Penelitian ini bertujuan untuk mengetahui keefektifan media pembelajaran berbasis multimedia dengan menggunakan powerpoint terhadap hasil belajar siswa sekolah dasar. Jenis penelitian ini adalah R&D D (Research and Development). Metode yang digunakan peneliti adalah model Barg and Gall (1potensi dan masalah, 2pengumpulan data, 3desain produk, 4validasi desain, 5revisi desain, 6uji coba produk, 7revisi produk, 8uji coba pemakaian, 9revisi produk, 10produksi massal). Penelitian ini khusus untuk melihat keefektifan media pembelajaran berbasis multimedia menggunakan powerpoint. Adapun hasil keefektifan media pembelajaran berbasis multimedia menggunakan powerpoint dari hasil N-Gain score diperoleh skor 0,74%. Sehingga sehingga dapat disimpulkan bahwa penggunaan media pembelajaran pembelajaran berbasis multimedia menggunakan powerpoint masuk katagori tinggi dan efektif untuk meningkatkan hasil belajar siswa sekolah dasar.
This study aimed at analyzing the effect of guided inquiry learning to the metacognitive ability of primary school students on the material of Least Common Multiple (KPK) and Greatest Common Divisor (FPB). The type of study was a mixed-method using quantitative and qualitative methods. There were 55 students of 4th grade used as the subjects of study. Two learning models were compared, namely guided inquiry learning model and conventional learning model. The students’ metacognitive ability was measured by means of problem-solving test on the material of Least Common Multiple (KPK) and Greatest Common Divisor (FPB). The quantitative analysis data used descriptive and inferential statistical tests. According to the results of data analysis, it was discovered that the t-test of sig (2-tailed) from the independent samples t-test of post-test was 0,00 (p = <0,05); this indicated that there was a significant difference on it. This showed that there was a difference of students’ metacognitive ability for both classes in solving the problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB) after the guided inquiry learning was implemented. Consequently, it can be concluded that there is a significant effect on the implementation of guided inquiry learning model to improve the students’ metacognitive ability in solving the material problems of Least Common Multiple (KPK) and Greatest Common Divisor (FPB).
Abstrak: Tujuan penelitian secara umum adalah untuk mendapatkan e-modul Geometri Berbasis Budaya Sasak. Sedangkan tujuan khususnya untuk mengetahui Bagaimana kevalidan media tersebut digunakan sebagai Sumber Belajar Daring Siswa SD. Desain penelitian ini menggunakan Borg and Gall. Adapun bentuk data yang digunakan merupakan bentuk data kuantitatif yang dilakukan dengan lembar angket validasi. Hasil penelitian menunjukan bahwa: (1) e-modul yang dibuat berupa link berbentuk online mencangkup materi geometri khusus bangun datar persegi, persegi panjang dan segitiga dengan mengeksplorasi unsur geometri pada bangunan adat di desa sade Lombok Tengah (2) e-modul berbasis budaya sasak yang dikembangkan memperoleh data kevalidan dari validator ahli media dan materi, serta praktisi, dengan rata-rata nlai 94%, sehingga dapat disimpulkan bahwa e-modul geometri berbasis budaya sasak yang telah didikembangkan sudah valid dan dapat digunakan siswa sebagai sumber belajar daring.Abstract:The general objective of the research is to obtain an e-module on Geometry Based on Sasak Culture. While the specific purpose is to find out how the validity of the media is used as an online learning resource for elementary school students. This research design uses Borg and Gall. The form of data used is a form of quantitative data which is carried out with a validation questionnaire sheet. The results of the study show that: (1) the e-module made in the form of an online link includes special geometry material for square, rectangular and triangular shapes by exploring the elements of geometric in traditional buildings in the village of Sade, Central Lombok (2) e-modules based on Sasak culture The developed data obtained validity data from media and materials expert validators, as well as practitioners, with an average value of 94%, so it can be concluded that the Sasak culture-based geometry e-module that has been developed is valid and can be used by students as online learning resources.
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