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Ahmad Harjono – One of the best experts on this subject based on the ideXlab platform.

  • perbedaan hasil belajar fisika peserta didik kelas xi dengan model kooperatif berbantuan Advance Organizer dan pembelajaran berbasis masalah
    Jurnal Pijar Mipa, 2020
    Co-Authors: Miskul Ruliyanti, Ahmad Harjono, Satutik Rahayu

    Abstract:

    Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar fisika peserta didik kelas XI dengan model kooperatif berbantuan Advance Organizer dan pembelajaran berbasis masalah. Jenis penelitian ini adalah quasi-experiment dengan desain Pretest-Posttest Control Group Design . Populasi yang digunakan adalah seluruh peserta didik kelas XI SMA Negeri 3 Mataram dengan teknik pengambilan sampel cluster sampling, sehingga sampel yang terpilih adalah kelas XI MIA 6 sebagai kelas eksperimen 1 dan XI MIA 3 sebagai kelas eksperimen 2. Sebelum diberi perlakuan, kedua kelas diberikan tes  untuk mengetahui kemampuan awal peserta didik. Berdasarkan hasil uji homogenitas tes awal kedua sampel memiliki kemampuan awal yang sama. Hasil tes akhir sebagai hasil belajar diperoleh nilai rata-rata kelas eksperimen 1 sebesar 63,63 dengan nilai tertinggi 76 dan nilai rata-rata kelas eksperimen 2 sebesar 47,76 dengan nilai tertinggi 72. Hipotesis penelitian diuji dengan uji Mann-Whiteney karena χ 2 hitung  > χ 2 tabel maka kedua sampel tidak terdistribusi normal, sehingga diperoleh nilai Z hitung > Z tabel yaitu 4,98 > 1,96. Disimpulkan bahwa terdapat perbedaan hasil belajar fisika peserta didik kelas XI dengan model kooperatif berbantuan Advance Organizer dan pembelajaran berbasis masalah.

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  • pengaruh Advance Organizer berbasis proyek terhadap kecakapan hidup dan kemampuan analisis sintesis mata pelajaran ipa fisika siswa
    KONSTAN – JURNAL FISIKA DAN PENDIDIKAN FISIKA, 2018
    Co-Authors: Cintopa Satria Adepradana, Ahmad Harjono, Wayan I Gunada

    Abstract:

    Tujuan penelitian kuasi eksperimen dengan desain “non-equivalent control group design” adalah untuk mengetahui pengaruh Advance Organizer berbasis proyek terhadap kecakapan hidup dan kemampuan analisis-sintesis mata pelajaran IPA fisika siswa. Populasi pada penelitian ini adalah seluruh siswa kelas IX SMP Negeri 1 Sambelia yang berjumlah enam kelas.Siswa kelas IX A sebagai kelas eksperimen dan IX B sebagai kelas kontrol.Pengumpulan data kecakapan hidup dilakukan dengan rubrik penilaian.Kemampuan analisis-sintesis menggunakan teknik tes berbentuk pilihan ganda. Hasil penilaian kecakapan hidup diperoleh nilai rata-rata kelas eksperimen sebesar 86,56 dengan nilai tertinggi 97,22 dan nilai rata-rata kelas kontrol sebesar 71,17 dengan nilai tertinggi 83,33.Hasil tes akhir untuk kemampuan analisis-sintesis diperoleh nilai rata-rata kelas eksperimen sebesar 86,13 dengan nilai tertinggi 100 dan  nilai rata-rata kelas kontrol sebesar 62,5 dengan nilai tertinggi 80.Hipotesis penelitian diuji dengan uji-t polled varians diperoleh nilai thitung lebih besar dari ttabelyaitu 2,63> 1,99 untuk kecakapan hidup dan 2,65 > 1,99 untuk kemampuan analisis-sintesis. Disimpulkanbahwa penggunaan Advance Organizer berbasis proyek berpengaruh terhadap kecakapan hidup dan kemampuan analisis sintesis mata pelajaran IPA fisika siswa.

