Penerapan Model Problem Based Learning Berbantu Media Audio Visual Untuk Meningkatkan Berpikir Kritis Kelas 4 Sd

Susilowati, Rini

doi:10.23887/jipp.v2i1.13870

Cited by 7 publications

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“…That is, significant difference in the average n-Gain value in the control class with the experimental class. This study is consistent with previous studies by Susilowati et al (2018) which stated that the PBL model with audio-visual media was effective to improve students' critical thinking skills. This research is also relevant to the research of Utami et al (2019) which states that PBL models using audiovisual media effectively improve students' critical thinking skills.…”

Section: Table 5 Test Results For the Difference Between Two Mean Nga...supporting

confidence: 92%

“…In PBL students are guided to solve a problem on their own, and the teacher guides students as facilitators (Amir, 2013). So that learning with the PBL model can be packaged more attractively with the aim of attracting students' attention, audio-visual media will be used (Susilowati, 2018). Using audiovisual media as a tool in the classroom learning process can help motivate students to improve their learning outcomes (Sidi and Mukminan, 2016).…”

Section: ▪ Introductionmentioning

confidence: 99%

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Untitled

2021

JPPK

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Implementasi Media Audiovisual berbasis PBL untuk Meningkatkan KemampuanBerfikir Kritis Siswa: This implementation research is to find out the audiovisual media based on Problem Based Learning (PBL) in improving students' critical thinking skills. The method used was a quasi-experimental pretest-posttest control group design. The research population was all students of class XI MIPA, one of the senior high schools in Bandar Lampung. The sample was obtained by purposive sampling technique, namely class A as the experimental class (learning using PBL-based audiovisual media) and class B as the control class (learning using conventional media). The application of PBL-based audiovisual media is measured by the difference in the average value of n-Gain which is significant on students' critical thinking skills, both in the experimental class and the control class. The results of the calculation of the difference test obtained that the average n-Gain value of students' critical thinking abilities in the experimental class was greater than in the control class. The resulting effect size calculation can be interpreted as learning with PBL-based audiovisual media has an effect on increasing students' critical thinking skills on redox material, by 81%. The conclusion is that the application of PBL-based audiovisual media has an effect and is effective on increasing students' critical thinking skills.

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Section: Table 5 Test Results For the Difference Between Two Mean Nga...supporting

confidence: 92%

Section: ▪ Introductionmentioning

confidence: 99%

Untitled

2021

JPPK

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“…Selain mempertahankan pemberian reward Lembaga pendidikan perlu meningkatkan kesejahteraan terutama pada indikator kesejahteraan yang berhubungan dengan fasilitas kerja dan perlu memberikan apresiasi terhadap prestasi yang diperoleh oleh guru dikarenakan menjadi point terendah di indikator psikologis dan sosial. Hal ini sejalan dengan penelitian kalikulla membahas tentang kesejahteraan guru dan Rini yang berjudul "Kesejateraan Psikologis Guru Yang Mendapatkan Sertifikasi" (Kalikulla, 2017;Susilowati, 2018).…”

Section: Discussionunclassified

Pengaruh Reward Dan Punishment Terhadap Profesionalisme Guru

Daheri

Pattiasina²,

Saputra³

et al. 2023

Munaddhomah

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This study aims to test the validity and practicality of teaching materials E-module Dilan Android-based (Didroid) on hot material for elementary school students. The research method applied is Research and Development (R&D) method with Sugiyono development model. This study uses data collection techniques in the form of observation, interviews and questionnaire instruments filled by media experts, material experts, as well as student and teacher users. Data analysis techniques used are quantitative and qualitative analysis to describe the results of the questionnaire assessment. The results showed that the E-module Didroid developed meet the criteria of valid and practical. The results of media validation get a score of 100 so that it is included in the very valid category. The results of the validation of the material get a score of 96.7% on the aspect of Self Instruction, a score of 100% on the aspect of Self Contained, a score of 80% on the aspect of Self Alone, a score of 93.3% on the aspect of self adaptive, and a score of 80% on the aspect of User Friendly so that it enters the category of very valid and valid. The results of the practicality of student users get a score of 90% and teacher users get a score of 100% so that it enters the category of very practical. It can be concluded that the E-module developed Didroid valid, practical, and feasible to use in science learning in Grade V Elementary School. E-module Didroid easy to understand, easy to use, attractive, and can be used as a reference teaching materials that use digital technology.

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“…Model pembelajaran berbasis masalah ini memakai di kehidupan sekitar sebagai konteksnya dengan memanfaatkan media audio visual khususnya video pembelajaran terhadap ambient untuk meningkatkan keterampilan berpikir kritis hingga meningkatkan hasil belajar peserta didik (Susilowati, 2018). Makna dari penelitian ini yaitu guru diharapkan mampu melaksanakan pembelajaran dengan memakai model pembelajaran berbasis masalah yang didukung media video animasi untuk menggugah minat belajar siswa untuk melatih atau meningkatkan motivasi dan hasil belajar meningkat secara optimal.…”

Section: Pembelajaran Dengan Menerapkan Model Pembelajaran Problem Ba...unclassified

Penerapan Model Problem Based Learning (PBL) Berbantuan Video Animasi untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik Kelas IV SD

Yulianti,

Utami

2024

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Learning motivation can influence high or low learning outcomes. To increase motivation and learning outcomes, appropriate models and media are needed. This Classroom Action Research (PTK) aims to increase students' motivation and learning outcomes in Pancasila Education regarding rules and norms by applying the Problem Based Learning learning model assisted by animated videos. In this lesson, students are directed to solve problems from videos shown by the teacher with the following syntax: orientation of students to the problem, organization of students, guided individual and group investigations, developed and presented results, analyzed and evaluated the process and results of problem solving. The subjects in this research were 26 class IV students at SD Muhammadiyah 16 Surakarta. The data obtained in this research through tests, interviews and observations were then analyzed using quantitative descriptive methods. The indicator of this success is an increase in the average motivation and learning outcomes in each cycle up to the target set by the researcher. The results of this research show that the application of the PBL model is able to increase student motivation with the average observation results in cycle I = 76.50% and cycle II = 90.86%. The average interview result in cycle I= 57.66% and in cycle 2= 87.40%. Apart from that, it can also improve student learning outcomes regarding the rules and norms of learning Pancasila education. Pre-cycle data shows an average learning outcome of 64.04%, increasing to 73.65% in cycle 1, and increasing in cycle 2 to 86.54%. Thus it can be concluded that the application of the PBL model assisted by animated videos can increase student motivation and learning outcomes.

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Penerapan Model Problem Based Learning Berbantu Media Audio Visual Untuk Meningkatkan Berpikir Kritis Kelas 4 Sd

Cited by 7 publications

References 0 publications

Untitled

Untitled

Pengaruh Reward Dan Punishment Terhadap Profesionalisme Guru

Penerapan Model Problem Based Learning (PBL) Berbantuan Video Animasi untuk Meningkatkan Motivasi dan Hasil Belajar Peserta Didik Kelas IV SD

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