PENGEMBANGAN MEDIA PEMBELAJARAN IPS BERBASIS PERMAINAN MONOPOLI

2017 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Tsuaibatul Islamiyah
Keyword(s):  
Social Science ◽  
Junior High School ◽  
Instructional Media ◽  
Content Expert ◽  
Lecture Method ◽  
Post Test ◽  
The Difference ◽  
Product Assessment ◽  
Almost All ◽  
Test Result

<p><em>Some students still consider IPS as a boring subject</em><em>. It is because almost all material contains descriptive</em><em> so encourages </em><em>the teacher used a lecture method</em><em>. Many </em><em>students felt sleepy</em><em> when the learning occurred</em><em>.</em><em> Monopoly as one of the fun games could be modified into social instructional media. So that students could be more active and enthusiastic about learning. The aim of this research is</em><em>: (1) </em><em>Produce teaching materials in instructional media form;</em><em> (2)</em><em> Know the validity of instructional media;</em><em> (3) </em><em>Know the ratio of control class and experiment class result. The method</em><em> that is used in this research is the Research and Development (R&amp;D) method, to create teaching material. The subject of product assessment for the worthiness of this </em><em>instructional</em><em> media is divided by 3 experts: content expert, media expert, and learning expert. The target of product trial are the students of grade 8 Islamic Junior High School Student Nurul Ulum Malang</em><em>. </em><em>The result of this research is produced 3D product resemble a monopoly game. The difference is these learning media have material of Indonesia Freedom preparations theme. The result of this development research in the form of monopoly game has the level of eligibility by containing expert validity is 95%, media expert validity is 80%, and learning expert validity is 75%. The average of control class post-test result is 72.5, and experiment class post-test result is 79.1. On gain, score tries out knew that control class was increasing 14.3%, while experiment class was 19.7%. it can be concluded that learning outcome of the class using </em><em>instructional</em><em> media based on social science monopoly game is more increasing than a class which is not using </em><em>instructional</em><em> media based on social scien</em><em>ce monopoly</em><em>.</em></p><p><strong><em>Keywords: </em></strong><strong><em>instructional</em></strong><strong><em> media, monopoly </em></strong><strong><em>g</em></strong><strong><em>ame, social science</em></strong><strong></strong></p>

scholarly journals THE EFFECT OF BLINDFOLD GAME ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMP NEGERI 13 KENDARI

2020 ◽  
Vol 5 (3) ◽  
pp. 200
Author(s):  
Andi An-Nisaa Arfin ◽  
Kamaluddin Kamaluddin ◽  
Wa Ode Fatmawati
Keyword(s):  
Junior High School ◽  
Alternative Hypothesis ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Comparison Research ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Vocabulary Achievement

The purpose of conducting this research is to examine the difference NGain scores between students who learn vocabulary with Blindfold Game and students who learn vocabulary without Blindfold Game at the first year students of SMP Negeri 13 Kendari. The samples of this research are the first grade four (VII-4) and the first grade three (VII-3) which consists of 27 students for each class. This research is conducted in comparison research design that consists of experimental class (VII-4) and controll class (VII-3). The data of this research are collected by giving pre-test and post-test in two classes (VII-4 & VII-3). The result shows that there is an improvement of the students’ vocabulary achievement. Independent samples t-test shows that, there is a significant difference in the Ngain scores for experimental class ( M = 60.08,  SD = 9.36 ) and controll class ( M = 20.41, SD = 14.56 ), t (52) = 11.904, p (0.000) < 0.05. Therefore, it can be concluded that the value of Sig (2 tailed) is lower than the significance α value (0.000 < 0.05). In other words, alternative hypothesis (H1) is accepted and the null hypothesis (H0) is rejected. It means that the Blindfold game can enrich students’ vocabulary achievement for Junior High School Student.

