142 research outputs found
PENGARUH MEDIA E-SCRAPBOOK TERHADAP HASIL BELAJAR IPA SISWA DI SEKOLAH DASARPENGARUH MEDIA E-SCRAPBOOK TERHADAP HASIL BELAJAR IPA SISWA DI SEKOLAH DASAR
No full textAbstrack: This research purpose to determine the effect of e-scrapbook media on learning outcomes of a simple plane material science students in grade 05 Indralaya VB Elementary School. Study is a quasi-experimental design with one group pretest-posttest. This design uses a single class. The collection of data in the form of pretest and posttest with test instruments. Difference in pretest and posttest data were analyzed using the t test to see whether or not the e-scrapbook media influence on students' science learning outcomes. Based on the analysis of research data, the value of t_hitung = 21, 27 to n = 29, with a standard error of 5% then, the obtained value of t_ (table) = 2, 048. Thus, t_hitung> t_ (table) so thank H_a and reject H_o . Based on these results it can be concluded that there are significant e-scrapbook media on learning outcomes fifth grade science students of SD Negeri 05 Indralaya. Keywords: media e-scrapbook, learning outcomes Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh media e-scrapbook terhadap hasil belajar IPA siswa materi pesawat sederhana di kelas VB SD Negeri 05 Indralaya. Penelitian yang digunakan adalah eksperimen semu dengan desain One Group Pretest-Posttest. Rancangan ini menggunakan satu kelas. Pengumpulan data berupa pretest dan posttest dengan instrumen tes. Selisih dari data pretest dan posttest tersebut dianalisis dengan menggunakan uji t untuk melihat ada tidaknya pengaruh media e-scrapbook terhadap hasil belajar IPA siswa. Berdasarkan analisis data hasil penelitian, diperoleh nilai = 21, 27 untuk n = 29 dengan taraf kesalahan 5 % maka, didapat nilai = 2, 048. Dengan demikian, sehingga terima dan tolak . Berdasarkan hasil tersebut maka dapat disimpulkan bahwa terdapat pengaruh media e-scrapbook terhadap hasil belajar IPA siswa kelas V SD Negeri 05 Indralaya. Kata Kunci: media e-scrapbook, hasil belaja
LEMBAR KERJA SISWA BERBASIS KONTEKSTUAL DALAM PEMBELAJARAN SUBTEMA “AKU BANGGA DENGAN DAERAH TEMPAT TINGGALKU”
Get PDFAbstract: The ability of teachers to develop teaching materials is still lacking. Therefore, it is necessary teaching materials that can complement the use materials, such as students Worksheet (LKS) contextual based. LKS is expected to be the teaching materials appropriate to the characteristics of the students, practical because it is easy to use in learning, and effective in supporting learning activities that be educated to scientific. LKS approach is expected to increase of students engagement during the learning, make a positive contribution and time becomes more effective, to the achievement of student learning outcomes. This study the design research development. The development model used is the model Rowntree. Subjects in this study were fourth grade in elementary school 117 Palembang, in the second semester of the school year 2013/2014. Use of this contextual-based LKS can improve student learning outcomes and effective in supporting student learning to use and serve as a handle of teachers in learning the lessons subtema I'm proud of my neighborhood. Keywords: Contextual-based LKS Abstrak: Kemampuan guru dalam mengembangkan bahan ajar masih sangat kurang. Oleh karena itu, diperlukan bahan ajar yang dapat melengkapi penggunaan bahan ajar tersebut, seperti Lembar Kerja Siswa (LKS) berbasis kontekstual. LKS yang dimaksud diharapkan menjadi bahan ajar yang sesuai dengan karakteristik siswa, praktis