This article was to determine the validity, practicality testing and effectiveness of human rights learning. The method used research and develeopment (RnD) that aims to develop multimedia Viktif HAM teaching materials, to test the effectiveness of teaching materials in achieving learning objectives. The results showed that in the developing Viktif HAM teaching materials, was knowing potential problems and collecting data, making prototypes of teaching materials, conducting expert validation and revision, small and large scale field trials. Based on the results of expert validation, the developed teaching materials were in the very valid category with an average validation score of 89.2% in all aspects of assessment. Students as respondents also gave a positive response with a questionnaire score of 92.5% showing a very valid quality without revision. The effectiveness of the use of Viktif HAM teaching materials in lectures was calculated by analyzing the results of pre and post tests using N-Gain showing an average of 0.77. Hence, it can be concluded that Viktif HAM human rights teaching materials were effectively used for human rights learning. Keywords: Human Rights Learning, Interactive Video, Teaching Materials
Berdasarkan wawancara menunjukkan bahwa pembelajaran tematik guru belum memiliki kemampuan mengembangkan media berbasis komputer, masih terbatas pada video yang di unduh dari youtube, sedangkan siswa merasa jenuh dan belum sepenuhnya memahami pembelajaran. Penelitian ini bertujuan untuk mengetahui kelayakan dan hasil uji keterbacaan terhadap penggunaan aplikasi permainan. Metode penelitian yang digunakan adalah Research and Development (RnD) dibatasi sampai tujuh langkah yaitu (1) mencari potensi dan masalah di SDN Srengat I, SDN Kepanjenlor I, SDN Sumberdiren II, dan SDN Sidodadi II, (2) melakukan penelitian dan pengumpulan data dengan melakukan wawancara guru dan siswa kelas IV, (3) desain produk dilakukan dengan menganalisis pembelajaran serta merencanakan isi produk, (4) validasi desain dilakukan oleh 9 validator yang terdiri dari masing-masing 3 validator materi, 3 validator media, dan 3 validator bahasa, (5) revisi desain dilakukan berdasarkan saran ahli, (6) uji coba terbatas dilakukan oleh 5 guru kelas IV dan 10 siswa kelas IV, (7) revisi produk berdasarkan saran guru dan siswa. Instrumen pada penelitian ini adalah angket. Hasil kelayakan dari validator ahli materi 88%, ahli media 92,70%, dan ahli bahasa 89%. Hasil angket keterbacaan guru terhadap aplikasi permainan memperoleh presentase 87,5% dan hasil angket keterbacaan siswa memperoleh presentase 94,1%.
This research based on the problems of the learning system in Indonesia which a national and international scale. At this time learning must be oriented in Industrial Era 4.0 and the educational paradigm must be change in systems thinking to the top level of Bloom revised taxonomy. The researchers analyzed how to apply using Reflective Metacognitive Learning (RML) model and integrated Garrison, Anderson, and Archer model to achieve Higher Order Thinking Skills (HOTS) of KKNI Curriculum at Institut Ilmu AL Qur’an Jakarta in Islamic study program. This research based on a qualitative approach with descriptive analysis method. The data was obtained from the fifth semester students of Islamic Education Program of Institut Ilmu Al-Quran (IIQ) Jakarta and from all relevant sources such as interviews, observations, and documentations. The findings showed that the application of the Reflective-Metacognitive Learning (RML) model integrated with the Garrison, Anderson, and Archer model was found in the four critical thinking skills of (IIQ) Jakarta students in learning, for instance: (1) students are quick to respond to events (trigger event), (2) students are more able to explore (exploration) (3) students can integrate knowledge into the context of learning (integration) and (4) then students propose (resolution). It was important that the application of these two models can improve the learning process and level of thinking of Higher Order Thinking Skills (HOTS) metacognitive levels. Keywords: High Order Thinking Skills, HOTS, Reflective-Metacognitive Learning, KKNI Curriculum
Motivasi dan kreativitas mahasiswa dalam mengikuti kegiatan perkuliahan dapat ditumbuhkan oleh dosen melalui berbagai cara diantaranya dengan menggunakan teknik perkuliahan yang bervariatif dan menarik. Berdasarkan hasil observasi dan wawancara dengan mahasiswa program studi Pendidikan Pancasila dan Kewarganegaraan (PPKN) diperoleh informasi bahwa mahasiswa cenderung bosan dalam mengikuti perkuliahan Teori Sosial. Hal ini disebabkan oleh beberapa faktor seperti: (1) materi teori sosial yang banyak menerangkan konsep dan perbandingan teori yang menurut mahasiswa membosankan, (2) kurangnya kesadaran mahasiswa untuk belajar dari berbagai sumber secara mandiri dan kreatif, (3) metode yang digunakan dosen dalam mengajar dengan menggunakan model transfer informasi atau ceramah yang dianggap terlalu monoton. Tujuan pada penelitian ini adalah untuk mengetahui hambatan yang menyebabkan kesulitan belajar dan miskonsepsi yang dihadapi mahasiswa Program Studi PPKn Universitas Islam Balitar pada mata kuliah Teori Sosial. Adapun metode penelitian yang digunakan adalah deskriptif analisis dengan menggunakan tes dan angket yang diharapkan dapat mengetahui penyebab kesulitan belajar dan miskonsepsi mahasiswa dalam mata kuliah teori sosial.
<p align="center"><strong>Abstrak</strong></p><p><em>Motivasi dan kreativitas siswa dalam mengikuti kegiatan pembelajaran dapat ditumbuhkan oleh guru melalui berbagai cara diantaranya dengan menggunakan media pembelajaran yang bervariatif dan menarik.</em><em> Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk melatih guru di SD Negeri Togogan 02 agar dapat meningkatkan kemampuan dalam mengoperasikan computer dan selanjutnya dapat membuat media pembelajaran berbasis teknologi secara mandiri. Adapun metode pengabdian yang digunakan adalah dengan menakulan observasi awal, memberikan pelatihan dan pendampingan, serta memonitoring dan mengevaluasi perkembangannya. Materi pelatihan yang diberikan kepada guru diantaranya pembuatan dan prosedur penggunaan media Mengenal Mata Uang (MAWANG), Materi Game Pecahan (MAGECAH), Belajar Bangun Datar (LABADA) dan Aplikasi Cerita Blitar (Si Cetar). Proses pelatihan diawali dengan penyampaian materi dan praktek, kemudian dilanjutkan dengan pendampingan kepada guru selama dua minggu, monitoring dan evaluasi dilakukan selama satu minggu setelah pendampingan untuk mengukur tingkat kemajuan ketrampilan guru.</em></p><p><em>Kata Kunci : Diseminasi, Media Pembelajaran, Berbasis Teknologi</em></p><p align="center"><strong>Abstract</strong></p><p><em>The motivation and creativity of students in participating in learning activities can be grown by the teacher in various ways including by using varied and interesting learning media. The purpose of this community service activity is to train teachers at public elementary school Togogan 02 so they can improve their ability to operate computers and then be able to make technology-based learning media independently. The service method used is to carry out initial observations, provide training and assistance, as well as monitor and evaluate developments. The training materials provided to teachers included the creation and procedures for using Know Currency media (MAWANG), Fractional Game Materials (MAGECAH), Learning Flat Shapes (LABADA) and Blitar Story Applications (Si Cetar). The training process begins with the delivery of material and practice, then continues with mentoring the teacher for two weeks. Monitoring and evaluation is carried out for one week after the mentoring to measure the progress of the teacher's skills.</em></p><p><em>Keyword: Dissemination, Learning Media, Technology Based</em><em></em></p>
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