Pengaruh Implementasi Model Pembelajaran Group Investigation Dan Learning Cycle 5E Terhadap Prestasi Belajar Agama Hindu Dan Kreativitas Bermain Mind Mapping Siswa Kelas V Sekolah Dasar Negeri 17 Dauh Puri
Keywords:Model of learning, Group Investigation, 5E Learning Cycle, Achievement, Learning Mind Mapping
Education in Indonesia theoretically emphasized on the success achieved by learners during a learning process. The purpose of education in Indonesia is to create a quality person and character, this research is a research experiment by applying two different models of cooperative learning in students of class V State primary school 17 Dauh Puri in 2016/2017 lesson to find out the difference of achievement study Hinduism and the creativity of students in play mind mapping. The data obtained will be analysed using two methods of data analysis. Anava and manova one way. Anava a road used to measure learning achievement differences of Hindu religion and creativity play mind mapping model of learning the second whereas one way manova is used to analyze the difference of achievement study Hinduism and creativity play mind mapping students simultaneously. The results of testing hypotheses in mind that learning methods are applied affect the learning achievements of the Hindu religion. It proved ultimately based on the acquisition value of the average Hindu learning accomplishments of students who follow the model of cooperative learning group-type investigation is lower than 5E learning cycle model of learning. Simultaneously it is known that the model of cooperative learning group-type investigation and larning cycle 5E influence on hindu learning achievements of students but less effect on students ' creativity in playing mind mapping. Based on the results of the analysis of the effectiveness of the size it is known that learning learning cycle model 5E instructional model and type of group cooperative investigation learning achievements influence on Hindu students learning learning cycle model 5E more influence of Hindu learning achievement grade V. Based on results of testing the effectiveness of learning model is known then the full-size learning cycle 5E more effectively applied at the level of primary school.
Abdurrakhman. 2010. Esensi Praktis Belajar & Pembelajaran. Bandung: Humaniora.
Mulyasa, H.E. 2011. Manajemen Pendidikan Karakter. Jakarta: PT. Bumi Aksara
Putri, D. N. S. S. (2019). Implementasi Nilai Pendidikan Karakter Dalam Cerita Bhagawan Domya. Kamaya: Jurnal Ilmu Agama, 2(3), 184-194.
Sugiyono, 2016. Statistika Untuk Penelitian. Bandung: Alfabeta.
Suha, B. (2021). Social Media Activity dan Customer Experience dalam Membentuk Relationship Quality. Ganaya: Jurnal Ilmu Sosial Dan Humaniora, 4(2), 480-490.
Windati, N. M. S., & Sudarsana, I. K. (2020). Penanaman Sikap Inklusif Keberagamaan Hindu. Kamaya: Jurnal Ilmu Agama, 3(1), 94-101.
How to Cite
An author who publishes in the Cetta : Jurnal Ilmu Pendidikan agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.