scholarly journals PENGEMBANGAN ASESMEN FORMATIF DAN REMEDIASI BERBASIS KOMPUTER PADA POKOK BAHASAN SUHU DAN KALOR SMP KELAS VII

2016 ◽  
Vol 4 (2) ◽  
pp. 66
Author(s):  
Nurul Kamar ◽  
Sentot Kusairi ◽  
Siti Zubaidah

Formative assessments developed by teachers are generally conventional. One of the most common constraints on conventional formative assessment is the time to correct the test results long enough, especially for schools with large capacity classes. Therefore the teacher difficulties in providing direct feedback. This paper proposes a computer-based assessment product called ASFORDIASI BEKOM. The application is able to provide formative tests, feedback immediately after conducting tests, and provides remediation materials to help learners learn independently. The design of the study used the Dick & Carey (2001) research and development design which consists of four general stages: preliminary study, preparation, development, and effectiveness test. The study is limited to the third stage of development stage. Based on the validation and trial results of the product, BEKOM ASFORDIASI is considered feasible if used for learning especially on temperature material and calor grade VII SMP.

Author(s):  
Johri Sabaryati ◽  
Linda Sekar Utami ◽  
Zulkarnain Zulkarnain

ABSTRAKPenelitian ini bertujuan untuk : (1) Mengembangkan media motion sensor eksperimen (MSE) dalam problem based learning (PBL) yang layak digunakan.(2) Mengetahui kualitas motion sensor eksperimen (MSE) dalam problem based learning (PBL). Secara umum peneltian ini melalui 3 tahap utama, yaitu:  (1)studi pendahuluan, (2) pembuatan dan pengembangan produk, (3) dan evaluasi. Tahapan pertama dan kedua telah dilakukan,sedangkan tahap ketiga sudah dilakukan kegiatan validasi ahli. Kemudian juga telah dilakukan uji coba pada siswa kelas X MA NW Narmada. Berdasarkan hasil penelitian yang telah dilakukan,maka dapat disimpulkan sebagai berikut:(1) Berdasarkan hasil validasi ahli dapat disimpulkan bahwa produk motion sensor eksperimen (MSE) dalam problem based learning (PBL) yang telah dikembangkan telah layak untuk digunakan.(2) Berdasarkan hasil validasi ahli dapat disimpulkan bahwa modul motion sensor eksperimen (MSE) dalam problem based learning (PBL) yang telah dikembangkan telah layak untuk digunakan. Berdasarkan hasi luji coba diketahui bahwa produk hasil pengembangan dapat menumbuhkan karakter siswa dalam kategori baik. Kata Kunci: motion sensor eksperiment; PBL; karakter siswa ABSTRACTThis study aims to: (1) Develop experimental motion sensor media (MSE) in problem based learning (PBL) that is feasible to use. (2) Determine the quality of experimental motion sensor (MSE) in problem based learning (PBL). In general, this research goes through 3 main stages, namely: (1) preliminary study, (2) product manufacture and development, (3) and evaluation. The first and second stages have been carried out, while the third stage has carried out expert validation activities. Then a trial has also been carried out on class X MA NW Narmada students. Based on the results of the research that has been done, it can be concluded as follows: (1) Based on the results of expert validation, it can be concluded that the experimental motion sensor (MSE) product in problem based learning (PBL) that has been developed is feasible to use. (2) Based on the results Expert validation can be concluded that the experimental motion sensor module (MSE) in problem based learning (PBL) that has been developed is feasible to use. Based on the test results, it is known that the product developed can grow the character of students in the good category. Keywords: motion sensor experiment; PBL; student character


