Pengaruh Media Pembelajaran Interaktif Terhadap Hasil Belajar Pendidikan Jasmani Selama Masa Pandemi Covid-19

Harvianto, Yudo

doi:10.29408/porkes.v4i1.3485

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…This can be seen from the biserial correlation coefficient value of 0.74 and the coefficient of determination of 62.72% which shows "a significant relationship between the use of android-based interactive learning media and student learning outcomes". And also supported by (Harvianto, 2021) with the results of using interactive learning media during the covid-19 pandemic has a positive impact on improving participants' learning achievement. The use of interactive learning media during the co-19 pandemic can provide assistance to teachers in conveying information or knowledge to students which is currently not possible to do directly in the classroom.…”

mentioning

confidence: 63%

The Effect of Interactive Learning Media on Improving Students' Critical Thinking Skills

Arni,

Safitri,

Trisna

et al. 2024

ALACRITY

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This study was conducted with the aim of studying “the effect of interactive learning media on improving students' critical thinking skills”. This study uses variable (X) interactive learning media and variable (Y) improvement of students' thinking skills. In this study, quantitative research techniques were used, with experimental research methods, namely quasi experimental design. This research used Nonequivalent Control Group design. The learning design in this study is Pretest, Treatmen, and Posttest. Data collection in this study was in the form of tests given to students and documentation. While the validation of the instrument was tested using the content validation test, the construct validation and reliability. Data analysis techniques aim to collect information from all respondents or other data sources using data analysis techniques in the form of normality tests using the Kolmogorov-Smirnov formula, Levene Statistics homogeneity test, and Independent Sample T-Test (t-test) hypothesis testing. The normality results of the pretest or initial ability are 0.200 which means that it is normally distributed. Then the experimental posttest gets a sig value. 0.200 is also normally distributed. The significance value of the homogeneity test is 0.101> 0.05 the data is declared homogeneous. Significant findings (2-tailed), assessed at 0.000 < 0.05. If the significant value (2-tailed) <0.05 then Ha is approved and Ho is rejected in accordance with the decision-making criteria. Based on the data analysis and hypothesis testing that has been done, it can be concluded that there is an "effect of interactive learning media on improving students' critical thinking skills".

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mentioning

confidence: 63%

The Effect of Interactive Learning Media on Improving Students' Critical Thinking Skills

Arni,

Safitri,

Trisna

et al. 2024

ALACRITY

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“…Selain itu, ada mata kuliah praktik yang menuntut penguasaan teori dan gerak dalam suatu aktivitas olahraga (Sabda, 2016). Mata kuliah yang diambil mahasiswa dinilai dan diberi makna oleh dosen melalui proses penilaian, sehingga diketahui hasil belajarnya berupa capaian prestasi akademik untuk mengetahui pencapaian tujuan pembelajaran (Harvianto, 2021). Prestasi akademik mahasiswa dicapai melalui suatu proses belajar (Hadwin, 2012;Rais, 2010).…”

Section: Pendahuluanunclassified

Korelasi Efikasi Diri dan Motivasi Belajar dengan Hasil Belajar Mahasiswa Pendidikan Jasmani

Pambudi¹,

Widorotama

Fahri³

et al. 2022

Porkes

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The existence of obstacles to learning outcomes in the form of academic achievement, especially Physical Education students, needs to be studied from a psychological perspective to improve learning outcomes. This research is a cross sectional study. The subjects of this study were 53 active students of the Physical Education study program. The research instrument of self-efficacy and learning motivation used a Likert-scale questionnaire based on the self-efficacy dimensions proposed by Bandura and the indicators of learning motivation proposed by Schunk. The questionnaire was validated by psychologists, linguists, and physical education experts, and tested on active students other than subjects for statistical validity and reliability. The results showed that the correlation coefficient for self-efficacy and learning outcomes was 0.558 with a significance level of 0.001. While the value of the correlation coefficient for learning motivation with learning outcomes is 0.709 with a meaning level of 0.001. The simultaneous correlation between self-efficacy and learning motivation with learning outcomes has an R value of 0.753 and an R Square value of 0.566. The conclusion obtained is a positive and significant relationship on self-efficacy with learning outcomes. Positive and significant relationship for learning motivation with learning outcomes. Simultaneously positive and significant relationship for self-efficacy and learning motivation with learning outcomes

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“…Penggunaan media pembelajaran interaktif selama masa pandemi covid-19 terbukti efektif terhadap peningkatan hasil belajar peserta dalam mempelajari materi yang disampaikan dosen (Harvianto, 2021). Selain itu dosen juga harus bisa memilih media yang tepat dalam proses pembelajaran, karena keefektifan pengunaan aplikasi media selama pandemic covid untuk pembelajaran yang di gunakan oleh dosen untuk Daring "Belajar di rumah", kini merupakan satu isilah yang tidak lagi asing didengar walaupun istilah ini sepertinya belum pernah terpikirkan sebelumnya (Tinjau et al, 2020).…”

Section: Hasilunclassified

Evaluasi Pelaksanaan Pembelajaran Daring dan Hasil Belajar Mahasiswa pada Masa Pandemi Covid-19

Nurhayati¹,

Wibowo

Febriyanti³

2022

Porkes

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The purpose of this study is to describe the implementation of online learning and student learning outcomes majoring in Sports Education Sport Science Faculty Universitas Negeri Surabaya during the Covid-19 pandemic. This research is a type of survey research. The population in this study was Sports Education students in the class of 2018, 2019 and 2020 with a technique sampling through purposive sampling, with the number of samples was 117 students. The instruments used are questionnaires via google form and student grades from Siakadu. Data analysis techniques using percentage. Based on the results of the study can be explained;1) related to the understanding of students to the material delivered by lecturers, 43.6% understanding, 41.9% not all understanding and 14.5% not understanding, 2) the use of video tutorials, 53.8% using, 41% not all uses and 5.1% not using,3) online learning assessment satisfaction, 24.8% satisfied, 56.4% quite satisfied and 18.8% dissatisfied, 4) the learning process, 82.1% offline and 19.9% online. While the results of the analysis of student learning value data in the even semester 2020/2021 there are 14 practical subjects and the average grades are A and A-. The conclusion in this study is; 1) the online learning process is going well, because students can understand the material provided by lecturers, 2) the value of average student learning outcomes well, that's A and A-.

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Pengaruh Media Pembelajaran Interaktif Terhadap Hasil Belajar Pendidikan Jasmani Selama Masa Pandemi Covid-19

Cited by 8 publications

References 3 publications

The Effect of Interactive Learning Media on Improving Students' Critical Thinking Skills

The Effect of Interactive Learning Media on Improving Students' Critical Thinking Skills

Korelasi Efikasi Diri dan Motivasi Belajar dengan Hasil Belajar Mahasiswa Pendidikan Jasmani

Evaluasi Pelaksanaan Pembelajaran Daring dan Hasil Belajar Mahasiswa pada Masa Pandemi Covid-19

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