This article investigated the students’ responses to narrative text through the animated film. The place of this study was one of the public schools in Yogyakarta Province. The subject of this study was eleventh-grade students. This study was implemented in three phases, e.g., the reconnaissance process, cycle one, and cycle two. The stages conducted in this study contained four steps: planning, implementation, observation, and reflection. Moreover, the type of data of this study was qualitative data. The technique of collecting data used in this study was the observation checklists and interview guidance. Furthermore, the technique of analyzing this study's data used descriptive statistics and descriptive analysis. The observation showed that the students’ perception of the students’ interest, attention, activeness, and concentration improved. Besides, the interview result showed that the animated film brought a sense of happiness and a reduced sense of distress among the students during the learning activity. The animated film was also considered a medium to replace conventional teaching methods, e.g., teaching books. The animated film was also a trigger for the students to give their attention during the ongoing class. The animated film was also regarded as an innovation in class activity (including teaching methods, learning ideas, and learning atmosphere) so that the class became alive.
The curriculum transformation of primary and secondary educationin Indonesia had stimulated the transformations movement of technology. Oneof these transformations was in the form of the student grade report (e-rapor) inIndonesian schools. This transformation required primary and secondary schoolteachers to be adapted to use information technology. The efforts to answer thistransformation were carried out through the technical guidance to providetraining for teachers of Sekolah Menengah Atas (SMA) and Sekolah MenengahKejuruan (SMK) Persada Bandar Lampung by filling out this e-Rapor. Thistraining was carried out through several main materials i.e., the applicationinstallation, the application troubleshooting, and the use of e-Rapor. Thistraining was implemented in 3 days. Moreover, the next training was alsoconducted to deal with some of the arising problems after the technical guidancewas conducted. This technical guidance was attended by 27 teachers. Thistechnical guidance was implemented by delivering material, conducting thesimulation, and doing discussion. The result of this technical guidance wasanalyzed quantitatively through observations and discussions. It showed that alltechnical guidance participants were able to fill out the e-Rapor systemaccording to their respective roles after the technical guidance implementationon filling out the e-Rapor.
Kemampuan mahasiswa dalam menerapkan konsep berkomunikasi bisnis pada aktivitas perkuliahan masih rendah. Rendahnya pemahaman konsep peserta didik disebabkan karena pembelajaran yang diterapkan dosen masih bersifat lecturer centered. Dosen hanya menyampaikan materi pembelajaran secara satu arah. Aktivitas belajar mahasiswa menjadi tidak bervariasi, hanya mendengarkan informasi dari dosen saja. Penelitian ini bertujuan untuk mengkaji penerapan pembelajaran berbasis masalah (problem based-learning) pada pembelajaran mata kuliah komunikasi bisnis untuk meningkatkan kemampuan berpikir kritis dan kreatif mahasiswa. Subjek dalam penelitian ini adalah mahasiswa program studi Manajemen Fakultas Ekonomi dan Bisnis Institut Informatika dan Bisnis Darmajaya. Penelitian dilaksanakan pada bulan Maret sampai dengan bulan Juni 2022. Data penelitian diambil dengan metode tindakan kelas dan survey. Metode analisis data yang digunakan adalah metode deskriptif. Persepsi mahasiswa diukur melalui 7 aspek penilaian. Dari hasil penelitian dapat diperoleh hasil bahwa persepsi mahasiswa pada aspek interaksi mahasiswa dan dosen berada pada kategori sangat baik dengan skor rerata (mean) 20.83 dengan persentase sebesar 83.32%, persepsi mahasiswa pada aspek mampu memotivasi minat belajar mahasiswa berada pada kategori sangat baik dengan skor rerata (mean) 16.53 dengan persentase sebesar 82.65%, persepsi mahasiswa pada aspek kemampuan memahami materi kuliah mencapai kategori sangat baik dengan skor rerata (mean) 20.83 dengan persentase sebesar 83.32%, persepsi mahasiswa pada aspek kompetensi berfikir kritis, efektif dan efisien mencapai kategori sangat baik dengan skor rerata (mean) 16.99 dengan persentase sebesar 84.95%, persepsi mahasiswa pada aspek kompetensi memanajemen waktu yang baik mencapai kategori sangat baik dengan skor rerata (mean) 12.18 dengan persentase sebesar 81.2%, persepsi mahasiswa pada aspek hasil belajar mahasiswa yang baik mencapai kategori sangat baik dengan skor rerata (mean) 8.15 dengan persentase sebesar 81.5%, dan persepsi mahasiswa pada aspek kesesuaian penerapan pembelajaran dengan karakteristik mutu mata kuliah mencapai kategori sangat baik dengan skor rerata (mean) 20.89 dengan persentase sebesar 83.56%.
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