67 research outputs found
Schoology IPA
No full textBuku kategori keguruan dan ilmu pendidikan yang berjudul Schoology IPA merupakan karya dari Risda Amini. Kelas digital merupakan salah satu hal yang perlu untuk diketahui oleh pelaku dalam dunia pendidikan di mana khususnya untuk siswa di dalam kelas. Kelas digital merupakan salah satu solusi yang bisa digunakan untuk meningkatkan kompetensi siswa secara lebih efisien dan lebih praktis. Dengan menggunakan kelas digital maka pembelajaran akan lebih menarik dan perhatian siswa akan lebih terpusat pada pembelajaran. Dengan menggunakan kelas digital akan ada interaksi dan fitur-fitur yang bisa dimanfaatkan untuk pembelajaran yang lebih bervariasi dan inovatif. Dengan adanya pembelajaran menggunakan kelas digital dengan bantuan Edmodo, bisa membuat siswa memahami materi yang diberikan lebih mendalam. Dan dengan adanya kelas digital ini siswa bisa menemukan pengetahuan baru yang belum pernah mereka temukan sebelumnya. Dan mereka juga lebih mengenal dunia teknologi informasi dan komunikasi serta peserta didik bisa melihat manfaat yang bisa digunakan dari kemajuan teknologi pada saat sekarang ini
Pengembangan Pembelajaran Pendidikan Lingkungan Berbasis Outdoor Untuk Calon Guru Sekolah Dasar
Full text linkStudi tentang pengembangan model pembelajaran Pendidikan Lingkungan berbasis Outdoor (PLO) berfokus pada permasalahan lingkungan sekolah, dimaksudkan untuk meningkatkan kemampuan dasar calon guru SD. Model PLO yang dikembangkan mengkaji permasalahan lingkungan sekolah; menggunakan fasilitas belajar yang ada di luar/dalam kelas sebagai sumber belajar; serta pembelajaran menekankan pada pengembangan sikap/perilaku peduli terhadap lingkungan sekolah. Penelitian ini menggunakan desain Research and Development dengan subyek penelitian mahasiswa PGSD sebanyak 37 orang pada kelas eksperimen dan 47 orang pada kelas kontrol. Dalam implementasi model dilakukan percobaan di luar kelas dan pemanfaatan video pembelajaran. Penelitian ini menghasilkan: 1) Model PLO yang membekali calon guru merancang pembelajaran IPA dengan mengintegrasikan materi yang membahas permasalahan lingkungan sekolah, melaksanakan pembelajaran dengan menggunakan model PLO berbasis lingkungan sekolah, dan evaluasi pembelajaran yang menekankan pada pengembangan sikap/perilaku peduli lingkungan; 2) Peningkatan kemampuan dasar calon guru; 3) Peningkatan sikap dan perilaku peduli lingkungan sekolah. Model PLO efektif ditinjau dari: 1) penguasaan konsep pendidikan lingkungan termasuk kategori baik; 2) peningkatan penguasaan konsep termasuk kategori sedang (Ng = 0,59); 3) kinerja dan sikap melakukan percobaan termasuk kategori sangat baik; 4) kemampuan dalam pembelajaran termasuk kategori baik; dan 5) sikap dan perilaku terhadap lingkungan sekolah termasuk kategori sangat peduli (Ng = 0,31). Keunggulan model PLO diantaranya meningkatkan kemampuan calon guru dalam menanamkan sikap/perilaku peduli lingkungan. Keterbatasan model PLO adalah menuntut kemampuan calon guru mengintegrasikan materi pendidikan lingkungan ke dalam mata pelajaran IPA.
