The elementary science Olympiad is the first step for talented students who are expected to continue following the Olympics at the next level. Based on the results of a preliminary analysis of the initial analysis conducted at SDN 30 Cengkeh, information was obtained that aspects of knowledge, creativity, student motivation, and depth of Science Olympiad material had not been reached optimally. One contributing factor is the unavailability of science Olympiad teaching materials that can facilitate students to improve these aspects. That is what underlies the development of teaching materials for elementary school science Olympiad. Data collected through observation, documentation, questionnaires, and interviews. This type of research is development research using the Plomp model which consists of preliminary research phases in the form of needs analysis, student analysis, and concept analysis. The purpose of this study is to obtain an analysis of the needs of Olympic teaching materials at the preliminary research stage which will be developed at the stage of next.
Pelatihan ini dilandasi oleh rendahnya kemampuan guru dalam melaksanakan proses pembelajaran berbasis teknologi dan pembelajaran berbasis STEM bagi siswa sekolah dasar. Tujuan pelatihan ini adalah untuk dapat meningkatkan keterampilan guru dalam melaksanakan proses pembelajaran berbasis teknologi dan meningkatkan keterampilan guru dalam melaksanakan pembelajaran berbasis STEM untuk siswa sekolah dasar. Kegiatan ini melibatkan 40 orang guru sekolah dasar di gugus 1 Kecamatan IV Koto Kabupaten Agam. Kegiatan ini dilaksanakan dengan memberikan pelatihan tentang proses pembelajaran berbasis teknologi dan pembelajaran berbasis STEM. Hasil kegiatan ini mendapatkan skor kemampuan guru menggunakan LMS sebesar 87,89, kemampuan guru dalam mengembangkan bahan ajar digital sebesar 86,93, kemampuan guru dalam mengembangkan penilaian berbasis teknologi sebesar 83,49, kemampuan guru dalam merancang proses pembelajaran STEM sebesar 85,79, kemampuan guru dalam melaksanakan pembelajaran berbasis STEM sebesar 87,98 dan kemampuan guru dalam melakukan penilaian pembelajaran berbasis STEM sebesar 88,98. Hal ini membuktikan bahwa guru telah mampu mengembangkan pembelajaran berbasis teknologi dan pembelajaran berbasis STEM. Implikasi penelitian ini dapat dijadikan sebagi referensi dalam mengembangkan dan meningkatkan kemampuan guru
Inovasi dalam teknologi dan model pembelajaran dapat mendukung proses pembelajaran lebih efektif dan efisien. Penggunaan aplikasi tracker dan model creative problem solving Model (CPS) adalah satu inovasi yang dapat digunakan dalam pembelajaran fisika khususnya kinematika gerak. Penelitian ini memiliki tujuan mendeskripsikan hasil penelitian pada tahap prototyping phase yang terdiri dari dua fase yaitu self evaluation dan validasi ahli dari buku panduan praktikum fisika dasar berbasis model creative problem solving Model (CPS) berbantuan virtual laboratory dan aplikasi tracker sehingga dihasilkan pamduan praktikum yang valid. Penelitian yang dilakukan termasuk kepada research and development (R&D) dengan model pengembangan Plomp. Sebelum dinilai oleh ahli dilakukan self evaluation menggunakan lembar self evaluation yang dilakukan oleh penulis sendiri dengan hasil panduan praktikum yang layak secara konstruk. Panduan praktikum dinilai validitasnya oleh 3 orang ahli yaitu dosen dengan menggunakan lembar validitas yang menghasilkan nilai rata-rata 89,1 yang memiliki kriteria sangat valid. Hasil tersebut menunjukkan penuntun praktikum dapat digunakan untuk mata kuliah fisika dasar pada materi mekanika dengan menggunakan labor virtual berbantuan aplikasi Tracker. Uji selanjutnya dapat dilakukan uji praktikalitas dan efektivitas. Dapat disimpulkan bahwa buku panduan praktikum fisika berbasis model CPS berbantuan aplikasi tracker valid digunakan di dalam praktikum fisika dasar.
Online learning is a demand in the current 4.0 era. This is because the development of technology and information so that learning must be carried out using technology. In addition, the Covid-19 outbreak gave birth to a learning implementation policy which was carried out at home using the online method. For this reason, teachers are required to have modern digital literacy competencies in order to be able to do online learning. However, the problem that exists today is that there are still many teachers who do not understand digital technology, namely 97.5% of teachers. This is as is known from the results of interviews and observations in Ranah Pesisir District, Pesisir Selatan Regency, West Sumatra, that there are still many teachers who have not been able to carry out learning using digital technology. And there are still many teachers who have not been able to carry out online learning. There are still many teachers who have not been able to do online learning evaluations. The solution to overcome this problem is to transfer knowledge through online learning guidance for teachers. The first stage carried out is to test the digital literacy competence of teachers through a questionnaire. After that, provide an understanding to the teacher about online learning. Then the next stage is conducting technical guidance on making innovative and interactive learning media for learning. Furthermore, technical guidance is carried out on the implementation of online learning evaluation for teachers. The last stage, evaluating the digital literacy competence of teachers on the implementation and evaluation of online learning using a questionnaire.
The ongoing implementation of the Olympics will have a positive impact on the implementation of the learning process. Students will have the opportunity to develop all aspects of their personality and abilities through the Olympics. Olympic material includes the ability to solve reasoning questions, the questions tested are non-routine questions with a high level of sophistication for the size of elementary school students who are not provided in teaching materials in elementary school. This means students are required to use all abilities that have been obtained at school creatively to solve science-olympiad questions. This study aims to describe how to develop teaching materials for elementary science-olympiad using the Educational Design Research (EDR) method with the Plomp model. This research is a literature review. The main data sources were obtained from books, journals, and other writings relating to science-olympiad teaching materials in elementary schools. Data collection techniques are done by identifying book information, previous research reports, journals, articles, web, or other information that serves as information for further research. This research uses descriptive analysis method. Data analysis includes decomposition of materials according to the object of research then explained and analyzed to draw conclusions.
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