Penggunaan Model Pembelajaran Berbasis Proyek dengan Menggunakan Audio Video untuk Meningkatkan Hasil Belajar Siswa

Lugiati, Lugiati

doi:10.23887/jear.v4i4.28645

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…Adapun proyek yang diberikan nantinya akan menghasilkan suatu produk yang bermanfaat, baik untuk pribadi mahasiswa maupun bagi masyarakat. Penerapan pembelajaran yang memberikan tugas proyek kepada siswa dapat meningkatkan hasil belajar dengan lebih baik dibandingkan penerapan metode yang lain (Lugiati, 2020).…”

Section: Pendahuluanunclassified

Penerapan Tugas Proyek Botani dalam Upaya Pembentukan Keterampilan Kerja Mahasiswa

Marthinus,

Tandirerung,

Marewa

2023

J. Konseling Gusjigang

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Collaboration, communication, and creativity are all work qualities that must be had by someone. These abilities, however, are still missing in students who will graduate and be ready to work. Students will work together in groups to complete tasks, becoming acclimated to working in teams, communicating in teams, and expanding their creativity in the process. The goal of this study is to use project assignments in the classroom to help students enhance their collaboration, communication, and creativity skills. The Nonequivalent Post Test Only Control Group Design is used in this type of study to create a quasi-experimental design. The experimental class and the control class were employed as research samples in this study. Students' collaboration, communication, and creativity skills in the experimental class were higher than in the control class, according to descriptive statistical analysis. Implementing tasks has an influence on developing students' communication abilities and creativity, according to inferential statistical research. In terms of collaboration skills, it appears that they have little bearing on the execution of project duties.

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Section: Pendahuluanunclassified

Penerapan Tugas Proyek Botani dalam Upaya Pembentukan Keterampilan Kerja Mahasiswa

Marthinus,

Tandirerung,

Marewa

2023

J. Konseling Gusjigang

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“…Pada akhirnya, dengan pembelajaran berbasis proyek ini dapat membantu meningkatkan kreativitas mahasiswa. Lugiati (2020) menjelaskan media untuk mewujudkan pembelajaran berbasis proyek harus memenuhi beberapa unsur, yakni bisa dilihat dan memiliki suara, atau sering kita dengar dengan Audio Visual. Video sendiri memiliki kelebihan yaitu mampu membantu memahami pesan pembelajaran secara lebih bermakna dan lebih fokus.…”

Section: Pendahuluanunclassified

Efektivitas Science Video Project-Based Learning Sebagai Stimulan Kemampuan Berpikir Kreatif Mahasiswa

Trianggono¹,

Kurniawan²,

Ashadi³

2022

EDUSAINTEK

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Technological developments in the digital era as it is today show a high trend of increasing video production, both as entertainment and as learning. This euphoria should be used positively by educators in stimulating the creativity of students. The purpose of this study was to describe the development of students' creative thinking skills through the project of making science learning videos for early childhood. This research design uses true experimental research – pretest-posttest group design. The results of this study were analyzed quantitatively-descriptively using the n-gain analysis approach based on the results of the assessment of students' creative thinking skills in making science learning videos for early childhood. Independent t-test analysis was also used to analyze the significance of the difference in the n-gain score between science video project-based learning and learning with ordinary presentations (with power point). The results showed that the science video project-based learning could effectively stimulate students' creative thinking skills with an n-gain score of 0.62 with medium category. Independent t-test analyze result also showed that there was a significant difference between the n-gain scores between science video project-based learning and learning with power point based presentations.

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“…Through appropriate inquiry strategies, capable 21 st century skills will be formed. To facilitate the teaching and learning process, teachers can engineer learning through models or methods and learning support media (Lugiati, 2020).…”

Section: Introductionmentioning

confidence: 99%

Blog Academic Assisted Inquiry Strategy for Conceptual Understanding of Physics Learning through 21st Century Learning Attitudes

Sari,

Angraeni,

Nurussaniah

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This research aims to determine the impact of learning using inquiry strategies assisted by academic blogs on the 21st century skills of students in the Physics Education Study Program at IKIP PGRI Pontianak. This research is a pre-experimental design research with a One group pretest-posttest design. The sample used was all 18 fifth semester students. The data collection technique is to determine conceptual abilities using tests, while to determine 21st century skills, namely 4C skills (Critical Thinking, Communication, Collaboration and Creativity) using observation techniques. The data collection tools used were test questions and observation sheets. Based on data analysis, it is known that there is a significant increase in students' understanding of concepts before and after learning in the high category. Students master 21st century skills, namely critical thinking, communication, collaboration, and creativity in the high category in every lesson. The academic blog-based inquiry learning model is innovative in improving the quality of physics learning in the 21st century educational era.

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Penggunaan Model Pembelajaran Berbasis Proyek dengan Menggunakan Audio Video untuk Meningkatkan Hasil Belajar Siswa

Cited by 6 publications

References 7 publications

Penerapan Tugas Proyek Botani dalam Upaya Pembentukan Keterampilan Kerja Mahasiswa

Penerapan Tugas Proyek Botani dalam Upaya Pembentukan Keterampilan Kerja Mahasiswa

Efektivitas Science Video Project-Based Learning Sebagai Stimulan Kemampuan Berpikir Kreatif Mahasiswa

Blog Academic Assisted Inquiry Strategy for Conceptual Understanding of Physics Learning through 21st Century Learning Attitudes

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