ABSTRAK Permasalahan yang dihadapi oleh mitra adalah kurangnya kemampuan para guru dalam menggunakan program power point Microsoft sebagai media pembelajaran di kelas. Oleh Program ini bertujuan untuk memotivasi guru sekolah dasar agar memiliki keinginan untuk menggunakan program Microsoft Power point, meningkatkan kemampuan guru sekolah dasar dalam penggunaan teknologi berbasis media dan meningkatkan kreativitas para guru dalam memproduksi model media interaktif yang menggunakan program Power point. Metode yang digunakan adalah ceramah, tanya jawab, praktek langsung/simulasi dengan pendampingan. Kelompok sasaran adalah guru-guru sekolah dasar di Kecamatan Laweyan yang berjumlah 70 guru. Hasil dari pelatihan ini adalah,meningkatnya kemampuan para guru dalam menggunakan Microsoft power point untuk digunakan sebagai media pembelajaran. adapaun persentase kemampuannya adalah sebagai berikut : 80% guru sudah memiliki kemampuan mengoperasikan program power point seperti, membuat dokumen baru, mempresentasikan dokumen, menutup dan menyimpan dokumen. 78% guru juga dapat memasukkan gambar dan video pada slide dokumen untuk disajikan serta 73.75 % guru sudah mampu menambah animasi dan suara pada program powerpoint. Kata kunci: Microsoft power point ; Guru sekolah dasar ABSTRACTThe problem faced by the partners of elementary school teachers is the lack of ability of teachers in using the Microsoft power point program as a medium of learning in the classroom.The program aims to motivate elementary school teachers to have a desire to use Microsoft Power point programs, improve the ability of primary school teachers in the use of media-based technologies and enhance teachers' creativity in producing interactive media models using Power point programs. The method used is lecture, question and answer, direct practice/simulation with mentoring. Workshop participants were elementary school teachers in Laweyan sub-district with a total of 70 teachers. The result of this training is, the increasing ability of teachers in using Microsoft power point to be used as a medium of learning however, the percentage of skills is as follows, 80% of teachers already have the ability to operate power point programs such as, creating new documents, presenting documents, closing and storing documents. 78% of teachers can also include pictures and videos on document slides for
This research aimed to obtain information about the effectiveness of digitalbased educational comic media in improving reading interest of elementary school students This research is a the experimental research with design the one group pretest posttest. The research subjects were the students of SDN Jogorogo 3 and SDN Talang, Ngawi Regency in the 2018/2019 academic year. The data collection techniques using questionnaires and data analysis techniques using t-test. This research discusses the increase in reading interest based on the N-Gain scale which is grouped into several indicators. The results showed effectiveness of the use of digital-based educational comic media in improving reading interest in elementary school students.
This study aims to analyze the ability of preservice elementary teacher ability in poetry writing containing character education with local wisdom persepective. Mix method research approach is used with research design is triangulation design. The research subjects were 35 students of the elementary school teacher education program. The data were obtained through the technique of writing poetry tests and interviews. The analysis of the test used aspects of poetry writing skills. The research findings provide views that students have been able to write poetry with their own imagination, include the meaning of poetry, the advice, and are able to integrate character values with local wisdom. Mastery of the diction aspect is the lowest among other aspects that need to be improved. Recommendations of this research to educators and future research as a review for developing effective Indonesian language learning in the elementary school teacher education program, especially in productive language skills, namely creative writing with character education and local wisdom.
Kegiatan pengabdian ini bertujuan untuk memberikan pelatihan dan meningkatkan kompetensi guru dalam merancang maupun menyusun instrumen assessment for learning berbasis portofolio yang dilengkapi dengan rubric penilaian bagi guru-guru SD di kecamatan Laweyan Surakarta. Kegiatan pelatihan dilaksanakan dalam tiga tahapan yaitu: 1). pemaparan materi asesmen, 2) pelatihan menyusun instrumen penilaian berbasis porofolio, 3) pendampingan dalam mengimplementasikan instrumen penilaian portofolio dalam kelas, 4) Evaluasi kegiatan. Metode yang digunakan adalah pelatihan partisipatif, dan pendampingan terdiri atas tahapan analisis kebutuhan peserta pelatihan, merancang instumen assessment for learning berbasis portofolio dan melakukan pendampingan di sekolah. Subjek yang dilibatkan sebanyak 20 guru SD di Kecamatan Laweyan Kota Surakarta. Pengumpulan data yang digunakan adalah memberian tugas dalam merancang instrumen penilaian portofolio. Hasil pengabdian menunjukkan respon positif guru dalam mengikuti kegiatan pelatihan dan meningkatnya kompetensi guru dalam menyusun assessment for learning berbasis portofolio. Hal ini dapat dilihat dari persentase kehadiran peserta latihan 90 %, dan 82.% dari total peserta telah berhasil menyusun dan mempresentasikan instrumen penilaian portofolio.
