Problem Based Learning to Improve the Quality of Mathematics Teaching At Elementary School Education Academic Year 2018/2019 (Published)
Research conducted at the University of Quality Jl Ngumban Surbakti No 18 Medan, North Sumatera Indonesia. This study aims to determine the influence of problem based learning models to improve learning quality. The type of research that researchers use is a draft of the research on quasi exsperimen with research draft using Non-Equivalent Control Group Design experiments. The population in the study is all students of the second generation of PGSD with a total of 7 classes with a student number of 278 people and as a sample of the class 2B21 (X-2) as the experimental class as many as 40 people and class 2B22 (X-1) as control class as many 35 people are acquired in a random way. Research instrument is a form test of the 35 description of the problem that has been validated by the validator with the level of breliability of Cronbach’s alphadan of 0.83 very high category. Hypothesis testing conducted with Independent sample T-Test significantly ∝ = 5% and test requirement analysis is data normality and variance homogenization.Based on the results of the test Independent Sample Test obtained t = 6.2706 and t at the degree of freedom (DF = 73) and a significant level of α 0.05 is 1.6660. It was therefore null Hypotesis rejected and received an alternate hypothesis. Thus the implementation of a problem-based learning model is influential and can improve the outcomes of low-grade mathematics teaching the primary school teacher Education course of Quality University
Keywords: Learning Outcomes, Problem-Based Learning, low-grade mathematics
Psychological Factors and College of Education Students’ Learning Outcomes in French, Cross River State, Nigeria (Published)
The study investigated psychological factors and College of Education students’ learning outcomes in French, Cross River State, Nigeria. Two research questions and two hypotheses were formulated to give direction to the study. The study adopted a survey research design and the population comprised 55 second year French Language students, of which the entire population was used for the study. A well validated Psychological Factors and Students’ Learning Outcomes in French (PFSLOF) questionnaire and a French Literacy Test (FLT) were used to collect the required data. The independent t-test was the statistical tools used for analysis of the data collected. Two hypotheses were tested at .05 level of significance. The results of the analysis revealed that students’ attitude and personality have significant influence on their learning outcomes in French Language. Sequel to the findings of this study, recommendations were made.
Keywords: French Language., Learning Outcomes, Personality, attitude, psychological factors
The Development of Contextual Learning Oriented To Civic Learning Module Based On Validations of Material, Learning Design and Methodology Experts to Improve the Students’ Learning Outcomes of Grade V Sd 030413 Salak, Medan, Indonesia (Published)
Civic learning shows some weaknesses in the methodological aspects in which the expository approach strongly dominates almost the entire learning process. The teacher’s activity is more prominent than the students’ activities, so the students learning are limited to memorizing the concepts. The main problem in learning Citizenship Education (Civics) is the use of methods or learning models. Contextual approach is a learning concept in which the teacher presents a real-world situation into the classroom and encourages the students to make connections between their knowledge and applications in their lives as family members and society. The module and learning instruments are declared valid by the validator team. The practicality level of the module and learning instruments are stated good. Experts and practitioners state that the module and the developed learning instruments can be used with little revision. The teachers and the students can use this learning instrument in learning very well.
Keywords: Civic Learning, Contextual Learning, Learning Outcomes, Module