scholarly journals PENGEMBANGAN MODUL PEMBELAJARAN BIOLOGI (SISTEM ORGANISASI KEHIDUPAN ) BERBASIS E-LEARNING DENGAN EDMODO UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA

BIOLOVA ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 88-94
Author(s):  
Candra Arutyastuti Wijaya ◽  
Muhfahroyin Muhfahroyin
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Cognitive Learning ◽  
Development Model ◽  
Material System ◽  
Learning Modules ◽  
Learning Module ◽  
Internet Media ◽  
E Learning ◽  
D Model

Abstrak: Pengembangan modul ini didasarkan pada proses pembelajaran yang sudah menggunakan media internet, namun pada kenyataannya pemanfaatannya selama proses pembelajaran belum maksimal dan media pembelajaran belum pernah dikembangkan berupa modul E-learning. tujuan dari penelitian ini adalah mengembangkan modul pembelajaran IPA (Biologi) pada materi sistem organisasi kehidupan untuk meningkatkan hasil belajar siswa dan mengetahui aktivitas virtual siswa dengan memanfaatkan aplikasi Edmodo. Model pengembangan yang dijadikan dasar penelitian ini dikemukakan oleh Trianto (2011:189) model pengembangan perangkat yang dikemukakan oleh Thiagarajan, Semmel dan Semmel pada tahun 1974 adalah model 4-D, model ini terdiri dari 4 tahap pengembangan yaitu define, merancang, mengembangkan, dan menyebarluaskan. Berdasarkan penjabaran yang telah dijelaskan di atas, dapat dikatakan bahwa modul pembelajaran biologi (IPA) berbasis E-learning dengan edmodo pada materi sistem organisasi kehidupan kelas VII SMP untuk meningkatkan hasil belajar kognitif siswa perlu diperhatikan sebagai penunjang dalam proses pembelajaran IPA.  Abstract:  The development of this module is based on the learning process that already uses internet media, but in reality its use during the learning process has not been maximized and the learning media has never been developed in the form of E-learning modules. the purpose of this study was to develop a science learning module (Biology) in the material system of life organizations to improve student learning outcomes and find out virtual activities of students by utilizing Edmodo application. The development model used as the basis for this research is stated by Trianto (2011: 189) the device development model suggested by Thiagarajan, Semmel and Semmel in 1974 is a 4-D model, this model consists of 4 development stages, namely define, design , develop, and disseminate. Based on the elaboration that has been explained above, it can be said that the biology learning module (IPA) based on E-learning with edmodo on the material system of life organization class VII SMP to improve student cognitive learning outcomes need to be considered as a support in the learning process of Natural Sciences

Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

2021 ◽  
pp. e20200160
Author(s):  
Mirjam B.H.M. Duijvestijn ◽  
Bente M.W.K. Van der Wiel ◽  
Claudia M. Vinke ◽  
M. Montserrat Diaz Espineira ◽  
Harold G.J. Bok ◽  
...  
Keyword(s):  
Physical Examination ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Clinical Training ◽  
Skills Training ◽  
Veterinary Students ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

scholarly journals E-Learning Module Music In PGSD FIP UNM

2020 ◽  
Vol 10 (3) ◽  
pp. 240
Author(s):  
Sayidiman Sayidiman ◽  
Hikmawati Usman ◽  
Nasaruddin Nasaruddin
Keyword(s):  
Learning Outcomes ◽  
Research Method ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Student Learning Outcomes ◽  
Small Scale ◽  
Study Program ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning

This research was conducted to design and test on a small scale the results of the design of the art learning module Music at the PGSD FIP UNM. In particular, this study aims to describe the description of the design of music e-learning modules in the UNM FIP PGSD Study Program. The research method used research development (R & D), the test subjects were the PGSD FIP UNM students who had programmed the Music Arts course. Sampling is done by using a simple random sampling technique with a number of sample members of 30 people, the data collection techniques using a closed questionnaire, analysis of data using the data analysis descriptive and inferential statistics. The results Showed that there was an Increase in participation and student learning outcomes classically after learning to use e modules, the weakness of e modules was that they were not Able to encourage students who had the ability more towards Reviews their maximum potential in terms of learning the art of music. 

