Pengembangan Bahan Ajar Tematik Terpadu dengan Strategi Question Student Have di Sekolah Dasar

Weriyanti, Weriyanti; Firman, Firman; Taufina, Taufina; Zikri, Ahmad

doi:10.31004/basicedu.v4i2.374

Cited by 31 publications

(45 citation statements)

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“…This research is supported by relevant previous researches, namely research conducted by (Lestari et al, 2017) those who obtained the mean validity with a percentage of 88.6% were categorized as very valid for student books and the mean validity with a percentage of 86.8% was categorized as very valid for teacher books. The next relevant research is research conducted by (Weriyanti et al, 2020) who obtained the validity of teaching materials with an average of 3.56, including the very valid category and research conducted by (Yati & Amini, 2020) who obtained the validity of teaching materials with an average of 4.24, including the very valid category.…”

Section: Introductionmentioning

confidence: 99%

Development of Class VI Elementary School Thematic Teaching Materials Based Local Wisdom

Wulandari¹,

Utaminingsih²,

Kanzunnudin³

2020

JET

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There are no teaching materials used by teachers that can foster moral values in students, so it is necessary to have learning materials that introduce the culture or local wisdom of each region. The purpose of this study was to determine feasibility of thematic teaching materials for elementary school class VI theme 1 based on local wisdom. This research method referred to the theory of Borg and Gall, using seven steps or research implementation, namely potentials and problems, research planning, developing initial product, field testing, revision, validation, and final improvement. The data collection techniques used were observation, interview, and questionnaire techniques. The analysis used in this research is quantitative and qualitative analysis including learning observation and validation of teaching material products. Sources of data in this study were grade VI students and teachers. From the material expert validation process obtained an average result of 3,41 with percentage of 85% and very good category. The validation from linguists obtained 90% result with an average 3,6 and very good category. For the result of teacher responses obtained an average result of 3,85 total score 3466 with very good category. For the result of the response students, the average result was 3,94 and the total score was 568 in the very good category. Based on the result of the validation and reinforced by the result of the responses of student and teachers, the thematic teaching materials based on local wisdom of Rembang were declared suitable for use in the learning process.

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Section: Introductionmentioning

confidence: 99%

Development of Class VI Elementary School Thematic Teaching Materials Based Local Wisdom

Wulandari¹,

Utaminingsih²,

Kanzunnudin³

2020

JET

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“…In addition, from the results of the needs analysis, it was also found that what students currently need are teaching materials that make it easier for students to understand the material being studied as well as teaching materials found by students in everyday life because that is why. The importance of teaching materials in the learning process requires teachers to be able to develop teaching materials that are in accordance with the needs of students, implementing the curriculum, not depending on texts and government aid packages, and in accordance with the characteristics of students (Andani & Yulian, 2018;Cloonan & Fingeret, 2020;Mayarnimar & Taufina, 2017;Weriyanti et al, 2020). With the existence of teaching materials in accordance with the curriculum, needs and characteristics will be able to increase student motivation and students can obtain learning in accordance with the development of science and technology (Suzuki et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…This can be caused by the lack of teaching materials that support the implementation of learning. Currently, the existing teaching materials have not been able to develop students' courage and skills in asking questions and opinions (Weriyanti et al, 2020). Currently, the learning process only uses teaching materials, namely student books, which need to be revised and added material according to student needs.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, teachers must be able to choose appropriate teaching materials to be applied in the teaching and learning process to make it easier for students to understand learning materials (Dewa, 2021;Tsai et al, 2017), so that they can achieve the expected learning objectives. The importance of teaching materials in the learning process requires teachers to develop teaching materials that are in accordance with the needs of students, curriculum demands, not depending on textbooks and government aid packages, and according to the characteristics of students (Andani & Yulian, 2018;Cloonan & Fingeret, 2020;Weriyanti et al, 2020). Therefore, one of the teaching materials that can be used as a solution is the development of e-modules in science subjects.…”

Section: Introductionmentioning

confidence: 99%

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How Effective is Learning Style Material with E-Modules During the COVID-19 Pandemic?

