This study aimed to determine whether there is an increase in student learning outcomes after the implementation of online learning using the WhatsApp platform in the Children with Special Needs (CSN) course. This research method was a classroom action research conducted online using the WhatsApp platform. The classroom action research was carried out in 2 cycles with the stages including planning, implementing, observing, and reflecting. The subjects of this study were 21 PGSD UBT students in semester 6 of the 2019/2020 academic year. The data collection techniques used were observation, interviews, questionnaires, and test questions. While the research instruments used were observation sheets, interview sheets, online learning implementation questionnaires, and test questions. The data obtained were analyzed using qualitative and quantitative. The results of the study showed that the percentage of learning outcomes before and after being given learning treatment using the WhatsApp platform experienced a significant increase and had reached 85% completeness criteria. The online learning through the WhatsApp platform has some advantages, such as ease of use and development of courage in the discussion process. While the weakness is related to the unstable network and the lack of direct experience obtained through observations related to CSN material that requires direct practice in the field. This study was conducted as a contribution to the selection of learning media in a situation of Covid-19 pandemic, which requires learning to be conducted online or remotely.
Pemanfaatan media pembelajaran di dalam kelas selama proses pembelajaran pada kebanyakan sekolah di Indonesia umumnya kurang inovatif dan cenderung monoton. Monotonnya pengunaan media dalam proses pembelajaran menyebabkan siswa tidak mampu mengikuti pelajaran dengan maksimal sehingga pembelajaran menjadi tidak efektif dan efisien. Salah satu media pembelajaran yang efektif digunakan dalam kelas untuk membangkitkan motivasi dan minat siswa adalah media grafis terutama media komik pembelajaran. Tujuan dalam penelitian ini adalah untuk mengetahui kualitas komik pembelajaran yang dikembangkan. Penelitian ini merupakan jenis penelitian pengembangan (research and development). Model pengambangan dalam penelitian dan pengembangan ini menggunakan modifikasi pengembangan perangkat Four-D Model. Berdasarkan hasil dan pembahasan di atas maka dapat disimpulkan: Kualitas komik pembelajaran ditinjau dari penilaian validasi dari ahli materi didapatkan hasil komik pembelajaran memiliki kriteria valid dengan presentase 90,3%. Penilaian validasi dari ahli media didapatkan hasil validasi komik pembelajaran memiliki kriteria valid dengan presentase 87,8%. Penilaian validasi ahli bahasa pada komik pembelajaran memiliki kriteria valid dengan presentase 96 %. Hasil uji coba lapang berdasarkan penilaian guru dan dan siswa didapatkan presentase pada guru sebesar 86% dan pada siswa sebesar 86.5% (valid). Generally, using of instructional media in the classroom during learning process in most schools in Indonesia is less innovative and monotonous. That problems it caused students can not followed the lesson maximally, therefore learning process becomes uneffective and unefficient. One of the effective learning media can be use in the class to increase motivation and interest of students is the graphic/visual media, for example is a comic. The purpose of this research is to find out of comic quality. This research approach is research development (R&D). The developing model in this research and development uses modification of Four-D Model. Based on the above result and discussion it can be concluded: The quality of learning comic review from the validation of the material experts obtained the result of the learning comic having valid criteria with 90.3%. Assessment validation from media expert got result of validation of comic learning have valid criterion with percentage 87,8%. Assessment of validation of linguists on learning comics has valid criteria with 96% percentage. The results of field trials based on the assessment of teachers and students obtained a percentage of teachers at 87.2% and at students of 86.5% (valid).
