Respon Siswa terhadap Penggunaan Video Youtube sebagai Media Pembelajaran Daring Matematika

Humaidi, Humaidi; Qohar, Abd.; Rahardjo, Swasono

doi:10.25273/jipm.v10i2.9108

Cited by 14 publications

(15 citation statements)

References 12 publications

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“…Meanwhile, the practicality of mobile learning shows that the mobile learning developed is easy to use, has no obstacles in its use, is attractive to students, and helps students understand concepts. The practicality of mobile learning products shows students' positive responses to mobile learning to support and assist students' learning needs (Chen & Tsai, 2021;Humaidi et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The use of puzzle board learning media increases the mathematics conceptual knowledge of elementary school students (Nurhayati, Aswar, & Arifin, 2018). Youtube videos are also used as online learning media in math subjects during the Covid-19 pandemic (Humaidi, Qohar, & Rahardjo, 2021). Therefore, there needs to be a variety of learning media, especially technological media, that are appropriate for use in online learning during the covid-19 pandemic so that student understanding can be built constructively based on procedural and conceptual knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Andriah

Amir

2021

j. ilm. sekol. dasar

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As the impact of the Covid-19 pandemic, distance learning requires teachers to make learning more interesting yet achieve learning outcomes. This study aims to produce a valid, practical, and effective product in mobile learning based on procedural and conceptual knowledge for elementary school students. This study uses Research and Development with the ADDIE model. The subjects of this study were 11 elementary school fifth-grade students. The material and media expert is a lecturer in mathematics education and information technology education, respectively. The validity test was carried out using the expert judgment method. Eleven fifth-grade elementary school students assessed the practicality and effectiveness tests to determine the responses and results in fractional mathematics after using the developed mobile learning. This study uses both quantitative and qualitative data, which were collected using questionnaires and learning outcomes tests. The validity of mobile learning produces an average of 3.59 or is in the interval 2.50 ≤ Rv ≤ 4.00 with valid criteria. The effectiveness of mobile learning is obtained from the pretest and posttest data. The practicality of mobile learning obtained an average of 3.82 or is in the interval 2.50 ≤ Rk ≤ 4.00 with practical criteria. The effectiveness of mobile learning shows a significance value of 0.0010 or < 0.0050, which means that there are differences in student learning outcomes before and after using mobile learning. Thus, the development of procedural and conceptual-based mobile learning on fractional material in fifth-grade elementary school can be categorized as valid, practical, and effective.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Andriah

Amir

2021

j. ilm. sekol. dasar

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“…Respon sendiri memliki arti sebagai tanggapan berupa positif dan negatif dari sesuatu yang disajikan atau ditampilkan sehingga dapat dilakukan refleksi. Penelitian terdahulu yang berjudul "Respon Siswa Terhadap Penggunaan Video Youtube Sebagai Media Pembelajaran Daring Matematika" dengan didapatkan hasil 82% respon siswa aterhadap video pembelajaran youtube sebagai media pembelajaran matermatika sangat baik [14]. Respon siswa ini bisa menjadi bahan pertimbangan kepada guru bagaimana sebaiknya video pembelajaran itu dibuat dengan melihat apa saja 1.…”

Section: Jurnalunclassified

Analisis Penggunaan Video sebagai Media Pembelajaran Terpadu terhadap Motivasi Belajar Siswa

Maulani

Nuraisyah

Zarina

et al. 2022

Jurnal Pendidikan dan Teknologi Indonesia

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Penelitian ini dilatarbelakangi oleh pentingnya keberadaan media pembelajaran berbasis teknologi berupa video pembelajaran. Adanya video pembelajaran ini sebagai upaya motivasi belajar siswa dimana dapat menciptakan suasana belajar yang menyenangkan dan siswa tidak merasa bosan selama pembelajaran berlangsung. Karena jarang sekali guru yang dalam kegiatan pembelajarannya menggunakan video. Adapun tujuan dari penelitian ini untuk mengetahui penggunaan video sebagai media pembelajaran terpadu terhadap motivasi belajar siswa. Metode penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitian adalah siswa kelas III SDN 1 Paniis yang berjumlah 26 orang. Instrumen yang digunakan adalah angket. Angket untuk mengukur motivasi belajar, respon siswa dan penyajian video dalam pembelajaran terpadu. Hasil penelitian menunjukkan bahwa : 1) Penggunaan video dalam pembelajaran terpadu memberikan kontribusi yang baik terhadap motivasi belajar siswa, dilihat dari frekuensi kategori sangat setuju sebesar 67,25%, 2) Siswa memberikan respon yang kurang baik terhadap pembelajaran terpadu menggunakan video pembelajaran, dilihat dari frekuensi kategori sangat setuju sebesar 43,5%, 3) Penyajian video dalam pembelajaran terpadu telah disajikan dengan baik, dilihat dari frekuensi kategori sangat setuju sebesar 63% .

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“…One reflection type is the student's response to the media or teaching materials during learning. Student responses help consider improvements in designing the learning process (Humaidi et al, 2021). Student responses are students' responses and reactions during learning (Aisyah et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Student responses to the electronic module of the circulatory system

2022

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The use of electronic teaching materials could increase students’ interest in learning. An electronic module was one of the teaching materials. This study aimed to see the feasibility of the electronic module material for thecirculatory system. We used the research and development method. This study’s method had steps that included potential and problems, data collection, product design, design validation, design revision, and product testing. Five validators validated product design. The data analysis used the CVR and CVI values for each criterion in the validation aspect which are course, graphic, contents, and language with a minimum value of 0.99. The study found two important findings. First, from the validator, the CVR values in all elements had a value of 1, and the CVI results each had a value of 1. Hence, the electronic module of the circulatory system material is declared valid and feasible to use. Second, the product trial obtained an overall average score of 88.4% and was very positive. It means that the electronic module could be an alternative teaching material used in the learning process at school or self-study for the student at home.

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Respon Siswa terhadap Penggunaan Video Youtube sebagai Media Pembelajaran Daring Matematika

Cited by 14 publications

References 12 publications

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Analisis Penggunaan Video sebagai Media Pembelajaran Terpadu terhadap Motivasi Belajar Siswa

Student responses to the electronic module of the circulatory system

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