ABSTRACT
The study of outdoor based-instruction model development for environmental education which called PLO focused on the school environmental problems, its purposed to improve pre-service teachers’ ability. The PLO concerned for solving the environmental problem in school surrounding; using facilities in outdoor place as learning sources; and providing knowledge, skills, and attitude to the environment as major priority. This research used Research and Development with pre-test and post-test one group design for piloting study, whereas for model testing using pretest-posttest control group design in term of quasi experiment method. As subjects were pre-service teachers in the elementary school including 37 students for experiment and 47 students for control class. Implementing PLO was carried out through an outdoor experiment and presented by an instructional video. The data collected were interview, observation sheets, performance assessment sheets, attitude questionnaires, and tests. This current research revealed that: 1) the outdoor based-instructional model supplies to pre-service teachers for designing lesson plan, conducting science learning process by the implementation the PLO model and evaluating the learning process by putting an emphasis, 2) the improvement of the pre-service teachers’ basic skills, 3) the improvement attitude toward the school environment. The effectiveness of the PLO are: 1) the pre-service teachers’ mastery of environmental education concepts was categorized as good, 2) the improvement of the pre-service teachers’ mastery of environmental education concepts was categorized as medium (Ng = 0,59), 3) the pre-service teachers performance and attitude in the experiment class was categorized as high level, 4) the pre-service teachers’ ability was categorized as good, 5) the attitude and behavior about the school environment was categorized extremely care (Ng = 0,31). One of the benefits of PLO is that it can improve teachers’ capacity on solving problems in the school. However this research need teachers to have abilities in integrating environmental education into science teaching in elementary school
Pengembangan Pembelajaran Pendidikan Lingkungan Berbasis Outdoor Untuk Calon Guru Sekolah Dasar
Full text linkStudi tentang pengembangan model pembelajaran Pendidikan Lingkungan berbasis Outdoor (PLO) berfokus pada permasalahan lingkungan sekolah, dimaksudkan untuk meningkatkan kemampuan dasar calon guru SD. Model PLO yang dikembangkan mengkaji permasalahan lingkungan sekolah; menggunakan fasilitas belajar yang ada di luar/dalam kelas sebagai sumber belajar; serta pembelajaran menekankan pada pengembangan sikap/perilaku peduli terhadap lingkungan sekolah. Penelitian ini menggunakan desain Research and Development dengan subyek penelitian mahasiswa PGSD sebanyak 37 orang pada kelas eksperimen dan 47 orang pada kelas kontrol. Dalam implementasi model dilakukan percobaan di luar kelas dan pemanfaatan video pembelajaran. Penelitian ini menghasilkan: 1) Model PLO yang membekali calon guru merancang pembelajaran IPA dengan mengintegrasikan materi yang membahas permasalahan lingkungan sekolah, melaksanakan pembelajaran dengan menggunakan model PLO berbasis lingkungan sekolah, dan evaluasi pembelajaran yang menekankan pada pengembangan sikap/perilaku peduli lingkungan; 2) Peningkatan kemampuan dasar calon guru; 3) Peningkatan sikap dan perilaku peduli lingkungan sekolah. Model PLO efektif ditinjau dari: 1) penguasaan konsep pendidikan lingkungan termasuk kategori baik; 2) peningkatan penguasaan konsep termasuk kategori sedang (Ng = 0,59); 3) kinerja dan sikap melakukan percobaan termasuk kategori sangat baik; 4) kemampuan dalam pembelajaran termasuk kategori baik; dan 5) sikap dan perilaku terhadap lingkungan sekolah termasuk kategori sangat peduli (Ng = 0,31). Keunggulan model PLO diantaranya meningkatkan kemampuan calon guru dalam menanamkan sikap/perilaku peduli lingkungan. Keterbatasan model PLO adalah menuntut kemampuan calon guru mengintegrasikan materi pendidikan lingkungan ke dalam mata pelajaran IPA.
ABSTRACT
The study of outdoor based-instruction model development for environmental education which called PLO focused on the school environmental problems, its purposed to improve pre-service teachers’ ability. The PLO concerned for solving the environmental problem in school surrounding; using facilities in outdoor place as learning sources; and providing knowledge, skills, and attitude to the environment as major priority. This research used Research and Development with pre-test and post-test one group design for piloting study, whereas for model testing using pretest-posttest control group design in term of quasi experiment method. As subjects were pre-service teachers in the elementary school including 37 students for experiment and 47 students for control class. Implementing PLO was carried out through an outdoor experiment and presented by an instructional video. The data collected were interview, observation sheets, performance assessment sheets, attitude questionnaires, and tests. This current research revealed that: 1) the outdoor based-instructional model supplies to pre-service teachers for designing lesson plan, conducting science learning process by the implementation the PLO model and evaluating the learning process by putting an emphasis, 2) the improvement of the pre-service teachers’ basic skills, 3) the improvement attitude toward the school environment. The effectiveness of the PLO are: 1) the pre-service teachers’ mastery of environmental education concepts was categorized as good, 2) the improvement of the pre-service teachers’ mastery of environmental education concepts was categorized as medium (Ng = 0,59), 3) the pre-service teachers performance and attitude in the experiment class was categorized as high level, 4) the pre-service teachers’ ability was categorized as good, 5) the attitude and behavior about the school environment was categorized extremely care (Ng = 0,31). One of the benefits of PLO is that it can improve teachers’ capacity on solving problems in the school. However this research need teachers to have abilities in integrating environmental education into science teaching in elementary school
PENGEMBANGAN MODEL PEMBELAJARAN KONSEP DASAR IPA SD MENGGUNAKAN PENDEKATAN SAVI
Full text linkSAVI adalah kependekan dari Somantic Audio Visual Intelektual adalah suatu model pembelajaran yang menggunakan semua indera dalam mengiatkan aktitifitas belajar. Meier (2005) menyatakan keunggulan SAVI adalah: (1) menggabungkan gerak fisik dengan aktifitas intelektual dan penggunaan semua indera dalam pembelajaran, (2) mengintegrasikan pembelajaraaan teori dan pratikum untuk memantapkan pengetahuan, keterampilan, sikap. (3) kondisi belajar yang kondusif untuk mengembangkan kreativitas, motivasi, dan wawasan, (4) memanfaatkan teknologi. Hal inilah yang seharusnya diterapkan guru dalam pembelajaran Konsep Dasar IPA SD agar dicapai tujuan dan kualitas belajar yang lebih baik terutama pemahaman konsep dan kegiatan pratikum pembelajarannya.
