The Influence of “Problem-Posing” Learning Model To Activities and Learning Outcomes In Elementary School

DOI

10.2991/icei-18.2018.10How to use a DOI?

Keywords

Problem Posing model; activities learning; learning outcomes.

Abstract

The problem is the dominant role of the teacher in teaching and learning activities so students become less active in the learning process. As a result, the researcher needs a learning model that makes students more active and the learning results will increase. One of the ways is by using the Problem Posing learning model. The study aims to describe how many influences of Problem Posing learning model on activities and learning outcomes of Social Science subjects for 4th Grader's students in elementary school. The research method is quantitative with a quasi-experimental research type. The result of the t-Test on learning activity obtained as count > table that is 3.43 > 2.09 whereas the result of t-Test on learning outcomes obtained as t count > t table that is 3.29 > 2.09. So it can be concluded that there is a significant influence of Problem Posing learning model on activities and learning outcomes.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Angga Setiawan
AU  - Ketut Prasetyo
AU  - Muhammad Turhan Yani
PY  - 2018/12
DA  - 2018/12
TI  - The Influence of “Problem-Posing” Learning Model To Activities and Learning Outcomes In Elementary School
BT  - Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)
PB  - Atlantis Press
SP  - 40
EP  - 46
SN  - 2352-5398
UR  - https://doi.org/10.2991/icei-18.2018.10
DO  - 10.2991/icei-18.2018.10
ID  - Setiawan2018/12
ER  -