The effects of Pictorial Riddle Type Inquiry Learning and Reciprocal Teaching Learning on Students’ Learning Outcomes
DOI:
https://doi.org/10.52690/jitim.v1i2.841Keywords:
Enthusiasm for learning, Critical thinking, Reciprocal teachingAbstract
The purpose of this quasi-experimental research was to determine whether the mathematics learning outcomes of students taught by Pictorial Riddle type Inquiry learning were higher than the mathematics learning outcomes of students taught by Reciprocal Teaching learning in Class VII SMPN 11 Bengkulu City. The research sample was determined by cluster sampling in order to obtain class VII A as the experimental class and class VII B as the control class. The experimental class of learning was taught with the Pictorial Riddle Inquiry learning model, while the control class was taught with the Reciprocal Teaching learning model. The research data were analyzed using the t test. Based on the data analysis, it’s concluded that the mathematics learning outcomes of students taught by Pictorial Riddle type Inquiry learning are higher than the mathematics learning outcomes of students taught by Reciprocal Teaching learning. In addition, the results of the descriptive analysis also show that the posttest mean score in the experimental class (77.00) is higher than the mean score of posttests obtained in the control class (70.3).
References
Afdhal, M. (2020). Peningkatan Kemampuan Berpikir Kritis dan Antusiasme Belajar Pada Pembelajaran Matematika Berbasis Reciprocal Teaching. Journal of Innovation in Teaching and Instructional Media, 1(1), 1-9. Retrieved from https://ejournal.karinosseff.org/index.php/jitim/article/view/22
Arikunto, S. 2006. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta : Rineka Cipta
Cockburn, Anne, D. (2009). Bringing enthusiasm into mathematics classroom. Journal Math Teacher Educ, 12: 1-5
Cottrell, S. (2005). Critical thinking skills, developing effective analysis and argument. New York: Palgrave Macmillan.
Fisher, A. (2007). Berpikir kritis sebuah pengantar. Jakarta : Erlangga.
Garderen, Delinda Van. (2004). “Reciprocal Teaching as A Comprehension Strategy for Understanding Mathematical Word Problems”. Reading and Writing Quarterly. New York: Taylor & Francis Group
Hobkins, D. (2008). A Teacher’s Guide to Classroom Researce. New York: Mc Graw Hill Open University Press
Johnson, E. B. (2002). Contectual teaching and learning. Thausand Oaks, California: Corwin Press, Inc.
Kemendikbud. (2006). Peraturan Menteri Pendidikan Nasional Nomor 22, Tahun 2006, tentang Standar Isi.
Kunandar. 2007. Guru Profesional. Jakarta : PT Raja Grafindo Persada
McGregor, D. (2007). Developing thinking: developing learning: a guide to thinking skill in education. New York: Open University Press
Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of student. New Jersey: Pearson Education, Inc.
Roestiyah. 2008. Strategi Belajar Mengajar. Jakarta : Rineka Cipta
Ruggerio, V. R. (2012). Beyond feelings: a guide to critical thinking (9th ed). New York: McGraw-Hill.
Sagala, S. 2009. Konsep dan Makna Pembelajaran. Bandung : Alfabeta
Slameto. 2010. Belajar dan Faktor- Faktor yang Mempengaruhi. Jakarta : Rineka Cipta
Soedjadi, R. 2000. Kiat Pendidikan Matematika di Indonesia. Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional
Sudjana, N. dan Ibrahim. 1989. Penelitian dan Penilaian Pendidikan. Bandung : Raja Grafindo Persada
Trianto. 2010. Mendesain Model Pembelajaran Inovatif – Progresif. Jakarta : Kencana
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Fransisco: Jossey Bass
Widjajanti, Djamilah.B. (Desember 2009). Menumbuhkan keceriaan dan antusiasme siswa dalam belajar matematika melalui pembelajaran berbasis masalah. Makalah disajikan dalam Seminar Nasional FMIPA UNY 6 Desember 2009.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Arum Puspita Sari, Muhammad Fadhli
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Journal of Innovation in Teaching and Instructional Media is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author who submits the manuscript must understand and agree that the copyright is held by Journal of Innovation in Teaching and Instructional Media.
All articles published Open Access will be immediately and permanently free for everyone to read, download, copy, distribute, print, search, link, or use for any other lawful purpose. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows:
• Creative Commons Attribution-ShareAlike (CC BY-SA)
