Schoology e-learning is a learning process by utilizing technology because online e-learning media uses computer networks to provide information and communication that if the lecturers use e-learning, there can be changes in learning activities between students and lecturers. This study aims to develop and describe the attractiveness, convenience and usefulness and effectiveness of e-learning which is used as an enrichment in terms of student activity and learning outcomes. It is a research & development research referring to development models that are Analyze, Design, Develop, Implement, Evaluation (ADDIE). Schoology-based e-learning has similar features to Facebook and Schoology also combines social networking and LMS (Learning Management System). The development of schoology-based e-learning can easily obtain information on the learning materials provided by the lecturer even though the lecturer is unable to attend class because through schoology the lecturer can check student attendance, and between lecturers and students can interact socially and also learn together.
Penelitian bertujuan untuk mendeskripsikan karakteristik media adobe flash pada materi sumber energi muatan pembelajaran IPA kelas IV SD Negeri Tanjungtirto 2 Sleman, mengkaji kelayakan produkmedia adobe flash materi sumber energi muatan pembelajaran IPA kelas IV SD Negeri Tanjungtirto 2 Sleman, mendeskripsikan respon siswa setelah diterapkannya media adobe flash pada materi sumber energi muatan pembelajaran IPA Kelas IV SD Negeri Tanjungtirto 2 Sleman. Penelitian ini merupakan penelitian Research and Development (R&D) dari Borg & Gall yang subjek penelitian terdiri dari 7 langkah. Subjek penelitian berjumlah 15 siswa kelas IV SD Negeri Tanjungtirto 2 Sleman. Teknik pengumpulan data menggunakan wawancara, kuesioner atau angket. Instrumen yang digunakan lembar kuesioner atau angket. Teknik analisis data menggunakan data kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa karakteristik dari media adobe flash dapat dilihat dari teks, video dan animasi yang bersifat interaktif, media adobe flash juga dapat melatih kemandirian siswa karena siswa dapat mengakses media dengan mudah. Hasil validasi materi mendapat persentase sebanyak 96% yang berkategori Sangat Baik (SB) yang berarti media adobe flash sudah layak digunakan, hasil validasi ahli media mendapatkan persentase sebanyak 81,25% yang berkategori Baik (B) yang berarti media adobe flash sudah layak digunakan, hasil validasi guru kelas mendapatkan persentase sebanyak 95% yang berkategori Sangat Baik (SB) yang berarti media adobe flash sudah layak digunakan. Media adobe flash yang dikembangkan mendapatkan respon baik dari siswa dengan perolehan skor sebanyak 50% berkategori Sangat Baik (SB) dan 50% berkategori Baik (B) yang berarti media adobe flash layak digunakan. Sesuai hasil dari ahli materi, ahli media, guru kelas dan angket respon siswa maka dapat disimpulkan bahwa media adobe flash layak digunakan sebagai media pembelajaran di kelas IV SD Negeri Tanjungtirto 2
This research aimed to find out the effect of science Subject Spesific Pedagogy based lab work on: (1) the curiosity of the students, (2) the precise of the students, (3) the curiosity and precise of the students. This research is a quantitative using a quasi experimental design with nonequivalent control group design. Population of this research was all students of class IX SMP Integral Hidayatullah Tolitoli. The sample of this research was selected through cluster random sampling, namely class IX A as an experiment class and class IX B as a control class. This research used a enclosed questionaire instrument that was adapted from Hermanto research. The data analysis used the ANOVA and MANOVA. The results show that: (1) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the curiosity of the students than convensional learning, (2) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the precise of the students than conventional learning, and (3) the implementation of science subject specific pedagogy based lab work gives a significantly more positive effect to the curiosity and precise of the students than convensional learning does.
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