scholarly journals Practicality of the interactive multimedia development integrated science with inquiry based learning model of simple machine themes on human muscular and skeleton system integrated 21st century learning

2021 ◽  
Vol 1876 (1) ◽  
pp. 012053
Author(s):  
Nurhafifah ◽  
Ratnawulan ◽  
Ahmad Fauzi
Keyword(s):  
21St Century ◽  
Interactive Multimedia ◽  
Learning Model ◽  
21St Century Learning ◽  
Integrated Science ◽  
Inquiry Based Learning ◽  
Simple Machine ◽  
Multimedia Development

scholarly journals THE VALIDITY OF INTERACTIVE MULTIMEDIA INTEGRATED NATURAL SCIENCE BASED ON GUIDED INQUIRY WITH THEME ENERGY IN THE LIFE THAT INTEGRATE OF LEARNING FOR THE 21ST CENTURY

2021 ◽  
Vol 9 (01) ◽  
pp. 07-14
Author(s):  
Rizka Ariani ◽  
◽  
Ratnawulan a ◽  
Ahmad Fauzi ◽  
◽  
...  
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Natural Science ◽  
Interactive Multimedia ◽  
21St Century Learning ◽  
Junior High Schools ◽  
Guided Inquiry ◽  
Integrated Science ◽  
Expert Review ◽  
Further Development

This study discusses the validity of the development of integrated science interactive multimedia with the theme of energy in life which is integrated with 21st century learning using a guided inquiry model for grade VII students in junior high schools (SMP). To get a valid interactive multimedia, an expert review was carried out by several people who are experts in their fields using an instrument in the form of a questionnaire sheet given to three experts. The results of the evaluation of the validity of the Integrated Science interactive multimedia show that the developed multimedia is in the valid category. This can prove that the development of integrated science interactive multimedia based on guided inquiry with the theme of energy in the integrated life of 21st century learning is valid for further development and can be used in the learning process.

scholarly journals Interactive Learning: The Use of Multimedia with Hybrid Models in Balinese Language Subjects for Grade VII Students

2021 ◽  
Vol 4 (3) ◽  
pp. 514
Author(s):  
I Gede Ardi Suryadharma ◽  
I Nyoman Jampel ◽  
I Komang Sudarma
Keyword(s):  
High School Students ◽  
Small Group ◽  
Subject Matter ◽  
Interactive Multimedia ◽  
Interactive Learning ◽  
Hybrid Learning ◽  
Learning Model ◽  
Learning Design ◽  
Cultural Shift ◽  
Multimedia Development

The cultural shift in the era of globalization has greatly influenced the Balinese culture which is deeply ingrained for the Balinese. Therefore, innovative learning media is needed as an effort to prevent this cultural shift. This study aims to develop an interactive multimedia hybrid learning model in Balinese language subjects for seventh-grade junior high school students. Interactive learning multimedia developed using the Articulate Storyline 3 application because this application has features that are easy to use. This interactive multimedia development uses the ADDIE development model which consists of the analysis, design, development, implementation, and evaluation stages. The results of the validity of interactive multimedia development will be presented in five main points which include: subject matter experts, learning design experts, learning media experts, individual trials, and small group trials. The subjects of this study included experts, namely 1 subject matter expert, 1 learning design expert, 1 learning media expert, 3 individual test subjects, and 9 small group trial subjects. The methods used in collecting data are observation methods, interview methods, and questionnaire methods. The data analysis technique in this research is descriptive qualitative and descriptive quantitative. The data collection instrument in this study was using a questionnaire. The results of the calculation of the value of the experts (subject experts, instructional design, instructional media), individual trials, and small group trials get very good qualifications. Based on these qualifications, it can be concluded that the interactive multimedia hybrid learning model in Balinese class VII subjects is feasible to be applied to support the learning process.

scholarly journals Pengembangan Model Pembelajaran Meaningful Investigation Laboratory (MIL) untuk Meningkatkan Keterampilan Representasi Verbal, Grafik, dan Matematis (R-VGM) pada Pembelajaran Fisika SMA Di Jawa Timur

2020 ◽  
Vol 8 (2) ◽  
pp. 280-291
Author(s):  
I Ketut Mahardika ◽  
Sri Astutik ◽  
Alfido Fauzy Zakaria ◽  
Aris Doyan ◽  
Susilawati Susilawati
Keyword(s):  
21St Century ◽  
Learning Model ◽  
21St Century Learning ◽  
Learning Activities ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Physics Learning ◽  
Scientific Investigations ◽  
Physical Phenomena

The need for learning innovation is indispensable as a result of the development of the 21st century. In the 21st century learning there is a shift in student-centered learning from teacher-centered learning including physics learning. Physics learning requires innovation by not only doing learning activities in the classroom. Learning that is always done in class will make students become bored. Innovation of learning activities can be done in the laboratory as an appropriate alternative compared to conventional learning in the classroom. On the other hand in learning physics the skills that students must possess are skills in verbal, graphic and mathematical representations (R-VGM). Meaningful Investigation Laboratory (MIL) Learning Model is a 21st century learning innovation. The 21st century learning model has precondition, investigation, report, and reinforcement syntactic. In the first syntax, precondition, the R-VGM skill is developed from the opening question of physical phenomena. In the second syntax, namely investigation, R-VGM skills can be developed from scientific inquiry. In the third syntactic report, R-VGM skills can be developed from reporting the results of scientific investigations in and group discussions. In the fourth syntax, namely reinforcement, R-VGM skills can be developed from the matter of reinforcement. And in the fifth syntactic, reflection, R-VGM skills can be developed from the connection and reinforcement of the learning completed.

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