Penelitian ini bertujuan untuk memproduksi produk modul pembelajaran tematik berbasis pendidikan karakter. Penelitian ini merupakan sebuah penelitian pengembangan dengan subjek penelitiannya adalah siswa kelas V Sekolah Dasar dan penelitian ini dilaksanakan di SDN 14 Olo Padang. Penelitian ini menggunakan tahap pengembangan 4D, dengan alur define, design, development dan desiminate. Hasil Validasi menunjukkan data yang mengarah kepada pembuktian bahwa modul yang dihasilkan sudah memenuhi kriteria sangat valid yang memeiliki rentang skala persentasenya antara 81% - 100% dengan keterangan 89,35% dari dua orang ahli materi dan 91,12% dari ahli media. Hasil uji praktikalisasi yang didapatkan dari dua sumber yaitu angket guru dan angket siswa menyatakan bahwa modul telah dinyatakan sangat praktis dalam rentang skala kepraktisannya antara 81% - 100%, dengan besaran persentase kepraktisannya dari angket guru adalah 87% serta dari angket siswa didapatkan persentase kepraktisannya sebesar 84,45%. Hasil uji efektifitas penggunaan media yang diambil dari hasil wawancara teman sebaya serta perbandingan hasil belajar menyatakan bahwa modul efektif dalam penerapannya untuk mencapai tujuan pembelajaran, dari aspek hasil belajar terdapat peningkatan hasil belajar atau lebih tepatnya terdapat pengaruh dalam penerapan modul terhadap hasil belajar siswa, dengan dilihat dari uji t-test yang dilakukan dimana thitung pretest dan postest sebesar -20,059 dan ttabel dengan taraf signifikansi ɑ = 0,05 sebesar 2,09302. Berdasrkan hasil wawancara teman sejawat siswa yang telah dilakukan didapatkan gambaran bahwa lebih urang sebanyak 60% siswa yang berada didalam kelas tersebut memiliki karakter yang sesuai dengan aspek pendidikan karakter yang telah diharapkan. Kesimpulannya dari hasil uji validitas, praktikalitas dan efektifitas maka modul tematik terpadu yang dikembangkan untuk siswa SD kelas V di SDN 14 Olo Padang sudah memenuhi aspek kelayakan untuk digunakan.
The complexity of problems at work and high working demands require students to develop multiple skills. One of the alternatives for encountering those conditions is through the process of Entrepreneurship activities or training, especially in vocational-based higher education and other public higher education. This paper aims to present designing process of technopreneurship scientific learning framework in vocational-based higher education. The research used Four D Model (4-D model) which followed stages of 1) Define, 2) Design, 3) Develop, and 4) Disseminate. While in this preliminary research, the stages were conducted only up to the design phase. The framework of technopreneurship scientific learning model resulted consists of, 1) identified problems, needs analysis and learning analysis; 2) scientific technopreneurship cooperative approach; 3) design of the scientific technopreneurship business plan; 4) product (prototype of goods and/or services), and 5) work evaluation. The results elaborate that thetechnopreneurship scientific learning model is as an alternative to producing well-prepared graduates for survival in the society by applying the entrepreneurship skills-based technology.
The aim of this research is to determine the supporting factors for the implementation of mobile learning for elementary school students in Indonesia using an authentic approach and real-world activities. This is significant because various approaches to mobile learning have been used in elementary institutions. However, this educational model is not ideal because the data shows that 92% of students have learning difficulties, and 38% state they do not receive teachers’ guidance.The method used was descriptive quantitative with the population of elementary school students and a purposively selected sample of 26 of those pupils. Samples were taken based on the characteristics of the coastal area and city center. To assess their entry behavior, questionnaires and test sheets were used. Moreover, data was gathered through home visits and the Whatsapp application. It was then processed using the percentage technique and the SmartPLS application, to obtain accurate results. In addition, a qualitative approach was used to develop the analysis.According to the results, the supporting factors for the implementation of mobile learning using an authentic approach and real-world activities are as follows: 1) students already have the concrete and logical thinking skills, 2) the entry behavior of students are still low, and 3) visual and auditory learning styles affect meaningful learning. Furthermore, research suggests that teachers and learning designers should create mobile learning exercises which support authentic learning and real-world pursuits.
This research aims to describe the implementation of the technopreneurship scientific learning for produce electronic product prototypes in engineering education. This research method uses a research and development approach. In this research development approach is carried out in 3 stages, namely: Phase I needs analysis and model design, Phase II develops with validity and practicality, and Phase III will implement the model. This research will only focus on phase III, namely the implementation of the model, which involves 40 students taking entrepreneurship subjects in engineering education at Bung Hatta University, Padang, Indonesia. As a result of the activities of technopreneurship scientific learning, students produce prototypes of electronic products that have commercial potential. One of the results of technopreneurship scientific learning is a prototype of an electronic product in the form of a water detector in the bath. The implementation of this tool was tested and analyzed with the Electronics Workbench software version 5.12. The measurement results from the implementation in the field show that electronic products have worked well and after the measurements are made, students make a business plan of the product, which is a water detector. A business plan that has been made has been through consumer needs analysis
Abstract-This study aims to identify initial needs for video development for the implementation of character education in early childhood. Needs analysis includes context analysis, analysis of learning environment and needs analysis.The method used in this research is quantitative with random sampling technique. The number of respondents is 30 teachers who teach in early childhood education in Padang City. Data collection techniques using questionnaires. Data is processed by using percentage technique.The results showed that from the context side related to the needs of the curriculum, 80% of children's learning needs assessed the importance of developing video for character learning. Furthermore, in terms of the learning environment as much as 75% assess the use of video learning has not supported learning facilities. From the analysis side learners as much as 88% assess the development of learning video needs to be done for the effectiveness of the implementation of character education in early childhood education.
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