The aim of this research is to produce Flipbook-based Electronic Teaching Materials based on problem solving skills with CTL Approach in Elementary School Class V that was valid, practical, and effective. The type of research is development research. This research developed Flipbook-assisted Electronic Teaching Materials on the mathematics learning of Class V Elementary School by using the 4-D, the model was developed by Thiagarajan, Semmel, and Semmel. The validation result indicated that The Electronic Teaching Materials developed was feasible to be used with good minimum category. The results of the field trial showed that The Electronic Teaching Material developed was practical and effective. The practicality was assessed by the students and reached 62.5 with good category. The practicality assessed by the teacher reached 25.5 (very good) on material aspect; 13.5 (very good) on the language aspect; and 35 (very good) on aspects of interest and influence. The student's problem solving skill on posttest is 92.9%. There was an increase in scores obtained by the students in steps that were understanding the problem, planning, implementing the plan, and looking back. The percentage of student attitudes toward mathematics with very good category increased 42,8%, the percentage of student attitudes toward mathematics with good category increased 31,25%.
This research aims to develop learning resources for playing subjects. The development of learning resources produces products in the form of play applications that are packaged in the form of * apk that can be installed in mobile phone an-based Android. The research method used is research and development methods with development steps designed by Dick & Carry. The subjects of this study were students of early childhood education who had 35 subjects. Based on data analysis needs obtained 100% results of students need the development of this learning resource. Whereas according to the results of expert play evaluation obtained an average score of 3.58 (very good) with a percentage of 89.44%, according to learning technology experts obtained an average score of 3.56 (very good) with a percentage of 89.34 %, learning experts obtained an average score of 3.67 (very good) with a percentage of 91.67%. The trial results of small groups obtained an average score of 3.26 (good) with a percentage of 80.09%, while the results of the large group trial obtained an average score of 3.57 (very good) with a percentage of 87.96%.
Tujuan penelitian ini untuk mengetahui pengaruh media pembelajaran video smart hafiz terhadap keterampilan bicara anak di KB Al-Hikmah. Penelitian ini merupakan penelitian quasi eksperimen. Populasi pada penelitian ini adalah anak usia dini kelompok A KB Al-Hikmah yang berjumlah 30 siswa sebagai kelompok eksperimen dengan penggunaan media smart hafiz. Teknik pengambilan sampel yang digunakan adalah total sampling sehingga sampel yang didapat adalah anak usia dini kelompok A KB Al-Hikmah yang berjumlah 30 siswa. Teknik pengumpulan data yang digunakan adalah tes keterampilan berbahasa. Teknik analisis data dalam penelitian ini adalah uji normalitas, uji homogenitas dan uji hipotesis (uji t) yang digunakan untuk mengetahui pengaruh media pembelajaran video smart hafiz terhadap keterampilan bicara anak di KB Al-Hikmah. Berdasarkan perhitungan statistik uji hipotesis dengan nilai t = 54,077 dengan Sig. 0,000 < 0,05 Hi diterima artinya terdapat pengaruh media gambar terhadap pengaruh media pembelajaran video smart hafiz terhadap keterampilan bicara anak di KB Al-Hikmah.
Penelitian ini bertujuan (1) mengetahui layanan BK di Kober Rabbani, Kuningan; (2) menghasilkan layanan BK berbasis tugas perkembangan untuk meningkatkan perilaku prososial yang sesuai di Kober Rabbani Kuningan. Metode penelitian: Research and Development (R&D). Subjek penelitian 10 anak. Teknik dan instrumen pengumpulan data: (1) Studi dokumenter (2) Wawancara, dan (3) angket. Analisis data yang digunakan yaitu teknik deskriptif. Kesimpulan penelitian: (1) layanan BK di Rabbani Kuningan tidak melalui asesmen kebutuhan. Pelaksanaan layanan BK kurang memaksimalkan guru di sekolah. (2) layanan BK berbasis tugas perkembangan yang sesuai digunakan pada anak Kober Rabbani adalah layanan yang dikembangkan brerdasarkan asesmen kebutuhan anak, kondisi sekolah dan kebutuhan lingkungan (harapan guru dan orang tua).
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