scholarly journals EFEKTIVITAS SENAM OTAK MELALUI GERAKAN ARM ACTIVATION DAN TERAPI KOLASE TERHADAP MOTORIK HALUS PADA ANAK RETARDASI MENTAL

2019 ◽  
Vol 6 (1) ◽  
pp. 46
Author(s):  
Purwa Risma Vike Setyanti ◽  
Titik Suerni ◽  
Kandar Kandar
Keyword(s):  
Mental Retardation ◽  
Cognitive Abilities ◽  
Statistical Test ◽  
Wilcoxon Test ◽  
P Value ◽  
Brain Gym ◽  
Post Test ◽  
The Difference ◽  
The Brain ◽  
Test Result

Retardasi mental merupakan kondisi yang mengalami keterlambatan perkembangan dimulai pada masa anak, ditandai kemampuan kognitif di bawah normal dan terdapat kendala pada perilaku adaptif sosial. Masalah yang diakibatkan karena retardasi mental yaitu  cara  berfikirnya  terlalu  sederhana  atau  mengalami  keterlambatan  dalam  berfikir  dan menulis sehingga dalam bidang akademik sangat lemah, anak retardasi mental juga memiliki permasalahan  pada  aspek  motorik  halusnya.  Banyak metode yang dapat diberikan pada anak retardasi mental seperti senam otak melalui gerakan arm activation da terapi kolase. Tujuan dari penelitian ini adalah untuk mengetahui efektifitas senam otak melalui gerakan arm activation dibandingkan  terapi  kolase  terhadap  motorik  halus  pada  anak  retardasi  mental. Rancangan penelitian ini menggunakan quasy experiment dengan desain penelitian two group pre-post test design. Uji statistik yang digunakan adalah uji Wilcoxon dan untuk mengetahui perbedaan efektifitas menggunakan uji Mann-Whitney. Hasil uji statistik didapatkan hasil p value 0.000 (p>0.05) hal ini dapat disimpulkan terapi kolase lebih efektif dari pada pemberian senam otak melalui gerakan arm activation terhadap motorik halus pada anak retardasi mental di SLB Negeri Ungaran. Diharapkan peneliti selanjutnya bisa memodifikasi  pada  prosedur  terapi  kolase  untuk  meningkatan  motorik  halus  anak  retardasi mental. Kata kunci : senam otak, arm activation, terapi kolase, motorik halus, anak retardasi mental THE EFFECTIVENESS OF THE BRAIN GYM THROUGH ARM ACTIVATION MOVEMENT COMPARED TO KOLASE THERAPY ON FINE MOTORIC IN CHILDREN WITH MENTAL RETARDATION ABSTRACTMental retardation is a condition when someone is experiencing a retarded development which starts from the children period that is characterized by below normal cognitive abilities and constraints on social adaptive behavior. The prevalence of mental retardation in Indonesia is 5.250.000 people suffering from mental retardation. Problems caused by mental retardation are the way of thinking that is too simple or experiencing a retardation in thinking and writing that it makes someone poor in academics. Also, a child  with mental retardation has a problem in the fine motoric aspect. Many methods can be given to children with mental retardation such as a brain gym through arm activation movement and kolase therapy. The study aims at determining the effectiveness of the brain gym through arm activation movement compared to kolase therapy on fine motoric in children with mental retardation. The study uses quasy experiment with two group pre-post test research design. The statistical test used is Wilcoxon test and Mann-Whitney test to determine the difference of the effectiveness. The statistical test result in p value 0,000 (p>0,05). It can be concluded that kolase therapy is more effective than the brain gym through arm activation movement on the fine motoric in children with mental retardation at SLB Negeri Ungaran. it is suggested to the next researcher to modify the procedure of the kolase therapy to improve the fine motoric of the children with mental retardation. Keywords : brain gym, arm activation, kolase therapy, fine motoric, children with mental retardation

scholarly journals The Effect of Teachers’ Work Ethic Practice: A Study at a Daily School in the Kubang Pasu District

