No abstract

Penelitian ini bertujuan untuk mengetahui Pengaruh Penggunaan Media Pembelajaran Audio Visual Video terhadap Hail Belajar Subtema 1 Keberagaman Budaya Bangsaku. Pendekatan yang  diambil adalah eksperimen quasi desain dua grup di Sekolah Dasar Negeri Babakan 01. Subyek penelitian ini adalah siswa kelas IV A dan IV B Sekolah Dasar Negeri Babakan 01 Kabupaten Bogor yang terdiri dari 65 Siswa, penelitian ini dilakukan pada semester ganjil tahun pelajaran 2019/2020. Hasil penelitian menunjukan bahwa terdapat perngaruh penggunaan media pembelajaran audio visual video terhadap hasil belajar subtema 1 keberagaman budaya bangsaku. Hal ini terlihat dari nilai N-Gain pada kelompok kelas eksperimen sebesar 76, sedangkan kelompok kelas control mendapatkan nilai N-Gain sebesar 68. Ketuntasan hasil belajar yang diperoleh kelompok eksperimen sebesar 85% sedangkan pada kelompok kelas control sebesar 75%. Serta hasil pengujian hipotesis bahwa  H0 ditolak dan Ha diterima karena thitung (2,541) ttabel (1,998). Dengan ini dapat disimpulkan bahwa penelitian memiliki pengaruh positif dan signifikan antara penggunaan media pembelajaran audio visual video terhadap hasil belajar subtema 1 keberagaman budaya bangsaku. Hasil penelitian ini diharapkan dapat memberikan pengetahuan baru mengenai penggunaan media pembelajaran sehingga menggunakan media pembelajaran yang inovatif dapat meningkatkan hasil belajar.

Differences in the characteritics of children with special needs will require the ability of teachers to combine various abilities and talents of each child, such as mentally retarded children who need communication like children in general. His developmental delays are often excluded from his playing enviranment, thus the need for good social interaction with mentally retarded children. Based on these problems, a study was conducted to describe the findings of social interaction in mentally retarded children in extraordinary school Mentari Kita. The research is a descriptive analysis with qualitative research approach. Technique of data analysis was performed with data reduction stage, the presentation of data, and verification (conclusions). Researchers used the test of credibility, transferabilitas, dependabilitas, and konfirmabilitas to obtain the validity of the data. The result showed that the way social interaction with mental retardation children how do social contacts and communication as being able to respond when invited to communicate but it should be repeated over and over,the subject has a weakness in the concentration of so when invited to talk hard staring at your opponents interlocutor. When did the subject communication using language that sounds stilted. Social contact subject well againts his peers is characterized by sensitivity to her friends when in distress, want to help his friend like get a pencil, and divide the food per day taken by subject. Based on the above research result it can be concluded that the way the social interactions of the child with mental retardation how do social contacts and communication in accordance with the terms of the occurrence of social interaction. Keywords: Social Interaction, Mental Retardation

This research uses qualitative method with descriptive design. The purpose of this study is to identify the studentss learning interest in the courses of learning strategy based E-Learning. This research was conducted to the students of primary school teacher education in faculty of teacher training and education study program, Pakuan University, Bogor. The data source of this research is the lecturers of the subjects of learning strategy in the Primary School Teacher Education. Informants in this study are the students of the primary school teacher education which registered as active student for academic 2013/2014. The results showed that all indicators of learning interest is well achieved. The involvement scored 4.2. the attention scored 4.2; the interest scored 4.1; and happiness scored 4.3. Based on the results of the percent, the results of all learning interest indicators achieved more than 60% of the involvement score is 67% , the attention is 86%; the interest is 75% ; and happiness is the highest result. It got 90%.Keywords: learning interest, e-learning based learning strategy.

THE EFFECT OF PARENTAL TUTORING ON STUDENT DISCIPLINE The purpose of this study was to determine the effect of parental tutoring on student learning discipline. The data of this study were obtained using a questionnaire instrument for both variables. The validity test of the instrument of social interaction and discipline is calculated using the Pearson Product Moment Correlation Coefficient formula and the reliability coefficient is calculated using the Cronbach Alpha formula. The population in this study were the fifth grade students of Cibeureum 4 Public Elementary School in Bogor City, amounting to 89 students. The samples taken by 47 students were obtained using the Taro Yamane formula. Tests for analysis prerequisites in the form of a normality test (Liliefors). After the normality test, homogeneity (Fisher) was tested. Data that has been declared normal and homogeneous is used to test the hypothesis, the results of which show that there is an influence of parents' tutoring on student learning discipline. Simple correlation regression analysis technique produces a relationship model which is expressed in the form of a regression equation that is Ŷ = 9.99 + 0.86X, with a tcount of 17 greater than t table with a real level of 0.05 of 2.021 and a contribution based on research results of 86 %. Based on the results of the above research, it can be concluded that there is an influence of parents' tutoring on the discipline of learning in grade IV students at Cibeureum 4 Elementary School in Bogor City 2018/2019.

