCR of 64%. The civil servant teacher's perception of mastery of the material is not good related to teaching material, giving examples of historical material concepts. Explaining the structure of changes in historical material, less skilled when teaching in the classroom and less learning from various sources.
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Qingsong, Xu, Angkana Karanyathikul, and Sombat Kotchasit. "Effect of Mastery Learning Combined with Mind Mapping Technique on the Students’ Sculpture Performance Ability for Junior University Students." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 5 (2024): 53–60. http://dx.doi.org/10.60027/ijsasr.2024.4558.
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Background and Aims: The Chinese government has issued a series of policy documents to support the development of the cultural industry, providing policy guarantees and guidance for the development of sculpture education. Traditional teaching methods usually use unified teaching content and teaching methods, which cannot meet the individual needs of students. The comprehensive application of "Mastery Learning with Mind Mapping" theory and methods can provide solid technical support and rich teaching methods for the reform of sculpture education. Through the application of personalized learning plans and mind mapping, students' learning content and space can be expanded, and their learning efficiency and learning quality can be improved. This comprehensive approach can not only meet students' learning needs but also stimulate their learning interest and creativity and promote their all-round development. Therefore, the promotion and application of this method in sculpture education are of great significance and value. This study aims to explore and evaluate the impact of mastery learning combined with mind mapping technique on college students' sculpture learning achievements and performance ability through mastery learning combined with mind mapping technique. Materials and Methods: The instruments for the experiment were four lesson plans. To evaluate the quality of a curriculum plan, it can be assessed using a Likert five-point scale. The quality of the scale can be measured using the Item-Objective Congruence (IOC) The assessment process involves analyzing each component of the lesson plan, attributing scores on the Likert scale, and then calculating the average score and the standard deviation (SD) for each component. The instruments for collecting data were two instruments needed to collect the sampling data, as the detailed list showed: sculpture score assessment and sculpture performance competency assessment. The sample was 30 students (one class) among the 120 junior students in the 2023 academic year. The procedures for data collection are as follows, the sample learning achievement before and after learning through Mastery Learning with Mind mapping and sculpture performance ability after learning through Mastery Learning with Mind mapping with the established 70 percent Results: The study evaluated the effectiveness of employing mastery learning combined with mind mapping techniques to enhance students' learning achievement and sculpture performance ability. Significant improvement was observed, with posttest scores surpassing pretest scores (t =13.06*, p =0.05). Furthermore, students' sculpture performance ability scores after mastering learning with mind mapping (81.1%) exceeded the 70% criterion, with statistical significance (t =11.05*, p =0.001). Conclusion: Compared with previous related studies, the results of this study showed that using mastery learning combined with mind mapping technique teaching had a significant positive effect on the sophomore research on sculpture performance ability. This is consistent with the findings of Chen Linsheng (2022), who found that the use of mind-mapping techniques in art education can improve students' learning achievement. Combining the findings of previous studies and the results of this study, we can conclude that mastery learning combined with mind mapping technique teaching has positive effects on the ability of sculpture performance in sophomore students. However, further research still needs to explore the impact of different teaching methods on students of different grades and specialties to get a more comprehensive understanding of the effects of mastery learning combined with mind-mapping technique teaching.
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Wandari, Titin, Frida Unsiah, and Rafidah Sahar. "Utilizing Wordwall.Net on the Improvement of Students’ Vocabulary Mastery: An ICT-Based Lesson." Journal of Languages and Language Teaching 12, no. 2 (2024): 952. http://dx.doi.org/10.33394/jollt.v12i2.10754.
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The utilization of Information and Communication Technology (ICT) holds an important role in language learning, as it stimulates students’ enthusiasm for studying, encourages lifelong learning, enhances critical thinking skills, grants learners more autonomy, confidence, and motivation. In the EFL classroom, vocabulary mastery is one of the most important yet difficult language components especially for young learners to master. This study aimed to examine how vocabulary mastery of 7th grade students in one of public junior high schools in east Java, Indonesia were affected by ICT-based learning through wordwall.net. The study employed a one-group pre-test-post-test experimental design, with the numbers of 32 students. The participants were chosen through the purposive sampling technique. Pre-test and post-test were used to measure a student's vocabulary mastery before and after the treatment using wordwall.net. SPSS 21.0 was used for data analysis to find out whether the students’ vocabulary mastery get improved or not. The findings indicated that after using wordwall.net as the ICT based learning media, students' vocabulary mastery significantly improved. The improvement can be proven through the average pre-test score of 57.03 to the average post-test score of 77.34. In terms of the implementation, the usage of appropriate learning media, and student enthusiasm during the learning process are the reasons for the improvement of their vocabulary mastery.
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RAMADHANI, PUTRI RAMADHANI. "THE EFFECT OF HANGMAN GAME TOWARDS STUDENTS’ VOCABULARY MASTERY AT THE SEVENTH GRADE STUDENTS OF MTS HIFZIL QUR’AN MEDAN IN THE ACADEMIC YEAR OF 2020/2021." BRIGHT VISION Journal of Language and Education 2, no. 2 (2023): 262. http://dx.doi.org/10.30821/brightvision.v2i2.2914.
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<p>Vocabulary is one of the most basic elements of language learning that students have to master. Therefore, students are hoped to be able to understand the meaning of the words correctly. But in fact, the researcher found that students’ ability in vocabulary was still low. Using the appropriate technique will help students acquire more vocabulary. Hangman game is considered to be one of the most effective techniques to improve students’ vocabulary mastery. The formulations of this research problem as follows: 1) How are the students’ vocabulary mastery before being taught using Hangman game? 2) How are the students’ vocabulary mastery after being taught using Hangman game? 3) Is there any significant difference in students’ vocabulary mastery between students who are taught by using Hangman games and those who are taught by using the conventional technique? The method used in this study is quantitative method with quasi experimental research design. The researcher chose VII-2 as the experimental class and VII-3 as the control class. The findings of this research show that teaching vocabulary using Hangman games technique was effective. It can be seen by the t- value (3,649) is higher than t-table (2,024) with 5% (0.05) significance level and the Sign. (2 tailed) is 0.001 with alpha (α) was 0.05 (0.000 &lt; 0.05). Hence, Ho (Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. It showed that there was a significant difference using the Hangman games technique on student vocabulary mastery.</p>
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Ramadaniaty, Riri, Arsil Arsil, Roma Irawan, et al. "Boosting Elementary Students' Mastery Of Passing Techniques: The Role Of Team Games Tournaments, Command Methods, And Learning Motivation." JETL (Journal of Education, Teaching and Learning) 9, no. 1 (2024): 127. http://dx.doi.org/10.26737/jetl.v9i1.5992.