2018 ◽  
pp. 353-356
Keyword(s):  
Ministry Of Education ◽  
Daily Lives ◽  
Work Ethics ◽  
Significant Difference ◽  
Post Test ◽  
Ethics Code ◽  
The Difference ◽  
The Right ◽  
Test Result

This study aims to identify the effect of Teachers’ Work Ethics (TWE) practice based on the teachers’ work ethics code outlined by the Ministry of Education (MOE). The research sample involved teachers who are teaching at one of the daily schools in the Kubang Pasu District whom were given intervention for a month. Questionnaire was used to seek the effect of intervention prescribed in the effort to develop TWE Model. The study employed inferential statistics of t-test paired sample to see the difference between pre test and post test result. The finding showed that there is an increase in ethics practice in terms of the right intention, good conduct, initiator of goodness, fulfilling promise and; disciplined and civilised. However, in the aspect of discipline and conduct, there is significant difference between pre and post test that is (p< 0.05). This difference shows that teachers focus more on practicing this particular aspect in their daily lives. Study findings give the implication that attitude, training and role of leaders are important in determining that this principle is implemented successfully.

scholarly journals Pengembangan virtual physics world sebagai media pembelajaran kesetimbangan benda tegar untuk meningkatkan keterampilan penerapan ilmu Fisika sehari-hari

2018 ◽  
Vol 5 (2) ◽  
pp. 165-179
Author(s):  
Megawati Kumalasari ◽  
Mochamad Bruri Triyono
Keyword(s):  
Test Data ◽  
Test Score ◽  
Average Score ◽  
Instructional Media ◽  
Application Performance ◽  
Physics Learning ◽  
Gain Score ◽  
Content Expert ◽  
Post Test ◽  
Data Points

Penelitian ini bertujuan untuk: (1) mengetahui kelayakan aplikasi Virtual PhysicsWorld sebagai media pembelajaran materi kesetimbangan benda tegar yang dihasilkan, (2) mengetahui kelayakan aplikasi Virtual PhysicsWorld yang dihasilkan untuk meningkatkan keterampilan penerapan fisika sehari-hari, (3) mengetahui peningkatan keterampilan penerapan ilmu fisika sehari-hari setelah menggunakan Virtual Physics World yang dihasilkan. Prosedur pengembangan menggunakan model pengembangan Allesi dan Trollip yang meliputi tahap perencanaan, desain, dan pengembangan. Ujicoba produk terdiri dari uji alfa dan uji beta. Uji alpha dilakukan oleh ahli media dan ahli materi yang masing-masing terdiri dari dua orang. Sedangkan uji beta dilakukan terhadap 27 siswa kelas XI SMA N 1 Yogyakarta. Penelitian ini menghasilkan Virtual Physics World yang memiliki (1) Kelayakan produk berdasarkan hasil validasi oleh ahli materi diperoleh skor rata-rata 3,47 (sangat layak) dan hasil validasi oleh ahli media diperoleh skor rata-rata 2,93 (layak). Sedangkan angket penilaian siswa terhadap produk mendapatkan skor rata-rata 3,82 (sangat layak), (2) Skor rata-rata keterampilan siswa mendapatkan nilai 82 untuk pre test dan 89 untuk post test. (3) terdapat peningkatan skor rata-rata post test terhadap pre test sebesar 7 poin. Sedangkan perhitungan N-Gain terhadap hasil tes siswa menunjukkan adanya peningkatan skor siswa dengan rincian 33% siswa pada kategori rendah, 60% siswa pada kategori sedang, dan 7% siswa pada kategori tinggi.Kata kunci: virtual physics world, pembelajaran fisika, keterampilan penerapan fisika DEVELOPING VIRTUAL PHYSICS WORLD AS INSTRUCTIONAL MEDIA OF STATIC MATERIAL TO IMPROVE DAILY PHYSICS APPLICATION PERFORMANCEAbstractThe research aims to: (1) reveal the feasibility of the Virtual Physics World as instructional media in statics material that is produced, (2) reveal the feasibility of the Virtual Physics World that is produced to improve daily physics application of students’ performance, and (3) reveal the improvement of daily physics application of students’ performance after Virtual Physics World  utilization. The developmental procedure is classified into planning, designing, and developing. Alfa test was done by media expert and content expert which each of it consists of two experts. Whereas beta test was done by 27 students grade XI SMA N 1 Yogyakarta. The research has produced Virtual Physics World which has (1) The result of feasibility assesment by content expert had score 3.47 (very feasible) and the result of feasibility assesment by media expert had score 2.93 (feasible). Whereas, the result of questionnaire by student had average score 3.82 (very feasible). (2)The average score of students performance on pretest is 82 and post-test is 89. (3)There is increase on post test score from pre-test score with the value 7. While N-Gain score of test data points out the increase of students’ score with details 33% students in low category, 60% students in average category, dan 7% students in high category.Keywords: Virtual Physics World, physics learning, physics application performance

