I Nyoman Sudana Degeng

The Effect of Peer Tutoring and Social Skill on Learning Results and Concepts Application for Students of Health Department

This study aimed to determine the effect of peer group learning and social skills learning strategy on the learning outcomes of understanding and application of concepts on the basic concept of nursing. The study used pseudo experimental design. The subjects of the study were nursing students of Malang with 76 students. Data collection was a test on social skills and learning outcomes. Data was analyzed by using Anova. The results indicated that: (1) learning achievement in applying peer tutoring strategy gave better effect than direct learning strategy (2) students with high social skills had higher average score than low social skills.

The Effect of Practice Generalization Reinforcement (PGR) Instruction Strategy Vs Direct Instruction and Prior Knowledge on Learning Outcome of English Grammar in Junior High School

The objective of the study is to examine the effect and the interaction between instructional strategies through the application of practice generalization reinforcement instruction strategy vs. direct instruction and prior knowledge on learning outcome of English grammar in junior high school. The research design used quasi experimental design by using the factorial design version pretest-posttest non-equivalent control group design. The subject of the study was the ninth grade students of junior high school 1 Labang, Bangkalan East Java. The sampling method used cluster random sampling’s technique. The number of students who involved in this study was 119 students. 60 students were learnt by using direct instruction as the control group and 59 students were learnt by using practice generalization reinforcement instruction strategy as the experimental group. The results of this study were analyzed by using Anova (analysis of variance) 2x2 factorial designs and the significance level was 5%. The result of this study showed that (1) The students’ English grammar learning outcome did not indicate a statistically significant difference from the students who were learnt by using the direct instruction strategy and the practice generalization reinforcement’s instruction, (2) The students’ English grammar learning outcome indicated a statistically significant different from the students who had a high prior knowledge and a low prior knowledge, and (3) The interaction between the instruction strategy and the prior knowledge indicated the significant effect on English grammar learning outcome.

Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

The study aims are to determine whether there is a difference in the average learning outcomes between students who are subject to Direct instruction model aided by mobile augmented reality and Direct instruction model supported by non mobile augmented reality. The presence or absence of significant differences in cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation, and low achievement motivation group. There is no interaction between learning strategies and achievement motivation toward cognitive learning outcomes. Population in this research is all student of semester 1 academic year 2016/2017 Sample is taken by using sampling cluster random sampling technique in mathematics education study of Universitas PGRI Semarang. Methods of data collection in this study are obtained by using interview methods, test methods, and method documentation. The results showed that: (a) There were significant differences in cognitive learning outcomes between groups of students treated with direct instructional strategies with MAR and group of students who were treated with direct instruction learning strategies with non-MAR. (B) There is a significant difference of cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation and low achievement motivation group