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The problem of this research is the low passing skills of futsal players of Elementary Schools 7 Pekanbaru. This study aims to find out: 1) The difference in the influence of the Teams Games Tournament (TGT) learning method and the command method on the improvement of the mastery of futsal passing techniques of Elementary Schools 7 Pekanbaru students, 2) The interaction between the TGT method and the command method is reviewed from the aspect of learning motivation on the improvement of the mastery of futsal passing techniques of Elementary Schools Negeri 7 Pekanbaru students, 3) The difference in the influence of the TGT learning method and the command method on mastery of futsal passing techniques of Elementary Schools 7 Pekanbaru students who have high learning motivation, 4) The difference in the influence of the TGT learning method and the command method on the mastery of futsal passing techniques of Elementary School 7 Pekanbaru students who have low learning motivation..This type of research is an experiment using a 2 x 2 factorial design. The population in this study is 38 students in grade V of Elementary Schools 7 Pekanbaru. The sample of this study amounted to 20 people who were taken using the purposive sampling technique, then ordinal pairing was carried out to divide the two groups. The instrument to measure learning motivation uses a questionnaire of the Likert skala, while passing uses the Vernon A Crew metode futsal passing test. The data analysis technique used is ANOVA two way.The results of the study were found: (1) There was a significant difference in the influence between the TGT method and the command method on the mastery of futsal passing for elementary school students. TGT method group is higher (good) compared to the command method learning group, 2) There is an interaction between the TGT learning method and the command learning method reviewed from the aspect of learning motivation (high and low) towards the improvement of futsal passing mastery of Elementary Schools 7 Pekanbaru students,with a value of F 5.333 and a significance value of p 0.035 &lt; 0.05, 3) The difference in the influence of the TGT learning method and the command method on the mastery of futsal passing techniques of Elementary Schools 7 Pekanbaru students who have high learning motivation, 4) There is a difference in the influence of the TGT learning method and the command method on the mastery of futsal passing techniques of Elementary Schools 7 Pekanbaru students who have low learning motivation. Students who had high learning motivation were higher (good) compared to children who had low learning motivation, with an average posttest difference of 0.60
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Saraswati, Girindra Putri Dewi, Galuh Kirana Dwi Areni, and Destya Anellysha. "“Success is in your hand”: Digital literacy to support students’ autonomous learning in speaking class." ELT Forum: Journal of English Language Teaching 10, no. 1 (2021): 70–78. http://dx.doi.org/10.15294/elt.v10i1.45466.
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The expected objectives of the results of this study are to obtain a concrete picture of students 'digital literacy mastery in the Transactional Conversation course and to find out the effect of students' digital literacy mastery on the quality of autonomous learning in the Transactional Conversation course. In particular, this study will examine theories on digital literacy and autonomous learning in the Transactional Conversation course. The approach to be applied in this research is interdisciplinary using qualitative methods. The research design used is a case study. The technique of collecting data uses participatory observation techniques, interviews, and document studies. The data validity technique used triangulation, which mainly consisted of source data triangulation, methodological triangulation, and theory triangulation. The results show that there is a relationship between digital literacy mastery and the quality of autonomous learning. The role of the lecturer as a facilitator invites students to have the courage to evaluate the quality of their own learning.
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Khasanah, Nur, Netriwati Netriwati, and Dian Anggraini. "Model Picture and Picture dengan Index Card Match terhadap Penguasaan Konsep Matematis." Desimal: Jurnal Matematika 1, no. 1 (2018): 107. http://dx.doi.org/10.24042/djm.v1i1.1993.
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The Mathematics curriculum that is implemented in teaching and learning activities in mathematics requires teachers to master what should be learned and to educate learners, motivate, inspire and give learners space to perform process skills. Therefore, the authors conducted research by using the collaboration model of Picture And Picture with Index Card Match on the mastery of mathematical concepts with the aim of knowing the Picture and Picture model with Index Card Match provides mastery of effective mathematical concepts than conventional models, whether or not there is a difference in mastery of mathematical concepts in learners who have high motivation, moderate and low, there is no interaction between learning models and motivation to learn mastery of mathematical concepts. This research is Quasi Eksperimen Design. The sampling technique in this research is by random class. Hypothesis testing using variance analysis of two different cell roads, with 5% significance level. Prior to hypothesis testing, prerequisite tests were performed, including normality test using liliefors test and homogeneity test with Barlett test. From the result of analysis obtained, so rejected. , so is rejected. , so is accepted. Obtained conclusion Collaboration Model Learning And Picture with Index Card Match provides the results of the mastery of an effective concept than the conventional model of 67.5%. In addition, there are differences in the mastery of mathematical concepts that are seen between high, medium and low motivation. Finally, there is no interaction between the learning model and the motivation to learn to master the mathematical concepts of learners.
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Sapriyadin, Dedi, Sutopo Sutopo, and Hari Wisodo. "Influence of Inquiry Learning on Concept Mastery Ability and Physics Problem Solving Ability of Students on Work and Energy Material." Jurnal Penelitian Pendidikan IPA 9, no. 2 (2023): 734–44. http://dx.doi.org/10.29303/jppipa.v9i2.3253.
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The aim of the study was to determine differences in students' concept mastery abilities and students' problem solving abilities in the material of effort and energy using inquiry learning with students who learned using conventional learning as well as the correlation between concept mastery abilities and students' energy and effort problem solving abilities. This research is a quantitative research with a Quasi Experiment research design and the research design is a nonequivalent control group design. This study involved an experimental class that used the Inquiry learning model with learning stages according to the Inquiry learning model syntax and a control class that used conventional learning with learning stages according to the learning model used by the teacher when teaching. Taking the research sample using random sampling technique. The data collection instrument used tests with physics concept mastery skill instruments in the form of 10 multiple choice questions and 5 physics problem solving questions in the form of description questions. The test data were obtained through the pretest and posttest which were then subjected to prerequisite tests. The prerequisite test results stated that the data were normally distributed, homogeneous, and the test was linear. The data that has passed the prerequisite test is then used to test the hypothesis using Ancova. The results of the data analysis test showed that there were significant differences in students' concept mastery and problem-solving abilities between classes using Inquiry learning and classes using conventional learning. In addition, the results of the research data analysis show that there is a correlation between the ability to master the concept and the ability to solve problems, which means there is a relationship between the ability to master the concept and the ability to solve problems. The conclusion of the research shows that inquiry learning on work and energy materials can improve students' concept mastery and problem-solving abilities
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Mardatilla Mardatilla, Abdul Fattah, and Sitti Satriani. "Penerapan Teknik Ice Breaking pada Pembelajaran Pendidikan Agama Islam dalam Meningkatkan Hasil Belajar Siswa Kelas V di UPT SPF SD Inpres Perumnas 1 Makassar." Jurnal Budi Pekerti Agama Islam 3, no. 2 (2025): 176–89. https://doi.org/10.61132/jbpai.v3i2.1054.