2021 ◽  
Vol 64 (2) ◽  
pp. 309-320
Author(s):  
Mihajlo P. Fejsa

In this paper, the author compares chromatic terms in Ruthenian and Serbian. He focuses on the basic colour terms according to Berlin and Kay: white, black, red, green, yellow, blue, brown, purple, pink, orange, and grey. They have equivalents in both languages: Ruthenian bila – Serbian bela, čarna – crna, červena – crvena, željena – zelena, žovta / žolta – žuta, belava – plava, braon – braon, lilova – ljubičasta, celova – roze, pomarančecova /poma- randžecova – narandžasta, šiva – siva. The criterion of one-morpheme word is not appli- cable to the terms lilova, celova, and pomarančecova /pomarandžecova in Ruthenian, and ljubičasta and narandžasta in Serbian. It is applicable to the terms bila, čarna, červena, željena, žovta / žolta, belava, braon, and šiva. With the exception of braon, all these terms are derived from the Proto-Slavic language (*bеlъ, *čьrnъ, *čьrvenъ, *zelenъ, *žltъ, *polvь, and *sivъ). As far as the Berlin–Kay’s universal of seven phases of colour formation is con- cerned, our study of chromatic terminology confirms it. In accordance with the supposed first stage of development, the Ruthenian language has bila and čarna; according to the second stage, Ruthenian has červena; in accordance with the third stage, Ruthenian has že- ljena or žovta / žolta; according to the fourth stage, Ruthenian has žovta / žolta or željena; in accordance with the fifth stage, Ruthenian has belava; according to the sixth stage, it has braon; and in accordance with the seventh stage (even if we leave aside the multi-mor- pheme terms lilova, celova, and pomarančecova /pomarandžecova), it has šiva. Generally speaking, the usage of the terms is identical in both investigated languages but there are several differences (e.g. cibulja – beli luk, željena pasulja – boranija). The most frequent suffixes are -asta and -ista in Ruthenian, and -asta in Serbian.Most of the chromatic terms are of Slavic origin but there are several borrowings used for nuance purposes in recent decades, e.g. azurna, teget, akvamarin, tirkizna, and others. Some borrowings remain unchanged, e.g. in both languages blond, braon, drap, krem, bež, and oker, and only in Serbian lila and roze. Hungarian was the official language until the first decades of the 20th century (until the collapse of the Austro-Hungarian Monarchy in 1918), during which Ruthenian–Hungarian bilingualism reigned. That is the reason why several Hungarian colour names are found, e.g. in surnames (the Ruthenian surname Barna comes from Hungarian barna ‘brown’, Fekete/Feketa is from fekete ‘black’, and Vereš is from vörös ‘red’) and in the names of domestic animals (the Ruthenian horse name pejka [Serbian riđan] comes from Hungarian pej ‘brown’ and šarga [Serbian žutalj] is from sár- ga ‘yellow’). The general name for ‘colour’ comes from the German language (Ruthenian farba is from German Farbe).


1990 ◽  
Vol 44 (3) ◽  
pp. 263-279
Author(s):  
Scott T. Carroll

AbstractSolomonic legend evolved through four clearly perceptible stages. The first stage found in the pre-Christian literature was marked by the most primitive notions about Solomon-as-exorcist. These legends about Solomon's abilities, however, were controlled by several qualifiers. Solomon controlled the demons by means of his God-given gift of wisdom along with the aid of some archaic talismans. The second evolutionary stage which spanned the first and second centuries A.D. expanded the theme of Solomon-as-exorcist. Solomon controlled the demons with talismans (his ring, seal, shield, magic roots, incantations, magic bottles ...), but God was still seen as the ultimate source of his power. Demons were used by the exorcist solely to help build the Temple in Jerusalem. The third stage, from the late second through the fourth centuries, was a watershed in the development of Solomonic legend. Solomon-the-magician extraordinaire was first attested at this date. Solomon's source of power was no longer readily identified with God. At this stage, demons were used by Solomon to accomplish manifold tasks. The final stage of development, dominated by Muslim adaptations, expanded the theme of Solomon-the-wizard and the idea of subservient demons, to imaginative heights.


2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Rapita Ulan Sari ◽  
Rusdarti Rusdarti ◽  
Rodia Syamwil

Penelitian ini bertujuan untuk membuat pengembangan model pembelajaran berbasis potensi lokal bidai pada mata pelajaran Kewirausahaan dan menguji kevalidan dan keefektifan dalam menggunakan pembelajaran yang dikembangkan untuk membuat siswa berminat berwirausaha bidai. Metode yang digunakan dalam penelitian ini adalah research and development dengan dibuat penyederhanaan pada langkah ke enam sebagai model final yang pelaksanaannya dilaksanakan dalam tahap studi pendahuluan dan tahap pengembangan. Tahap studi pendahuluan dalam penelitian ini menggunakan observasi wawancara terbuka dari pernyataan guru. Tahap pengembangan model pembelajaran kewirausahaan meliputi desain produk yang divalidasi oleh para ahli, selanjutnya diimplementasikan ke dalam perangkat pembelajaran yang akan divalidasi oleh praktisi sebagai pengguna model sebelum diterapkan di dalam kelas. Hasil penelitian ini menunjukkan model pembelajaran kewirausahaan berbasis potensi lokal bidai dikembangkan menghasilkan model konseptual, model hipotetik, dan model akhir. Model pembelajaran kewirausahaan berbasis potensi lokal yang dikembangkan dinyatakan valid dan efektif untuk meningkatkan pengetahuan dan keterampilan membuat bidai dan berwirausaha, memiliki sikap positif terhadap warisan budaya, dan menghasilkan produk bernilai komersil.. Hasil akhir penelitian pada model pembelajaran kewirausahaan ini yaitu hasil akhir model pembelajaran kewirausahaan berbasis potensi lokal bidai dikategorikan valid dan efektif. This research aims to make the development of learning model based on local potential of bidai on Entrepreneurship subjects and to test the validity and effectiveness in using a developed learning to make students interested in entrepreneurial bidai. Research and development were used as the method in this study with a simplification made in the sixth step as a final model, which the implementation was carried out in the preliminary study stage and development stage. The preliminary study stage in this study used open interview observations of teacher statements. The development phase of the entrepreneurship-learning model includes product design, which was validated by experts, and then implemented into learning tools that would be validated by practitioners as model users before being applied in the classroom. The results of this study indicate that the developed entrepreneurship-learning model based on the local potential of bidai generates conceptual models, hypothetical models, and final models. The developed entrepreneurship-learning model based on the local potential is said as a valid and effective learning model in improving the knowledge and skills of bidai and entrepreneurship, possessing a positive attitude toward cultural heritage, and producing commercial value products. The result of this study on the entrepreneurship-learning model is that the developed entrepreneurship-learning model based on the local potential of bidai t is said as a valid and effective learning model.


