This study aims to increase the multiple intelligence of students of elementary school teacher education STKIP NU Indramayu by using thematic learning with a scientific approach and to find out the obstacles experienced by students in increasing multiple intelligence. The method used is a mix method with sequential explanatory strategy, a strategy is applied by collecting and analyzing quantitative data in the first stage, in this study data collection and analysis of multiple intelligence enhancements, followed by qualitative data collection and analysis in the second stage, obstacles students in developing multiple intelligences built based on quantitative initial results. The subjects were students of PGSD STKIP NU Indramayu who attended the basic science concepts course. The instruments used in the form of tests and interviews. The results showed an increase in multiple intelligence students after scientific approached thematic learning seen from the results of the N-gain test analysis increased by 0.41 in the medium category. Obstacles in increasing multiple intelligence students are 3, students have difficulty in analyzing existing data from the results of the study, students have difficulty in working on calculation problems, and students have difficulty in predicting a problem.
Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran daring, mengetahui problematika yang muncul dan solusi yang ditempuh untuk menyelesaikan permasalahan pembelajaran daring pada masa pandemi Covid-19 di sekolah dasar. Metode penelitian yang digunakan adalah metode kualitatif, dengan jenis penelitian fenomenologi. Teknik pengumpulan data pada penelitian ini menggunakan teknik observasi dan wawancara dengan sumber data guru, peserta didik dan wali murid. Adapun teknik analisis data menggunakan tahapan reduksi data, penyajian data, serta pengambilan kesimpulan. Berdasarkan hasil observasi sebesar 87,27% menunjukkan bahwa pelaksanaan pembelajaran di SD Negeri 1 Kedokan Agung selama masa pandemi covid-19 sudah terlaksana dengan sangat baik, guru dan peserta didik telah memiliki fasilitas-fasilitas dasar yang dibutuhkan, hal itu menunjukkan kesiapan pelaksanaan pembelajaran daring. Dalam pelaksanaan pembelajaran daring guru sudah melakukan perencanaan pembelajaran dan sudah melaksanakan pembelajaran dengan membuat RPP daring, mempersiapkan materi, media, menggunakan metode dan pendekatan pembelajaran yang disesuaikan dengan karakteristik peserta didik, serta melaksanakan evaluasi akhir sesuai dengan kompetensi peserta didik. Pelaksanaan pembelajaran daring menimbulkan problematika seperti kurangnya interaksi antara guru dan peserta didik, perbedaan tingkat pemahaman peserta didik, kurangnya kerjasama wali murid dengan peserta didik, keterbatasan sarana dan prasarana. Solusi yang ditempuh untuk menyelesaikan permasalahan pembelajaran daring diantaranya adalah guru tetap memberikan bimbingan dan pendampingan pada peserta didik, memberikan pengertian tentang pentingnya kerjasama wali murid dan peserta didik.
The Covid-19 pandemic in the industrial revolution 4.0 era transformed traditional learning into bold-based learning through distance learning (PJJ). However, its implementation still encounters several obstacles, such as the lack of digital literacy skills. One of the solutions offered is blended learning, which combines traditional learning with learning to complement each learning method's shortcomings. The purpose of this study is to prove whether or not blended learning affects increasing digital literacy and HOTS of PGSD students. The methodology used is experimental research with Pre-Experimental Design with One-Group Pretest-Posttest Design model. The sample in this study was 55 PGSD students. The instruments used are digital literacy questionnaire sheets and HOTS test sheets. The technique used to analyze the data is descriptive qualitative, quantitative, and inferential statistics. Test Results Paired sample t-test produces sig values. (2-tailed) 0.000 is less than 0.05. It means that blended learning affects digital student literacy skills. The results of the n-gain test for increasing digital literacy after applying blended learning obtained n-gain of 0.56 in the medium category and the results of the student HOTS n-gain of 0.55 also in the medium category, so it can be said that there is an effect of blended learning on literacy improvement. Digital and student HOTS.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.