Email this article Pengaruh Model Pembelajaran Reciprocal Teaching dan Student Facilitator and Explaining Terhadap Hasil Belajar Matematika dengan Mengontrol Kemampuan Awal Siswa
Abstract
The purpose of this study is to analyze: (1) mathematics learning outcomes between students who are taught using a reciprocal teaching learning model and those who are taught using a student facilitator model and explaining, after controlling students' initial abilities; (2) the interaction between the learning model and learning independence of mathematics learning outcomes. The research population was 30 students in each training. Data collection were performed using test questions in the form of multiple choice. This research was conducted quantitatively using quasi-experimental research method. Data analysis was performed with a 2x2 level covariance analysis technique. The results of hypothesis 1 prove that Ho was rejected with F-count = 4.47 higher than F-table (0.05; 1: 59) = 4.00. Hypothesis 2 results prove that Ho was rejected with F-count = 14.94 higher than F-table (0.01; 1: 59) = 7.08.
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Andi Musriani, M. (2014). Improving the Learning Result of the Integer Number Operation Using Card Model. Journal of Education and Learning, 8(1), 23–28.
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Aminat Aderonke Agoro and Akinsola, k, m. (2013). Effectiveness Of Reflective- Reciprocal Teaching On Pre-Service Teachers’ Achievement And Science Process Skills In Integrated Science. , International Journal of Education and Research, 1(8).
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Arleen P. Mariotti. (2009). Creating Your Teaching Plan: A Guide for Effective Teaching. Author House.
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Bruce Joyce, M. W. dan E. C. (2015). Model of Teaching. Pearson Education.
Chairunnisa Zahra, Santi Widyawati, Eka Fitria Ningsih. (2013). Eksperimentasi Model Pembelajaran Kooperatif Tipe Student Facilitator And Explaining (Sfe) Berbantuan Alat Peraga Kotak Imajinasi Ditinjau Dari Kecerdasan Spasial. Jurnal Ilmiah Pendidikan Matematika, 2(2).
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Khasanah, U., & Astuti, D. (2018). Developing Mathematics Learning Model of Thinking Empowerment by Question ( TEQ ) with TAI Setting to Improve Students ’ Metacognition Ability. International Journal of Active Learning, 3(2), 80–85.
Kintu. Justice. Mugenyi, Zhu Chang, and K. E. (2017). Blended Learning Effectiveness: The Relationship Between Student Characteristics, Design Features and Outcomes. Journal of Educational Technology in Higher Education, 14(7), 2.
Kozikoğlu, İ. (2019). Analysis of the Studies Concerning Flipped Learning Model : A Comparative Meta-Synthesis Study. International Journal of Instruction, 12(1), 851–868.
Kurniawan Yudhi Nugroho, D. F., & Wulandari. (2017). Constructivist Learning Paradigm as the Basis on Learning Model Development. Journal of Education and Learning, 409, 410–415. https://doi.org/10.11591/edulearn.v11i4.6852
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Masek, A. (2019). Mode and Dimension of Facilitation in Student-Centred Learning Approach: A Comparison of Teaching Experience. International Journal of Active Learning, 4(1), 24–32.
Mehri. Izadi, N. H. (2016). Reciprocal Teaching and Emotional Intelligence: A Study of Iranian EFL Learners’ Reading Comprehension. The Reading Matrix, 16(1), 4.
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Mohsen Keshavarz. (2011). Measuring Course Learning Outcomes. Journal of Learning Design, 4(4), 2.
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DOI: https://doi.org/10.33394/jk.v6i2.2536
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Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran
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