Main Article Content

Abstract

This research aims to determine the influence of explicit instriction learning model toward 11th grade student‟s learning outcomes in accounting subjects at SMA Negeri 16 Makassar. The Variables in this research are explicit instriction learning model (X) and learning outcomes (Y). The population is the entire students of XI IPS clas at SMA Negeri 16 Makassar school 2016/2017 that consist of 147 students, while the sample determination uses purposive sampling technique with the number of sample is 36 students, technique of data collection used are test and observation. Technique of data analysis was done by using analysis   of data validity and statistic analysis of SPSS 22 for windows.  Based on the results of data analysis simple linear regression Y= -0.162+0,861X, where in every addition of one value of lerning model „explicit instruction‟, the lerning result incrased to 2.247. The mean score of pretest was 52 and posttest was 88.083 from the correlation coefficient of 0.247. Based on the t-test analysis, it was found that the tcalculation was 5.515 which was bigger than ttable 2.000. The R2 (R Square value was 0.247. The t-test result showed significant increase after treatment.

Keywords

Explicit Instruction Learning Model Motivation Learning

Article Details

How to Cite
Sahade, S., & Amsa, Y. S. (2020). The Influence of Explicit Instruction Learning Model toward 11th Grade Student’s Learning Outcomes. Kontigensi : Jurnal Ilmiah Manajemen, 8(2), 272-280. Retrieved from https://jurnal.dim-unpas.web.id/index.php/JIMK/article/view/203

References

  1. Barth, V. L., Piwowar, V., Kumschick, I. R., Ophardt, D., & Thiel, F. (2019). The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom. International Journal of Educational Research, 95, 1–12. https://doi.org/https://doi.org/10.1016/j.ijer.2019.03.002
  2. Can Daşkın, N., & Hatipoğlu, Ç. (2019). Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics, 142, 16–30. https://doi.org/https://doi.org/10.1016/j.pragma.2018.12.023
  3. Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
  4. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  5. Forsström, S. E. (2019). Role of teachers in students’ mathematics learning processes based on robotics integration. Learning, Culture and Social Interaction, 21, 378–389. https://doi.org/https://doi.org/10.1016/j.lcsi.2019.04.005
  6. Jin, G., & Wang, Y. (2019). The influence of gratitude on learning engagement among adolescents: The multiple mediating effects of teachers’ emotional support and students’ basic psychological needs. Journal of Adolescence, 77, 21–31. https://doi.org/https://doi.org/10.1016/j.adolescence.2019.09.006
  7. Lo, M. M. (2019). Youth mentoring as service-learning in teacher education: Teacher candidates’ ethical accounts of the self. Teaching and Teacher Education, 80, 218–226. https://doi.org/https://doi.org/10.1016/j.tate.2019.01.005
  8. Nakata, Y. (2019). Encouraging student teachers to support self-regulated learning: A multiple case study on prospective language teachers. International Journal of Educational Research,