scholarly journals DEVELOPMENT OF LEARNING TOOLS PROJECT BASED LEARNING TO INCREASING THE BASIC SKILLS OF CATERING STUDENTS AT SMK 6 MAKASSAR

2020 ◽  
Vol 3 (2) ◽  
pp. 121-128
Author(s):  
Besse Qur’ani
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
Learning Process ◽  
Basic Skills ◽  
Project Based Learning ◽  
Development Model ◽  
Learning Tools ◽  
Plan Implementation ◽  
Psychomotor Learning ◽  
D Model

This study aims to develop learning tools based on Project Based Learning (PPA) in improving the basic skills of catering to students of SMKN 6 in Makassar. This type of research is the development of learning tools in the form of research and development (R/D). The tools developed include the Plan-Implementation-Learning (RPP), jobsheets, and student books. The development model used is a 4-D model with stages of define, design, develope, and dissemination. Based on the results of the analysis conducted, the development of learning tools with the PPA model is declared valid, practical, and effective so that it is feasible to use, so it is necessary to consider criteria that include; (1) the results of the validity of BJBL-based learning tools after being assessed and examined by experts produce valid categories for lesson plans and jobsheets, while for student books in the category are very valid (very good); (2) students' activities get classical completeness in the category of very valid (very good), whereas for cognitive, affective and psychomotor learning outcomes students are in the valid category; and (3) students' responses and management of learning in class categories are very valid. The suggestions put forward in this study are (1) to fellow teachers to use the PPA model as an alternative used in the learning process; (2) PES-based learning tools that have been developed after being made improvements and revisions can be trialled at several other schools based on the problem characteristics of each school

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA BERBASIS DISCOVERY LEARNING PADA MATERI LARUTAN PENYANGGA DI KELAS XI SMA

2018 ◽  
pp. 42
Author(s):  
Nurwahida . ◽  
Muhammad Danial ◽  
Mansyur .
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Development Process ◽  
Discovery Learning ◽  
Development Model ◽  
Learning Tools ◽  
Buffer Solution ◽  
Validity Criteria ◽  
D Model ◽  
Very High

ABSTRAKMasalah yang dihadapi dalam dunia pendidikan kita saat ini adalah rendahnya hasil belajar peserta didik, kurangnya peserta didik yang aktif dalam proses pembelajaran. Untuk itu sebagai pendidik perlu mencari cara terbaik untuk menyampaikan konsep di kelas sehingga semua peserta didik dapat aktif dan mengingat informasi serta menggunakannya secara baik pula. Pelaksanaan proses pembelajaran ini harus didukung oleh perangkat yang sesuai. Oleh karena itu tujuan penelitian ini adalah untuk mengetahui proses dan kualitas perangkat pembelajaran kimia berbasis discovery learningyang dihasilkan pada materi larutan penyangga di kelas XI SMA. Model pengembangan yang digunakan dalam penelitian ini adalah model 4-D dari Thiagarajan. Ujicoba terbatas perangkat pembelajaran berbasis discovery learning ini dilaksanakan di SMAN 6 Maros dengan subjek penelitian sejumlah 24 peserta didik kelas XI IPA. Tekhnik pengumpulan data adalah teknik non tes dan teknik tes. Hasil penelitian ini disimpulkan bahwa : (1) Proses pengembangan perangkat pembelajaran menggunakan model 4-D yang meliputi 4 tahap, yaitu : : (a) Tahap pendefenisian (define), (b) tahap perancangan (design), (c) tahap pengembangan (develop), dan (d) tahap penyebaran (disseminate). (2) perangkat pembelajaran bersifat valid, praktis dan efektif. Perangkat pembelajaran berupa RPP, BPD, LKPD, dan THB telah memenuhi kriteria kevalidan karena berada pada kategori “sangat valid”. Perangkat pembelajaran dikatakan praktis karena keterlaksanaan perangkat pembelajaran berada pada kategori “ terlaksana seluruhnya”, respon guru terhadap perangkat berda pada kategori “sangat positif”. Perangkat pembelajaran dikatakan efektif karena telah memenuhi kriteria keefektifan, dengan hasil kemampuan guru mengelola pembelajaran berada pada kategori “sangat tinggi”, aktivitas peserta didik berada pada kategori “sangan baik”, respon peserta didik berada pada kategori “sangat positif”, hasil belajar peserta didik memiliki rata-rata 82,09 dengan ketuntasan klasikal 83,33%, sedangkan peningkatan hasil belajar berdasarkan uji N-gain sebesar 0,81 dengan kriteri tinggi. Kata kunci :   Perangkat pembelajaran, discovery learning, larutan penyangga ABSTRACTThe problem of our education recently is low learning outcomes because less active students in learning process. Therefore, educators need to find the best way to deliver a concept in class so all students are active and able to remember the information and able to use it well. The implementation of learning process must be supported with appropriate tools. Thus, the objective of the study is to examine on buffer solution material produced in grade XI at SMA (Senior High School). The development model used in this research to develop learning tools based on discovery learning is 4-D model by Thiagarajan. The limited test of learning tools based on discovery learning was conducted at SMAN 6 in Maros. The subjects of the study were students with the total of 24 students grade XI IPA. The results of the study reveal that (1) the learnig tools development process by employing 4-D model covered 4 stages, namely (a) define, (b) design, (c) development, (d) and dessemination; (2) the learning tools produced was valid, practical, and effective. The learning tools was stated as it had met validity criteria included RPP, BPD, LKPD, and THB and each was in very good category. The learning tools were stated as practical because its implementation was in completely implemented category, the teacher’s response on the tools was in very positive category. The learning tools was stated as practical because its implementation was completely implemented category, the teacher’s response on the tools was in very positive category. The learning tools was stated as effective because it had met the effective criteria with theresult of teacher’s ability in learning management was in very high category, students activity was in very good category, students response was in very positive category, the learning outcomes had the average of 82,09 with classical completeness 83,33%; whereas, the improvement of learning outcomes based on N-gain test was 0,81 with high criteria. Keyword : learning tools, discovery learning, buffer solution

