This research aims to know the influence of the method of learning and learning style against the results of the Study IPA. This research uses experimental methods with quantitative research design treatmen by level 2x2. The instruments used to study results of multiple choice tests and is used for visual learning style is the questionnaire. The results of this study indicate that: (1) student learning outcomes given Expository learning methods in higher Learning of students who are granted for Conventional learning methods Learning (2) there is the influence of the interaction between the learning methods and visual learning style (3) the results of the study and science students who have high visual learning style and learning methods given expository learning higher than students who were given conventional learning methods learning (4) the results of the study and science students who have low visual learning style and learning methods given expository learning lower than students who were given conventional learning methods learning.
This research is experimental research with a 2 x 2 factorial design involving students in the critical and creative categories. Data collection used a description test instrument. Data were analyzed inferentially by hypothesis testing ANACOVA comparison. Problem-Based Learning (PBL) directs students to learn, directs individual and group investigations, generates and performs work, and assesses the problem-solving process. While the syntaxes for Project-Based Learning (PjBL) are starting learning with essential questions, designing a plan for the project, creating the schedule, monitoring students and project progress, assessing the outcome, and evaluating. This study concludes that there is no difference in chemistry learning outcomes between students who are taught using PBL and PjBL, and students who are critical and creative. For syntax, there are similarities in the activities of critical and creative students, at the PjBL stage, in designing a project and evaluating a product, and at the PBL stage, in guiding individual investigations and developing and presenting results.
The purpose of this study was to determine the effect of the use of multimedia and interactive animation on early reading skills in early childhood. This research was conducted at TK Lab School FIP UMJ and Kindergarten Ketilang which involved 60 students in TK B group. The research method was using experimental research design statistics with 2x2 treatment with level design. The results of the multiple regression statistical analysis prove that multimedia and interactive animation have positive and significant effects. This can be proven from the results of the multiple regression statistical analysis it is known that Multimedia has a positive and significant effect on Early Reading Skills, meaning that multimedia and animation together (simultaneously) affect early reading skills.
Dilatarbelakangi oleh era millenium sekarang ini, bahwa budaya mendongeng telah dianggap kuno dan mulai ditinggalkan. Dongeng merupakan cerita yang mengandung nilai-nilai moral dan sosial yang berguna untuk membentuk karakter anak. Strategi pembentukan karakter anak dilakukan dengan pemberian contoh, pembiasaan membaca dongeng, pembiasaan mendengarkan dongeng, dan penciptaan lingkungan baca yang mendukung. Tujuan penelitian ini adalah penerapan pembelajaran berbasis dongeng untuk pembentukan karakter siswa di era millennium secara maksimal, menyenangkan, dan terintegrasi dengan keluarga dan sekolah. Hasil penelitian bahwa penerapan pembelajaran dongeng sangat membantu guru dalam menyampaikan pesan untuk pembentukan karakter siswa yang lebih baik. Penelitian ini menggunakan penelitian kualitatif berupa pengamatan, wawancara dan dokumentasi. Kesimpulan dari penelitian ini adalah bahwa penerapan pembelajaran berbasis mendongeng sangat dipenting digunakan guru sehingga dapat membentuk karakter siswa. Pembentukan karakter anak dapat dilakukan di lingkungan pembelajaran sekolah dan lingkungan rumah atau keluarga.
Educationas a strong social institution empowers all citizens of Indonesia to develop into agood quality of human being so that they are able and to proactively to answer the challenges in the Millennium 4.0 era. In the development of the education system in Indonesia, so far the role of teachers is still limited to the transfer of knowledge. It can be seen that the teacher only gives sharpening left part of the brain which consists of mathematical-logical intelligence. compared to sharpening the right brain. The right hemisphere brain is more likely to influence the development of children's creativity, because the right hemisphere functions to process information that is nonverbal and requires the use of thinking processes holistically, intuitively, and imaginatively and controls the activities of the left body. "Creative ideas, results creative work does not just appear. To be able to create something meaningful, it takes preparation of a child's time at school. This research is to find out the role of the teacher in developing children's creativity in the border area of the village located in SDN ParungBingung-Depok. The study was conducted in March-June 2018 using qualitative descriptive in the form of observation, interviews and documentation. The results of the study found that the teacher's role in the development of students' creativity was inadequate because the teacher was not in accordance with the expertise, limited hours of art subjects and monotonous learning methods.
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