This study aims to develop digital comics for learning magnetism in learning Science in Elementary Schools. This type of research is development research, which refers to the Four-D. The location of this research is at Kota Tengah 80 Public Elementary School, Bulangu Timur 1 Public Elementary School, and Telaga Biru 1 Public Elementary School. The results of the study show that digital comic magnets developed for science learning in elementary schools: (1) are categorized as valid and feasible; (2) Practically used, this is indicated by the very good response from students with a percentage of 90% in the limited trial class and 93.75% in the extended trial class. The implementation of learning in the limited trial class obtained an average percentage of 90.91%, while in the extended trial class it was 96.15%; (3) Effectiveness, indicated by good student activity with a percentage of 82% in both limited trial classes and extended trial classes, as well as student learning outcomes that are in very good criteria. Based on this, the digital comics magnet that has been developed is stated to be valid, practical and effective, so that it can be used in the science learning process in class V of elementary school
This research aims to produce quality physics learning tools using the Problem Based Learning (PBL) learning model. The study was conducted at a public senior high school (SMA Negeri 1 Tapa), Gorontalo, Indonesia. The device was developed using the 4D development model developed by Thiagarajan and Semel. The research results on the device show that the developed device is of high quality. Learning tools are said to be valid for use with little revision. It can be seen based on the average validation results of 3.5 to 3.6. The effectiveness of learning devices is seen in the increase in student learning outcomes. It consists of the cognitive domain from the first meeting until the second meeting. It obtained N Gain 0.54 with N Gain criteria moderate, in the attitude domain with an average percentage of 81.77%. The results of observing student activities during two meetings: 71.80% with good criteria. The psychomotor aspects with an average percentage of 80.36%, and the practicality of the developed devices seen from the observation sheet on the implementation of learning 84.78%, as well as teacher response questionnaires and student response questionnaires with an average the percentage of 79.88% and 84.80% got a positive response. There is an influence on student learning outcomes after the problem-based learning model is set with the help of the google meet application on parabolic motion material in the development of learning devices.
Pembelajaran daring yang dilakukan pada saat pandemi mengharuskan guru untuk menggunakan media pembelajaran agar dapat menunjang pembelajaran di sekolah maupun di kelas. Berdasarkan observasi yang dilakukan dalam pembelajaran yang dilakukan berbantuan Google meet di SMA Negeri 1 Kabila memiliki kendala kurangnya penggunaan media pembelajaran yang digunakan dalam menunjang materi yang diajarkan khusunya dalam materi fisika yang semestinya menggunakan laboratorium untuk siswa bisa memahami. Penelitian ini bertujuan untuk mengetahui pengaruh integrasi virtual laboratorium fisika berbasis simulasi PhET dengan model discovery learning terhadap hasil belajar siswa pada ranah kognitif C3 dan C5. Jenis penelitian ini adalah quasi eksperiment dengan populasi seluruh kelas XI IPA di SMA Negeri 1 Kabila berjumlah 6 kelas. Sampel pada penelitian ini ditentukan dengan non-probability sampling yaitu tidak menggunakan keseluruhan populasi untuk menjadi sampel, jadi sampel pada penelitian ini sebanyak 23 orang siswa. Instrumen penelitian yang digunakan adalah instrument tes dalam bentuk soal uraian atau essay. Soal essay yang diberikan melalui pretest dan posttest yang berjumlah 10 nomor yang telah dinyatakan valid oleh validator. Setelah data penelitian diperoleh menggunakan data pretest dan posttest, uji t-test, n-gain normalisasi membuktikan bahwa kemampuan peserta didik mampu menerapkan simulasi PhET dalam pembelajaran fisika serta mampu memanfaatkan simulasi PhET dengan model discovery learning ini sebagai pengetahuan baru dalam pembelajaran fisika.
Periode prasekolah memberikan peran penting pada aspek perkembangan bahasa anak. Hal ini dikarenakan anak mulai melakukan proses sosialisasi dan interaksi dengan berbagai hal. Tujuan penelitian ini adalah meningkatkan kemampuan berbicara anak usia 3-4 tahun menggunakan pendekatan think, pair, and share. Sebanyak 10 anak dilibatkan sebagai subjek dalam penelitian ini. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari 2 siklus. Setiap siklus terdiri dari tahapan perencanaan, pelaksanaan tindakan, observasi dan refleksi. Instrumen yang digunakan dalam pengumpulan data yaitu lembar observasi. Metode yang digunakan untuk menganalisis data adalah teknik analisis deskriptif kuantitatif. Analisis data pada siklus I menunjukkan bahwa kemampuan berbicara anak berada pada angka 63% atau dengan kriteria mulai berkembang. Sengkan pada siklus 2, kemampuan berbicara anak berapada pada angka 82% atau berada pada tahap berkembang sesuai harapan. Kesimpulannya, model pembelajaran kooperatif tipe think, pair, and share dapat kemampuan berbicara anak. Hasil penelitian ini dapat digunakan oleh guru PAUD sebagai variasi pendekatan pengajaran sehingga hasil belajar anak meningkat termasuk dalam kemampuan berbicaranya.
