Penelitian pengembangan ini dilaksanakan karena kurangnya pemanfaatan media digital oleh pendidik dalam melakukan proses pembelajaran sehingga peserta didik kurang tertarik dalam belajar dan menyebabkan menurunnya hasil belajar peserta didik secara signifikan. Dilaksankannya penelitian pengembangan ini yaitu bertujuan untuk mendeskripsikan rancang bangun pengembangan multimedia pembelajaran interaktif dan validitas multimedia pembelajaran interaktif. Penelitian ini merupakan penelitian pengembangan dengan model penelitian pengembangan ADDIE (analyze, design, development, implementation, evaluation). Data yang dikumpulkan adalah data kuantitatif dan data kulitatif dengan mengunakan 3 metode pengumpulan data yaitu metode observasi, metode wawancara, dan metode kuesioner. Hasil Penelitian menunjukkan 1) Rancang bangun pengembangan multimedia pembelajaran interaktif meliputi tiga tahapan yaitu: (a) analisis kebutuhan, (b) desain, (c) pengembangan dan implementasi, valid dengan: (a) hasil review ahli mata pelajaran dengan kualifikasi sangat baik (97,33%), (b) hasil review ahli desain pembelajaran dengan kualifikasi sangat baik (100%), (c) hasil review ahli media pembelajaran dengan kualifikasi sangat baik (98%), (d) hasil uji coba perorangan dengan kualifikasi sangat baik (96,67%), (e) hasil uji coba kelompok kecil dengan kualifikasi sangat baik (96,85%). 2) Jadi berdasarkan uji validitas pengembangan multimedia pembelajaran interaktif menunjukkan hasil yang efektif didalam meningkatkan hasil belajar IPA sehingga layak untuk digunakan dalam proses pembelajaran.

Rendahnya hasil belajar mahasiswa disebabkan karena kurangnya media inovatif untuk menfasilitasi mahasiswa dalam belajar, hal inilah yang menjadi penyebab tujuan penelitian ini dilakukan. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan pembelajaran blended dan validitas rancangan pembelajaran blended. Jenis penelitian ini adalah penelitian desain dan pengembangan dengan model ADDIE yang meliputi lima tahapan yaitu analisis, desain, pengembangan, implementasi danevaluasi. Metode yang digunakan dalam pengumpulan data yaitu pencatatan dokumen, dan kuesioner. Teknik analisis data yang digunakan pada penelitian ini yaitu analisis deskriptif kualitatif dan analisis deskriptif kuantitatif. Rancangan pembelajaran blended valid dengan: (a) hasil review ahli mata kuliah dengan kualifikasi sangat baik (94,6%), (b) hasil review ahli desain pembelajaran dengan kualifikasi sangat baik (95%), (c) hasil review ahli E-learning dengan kualifikasi sangat baik (96,5%), (d) hasil review ahli video pembelajaran dengan kualifikasi sangat baik (98%), dan (e) hasil uji coba perorangan dengan kualifikasi sangat baik (98,3%). Jadi, penelitian menunjukan bahwa pembelajaran blended dengan model flipped classroom pada kualifikasi sangat baik.

Penelitian ini dilatar belakangi oleh permasalahan yaitu rendahnya hasil belajar Bahasa Bali. Penelitian ini bertujuan untuk (1)mengetahui proses pengembangan multimedia pembelajaran interaktif berorientasi pendidikan karakter (2)mengetahui validitas dari multimedia pembelajaran interaktif berorientasi pendidikan karakter (3)mengetahui efektivitas multimedia yang dikembangkan. Penelitian ini adalah penelitian pengembangan. Model pengembangan yang digunakan adalah model Hannafin and Peck.Data yang dikumpulkan dalam penelitian ini adalah data kuantitatif berupa skor pretest, posttest dan kualitatif berupa saran, masukan dan kritik perbaikan media.Metode pengumpulan data yang digunakan adalah metode observasi, pencatatan dokumen, kuesioner dan tes.Hasil penelitian adalah sebagai berikut. (1) pengembangan multimedia dengan model Hannafin and Peck meliputi tiga tahapan yaitu penilaian kebutuhan, desain, pengembangan dan implementasi. (2) multimedia pembelajaran interaktif berorientasi pendidikan karakter yang dikembangkan valid dengan: (a) hasil review ahli isi mata pelajaran menunjukkan multimedia berpredikat sangat baik (90%), (b) hasil review ahli multimedia menunjukkan produk berpredikat sangat baik (96%), (c) hasil review ahli desain pembelajaran menunjukkan multimedia berpredikat sangat baik (90,7%), (d) hasil uji coba perorangan, uji coba kelompok kecil dan uji coba lapangan menunjukkan multimedia berpredikat sangat baik (93,7%), (94,0%) dan (93,9%). (3) multimedia yang dikembangkan efektif meningkatkan hasil belajar Bahasa Bali. Ini berarti bahwa multimedia terbukti efektif secara signifikan dapat meningkatkan hasil belajar Bahasa Bali. Kata Kunci :multimedia, pendidikan karakter, pengembangan

Students’ spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that:1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research. Keywords: dynamic visualization, learning achievement, science instruction, spatial ability, static visualization.

