scholarly journals Pengembangan Video Sex Education Untuk Menstimulasi Kemampuan Sosial Emosional Anak Usia Dini

EFEKTOR ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 102
Author(s):  
Norma Diana Fitri
Keyword(s):  
Sex Education ◽  
Instructional Strategy ◽  
Formative Evaluation ◽  
Assessment Instrument ◽  
Instructional Materials ◽  
Summative Evaluation ◽  
Evaluation Of Instruction

Penelitian ini bertujuan untuk mengembangkan video sex education untuk menstimulasi kemampuan sosial dan emosional anak usia dini. Model pengembangan yang digunakan dalam penelitian ini adalah model Borg and Gall (2007) yang terdiri sepuluh langkah. (1) Asses Needs To Identity Goal, (2) Conduct Instructional Analysis, (3) Analyze Learners And Context, (4) Write Performance Objectives, (5) Develop Assessment Instrument, (6) Develop Instructional Strategy, (7) Develop And Select Instructional Materials  , (8) Design And Conduct Formative Evaluation Of Instruction, (9) Revise Instruction, (10) Design And Conduct Summative Evaluation. Desain uji coba produk dalam penelitian ini melalui tiga tahap yaitu (a) validasi ahli, (b) uji coba kelompok kecil, (c) uji coba kelompok besar. Hasil uji coba selanjutnya diuji dengan Uji t yaitu untuk mengetahui peningkatan kemampuan kemampuan sosial dan emosionalanak usia dini dari hasil belajar antara memakai media dengan tidak memakai media. Hasil penelitian menunjukkan bahwa video sex education dapat menstimulasi kemampuan sosial dan emosional anak. Dari hasil analisis data memperoleh memperoleh nilai signifikasi 0,000 < 0,005 maka H0 ditolak. Dengan demikian dapat dikatakan adanya perbedaan pada rata-rata perlakuan sebelum dan sesudah dan rata-rata skor perlakuan sebelum dan sesudah perlakuan pada proses pembelajaran sex education dengan menggunakan video yang telah dikembangkan.

scholarly journals Curriculum Development for the Subject of “Jadi Pendamping Adik” in Class X

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Marianus A.G Sera ◽  
Robinson Situmorang ◽  
Eveline Siregar
Keyword(s):  
Curriculum Development ◽  
Instructional Strategy ◽  
Formative Evaluation ◽  
Instructional Materials ◽  
Feasibility Analysis ◽  
Descriptive Data ◽  
Evaluation Of Instruction ◽  
Instructional Goal ◽  
The Subject ◽  
Specific Learning

The aim of this study was to develop curriculum of “Jadi Pendamping Adik” subject in class X of Sint Peter Catholic Senior High School in Ende. This study was research and development which used Dick and Carrey model as the procedur of curriculum development. The steps of the curriculum development were: identify instructional goal, conduct instructional analysis, analyze learnes and contexts, write specific learning objectives, develop assesment instrumen, develop instructional strategy, develop and select instructional materials, design and conduct formative evaluation of instruction, and revise. Data feasiblity analysis from the experts used qualitatif and quantitatif descriptive data analysis. The result of the feasibility analysis from the instructional design expert, the percentage of achievment level was 92.5% with a very good qualifications and feasible to be used with revisions as needed. The result of the feasibility analysis from each material experts was 90% and 92.5% with a very good qualifications and feasible to be used with revisions as needed. The curriculum development of “Jadi Pendamping Adik” subject in class X was feasible to be used as a guide in learning.

scholarly journals Pengembangan Paket Pembelajaran Filsafat Pendidikan Islam Berbasis Critical Thinking

2016 ◽  
Vol 18 (1) ◽  
pp. 10
Author(s):  
Ismail Ismail
Keyword(s):  
Critical Thinking ◽  
Group Treatment ◽  
Instructional Strategy ◽  
Development Process ◽  
Formative Evaluation ◽  
Model Development ◽  
Assessment Instrument ◽  
Islamic Education ◽  
Summative Evaluation ◽  
Empirical Validation

