scholarly journals Pengembangan Strategi Pembelajaran Pengkonkritan Materi Abstrak PAI Anak Usia Dini di RA Perwanida 3 Palembang

2019 ◽  
Vol 2 (2) ◽  
pp. 25-45
Author(s):  
Istianatun Nafi'ah
Keyword(s):  
Early Childhood ◽  
Research And Development ◽  
Learning Strategies ◽  
Time Allocation ◽  
Learning Strategy ◽  
Average Score ◽  
Design Development ◽  
Significance Level ◽  
Paired Samples ◽  
The Media

Early childhood who are in the preoperational stage have not been able to think logically and abstractly, but Islamic religious subjects that must be instilled in children from an early age especially the aspects of aqidah are included in the abstract material category, thus learning strategies are needed that can make it easier for students to understand abstract material the. This study aims to produce a learning strategy for the abstracting of PAI abstract material for early childhood in RA Perwanida 3 Palembang, knowing the results of expert validation, and knowing the effectiveness of the learning strategy for the abstracting of PAI abstract material for early childhood in RA Perwanida 3 Palembang. This research is research and development. The research and development stages are requirements analysis, planning, product design development, product validation and revision, trials and revisions, final product. The results of the study are: 1) the product developed in the form of a draft learning strategy design, 2) the learning strategy is assessed and validated based on the aspects of the suitability of the media and methods to the material, student characteristics, time allocation and infrastructure, the results of the assessment of learning strategies obtain an average score 4.62 with the category "very appropriate", 3) the average test score of 13 students before using the developed learning strategy is 6.3885 while after using the developed learning strategy the average student score is 7.3462. While the paired samples test obtained 0.000 significance less than the 0.05 significance level. Based on the results of the assessment, the learning strategy of abstracting PAI material in early childhood in RA Perwanida 3 Palembang is effective and feasible to use.  

scholarly journals Pengembangan Media Pembelajaran E-Fotonovela Fisika Menggunakan Android Berbasis Karakter untuk Siswa Tuna Rungu ( SLB – B )

2020 ◽  
Vol 4 (1) ◽  
pp. 34-40
Author(s):  
Imas Ratna Ermawati ◽  
Andita Andita ◽  
Aisyah Fitriana ◽  
Andryastuti Andryastuti ◽  
Hani R
Keyword(s):  
Research And Development ◽  
School Level ◽  
Average Score ◽  
Design Development ◽  
High School Level ◽  
Deaf Students ◽  
A Value ◽  
The Media ◽  
Addie Model ◽  
High Level

This study aims to develop E-fotonovela media for deaf students in SMLB-B. The research method used is the Research and Development (R & D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of the study were deaf students of high school level (SMLB-B), which were conducted in two schools namely SLB N 6 Jakarta and SLB N 7 Jakarta. Research and development produces E-fotonovela media in the form of books with Android-assisted, magnetic materials that are suitable for use based on an average expert judgment of 98% with very good criteria. The assessment of the effectiveness of the media obtained a percentage of 94% with very good criteria, and based on the effectiveness of learning outcomes obtained a value of 74.5% good criteria, which means that the photonovela media on magnetic material is suitable for use as a learning medium in SMAL-B (deaf). While the characters obtained after using E-fotonovela with the thunkecable android application are shown by the overall average score for the 6 principle characters of users at a high level of honest average = 8,189; average discipline = 7.834; average curiosity = 6,545; creative average = 8.037; average cooperation = 8,500 and average responsibility = 8,310.

Pengembangan Media Busy Book Tema Angka untuk Meningkatkan Penguasaan Kosakata pada Anak Usia Dini

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Indah Widuri Handayani ◽  
Anggraeni Anggraeni
Keyword(s):  
Early Childhood ◽  
Data Collection ◽  
Research And Development ◽  
Product Design ◽  
Needs Analysis ◽  
Average Score ◽  
Design Validation ◽  
Effective Media ◽  
The Media ◽  
Expert Validation