scholarly journals DEVELOPING A LEARNING MODULE OF COMPUTER NUMERICALLY CONTROL GSK 983 MACHINES TO ENHANCE STUDENTS’ LEARNING OUTCOMES

2016 ◽  
Vol 23 (2) ◽  
pp. 184 ◽  
Author(s):  
Martono Martono ◽  
Wagiran Wagiran
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
External Validation ◽  
T Test ◽  
Vocational Schools ◽  
Learning Modules ◽  
Learning Module ◽  
Significant Difference ◽  
Research Procedure ◽  
Computer Numerically Control

This study aims at: (1) producing a learning module of Computer Numerically Control (CNC) GSK 983 machines to enhance the students’ learning outcomes, (2) investigating the learning process of CNC GSK 983 machines in vocational schools, (3) analyzing the effectiveness of the developed module in vocational schools. This study refers to the research procedure of design and development by Richey and Klein consisting of (1) observations of learning and products development, (2) internal and external validation, and (3) testing the effectiveness of the product in the field. The data was analyzed using T-Test. The results showed that: (1) the CNC learning outcomes in Vocational Schools did not meet the expectation; (2) learning modules of CNC GSK 983 to enhance the students’ learning outcomes was developed, and (3) the developed module was effective to enhance the students’ learning outcomes. The results of the t-test showed that there was a significant difference between the learning outcomes with the module and the learning outcomes without the module. It means that the module can improve the students’ learning outcomes.

scholarly journals EFEKTIVITAS E-MODUL ANALISIS REAL PADA PROGRAM STUDI PENDIDIKAN MATEMATIKA UNIVERSITAS KANJURUHAN MALANG

2020 ◽  
Vol 1 (1) ◽  
pp. 31-40
Author(s):  
Selamet Riyadi ◽  
Kawakibul Qamar
Keyword(s):  
Operating System ◽  
Model Development ◽  
Electronic Media ◽  
Development Model ◽  
Real Analysis ◽  
Analysis Model ◽  
Learning Modules ◽  
Learning Module ◽  
Real Model ◽  
D Model