karena mudah digunakan dalam pembelajaran, dan efektif dalam mendukung kegiatan pembelajaran yang berpen-dekatan saintifik.Penggunaan LKS ini diharapkan dapat meningkatkan keterlibatan siswa saat pembelajaran, memberikan kontribusi positif dan waktu menjadi lebih efektif, terhadap pencapaian hasil belajar siswa. Penelitian ini menerapkan desain penelitian pengembangan. Model pengembangan yang digunakan ialah model Rowntree. Subjek dalam penelitian ini adalah siswa kelas IV di SD Negeri 117 Palembang pada semester genap tahun ajaran 2013/2014. Penggunaan LKS berbasis kontekstual ini dapat meningkatkan hasil belajar siswa serta efektif dalam mendukung kegiatan pembelajaran siswa untuk digunakan dan dijadikan sebagai pegangan guru dalam mempelajari pelajaran subtema aku bangga dengan daerah tempat tinggalku. Kata Kunci: LKS berbasis Kontekstua
PENGARUH MODEL PEMBELAJARAN TERHADAP HASIL BELAJAR SAINS PESERTA DIDIK DI SEKOLAH DASAR DITINJAU DARI GAYA KOGNITIF
Get PDFTujuan penelitian ini untuk mengetahui: apakah ada perbedaan hasil belajar sains peserta didik antara model pembelajaran experiential dengan model pembelajaran inquiry terbimbing; Apakah ada perbedaan hasil belajar sains peserta didik yang memiliki gaya kognitif field independent (FI) dengan gaya kognitif field dependent (FD); Apakah terdapat pengaruh interaksi antara model pembelajaran dan gaya kognitif terhadap hasil belajar sains peserta didik. Mengetahui apakah ada perbedaan hasil belajar sains antara model pembelajaran inquiry terbimbing dengan model pembelajaran experiential peserta didik yang memiliki gaya kognitif FD; Apakah ada perbedaan hasil belajar sains model pembelajaran experiential dengan model pembelajaran inquiry terbimbing peserta didik yang memiliki gaya kognitif FI. Metode yang digunakan adalah metode quasi experiment dengan simple random sampling, desain penelitian treatment by level 2x2, pengolah data berbantukan software SPSS versi 27. Penelitian dilakukan di SD Negeri 13 Sembawa, Kabupaten Banyuasin, dengan kelas kontrol dengan model pembelajaran inquiry terbimbing dan kelas eksperimen dengan menggunakan model pembelajaran experiential. Hasil penelitian diperoleh bahwa: (1) Hasil belajar sains peserta didik pada Model pembelajaran experiential lebih tinggi dari model pembelajaran inquiry terbimbing, terbukti dengan nilai Sig. (2-tailed) 0.421 > 0.05. (2) Hasil belajar sains peserta didik dengan gaya kognitif FI lebih tinggi dari hasil belajar peserta didik yang memiliki gaya kognitif FD, terbukti dengan nilai Sig. (2-tailed) 0.430 > 0.05. dan (3) Tidak ada hubungan interaksi model pembelajaran dan gaya kognitif terhadap hasil belajar sains peserta didik. (4). Hasil Belajar Sains antara model pembelajaran experiential lebih tinggi dari model pembelajaran inquiry terbimbing bagi peserta didik yang memiliki gaya kognitif FD, terbukti dengan nilai Sig. (2-tailed) 0.157 > 0.05. (5) Hasil belajar sains model pembelajaran experiential lebih tinggi dari model pembelajaran inquiry terbimbing peserta didik yang memiliki gaya kognitif FI, terbukti bahwa nilai Sig.(2-tailed) 0.430 > 0.05. Berdasarkan penelitian yang telah dilakukan dan hasil analisis data serta pembahasan di atas, maka dapat disimpulkan bahwa: Hasil belajar sains peserta didik yang menggunakan model pembelajaran experiential lebih tinggi dari hasil belajar menggunakan model pembelajaran inquiry terbimbing. Hasil belajar sains peserta didik dengan gaya kognitif FI lebih tinggi dari hasil belajar peserta didik gaya kognitif FD. Dengan demikian model pembelajaran bersama-sama dengan gaya kognitif dapat mempengaruhi hasil belajar.