Tujuan dari penelitian ini, yaitu 1) Menganalisis kebutuhan guru terhadap media Busy Book tema angka untuk meningkatkan penguasaan kosakata pada anak usia dini, 2) Mengetahui prosedur pengembangan media Busy Book tema angka untuk meningkatkan penguasaan kosakata pada anak usia dini, dan 3) Mengetahui hasil validasi ahli terhadap media Busy Book tema angka untuk meningkatkan penguasaan kosakata pada anak usia dini yang dikembangkan oleh penulis.Penelitian ini menggunakan metode Research and Development (R&D) dengan lima tahapan, yaitu: 1) potensi dan masalah, 2) pengumpulan data, 3) desain produk, 4) validasi desain, dan 5) revisi desain.Berdasarkan hasil analisis kebutuhan, menunjukkan bahwa pendidik menghendaki adanya pengembangan media baru yang kreatif, inovatif dan efektif yang dilengkapi dengan permainan kecil di setiap halamannya. Hasil validasi oleh ahli materi mendapat nilai rata-rata keseluruhan 8,5 dengan skor 3 yang berarti media layak untuk digunakan, sedangkan hasil validasi oleh ahli media menunjukkan bahwa media pembelajaran berbentuk Busy Book mendapat nilai rata-rata keseluruhan 93.9 dengan skor 4 yang berarti media sangat layak untuk digunakan. Media kemudian diperbaiki sesuai saran perbaikan yang diberikan para ahli pada aspek-aspek tertentu.The purpose of this study, namely 1) Analyzing the needs of teachers for the Busy Book media of numerical themes to improve vocabulary mastery in early childhood, 2) Knowing the procedures for developing Busy Book media for numerical themes to improve vocabulary mastery in early childhood, and 3) Knowing the results expert validation of the Busy Book media theme of numbers to improve vocabulary mastery in early childhood developed by the author. This research uses the Research and Development (R&D) method with five stages, namely: 1) potential and problems, 2) data collection, 3) product design, 4) design validation, and 5) design revision. Based on the results of the needs analysis, it shows that educators want the development of new, creative, innovative and effective media that are equipped with small games on each page. The results of the validation by the material experts got an overall average score of 8.5 with a score of 3 which means the media was suitable for use, while the results of the validation by the media experts showed that the learning media in the form of Busy Book got an overall average score of 93.9 with a score of 4 which means the media very feasible to use. The media is then repaired according to the suggestions given by experts on certain aspects.

scholarly journals A Development of Number Circuit Game Based Learning Strategy to Introduce Numeral Symbols for Children Aged 4-5 Years

2020 ◽  
Vol 4 (01) ◽  
pp. 47-58
Author(s):  
Rahmi Wardah Ningsih ◽  
Slamet Suyanto ◽  
Fauzi Fahmi
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Activities ◽  
P Value ◽  
Design Development ◽  
Game Based Learning ◽  
Mathematical Concepts ◽  
Qualitative And Quantitative ◽  
Analysis Design

Understanding the concept of numeral symbols in early childhood is fundamental to understanding mathematical concepts in the future. In view of that, children aged 4-5 years found many problems such as unable to distinguish the form of number symbols, unappropriated learning strategies, and monotonous learning activities. This study aimed to: (1) develop the learning strategies using number circuit games to introduce numeral symbols for 4-5-year-old-children; (2) assess the effectiveness of implementing number circuit games as the learning strategies introducing numeral symbols for 4-5-year-old children. ADDIE with five stages – namely analysis, design, development, implementation, and evaluation – was adopted in this research. The data were analyzed descriptively through qualitative and quantitative techniques. The evidence revealed that: (1) the introduction of numeral symbols for 4-5-year-old children by memorizing and understandings required the implementation of game-based learning strategies; (2) number circuit games which were modified based on the material, the implementation, and the purpose were suitable for children of 4-5 years old; (3) learning strategies using number circuit games to introduce numeral symbols for children of 4-5 year with p-value. Sig 0.000 < 0.05 had revealed that there were significant differences in children’s ability in identifying the numeral symbols.

scholarly journals PENGEMBANGAN BAHAN AJAR BERBANTUAN GOOGLE CLASSROOM PADA MATERI BANGUN RUANG

2021 ◽  
Vol 9 (4) ◽  
pp. 482-490
Author(s):  
Ari Septian ◽  
Sarah Inayah ◽  
Ihsanu Nasihin
Keyword(s):  
Research And Development ◽  
Building Materials ◽  
Average Score ◽  
Development Research ◽  
Design Development ◽  
Teaching Materials ◽  
The Media ◽  
Analysis Design ◽  
Math Problems ◽  
Expert Validation

The purpose of this study was to develop teaching materials assisted by Google Classroom in the form of mathematical material about building cubes and blocks, examples of math problems, and practice math problems. Developed as empirical evidence of the effectiveness of Google Classroom-assisted teaching materials on building materials. The method used in this study is research and development (Research and Development) with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). These teaching materials were developed through a questionnaire and assessed from several expert validations including media experts and material experts. Based on the results of the media expert validation, the average score percentage was 78.3% and was included in the Eligible category. Meanwhile, based on the results of material expert validation, the average score percentage is 82.6% and is included in the Very Eligible category. Thus, overall Google Classroom-assisted teaching materials on this spatial building material have a percentage of 80.4% and fall into the Very Eligible category. so that it is effective as a Google Classroom-assisted teaching material on building materials and can be used anytime.