Abstrak: Rasa nasionalisme dalam kehidupan berbangsa perlu digalakkan sebagai upaya memberikan kesadaran pada masyarakat. Permasalahan utama pendidikan terutama pada karakter rasa nasionalisme banyak terjadi di daerah 3T (Terdepan, Terluar dan Tertinggal). Mengatasi permasalahan tersebut perlu dilakukan sosialisasi. Sosialisasi ini diharapkan memberikan kontribusi pada masyarakat di daerah perbatasan termotivasi untuk lebih memiliki semangat nasionalisme, sehingga memiliki kebanggaan sebagai bangsa Indonesia dan memiliki nilai karakter dan berjiwa Pancasila. Metode pelaksanaan dilakukan dengan melakukan strategi pelaksanaan kegiatan yang dilakukan meliputi sosialisasi, seminar nasionalisme dan evaluasi. Hasil seminar ini didapatkan hasil sebelum dan setelah seminar, yaitu: pada aspek budaya Indonesia terjadi peningkatan dari 20.4% menjadi 88%, pada aspek budaya lokal dari 56% menjadi 85%, aspek kewarganegaaran 27.4% menjadi 83% dan aspek pancasila 20.4% menjadi 78%.Abstract: The sense of nationalism in the life of the nation needs to be encouraged as an effort to provide awareness to the community. The main problem of education on the character of nationalism much happen in the area of 3T region ( Terdepan (Front region), Terluar (Outermost) and Tertinggal (Disadvantaged)). To Solve the problem needs to be socialized. This socialization is expected to contribute to the community in the areas that are motivated to have more spirit of nationalism, so have pride as the nation of Indonesia and have the character and spirit of Pancasila. The implementation method is carried out by implementing the strategy of the implementation of the activities carried out by the socialization, the seminar of nationalism and evaluation. The results of this seminar are obtained before and after the seminar, which is: on the cultural aspect of Indonesia Increased from 20.4% to 88%, on the local cultural aspects from 56% to 85%, the aspect of citizenship 27.4% to 83% and aspects of Pancasila 20,4% to 78%.
The purpose of this study was to describe the perceptions of pre-service teachers about online learning through the WhatsApp application. Descriptive qualitative methods were used by using a questionnaire and interview instruments. The questionnaire was given to 74 Elementary School Teacher Education (PGSD) students in the semester 5 of 2020/2021. To find out the validity of the data, 5 pre-service teachers were triangulated by conducting in-depth interviews. The analysis technique used is data condensation, presenting data, and drawing conclusions. The WhatsApp platform was found to be the best program to use in online learning on the basis od the study learning. Based on the research results, it was found that the WhatsApp application is the easiest application to use in online learning. The advantages felt by pre-service teachers when learning using the WhatsApp application include learning to be more flexible, increasing self-confidence, being able to hone skills in making technology-based learning media, and being able to obtain information easily and from various sources. Meanwhile, the obstacles felt by pre-service teachers included a lack of concentration in learning, constrained by an unstable network, difficulties in conducting discussions with groups, and difficulty understanding the material as a whole. In the online learning process, the findings of this study can be useful as a assessment, particularly for educator ca be achieveded.
Pelatihan dan pendampingan pembuatan media pembelajaran bertujuan agar guru dapat mengatasi dan mereduksi permasalahan siswa yang mengalami kejenuhan dalam belajar dan kehilangan minat belajarnya. Terkait hal tersebut maka diawal tim pengabdian melakukan observasi disekolah mitra (SLB Kota Tarakan), hasil observasimenunjukkan bahwa siswa kurang tertarik dengan media yang digunakan di sekolah, sehingga guru memiliki kesulitan dalam mengembangkan media pembelajaran yang sesuai dengan karakteristik siswa. Hal tersebut berdampak pada pemahaman pembelajaran yang rendah di sekolah.Solusi yang ditawarkan tim pengabdian adalah melaksanakan pelatihan dan pendampingan kepada guru dalam mengembangkan media pembelajaran bagi anak berkebutuhan khusus. Melalui kegiatan awal sosialisasi, pelatihan dan pendampingan, pembuatan media pembelajaran ini juga bertujuan dalam memotivasi guru dalam hal berinovasi membuat media pembelajaran yang sesuai dengan karakteristik anak berkebutuhan khusus dengan adanya program ini berhasil menumbuhkan kecakapan dan keterampilan guru dalam pembuatan media pembelajaran bagi anak berkebutuhan khusus di SLB Kota Tarakan.
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