scholarly journals Pengaruh Metode Pembelajaran Type Talking Stick Terhadap Hasil Belajar IPA pada Siswa Kelas 4 Sekolah Dasar

2018 ◽  
Vol 2 (1A) ◽  
pp. 47-58
Author(s):  
Meirza Nanda Faradita
Keyword(s):  
Cooperative Learning ◽  
Sampling Technique ◽  
Mean Value ◽  
T Test ◽  
Male Students ◽  
Learning Method ◽  
Lecture Method ◽  
Post Test ◽  
Study Type ◽  
Test Result

Banyak siswa yang merasa takut dan malu untuk menjawab pertanyaan yang diberikan oleh pendidik pada mata pelajaran IPA dan siswa juga jarang atau hampir tidak pernah berusaha untuk mengungkapkan pendapat mereka. Hal ini terjadi karena metode pembelajaran yang digunakan biasanya adalah metode ceramah dan terkadang hal tersebut kurang sesuai dengan materi yang diajarkan. Tujuan penelitian untuk mengetahui pengaruh metode pembelajaran cooperative learning type talking stick terhadap hasil belajar IPA pada siswa kelas IV. Rancangan penelitian ini jenis eksperimen dengan type one group pretest – posttest design. populasi adalah seluruh siswa kelas IV sebanyak 30 siswa yang terdiri dari 15 orang siswa laki-laki dan 15 orang siswa perempuan. Penelitian ini dilaksanakan di Sekolah dasar Taman Sidoarjo. Sampel pada penelitian ini diambil dengan teknik sampling jenuh sebanyak 30 responden. data dikumpulkan dengan instrument kuesioner dan dianalisa dengan uji one sampel t test. Hasil uji one sampel T test menunjukkan bahwa nilai ρ = 0,00 dari hasil pre dan post test berarti nilai ρ < α, dengan α = 0,05 maka hal ini menunjukkan terdapat perbedaan hasil belajar siswa dalam mengerjakan soal IPA sebelum dan setelah dilakukan metode talking stick. Berdasarkan nilai rata-rata kelompok menunjukkan data nilai rata-rata pada saat pre test sebesar 56,8, dan nilai rata-rata kelompok post test sebesar 71. Model pembelajaran cooperative dikembangkan untuk mencapai hasil belajar berupa prestasi akademik, toleransi, menerima keragaman, dan pengembangan keterampilan sosial. Lebih lanjut tujuan pokok pembelajaran kooperatif adalah untuk dapat memaksimalkan belajar siswa agar peningkatan prestasi akademik dan pemahaman tercapai dengan, baik secara individu maupun secara kelompok. Many students are afraid and embarrassed to answer questions provided by educators on science subjects and students also rarely or hardly ever attempt to express their opinions. This happens because the learning method used is usually a lecture method and sometimes it is less in accordance with the material being taught. The purpose of research to determine the influence of cooperative learning method type talking stick to the results of science learning in grade IV students. The design of this study type experiment with type one group pretest - posttest design. the population is all students of class IV of 30 students consisting of 15 male students and 15 female students. This research was conducted at Taman Sidoarjo elementary school. The sample in this research is taken with saturated sampling technique as many as 30 respondents. data were collected by questionnaire instrument and analyzed by one sample t test. The test result of one sample T test shows that the value of ρ = 0.00 of the pre and post test mean value ρ