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The common problems faced by students include feeling bored, lacking concentration, and being unmotivated in learning due to the lack of collaboration among students and monotonous learning activities. Therefore, this study aims to implement ice-breaking techniques in Islamic Religious Education to improve students' learning outcomes. This research was conducted using Classroom Action Research (CAR) with two cycles, each consisting of two meetings. Each cycle followed four stages: Planning, Implementation, Observation, and Reflection. Data collection techniques included tests in the form of questions and non-test techniques such as interviews, observations, questionnaires, and documentation. Based on the results of the Classroom Action Research, it was concluded that the implementation of ice-breaking techniques in Islamic Religious Education positively influenced students' learning motivation, leading to improved learning outcomes among fifth-grade students at UPT SPF SD Inpres Perumnas 1 Makassar. The study results showed that in the pre-test, the students' average score was 68.9 (Low), with six students achieving mastery, resulting in a 30% mastery level (Low). In the first cycle, applying the ice-breaking technique to students' understanding of Islamic Religious Education resulted in an average test score of 79 (Moderate), with 13 students achieving mastery, reaching a 65% mastery level (Low). In the second cycle, the implementation of ice-breaking techniques led to an improvement in students' learning outcomes, with an average score of 89.6 (High), and 18 students achieving mastery, reaching a 90% mastery level (High). The success indicators in this study, using the Classroom Action Research (CAR) method, demonstrated an improvement in students' understanding, as evidenced by the increase in mastery learning percentages from the pre-test, first cycle, and second cycle, ultimately reaching 80% of the total number of fifth-grade students as the final learning achievement.
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Lestuny, Carolina, and Kunu Hanna Grietje. "THE EFFECT OF ACROSTIC TECHNIQUES ON INCREASING THE MASTERY OF GERMAN PREPOSITIONS ON STUDENTS OF GERMAN LANGUAGE EDUCATION STUDY PROGRAM." EDU SCIENCES JOURNAL 2, no. 1 (2021): 49–54. http://dx.doi.org/10.30598/edusciencesvol2iss1pp49-54.
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This study aimed to examine the effect of acrostic techniques on increasing student mastery of Präpositionen, which was conducted from September to November 2020. This research was an experimental study with research subjects being college students of the German language study program in the third semester of the academic year 2020/2021. The instruments used in data collection in this study were Pre-test, and Post-test questions before and after the acrostatic technique were applied in the learning process with German prepositions. The results showed that the acrostic technique significantly affected the increasing mastery of Präpositionen college students (thit= 7.67>ttab=1.77. Therefore, Acrostic techniques are recommended for use in präpositionen learning
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Putri, Dwi Megista, and Asma Alhusna. "ENRICHING STUDENTS’ VOCABULARY BY USING CHARADE GAME AT PRE-INTERMEDIATE LEVEL." Harakat an-Nisa: Jurnal Studi Gender dan Anak 6, no. 1 (2021): 49–54. http://dx.doi.org/10.30631/harakatan-nisa.2021.61.49-54.
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The study aims to improve English speaking skills with vocabulary mastery through charade game techniques. This research uses library research methods. The biggest problem of today's students lies in mastery of the vocabulary itself. Therefore, teaching staff are required to be able to continue to create ways or techniques of learning in the classroom that can lead students to master english vocabulary more. This game indirectly helps to improve the vocabulary of students. In this game words will be demonstrated with gestures so that students are able to express words with movement. This technique also helps students to be more active in the classroom and motivates students due to the presence of competence in the game. Charade games also help students understand reading texts because vocabulary is difficult to understand first.
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Bernadetha, Nadeak, and Naibaho Lamhot. "THE EFFECTIVENESS OF MASTERY LEARNING TECHNIQUE ON IMPROVING STUDENTS' ABILITY IN COMPLETING ENGLISH NATIONAL EXAMINATION." International Journal of Research - Granthaalayah 8, no. 2 (2020): 57–62. https://doi.org/10.5281/zenodo.3692571.
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This research is aimed at finding the effectiveness of mastery learning technique on improving students' ability in completing the English National Examination. This study was done at Bimbingan Belajar Gereja HKBP Sutotoyo, Jakarta. The research method used was quantitative research with "pre and post-test design", using two groups of research subjects. The population of the study 88 students consisted of Primary School (23 people) and Senior High School Students (62 persons), and the sample of the students was the Junior High School Students which was divided into group namely experimental group (33 persons) and control group (32 persons) which were selected using clustering sampling. The instrument of the research was a set of English Final Examination. The finding of the research is that the t-value is greater than t-table (4.323> 2,000) and the significance value is smaller than the significance level of 0.05 (0.000 <0.05). Then it is concluded that mastery learning technique significantly affects the students' ability in completing the English National Examination at Bimbingan Belajar HKBP Sutoyo, Jakarta. So, it is suggested that mastery learning technique should be implemented to improve the students' ability in completing the English National Examination.
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Amalia, Lutvi. "PENGUASAAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) MAHASISWA." Sasangga: Journal of Education and Learning 1, no. 1 (2023): 26–35. https://doi.org/10.70345/sasangga.v1i1.7.
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Technological Pedagogical and Content Knowledge (TPACK) is a combined conceptual framework of interrelated knowledge of content, pedagogy, and technology that aims to make learning more effective and efficient. To improve learning activities, teachers must have knowledge so that teachers can integrate technology into learning as well as possible, including prospective teachers. PGMI is one of the majors that produces prospective teachers in basic education, so mastery of TPACK is important for PGMI students as prospective teachers before they become educators. The purpose of this study was to determine the TPACK mastery of PGMI UIN Antasari students and to determine the level of TPACK mastery of PGMI UIN Antasari students. The number of respondents in this study was 10 people. This type of research is quantitative research with a descriptive approach using survey methods. The sampling technique uses the slovin formula. Data collection techniques using questionnaires or questionnaires. The data analysis technique used is descriptive statistical analysis. The results showed that the TPACK mastery of PGMI UIN Antasari students was Medium and Low. Mastery of TPACK in the medium category, namely Technological Knowledge and Technological Pedagogical Knowledge. And the mastery of TPACK is in the low category, namely Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge and Technological Content Knowledge. The level of mastery of TPACK in the medium category is TK (3.40) and TPK (3.21) in the low category PK (2.93), CK (2.80), PCK (2.97), TCK (2.86).