Priantini

Widiastuti

2021

j. ilm. sekol. Dasar

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The problem behind this research was the lack of learning resources for students in science subjects so that learning outcomes are less than optimal. This research was a research and development (research and development). The research trial subjects were fourth grade students. The data collection instrument used was in the form of an evaluation sheet (questionnaire). The data analysis used qualitative descriptive analysis and quantitative descriptive analysis. The results of the assessment of the e-module product were carried out based on six aspects, namely: content aspects of the field of study / with a percentage of achievement level of 86.00% with a predicate worthy; In terms of the learning design aspect, the percentage of achievement level is 87.60%, predicate worthy; In terms of the learning media aspect with the achievement level percentage of 89.00%, the predicate is feasible; in terms of the individual trial aspect, with the percentage level of achievement of 92.50% the predicate is very feasible; small group trial, with the percentage of achievement level of 94.50%, the predicate is very feasible, and in terms of the field trial aspect, the percentage of the achievement level is 95.50%, the predicate is very feasible. Thus the product in the form of e-module has a good level of validity and is suitable for use in the learning process on the subject force material of science subjects.

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“…3) Peserta didik kurang mampu bekerja sama dan mengembangkan sikap sosial nya dengan teman lain. Hal tersebut terlihat dalam diskusi kelompok yang dilaksanakan, di mana hanya beberapa orang peserta didik yang mau bekerja sama dengan teman satu kelompok dan banyak yang bekerja secara individu (Weriyanti, Firman, Taufina, & Zikri, 2020). 4) Kemudian ketika diminta untuk menjawab pertanyaan peserta didik terlihat sering bertanya dan melihat ke jawaban temannya.…”

Section: Pendahuluanunclassified

Pengembangan Bahan Ajar Tematik Terpadu Berbasis Model Problem Based Learning di Sekolah Dasar

et al. 2021

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Penelitian ini dilatarbelakangi oleh buku yang disediakan oleh kemendikbud masih menjadi satu-satunya buku yang digunakan oleh guru dalam mengajar, sementara materi pada buku tersebut masih dangkal. Tujuan penelitian ini yaitu mengembangkan bahan ajar tematik terpadu berbasis model PBL yang valid, praktis, dan efektif. Model pengembangan yang digunakan yaitu model 4D. Subjek penelitian adalah siswa kelas IV sebanyak 18 orang. Hasil uji validitas bahan ajar diperoleh rata-rata 94,3 kategori sangat valid. Hasil uji praktikalitas dengan menggunakan angket repon guru dan siswa diperoleh rata-rata 94 dan 92,5 dengan kategori sangat praktis. Efektifitas bahan ajar ini ditunjukkan oleh peningkatan rata-rata kemampuan kognitif siswa dari pembelajaran 1-6 yaitu 84,5 kategori sangat baik, rata-rata penilaian sikap siswa diperoleh 82,40 kategori sangat membudaya, dan rata- rata penilaian aspek psikomotor yaitu 85,7 predikat sangat baik. Dapat disimpulkan bahwa bahan ajar tematik terpadu berbasis model PBL layak digunakan di kelas IV SD dalam proses pembelajaran

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Pengembangan Bahan Ajar Tematik Terpadu dengan Strategi Question Student Have di Sekolah Dasar

Cited by 31 publications

References 0 publications

Development of Class VI Elementary School Thematic Teaching Materials Based Local Wisdom

Development of Class VI Elementary School Thematic Teaching Materials Based Local Wisdom

How Effective is Learning Style Material with E-Modules During the COVID-19 Pandemic?

Pengembangan Bahan Ajar Tematik Terpadu Berbasis Model Problem Based Learning di Sekolah Dasar

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