ABSTRAKPenelitian ini bertujuan untuk mengetahui bagaimana pengaruh penerapan model pembelajaran Ryleac berbasis Mobile Learning terhadap hasil belajar siswa kelas XI di SMA Negeri 2 Gorontalo. Penelitian ini dilaksanakan pada semester ganjil tahun ajaran 2021/2022. Metode penelitan yang digunakan yaitu eksperimen menggunakan satu kelas eksperimen dan dua kelas replikasi. Tempat pelaksanaan penelitian ini di SMA Negeri 2 Gorontalo kelas XI dengan subjek penelitian kelas XI IPA 2 dengan jumlah siswa 33, XI IPA 4 dengan jumlah siswa 32, dan XI IPA 6 dengan jumlah siswa 32. Pengumpulan data hasil belajar dilakukan berdasarkan penilaian hasil test. Analisis data penelitian menggunakan uji normalitas, analisis, uji hipotesis dan uji n-gain. Berdasarkan pengujian hipotesis diketahui harga t hitung pada tiga kelas yaitu, kelas XI IPA 2 28,052, Kelas XI IPA 4 26,671, Kelas XI IPA 6 15,763 dimana untuk harga t tabel untuk ketiga kelas yaitu Kelas XI IPA 2 2,035, untuk kelas XI IPA 4 dan XI IPA 6 yaitu 2,037, maka H1 diterima dan H0 ditolak. Hal ini menunjukan bahwa pembelajaran menggunakan model pembelajaran Ryleac berbasis Mobile Learning berpengaruh positif terhadap Hasil Belajar siswa. Dilihat dari rata-rata nilai pretest dan posttest siswa dari kelas eksperimen, replikasi 1 maupun replikasi 2 maka dapat di simpulkan bahwa terdapat pengaruh model pembelajarn Ryleac berbasis Mobile Learning terhadap hasil belajar siswa kelas XI di SMA Negeri 2 Gorontalo dengan n-gain kriteria sedang. Kata kunci: Ryleac; Mobile Learning; Hasil Belajar. ABSTRACTThis study aims to determine how the influence of the application of the Ryleac learning model based on Mobile Learning on the learning outcomes of class XI students at SMA Negeri 2 Gorontalo. This research was conducted in the odd semester of the 2021/2022 academic year. The research method used is an experiment using one experimental class and two replication classes. The place for this research was in SMA Negeri 2 Gorontalo class XI with research subjects in class XI IPA 2 with 33 students, XI IPA 4 with 32 students, and XI IPA 6 with 32 students. Data collection on learning outcomes was carried out based on the assessment of test results. Analysis of research data using normality test, analysis, hypothesis testing and n-gain test. Based on the hypothesis testing, it is known that the t-count value in three classes, namely, class XI IPA 2 28.052, Class XI IPA 4 26,671, Class XI IPA 6 15,763 where for the t table price for the three classes, namely Class XI IPA 2 2,035, for class XI IPA 4 and XI IPA 6 is 2.037, then H1 is accepted and H0 is rejected. This shows that learning using the Ryleac learning model based on Mobile Learning has a positive effect on student learning outcomes. Judging from the average pretest and posttest scores of students from the experimental class, replication 1 and replication 2, it can be concluded that there is an influence of the Ryleac learning model based on Mobile Learning on the learning outcomes of class XI students at SMA Negeri 2 Gorontalo with moderate n-gain criteria. Keywords: Ryleac; Mobile Learning; Learning Outcomes.
Learning amid the COVID-19 pandemic underwent significant changes, the implementation of learning which was initially carried out face-to-face at school, became learning from home/belajar dari rumah (BDR). On the other hand, the strategy should make students think at a higher level. Based on observations, it was found that students were still very lacking in understanding physics learning and learning methods that seemed monotonous and boring. So to overcome these problems, the application of a problem based learning model is carried out. This study aims to determine the effect of applying the problem-based learning model in online learning on student learning outcomes in heat material. This type of research is included in the type of quantitative research. The research method used is experimental. Subjects in the study were students of SMP Negeri 6 Gorontalo City in class VII. It consisted of three (3) classes, namely the experimental class, replication 1, and replication 2. The instrument used in this study was a written test (essay) consisting of pre-test and post-test. test. The process of collecting data through written tests in the form of pretest and posttest to see the consistency of the influence of student learning outcomes. The data analysis technique used is the normalized gain test (n-gain), the normality test of the hypothesis test data. The results show that learning by applying the Problem Based Learning model can affect student learning outcomes. This is shown through the hypothesis testing criteria where for the experimental class tcount 7.304 is greater than ttable 2,035, for replication class 1 tcount 8,266 the value is more dominant than ttable 2,037, and for replication class 2 tcount 9,658 is greater than ttable 2,037 so it can be said that the test the hypothesis tcount is more dominant than ttable, this can be interpreted that the Problem Based Learning model is quite influential in student learning outcomes.
The research objective is to evaluate the implementation of a self-evaluation program using an aimless model evaluation of physics subjects in high school. The evaluation focused on how the self-evaluation program was implemented using three stages prepared by the evaluators or researchers in this study, namely the planning stage, the implementation stage, and the final result stage. The research subjects were students of class XI, XII, and a physics teacher. The instrument used was a questionnaire containing statements regarding the implementation of self-evaluations carried out by the teacher. The research method uses a quantitative approach with an evaluative type. Data collection techniques using observation and questionnaires. The results of the research on the implementation of the self-evaluation program in physics subjects in high school obtained an average of 81% and above, this figure is included in the very good criteria, and this shows that the program has been successful, but this needs to be continued to be considered and improved to increase student interest in physics.
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