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Ridwan, Ridwan, and A. Fajar Awaluddin. "PENERAPAN METODE BERNYANYI DALAM MENINGKATKAN PENGUASAAN MUFRADAT DALAM PEMBELAJARAN BAHASA ARAB DI RAODHATUL ATHFAL." DIDAKTIKA : Jurnal Kependidikan 13, no. 1 (2019): 56–67. http://dx.doi.org/10.30863/didaktika.v13i1.252.
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This study aims to improve the acquisition of Arabic vocabulary in early childhood with singing techniques. Children of all ages are basically happy to listen, sing and learn with songs. Therefore, music in general is an important part of the teaching-learning process for young students. The results showed that early childhood students enjoyed learning Arabic by singing and it was easier to remember the vocabulary taught by the teacher. Thus, it can be concluded that the singing technique is able to improve the mastery of early childhood Arabic vocabulary especially for students of the Raodhatul Athfal Ma'had Hadits Al-Junaidiyah Blue Bone.Keywords: Singing technique, vocabulary mastery, Arabic
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Syaripah, Euis Siti, Nunung Nursyamsiah, and Hikmah Maulani. "Combined Application of Singing Method and Flash Card Media for Students’ Mastery of Arabic Vocabulary." International Journal of Arabic Language Teaching 6, no. 01 (2024): 19. http://dx.doi.org/10.32332/ijalt.v6i01.8785.
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Singing is one of the learning methods that aims to help students master the material well. In addition to methods, media is also very important to improve the mastery of students’ memory. One of them is flash card media. Flash card media which is a card containing images, text, or symbols that remind or guide students to something related to the image. At QEC Asy-Syukuriyah using flash cards that measure 8 x 12 cm, because flash cards usually measure 8 x 12 cm or can be adjusted to the size of the class faced by the educator. With the combination of the use of singing methods and flash card media, making the learning process more interesting and further stimulating students mastery of Arabic mufradat material. Based on initial observations, the lack of mastery of students of Arabic vocabulary material at QEC Asy-Syukuriyah Bandung City, the efforts made are to apply a combination of singing methods and flash card media. This research uses qualitative research methods. The data collection techniques were interviews, documentation studies and observations. The data analysis technique carried out by researchers is descriptive qualitative data analysis technique. The results of this study indicate that with the combined application of singing method and flash card media in mastering the Arabic vocabulary of students has increased significantly, because it is proven that students can master Arabic vocabulary well, one of which is through Arabic language material about fingers using flash cards and accompanied by the song Heli Guk Guk Guk.song Heli Guk Guk Guk.
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Jensen, J., B. R. Mussmann, M. R. V. Pedersen, et al. "Virtual reality simulation for mastery learning of wrist radiograph technique." Radiography 30 (December 2024): 10–16. http://dx.doi.org/10.1016/j.radi.2024.09.002.
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Sani, Aulianuriy, Diana Rochintaniawati, and Nanang Winarno. "Using Brain-Based Learning to Promote Students’ Concept Mastery in Learning Electric Circuit." Journal of Science Learning 2, no. 2 (2019): 42. http://dx.doi.org/10.17509/jsl.v2i2.13262.
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Teaching approaches in some school are still concentrating on memorizing. Teachers have to make the learning is meaningful for the students. One of the alternative tool is by using Brain-Based Learning. The purpose of this study is to investigate the effect of Brain-Based Learning on students’ concept mastery in learning electric circuit for 8th-grade students. The method used in this research was experimental research. The research design that used is pretest and posttest design. The sample was taken by cluster random sampling technique. Participants were 49 students at one of International Secondary School in Bandung, West Java, Indonesia. Experiment group learn with Brain-Based Learning (N=26) while control group learn with lectured based learning (N=23). The results of students’ concept mastery that learned using Brain-Based Learning is better than students’ concept mastery that learned using lectured-based learning. The improvement of students’ concept mastery can be noticed by independent t-test with significant 0.003. Based on the analysis of students’ concept mastery results, the N-Gain score in experiment group is 0.43 which categorized as medium improvement while in control group is 0.25 which categorized as low improvement. Based on this results showed that Brain-Based Learning can be an alternative tool to improve students’ concept mastery significantly.
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Parmawati, Aseptiana. "USING MAGIC SENTENCES TECHNIQUE TO IMPROVE STUDENTS’ VOCABULARY." Lingual: Journal of Language and Culture 6, no. 2 (2019): 28. http://dx.doi.org/10.24843/ljlc.2018.v06.i02.p05.
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 Abstract
 
 In the process of learning a foreign language, vocabulary is one of the important language elements that must be mastered by the learners. The ability to understand the language depends on one’s knowledge of vocabulary besides the other elements of language itself. In reality, most of the students in first semester at IKIP Siliwangi face some problems related to vocabulary mastery. To improve the students’ vocabulary, the lecturer need to know what technique is the most suitable for the students. This research used Classroom Action Research (CAR). The objectives of the study are: 1) Finding out whether or not Magic Sentences technique can improves the students’ vocabulary 2) Finding out classroom situation when Magic Sentences technique implemented in vocabulary mastery. The finding was supported by the result of students’ vocabulary scores. The average score of pre test was 61.14. After the implementation of Magic Sentences in every cycle, the students’ vocabulary score were getting better. It can be seen from the result of students’ average score Cycle 1 was 67.30 and Cycle 2 was 80.24. It can be concluded that Magic Sentences can improve students’ reading interest and improve reading classroom into a better situation.
 
 Keywords: Magic sentences; vocabulary mastery; CAR
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Astuti, Indarti Puji. "INCREASING STUDENTS’ ACTIVENESS AND ENGLISH VOCABULARY MASTERY THROUGH THREE PHASE TECHNIQUE." Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan 6, no. 1 (2022): 52–62. http://dx.doi.org/10.37730/edutrained.v6i1.145.
