This research aims to produce Lesson Plan and learning materials of Basic Reading and Writing by using VARK (Visual, Auditory, Read-Write, and Kinesthetic) Model in the 1st grade of Elementary School. The development was done on the basis of the students' needs. They were assumed to have low ability in Basic Reading and Writing. To develop the materials, 4D (Define, Design, Develop, and Disseminate) Model was applied. The development focused on the users' needs in accordance with the context (teachers and students) so that a draft containing Standard of Competence, Basic Competence, indicators and learning objectives was produced. The product was revised based on the data of authentic process in accordance with the users' needs (process/formative evaluation). The results of the validation show that the learning materials produced are valid in which the validity score is 3.64 or 90.91% (very valid).
This research is intended to produce BQBO strategy -based literacy reading learning materials for the 4 th grade students of Elementary School which are valid, practical, and effective. To produce the prototype of the materials, Plomp Model was applied. The prototype was revised by using Self Evaluation and Experts Review Evaluation. It then was tested by using One to One Evaluation method to the students at SD Negeri 46 Kuranji. In order to see the practicality of the product, the prototype was tried out by using Small Group Method and Field Test Evaluation Method in the 4 th grade of SD Negeri 06 Padang. Meanwhile to see the effectiveness of the learning materials developed, the prototype was tried out by using Field Test Evaluation Method at SD Negeri 01 Sawahan. Based on the results of the research, it is concluded that the BQBO strategy -based literacy reading learning materials developed for the 4 th grade students of Elementary School are valid, practical, and effective.
Narrative writing learning material in the fourth grade thematic books Curriculum 2013 in Indonesia does not have appropriate writing steps. This causes the learning process to write narrative texts is not carried out properly. Therefore a solution is proposed by developing narrative writing teaching materials based on direct writing activity strategy. This type of study is Research and Development using the ADDIE model. The research data consisted of validity data, practicality data, and effectivity data. The result showed that the validity score of teaching material was 3.79 by category highly valid. The learning process of narrative writing had a score of 3.63 by category very good. The student response score for teaching material was 3.81, while the teacher's response score was 3.78. The mean of the experimental class learning outcomes was 85.27, while the mean of the control class learning outcomes was only 72.64. The statistical test proved a significant difference in the teaching material for narrative writing developed. Based on these results, it can be concluded that the teaching material for narrative writing using direct writing activity is valid, practical, and effective to use.
This study aims to develop teaching materials of silent reading with the OK5R strategy in the era of the industrial revolution 4.0 for teacher and grade IV students that are valid, practical, and effective. The development is carried out based on the Plomp (Preliminary Research, Prototyping Phase and Assessment Stage) model that emphasizes the context of needs (educators and students) so as to produce teaching materials for reading silently skill based on the OK5R strategy. Based on the results of the validity trial, it can be seen from the validation of the content, language, presentation, graphic and lesson plans, overall 93.10% with a very valid category. The practicality of teaching materials is seen from the responses of educators, 98.92% responses of students is about 96.15% while the effectiveness of reading silently get the percentage 100%. It can be concluded that the teaching material reading silently using the OK5R strategy developed is appropriate to use in reading silently with the OK5R strategy in grade IV of primary school.
Authentic assessment is the process by gathering information about the progress and achievement of student learning carried out through various techniques that can reveal, prove, or show exactly that the purpose of learning and ability have been completely controlled and achieved. Authentic assessment used various forms of assessment that reflects the learning process experienced by students, student ability, motivation, and attitudes consistent with learning goals. The forms of authentic assessment that can be used in language learning is Performance (Performance), Assignments (Projects / Projects), The result of (Product), Written (Paper & Pen), Portfolio (Portfolio), Attitudes and Self (Self Assessment)
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