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  • pengaruh model pembelajaran ekspositori berbantuan scaffolding dan Advance Organizer terhadap hasil belajar fisika peserta didik kelas x
    Jurnal Pendidikan Fisika dan Teknologi, 2017
    Co-Authors: Ahmad Saifi Hasbiyalloh, Ahmad Harjono, Ni Nyoman Sri Putu Verawati

    Abstract:

    This research aimed to examine the effect of expository learning model scaffolding assisted and Advance Organizer toward physics learning outcome the students of class X. This is a quasi experiment with pretest-postest control group design. The population of this research is all students of class X IPA SMAN 4 Mataram. The sampling technique used is purposive sampling. There are two samples taken that is sample as a class given treatment in the form of learning using scaffolding expository aided learning model (class X IPA 1) and classes treated using expository learning model assisted Advance Organizer (class X IPA 2). The data of learning outcome is obtained by using the multiple-choice test of 25 questions. After hypothesis testing using statistical test (t-test separated varian). The first hypothesis testing showed that t count > t table which means that H o1 is rejected and H a1 is accepted. The second hypothesis testing showed that, t count > t table which means that H o2 is rejected and H a2 is accepted. Based on the hypothesis test, it can be concluded that there is effect of expository learning model with scaffolding and Advance Organizer to the physics learning outcome of students.

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Bayardo Baptista Torres – One of the best experts on this subject based on the ideXlab platform.

  • An Advance Organizer for teaching bacterial metabolism
    Biochemistry and Molecular Biology Education, 2005
    Co-Authors: Heloiza Ramos Barbosa, Marilis V. Marques, Bayardo Baptista Torres

    Abstract:

    The metabolic versatility of bacteria is a source of learning difficulty for students in classical microbiology courses. To facilitate the learning process, the authors developed an Advance Organizer. It consists of a set of six diagrams of metabolic pathways describing the basic living requirements of several types of bacteria: energy, carbon sources, and oxidizable substrates that provide electrons for reductive biosyntheses. The students are presented with the six diagrams and at the same time with one problem that must be resolved using solely the set of diagrams, with no access to any textbook. This procedure aims at developing the skills necessary to analyze different (and perhaps more complex) metabolic processes than those represented by the diagrams.

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  • Articles An Advance Organizer for Teaching Bacterial Metabolism
    , 2005
    Co-Authors: Heloiza Ramos Barbosa, Marilis V. Marques, Bayardo Baptista Torres

    Abstract:

    The metabolic versatility of bacteria is a source of learning difficulty for students in classical microbiology courses. To facilitate the learning process, the authors developed an Advance Organizer. It consists of a set of six diagrams of metabolic pathways describing the basic living requirements of several types of bacteria: energy, carbon sources, and oxidizable substrates that provide electrons for reductive biosyntheses. The students are presented with the six diagrams and at the same time with one problem that must be resolved using solely the set of diagrams, with no access to any textbook. This procedure aims at developing the skills necessary to analyze different (and perhaps more complex) metabolic processes than those represented by the diagrams.

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Heloiza Ramos Barbosa – One of the best experts on this subject based on the ideXlab platform.

  • An Advance Organizer for teaching bacterial metabolism
    Biochemistry and Molecular Biology Education, 2005
    Co-Authors: Heloiza Ramos Barbosa, Marilis V. Marques, Bayardo Baptista Torres

    Abstract:

    The metabolic versatility of bacteria is a source of learning difficulty for students in classical microbiology courses. To facilitate the learning process, the authors developed an Advance Organizer. It consists of a set of six diagrams of metabolic pathways describing the basic living requirements of several types of bacteria: energy, carbon sources, and oxidizable substrates that provide electrons for reductive biosyntheses. The students are presented with the six diagrams and at the same time with one problem that must be resolved using solely the set of diagrams, with no access to any textbook. This procedure aims at developing the skills necessary to analyze different (and perhaps more complex) metabolic processes than those represented by the diagrams.

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  • Articles An Advance Organizer for Teaching Bacterial Metabolism
    , 2005
    Co-Authors: Heloiza Ramos Barbosa, Marilis V. Marques, Bayardo Baptista Torres

    Abstract:

    The metabolic versatility of bacteria is a source of learning difficulty for students in classical microbiology courses. To facilitate the learning process, the authors developed an Advance Organizer. It consists of a set of six diagrams of metabolic pathways describing the basic living requirements of several types of bacteria: energy, carbon sources, and oxidizable substrates that provide electrons for reductive biosyntheses. The students are presented with the six diagrams and at the same time with one problem that must be resolved using solely the set of diagrams, with no access to any textbook. This procedure aims at developing the skills necessary to analyze different (and perhaps more complex) metabolic processes than those represented by the diagrams.

    Free Register to Access Article