Development of Physics Learning Module Based on Guided Inquiry with Light Wave Material in Class XI of Senior High School

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Evi Rahmawati ◽  
Irnin Agustina Dwi Astuti ◽  
N Nurhayati
Keyword(s):  
Large Scale ◽  
Learning Strategy ◽  
Student Response ◽  
Average Score ◽  
Small Scale ◽  
Design Development ◽  
Teacher Response ◽  
Student Responses ◽  
Analysis Design ◽  
Scientific Skills

IPA Integrated is a place for students to study themselves and the surrounding environment applied in daily life. Integrated IPA Learning provides a direct experience to students through the use and development of scientific skills and attitudes. The importance of integrated IPA requires to pack learning well, integrated IPA integration with the preparation of modules combined with learning strategy can maximize the learning process in school. In SMP 209 Jakarta, the value of the integrated IPA is obtained from 34 students there are 10 students completed and 24 students are not complete because they get the value below the KKM of 68. This research is a development study with the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The use of KPS-based integrated IPA modules (Science Process sSkills) on the theme of rainbow phenomenon obtained by media expert validation results with an average score of 84.38%, average material expert 82.18%, average linguist 75.37%. So the average of all aspects obtained by 80.55% is worth using and tested to students. The results of the teacher response obtained 88.69% value with excellent criteria. Student responses on a small scale acquired an average score of 85.19% with highly agreed criteria and on the large-scale student response gained a yield of 86.44% with very agreed criteria. So the module can be concluded receiving a good response by the teacher and students.

STRATEGI PEMBELAJARAN DAN MOTIF BERPRESTASI TERHADAP HASIL BELAJAR MATA PELAJARAN MENGGAMBAR TEKNIK

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
Timbul Purba ◽  
Harun Sitompul
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
High Achievement ◽  
Low Achievement ◽  
Significance Level ◽  
Achievement Motive ◽  
Analysis Technique

Abstrak: Penelitian ini bertujuan: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan siswa yang memiliki motif berprestasi rendah dan (3) interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2x2, sedangkan teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi a = 0.05. Hasil penelitian diperoleh: (1) hasil belajar menggambar teknik siswa yang diajar dengan strategi pembelajaran elaborasi lebih tinggi dibandingkan dengan hasil belajar siswa yang diajar dengan strategi pembelajaran ekspositori, (2) hasil belajar menggambar teknik siswa yang memiliki motif berprestasi tinggi lebih tinggi dibandingkan dengan hasil belajar siswa yang memiliki motif berprestasi rendah dan (3) terdapat interaksi antara strategi pembelajaran dengan motif berprestasi dalam mempengaruhi hasil belajar menggambar teknik siswa.   Kata Kunci: strategi pembelajaran elaborasi dan ekspositori, motif berprestasi, hasil belajar menggambar teknik   Abstract: This research was aimed to: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher than students taught by expository learning strategy, (2) drawing techniques learning outcomes of students who have high achievement motive higher than students who have low achievement motive, and (3) the interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. The research method used was quasi experiment with 2 x 2 factorial design. The analysis technique used is the two-track analysis of variance ANOVA (2 x 2) with a significance level α = 0.05. The findings of the study indicate: (1) the learning outcomes of students who are taught drawing techniques with learning strategy elaboration higher learning outcomes than students taught by expository learning strategy; (2) drawing techniques learning outcomes of students who have high achievement motive higher than the learning outcomes of students who have low achievement motive; and (3) there is interaction between learning strategy and achievement motives in affecting student learning outcomes drawing techniques. Keywords: elaboration learning strategies and expository, achievement motive, the result of learning drawing techniques

scholarly journals MODEL PEMBELAJARAN TEMATIK INTEGRATIF BERBASIS KURIKULUM 2013 DI MADRASAH IBTIDAIYAH

2020 ◽  
Vol 4 (1) ◽  
pp. 100
Author(s):  
Jefryadi Jefryadi
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Field Research ◽  
Learning Model ◽  
Research Field ◽  
Learning Material ◽  
Learning Models ◽  
The Media ◽  
Meaningful Experiences ◽  
Thematic Learning

