Lihat Juga

• Penggunaan model pembelajaran everyone is a teacher here dalam meningkatkan hasil belajar siswa pada mata pelajaran ekonomi kelas x sma negeri 6 Gorontalo utara
  oleh: JIHAN KADIR
  Terbitan: (2018)
• MENINGKATKAN HASIL BELAJAR SISWA MELALUI PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA MATA PELAJARAN IPS EKONOMI DI KELAS X-2 SMA NEGERI 4 GORONTALO
  oleh: EMIL M. MAGU
  Terbitan: (2012)
• MENINGKATKAN HASIL BELAJAR SISWA MELALUI PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) PADA MATA PELAJARAN IPS EKONOMI KELAS X-7 SMA NEGERI 2 GORONTALO
  oleh: MOHAMAD RIVAI DAMILU
  Terbitan: (2012)
• MENINGKATKAN HASIL BELAJAR SISWA MELALUI PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) PADA MATA PELAJARAN EKONOMI KELAS X.4 SMA NEGERI 2 GORONTALO
  oleh: HADIJA KARSIMAN UMAR
  Terbitan: (2013)
• PENERAPAN MODEL PEMBELAJARAN AKTIF TIPE EVERYONE IS A TEACHER HERE UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN SOSIOLOGI DI KELAS XI IPS 1 SMA NEGERI 1 PEJAGOAN TAHUN PELAJARAN 2013/2014
  oleh: Khanifah, Munawaroh Nur; ABSTRACT Munawaroh Nur Khanifah. K8410040. ACTIVE LEARNING MODEL APPLICATION TYPE EVERYONE IS A TEACHER HERE TO IMPROVE STUDENT LEARNING OUTCOMES IN SOCIOLOGY SUBJECT IN 1 SOCIAL SCIENCE GRADE 11th STATE SENIOR HIGH SCHOOL 1 OF PEJAGOAN ACADEMIC YEAR 2013/2014. Thesis, Surakarta: Faculty of Teacher Training Education. Sebelas Maret University. 2014. The purpose of this research is to discover that the application of active learning model type Everyone is a Teacher Here can improve student learning outcomes in Sociology subjects in 1 Social Science Grade 11th State Senior High School 1 of Pejagoan. This research is a Classroom Action Research (CAR) collaborative type. The study consisted of two cycles in which each cycle consisted of planning, action, observation, and reflection. The Subjects of this study were students of 1 Social Science Grade 11th State Senior High Schol 1 of Pejagoan totaling 33 students. The main data collection techniques are observation and tests, while the supporting techniques of data collection are through interviews and documentation. The validity of the data used triangulation techniques. Data analysis was performed using the techniques of critical analysis and comparative descriptive statistical techniques. Based on the results of data analysis, the cognitive learning outcomes of the students in each cycle have increased. In pre-action average value obtained was 72.79, while in the first cycle reaches its average value increased 75.60 or 2.81 of pre-action, and the second cycle reached 81.58, increasing 5.98 from the first cycle. In addition, mastery of cognitive learning outcomes also increased in each cycle. In pre-action percentage of students who completed were 57, 58%, in the first cycle, the percentage of students who complete reaches 75.76%, increasing up to 18.18% from pre-action, and the second cycle the percentage of students who complete reaches 90.91%, increasing up to 15.15 % from cycle I. Besides the increasing of cognitive aspect outcomes, affective and psychomotor learning outcomes also showed an increase in. In the first cycle, the average affective learning outcomes only reached 71.92, and the second cycle reached 78.38, increasing up to 6.46 from cycle I. The psychomotor domain, in the first cycle, an average of the results of their study only reached 71.57, and the second cycle reached 78.33, increasing up to 6.76 from cycle I. The conclusion of this research is that the application of active learning model type Everyone is a Teacher Here improves student learning outcomes in Sociology subjects in 1 Social Science Grade 11th State Senior High Schol 1 of Pejagoan. Key words: Classroom Action Research, Everyone is a Teacher Here, Learning Outcome
  Terbitan: (2014)