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The research entitled Increasing Activeness and English Vocabulary Mastery through the Application of Three Phase Technique for Class X A3 MAN 3 Sleman, is Classroom Action Research. The purpose of this research is to apply the Three Phase Technique so that it can increase students’ activeness and English vocabulary mastery. This classroom action research was carried out in 2 cycles, each cycle consisting of 3 meetings. This research showed that the activeness of students from the initial conditions, cycle 1 and cycle 2 continued to increase. Percentage of the students’ English mastery who complete and exceed the KKM (from 37,94% to 82,76%). The indicator of the success of a minimum of this Classroom Action Research is, if the percentage of students whose learning scores have reached a minimum of 80%, then it has been successful. The conclusion of this Classroom Action Research is that students’ activeness and English Vocabulary Mastery have increased after learning is applied through the Three Phase Technique.
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Fatchurrohman, Mukhlis. "KOMPETENSI GURU MADRASAH IBTIDAIYYAH DALAM PEMBELAJARAN SAINS BERBASIS PENDIDIKAN KARAKTER." Mamba'ul 'Ulum 15, no. 1 (2019): 71–86. http://dx.doi.org/10.54090/mu.31.
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This article reviews the importance of the competency of Elementary School or Islamic Elementary School Teachers in instruction of science subject. Learning science of elementary school teacher, in teaching science, should master instruction and teaching of science as well as its assessment technique, so that the students can achieve a determined indicator. From this article, it is found a conclusion that the standard of the successful teacher depends on the teacher’s personality, the mastery of teaching method, the teacher’s frequency and intensity of interaction with students and the mastery of instructional strategy.
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Ferdinandus, Marcy Saartje, and Theresia Tharob. "Improving Students' Vocabulary Mastery Through Digital Storytelling Technique at XI MIA2 Class of SMA Negeri 7 Tual." Indo-MathEdu Intellectuals Journal 5, no. 6 (2024): 6734–52. http://dx.doi.org/10.54373/imeij.v5i6.2093.
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This research aims to improve the mastery of English vocabulary of grade XI MIA2 students at SMA Negeri 7 Tual through digital storytelling techniques. The type of research used is Classroom Action Research (CAR) research which is carried out in two cycles to determine the significant improvement in students' vocabulary mastery after the application of this method. Data collection techniques use tests, questionnaires, observations, documentation. Data analysis was carried out descriptively on all research data. The results of the data analysis showed that the proportion of students who met the minimum completeness criteria increased significantly from the first cycle to the second cycle. The positive response of students to the use of Digital Storytelling in English learning also confirms this finding. Thus, it can be concluded that the Digital Storytelling technique is an effective approach in improving vocabulary mastery and providing a more engaging and interactive learning experience for students
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Isnaini Jihan Safitri and Afakhrul Masub Bakhtiar. "PENINGKATAN PENGUASAAN KOSAKATA DALAM KEMAMPUAN BERBICARA BAHASA INDONESIA MELALUI METODE BERCERITA SISWA KELAS III UPT SDN 100 GRESIK." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 8, no. 2 (2022): 2148–55. http://dx.doi.org/10.36989/didaktik.v8i2.530.
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Abstract
 This study aims to determine the effect of the storytelling learning method on the mastery of Indonesian vocabulary in class III UPT SDN 100 Gresik. This research is motivated by the low mastery of Indonesian vocabulary in class III UPT SDN 100 Gresik. This research is a descriptive classroom action research. The subjects in this study were 20 students in 1 class. The data collection technique in this study used an oral test. The data analysis technique used covariance analysis. The results showed that the significant value was evidenced by the calculated significance value in the hypothesis test of 0.060 which was greater than 0.05 with a partial value of 0.78 or 78%. In this case, it can be said that learning by using the storytelling method has a significant effect or it can be said that the learning of Indonesian vocabulary mastery increases from the results of the previous cycle data.
 Keywords : Storytelling Learning Method, Indonesian Vocabulary Mastery.
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Riyawi, Mohd Rafi, and Zulfia Siska Wati. "Improving EFL Students’ Grammar in Writing Sentences Using Mistake Buster Technique." AL-ISHLAH: Jurnal Pendidikan 15, no. 3 (2023): 2826–33. http://dx.doi.org/10.35445/alishlah.v15i3.3749.
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The purpose of this study was to determine the impact of using the mistake buster technique on grammar mastery for English writing classes. The research approach uses quantitative research through the design of a one-group experimental method. The research subjects were 30 semester III students for the 2022-2023 academic year, STAI Hubbulwathan Duri. Samples were taken randomly with the criteria that students had received English writing skills learning. So, this research was conducted at the English Tadris Study Program, STAI Hubbulwathan Duri. The data collection process uses observation, documents, and tests. Data analysis used paired sample t-test. The results of this study indicate that the mistake-buster technique has a positive influence on the ability to master grammar while learning to write English. This can be seen from the increase in the value achieved by each student or the class average value. Students experience a change in attitude to become more active during learning and can apply their learning experiences to make correct sentences. The results of this study also have implications for teachers' understanding of the importance of understanding learning techniques that are by learning objectives and student learning experiences.
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Rusdiana Putri, Kurnia Dewi, Muhlis Muhlis, and Agus Ramdani. "The Validity of Android-Based Biology Teaching Materials to Improve Students' Concept Mastery." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 2 (2021): 199. http://dx.doi.org/10.33394/j-ps.v9i2.4202.
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This study aims to develop appropriate android-based teaching materials to improve students' mastery of concepts. This study is a qualitative descriptive study to assess and obtain the quality of a valid android-based learning material knowledge instrument to improve students' conceptual mastery skills. In addition to developing android-based biology teaching materials, researchers also develop a syllabus, lesson plans (RPP), and students' concept mastery instruments. Data collection techniques use validation sheets by three expert lecturers who are competent in their field. The data analysis technique uses the Aiken'V index. The results of the feasibility test show that: 1) android-based biology teaching materials (0.83); 2) Syllabus (0.82); 3) RPP (0.82); and 4) concept mastery instruments (0.78) categorized as very valid and valid criteria. In conclusion, this android-based biology teaching material is feasible to be applied and implemented in learning.
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Nurbaiti, Nurbaiti, Jeane Maghdalena, and Dedi Sofyan. "Implementing Mistake Buster Technique to Improve the Students` Grammar Mastery." TRIADIK 22, no. 1 (2023): 83–95. https://doi.org/10.33369/triadik.v22i1.33550.
