The Influence of Multimedia Assisted Inquiry Learning Methods on My Heroes Theme of Critical Thinking Skills and Learning Outcomes of Class IV Students ofElementary School

Purwanita, Yulis; Riyanto, Yatim; Suyanto, Totok

doi:10.29322/ijsrp.9.07.2019.p9169

Cited by 16 publications

(19 citation statements)

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“…The next question has aroused the curiosity of students "why". This question is very high for elementary school students and it requires an understanding of science at a higher level of education (Johanns et al, 2017;Kavenuke et al, 2020;Purwanita et al, 2019). Curiosity in learning is very important so that creativity arises from students (Chen et al, 2018;Haromi, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Learning with guided inquiry assisted by interactive multimedia is a learning process and is one of the strategies to improve the quality of student education and can enable students to find their own concepts through conducting experiments (Majid et al, 2012;Purwanita et al, 2019). The use of interactive multimedia is one strategy to improve the quality of proper education for students, it can improve student understanding and can help teachers optimize the learning process (Wulandari et al 2017;Abdulrahaman et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The use of appropriate learning strategies and media is believed to improve scientific literacy skills and student learning outcomes (Alvi & Ahmed, 2011;Purwanita et al, 2019). In guided inquiry learning, the process of seeking and finding information by students is the main thing, students are not given the material directly and the teacher is only a guide and facilitator (Gunawan et al, 2019;Margunayasa et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Guided Inquiry Model Assisted with Interactive Multimedia Influences Science Literacy and Science Learning Outcomes

Suprianti¹,

Munzil

Hadi

et al. 2021

j. ilm. sekol. Dasar

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The learning model during the pandemic is still teacher-centered so that most students experience problems in learning science. The purpose of this study was to measure the implementation of guided inquiry assisted by interactive multimedia on scientific literacy skills, learning outcomes of fifth-grade elementary school students. This research is a quasi-study with a non-randomized control group pretest-posttest design. The population of this study amounted to 60 students—the use of samples taken using non-randomized sampling. The experimental class has 30 students, and the control class has 30 students. The method used for data collection is an objective test. The results showed that: first, the scientific literacy ability of the experimental class was better than the control class based on statistical tests of 84.79 (very good) and 76.83 in the control class. Second, student learning outcomes in the experimental class were better than in the control class. It was concluded that the guided inquiry strategy using interactive multimedia had a significant impact on scientific literacy and student learning outcomes used in online science learning for elementary school students during the covid 19 pandemic. The research implication is that the inquiry learning model can be applied in the learning process because it can improve students' understanding.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Guided Inquiry Model Assisted with Interactive Multimedia Influences Science Literacy and Science Learning Outcomes

Suprianti¹,

Munzil

Hadi

et al. 2021

j. ilm. sekol. Dasar

View full text Add to dashboard Cite

show abstract

“…Since the 2013 curriculum, students are expected to be able to think critically in all subjects, especially in reading skills (Purwanita et al, 2019). Critical thinking is the ability that is emphasized in 21st-century skills.…”

Section: Introductionmentioning

confidence: 99%

The Levels Of Questions Used In The English Textbook Entitled “Stop Bullying Now”For The Xi Grade Of Senior High School

Wahyuni

2021

JPBI

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Reading comprehension in Indonesian students is very weak. It is proven by Pisa 2018, a result which states that from a comparison between science, mathematics, and reading comprehension, Indonesian students are ranked 74th in the sixth from bottom. This article aims to analyze the level of questions used in an English textbook entitled "Stop Bullying Now" for class XI SMA published by the Ministry of Education and Culture of the Republic of Indonesia in 2017. This analysis uses Barrett's taxonomy to test reading comprehension. Questions in the book with content analysis of qualitative research. Based on Barrett's taxonomy, there are five levels of reading comprehension questions: literal comprehension, reorganization, inferential, evaluation, and appreciation. The results showed that the level of literal understanding (7.45%), reorganization (0 %), inferential (39.36%), evaluation (36.17%), and appreciation (17.02%). This shows that the higher-level comprehension is dominant over lower-level comprehension, but the level is not evenly distributed in all texts. The results of this study can provide an overview of the level of reading comprehension questions used in the English textbook entitled "Stop Bullying Now," which is helpful for teachers as a guide in learning English reading comprehension.

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“…Education is the most crucial element and must be adequately considered by every citizen. Through education, people will develop their abilities and skills (Purwanita et al, 2019;Wau, 2017). Education will lead a person in a better direction (Chauhan, 2017;Nurlaily et al, 2019;Tempelaar Chan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Family and School Condition Toward Student English Achievement

putri

Syahrul

Melani

2021

JPBI

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The school environment is also an inhibiting factor for students. For example, the way the lesson is presented is not good. In addition, there are still many parents who ignore the education of their students. This has an impact on students' low English skills. This study aims to analyze family and school conditions on students' English achievement. This research is a correlational study. The research subjects were all students of the class with 24 students. The method used to collect data is observation, interviews, and questionnaires. The instrument used in data collection is a questionnaire. The technique used to analyze the data is descriptive qualitative statistics, and quantitative. The study results are that family conditions have a positive effect on learning achievement in learning English. This shows that when family conditions improve, student achievement will also increase. Partial test (t-test) obtained t count variable influence of family conditions = 6.607 so that Ha X1 against Y is accepted. Variable influence of school conditions t count = 3.019 so that Ha X2 to Y is accepted. The practical contribution of family conditions is 21.316%, school conditions are 39.678%. The key is that there is a simultaneous influence of family and school conditions on learning English subjects.

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The Influence of Multimedia Assisted Inquiry Learning Methods on My Heroes Theme of Critical Thinking Skills and Learning Outcomes of Class IV Students ofElementary School

Cited by 16 publications

References 0 publications

Guided Inquiry Model Assisted with Interactive Multimedia Influences Science Literacy and Science Learning Outcomes

Guided Inquiry Model Assisted with Interactive Multimedia Influences Science Literacy and Science Learning Outcomes

The Levels Of Questions Used In The English Textbook Entitled “Stop Bullying Now”For The Xi Grade Of Senior High School

Family and School Condition Toward Student English Achievement

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