Sejatinya, Penelitian ini bertujuan untuk mengetahui cara mengembangkan bank soal berbasis Higher Order Thinking Skills/HOTS di Sekolah Dasar dan mengetahui bagaimana hasil dari pengembangan bank soal berbasis HOTS. Penelitian ini merupakan penelitian dan pengembangan (research and development). Metode yang digunakan dalam penelitian ini adalah dengan mengacu pada model pembelajaran 4D oleh Thiagarajan, Semmel dan Semmel yang terdiri dari 4 tahapan pengembangan, yaitu pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Lembar validasi butir soal digunakan untuk mengetahui kevalidan produk. Berdasarkan hasil analisis kuantitatif butir soal HOTS menunjukkan bahwa dari 100 butir soal diperoleh 90 Soal yang layak dimasukkan dalam bank soal dengan pemerolehan data hasil validasi dari tim ahli sebesar 0,75 ( kriteria tinggi), reliabilitas sebesar 0,90 (kriteria sangat tinggi), rerata daya beda masing-masing sebesar 0, 6 (kriteria baik), serta rerata tingkat kesukaran 0,4 (kriteria sedang). Sehingga, dapat disimpulkan bahwa terdapat 90 butir soal yang layak dimasukkan dalam bank soal yang dibagi menjadi tiga paket, masing-masing paket berjumlah 30 butir soal.
The purpose of this research to examine the influence of the integrative learning model based on lesson study in reading comprehension ability for five grade students of SDN 3 Sakra. The type this research is a quasi-experimental research with a posttest only control design. The population in this study is all students of five grade in SDN 3 Sakra which consists of two classes. VA class as a control group and VB as an experiment group. The techniques of collecting data research in the form of observation and test. Analysis techniques data is used to examine the use of hypotheses with the formula t-test. The results of the research refer that the ability of reading comprehension with the integrative model based on the lesson study is higher than reading comprehension with the conventional method. This is evidenced by the t-test with a significance level of 5% obtained t accounted (8.889) > t table (1.697). The value of t accounted > t table shows that the ability of reading comprehension of the two groups differs significantly. Based on the value of t account, it can be concluded that learning by using an integrative model based on lesson study gives a positive influence for reading comprehension ability of grade V SDN 3 Sakra in the academic year 2018/2019.
Environmental literacy is a part of education that helps students protect the environment by using or consuming nature and by understanding and solving environmental problems caused by actions that exploit the natural environment, forests, and other natural resources in the area. This activity tries to teach people more about the environment by growing hydroponically grown vegetables in the school to make the school a healthier and cleaner place. SDU Hamzanwadi has never enhanced environmental literacy through hydroponic activities; therefore, this should advance environmental preservation awareness. The method is implemented in three stages: 1) the planning stage includes field surveys, cooperation, and communication; 2) the implementation stage includes socialization and mentoring by the Lecturer Team in collaboration with Hamzanwadi University PGSD Students; 3) the monitoring and evaluation stage. The survey findings were shared with school partners, beginning with the principal and teachers. Then, an agreement is drafted pertinent to the school's conditions, notably hydroponics production. The outcomes of the activity demonstrated that 90% of the participants were able to conduct hydroponics directly. Some participants' mastery and comprehension reached 85%, and they could utilize the help material that had been developed. This is evident in the enhanced knowledge and abilities of the partners, as seen by the green and healthy plants. The production of hydroponics necessitates considerable skill and knowledge as well as a sizeable financial investment. Thus, careful planning is required. Hydroponics is not only an educational tool for environmental literacy but may also beautify and green the school environment.
Penelitian ini dilakukan oleh peneliti bertujuan untuk mengetahui pengaruh penggunaan gadget terhadap perkembangan emosional dan akhlak peserta didik kelas 6 di SDN 4 Masbagik Timur tahun pelajaran 2020/2021. Jenis penelitian ini adalah kualitatif dengan menggunakan pendekatan deskriptif. Sedangkan teknik pengumpulan data menggunakan wawancara, observasi, angket dan dokumentasi secara langsung dengan informan di lapangan untuk mendapatkan data yang dibutuhkan. Analisis data yang digunakan dalam penelitian ini menggunakan teknik analisis data model alir Miles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi untuk mengetahui pengaruh penggunaan gadget terhadap perkembangan emosional dan akhlak peserta didik di SDN 4 Masbagik Timur. Hasil penelitian menunjukkan bahwa adanya dampak negatif dan positif terhadap perkembangan emosional dan akhlak peserta didik. Dampak positifnya yaitu dapat digunakan sebagai media informasi, komunikasi, dan media pembelajaran. Sedangkan dampak negatifnya yaitu dapat mempengaruhi perilaku peserta didik, membuat peserta didik malas belajar, dan juga terjadinya pemborosan.
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