Permasalahan penelitian ini kurangnya media pembelajaran yang membantu proses pembelajaran sehingga siswa kesulitan memahami materi yang disampaikan guru.Tujuan penelitian ini adalah (1)mendeskripsikan proses pengembangan multimedia pembelajaran pada mata pelajaran IPA,(2)menguji kualitas multimedia pembelajaran pada mata pelajaran IPA,(3)mengetahui efektifitas multimedia pembelajaran mata pelajaran IPA.Metode pengumpulan data menggunakan metode observasi,wawancara,kuesioner,dan tes.Analisis data menggunakan analisis deskriptif kualitatif,kuantitatif dan statistik inferensial/uji-t.Proses pengembangan multimedia pembelajaran menggunakan model  Luther meliputi 6 tahapan.Validasi multimedia dilakukan oleh ahli isi mata pelajaran, ahli media pembelajaran, uji coba perorangan oleh 6 orang siswa,uji coba kelompok kecil oleh 3 orang siswa,dan uji coba lapangan oleh 22 orang siswa.Hasil penelitian ini adalah(1)proses pengembangan multimedia pembelajaran mulai dari langkah analisis,desain,pengumpulan bahan,pembuatan,penyelesaian,dan distribusi;(2)kualitas hasil pengembangan media menurut review ahli dan siswa yaitu:a)ahli isi pembelajaran 94%(sangat baik);b)ahli media pembelajaran 86% (baik);c)uji coba perorangan 94,9%(sangat baik);d)uji coba kelompok kecil 91,9%(sangat baik);e)uji coba lapangan 92%(sangat baik);(3)Multimedia pembelajaran ini efektif untuk meningkatkan hasil belajar IPA. 

The average grade of learning outcomes in class V is low. That is because students' fear of learning and the teacher is not optimal in creating a pleasant atmosphere. This study aims to understand mathematics learning outcomes between students who are taught with example non example learning models assisted with video media and students who are taught discovery learning models assisted with video media in the mathematics subjects of class V. This study includes quasi-experimental uses non-equivalent post designs test only control group design with a population of class V students totaling 128 students. Sampling using a random sampling technique, with a total of 43 students. Mathematics learning outcome data is collected by a test method that is multiple choice objective tests. Mathematical learning outcomes data were analyzed using polled variance t-test. Based on the t-test obtained t count = 7.78> t table = 2.021 at a significance level of 5% (a= 0.05) with db = n1 + n2 - 2 = 43 - 2 = 41 then H0 is rejected. The results of the study prove that the example non example learning model assisted by video media influences on mathematics learning outcomes. The results of this study can be used as a theoretical basis or further learning guidelines to improve learning outcomes, especially mathematics.

This research is survey research. The population of this study were 57 civil servant lecturers and 490 students of semester 3 and 5 of the Faculty of Education, Ganesha University of Education. The research sample selected by purposive random sampling was 32 lecturers and 200 students who were spread over four study programs. The data collection techniques used were questionnaires and interviews. The data analysis used quantitative descriptive analysis and qualitative descriptive analysis. The results showed that (1) there were eleven strategies applied by lecturers in reading literacy, (2) there were various problems faced by lecturers in implementing reading literacy, (3) the lecturers had implemented various solutions in solving reading literacy problems, (4) the Students of the Faculty of Education are most interested in reading in printed form (66.82%), then those who are interested in reading in softcopy (28.81%), and finally those who are interested in other types of reading (3.37%), and (5) There are 20 problems faced by students in reading literacy activities.

This study aimed to develop an instrument for assessing science learning outcomes based on HOTS (Higher Order Thinking Skills). This research was development research that uses a 4D model (four-D model) with development stages consisting of define, design, develop, and distribute. This development research was only carried out until the development stage. The subject of this research was the HOTS-based science learning outcome assessment instrument in the form of grids and multiple-choice test sheets. Data were obtained by using interviews, observation, and test methods. The validation of the assessment instrument was carried out by two material experts using a validation sheet and 78 students for a limited trial using multiple-choice objective test instruments. The results obtained will be analyzed for validity, reliability, discriminatory power, level of difficulty, and quality of distractors. The results of the analysis of the HOTS-based science learning outcome assessment instrument had a validity of 0.90 which was in the very high category, reliability of 0.81 which was in the very high category. Distinguishing analysis obtained 2 items with very good criteria, 14 items with good criteria, and 9 items with sufficient criteria. In the difficulty level test, 12 questions were obtained in the easy category and 13 questions in the medium category. Analysis of the distractor quality test found 63 distractors were at the >5% level, which means the distractors are functioning well and 12 distractors were at the 5% level, which means the distractors were not functioning properly. These results indicated that the HOTS-based science learning outcome test assessment instrument developed was valid and reliable and is suitable for use as an assessment instrument in various styles of material.