Mewujudkan  Kemandirian Belajar  Melalui Pembelajaran Berbasis Daring  Diperguruan Tinggi Pada Era Industri 4.0

Sobri, Muhammad; Nursaptini, Nursaptini; Novitasari, Setiani

doi:10.32529/glasser.v4i1.373

Cited by 67 publications

(75 citation statements)

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“…In practice, teachers and schools encounter many obstacles related to online learning (Handarini, Oktafia & Wulandari, 2020;Sadikin & Hamidah, 2020;Sobri, Nursaptini, & Novitasari, 2020). Many teachers do not master the technology so learning at the start of the pandemic is hard and many parents complain about it.…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Youtube as an Online Learning Media

Rahmatika

Yusuf

Agung³

2021

JET

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Covid-19 caused a transformation in the educational aspect. Teachers have difficulty implementing online learning. This is due to the lack of learning media that can facilitate students in learning. This study aims to analyze the effectiveness of Youtube as an online learning medium. This type of research is qualitative research. The method used in this research is qualitative research methods. The research subjects were three elementary school teachers. Data collection techniques in this study were interviews, observation, and documentation. The data analysis technique in this research is the analysis technique before being in the field and the analysis of the Miles and Huberman model. The result of this research is that Youtube can be used as a learning medium that helps students learn independently. Parents feel helped by YouTube learning media. Youtube can be accessed easily. In addition, Youtube learning media can be accessed anytime and anywhere so that parents can still accompany learning even though they are working. So it can be concluded that the YouTube learning media is effective in the online learning process. This research implies that Youtube can be used by teachers as a learning medium that can help students in learning. The selection of videos presented on Youtube must be adjusted to the material, age, and psychological development of students so that it makes it easier for students to understand the material presented on Youtube.

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Section: Resultsmentioning

confidence: 99%

The Effectiveness of Youtube as an Online Learning Media

Rahmatika

Yusuf

Agung³

2021

JET

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“…Belajar dari rumah secara daring menuntut siswa untuk mandiri dan aktif mengeksplorasi konsep yang dipelajari (Sobri, Nursaptini, & Novitasari, 2020). Masalah lainnya adalah konsep kimia masih dianggap sulit oleh sebagian besar siswa SMA (Marsita, Priatmoko, & Kusuma, 2010;Ristiani & Bahriah, 2016).…”

Section: Pendahuluanunclassified

Pengembangan Multimedia Interaktif Kimia Berbasis PBL (Problem Based Learning) untuk Meningkatkan Keterampilan Generik Sains Siswa

Mashami¹,

Khaeruman²

2020

HJKK

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Most of the students had difficultyin understanding the concept of chemistry which is abstract and cannot connect the concepts studied with the phenomena in everyday life.This is because the instructional media and learning models used by the teacher do not pay attention to submicroscopic representations and do not link chemistry with the environment around students.This study aims to develop Chemical Interactive Multimedia (CIM) based on PBL (Problem Based Learning) to improve students' Generic Science Skills (GSS). PBL-based CIM was developed on the concept of salt hydrolysis in a tutorial format. This study was a Research and Development using the ADDIE design. The research procedure consists of five stages, namely Analyze, Design, Development, Implementation, and Evaluation. The PBL-based CIM effectiveness test against the GSS of MA Darul Habibi NW Paok Tawah students was carried out at the implementation stage using a one-group pretest-posttest design. The instrument used was in the form of a questionnaire to obtain eligibility data and student responses, as well as a description test to obtain KGS data. CIM based on PBL feasibility data will be analyzed using a five-scale absolute norm, student responses were analyzed descriptively, and GSS data were analyzed using a normalized gain score (N-gain). The validation results show that PBL-based MIK has an average score of 92% which means it was very feasible.The limited trial of 12 students stated that PBL-based CIM met the aspects of appearance, readability, language, and ease of use very well.The results of PBL-based CIM trials in learning can increase students' GSS which is indicated by an average N-gain score of 58% in the moderate category.Therefore, it can be concluded that PBL-based MIK was successfully developed in the very feasible category and could improve students' GSS.

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“…Selain itu juga mampu menjadikan peserta didik berpikir kreatif dalam hal memecahkan dan menyelesaikan masalah pada situasi sulit yang dihadapi maupun keterampilan mengkomunikasikannya (Armandita et al, 2017; Santoso dan Wulandari, 2020). Untuk menghadapi era revolusi industri 4.0, maka diperlukan pembelajaran yang dapat membentuk generasi kreatif, inovatif dan kompetitif (Sobri et al, 2020). Pembelajaran berbasis proyek merupakan pembelajaran inovatif yang melatih berbagai strategi penting untuk dapat sukses di abad ke-21 (Zubaedah, 2019).…”

Section: Pendahuluanunclassified

Keterampilan berpikir kreatif mahasiswa calon guru biologi pada konsep biota laut menuju pembangunan berkelanjutan melalui pembelajaran berbasis proyek

et al. 2021

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Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berpikir kreatif pada materi biota laut menuju pembangunan berkelanjutan melalui pembelajaran berbasis proyek pada mahasiswa calon guru biologi. Penelitian ini menggunakan metode quasi eksperimen dengan one group pretest postest design. Subyek terdiri dari 31 mahasiswa yang memprogramkan mata kuliah ekologi laut pada semester 5 di salah satu universitas Kalimantan Tengah. Instrument tes yang digunakan berupa soal test pilihan ganda (PG) beralasan dan soal test uraian. Kegiatan pembelajaran dilaksanakan empat tahap yaitu (1) mahasiswa diminta untuk mendesain proyek yang dilakukan, (2) mempresentasikan teori dan rancangan terkait proyek yang akan dilakukan, (3) melakukan implementasi proyek yang sudah dirancang dan pengamatannya, (4) melaporkan hasil implementasi proyek sekaligus mengevaluasi untuk kegaiatan proyek selanjtnya. Hasil penelitian menunjukan bahwa setiap indikator keterampilan berpikir kreatif yang diamati yaitu flexibility, originality dan elaboration menunjukkan adanya perbedaan signifikan antara pretes dan postest. Hasil ini dapat dikatakan bahwa pembelajaran berbasis proyek pada konsep biota laut menuju pembangunan berkelanjutan dapat meningkatkan keterampilan berpikir kreatif.

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Mewujudkan Kemandirian Belajar Melalui Pembelajaran Berbasis Daring Diperguruan Tinggi Pada Era Industri 4.0

Cited by 67 publications

References 0 publications

The Effectiveness of Youtube as an Online Learning Media

The Effectiveness of Youtube as an Online Learning Media

Pengembangan Multimedia Interaktif Kimia Berbasis PBL (Problem Based Learning) untuk Meningkatkan Keterampilan Generik Sains Siswa

Keterampilan berpikir kreatif mahasiswa calon guru biologi pada konsep biota laut menuju pembangunan berkelanjutan melalui pembelajaran berbasis proyek

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