AbstrakArtikel ini menggambarkan upaya pengembangan media pembelajaran berbasis Augmented Reality (AR) untuk meningkatkan kecerdasan spasial visual siswa. Jenis kemampuan ini penting bagi siswa untuk memahami subjek atau topik yang berkaitan dengan konsep ruang, karena untuk sepenuhnya memahami gambar, siswa harus membayangkan bentuk dan ruang dari objek tersebut. Kurangnya media pembelajaran di banyak sekolah menyebabkan kurangnya pemahaman siswa tentang topik tersebut. Berdasarkan masalah di atas, penelitian ini menggunakan pendekatan Research & Development (R & D) untuk mengembangkan media pembelajaran berbasis AR untuk memfasilitasi siswa kelas 6 belajar tata surya secara lebih visual. Hasil post-test telah menunjukkan bahwa terdapat peningkatan kemampuan spasial visual siswa, terutama pada topik tata surya. Jadi, dapat disimpulkan bahwa media pembelajaran berbasis AR memiliki potensi besar untuk memfasilitasi siswa mempelajari topik-topik yang berkaitan dengan ruang dan sejenisnya. AbstractThis article illustrates an effort to create a learning media based on Augmented Reality (AR) to improve student visual spatial intelligence. This type of intelligence is important for student to understand such subjects or topics like spaces, because to completely understand the image student should imagine the object's shape and space. The lack of learning media in many schools caused the lack of student understanding toward the topic. According to the problem above, this research employing Research & Development (R & D) approach to develop AR-based learning media to facilitate 6th grade student to learn solar system more visually. The post-test has shown that there is an increased number of student visual spatial intelligence, especially on solar system topic. So, it can be concluded that AR-based learning media has huge potential to facilitate student to learn such topics related to space and the like.
Technological developments provide many alternatives to learning. Edmodo application can be one of the alternatives in learning, one of them as a media to increase reading interest. Teachers’ teaching methods that are less appropriate to be a weak factor reading comprehension. To overcome this problem is used Edmodo-based Whole Language approach. This study aims to determine and describe the role of Edmodo in facilitating the learning process and its implementation to improve reading interest with the Whole Language approach. The object of this research is 25 students of SMA Negeri 2 Sragen, Indonesia. Data collection through observation, document analysis, interviews, and questionnaires. The results of this study indicate that the Edmodo-based Whole Language approach has an excellent role in improving students’ reading and comprehension, seen with the ability to answer questionnaires based on text and discussion activities. Edmodo also provides student facilities to engage cognitively with places to discuss, do quizzes, and express ideas based on readings they have read. Students also responded to Edmodo’s use of reading learning. They consider Edmodo an interesting medium with features of discussion, quizzes, and can share reading material.
This study aims to evaluate the implementation of the exam by utilizing game applications in Indonesian subjects at SMA Negeri 1 Polanharjo. This study involved a teacher and four students, consisting of two students in class X and two in class XI. This research uses a qualitative approach with a case study strategy; research data is obtained by observation and interviews; data validity is done by triangulation of data and sources. The results of the research: (1) the implementation of the Indonesian language exam at SMA Negeri 1 Polanharjo has used the Scorative game application as a learning evaluation tool; (2) the advantages of using Scorative games in exams, namely making students more enthusiastic in carrying out exams and making the exam atmosphere more fun; (3) deficiencies in the use of Scorative games, namely that they cannot be used for large-scale examinations due to limited facilities and infrastructure as well as the competence of human resources in the use of technology; and (4) obstacles that arise in the implementation of game-based exams, namely the readiness factor for the quality and quantity of devices, networks, and the level of students' understanding of the use of applications.
Penelitian ini bertujuan mendeskripsikan temuan tentang pengembangan nilai karakter anak usia dini melalui nilai filosofis serat sestradi di Pakualaman Yogyakarta. Subjek penelitian ini adalah anak usia dini di Tepas Pawiyatan Pakualaman. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi etnografi. Hasil temuan penelitian menunjukkan bahwa: (1) Serat sestradi sebagai pedoman dalam pengembangan nilai pendidikan karakter yang ditanamkan pada anak melalui tembang, dolanan, dongeng, dan bahasa. (2) Tepas Pawiyatan Pakualaman dalam pembelajarannya berpedoman pada ajaran sestradi yang mengandung 21 ajaran perilaku baik yaitu ngadeg (takwa), sabar (sabar), sokur (syukur), narima (tulus ikhlas), sura (berani), mantep (mantap hati), temen (bersungguh-sungguh), suci (suci), enget (inget), sarana (sarana), istiyar (ikhtiar), prawira (perwira), dibya (bijaksana), swarjana (cerdas), bener (lurus hati), guna (pandai), kuat (kuat), nalar (nalar), gemi (hemat), prayitna (waspada) lan (dan) taberi (rajin). (3) Karakter anak terbentuk setelah dilakukan pengembangan nilai pendidikan karakter melalui serat sestradi
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