The purpose of this study was to find out: are there differences in students' science learning outcomes between the experiential learning model and the guided inquiry learning model; is there a difference in science learning outcomes between students who have a field-independent cognitive style (FI) and a field-dependent cognitive style (FD); and is there an interaction between the learning model and cognitive style on students' science learning outcomes? Knowing whether there are differences in science learning outcomes between the guided inquiry learning model and the experiential learning model of students who have the FD cognitive style, are there differences in science learning outcomes between the experiential learning model and the guided inquiry learning model of students who have the FI cognitive style? The method used is a quasi-experimental method with simple random sampling, treatment by level 2x2 research design, and data processing with the help of SPSS software version 27. The research was conducted at SD Negeri 13 Sembawa, Banyuasin Regency, control class with a guided inquiry learning model and experimental class using the experiential learning model. The results of the study showed that: (1) The science learning outcomes of students in the experiential learning model were higher than the guided inquiry learning model, as evidenced by the Sig. (2-tailed) 0.421 > 0.05. (2) The learning outcomes of students with the FI cognitive style are higher than the learning outcomes of students who have the FD cognitive style, as evidenced by the sig. (2-tailed) 0.430 > 0.05. and (3) there is no interaction of learning models and cognitive styles on students' science learning outcomes. (4). Science learning outcomes in the experiential learning model are higher than those in the guided inquiry learning model for students who have the FD cognitive style, as evidenced by the sig. (2-tailed) 0.157 > 0.05. (5) The science learning outcomes of the experiential learning model are higher than the guided inquiry learning model of students who have the FI cognitive style; it is proven that the value of Sig. (2-tailed) 0.430 > 0.05. Based on the research that has been done and the results of the data analysis and discussion above, it can be concluded that the science learning outcomes of students who use the experiential learning model are higher than the learning outcomes using the guided inquiry learning model. The science learning outcomes of students with the FI cognitive style are higher than the learning outcomes of FD cognitive style students. Thus, the learning model, together with the cognitive style, can affect learning outcomes
PENERAPAN MEDIA E-COMIC UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V DI SEKOLAH DASAR
No full textThrough the use of digital e-comic media combined with the Problem Based Learning (PBL) model, this study aims to improve the critical thinking skills of fifth-grade students at SD Negeri 001 Palembang in the 2025–2026 academic year on the water cycle topic. This research employed Classroom Action Research (CAR) as its methodology and was conducted in two cycles. A total of 25 students from class 5A participated as research subjects. Tests, observations, and documentation were used as data collection methods. Based on the research findings, students’ understanding increased from the first to the second cycle. Only three students (12%) met the Minimum Mastery Criteria (MMC), and the average pretest score was only 47.2. After the implementation of Cycle I, 16 students (64%) achieved the MMC, and the average score increased to 71.6. In Cycle II, all students (100%) exceeded the MMC, with an average score of 82.4. These findings indicate that the improvement of students’ understanding of the water cycle material through the use of the Problem Based Learning approach and e-comic media was successful
Educational Attainment and Equality of Opportunity in Portugal and in Europe: The Role of School Versus Parental Influence
Get PDFModel Experiential Learning pada Pembelajaran IPA: Systematic Literature Review
No full textThis study aims to determine and describe the effect of the experiential learning model on science learning in elementary schools, namely by looking at the achievement of science learning objectives. The method used in this study is the Systematic Literature Review method. The search results found 244 articles from 2011 to 2023, and then were gradually and systematically selected into 15 articles that were relevant to the topic of experiential learning models in elementary school learning science and true/matching criteria. The results of this study indicate that there is an influence of the experiential learning model on science learning in elementary schools, as evidenced by the 15 articles studied being able to answer research questions, namely: How is the achievement of science learning objectives in elementary schools based on the results of a review of research articles on the experiential learning model?, and Does experiential learning affect the achievement of the goals of learning science in elementary schools? The results and findings in these articles indicate an increase in the achievement of science learning objectives after the implementation of this experiential learning model, namely: increasing students' curiosity and learning achievement, increasing students' motivation, Increasing students' understanding of students, improving the quality of learning, increasing the competence of students, and making learning fun