<p class="6AbstrakIsi">Peranan guru sangat diperlukan untuk membantu siswa dalam proses belajar mengajar agar materi dapat dipahami secara optimal. Seorang guru tidak hanya semata mengajar di depan kelas saja, tetapi harus bisa menginspirasi siswa. Proses pelaksanaan pembelajaran dalam Kurikulum 2013 memerlukan kemampuan guru dalam bidang IT terutama dalam pembuatan media pembelajaran yang mudah dan menarik karena pembelajaran dalam kurikulum 2013 terdiri dari kegiatan mengamati, menanya, menalar, mencoba dan mengkomunikasikan. Penilaian yang dilakukan pada kurikulum 2013 mencakup tiga ranah yaitu afektif, kognitif, dan psikomotor. Tujuan dalam pengabdian kepada masyarakat ini adalah untuk melakukan pendampingan pembuatan media pembelajaran <em>powtoon </em>pada pembelajaran kurikulum 2013 tematik untuk kelas V Sekolah Dasar Gugus 1 Kota Bogor. Pendampingan ini mendapatkan respon positif terbukti dengan antusiasme guru dalam mengikuti dari awal sampai selesai. Meskipun peelatihan pendampingan ini berbeda dari biasanya, yaitu menggunakan media online atau Webinar karena adanya Covid-19. Pada saat pemberian materi tentang pengenalan program <em>powtoon</em> ini, para guru banyak belajar, karena program ini merupakan program yang baru dikenal. Antusiasme dan kesiapan para guru menandakan adanya motivasi untuk menumbuhkan keaktifan siswa dalam belajar.</p>

[Bahasa]: Pembelajaran abad 21 menuntut guru untuk memahami, mengenali, dan mampu menggunakan teknologi dengan baik. Sejalan dengan itu proses pembelajaran Kurikulum 2013 juga memerlukan kemampuan guru dalam bidang teknologi terutama dalam pembuatan media pembelajaran yang menarik. Salah satu permasalahan yang terjadi di sekolah Gugus 1 Kota Bogor adalah keterbatasan kemampuan guru dalam menggunakan media pembelajaran berbasis teknologi. Salah satu solusi dari permasalahan ini adalah pelaksanaan pendampingan pembuatan media Powtoon kepada guru-guru Sekolah Dasar (SD) melalui pemberian materi secara teoritis, praktek pembuatan Powtoon, sampai kepada evaluasinya. Tujuan program pengadian kepada masyarakat (PKM) ini adalah untuk melakukan pendampingan pembuatan media pembelajaran Powtoon pada pembelajaran kurikulum 2013 tematik kelas V SD Gugus 1 Kota Bogor. Metode yang digunakan adalah ceramah dan drill practice. Tahapan kegiatan diawali dengan penyampaian materi pentingnya media, pengenalan media Powtoon, dan dilanjutkan dengan drill practice yang mendorong peserta melakukan praktik pembuatan media Powtoon tersebut. Hasil pelatihan PKM ini menunjukkan sebanyak 91,2% peserta belum pernah mendengar tentang media Powtoon dan sebanyak 97,2% peserta belum pernah membuatnya dalam pembelajaran. Setelah dilaksanakannya PKM ini sebanyak 82,4% peserta mampu membuat media Powtoon dengan baik. Kegiatan PKM ini efektif membantu guru untuk merancang pembelajaran berbasis teknologi khususnya media pembelajaran Powtoon. Kata Kunci: pembelajaran abad 21, pendampingan, media Powtoon [English]: The 21st-century learning requires teachers to understand, recognize, and be able to use technology properly. In this case, the 2013 Curriculum (K13) learning process also requires teachers’ technological ability to make attractive learning media. One of the problems found in the Cluster 1 Schools in Bogor is the limited ability of teachers to use technology-based learning media. The alternative to this problem is the training in making Powtoon to elementary school (SD) teachers through theoretical material delivery, practice, and evaluation. The purpose of the community service program is to provide assistance in making Powtoon for thematic learning in grade V Cluster 1 Bogor City. The method used was lecture and drill practice. It started with the presentation of the importance of media in learning, the introduction of Powtoon, and following by drill practice that encourages participants to practice the making of Powtoon. The results showed that 91.2% of participants had never heard of Powtoon media and 97.2% of participants had never made it in learning. After the implementation of PKM, 82.4% of the participants were able to make Powtoon. This program is effective in helping teachers to design technology-based learning, especially Powtoon. Keywords: 21st-century learning, accompaniment, Powtoon media

In the teaching and learning process so that the material can be understood optimally the role of the teacher is needed. The rapid development of technology requires teachers to have abilities in the field. However, knowledge and operation of technology in this case ICT, is still minimal to master. Therefore, training and mentoring as a first step towards learning sustainability in accordance with RI 4.0 platform continue to be developed. The purpose of this study was to determine the level of teacher responses and products made by teachers after attending training and mentoring. The method used is descriptive qualitative method. Respondents from this study were 34 teachers. Data collection techniques are done by interview and questionnaire. Data analysis was carried out to find out how high the response to the training and mentoring was carried out. The results of the analysis found that the response of teachers in participating in training and mentoring was very high or very positive. This is evident from the results of questionnaire data and products made. The importance of training and mentoring is felt by teachers in facing learning that is increasingly developing along with the flow of technology. Teachers are required to be technology literate, innovate or create technology-based learning. Therefore training and mentoring are the first step of continuous learning in accordance with RI 4.0 playtform.