Rancangan penelitian ini menggunakan metode penelitian dan pengembangan (Research and Development) yang mengacu pada Borg (1979). Secara konseptual metode penelitian dan pengembangan ditahun pertama ini diringkas untuk pelaksanaan penelitian di lapangan, meliputi: (1 ) studi pendahuluan (pengumpulan informasi), (2) perencanaan model, (3) pengembangan model (4) revisi, (5) produk model dihasilkan,
pada 22 orang mahasiswa PGSD yang mengikuti perkuliahan Konsep Dasar IPA SD.
Model pembelajaran berbasis laboratorium menggunakan pendekatan SAVI yang dikembangkan mencakup tiga komponen, yaitu perencanaan, pelaksanaan, dan evaluasi. Hasil penelitian memperlihatkan nilai rata-rata aktifitas siswa pada Siklus 1 sebesar 62,8% dan Siklus kedua sebesar 70,5%. Rata-rata kemampuan mahasiswa dalam (1) melakukan pratikum termasuk kategori sangat baik (2) mendiskusikana hasil pratikum termasuk kategori baik, (3) mengkomunikasikan hasil termasuk kategori baik, (4) menyajikan hasil termasuk kategori baik
Development of Integrated Thematic Electronic Worksheets With RADEC Learning Model Using Nearpod
Full text linkThis research was motivated by that LKPD in schools is still in the form of handouts that are printed by teachers and distributed to students. The purpose of this research is to produce E-LKPD products using the RADEC-based Nearpod application. This type of research is development research with the ADDIE development model. Research instruments in the form of interviews, questionnaires, tests, and documentation. The research results obtained were Integrated thematic E-LKPD assisted by the RADEC-based Nearpod application in the elementary school stated in the very valid category. In the practicality questionnaire for the teacher's response score and the score for the student's practicality questionnaire in the very practical category. On the effectiveness used the N-Gain score percent test with the effective category. So, it can be concluded that the developed ELKPD has fulfilled the categories of valid, practical, and effective to improve student learning outcomes
Pengembangan Modul Pembelajaran IPA Berbasis Picture And Picture di Sekolah Dasar
No full textPenelitian ini bertujuan untuk mengembangkan modul pembelajaran IPA berbasis picture and picture untuk kelas V di SDN 197/II Pulau pekan. Jenis penelitian yang digunakan adalah pengembangan (Research and Development) dengan menggunakan modifikasi model 3-D yaitu terdiri dari tahap define, tahap design, dan development. Penelitian ini dilakukan pada semester ganjil tahun ajaran 2021/2022. Validator angket terdiri dari 1 orang dosen validator design dan 1 orang dosen sebagai validator materi. Berdasarkan hasil penelitian, validasi modul yang dihasilkan dari aspek tampilan modul IPA berbasis picture and picture memperoleh nilai 3,60 dan dari aspek materi memperoleh penilaian 3,90, dan dilihat rata-rata skor penilaian modul pembelajaran IPA berbasis picture and picture yang diperoleh secara keseluruhan yaitu 3,70 dengan kategori sangaat valid. Sedangkan uji praktikalitas terdiri dari 1 orang guru dan 22 orang siswa. Dari hasil praktikalitas oleh guru dengan persentase hasil 96% dan dari hasil praktikalitas oleh siswa diperoleh persentase hasil 95%. Dari hasil penelitian ini dapat disimpulkan bahwa modul pembelajarnan IPA berbasis picture and picture yang dihasilkan sangat valid dan praktis digunakan dalam pembelajaran IPA. Sehingga dapat digunakan dalam pembelajaran IPA di kelas V SD
Validity of Kvisoft Flipbook Maker-Assisted PjBL-Based E-books for Elementary Schools
No full textThe presence of Buku Sekolah Elektronik (BSE), an electronic textbook developed by the Ministry of Culture and Education, is one example of the application of TI in education. Observation and the requirements of instructors and students. The purpose of this research is to make and know the validity of a Project Based Learning-based e-book featured by a kvisoft flipbook maker in the third grade of elementary school. This research was conducted using Research and Development (R&D) method and Model Pengembangan ADDIE. Researchers observed and interviewed teachers and third-grade students from each school as many as 3 people were selected for research. By using the data from observation and interviews, the researcher designed the product to fulfill the needs of those schools. In the 