This research aims to the development of an e-module using Kodular software with a Problem-based Learning model on the momentum and impulse material. This study used the Research and Development method which is a research method used to produce a certain product and test the effectiveness of the product. The development procedure used a 4-D model. The 4-D model consists of 4 main stages, namely: Define, Design, Develop, and Disseminate. The data collection instrument used was a questionnaire given to the material expert and media expert to test the quality of e-module learning media using Kodular software with the Problem-based Learning model on momentum and impulse material. The final product produced has met the eligibility criteria with an average score of the assessment of material expert, 86,8%, media expert 84,8%, and education practitioner/teacher 87,2% in the highest feasible, category percentage for small group trial 86,8% and field trial 86,5%. The result of this research was an e-module with a Problem-Based Learning model that has been developed using Kodular software that accessible via smartphone.
Kemampuan siswa dalam berpikir secara kritis merupakan salah satu dari beberapa tuntutan siswa yang harus dikuasai pada pembelajaran abad 21 ini, seiringan dengan hal tersebut maka para pendidik harus berupaya untuk meningkatkan kualitas belajar sesuai dengan perkembangan pendidikan di dunia. Kemampuan berpikir kritis termasuk salah satu kompetensi utama yang ditekankan pada implementasi kurikulum 2013. Tujuan dari penelitian ini adalah untuk mengetahui karakteristik, kelayakan, dan keefektivan e-modul zat aditif dan zat adiktif berbasis problem based learning guna meningkatkan kemampuan siswa dalam berpikir secara kritis. Jenis penelitian yang digunkan adalah penelitian pengembangan (Research and Development), yang mengacu pada model pengembangan Borg and Gall yang dimodifikasi dan disesuaikan dengan kondisi di lapangan menjadi 9 tahapan, yaitu : 1) analisis kebutuhan dan pengumpulan informasi, 2) potensi masalah di lapangan, 3) desain produk, 4) validasi desain, 5) perbaikan desain produk, 6) uji coba terbatas, 7) revisi produk, 8) uji lapangan operasional, 9) produk akhir e-modul. Teknik analisis data yang digunakan adalah analisis deskriptif yang digunakan untuk mendeskripsikan karakteristik dari e-modul yang dikembangkan, analisis kelayakan e-modul berdasarkan pada skor N-gain yang didapatkan, hasil dari penelitian ini didapatkan bahwa: 1) e-modul berbasis problem based learning sudah berhasil dikembangkan sesuai dengan model pembelajaran problem based learning untuk meningkatkan kemampuan siswa dalam berpikir secara kritis. 2) E-modul berbasis problem based learning sangatlah layak untuk digunakan dalam proses pembelajaran guna meningkatkan kemampuan berpikir kritis siswa. 3) E-modul zat aditif dan zat adiktif berbasis problem based learning sudah efektif dalam meningkatkan kemampuan siswa dalam berpikir secara kritis yang ditandai dengan peningkatan nilai pretest dan juga post test siswa, serta berdasarkan hasil rata-rata dari skor N gain sebesar 0,76.
School-based management (MBS) has developed in Indonesia since 2000. It focuses on developing and improving quality of education by giving greater authority to school in making decisions together with all school members and local society. This research aims to determine the implementation of MBS in Surakarta junior high schools in 2020. The implementation studied is based on 7 (seven) components, they are of School-Based Curriculum and Learning Management, School-Based Students Management, School-Based Teachers and Education Staff Management, School-Based Facilities and Infrastructure Management, School-Based Financing Management, School-Based School and Community Relations Management, and School-Based Culture and Environment Management.Qualitative method is used in this study. Through a qualitative approach, the results for each MBS components described more deeply, to get the effectivity of implementation of MBS in Surakarta junior high schools.
This study aims to determine the level of teamwork in online learning using a guided inquiry model with experimental methods, and the effectiveness of a guided inquiry learning model with experimental methods in online learning on student cognitive learning outcomes. The material used is dynamic fluid. The type of this study was a quasi-experiment with a research design is one group pretest-posttest design. This research was conducted at SMAN 2 Tanggul Jember in October 2020. The research sample used was 36 students of class XI MIPA 1. Data collection techniques are using tests and non-tests. Teamwork data collection techniques use a questionnaire given to students after learning via a google form, while the data on the effectiveness of the guided inquiry model was seen from the students' cognitive learning outcomes obtained from the pre-test and post-test scores. Teamwork data analysis techniques use Microsoft Excel to determine the description of data analysis, while the learning effectiveness data were analyzed using the N-gain test. The results of the data analysis showed that the level of teamwork ability after online learning was carried out using the guided inquiry model with the experimental method was mostly classified as medium and the guided inquiry learning model with the experimental method which is effectively used in online learning on student cognitive learning outcomes with an N-gain score of 0.514
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