Pengembangan Pembelajaran Model Discovery Learning Berbantuan Tips Powerpoint Interaktif Pada Materi Interaksi Makhluk Hidup Dengan Lingkungan

Jalil, Muhammad Abdul

doi:10.24176/re.v6i2.604

Cited by 19 publications

(20 citation statements)

References 2 publications

(2 reference statements)

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“…According to (Jalil, 2016) the practical aspects are practical if experts and teachers think that what is developed can be applied and supported by the fact that shows that what is developed can be used, and get a positive response from students and teachers. According to (Prasetyo, 2018) and (Puji et al, 2015) the practicality of interactive multimedia gets positive responses from students.…”

Section: Discussionmentioning

confidence: 99%

“…Supports opinions (Isnaningsih & Bimo, 2013) which reveal that the results of effectiveness can be seen in students' knowledge abilities. According to (Jalil, 2016) the use of media to improve student understanding above KKM. According to (Horbi, 2009), learning media can be said to be effective if 70% of participants who have participated in the learning process can achieve the minimum completeness that has been set.…”

Section: Discussionmentioning

confidence: 99%

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Development of Interactive Video Based Powerpoint Media In Mathematics Learning

Anwar

Kahar

Rawi

et al. 2020

j. of. sci. technol.

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This study aims to determine the effectiveness and practicality of interactive video-based PowerPoint media implemented in learning. This research and development phase refers to the Research and Development (R&D) method. The assessment instruments consist of: (1) Validity instruments in the form of validity assessment instruments based on interactive video PowerPoint media; (2). Practicality instruments in the form of questionnaires for teacher and student responses to interactive video-based PowerPoint media; and (3) Effectiveness instruments in the form of observations of learning outcomes and student learning outcomes. Based on data analysis, obtained an average level of media validity of 3.99 and included in the valid criteria. Also, the practicality test results are seen from the teacher's response to learning by 4.4 and the response of students by 3.46 with practical criteria. This is supported by the results of students' learning tests on the use of interactive video-based PowerPoint media with an average score of students learning outcomes of 70.29. Therefore, it can be concluded that the interactive video-based PowerPoint media developed is effective and practical in the implementation of learning. On the other hand, the development of this media focuses on the concept of integrated learning video learning using PowerPoint and concentrates on interactive learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Development of Interactive Video Based Powerpoint Media In Mathematics Learning

Anwar

Kahar

Rawi

et al. 2020

j. of. sci. technol.

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“…Selain bermanfaat terhadap peningkatan prestasi belajar, media powerpoint berbasis presentasi dengan slide-slide Powerpoint dengan gambar-gambar dan video yang relevan dengan materi pelajaran akan mengubah perilaku peserta didik dalam mengikuti jalannya pembelajaran yang berbeda pula (Elpira & Ghufron, 2015). Media ini juga cocok untuk kelas gemuk (Jalil, 2016 (Kosslyn, Kievit, Russell, & Shephard, 2012). Bentuk template selama proses latihan dapat dilihat pada Gambar 5 berikut.…”

Section: Gambar 3 Respon Pernyataan Materi Bermanfaatunclassified

Pelatihan Pengembangan Materi Ajar dalam Bentuk Media Power Point pada Materi Struktur Luar Tumbuhan