Fokus penelitian ini adalah mengoptimalkan peran bahan ajar dengan mengembangkan dalam bentuk e-modul pada Program Studi Pendidikan Matematika Universitas Kanjuruhan Malang. Secara harfiah, e-modul dapat dimaknai sebagai modul elektronik, non cetak dan hanya berupa file yang dapat dibuka dengan bantuan media elektronik seperti Tablet, Smartphone, komputer PC dan media elektronik lain berbasis sistem operasi terutama Android. Salah satu perkuliahan yang mempunyai keterbatasan handout serta mempengaruhi kompetensi mahasiswa adalah mata kuliah Analisis Real. Model pengembangan yang digunakan dalam pengembangan modul pembelajaran ini adalah model pengembangan yang dirumuskan oleh Thiagarajan dengan model 4-D yang langkah-langkahnya meliputi Define, Design, Develop, Disseminate. Hasil kuisioner menunjukkan persentase modul pembelajaran. sebesar 82,05% yang mengindikasikan bahwa e-modul berada dalam kualifikasi baik.The focus of this study is to optimize the role by developing teaching materials in the form of e-modules in Mathematics Education Kanjuruhan University of Malang. Literally, e-modules can be interpreted as an electronic module, non-print and only in the form of files that can be opened with the help of electronic media such as tablets, smartphones, PCs and other electronic media, especially Android-based operating system. One of the lectures that have limited handouts and influencing students' competencies are courses Real Analysis. Model development used in the development of this learning module is a development model formulated by Thiagarajan with 4-D model of the steps include Define, Design, Develop, Disseminate. Results of questionnaires show the percentage of learning modules. of 82.05%, which indicates that the e-modules are in a good qualification

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS WEB PADA MATA PELAJARAN KKPI SMKN 3 PADANG

2017 ◽  
Vol 3 (1) ◽  
pp. 17
Author(s):  
Monanda Rio Meta
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
Expert Teachers ◽  
Development Research ◽  
Web Based ◽  
R And D ◽  
Learning Module ◽  
Teachers And Students ◽  
E Learning ◽  
D Model

<p><em>This research inteded to develop web-based instructional instrument for KKPI subject at SMK Negeri 3 Padang and find out its validity, practicality and effectivity of the instructional instrument that had been developed. This research was a Research and Development (R and D) method, and 4D (Four D) model of development that consist of four steps: define, design, develop and disseminate. The data used was prime data wich was given from expert, teachers, and students. The results of this development research was: (1) The validity of RPP of this instructional instrument was very good, the validity of media is good and its e-learning module validity considered good (2) The practicality of RPP of instructional instrument by teacher’s respond was considered very good, and judging from students the module considered very practical (3)The effectivity of this Instructional Instrument is good to improve learning outcomes of the students. Based on those results concluded that this Web-Based Instructional Instrument is valid, practical, and effective to be used as instructional instrument on KKPI subject.</em></p>

scholarly journals PENGEMBANGAN E-MODUL PEMBELAJARAN EKONOMI SMA

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Afrina Sari Dewi ◽  
Harun Sitompul ◽  
Efendi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Group Learning ◽  
Field Trials ◽  
Learning Design ◽  
Development Research ◽  
Significance Level ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Learning Development

Abstrak: Penelitian ini bertujuan untuk: (1) menghasilkan e-modul pembelajaran yang layak digunakan dalam pembelajaran dan dapat dipakai untuk pembelajaran individual, (2) untuk mengetahui keefektifan e-modul pembelajaran yang dikembangkan pada pembelajaran Ekonomi. Jenis penelitian pengembangan menggunakan model Borg dan Gall dengan model pengembangan pembelajaran Dick dan Carey. Hasil penelitian menunjukkan; (1) uji ahli materi pelajaran Ekonomi berada pada kualifikasi sangat baik (88,12%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (83,5%), (3) uji ahli rekayasa perangkat lunak berada pada kualifikasi sangat baik (86,07%), (4) uji coba perorangan berada pada kualifikasi sangat baik (88,57%), uji coba kelompok kecil berada pada kualifikasi sangat baik (96,27%), uji coba lapangan berada pada kualifikasi sangat  baik (98,46%). Produk akhir dari pengembangan e-modul pembelajaran ini dilanjutkan dengan uji keefektifan produk. Hasil pengujian hipotesis diperoleh t hitung = 4,25 pada taraf signifikansi α = 0,05 dengan dk 96 diperoleh t tabel = 1,67  sehingga t hitung > t tabel. Disimpulkan bahwa hasil belajar kelompok siswa yang dibelajarkan dengan menggunakan e-modul pembelajaran sebesar 84,83% lebih tinggi dari kelompok siswa yang dibelajarkan dengan menggunakan buku teks ekonomi sebesar 75,2%. Kata Kunci: e-modul pembelajaran, pembelajaran ekonomi Abstract: This study aims to: (1) produce learning e-modules that are suitable for use in learning and can be used for individual learning, (2) to determine the effectiveness of e-learning modules developed in economic learning. This type of development research uses the Borg and Gall models with the learning development model of Dick and Carey. The results of the study show; (1) Economic subject matter expert test is in very good qualification (88.12%), (2) learning design expert test is in very good qualification (83.5%), (3) test of software engineering expert is in qualification very good (86.07%), (4) individual trials were in very good qualifications (88.57%), small group trials were very good qualifications (96.27%), field trials were very qualified good (98.46%). The final product of the development of this learning e-module is continued by testing the effectiveness of the product. The results of hypothesis testing obtained t count = 4.25 at the significance level α = 0.05 with dk 96 obtained t table = 1.67 so that t count> t table. It was concluded that the group learning outcomes of students who were taught using the e-learning module were 84.83% higher than the group of students who were taught using economic textbooks of 75.2%. Keywords: e-module learning, economic learning