scholarly journals KOMPETENSI PEDAGOGIK GURU IPS DALAM PEMBELAJARAN

Jurnal Socius ◽  
2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Noor Hidayati
Keyword(s):  
Social Science ◽  
Science Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Instructional Media ◽  
Laptop Computer ◽  
The Social ◽  
Pedagogical Competence ◽  
Post Test

Pedagogical competencies include the capabilities to manage learners, to design and to implement teaching and learning process, to assess students’ achievement and to develop students’ potential actualization. The pedagogical competence of the social science teachersof SMPN 1 Haruyan, this research formulates the problems as follows: (1) How is the pedagogical competence of IPS teachers in designing the teaching and learning process of social science?, (2) How is the pedagogical competence of IPS teachersin conducting the teaching and learning process? (3) How is the pedagogical competence of IPS teachers in using the instructional media? and (4) How is the pedagogical competence of IPS teachersin conducting the evaluation for teaching and learning process .The research method used is descriptive qualitative conducted to the IPS teachers of SMPN 1 Haruyan.Based on the results this research shows that (1) the IPS teachers do not fully have the pedagogical competence in planning the teaching and learning process  because they have never involved in identifying the students’ learning needs. (2) the IPS teachers do not fully have pedagogical competence in performing the teaching and learning process because they do not always carry out the teaching and learning process in accordance with the procedures in the RPP, (3) the pedagogical competence of IPS teachers in using instructional media is still lacking because only one teacher that sometimes use laptop, computer, LCD, speaker, and internet. (4) the IPS teachers do not always conducted the evaluation of teaching and learning process because they do not always carry out pre-test and post-test on each lesson.Key words: Pedagogical competency, Social Science Teachers

scholarly journals Introducing the Team Based Learning as an Approach to Reviving Interest in Biochemistry amongst Undergraduate Medical Students-An Exploratory Study

2017 ◽  
Vol 53 (03) ◽  
pp. 166-174
Author(s):  
Vanita Lal ◽  
Bharti Bhandari ◽  
Garima Gupta ◽  
Kuldeep Singh ◽  
Praveen Sharma
Keyword(s):  
Medical Students ◽  
Team Building ◽  
Primary Objective ◽  
Difficulty Level ◽  
Random Allocation ◽  
Undergraduate Medical Students ◽  
Lecture Method ◽  
Feedback Questionnaire ◽  
Post Test ◽  
The Difference

ABSTRACT Introduction: Much emphasis has been given to different approaches to active learning. Our primary objective was to elicit interest amongst students in the areas of neglected, difficult topics in Biochemistry. Encouraging team building and developing team spirit by roping in all students in the exercise was the secondary objective of our study. Methods: It was a single blind controlled interventional study. ATeam Based Learning (TBL) Module was developed for First Professional MBBS students of 2015 batch. The topics selected were of high difficulty level. Ten groups were formed by random allocation. Study materials and reference sources were displayed and distributed two weeks prior to the initiation of TBL sessions. Each TBL session consisted of pre-test preparation (through didactic lectures and self-study), MCQ-based pre-test, application of concepts, Problem Based Questions (PBQs), reviewing and post-test. This was followed by administration of feedback questionnaire. The data obtained were analysed using SPSS version 21. Results: When the pre-test and post-test marks were compared, significant improvement in the students' performance was observed (p<0.05). According to students' feedback, the learning exercise was innovative, beneficial, helped in better comprehension of difficult topics, increased in-depth knowledge on the topic, fun-filled and relaxing, eventually leading to better learning. Students were able to analyse and give rational and logical responses to complex PBQs. There was an increase in interest towards reading and referring in detail about the topics allotted to them. Library usage and issue of reference books as seen in the logbook increased rapidly. They were more confident in Biochemistry after conducting a series of TBL sessions. While comparing the performance marks after the TBL sessions with that after classroom didactic lecture method, students were of the view that TBL was better than lectures. The difference in scores obtained by two groups (2016 vs. 2015) was significant. The groups who were exposed to TBL had far better scores than those exposed to lectures in the same topic. Conclusion: The focus these days is on self-directed learning for medical students to become self-regulated, independent learners, which is essential for acquiring competencies and TBL appears to be one such modality.

