Implementation of circuit learning strategies to improve science learning outcomes

Authors

Mahyaeny Mahyaeny

DOI:

10.29303/jpm.v18i5.5241

Published:

2023-09-30

Issue:

Vol. 18 No. 5 (2023): September 2023

Keywords:

Circuit Learning Strategy, Science Learning Outcomes

Articles

Downloads

How to Cite

Mahyaeny, M. (2023). Implementation of circuit learning strategies to improve science learning outcomes. Jurnal Pijar Mipa, 18(5), 835–843. https://doi.org/10.29303/jpm.v18i5.5241

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

By implementing the Circuit Learning strategy, this research aims to improve student learning outcomes in class VII science subjects at SMPN 4 Mataram in 2022-2023. The type of research used was classroom action research, carried out in two cycles with 32 students. Learning outcome data is collected through evaluation tests, while student activity data is collected through observation sheets. The research results showed that in cycle 1 to cycle 2, the average score was 75 with classical completeness of 72% to an average score of 80 with classical completeness of 87.5%, increasing the average score of results and learning and classical completeness. Meanwhile, the observations of the implementation of the first learning cycle showed that students' learning activities in the learning process were included in the quite active category because the students achieved a score of 3 following the lessons. In cycle II, the score obtained was 4.6, which was included in the active category. It shows an increase in the student activity category from cycle I to cycle II, with an increase of 1.6. Teacher activities in teaching are included in the relatively good category. It is proven from the observations made by obtaining a score in cycle I, namely 9. In cycle II, the score obtained was 14, with an increase of 5. It shows an increase from cycle I, where teacher activities were included in the relatively good to excellent category. This research concludes that the Circuit Learning Strategy can improve student learning outcomes in Class VII Science Subjects at SMPN 4 Mataram in 2022-2023.

References

Zhang, F., & Yang, J. (2022). The ecological civilization education construction in art education under the background of “Internet+”. Alexandria Engineering Journal, 61(11), 8955-8962.

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.

Is' ad, N., & Sukarmin, S. (2022). Implementation of problem-solving learning model assisted by student worksheets to improve critical thinking skills in the context of reaction rate. Jurnal Pijar Mipa, 17(2), 199-208.

Fortunela, B. S. F., Subekti, H., & Sabtiawan, W. B. (2022). Application of experiential learning model to increase students motivation and learning outcomes. Jurnal Pijar Mipa, 17(4), 430-436.

Ekasari, N. (2021). Penerapan metode circuit learning untuk meningkatkan hasil belajar siswa. Jurnal Pendidikan Indonesia, 2(02), 282-293.

Benedetti, M., Grant, E., Wossnig, L., & Severini, S. (2019). Adversarial quantum circuit learning for pure state approximation. New Journal of Physics, 21(4), 043023.

Ritonga, C. C., Tanjung, D. S., & Sitepu, A. (2021). Pengaruh Model Pembelajaran Circuit Learning terhadap Hasil Belajar Siswa Tema Daerah Tempat Tinggalku Kelas IV SD Negeri 101735 Sei Semayang. Elementary School Journal), 11(3).

Susilo, H., Chotimah, H., & Sari, Y. D. (2022). Penelitian tindakan kelas. Media Nusa Creative (MNC Publishing).

Widayati, A. (2008). Penelitian tindakan kelas. Jurnal pendidikan akuntansi indonesia, 6(1).

Purwanto. (2011). Evaluation of Learning Outcomes. Yogyakarta: Learning Library

Nurkancana & Sunartana. (1990). Evaluation of Learning Outcomes. Surabaya: National Enterprise

Sudjana. (2010). Assessment of the results of the teaching and learning process. Bandung: RoSM Pakarya Youth

Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7-44.

Holman, D., & Švejdarová, E. (2023). The 21st-Century Empowering Wholeness Adaptive (EWA) Educational Model Transforming Learning Capacity and Human Capital through Wholeness Systems Thinking towards a Sustainable Future. Sustainability, 15(2), 1301.

Katauhi, R. C., Widodo, W., & Sari, D. A. P. (2022). Implementation of the science e-module based on guided inquiry with the flipped classroom strategy to improve students science process skills. Jurnal Pijar Mipa, 17(5), 657-665.

Macuare, K. A., Keiller, T., & Sanberg, P. R. (2018). Highlights from the Sixth Annual Conference Of the National Academy of Inventors. Technology & Innovation, 19(3), 569-576.

Lackéus, M. (2015). Entrepreneurship in education: What, why, when, how. Background paper.

Ariyanto, M. (2016). Peningkatan Hasil Belajar IPA Materi Kenampakan Rupa Bumi Menggunakan Model Scramble. Profesi Pendidikan Dasar, 3(2), 134-140.

Sulistyorini, S. (2007). Science Learning Strategies and Their Application in KTSP. Yogyakarta: Tiara Wacana.

Juita, R. (2019). Meningkatkan Hasil Belajar IPA Melalui Metode Eksperimen Pada Siswa Kelas IV SDN 02 Kota Mukomuko. IJIS Edu: Indonesian Journal of Integrated Science Education, 1(1), 43-50.

Author Biography

Mahyaeny Mahyaeny, SMPN 4 Mataram

License

Copyright (c) 2023 Mahyaeny Mahyaeny

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.

2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).