This research aimed to know the response of the students against the media learning material on the matika dakon KPK and FPB in class IV. The research methods apply in this research is descriptive research. The subject of this research is 25 students of class IV SDN Tenggerejo 2 Kedungpring Lamongan. Research instrument used is a questionnaire form. The criteria of response consists of 5 indicators are judgments, interest, motivation, satisfaction, and response. The analysis of the questionnaire shows that the average value of student response against media dakon matika is very positive with a percentage amounting is 93.6%
The objective of this study was to describe the effectiveness of the use of integrated thematic modules of Islamic values on students' critical thinking abilities. The pre-experimental research with One Group Pretest Posttest Design was conducted in this study. The sample in this study was 21 students of Class 3 Madrasah Ibtidaiyah (MI) taken with the saturated sampling technique. Theme 7, sub-theme two about energy changes are used as the material in the thematic modules used in this study. Five critical questions in the form of critical thinking ability test instruments are used to collect students' critical thinking abilities data. The five indicators of critical thinking abilities are (1) formulating the problem, (2) planning a problem-solving strategy, (3) making a decision, (4) analyzing the problem, and (5) evaluating the decision. The students 'critical thinking ability data were analyzed descriptively and statistically using paired samples test to determine the extent and differences of students' critical thinking abilities before and after learning using an integrated thematic module of Islamic values. The results showed that the critical thinking ability of students was very critical in the category of 48%, critical 24%, quite critical 19%, and less critical 10%. Students' critical thinking abilities have improved after learning using Islamic thematic integration modules (N-gain = 0.5) with the medium category. Statistical test results show that the integrated thematic module of Islamic values has a significant impact (p> 0.05) on students' critical thinking abilities. Based on these results, it can be concluded that the use of integrated thematic modules integrated integration of Islamic values is effective and has a significant impact on students' critical thinking abilities.
Kondisi Pandemi dengan adanya Covid-19 memaksa kegiatan pembelajaran berlangsung secara jarak jauh atau dilakukan secara online. Hal tersebut membuat pendidik harus siap menggunakan aplikasi-aplikasi pembelajaran guna menunjang pembelajaran secara jarak jauh. Tujuan kegiatan pengabdian masyarakat ini adalah untuk memberikan pengetahuan dan membekali pendidik sehingga terampil dalam menggunakan media pembelajaran berbasis online. Pengabdian masyarakat ini memfokuskan dalam penggunaan aplikasi atau platform “Quizizz” dalam pembuatan evaluasi pembelajaran berbentuk kuis interaktif. Metode pelaksanaan melalui pelatihan secara daring (online) dengan ceramah, diskusi, dan praktek penggunaan Quizizz. Subjek dari pelatihan ini adalah Guru Sekolah Dasar di Desa Made Kecamatan Lamongan Kabupaten Lamongan berjumlah 32 orang. Tujuan yang dicapai yaitu penggunaan aplikasi Quizizz dalam membuat evaluasi pembelajaran yang interaktif dan menyenangkan bagi peserta didik. Berdasarkan pelatihan yang telah dilakukan, diperoleh hasil bahwa para peserta terlihat sangat antusias dibuktikan dengan aktifnya para peserta dalam bertanya, berdiskusi, dan menjawab pertanyaan yang diberikan oleh pemateri. 87% peserta pelatihan mampu mengembangkan tes interaktif dengan aplikasi Quizizz dan 81 % peserta mampu mengujicobakan aplikasi Quizizz kepada peserta didiknya. Pelatihan ini sangat bermanfaat dilakukan bagi guru guna memotivasi peserta didik dalam melakukan evaluasi pembelajaran supaya lebih menyenangkan.
This research aimed to determine students' responses to the use of thematic modules based on the integration of Islam and science in improving critical thinking skills on energy themes and their changes in 3rd grade MI Salafiyah Kutukan Blora. The research method apply in this research is descriptive research. The Descriptive research used in this research is the survey. The research instrument used was a student response questionnaire. Analysis of student response questionnaires showed that 80,3% of students stated that using thematic modules could improve students' critical thinking skills.
Life skills are defined as psychosocial abilities for adaptive and positive behavior that enable individuals to deal effectively with demands and challenges of everyday life. Life skills are problem solving behavior used appropriately and responsibly in management of personal affairs. Life skills may be learn by teaching or simply by personal experience. Actually no life skills is used alone, there’s always a combination of more than more. Scientific approach is empirical knowledge. This approach can be considered as a way to think critically and systematically. The scientific method is rooted in the knowledge gained by finding problems through observation, experimentation, and through a process of objective reasoning and logic. Scientific approach strongly supports the active role of students in learning so that students can be learn life skills such as finding out, gather information, ask questions, and the establishment of confidence students through class discussions.Keywords: Life Skills, Pendekatan Scientific
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