The research aimed at developing packet on critical thinking based for learningand teaching in islamic education philoshophy. The materials designed by using the Dickand Carey models (2009). The model development steps begins by identify instructionalgoals, conduct instructional analysis, analyze learner and contexs, write performance objectives,develop assessment instrument, develop instructional strategy, develop and selectinstructional materials, design and conduct formative evaluation of instructional, revising,and design and conduct summative evaluation. The development process applied expextand empirical validation. Empirical validation conducted three field, one-to-one learnertreatment 3 students, small group treatment which is cover 9 students, and large treatment35 students. The research resulted that packet purposed could be effective on critical thinkinglearning and teaching in islamic education philosophy.Keywords: critical thinking, development, packet, philoshophy, islamic education. Penelitian ini bertujuan untuk mengembangangkan paket pembelajaran FilsafatPendidikan Islam berbasis Berpikir Kritis. Pengembangan dilakukan dengan menggunakandesain instruksional Dick and Cerey (2009). Tahapan-tahapan pengembanganmodel dimulai dari mengidenfikasi tujuan pembelajaran, dilanjutkan dengan analisis instruksional,analisis peserta didik dan konteks, penulisan tujuan pembelajaran, pengembanganinstrumen penilaian, pengembangan strategi instruksional, seleksi dan pengembanganbahan instruksional, desain evaluasi formatif, revisi, dan desain evaluasi sumatif.Proses pengembangan menggunakan validasi ahli dan validasi empiris. validasi empirismenggunakan uji perorangan melibatkan 3 orang mahasiswa, uji kelompok kecil melibatkan9 orang mahasiswa, dan kelompok besar melibatkan 35 orang mahasiswa. Hasilriset menunjukkan paket pembelajaran filsafat pendidikan Islam berbasis berpikir kritisefektif mewujudkan tujuan pembelajaran.Kata kunci: penelitian dan pengembangan, model pembelajaran, konseling kelompok, konstruktivistik

scholarly journals PENGEMBANGAN PERMAINAN MAHKOTA BERTEMAN UNTUK PEMBELAJARAN MENGENALKAN KONSEP DAN LAMBANG BILANGAN PADA ANAK USIA DINI

2018 ◽  
Vol 2 (2) ◽  
pp. 53-67
Author(s):  
Ayu - Asmah ◽  
Tri Candra Wulandari
Keyword(s):  
Early Childhood ◽  
Instructional Strategy ◽  
Formative Evaluation ◽  
Instructional Materials ◽  
Game Form ◽  
Development Research ◽  
Test Results ◽  
Surrounding Environment ◽  
Evaluation Of Instruction ◽  
Instructional Goal

Games for growing and developing early childhood provides opportunity to be able to explore and interact with the surrounding environment. A good game form for early childhood is an educative game, a game that stimulates the child's thinking power and helps to optimize aspects of his development. The phenomenon of learning in early childhood at this time is more directed to the academic, so the principle of learning while playing is replaced with worksheets. The purpose of this study is to produce a suitable game of mahkota berteman to be used for learning to introduce concepts and symbols of numbers in early childhood, and improve the ability of early childhood in recognizing the concept and symbol of numbers. The study was conducted in ten stages according to Dick and Carey's Development Research theory (2011), (1) Identity Instructional Goal, (2) Conduct Instructional Analysis, (3) Analyze Learners and Contexts, (4) Write Performance Objectives, (5) Develop Assessment Instrumens, (6) Develop Instructional Strategy, (7) Develop and Select Instructional Materials, (8) Design and Conduct Formative Evaluation of Instruction, (9) Revise Instruction, (10) Design And Conduct Summative Evaluation. The results showed that mahkota berteman gamers were eligible for learning to introduce the concept and symbol of numbers in early childhood. Based on the data analysis of field test results using T test shows that the significance obtained by 0.000 is smaller on the significance used in this research that is 0,05 (sig = 0,000 0,05), thus H0 is rejected and H1 accepted. So the result this development research can be concluded that after using the mahkota berteman game befriending the ability of children in knowing the concept and the symbol of numbers to be better.

scholarly journals Pengembangan Strategi Pembelajaran Kontekstual Mata Kuliah Fotografi Pendidikan Program Studi Teknologi Pendidikan Universitas Negeri Jakarta

2021 ◽  
Vol 4 (1) ◽  
pp. 62-69
Author(s):  
Muhammad Fatih Abiyyu ◽  
Robinson Situmorang ◽  
Murti kusuma Wirasti
Keyword(s):  
Learning Strategies ◽  
Instructional Strategy ◽  
Formative Evaluation ◽  
Instructional Materials ◽  
Development Research ◽  
Technology Study ◽  
Study Program ◽  
Expert Review ◽  
A Value ◽  
One To One

