scholarly journals Developing islamic values-based biology smart cards for the eleventh-grade students of special school

2021 ◽  
Vol 6 (2) ◽  
pp. 207-219
Author(s):  
Nusa Intan Asy Syifa ◽  
Nukhbatul Bidayati Haka
Keyword(s):  
Visual Impairments ◽  
Smart Cards ◽  
Special School ◽  
Research Subjects ◽  
School Students ◽  
Students With Special Needs ◽  
Product Trial ◽  
Method R ◽  
Specific Education ◽  
Islamic Values

Students with special needs require specific education services different from other students in general. This research aims to develop Islamic value-based biology smart cards media for students with hearing and visual impairments. Furthermore, this research also seeks to determine the feasibility and effectiveness of the developed learning media in improving students' learning motivation. This research employed the research and development method (R & D) with the development procedure proposed by Borg and Gall, which consists of nine stages. The research involved three experts in validating the product: a media expert, a material expert, and a language expert. Ten students with hearing impairment and ten students with visual impairment were selected as the research subjects. The validation findings from media experts are 98.5 percent, material experts' validation results are 97.32 percent, and linguists' validation results are 98.12 percent. The findings of the paired sample t-test were 0.00 < 0.05. As a result of the product trial, it can be determined that the developed Islamic value-based biology smart card media are feasible and effective in enhancing eleventh-grade special school students' motivation with hearing and visual impairments.

Penggunaan Media Pembelajaran Berbasis Android untuk Meningkatkan Hasil Belajar Kognitif Siswa

2019 ◽  
Vol 5 (2) ◽  
pp. 104-111
Author(s):  
Dian Puspita Eka Putri
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Cognitive Learning ◽  
Field Studies ◽  
Research Subjects ◽  
School Students ◽  
Increase Student Achievement ◽  
Post Test ◽  
Test Result

This study aims to review  the effectiveness of using android-based multimedia learning  to improve achievement cognitive learning outcome of students. The research method is the analysis of field studies. The focus in this research is Multimedia which can influence cognitive learning outcomes of students. data obtained in this study from the literature and direct field observations. The research subjects were high school students in Yogyakarta. The result of analysis and discussion of research indicate that there is the influence of multimedia learning to increase student achievement, which is indicated by increasing post-test result  than before  not using multimedia learning. Posttest value is greater than pretest.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

scholarly journals PENDIDIKAN KARAKTER BERBASIS GERAKAN LITERASI DI SEKOLAH DASAR

2020 ◽  
Vol 11 (1) ◽  
pp. 24-34
Author(s):  
Sri Subiyanti ◽  
Murtono Murtono ◽  
Suad Suad
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Character Education ◽  
Elementary School Students ◽  
T Test ◽  
Fifth Grade ◽  
Validity And Reliability ◽  
Research Subjects ◽  
School Students ◽  
Eligibility Criteria

The purpose of this study was to develop and test the effectiveness of the character education module based on the school literacy movement. This type of research uses Research and Development (RnD). The research subjects used were fifth grade elementary school students in the RA Kartini Cluster, Jaken District, Pati Regency. Data collection techniques by means of observation, interviews, documentation, and questionnaires. The data was collected using observation sheets, interview sheets, photos of activities, and filling out questionnaires. Sources of data obtained from filling out questionnaires, observations, and responses from school principals, class teachers, subject teachers, students, and school committees on the implementation of the module. The resulting module is validated by material experts and module experts. Small group trials were conducted in fifth grade SDN Mojoluhur, Jaken District, Pati Regency. Meanwhile, product use trials were carried out in fifth grade SDNs in the RA Kartini Cluster, Jaken District, Pati Regency. Data analysis techniques are data collection, data presentation, and drawing conclusions and using the t-test to determine the effectiveness of the module. The questionnaire instrument test used validity and reliability, while the quality of the module in the study used expert validation. The results showed: (1) a character education module developed based on the school literacy movement for elementary schools; (2) the character education module based on the school literacy movement is declared valid, the percentage of eligibility criteria for the validator is 75% (feasible) and 83% (very feasible); (3) the character education module based on the school literacy movement is effective for instilling character education in elementary school students. This is shown in the t test the effectiveness of -121.696 1.86 was obtained and the average student character questionnaire before and after using the module increased by 30.08%; (4) the results of teacher responses from observations showed 75.6% (good).

scholarly journals Development of Maquette to Promote Primary School Students’ Critical Thinking Ability in Social Sciences

2019 ◽  
Author(s):  
Rindang Hayom Sasami ◽  
Sujarwo Sujarwo
Keyword(s):  
Critical Thinking ◽  
Field Testing ◽  
T Test ◽  
Research Subjects ◽  
Main Field ◽  
School Students ◽  
Gain Score ◽  
Critical Thinking Ability ◽  
Significant Difference ◽  
Thinking Ability

This research aimed to analyse the feasibility of the use of maquette and the effectiveness of maquette in improving students’ critical thinking ability. The research model employed was the development research model developed by Borg & Gall. The research subjects were third graders. The testing was divided into preliminary field testing, main field testing, and operational field testing. The analysis of the medium feasibility was based on the assessment by media experts, the assessment by subject matter experts, students’ response, and teacher’s response. The analysis of maquette effectiveness was carried out using a t-test (two independent samples) to figure out the difference and gain score of the experimental class for the purpose of identifying the improvement after the use of maquette. In the feasibility analysis, a score of 88 in the category “feasible” was gained from the assessment by a media expert and a score of 85 in the category “highly feasible” was gained from the assessment by a subject matter expert. From the preliminary field testing, scores of 60.5 and 65 in the category “highly feasible” were gained for the students’ response and teacher’s response, respectively. Meanwhile, from the main field testing, scores of 56.1 and 66.5 in the category “highly feasible” were gained for the students’ response and teacher’s response to the maquette use, respectively. The t-test results show a significant value in the critical thinking, namely.000 <.05, indicating a significant difference between the control class and the experimental class. The gain score was 0.5 and fell into the “moderate” category. Thus, it can be concluded that maquette is effective in improving critical thinking ability.

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