ANALISIS STRATEGI ORANG TUA DALAM MENGATASI DAMPAK PENGGUNAAN GADGET TERHADAP KONSENTRASI BELAJAR ANAK SEKOLAH DASAR
Get PDFTujuan penelitian ini adalah untuk mengetahui strategi orang tua dalam mengatasi dampak penggunaan gadget terhadap konsentrasi belajar anak sekolah dasar. Adapun metode penelitian yang digunakan yaitu metode kualitatif dengan pendekatan deskriptif, teknik pengumpulan data yang digunakan yaitu observasi, wawancara dan dokumentasi. Penelitian ini dilakukan di wilayah pemukiman asrama dan rusun mahasiswa Universitas Sriwijaya atau tepatnya di Kelurahan Timbangan Kecamatan Indralaya Utara Kabupaten Ogan Ilir Provinsi Sumatera Selatan dengan jumlah narasumber lima orang tua. Hasil penelitian yang dilakukan adalah terdapat lima strategi orang tua dalam mengatasi dapak penggunaan gadget terhadap konsentrasi belajar anak sekolah dasar yaitu membatasi waktu penggunaan gadget, menyediakan tempat khusus belajar, melakukan komunikasi terbuka, pengawasan aktif dan memberikan nasihat dan contoh positif
Peningkatan Keterampilan Menulis Surat Resmi Siswa Melalui Model Pembelajaran Think Pair Share (TPS) di Sekolah Dasar
Get PDFThe purpose of this study was to improve the writing skills of grade V students on official letter material. This study used Kemmis and Mc. Taggart model. Each cycle was carried out in one learning activity with a duration of 2x35 minutes. The research was conducted in class V.C, totaling 31 students with details of 13 male students and 18 female students. Based on the results of observations made at State Elementary School 11 Indralaya, Ogan Ilir Regency, data obtained that grade V students still often make mistakes in writing official letters. An alternative solution to the problem is the application of the Think Pair Share type Cooperative Learning model. The results showed an increase in student learning outcomes with an average student score in cycle I of 73.8 and increased to 91.08 in cycle II. Writing skills can be seen from the final score in cycle I, the percentage of learning completeness exceeded the Minimum Completion Criteria of 74.07% with good qualifications and cycle II increased to 100% with very good qualifications. Therefore, the application of the Cooperative Learning type Think Pair Share learning model can improve the ability to write official letters of grade V students.Penelitian tindakan kelas yang dilaksanakan ini bertujuan meningkatkan keterampilan menulis siswa kelas V SD pada materi surat resmi. Penelitian kali ini menggunakan penelitian tindakan kelas model Kemmis dan Mc. Taggart. Tiap siklus dilaksanakan dalam satu kali kegiatan pembelajaran dengan durasi 2x35 menit. Penelitian dilaksanakan di kelas V.C yang berjumlah 31 siswa dengan rincian siswa laki-laki 13 dan 18 siswa perempuan. Berdasarkan hasil observasi yang dilakukan di Sekolah Dasar Negeri 11 Indralaya Kabupaten Ogan Ilir, diperoleh data bahwa siswa kelas V masih kerap kali melakukan kesalahan dalam menulis surat resmi. Alternatif penyelesaian masalah tersebut yaitu penerapan model pembelajaran Cooperative Learning tipe Think Pair Share. Hasil penelitian menunjukkan peningkatan hasil belajar siswa dengan skor rata-rata siswa pada siklus I yaitu 73,8 dan meningkat menjadi 91,08 pada siklus II. Keterampilan menulis dapat dilihat dari nilai akhir pada siklus I persentase ketuntasan belajar melampaui KKM 74,07% berkualifikasi baik dan siklus II meningkat menjadi 100% dengan kualifikasi sangat baik. Oleh karena itu, penerapan model pembelajaran Cooperative Learning tipe Think Pair Share dapat meningkatkan kemampuan menulis surat resmi siswa kelas V SD
The Analysis Effect of Organizational Communication and Self Development Program on Teacher Performance
Get PDFDetermine the relationship between organizational communication, training, and development, and teacher performance is one of the objectives of this study. 58 people totaled as respondents in this study, which used a saturation sample method. The basic data used in this study was collected through giving teachers questionnaires. The analysis approach used in this study, multiple linear regression, is carried out using the SPSS 22 program. The findings of this study suggest that training and development, organizational communication, and teacher effectiveness are all significantly impacted. Teachers' performance is concurrently greatly impacted by organizational communication, training, and growth
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