scholarly journals Blended Learning Pengembangan Modul Pembelajaran Berbasis Blended Learning Mata Pelajaran Rancang Bangun Jaringan

2018 ◽  
Vol 17 (2) ◽  
pp. 13
Author(s):  
Panyahuti - Matondang
Keyword(s):  
Time Series ◽  
Data Analysis ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Difficulties ◽  
Development Model ◽  
Design Development ◽  
Learning Modules ◽  
Learning Module ◽  
Effectiveness Analysis

Abstract This research is written based on the learning difficulties during the Prakerin activities. This research is to produce learning module for students who implement Prakerin with Blended Learning learning model. To know the validity of modules, the effectiveness, and effectiveness of the developed learning modules. The method used is a Research and Development (R & D) by using the FOUR D development model that are the definition, design, development, and deployment. The research design used for trial module is quasi experiment with time series model. The module made is valid by the material expert with the average of all eligibility is 80.38%, included in the "Excellent" category. The modular practicality analysis is 81.41%, included in the "Practical" category. Module effectiveness analysis, included in the "Good" category. From both data analysis results done, it can be stated that the module is effective in improving learning outcomes.

scholarly journals Pengaruh Penggunaan Handout Antagonisme dalam Pembelajaran Biologi terhadap Hasil Belajar Kognitif

2019 ◽  
Vol 4 (8) ◽  
pp. 1056
Author(s):  
Arif Rahman ◽  
Utami Sri Hastuti ◽  
Fatchur Rohman
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Cognitive Learning ◽  
Development Model ◽  
Teaching Material ◽  
Teaching Materials ◽  
Research Results ◽  
The Subject ◽  
Biology Learning ◽  
Cognitive Learning Outcomes

<p class="Abstrak"><strong>Abstract:</strong> Handout is a teaching materials that used to help students in understanding the subject matters that is have not written textbook. The development of handout Antagonism aims to improve the students cognitive learning outcomes. The handout development was based on the ADDIE development model. This handout was validated by the material validator and learning media validator, and the readability tests by students of X ATPH class. After that, the handout is used as teaching material in Biology learning process in X ATPH 1 class. The research results proved that the use of handouts Antagonism in the Biology learning process can improve students cognitive learning outcomes.</p><strong>Abstrak:</strong> <em>Handout</em> merupakan bahan ajar untuk membantu siswa menguasai materi yang tidak terdapat pada buku teks. Tujuan pengembangan <em>handout</em> Antagonisme adalah untuk meningkatkan hasil belajar kognitif siswa. Pengembangan <em>handout</em> berdasarkan model pengembangan ADDIE. <em>Handout</em> divalidasi oleh validator materi dan validator media pembelajaran, serta dilakukan uji keterbacaan pada siswa kelas X ATPH. Selanjutnya, <em>handout</em> digunakan pada proses pembelajaran Biologi di kelas X ATPH 1. Hasil penelitian membuktikan bahwa penggunaan <em>handout</em> Antagonisme dalam proses pembelajaran Biologi dapat meningkatkan hasil belajar kognitif siswa.

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