Kegiatan pembelajaran belum dilaksanakan dengan maksimal. Media pembelajaran yang digunakan hanya terpaku pada satu sumber buku ajar, sehingga siswa kesulitan dalam memahami materi. Selain itu, guru cenderung hanya memberikan tugas kepada siswa dan mengajar dengan metode ceramah. Penelitian ini bertujuan untuk mengembangkan video pembelajaran berbasis Wondershare Filmora pada pembelajaran IPA kelas V SD yang valid. Pengembangan media dalam penelitian ini berpedoman pada prosedur 4D yang terdiri atas beberapa tahapan, yaitu pendefinisian (define), perancangan (design), pengembangan (development), dan penyebaran (disseminate). Subjek uji coba pada penelitian ini terdiri atas 2 orang ahli materi, 2 orang ahli media, 2 orang praktisi. Metode pengumpulan data penelitian menggunakan metode kuisioner dan instrumen rating scale dengan skala 4. Data dianalisis dengan rumus Mean untuk mendapatkan rata-rata skor. Rata-rata skor dari ahli materi, ahli media, ahli desain, ahli praktisi sebesar 3,86 dengan kualifikasi sangat baik/layak. Secara keseluruhan validitas video pembelajaran berbasis Wondershare Filmora pada pembelajaran IPA kelas V SD berada pada rentangan 3,86<×<4,00 dengan kualifikasi sangat baik. Berdasarkan analisis tersebut, video pembelajaran berbasis Wondershare Filmora layak digunakan dalam pembelajaran. Implikasi penelitian ini yaitu Video pembelajaran IPA berbasis Wondershare Filmora ini merupakan media kreatif yang dibuat untuk memfasilitasi guru dalam menjelaskan materi pembelajaran khususnya pada materi Sistem Peredaran Darah, serta memberikan tambahan pemahaman kepada siswa sehingga siswa tidak hanya belajar lewat buku siswa.
A good learning devices will deliver students to have good mathematical problem solving skills. This type of research was a descriptive research by qualitative approach. The initial observation was aimed at finding out, reviewing and explaining problem-solving ability of high school students in mathematics learning and condition of learning devices used and developed by teachers, then whether it was necessary to continue research development based on realistic mathematics education to improve the mathematical problem solving ability. The results of observations at SMAN 14 Padang and SMAN 15 Padang, can be concluded that the learning devices used do not link to real life problem that the instructional becomes meaningless. Learning devices used were still general and have not been able to facilitate the students to find their own concepts and did not help the students to improve problem solving ability. An approach that can accommodate it is a realistic mathematics education. The result needed to follow-up in form of research on development of realistic mathematics education based learning devices to improve the mathematical problem solving ability of senior high school students.
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