Effect of Dao Jiang Ping (DJP) Model Based Module on Learning Result of XI Class Students

Suciati Suciati(1), Maridi Maridi(2), Nurul Kusuma Dewi(3), Dedy Subandowo(4), Anggit Sasmito(5),

DOI: https://doi.org/10.46843/jiecr.v1i1.6


(1) Universitas Sebelas Maret, Indonesia
(2) Universitas Sebelas Maret, Indonesia
(3) Universitas PGRI Madiun, Indonesia
(4) Pazmany Peter Catholic University, Hungary
(5) Universitas Sebelas Maret, Indonesia

Abstract

Learning outcomes are an evaluation mechanism in the curriculum to achieve graduates competency standards. Student learning outcomes include cognitive, affective, and psychomotor aspects. The purpose of this research is to know the effect of DJP Model based module to student learning result of class XI. The research used experimental method with pretest-posttest control group design. The research population is all of the XI MIA class of SMA Negeri 1 Geger with a total number of 192 students scattered into six classes. The sample which is taken by using simple random sampling technique resulted in two classes, namely XI MIA 3 class (experimental class using DJP Model module) which consist of 34 students and XI MIA 6 (control class using teaching material in school) which consist of 34 students. Data collection techniques are done through test (measuring cognitive learning outcomes) and non-tests (measuring affective and psychomotor learning outcomes). The research instruments used in this research were multiple choice questions, observation sheets, and documentation. The data were analyzed using SPSS 18 t-test with significance level of 0.05. The result of the analysis showed the experimental cognitive learning result of experimental class is higher (75,29 with 76,47% completeness) than control class (59,12 with 8,82% completeness) with significance level 0,000. The affective learning outcomes of experimental class were higher (89.78) than the control class (23.43) with significance level of 0.000. The experimental psychomotor learning outcomes of experimental class were higher (90.72) than control class (9,84) with a significance level of 0.000. Based on the results of the research can be concluded that the DJP Model-based Module gives positive effect on student learning outcomes of XI graders.

Keywords

DJP Model; learning outcome; module

Full Text:

PDF

References

Abualrob, M. M., & Shah, M. (2012). Science technology and society modules development process and test-ing on its effectiveness. Procedia - Social and Behavioral Sciences, 46 , 811-816.

Ali, R., Ghazi, S. R., Khan, M. S., Hussain, S., & Faitma, Z. T. (2010). Effectiveness of Modular Teaching in Biolo-gy at Secondary Level. Asian Social Science, 6(9), 49-54.

Alias, N., & Siraj, S. (2012). Effectiveness of Isman Instructional Design Model in Developing Physics Module based on Learning Style and Appropriate Technology. International Educational Technology Conference (IETC) (pp. 12-17). Elsevier Ltd.

Alias, N., DeWitt, D., Rahman, M. N., Gelamdin, R. B., Rauf, R. A., & Siraj, S. (2014). Effectiveness of the Biology PTechLS Module in a Felda Science Centre. Malaysian Online Journal of Education Technology, 2(4), 31-36.

Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies and non-academic out-comes in higher education blended learning environments: A one decade review. Education and Infor-mation Technologies, 1-28.

Aulia, F. (2014). Pengaruh Penggunaan Modul pada Model Pembelajaran Kooperatif Tipe Student Team Achieve-ment Divisions terhadap Hasil Belajar Siswa pada Mata Pelajaran Keterampilan Konputer dan Pengelolaan Informasi di SMK Negeri 2 Bukittinggi. Bukittinggi: Universitas Negeri Padang.

Benander, R., & CETL. (2009). Course-Based Student Learning Outcomes Modules. Cincinnati: University of Cin-cinnati.

Bouilheres, F., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. Education and Information Technologies, 1-21.

Cong, L., Yan, Q., Sun, C., Zhu, Y., & Tu, G. (2017). Effect of problem and scripting-based learning on spine sur-gical trainees’ learning outcomes. European Spine Journal, 26(12), 3068-3074.

Dhamija, N., & Kumari, M. (2016). Effectiveness of Computer-Assisted Instruction on the Academic Achieve-ment in Mathematics for Secondary School Students. International Journal of Engineering Science and Computing, 6(9), 2127-2131.

Dumitrescu, C., Oltenau, R. L., Gorghiu, L. M., & Gorghiu, G. (2014). Learning Chemistry in the Frame of Inte-grated Science Modules - Romanian Students’ Perception. Procedia - Social and Behavioral Sciences 116, 2516-2520.

Febriana, B. W., Ashadi, & Masykuri, M. (2015). Effectiveness of Module Based Problem Based Learning (PBL) Toward Student's Achievement Motivation. The 1st International Seminar on Chemical Education, (pp. 30 - 38). Surakarta.

Firdaus, I., Corebima, A. D., & Rahayu, S. E. (2015). Pengaruh Penggunaan Modul Pembelajaran Biologi berbasis Inkuiri terhadap Hasil Belajar dan Retensi Siswa Kelas X SMAN Kota Pasuruan. Malang: Universitas Negeri Malang.

Hagerstown, C. C. (2011). Student Learning Outcomes Assesment Report. Hagerstown: Hagerstown Community College.

Halim, A., Meerah, S. T., & Halim, L. (2011). Pengembangan Modul Pembelajaran Mandiri berbasiskan Peru-bahan Konseptual Radikal. Jurnal Pendidikan dan Pembelajaran, 18(2), 127-132.