This development research aims to produce a product in the form of Rencana Perkuliahan Semester (RPS) by implementing contextual learning strategies and learning unit modules in the Education Technology Study Program at the State University of Jakarta. In this research development refers to the Dick & Carey model which consists of: identifying Instructional Goal (s), Conduct Instructional Analysis, Analyze Learners and Context, Write Performance Objective, Develop Instrument Assessment, Develop Instructional Strategy, Develop and Select Instructional Materials, Design and Conduct Formative Materials Evaluation of Instruction, and Revise Instruction. This development research product has gone through the formative evaluation stage, namely expert review and one to one. The results of the Expert Review from the learning design expert obtained a value of 3.75 (very good). material expert of 2.9 (good), and from media expert got a score of 3.85 (very good). Then the user evaluation (one to one) was conducted to users namely lecturers and students. One to one evaluation by lecturers received a score of 3.57 (very good) and evaluations conducted by students get a value of 3.7 (very good) .Based on these results, it can be concluded that the Rencana Perkuliahan Semester product in Education photography courses and learning unit modules is very good.

scholarly journals Pengembangan Program Pelatihan Teknik Penulisan Modul Untuk Widyaiswara BPSDM Provinsi DKI Jakarta

2019 ◽  
Vol 2 (2) ◽  
pp. 106-115
Author(s):  
Putri Purwaning ◽  
Retno Widyaningrum ◽  
Cecep Kustandi
Keyword(s):  
Training Program ◽  
Instructional Strategy ◽  
Formative Evaluation ◽  
Assessment Instrument ◽  
Expert Review ◽  
Evaluation Phase ◽  
Instructional Goal ◽  
One To One ◽  
Presentation Media ◽  
The One

This development research aims to develop an appropriate training program about module writing which intended to the Instructors of BPSDM Jakarta in order to increase ones’ knowledge and competencies in module writing. The program development refers to the Instructional Development Model by M. Atwi Suparman. Basde on these models, research and developmenta has been through the stages of assess needs to identify instructional goal, conduct instructional analysis, analyze learners and contexts, write performance objectives, develop assessment instrument, develop instructional strategy, develop and select instructional, and design and conduct formative evaluation. This research also developed a book of training program for Instructors, training module, and presentation media, in order to assist the training process. The evaluation of the training program includes two phases which consist of expert review and one-to-one evaluation. The evaluation scores from expert review phase by Instructional Design Expert is 3.73 which considered as very good, also the scores from media expert for learning source module is 3.88 which considered as very good and for presentation media 3.17 which considered as very good either. The one-to-one evaluation phase involved 3 Instructors and the scores obtained is 3 which considered as good. Based on the results of evaluation, it can be concluded that this training program is appropriate to be implemented in order to increase the competencies of module writing for the Instructors of BPSDM DKI Jakarta.

scholarly journals PENGEMBANGAN MATERI LAYANAN KLASIKAL DALAM BIMBINGAN BELAJAR PADA PEMBELAJARAN ABAD 21

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Anita Dianasari ◽  
Nurmida Catherine Sitompul ◽  
NFn Sugito
Keyword(s):  
High School ◽  
Field Experiment ◽  
Instructional Strategy ◽  
Formative Evaluation ◽  
Quantitative Approach ◽  
Instructional Materials ◽  
Guidance And Counseling ◽  
Vocational High School ◽  
Instructional Goals ◽  
Validation Experiment

