IMPACT OF DANCE EDUCATION LEARNING MODEL DEVELOPMENT (ICOSRIE) TO IMPROVE COLLEGE STUDENTS’ COGNITIVE SKILLS
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Abstract
This study aims to develop an educational dance learning model for basic education with a model called ICOSRIE. The method used was research and development. This research was conducted in small-scale and large-scale trials. In developing this model, the test was carried out twice, namely the pre-test and the post-test (before and after being given treatment). The stages carried out in the trial include: (1) conducting a pre-test to measure the initial ability of college students about educational dance courses for kindergarten and elementary school using instruments that have been tested, (2) providing treatment of the ICOSRIE learning model in Educational Dance Courses for Kindergarten and Elementary School, (3) holding a post-test to measure the ability of college students after being treated. Based on statistical calculations, the average cognitive pre-test learning outcomes in large group trials were 39.82, mode 12, median 40, standard deviation 4.02, and variance 16.18. While the average cognitive post-test learning outcomes in large group trials were 80.01, mode 24, median 81.66, standard deviation 4.81, and variance 23.14. Histograms of pre-test and post-test cognitive learning outcomes were obtained in large group trials. Based on statistical calculations, the average value of cognitive pre-test learning outcomes in small group trials was 33.66, mode 50, median 35, standard deviation 14.69, and variance 219.92. Meanwhile, the average cognitive post-test learning outcomes in small group trials were 71.33, mode 80, median 71.66, standard deviation 8.04, and variance 64.70. The average difference in small-group cognitive learning outcomes among students during the pre-test was 10, with a standard deviation of 4,408. While the average cognitive learning outcomes of students during the post-test were 21.10 with a standard deviation of 2,025. The results of the statistical test obtained a p-value of 0.001, asserting that it can be concluded that there are small group cognitive learning outcomes in students during the pre-test and post-test after being given the ICOSRIE learning model. The average difference in cognitive learning outcomes of large groups of students during the pre-test was 11.95, with a standard deviation of 1,207. Meanwhile, the average cognitive learning outcomes of students during the post-test were 24.61 with a standard deviation of 1,443. The results of the statistical test obtained a p-value of 0.001, asserting that there are cognitive learning outcomes in large groups of students during the pre-test and post-test after being given the ICOSRIE learning model.
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