Action Research in Hadith Literacy: A Reflection of Hadith Learning in the Digital Age

Supriyadi, Tedi; Julia, Julia; Aeni, Ani Nur; Sumarna, Elan

doi:10.26803/ijlter.19.5.6

Cited by 20 publications

(22 citation statements)

References 17 publications

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“…Research from Saputri et al, (2021) focuses on the development of digital books on m ateri overall economy and not discuss the specifics of the material. Meanwhile, research from (Rasmawan, 2020;Supriyadi et al, 2020) takes a specific theme again, but the study material is not economic learning, especially macroeconomics. Then several previous studies from several experts showed that the effectiveness of digital books can be compared with ordinary printed books (Uygarer & Uzunboylu, 2017;Suyatna et al, 2018;Abed, 2019).…”

Section: Resultsmentioning

confidence: 99%

Macroeconomic Digital Book Development: How are the Feasibility of Experts and Student Responses?

Muslim

Refnida

Chen

et al. 2021

j.of education technology

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The use of books today is inseparable from the rapid development of technology, one of the book developments that attracts a lot of interest from teachers is digital books. Digital books themselves are very suitable for complex and memorizing learning such as macroeconomics courses, the reason digital books are suitable for macroeconomic learning is that they can be carried anytime and anywhere. This study aims to see the feasibility of the product being developed, namely a digital book on macroeconomic material. The feasibility of the digital book made is divided into two, namely the feasibility of the experts and the feasibility of the sample (students). This research is an R&D type with the selected development model, namely the ADDIE development model. The sampling technique used is simple random sampling with a sample of 36 active students of economic education study program. There are 3 data collection instruments used including media and material expert validation instruments which have 10 statements and student response instruments totaling 28 statements. Analysis of the data used in the form of descriptive statistics. The results of material validation for both validators were 42 (very good) and 37 (good), then for media experts, a score of 38 (good) and 39 (good), while for student responses to the material aspect, a score of 29.25 (worth it) was obtained. , media aspect is 52.5 (very worth it), output aspect is 9.75 (worth it), and for all aspects is 91.5 (very worth it). Based on the results that have been obtained from the validation and small group trials, it shows that digital books on macroeconomic material are appropriate to be used as complementary learning resources in macroeconomics lectures.

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Section: Resultsmentioning

confidence: 99%

Macroeconomic Digital Book Development: How are the Feasibility of Experts and Student Responses?

Muslim

Refnida

Chen

et al. 2021

j.of education technology

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“…The third stage is the stage of knowledge reflection and evaluation. The purpose of this activity is to conduct a study of an initial knowledge or concept obtained by students by conducting investigations and proving and evaluating the concepts that students get (Athanases et al, 2020;Supriyadi et al, 2020). The proving process is carried out by students by conducting experiments, with this activity students can strengthen students' knowledge based on the results of the evidence and students can interpret the findings they get (Bancong & Song, 2018;Mahmoud et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Guided Inquiry Model Assisted with Interactive Multimedia Influences Science Literacy and Science Learning Outcomes

Suprianti¹,

Munzil

Hadi

et al. 2021

j. ilm. sekol. Dasar

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The learning model during the pandemic is still teacher-centered so that most students experience problems in learning science. The purpose of this study was to measure the implementation of guided inquiry assisted by interactive multimedia on scientific literacy skills, learning outcomes of fifth-grade elementary school students. This research is a quasi-study with a non-randomized control group pretest-posttest design. The population of this study amounted to 60 students—the use of samples taken using non-randomized sampling. The experimental class has 30 students, and the control class has 30 students. The method used for data collection is an objective test. The results showed that: first, the scientific literacy ability of the experimental class was better than the control class based on statistical tests of 84.79 (very good) and 76.83 in the control class. Second, student learning outcomes in the experimental class were better than in the control class. It was concluded that the guided inquiry strategy using interactive multimedia had a significant impact on scientific literacy and student learning outcomes used in online science learning for elementary school students during the covid 19 pandemic. The research implication is that the inquiry learning model can be applied in the learning process because it can improve students' understanding.

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“…Integrated science learning is one model of curriculum implementation that is recommended to be applied at the basic education level, namely elementary and junior high schools (Ibrahim & Alqahtani, 2018;Rahayuningsih, 2020;Reskiani & Supriadi, 2020). The implementation of integrated science learning requires adequate teacher professionalism (Lai et al, 2019;Supriyadi et al, 2020;Suryawati & Osman, 2018). Teachers must have enough knowledge in conveying science knowledge as a whole (Rubini et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Use of -Based Interactive Learning Media Visuals in Science Learning

Hasanah

Sudira

2021

j.of education technology

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The fundamental problem in implementing education at the education level is that the learning process is generally too oriented to mastery of subject matter, not to the substance, meaning, or value it contains. This study aims to analyze the success of using visual-based interactive media or image media in science learning. This type of research is an actual experiment with a quantitative approach. The subjects in this study were 50 students consisting of 2 separate classes, the number of female students was 30, and the number of male students was 20. The method of data collection in this study used student learning outcomes pre-test and post-test. The instrument used is a test of learning outcomes and student response questionnaires. The technique used to analyze the data is the descriptive qualitative and quantitative analysis and inferential statistics. The results showed that the average score of learning science after using visual-based interactive learning media was 75.93, with a standard deviation of 16.19. The lowest score for students is 40, and the highest score is 99. Visual-based interactive media is effectively used to improve student learning outcomes in science. The research implication is that visual-based interactive media can be used by teachers in teaching so that they can help students learn.

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Action Research in Hadith Literacy: A Reflection of Hadith Learning in the Digital Age

Cited by 20 publications

References 17 publications

Macroeconomic Digital Book Development: How are the Feasibility of Experts and Student Responses?

Macroeconomic Digital Book Development: How are the Feasibility of Experts and Student Responses?

Guided Inquiry Model Assisted with Interactive Multimedia Influences Science Literacy and Science Learning Outcomes

Use of -Based Interactive Learning Media Visuals in Science Learning

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