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Abstract This research aimed to investigate the effectiveness of the Mistake Buster technique in improving the students` grammar mastery at seven grade students of junior high school number 11 of Bengkulu City. Collaborative classroom action research was carried out and it had two cycles designed with four steps; Planning, implementing, observing, and reflecting on the action. The subjects of this research consisted of 32 students. The instruments were a test, observation checklist, and field note. The result showed that there was an improvement in students` grammar mastery by applying the Mistake Buster technique in the grammar teaching. It seemed that the Mistake Buster technique is quite effective to help the students` grammar mastery, to encourage students` motivation, and to build an active learning atmosphere in the EFL teaching and learning process. Moreover, the result provides teachers with more insight and reference regarding to the technique in teaching English grammar and applying it to their teaching process.
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Aini, Fitri Nur. "The Effect of Cooperative Learning Group Investigation Type In Science With an Outdoor Learning System Approach on Problem Solving Skills and the Mastery of Concepts in Junior High School Student." Journal of Science Education Research 4, no. 2 (2020): 95–99. http://dx.doi.org/10.21831/jser.v4i2.35720.
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The research aimed to know (1) the effect of the implementation cooperative learning group investigation type with an outdoor learning system on problem-solving skills, (2) the effect of the implementation cooperative learning group investigation type with an outdoor learning system on the mastery of concepts, and (3) the simultaneous effect of cooperative learning group investigation type with an outdoor learning system on problem-solving skills and the mastery of concepts. This research was a quasi-experimental research with a nonequivalent pretest-posttest control group design. The population was the seventh-grade students of SMP N 2 Tempel. The sample selection technique used the purposive sampling technique; class of VIII C played as an experimental class and VIII D played as control class. The instruments on data collection used problem-solving tests and mastery of concept tests. The parametric test used in this research which was an independent sample t-test followed by effect size, and MANOVA. The results showed: (1) there was an effect of the implementation cooperative learning group investigation type with an outdoor learning system on problem-solving skills with poor category, (2) there was an effect of the implementation cooperative learning group investigation type with an outdoor learning system on the mastery of concepts with high effects, and (3) there was a simultaneous effect of cooperative learning group investigation type with an outdoor learning system on problem-solving skills and the mastery of concepts.
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Noviyanti, Meli, Gilang Maulana Jamaludin, and Abu Syhabudin. "Project-Based Learning Assisted By Digital Scrapbook To Improve Students Understanding Of Fiqh Learning." Fikroh: Jurnal Pemikiran dan Pendidikan Islam 18, no. 2 (2025): 162–71. https://doi.org/10.37812/fikroh.v18i2.1801.
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This study aims to implement a project-based learning model assisted by digital scrapbooks in an effort to improve students understanding of fiqh learning. The background of this research is the low level of student comprehension in fiqh learning, as indicated by limited active participation and poor learning evaluation results observed during the pre-cycle phase. The research employed a classroom action research method, following the design developed by Stephen Kemmis and Robin McTaggart (1988), which consists of four stages: planning, action, observation, and reflection. The research subjects were students of class XI-6 at MAN 1 Majalengka, and the study was conducted in two cycles. Data collection techniques included tests (pre-test and post-test scores) and non-test methods (observation and documentation). The data analysis technique used was descriptive quantitative analysis by calculating the percentage of learning mastery, both individually and classically. Learning mastery was determined based on the Minimum Mastery Criteria (KKM), which was set at 70. The results of the study showed a significant improvement in students' understanding, both individually and classically. The average student score increased, and the percentage of classical mastery exceeded 90%. These findings indicate that the implementation of the Project-Based Learning model assisted by digital scrapbooks is effective in improving students' comprehension in fiqh learning. The researcher recommends further research to involve larger and more diverse samples, and it is suggested that this learning model be applied to different materials or levels to test the consistency of its effectiveness.
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Nasution, Evi Syafrida, Asmadi Alsa, and Erdina Indrawati. "Self-Regulated Learning as Mediator on the Determinants of Mathematics Achievement in Junior High School Students in the City of DKI Jakarta Pusat." Journal Research of Social Science, Economics, and Management 1, no. 10 (2022): 1791–803. http://dx.doi.org/10.59141/jrssem.v1i10.185.
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The purpose of this study was to determine the effect of parental support, attitudes towards mathematics, and mastery goal orientation on mathematics learning achievement with self-regulated learning as a mediator. The research method that the researcher uses is a structural model with a total of 327 respondents who were taken using cluster random sampling technique. The data analysis technique used in this research is SEM AMOS. Based on the results of the model test, it is known that the influence of parental support, attitudes towards mathematics, and the orientation of mastery goals on mathematics learning achievement with self-regulated learning as a mediator, according to empirical data. Based on the results of statistical tests, it is known that parental support, attitudes towards mathematics lessons, and orientation of mastery goals have no effect on learning achievement in mathematics with self-regulated learning as a mediator
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Siregar, Deni. "PENGARUH PEMBELAJARAN QUANTUM DALAM PEMBELAJARAN IPA TERHADAP MOTIVASI BELAJAR DAN PENGUASAAN KONSEP SISWA KELAS IV SDN 3 PANCOR." Educatio 5, no. 1 (2010): 58–68. https://doi.org/10.29408/edc.v5i1.116.
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This study aims to determine the effect of Quantum learning on learning motivation and mastery of science concepts of fourth grade students. This study was an experimental research conducted at SDN 3 Pancor, involving 60 students. The control group was 30 students of IV B class, the experimental group was 30 students of IVC class. The class were determined using random sampling technique. Quantum Learning is the independent variable, learning motivation and mastery of science concepts are as the dependent variables. The data were collected using questionnaire and mastery of science concepts test. The data were analyzed using Manova with the assistance of SPSS 16.0 for Windows. The result of the analyses shows that: (1) there is a significant difference in learning motivation between students learning using quantum learning and those using conventional learning (F = 26.47, p <0.05), (2) there are significant differences between the science concept mastery between students learning using quantum learning and those using conventional learning (F = 26.36, p <0.05), (3) there are significant differences in learning motivation and mastery of science concepts between students learning using quantum learning and those using conventional learning (F = 26.14, p <0,05). Quantum learning can be said to affect student motivation and the mastery of science concepts. Keywords: Quantum Learning, learning motivation, and mastery of science concepts
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Megawati, Megawati, Yuliwati Yuliwati, and Eka Rista Harimurti. "THE EFFECT MIND MAPPING TECHNIQUE AND VOCABULARY MASTERY ON STUDENT’S WRITING SKILL." Journal of English Educational Study (JEES) 4, no. 1 (2021): 1–10. http://dx.doi.org/10.31932/jees.v4i1.793.
