Penelitian ini merupakan penelitian pengembangan (R&D) yang mengunakan prosedur pengembangan Borg & Gall. Pemrosesan media pembelajaran berbasis video menggunakan software Sony Vegas Pro, diperoleh produk akhir berupa video pembelajaran. Pengumpulan data dilakukan dengan wawancara, observasi, angket, dan tes. Hasil wawancara dan observasi dianalisis secara deskriptif kualitatif, sedangkan angket dan tes dianalisis secara kuantitatif. Pemanfaatan media pembelajaran untuk kelas IV pada mata pelajaran IPS belum maksimal; Prosedur pengembangan menggunakan desain pengembangan Borg & Gall, dengan bantuan software Sony Vegas Pro; Dari hasil uji-t diperoleh tobs = 2,98 > ttabel= 2,024, artinya bahwa kedua kelompok memiliki prestasi belajar yang berbeda atau tidak sama. Hasil post test menunjukkan bahwa rerata prestasi belajar kelompok yang menggunakan media pembelajaran yang dikembangkan lebih besar daripada rerata prestasi belajar kelompok yang mengunakan media buku bergambar (71,3 > 62,5). Dari perolehan tersebut dapat ditarik kesimpulan bahwa media yang dikembangkan efektif dalam meningkatkan prestasi belajar.
A Meta-analysis of selected studies on the effectiveness of gamification method for children. Multiple gamification methods are used to motivate students to improve their learning outcomes. Yet, this method is still very rarely used in learning for children aged 6-10 years. This systematic review and meta-analysis aim to objectively determine the effectiveness of gamification method in increasing knowledge, skills and attitudes of children aged 6-10 years.The data were obtained from the ERIC, Emerald and Elsevier databases published between 2014-2018 using the keywords of "gamification on education", "gamification methods", and "children". In the chosen systematical analysis, 6 studies were then reviewed using a meta-analysis. The effect summary showed a value of 1.01 with confident interval of 0.98-1.05, which indicates that gamification method is statistically effective in improving students' knowledge, skills, and children's attitudes. The Z test with a value of 0.68 and a significance level of 5% also showed a significant effect of this method calculated by random-effect models.
Tujuan penelitian ini adalah untuk mengetahui pelaksanaan pendidikan al-Islam dan Kemuhammadiyahan pada anak usia dini, serta hambatan-hambatan yang dialami guru dalam pembelajaran. Penelitian ini menggunakan metode kualitatif. Partisipan terdiri dari kepala, guru, dan siswa Bustanul Athfal Aisyiyah Kabupaten Ponorogo. Pengumpulan data dilakukan dengan wawancara mendalam, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa pendidikan al-Islam dan Kemuhammadiyah di Bustanul Athfal Aisyiyah Kabupaten Ponorogo dilakukan melalui program pembiasaan, meliputi: 1) membaca iqra; 2) mengucapkan janji Bustanul Athfal; 3) menyanyikan lagu Aisyiyah dan Kemuhammadiyah; 4) mengerjakan shalat dhuha berjama’ah; 5) berdzikir bersama; dan 6) menghafal surat-surat pendek, hadits dan do’a sehari-hari. Adapun hambatan-hambatan guru dalam pembelajarannya, yaitu: 1) pengucapan anak masih pelan dan kurang jelas; 2) kurang fashih bacaan; 3) suka bercanda sendiri dan sulit dikendalikan; dan 4) masih suka mainan. Singkatnya, penelitian mengungkapkan bahwa program-program pembiasaan sangat penting dan menjadi salah satu kunci keberhasilan pendidikan al-Islam dan Kemuhammadiyahan pada anak usia dini.
This chapter discusses the use of Duolingo App to enhance children's linguistic intelligence. Linguistic intelligence is expertise in applying vocabularies effectively and efficiently. Duolingo is an application based on the Android platform which helps children mastering other languages that they can practice speaking, reading, listening, and writing through a play. Children in early childhood are in the period of ‘playing' spontaneously. They will do activities of playing without any instruction from others. The activity of playing naturally will stimulate the aspects of linguistic and symbolic that this development is closely related to learning to speak by involving the ability to vocalize. The use of this application will implement toward gamification method. Gamification uses game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems. This chapter provides an illustration that gamification can be used specifically in stimulating linguistic intelligence based on a case study in Indonesia.
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