Effect of MACRO model Learning Management on Student Learning Achievement, Course Design and Environment for Early Childhood Education Institutions

Abstract

This research aims to compare the mean achievement scores before and after learning management using the MACRO model. The target is male-female students. The third- year students studying in the course of design and environment for early childhood education institutions, semester 1 of the academic year 2020, consisted of 21 students. The instruments used in the research consisted of an 8-week MACRO model activity plan for early childhood education institutions. Measure the learning achievement of students in the course of designing and organizing environments for early childhood schools. An observation form for attentive behavior of students in the course of designing and organizing environments for early childhood education institutions and an observation form to create a model for the design of the internal and external environment of an early childhood school building for students in the course of designing and organizing an environment for an early childhood school. The statistics used in the research were mean, standard deviation. and the relative increase in score.

The results showed that after the MACRO model of learning management, the students had higher academic achievement scores. The mean score before school was 12.76, after school was 14.95, the mean score difference was 2.19 and the learner's relative increase score was 21.49 percent. The students had mean scores before MACRO model learning was 1.14, standard deviation was 0.34 after MACRO model learning was 1.81, standard deviation was 0.37, and modeling performance score. The students had a mean score before the MACRO model of learning management was 1.26, standard deviation was 0.41 after MACRO model learning was 2.24, standard deviation was 0.40.