scholarly journals TEACHING PERSUASIVE TEXTS THROUGH THINK-TALK-WRITE (TTW) STRATEGY: AN INSTRUCTIONAL ANALYSIS

2020 ◽  
Vol 19 (1) ◽  
pp. 109-120
Author(s):  
Isah Cahyani
Keyword(s):  
Junior High School ◽  
Learning Strategy ◽  
Instructional Media ◽  
Learning Session ◽  
Writing Ability ◽  
Writing Problems ◽  
The Mean ◽  
Generic Structures ◽  
Academic Year ◽  
Test Result

Abstract This research was conducted after noticing the writing problems occurred in grade VIII of one public junior high school in Bandung in academic year 2017/2018. The students showed their inability of writing persuasive texts in accordance with the generic structures and language uses. The treatment used to overcome the problem was think-talk-write (TTW) together with the application of video as the instructional media. The research foci were: 1) how the learning session with TTW strategy was planned and was conducted; 2) how the improvement of students’ learning outcome by using TTW with video media was; 3) how the students’ responses towards the use of TTW with video media were. The research aimed at equipping the students with the ability to write persuasive texts appropriately. The method employed was classroom action research conducted in three cycles. The data collection techniques used were tests, observations, and questionnaires. The data were analyzed through several steps: categorizing, interpreting and validating data. The result indicated that learning to write persuasive texts by using TTW with video media improved the students’ writing ability. This was pointed by the test result from all cycles; in cycle I, the mean of students’ scores was 63; in cycle II, it increased to be 72; and in cycle III, it showed improvement to be 81. To conclude, it was proved that TTW strategy could improve the students’ writing ability on persuasive texts.   Keywords: writing, persuasive texts, learning strategy, instructional media

scholarly journals PENGEMBANGAN BAHAN AJAR DENGAN MODEL ADDIE UNTUK MATA PELAJARAN MATEMATIKA KELAS 5 SDS MAWAR SHARON SURABAYA

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Nancy Angko ◽  
NFN Mustaji
Keyword(s):  
Test Group ◽  
Design Development ◽  
Teaching Materials ◽  
Average Value ◽  
Lecture Method ◽  
Grade 5 ◽  
Post Test ◽  
The Difference ◽  
Addie Model ◽  
Power Point