Jalil

2018

thabiea

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Tantangan abad 21 adalah bagaimana guru sedapat mungkin mengintegrasikan pembelajaran dengan teknologi informasi. Dosen sering kali menemui slide yang disusun oleh mahasiswa saat presentasi belum baik, misal full text dan tidak kontras. Tujuan penelitian ini adalah: menjelaskan bagaimana pelaksanaan, respon, kendala, dan kesulitan saat terjadinya pelatihan pengembangan materi dalam bentuk slide powerpoint pada materi struktur luar tumbuhan. Pendekatan penelitian berbasis pada penelitian kualitatif. Data diperoleh dari angket, wawancara, dan observasi pada mahasiswa PGMI Semester 4 tahun akademik 2017/2018 semester genap. Analisa data menggunakan versi Miles and Haberman. Hasil penelitian menunjukkan bahwa pelaksanaan pelatihan melalui tiga tahapan yaitu pra-pelatihan, pelatihan dan evaluasi. Pelatihan meliputi 10 menu yaitu: pembuatan judul, kompetensi inti, kompetensi dasar, indikator, peta konsep,apersepsi, sub materi struktur luar pada tumbuhan, memasukkan windows media player, latihan soal, dan menyusun sumber belajar. Seluruh peserta pelatihan menyatakan senang terhadap pelatihan pengembangan materi melalui slide presentasi, 75% menyatakan bermanfaat, dan 87,25% menyatakan pelatihan Powerpoint merupakan sesuatu hal yang baru. Kesulitan materi yang dihadapi mahasiswa adalah 50% berupa penyusunan struktur dan konten materi, 25%berupa pembuatan template Powerpoint, masing-masing 12,5% kesulitan membuat hyperlink dan memasukkan windows video player. Kendala teknis yang dihadapi secara umum adalah 62,5% berupa pengaturan waktu, 25% SDM, dan 12,% persediaan laptop yang terbatas. ABSTRACT Outside Structure In Plants Powerpoint Media Teaching Materials TrainingThe challenge of the 21st century is how teachers as much as possible integrate learning with information technology. Lecturers often find slides prepared by students when the presentation is not good, for example: full text and not contrast. The purpose of this study is to explain how the implementation, response, constraints, and difficulties during the development of materials in the form of a powerpoint slide on the material outside the plant structure. The research approach is based on qualitative research. Data obtained from questionnaires, interviews, and observations on PGMI students Semester 4 academic year 2017/2018. Data analysis using Miles and Haberman version. The results showed that the implementation of the training through three stages of pre-training, training and evaluation. Training includes 10 menus, namely: making titles, core competencies, basic competencies, indicators, concept maps, aperception, sub material outside structure in plants, insert windows media player, practice questions, and compile learning resources. All the trainees were pleased with the material development training through the presentation slides, 75% said they were useful, and 87.25% said Powerpoint training was something new. The material difficulties faced by students are 50% in the form of structure and content, 25% are Powerpoint templates, 12.5% difficulties cr...

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“…Sehingga penelitian ini dapat disimpulkan bahwa model pembelajaran Discovery learning layak digunakan untuk proses pembelajaran khususnya pada materi perubahan wujud benda sehingga hasil belajar siswa meningkat. Penelitian yang dilakukan oleh (Jalil et al, 2016) menyatakan bahwa Hasil penelitian menunjukkan bahwa perangkat pembelajaran model DL berbantuan TPI valid, praktis, dan efektif. Perangkat dinyatakan valid dengan kategori baik dan sangat baik.…”

Section: Introductionunclassified

Pengembangan Perangkat Pembelajaran Model Discovery learning Berbasis Lingkungan Pada Mata Pelajaran IPA Siswa Kelas IV Sekolah Dasar

Suyani

Astawan

Renda

2020

JIPPG

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Perangkat pembelajaran IPA di sekolah dasar belum menggunakan model pembelajaran dan belum menerapkan lingkungan sebagai sumber belajar siswa. Penelitian ini bertujuan untuk mengetahui validitas perangkat pembelajaran Discovery Learning berbasis lingkungan Pada Mata Pelajaran IPA siswa kelas IV. Jenis penelitian ini adalah development research dengan menggunakan model pengembangan 4D yang terdiri dari define, design, develop, dan disseminate. Populasi dalam penelitian pengembangan ini adalah 133 siswa. Metode pengumpulan data dalam penelitian ini adalah non tes dengan memberikan kuesioner untuk memeroleh penilaian terhadap rencana pelaksanaan pembelajaran yang dinilai oleh pakar. Hasil penelitian ini menunjukkan bahwa validitas rencana pelaksanaan pembelajaran pada kategori sangat baik. Berdasarkan hasil analisis diperoleh simpulan yakni validitas rencana pelaksanaan pembelajaran dinyatakan valid.

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Pengembangan Pembelajaran Model Discovery Learning Berbantuan Tips Powerpoint Interaktif Pada Materi Interaksi Makhluk Hidup Dengan Lingkungan

Cited by 19 publications

References 2 publications

Development of Interactive Video Based Powerpoint Media In Mathematics Learning

Development of Interactive Video Based Powerpoint Media In Mathematics Learning

Pelatihan Pengembangan Materi Ajar dalam Bentuk Media Power Point pada Materi Struktur Luar Tumbuhan

Pengembangan Perangkat Pembelajaran Model Discovery learning Berbasis Lingkungan Pada Mata Pelajaran IPA Siswa Kelas IV Sekolah Dasar

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