The 2013 curriculum-based integrative thematic learning model is a learning strategy that involves several subjects into a learning theme that uses an interdisciplinary approach to provide meaningful experiences to students in the learning process. The application of this learning model requires adequate infrastructure and mature teacher understanding concepts. Integration and success in this learning model can be seen from the aspect of understanding of the learning model, aspects of the learning strategy, and aspects of the use of media in learning. Because every teacher has their own characteristics in conveying learning to students, in order to achieve learning objectives. Therefore the writer wants to examine more deeply how the application of the 2013 curriculum-based integrative thematic learning model in MIN Yogyakarta II and MI Ma'had Islamy Kotagede Yogyakarta?. This study aims to determine the mastery of integrative thematic learning models, the strategies applied and the media used by teachers in the application of integrative thematic learning models. This research is categorized in the type of field research (Field Research) which is descriptive with qualitative research methods using theories about integrative thematic learning models then proceed to drawing conclusions. The results showed that in general these two institutions had applied the integrative thematic learning model well. The teacher's mastery of the learning model and the methods used by the teacher in linking learning material are already good so that learning becomes a unified and meaningful whole for students. Then the strategies used by the teacher in planning learning activities, preliminary activities, core activities and closing activities are quite diverse and adjusted to the needs and interests of students. The media used have their respective characteristics and are always adapted to the learning material to be taught. Although they have differences in learning strategies and the media used in teaching, however, they have the same goal of achieving success in teaching so that the expected goals can be achieved and provide meaningful experiences to students.

scholarly journals PENGEMBANGAN MEDIA INTERAKTIF PADA MATA PELAJARAN DASAR LISTRIK KELAS X TEKNIK INSTALASI TENAGA LISTRIK SMK SWASTA IMELDA MEDAN

2021 ◽  
Vol 1 (1) ◽  
pp. 64
Author(s):  
Tommi Daniel Hutajulu ◽  
Sriadhi .
Keyword(s):  
Research And Development ◽  
Interactive Multimedia ◽  
Interactive Media ◽  
Research Process ◽  
Development Stage ◽  
Vocational School ◽  
Design Stage ◽  
Average Score ◽  
Development Research ◽  
Design Development

Abstract This development research generally aims to (1) develop interactive multimedia-based learning media for Private Vocational School Imelda Medan, (2) to know the assessment of media experts and material experts on learning media, and (3) to know the feasibility of learning media based on the assessment of media experts and material experts. The method used in this research is Research and Development. This research was conducted at Imelda Private Vocational School Medan. Research and Development Results: (1) This development research process is carried out with several stages adapted from the borg and gall version development research model simplified into 4D. There are stages such as: Define, Design, Development, and Disseminate. Define stage includes definition, design stage includes storyboarding, development stage includes development of interactive multimedia-based learning media, validation of media experts and material experts, as well as revision of learning media from media experts and material experts and disseminate stage covering the trial stage. The target of this research is the Expert Lecturer of Medan State University. Testing of interactive multimedia by material validators showed that multimedia learning resulted both in material validation with an average score of 4.52 and for media validation with an average score of 4.59. Then obtained the conclusion that developed media is worth to use. Keywords : Interactive Media, Interactive Multimedia Abstrak Penelitian pengembangan ini secara umum bertujuan untuk (1) mengembangkan media pembelajaran berbasis multimedia interaktif untuk SMK Swasta Imelda Medan, (2) mengetahui penilaian ahli media dan ahli materi terhadap media pembelajaran, dan (3) mengetahui kelayakan media pembelajaran berdasarkan penilaian ahli media dan ahli materi . Metode yang digunakan pada penelitian ini adalah penelitian pengembangan (Research and Development ) . Penelitian ini dilakukan di SMK Swasta Imelda Medan. Hasil Penelitian  dan Pengembangan : (1) Proses Penelitian pengembangan ini dilaksanakan dengan beberapa tahapan yang diadaptasi dari model penelitian pengembangan versi borg and gall yang disederhanakan menjadi 4D. Adapaun tahapan tersebut yaitu : Define, Design, Development, dan Disseminate. Tahap define meliputi pendefenisian , tahap design meliputi pembuatan storyboard, tahap development meliputi pengembangan media pembelajaran berbasis multimedia interaktif ,validasi ahli media dan ahli materi, serta revisi media pembelajaran dari ahli media dan ahli materi dan tahap disseminate meliputi tahap uji coba. Sasaran penelitian ini adalah Dosen Ahli Universitas Negeri Medan. Pengujian terhadap multimedia interaktif oleh validator materi menunjukan bahwa multimedia pembelajaran  yang dihasilkan baik pada validasi materi dengan skor rata-rata 4.52 dan untuk validasi media dengan skor rata-rata 4.59. Maka diperoleh kesimpulan media yang dikembangkan layak untuk digunakan. Kata kunci : Media Interaktif, Multimedia Interaktif