This study aims to develop a Power Point teaching materials and students’ worksheet (LKS) Math Grade 5 Mawar Sharon Surabaya SD Susing the ADDIE Model. Design development test result susing pre-test post-test Group. T-test results showed that the test tvalue is7,397, while the value of the test  able is 2,069, meaning the tvalue ofthe test is greater than the valueof testable. Meaning there are differences in learning outcomes between the experimental class and the control class as seen from the second post test tvalues test class. The average value of the class or classes mean the experiment has increased and higher than the control class, is 31.6667 compared with 20.1250. The difference is due to the use of teaching materials to students in the experimental class in class control while only using the lecture method. Students response to the use of Power Point and Worksheets media showed an average of 95.83% stated that the material is easy to understand and 87.5% stated that the learning interesting.Abstrak:Penelitian ini bertujuan untuk mengembangkan bahan ajar powerpoint dan Lembar Kerja Siswa (LKS) mata pelajaran matematika kelas 5 SDS Mawar Sharon Surabaya dengan menggunakan model ADDIE. Desain uji coba hasil pengembangan menggunakan Pretest Pos test Group. Hasil uji t menunjukkan bahwa nilai uji t hitung adalah 7.397, sementara nilai uji ttabel adalah 2.069, berarti nilai uji t hitung lebih besar dari nilai uji tabel. Maknanya ada perbedaan hasil belajar antara kelas kontrol dan kelas eksperimen yang dilihat dari uji t nilai pos test kedua kelas. Nilai rata-rata kelas atau mean pada kelas eksperimen mengalami peningkatan dan lebih tinggi dibandingkan kelas kontrol, yaitu 31.6667 dibandingkan dengan 20.1250. Perbedaan tersebut terjadi karena adanya penggunaan bahan ajar pada siswa di kelas eksperimen sedangkan di kelas kontrol hanya menggunakan metode ceramah. Respon siswa terhadap penggunaan media powerpoint dan lembar kerja menunjukkan rata-rata sebesar 95.83 % menyatakan bahwa materi mudah dimengerti dan 87.5 % menyatakan bahwa pembelajaran menarik.

scholarly journals PENGEMBANGAN BAHAN AJAR DENGAN MODEL ADDIE UNTUK MATA PELAJARAN MATEMATIKA KELAS 5 SDS MAWAR SHARON SURABAYA

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Nancy Angko ◽  
NFN Mustaji
Keyword(s):  
Test Group ◽  
Design Development ◽  
Teaching Materials ◽  
Average Value ◽  
Lecture Method ◽  
Grade 5 ◽  
Post Test ◽  
The Difference ◽  
Addie Model ◽  
Power Point

This study aims to develop a Power Point teaching materials and students’ worksheet (LKS) Math Grade 5 Mawar Sharon Surabaya SD Susing the ADDIE Model. Design development test result susing pre-test post-test Group. T-test results showed that the test tvalue is7,397, while the value of the test  able is 2,069, meaning the tvalue ofthe test is greater than the valueof testable. Meaning there are differences in learning outcomes between the experimental class and the control class as seen from the second post test tvalues test class. The average value of the class or classes mean the experiment has increased and higher than the control class, is 31.6667 compared with 20.1250. The difference is due to the use of teaching materials to students in the experimental class in class control while only using the lecture method. Students response to the use of Power Point and Worksheets media showed an average of 95.83% stated that the material is easy to understand and 87.5% stated that the learning interesting.Abstrak:Penelitian ini bertujuan untuk mengembangkan bahan ajar powerpoint dan Lembar Kerja Siswa (LKS) mata pelajaran matematika kelas 5 SDS Mawar Sharon Surabaya dengan menggunakan model ADDIE. Desain uji coba hasil pengembangan menggunakan Pretest Pos test Group. Hasil uji t menunjukkan bahwa nilai uji t hitung adalah 7.397, sementara nilai uji ttabel adalah 2.069, berarti nilai uji t hitung lebih besar dari nilai uji tabel. Maknanya ada perbedaan hasil belajar antara kelas kontrol dan kelas eksperimen yang dilihat dari uji t nilai pos test kedua kelas. Nilai rata-rata kelas atau mean pada kelas eksperimen mengalami peningkatan dan lebih tinggi dibandingkan kelas kontrol, yaitu 31.6667 dibandingkan dengan 20.1250. Perbedaan tersebut terjadi karena adanya penggunaan bahan ajar pada siswa di kelas eksperimen sedangkan di kelas kontrol hanya menggunakan metode ceramah. Respon siswa terhadap penggunaan media powerpoint dan lembar kerja menunjukkan rata-rata sebesar 95.83 % menyatakan bahwa materi mudah dimengerti dan 87.5 % menyatakan bahwa pembelajaran menarik.

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