Kegiatan pengabdian ini bertujuan untuk memberikan pelatihan dan pendampingan penyusunan instrumen penilaian menulis kreatif berbasis sistem pembelajaran daring bagi guru-guru SD di Kota Surakarta. Peserta pengabdian ini adalah guru-guru SD di Kecamatan Laweyan Kota Surakarta. Kegiatan pengabdian dilakukan secara offline dan online. Kegiatan pengabdian dimulai dengan tahap perencanaan, mencakup persiapan materi dan perlengkapan media online untuk kegiatan pelatihan. Tahapan pelaksanaan pelatihan dilakukan dengan menyajikan materi tentang keterampilan menulis dan penyusunan instrumen penilaian menulis kreatif di SD, dan aplikasinya dengan menggunakan sistem pembelajaran daring. Setelah itu dilakukan tahap evaluasi untuk mengetahui capaian peserta pelatihan dalam menguasai materi dan terampil dalam menerapkan instrumen penilaian menulis kreatif. Hasil pelatihan menunjukkan para guru mampu menganalisis kompetensi pembelajaran menulis di SD (82,50%); mampu menjabarkan aspek-aspek penilaian menulis kreatif (80,25%); mampu menyusun kisi-kisi penilaian menulis kreatif (78,60%); mampu menyusun instrumen penilaian keterampilan menulis (78,15%); mampu menyusun deskriptor penilaian (82,15%); dan terampil dalam implementasi instrumen menulis melalui google form (85%). Pelatihan yang diberikan dapat meningkatkan keterampilan para guru dalam menyusun instrumen penilaian menulis kreatif di sekolah dasar.
Interactive media-based art learning using AR makes the learning process become active, creative, and meaningful. The purpose of this research are to know the influence of interactive learning media based on augmented reality on students academic achievement on art learning, and to analyze students opinion about the interactive use of media based on augmented. The research design was a quasi-experimental with pre-test post-test control group design. The study was conducted with 80 students in the elementary teacher education. The study was to analyze the different influence of interactive media based on augmented reality with conventional learning without using AR. It was found that the use of AR had a positive influence on students' academic achievement in art learning. These results indicate that AR applications are effective in improving the achievement of art learning outcomes. In addition to the qualitative data gathered from the students using questionnaire showed that AR application can be used as an interest in learning art, 87 % offered positive responses concerning the influences of the AR application, while 13% stated negative opinions. The results of this study can be used as a guide for planning and the use of Augmented reality (AR) in the subsequent teaching and learning process.
<em>The study </em><em>aims to know the effect of Picture and Picture learning model and reading intertest toward poetry writing skills. The study </em> <em>used quasi experimental type of quantitative approach with Anova two-way analysis of variance</em><em>. The samples were taken by using cluster random sampling. The data were collected by doing test. The instrument was tested using factor analysis. The data were analyzed using descriptive analysis and statistical parametric consisted of prerequisite test (normality and homogeneity test), hypothesis test (Anova two-way analysis). Based on the results of t-test analysis at significance level a = 0.05, obtained </em><em>F<sub>AB</sub> = 4,14 > F<sub>0,05;1,57</sub> = 4,01. Thus, it can be concluded that there is an effect of Picture and Picture learning model and reading intertest toward poetry writing skills.</em>
The teaching and learning process is still focused on educators. Students are less willing to accept learning materials and social studies. Therefore, students only have a correct understanding of the material. This research is an experimental study that uses a pre-test-post-test design with experimental and control classes. This study aims to analyze the differences in critical thinking abilities of elementary school students in the experimental class with the problem-based learning model and the control class using the guided inquiry learning model. The population in this study was fourth-grade students. The sampling technique using stratified cluster random sampling was chosen as the sampling technique. Data processing is done by analyzing Paired Sampling and Independent Sampling. The results showed (1) the t-test analysis obtained two-sided Sig of 0.00 <0.05, the hypothesis Ho was rejected, and there were differences in the effectiveness of using the PBL model and learning guidelines on student criticality. social studies thinking skills, (2) The calculation of effect size shows that the problem-based learning model (PBL) is more effective than the guided inquiry model on students' critical thinking skills in social studies learning. The critical thinking skills of students who use the problem-based learning model are much higher than the critical thinking skills of students who use the guided inquiry model. The problem-based learning (PBL) model is more effective than the guided inquiry model for social studies learning about students' critical thinking skills that can analyze and solve their problems.
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