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The purposes of this research is to know the effect mind mapping technique and vocabulary mastery on students’writing skill. Also how the implementation mind mapping technique on students’writing skill. Students need vocabulary mastery to arrange the sentences for getting a good paragraph and mind mapping technique is one of the technique that use to treat students for getting writing well. This research use experiments method. There were 40 students chosen at random from fourth grade semester English Education at STKIP Kusuma Negara Jakarta.Collecting data use test writing skill. Research of instrument has tested and tried by the validity and reliability test used the SPSS (Statistic Program Social Science). Data analyzed by using kolmogorv Smirov, know data was normality.The text analysis is to test the data homogeneity by using Levenu’s test, to see if the population was derived from homogeneous population. The result of this research concluded that 1) Using Mind Mapping Technique has significant effect on student’s writing skill. Result F for mind mapping (A) Fo=290.285 and sig.= 0.000<0.05, then the conclusion is that there is significant effect between mind mapping technique (X1) on student’s writing skills. 2). Vocabulary mastery gave the significant effect to the student’s writing skill. Result research F for vocabulary mastery (B) Fo=91.401 and sig.= 0.000<0.05. It has shown that there is significant effect vocabulary mastery (X2) on student’s writing skills. 3) There is significant effect interaction between mind mapping and vocabulary mastery on student’s writing skill. Result of this research F from mind mapping (A) and vocabulary (B) Fo=5.274 and sig.=0.028<0.05. Using mind mapping technique in learning give effect in students’writing skill. Students who have rich vocabulary mastery can get good writing English.Keywords: Podcasts, Promote, Speaking, Online Learning
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Rahawarin, Maria Lusi Xena, H. Sapulete, and Carolina S. A. Barus. "Peningkatan Penguasaan Materi Elastisitas Dan Hukum Hooke Melalui Penggunaan Modul Fisika Dalam Model Pembelajaran Kooperatif." PHYSIKOS Journal of Physics and Physics Education 3, no. 1 (2024): 37–47. http://dx.doi.org/10.30598/physikos.3.1.13718.
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This study aims to improve students' mastery of Physics, specifically on the topic of Elasticity and Hooke's Law, through the use of modules within a Cooperative Learning Model. This is in response to the low curiosity and academic achievement of XI MIPA students at SMA Negeri 11 Maluku Tenggara. The study is categorized as a quantitative descriptive research. To assess the extent of students' mastery, this study employs a one-group pretest-posttest design. The sample was selected using purposive sampling, consisting of a single group distributed within one class, totaling 16 students. In its implementation, both test and non-test techniques were used to collect data. For the test technique, a set of test questions was used, including a pretest and a posttest, while for the non-test technique, a Student Worksheet (LKPD) was utilized. The data collected was then processed descriptively, referencing the Minimum Completeness Criteria (KKM). To determine the extent of improvement in students' mastery through the use of Physics Modules within the Cooperative Learning Model, the N-Gain test was conducted. The results of the study indicate a significant improvement in mastery, both during the initial test, the intervention, and the final test. Based on the N-Gain test, there was an increase in students' mastery of the topic of Elasticity and Hooke's Law through the use of modules within the Cooperative Learning Model, with an average N-Gain score of 0.8, categorized as high.
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Sulfemi, Wahyu Bagja, and Mayasari Nova. "PERANAN MODEL PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE BERBANTUAN MEDIA AUDIO VISUAL UNTUK MENINGKATKAN HASIL BELAJAR IPS." Jurnal Pendidikan 20, no. 1 (2019): 53–68. https://doi.org/10.5281/zenodo.2750421.
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Classroom Action Research was carried out to explain the impact of value clarification technique to improve elementary student learning motivation, interest and achievement in social studies. This technique was in two cycles, involving29students, 10 male and and 19 female. The theme discusses was the important family events. The results of precycle learning activities were obtained with a mean grade of 56,38, there are 10 students (34,48%) who achieved the minimum score of mastery. The observationreveals that students who are courageo us and are able to answer the teacher's questions correctly are 9 people or 31,03%. The data from Cycle 1 indicates a better result, with the class average of 68,28, and 17students or 58,62% achieved the minimum score of mastery. The observation also shows an increase of students whowere able to answer the teacher's questions correctly, which is 16 students or 55,17%. The Cycle 2 activity which used Value Clarification Technique (VCT), suplemented audio visual media obtains a better result with a mean of 86,72, and 27 students (93,10 %) who achieved the minimum score of mastery. The observation also shows a better percentage, 26 people or 89.66% who are capable of answering teacher questions correctly. It can be concluded thatValue Clarification Technique (VCT) using audio visual media can improve student motivation and learning achievement.
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Rosol, Sarah, and Dale Cyphert. "Profiling Potential Plagiarizers: A Mastery Learning Instructional Technique to Enhance Competency." Business and Professional Communication Quarterly 81, no. 3 (2018): 281–303. http://dx.doi.org/10.1177/2329490618768027.
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Despite university policies and classroom procedures designed to deter student plagiarism, upper-division students seemed to be violating the rules in growing numbers. Recent research suggested that student plagiarism results from a complex mix of factors, including a need for instruction, but offers little guidance regarding effective teaching methodologies. The authors developed and tested an instructional protocol and concluded that a mastery learning approach provides an effective method for reducing student plagiarism.
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Yuliyanah Sain and Eka Setyowati. "Improving Student’s Vocabulary Mastery Through Crossword Games." CENDEKIA: Jurnal Ilmu Sosial, Bahasa dan Pendidikan 4, no. 2 (2024): 252–65. http://dx.doi.org/10.55606/cendekia.v4i2.3155.
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This research aims to improve English learning outcomes through the application of the Crossword puzzle strategy. Type of classroom action research (CAR). The sequence of research activities includes: (1) planning, (2) Implementation, (3) observation, (4) documentation. This classroom action research was conducted at SMP N 5 KENDARI. of class VIII, which consisted of 35 students, they were 16 male and 19 female students. And in collecting data, the researcher used observation technique, tests measuring learning outcomes. The result showed that the use of the crossword puzzle strategy in English learning can improve student learning outcomes starting to 44% in cycle 1, then the learning outcomes increased in cycle II by 96%.
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Siman. "The Relationship between Interest in Learning and Mastery of PDTM Theory with Learning Outcomes of PDTM Class X Subjects of the Machining Engineering Expertise Program of SMK Negeri 1 Percut Seituan." International Journal of Economic, Technology and Social Sciences (Injects) 3, no. 1 (2023): 276–83. http://dx.doi.org/10.53695/injects.v3i1.808.