Hardoko, A., Salindeho, D., & Wedi, A. (2014). Pengembangan Bahan Ajar PKn berbasis Karakter dengan Menggunakan Model Pendidikan Moral pada Siswa SMP di Kota Samarinda. Jurnal Pendidikan dan Pem-belajaran, 21(1), 92-99.

Hatton-Bowers, H., Smith, M. H., Huynh, T., Bash, K., Durden, T., Anthony, C., ... & Lodl, K. (2020). “I Will Be Less Judgmental, More Kind, More Aware, and Resilient!”: Early Childhood Professionals’ Learnings from an Online Mindfulness Module. Early Childhood Education Journal, 48(3), 379-391.

Jaya, S. P. (2011). Pengembangan Modul Fisika Kontekstual untuk Meningkatkan Hasil Belajar Fisika Peserta Didik Kelas X Semeseter 2 di SMK Negeri 3 Singaraja. Denpasar: Universitas Pendidikan Ganesha.

Kemendikbud. (2016, Juny 6). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 20 Tahun 2016. Jakarta: Kementerian dan Kebudayaan Republik Indonesia.

Kemendikbud. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 23 Tahun 2016. Jakarta, DKI Jakarta, Indonesia: Kementrian Pendidikan dan Kebudayaan Republik Indonesia.

Khabibah, E. N., Masykuri, M., & Maridi. (2017). The Effectiveness of Module based on Discovery Learning to Increase Generic Science Skills. Journal of Education and Learning, 11(2), 146-153.

Lee, T. T., & Osman, K. (2011). Effectiveness of Interactive Multimedia Module with Pedagogical Agent (IM-MPA) in the Learning of Electrochemistry: A Preliminary Investigation. Asia-Pacific Forum on Science Learning and Teaching, 12(2), 1-24.

Lim, E. J. (2016). Effectiveness of Modular Instruction in Word Problem Solving of BEED Students. IOSR Jour-nal of Mathematics, 12(5), 59-65.

Li, L., Qin, S., Lu, Z., Xu, K., & Hu, Z. (2020). One-shot learning gesture recognition based on joint training of 3D ResNet and memory module. Multimed Tools Appl, 79(9), 6727–6757.

Nuryana, & Aprismayanti, E. (2010). Pengaruh Penggunaan Modul terhadap Hasil Belajar Siswa pada Mata Pela-jaran Matematika Kelas VII SMP Negeri 8 Kota Cirebon. Cirebon: IAIN Syekh Nurjati Cirebon.

Nyabiosi, H., Wachanga, S. W., & Buliba, A. (2017). Relative Effects of Cooperative Learning Approach on Sec-ondary School Students' Attitudes in Kiswahili Language Comprehension in Kisii Central Sub-Country, Kenya. International Journal of Humanities Social Sciences and Education, 4(3), 95-106.

Padmapriya, P. V. (2015). Effectiveness of Self Learning Modules on Achievement in Biology Among Second-ary School Students. International Journal of Education and Psycological Research, 4(2), 44-46.

Pratiwi, H. E., Suwono, H., & Handayani, N. (2014). Pengembangan Modul Pembelajaran Biologi berbasis Hybrid Learning untuk Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Siswa Kelas XI. Malang: Univer-sitas Negeri Malang.

Purnomo, D. (2012). Pengaruh Penggunaan Modul Hasil Penelitian Pencemaran di Sungai Pepe Surakarta sebagai Sumber Belajar Biologi Pokok Bahasan Pencemaran Lingkungan terhadap Hasil Belajar Siswa. Surakarta: Universitas Sebelas Maret.

Sadiq, S., & Zamir, S. (2014). Effectiveness of Modular Approach in Teaching at University Level. Journal of Education and Practice, 5(17), 103-109.

Setyawan, D. N., Aminah, N. S., & Sarwanto. (2017). The Using of Scientific based Physics Module in Learning to Enhance High School Students' Cricital Thinking Skills on Rotation Dynamics and Equilibrium of Rigid Body. Journal of Education and Learning, 11(2), 213-218.

Shaheen, S., & Khatoon, S. (2017). Impact of ICT Enriched Modular Approach on Academic Achievement of Biology Students. Journal of Research and Reflections in Education. 11(1), 49-59.

Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: CV. Alfabeta.

Tang, M. R., Jufri, & Sultan. (2015). Pengembangan Bahan Ajar Cerita Fiksi berbasis Wacana Budaya di Sekolah Dasar. Jurnal Pendidikan dan Pembelajaran, 22(2), 169-175.

Vyas, K., & Vashishtha, K. C. (2013). Effectiveness of Teaching based on Brain Research with Reference to Ac-ademic Achievement of Secondary School Students. International Journal of Students Research in Tech-nology & Management, 1(4), 383-397.

Wang, F., & Wang, X. (2013). How Students Learn Knowledge from Classroom Interaction. Mathematics Edu-cation in China, 11 , 3-6.

Wan, Z. H. (2019). Exploring the Effects of Intrinsic Motive, Utilitarian Motive, and Self-Efficacy on Students’ Science Learning in the Classroom Using the Expectancy-Value Theory. Research in Science Education, 1-13.

Yager, R. E. (2008). Comparison of Student Learning Outcomes in Middle School Science Classes with an STS Approach and a Typical Textbook Dominated Approach. Research in Middle Level Education, 31(7) , 1-16.

Refbacks

  • There are currently no refbacks.


View My Stats