Learning is an important activity for students in school. Therefore school must provide a place for students to develop learning skills. One of them is by improving the learning guidance service by the Guidance and Counseling teacher. The goal of the research is to develop the classroom counseling material for guidance learning in 21st century for students of Vocational High School. This research is R & D. This development research refers to Dick and Carey (2001) which consisted 10 steps consisting of identify instructional goals, conduct instructional analysis, identify entry behaviours, write performance objectives, develop criterian reference tests, develop instructional strategy, develop and select instructional materials, develop and conduct formative evaluation, revise instructional, develop and conduct sumative evaluation. The researcher only applied 9 steps for the step 10 is revise instructional. The development of teaching materials were through some steps. They were the review of subject matter expert, learning design expert, small grup experiment test and field experiment test. This small group test were conducted to five students of SMKN 1 Kemlagi. Meanwhile, the field experiment test were conducted to 32 student of X MM 2 in SMKN 1 Kemlagi. The analysis of the result data in this research used qualitative and quantitative approach. The data from the expert which is in the form of suggestions and critics  was analized using qualitative approach meanwhile advisability data dan and opinion about advisability of teaching material described in the form of quantitative approach. This devolepment product can be used at school as one of the learning source in Vocational High school because of the result of validation experiment and experiment to student showed that the product is suitable to be used.AbstrakBelajar merupakan kegiatan inti peserta didik di sekolah. Oleh karena itu sekolah harus memberikan wadah kepada peserta didik untuk mengembangkan keterampilan belajar. Salah satunya dengan meningkatkan layanan bimbingan belajar oleh guru Bimbingan dan Konseling. Penelitian ini bertujuan mengembangkan materi layanan klasikal dalam bimbingan belajar pada abad 21 bagi peserta didik Sekolah Menengah Kejuruan. Penelitian ini termasuk dalam penelitian R & D. Pengembangan ini mengacu pada model pengembangan Dick and Carey (2001) yang terdiri dari 10 langkah yang meliputi: mengidentifikasi tujuan pembelajaran, melakukan analisis pembelajaran, menganalisis karakteristik peserta didik, merumuskan tujuan pembelajaran, mengembangkan instrumen penilaian, mengembangkan strategi pembelajaran, mengembangkan dan memilih bahan ajar, merancang dan melaksanakan evaluasi formatif, melakukan revisi serta mendesain dan melakukan evaluasi sumatif. Dalam penelitian ini, peneliti membatasi hanya pada langkah yang ke-9, yaitu melakukan revisi. Proses pengembangan bahan ajar ini melalui beberapa tahapan, yaitu review ahli isi, review ahli desain pembelajaran, uji coba kelompok kecil dan uji coba lapangan. Uji coba kelompok kecil dilakukan oleh peserta didik di SMK Negeri 1 Kemlagi sebanyak 5 orang. Sedangkan uji coba lapangan dilaksanakan kepada 32 peserta didik kelas X MM 2 SMK Negeri 1 Kemlagi. Analisis data hasil penelitian menggunakan pendekatan kualitatif dan kuantitatif. Data berupa saran dan kritik dari ahli dan peserta didik dianalisis dengan pendekatan kualitatif, sedangkan data kelayakan mengenai kesesuaian bahan ajar diolah dengan pendekatan deskriptif kuantitatif. Produk pengembangan ini bisa dipakai di sekolah sebagai salah satu sumber belajar di SMK karena hasil validasi ahli dan uji coba kepada peserta didik menunjukkan produk masuk dalam kriteria layak.

scholarly journals The Pengembangan Handout Mind Mapping di MI (Materi Sholat Jum’at Mata Pelajaran Fiqih Kelas IV Kurikulum 2013)

2020 ◽  
Vol 1 (2) ◽  
pp. 52-59
Author(s):  
Siti Rofi'ah ◽  
Kurniatun Nailatin
Keyword(s):  
Research And Development ◽  
Instructional Strategy ◽  
Formative Evaluation ◽  
Summative Evaluation ◽  
Mind Mapping ◽  
Writing Performance ◽  
Criterion Referenced Test ◽  
Criterion Referenced

Bahan ajar yang sering digunakan di sekolah adalah Lembar Kerja Siswa (LKS) kerena harganya yang terjangkau membuat sekolah hanya memberikan LKS sebagai penunjang pembelajaran siswa. Kebanyakan bentuk LKS hanya berwarna hitam putih sehingga siswa kurang menarik dan kurang menyenangkan dalam proses pembelajaran. Penelitian ini bertujuan untuk menghasilkan produk bahan ajar berupa hanout mind mapping materi shalat jum’at mata pelajaran fiqih untuk kelas IV madrasah Ibtidaiyyah. Penelitian ini merupakan jenis penelitian R&D (Research and Development). Penelitian ini mengacu pada penelitian model desain Dick and Carey, yaitu: Analysis Instrutional Goal, Conducting Instructional Analysis, Identifying Entry Behaviors, Writing Performance Objectives, Developing Criterion-Referenced Test, Developing Instructional Strategy, Developing and Selecting Instruction, Designing and Conducting Formative Evaluation, Revising Instruction, Designing and Conducting Summative Evaluation. Pembelajaran dengan menggunakan produk ini menjadi lebih menyenangkan dan membuat siswa menjadi aktif. Produk ini selain berisi gambar yang sesuai dengan tema, mind mapping yang lucu juga terdapat kuis belajar sambil bermain, sehingga siswa dapat belajar sambil bermain agar pembelajaran lebih menyenangkan.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

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