'development' session, the researcher developed the raw product so that it could be used by the teacher and students. During the "implementation" session, the students evaluated the product's efficacy. To create the ideal product, the absence of a product was remedied. This procedure is referred to as "assessment." Experts must examine the product's legitimacy before the efficacy of the product is evaluated. There is the issue of the images, substance, and language's legitimacy. The test's findings indicate that the product is quite legitimate in terms of both language and substance, while the results for the visuals are also reliable. It can be concluded that the product, an e-book, is very valid and it can be used as an alternative material in teachin
Pengembangan E-LKPD Berbasis Problem Based Learning Menggunakan Aplikasi Book Creator di Kelas III Sekolah Dasar
Full text linkinterest and attention in learning. This purpose of this research is to determine the validity and practicality of develop E-LKPD using the Book Creator application based on Problem Based Learning in integrated thematic learning in class III elementary schools. This research is Research and Development (R&D) with ADDIE model (analysis, design, development, implementation, evaluation). The results of this research obtained from the results of validity and practicality tests. Validity test results obtained from material, media and language expert validators. The validity test results obtained results in the very valid category with a validity percentage of 96,15% from material experts, 98,48% from media experts, and 96,66% from language experts. Practicality test results obtained from teacher and student response questionnaires. The results of the practicality test at the trial school obtained results in the very practical category with a practicality percentage of 90,63% from the teacher response questionnaire and 90,16% from the student response questionnaire. The implementation school obtained results in the very practical category with a practicality percentage of 93,75% from the teacher response questionnaire and 92,97% from the student response questionnaire
PENGEMBANGAN BAHAN AJAR DENGAN PENDEKATAN COOPERATIVE LEARNING TIPE TURNAMEN DI SEKOLAH DASAR
No full textPenelitian ini bertujuan untuk menjelaskan proses pengembangan bahan ajar pendekatan Cooperative Learning Tipe Turnamen siswa pada kelas IV SD Negeri 14 Belanti Barat. Jenis Penelitian ini adalah penelitian pengembangan (Research and Developement). Subjek uji coba adalah peserta didik kelas IV Sekolah Dasar Negeri 14 Belanti Barat dan Penyebaran di SDN 13 Lolong sebanyak 25 siswa. Berdasarkan hasil uji coba Kevalitan dapat dilhat dari validasi isi, bahasa, penyajian, kegrafikaan dan RPP, keseluruhan 4.24 dengan kategori sangat valid. Pratikalitas bahan ajar dilihat dari respon pendidik, 84 % respon peserta didik 80 % sedangkan efektifitas bahan ajar 96%. Dapat disimpulkan bahwa bahan ajar valid, praktis dan efektif pada kelas IV SD
Pengembangan Bahan Ajar Matematika Berbasis Problem Based Learning Berbantuan Kvisoft Flipbook Maker Pro Di Sekolah Dasar
Full text linkThe research objective was to develop valid, practical, and effective integrated thematic teaching materials based on the PBL approach assisted by the Kvisoft Flipbook Maker Pro application in grade III elementary schools. This research is included in Research and Development research using the ADDIE development model. Collecting data using observation, interviews, questionnaires and written tests. Data analysis uses a Likert scale by looking at validation analysis, practicality, and effectiveness. The results obtained from the development of PBL-based integrated thematic teaching materials assisted by Kvisoft Flipbook Maker Pro in Class III Elementary Schools, namely the validity percentage of 89.06% (Content Validation), 80% (Graphical Validation), and 83.3% (Language Validation) . The practicality of the teacher's response was 80.00% (practical), while the student response was 80.26% (practical). Effectiveness is seen from student learning outcomes, namely the N-Gain Score of 0.71 (High) is obtained in the effective category. This means that the teaching materials developed are valid, practical, and effective for third grade elementary school student
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