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This study aims to determine: (1) the relationship between interest in learning and student learning outcomes, (2) the relationship between mastery of theory and student learning outcomes, and (3) the relationship between interest in learning and mastery of theory on student learning outcomes. This type of research is correlational research. The research subjects were students of class X Mechanical Engineering at SMK N 1 Percut Sei Tuan as many as 64 students. Data collection techniques using questionnaires, test questions and documentation of learning outcomes. The validity test uses the product moment correlation formula and the reliability test uses the Cronbach alpha formula. The data analysis technique uses the product moment correlation formula. The results showed that: (1) there was a relationship between interest in learning and student learning outcomes. This is indicated by the value of r arithmetic greater than r table (0.490>0.246) and a significance value of 0.000 <0.05; (2) there is a relationship between mastery of theory on student learning outcomes. This is indicated by the value of rcount greater than rtable (0.457>0.246) and a significance value of 0.000<0.05; and (3) the relationship between learning interest and mastery of theory on student learning outcomes. This is indicated by the correlation coefficient or R of 0.605> 0.246, and a significance value of 0.000 <0.05.
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Sulastri, Leonarda, Nurul Ain, and Sholikhan. "PENGARUH RELATING EXPERIENCING APPLYING COOPERATING TRANSFERRING (REACT) DAN MOTIVASI TERHADAP PENGUASAAN KONSEP FISIKA." Rainstek Jurnal Terapan Sains dan Teknologi 3, no. 2 (2021): 122–30. http://dx.doi.org/10.21067/jtst.v3i2.4939.
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This study intends for students to understand (1) differences in concept mastery in the application of the REACT learning model with conventional learning models, (2) differences in mastery of physics concepts between groups of students who have high motivation and low motivation, (3) the interaction between concept mastery and motivation. towards REACT learning with groups of students who learn with conventional learning models. The population is class VIII SMP PGRI 6 MALANG. experimental and control class samples. The technique used by researchers is purposive sampling. the value of concept mastery is obtained from the concept mastery test after being given treatment. The data obtained were analyzed using the ANOVA test at a significance level of 5% with the help of SPSS 16.0 for window. Based on the results of the analysis, it is obtained as follows (1) there are differences in concept mastery between groups of students who study with the REACT learning model and groups of students who study with conventional learning models, (2) there are differences in mastery of physics concepts between groups of students who have high motivation and low motivation , (3) there is no interaction between the model and the motivation towards REACT learning with groups of students who learn using conventional learning models.
 Keywords: REACT and conventional learning models, motivation, mastery of physics concepts.
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Sunarti, Titin, Eko Hariyono, Woro Setyarsih, Binar Kurnia Prahani, and S. Suyidno. "The Impact of Environmental Based Physics Learning on Students' Concept Mastery and Ecopreneurship Management." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 8, no. 2 (2020): 91. http://dx.doi.org/10.33394/j-ps.v8i2.3016.
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Strengthening ecopreneurship plays an important role in preparing students for success in the life and career of students, but this skill is not well trained in learning physics. Therefore, the purpose of this study was to analyze the impact of environment-based physics learning on students' mastery of concepts and ecopreneurship. This research is a quasi experimental research with one group pretest and posttest design. The research subjects were 29 students of the physics education study program, Surabaya State University, Indonesia, who programmed basic physics courses. The data collection technique used a conceptual mastery test instrument and ecopreneurship. The data analysis technique used the Kolmogorov-Smirnov test, Paired t-test, Wilcoxon test, and N-Gain. The results showed a significant increase in students' mastery of concepts and ecopreneurship at α = 5%, with mean N-gain of 0.63 and 0.60, respectively, within the moderate criteria. Thus, environment-based physics learning has a significant impact on increasing student mastery of concepts and ecopreneurship.
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Ahdan, Syaiful. "Perancangan Learning Media For Basic Techniques Of Volleyball Using Android-Based Augmented Reality Technology." Inovasi Pembangunan : Jurnal Kelitbangan 8, no. 03 (2020): 221. http://dx.doi.org/10.35450/jip.v8i03.207.
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Learning media is a tool for the teaching and learning process. Volleyball is one of the most accomplished sports in Indonesia. Mastery of basic techniques is important in creating optimal performance in every sport.The basic technique of volleyball is an element that can determine whether you win or lose a match in addition to physical, tactical, and mental conditions.The limited space and time is one of the main factors for a learner in mastering the basic techniques of volleyball, resulting in difficult technique mastery. The contribution to this research is to design learning media for basic volleyball techniques, which users can use to understand the basic techniques of volleyball and provide alternative media for the general public, namely a learning media for basic volleyball techniques using Android-based augmented reality technology. The system is built using Unity software that works on the Android platform, the system development method used is the MDLC (Multimedia Development Life Cycle) method. The system was tested using ISO 9126 with a Usability value of 89%, 98% Functionality, and 73% Portability. Based on the results of several tests that have been carried out, it shows that the application of learning media can be used by the general public as a learning medium to increase knowledge about volleyball, especially the basic techniques of volleyball.
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Reswati, Reswati, Surastina Surastina, Riska Alfiawati, and Tommy Hastomo. "The Correlation between Effective Sentence Mastery and Learning Activities with Writing Ability in The Elementary School Students." IJLHE: International Journal of Language, Humanities, and Education 4, no. 2 (2021): 78–88. http://dx.doi.org/10.52217/ijlhe.v4i2.856.
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This study aimed to determine the correlation between practical sentence mastery and learning activities with paragraph writing ability. The research method uses the correlation method. Data has collected after all the events in question directly. The technique used in collecting data is a test and questionnaire technique. The research data analysis technique uses a simple and multiple correlation coefficient statistical formulae. Based on the results of research conducted at SD 01 Ujung Gunung Ilir Menggala Tulang Bawang, it is known that learning activities and practical sentence mastery are very significant indicators and determinants of the ability to write paragraphs. It can be seen the results of the study show that the relationship between effective sentence mastery with the ability to write paragraphs can be seen from the value of the regression coefficient of 0.7599 or 75.99%. This value indicates that every 1 per cent increase in learning activity will increase the ability to write paragraphs by 75.99%, assuming other factors do not change. The relationship between effective sentence mastery and paragraph writing ability can be seen from the zero-order correlation coefficient of 0.8299 or 82.99%.