This research aims to identify the implementation of multi-sensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multi-sensory learning. The result of this study showed that the use of multi-sensory learning could be more effective in maximizing learning. Through multi-sensory learning, teacher can involve students actively in the learning process and facilitate all students with different learning styles. Multi-sensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audio-visual technology and many schools do not implement the multi-sensory learning. Keywords: Multi-sensory learning, Elementary School, Audio-visual Media. References Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). Using multi-sensory instruction in managing classroom for effective teaching and learning. International Journal of Applied Engineering Research, 12(24), 15112–15118. Blomert, L., & Froyen, D. (2010). Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), 195–204. https://doi.org/10.1016/j.ijpsycho.2010.06.025 Jurban, S. (2011). Using Multi Sensory Approach for Teaching English Skills and Its Effect on Students ’ Achievement at Jordanian School. European Scientific Journal, 8(22), 50–61. Komalasari, M. D. (2005). Metode Multisensori untuk Meningkatkan Kemampuan Membaca pada peserta didik Disleksia di Sekolah Dasar. In Proseding Seminar Nasional PGSD UPY (pp. 97–110). Yogyakarta. Kusumaningtyas, D. (2016). Efektivitas Metode Multisensori Terhadap Kemampuan Menulis Anak Berkesulitan Belajarmenulis Kelas Ii Di Muhammadiyah Demangan Yogyakarta. Jurnal Pendidikan Luar Biasa, 3(1), 56. https://doi.org/https://doi.org/10.3929/ethz-b-000238666 Maliki, N. S. B. M., & Yasin, M. H. M. (2017). Application of Multisensory in Learning Alphabets Identification Skills for Special Education Students. Journal of ICSAR, 1(2), 150–154. https://doi.org/10.17977/um005v1i22017p150 Nurjanah, E. (2017). Metode Multisensori Terhadap Kemampuan Mengenal Lambang Bilangan 1-10 Pada Anak Autis. Jurnal Pendidikan Khusus, 1–10. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Praptiningrum, N., & Purwandari. (2009). Metode Multisensori untuk Mengembangkan Kemampuan Membaca Anak Disleksia di SD Inklusi. Jurnal Penelitian Ilmu Pendidikan. Sayyed, O. M. Al. (2013). The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities. Journal of International Education Research, 9(1), 75–82. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1010855&site=ehost-live http://journals.cluteonline.com/index.php/JIER/article/view/7502 Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006 Stoffers, M. (2011). Rowan Digital Works Using a multi-sensory teaching approach to impact learning and community in a second grade classroom. Retrieved from http://rdw.rowan.edu/etd%0Ahttp://rdw.rowan.edu/etd/110 Taljaard, J. (2016). A review of multi - sensory technologies in a Science , Technology , Engineering , Arts and M athematics ( STEAM ) classroom. Journal of Learning Design, 9(2), 46–55.
<p><em>This study aims to determine the Z generation digital native of Instagram social media account owners with public features that have a tendency to develop integrated account owners, through the use of multimedia broadcasts and the potential to promote visual works in the creative industry. The data collection period was observed by observing the posting of the respondent's portfolio on the feed from May - September 2020. The research design was correlational quantitative research between the Characteristics of Generation Z (X1), Social Media Broadcast (X2) and Creative Industry Integrated Development Multimedia (Y) variables. The purpose of this study was to determine the relationship between the ability of Generation Z Characteristics in processing learning outcomes with the use of social media. Broadcast is integrated into a part of promoting portfolios in Creative Industry Integrated Development. Research data from a population of 180, of which there are 91 generation Z, and 20 accounts with Digital Native characteristics with public settings, taken as the research sample. The results obtained 1) Generation Z tends to have Digital Native Characteristics obtained as much as 84%, 2) Generation Z tends to have digital native characteristics that carry out the activity of Social Media Broadcast as much as 84%, 3) There is a native digital indicator of Generation Z doing Integrated Creative Industry Development for 88%. 4) Producing an accredited national publication research journal indexed.</em><em></em></p><p><strong><em>Keywords</em></strong><em>: Sosial Media broadcast, Multimedia, Creative Industry, Digital Native, Z Generation</em></p>
Tujuannya untuk menciptakan karya tari yang berbentuk film tari dengan merekonstruksi tradisi Betawi berupa tari Topeng Gegot agar budaya Betawi tidak punah dan tetap berkembang di masyarakat dan mengingatkan kita akan sejarah kota Jakarta. Metode kualitatif yang digunakan dengan pendekatan penelitian seni melalui beberapa tahapan, yaitu (1) Menetapkan Fokus Kajian, (2) Pengumpulan Data dan Informasi, (3) Metode Observasi, (4) Teknik Pengumpulan Data Dokumen, (5) Wawancara, (6) Matriks Pengumpulan Data. Teori yang digunakan yaitu teori penciptaan Alma M Hawkins Moving from Within: A New Method for Dance Making terjemahan I Wayan Dibia Bergerak Menurut Kata Hati: Metode Baru dalam Mencipta Tari yang terdiri dari mengalami atau mengungkapkan, melihat, merasakan, menghayalkan, mengejawantahkan, dan pembentukan. Rekomendasi hasil penciptaan film tari ini dapat memberikan pengalaman dalam berimajinatif, menumbuh-kembangkan ingatan kita akan penciptaan seni, mengolah dimensi ruang melalui perkembangan teknologi serta dapat memperluas keilmuan koreografi.
Penelitian ini bertujuan untuk menganalisa hubungan melalui kemampuan mengolah karya hasil belajar yang dapat dijadikan sebagai portofolio untuk pengembangan Potensi diri dengan pemanfaatan media audio visual broadcast bagi digital native generasi Z dan mempromosikan kemampuan serta potensi diri dalam eksplorasi karya visual.Perhatian utama kami dalam penelitian ini adalah untuk menekankan bahwa, kita dapat mengintegrasikan kemampuan diri yang diperoleh dari hasil belajar dan eksplorasi dengan kemampuan mununjukkan hasil karya mereka dengan bentuk kemasan posting dan broadcast yang beragam. Hal ini untuk memanfaatkan penggunaan media sosial baik secara pembelajaran bahasa visual dan konten yang tepat untuk broadcast sehingga dapat menjadi bagian memperkuat potensi diri. Generasi Z memiliki kemampuan yang Media Sosial broadcast sebagai salah satu nilai belajar maupun pengembangan ekspresi diri merupakan salah satu multimedia terintegrasi potensi diri sehingga mereka dapat termotivasi untuk kegiatan promosi dan sikap positif dari para digital native.Hasil Penelitian diperoleh hasil dari beberapa sample akun istagram generasi Z yang dipilih berdasarkan hasil questioner yang menunjukkan beberapa Indikator variable Karakteristik Digital Native Gen Z memberi substansi dan stimulus dalam Audio Visual Broadcast sosial media tinggi terhadap bagian hasil Pengembangan Potensi Diri sehingga mampu menunjukkan kemampuan diri dalam berkarya Penelitian ini Pada tahun pertama penelitian ini bertujuan untuk 1) Mengkaji secara teoritis Media Sosial broadcast, 2) Mengkaji teori tentang digital native Z generation, 3) Mengidentifikasi dan Menganalisis Media Sosial broadcast Generasi Z sebagai bagian dasar potensi diri, 4) Membuat luaran jurnal penelitian Tahapan terakhir dari penelitian ini adalah publikasi jurnal terakreditasi
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