scholarly journals Peran Media Pembelajaran Guru Pendidikan Anak Usia Dini (PAUD) di Provinsi Jambi

2020 ◽  
Vol 20 (1) ◽  
pp. 60
Author(s):  
Mahyudin Mahyudin
Keyword(s):  
Early Childhood ◽  
Teacher Learning ◽  
Pearson Correlation ◽  
Sampling Technique ◽  
Visual Media ◽  
Cluster Sampling ◽  
Significance Level ◽  
The Media ◽  
Strongly Agree

The media is very instrumental and has a strategic function that directly or indirectly can affect motivation, interest and attention for young children in learning. The purpose of this study was to determine the role of PAUD teacher learning media in Jambi Province. The method used is descriptive quantitative cluster sampling technique, in this case the District and City in Jambi Province as the cluster. The number of early childhood education units (schools) include TK / RA, KB, TPA, and SPS, totaling 7,584. Then every District and City was selected by 10% randomly PAUD teachers from each school. So the number of samples was 758. The research instrument was a questionnaire or Media Perception Evaluation Scale (MPES) questionnaire containing 28 question items. Data for all parameters using a Microsoft Excel database. Pearson correlation was used to study the correlation between variables and independent t-test was used to compare groups with SPSS version 22. All statistical analyzes were carried out at a significance level of 5% and P <0.05 was considered statistically significant. The results of the study show that learning media plays an important role in the learning process for PAUD children in Jambi Province. As a result 59.6% answered strongly agree. Through the SPSS analyst results where the most influential visual media statements in PAUD teacher learning in Jambi province are statements 18,19,20,21 and 22 where 100% stated that visual media can provide motivation, whereas statements that had no effect were statements 17 where only 50.4% stated that visual media can provide motivation. It can be concluded that the use of learning media in early childhood is very instrumental to motivate, stimulate, explore and experiment.

scholarly journals Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab

2020 ◽  
Vol 1 (1) ◽  
pp. 49-64
Author(s):  
Damar Gemilang ◽  
Hastuti Listiana
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Arabic Language ◽  
Social Strategies ◽  
Library Studies ◽  
The Media ◽  
The Right ◽  
Learning Types

This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtained about learning media for the Arabic curriculum which is useful for teachers. There are several rules in determining the media that will be used by taking into account the direction and objectives of learning, types of learning strategies, understanding the characteristics of the media by the teacher, in terms of cost suitability, media readiness, quality, and environment to operate the media. In terms of functions related to sensing devices, the media are divided into visual media, audio media, and audiovisual media. Meanwhile, viewed from the viewpoint in Arabic and that maharah, the media can be grouped into learning media mufrodat, nahwu-shorof, and Arabic language skills consisting of media istima', qiro'ah, kitabah, and kalam. This can help academics in applying media correctly in the learning of the Arabic language curriculum.One of the elements of learning Arabic is the student's Arabic learning strategy. But there are still some students who have not found the right strategy for learning Arabic, because of a lack of knowledge about Arabic learning strategies, especially the Oxford model of language learning strategies. The purpose of this study was to describe the implementation of the Arabic language learning strategy for students in the Oxford model of Madrasah Ibitidaiyah Al Islam Kartasura students.This research is descriptive qualitative, as for the research site at Madrasah Ibitidaiyah Al Islam Kartasura. This research was conducted from March to June 2020. The subjects in this study were students of class V A at Madrasah Ibitidaiyah Al Islam Kartasura. The informants in this study were the fifth grade Arabic teachers at Madrasah Ibitidaiyah Al Islam Kartasura. Data collection methods used were interviews, observation and documentation.The conclusion of this study is that students use Arabic learning strategies in the Oxford model because there are indications that students are using their learning. The strategies used are memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The strategy that is often used by students is the memorial strategy.

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