2018 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Hardi Prasetiawan ◽  
Wahyu Nanda Eka Saputra

<p>Percaya diri merupakan aspek penting bagi siswa dalam mengembangkan potensinya. Percaya diri merupakan keyakinan seseorang terhadap segala aspek kelebihan yang dimilikinya dan keyakinan tersebut membuatnya merasa mampu untuk bisa mencapai berbagai tujuan di dalam hidupnya. Tujuan Penelitian ini untuk mengatasi rendahnya percaya diri siswa. Metode Penelitian ini menggunakan rancangan penelitian ini adalah rancangan penelitian pengembangan (<em>research and development</em>). Penelitian ini direncakan akan dilaksanakan selama satu tahun. Penelitian ini menggunakan lima tahapan, yaitu (1) studi pendahuluan; (2) perencanaan penelitian; (3) pengembangan produk awal; (4) uji lapangan terbatas; dan (5) revisi hasil uji lapangan terbatas. Hasil penelitian menunjukkan bahwa dari studi pendahuluan awal menunjukkan bahwa 6,72% siswa memiliki percaya diri kategori sangat tinggi, 23,04% siswa memiliki percaya diri kategori tinggi, 33,6% siswa memiliki percaya diri kategori sedang, 21,12% siswa memiliki percaya diri kategori rendah, dan 7,68% siswa memiliki percaya diri kategori sangat rendah. Seyogyanya hasil penelitian ini dapat menjadi panduan bagi konselor dalam upayanya meningkatkan percaya diri siswa.</p><p align="center"> <strong><em>Abstract</em></strong></p>Self confidence is an important aspect for students in developing their potential. Self-confidence is a person's belief in all aspects of the advantages it has and that belief makes it feel able to achieve the various goals in life. The purpose of this study is to overcome the low self-esteem of students. Methods This research using the design of this research is the design of research development (research and development). This study is planned to be implemented for one year. This study uses five stages, namely (1) preliminary study; (2) research planning; (3) early product development; (4) limited field testing; and (5) revision of limited field test results. The results showed that from the preliminary preliminary study showed that 6.72% of students had very high confidence category, 23.04% students had high self-confidence category, 33.6% students had moderate self-confidence category, 21.12% confident category low, and 7.68% students have very low confidence category. The results of this study should be a guide for counselors in an effort to improve students' self-confidence.


Author(s):  
Catherine Beaudry

Using the four Biotechnology Uses and Development surveys of Statistics Canada, the chapter examine the importance of collaborating with firms and public institutions at various stages of product development, from research and development to clinical trials and then on to production and commercialization. The models examine the propensity to have products at a particular stage of development using instrumental variables probit regressions. This chapter finds that while small firms do not benefit from collaborating with firms at the research and development stage, during the clinical trials and in the production phases, collaborating with firms has a strong positive effect. The factors that affect the R&D phase are R&D expenditures, an important IP strategy, revenues from contracts and to some extent contracting out some innovation activities. In later stages of the development process, the number of patents and the diversity of the biotechnology employment team play a more crucial role.


Biotechnology ◽  
2019 ◽  
pp. 1759-1794
Author(s):  
Catherine Beaudry

Using the four Biotechnology Uses and Development surveys of Statistics Canada, the chapter examine the importance of collaborating with firms and public institutions at various stages of product development, from research and development to clinical trials and then on to production and commercialization. The models examine the propensity to have products at a particular stage of development using instrumental variables probit regressions. This chapter finds that while small firms do not benefit from collaborating with firms at the research and development stage, during the clinical trials and in the production phases, collaborating with firms has a strong positive effect. The factors that affect the R&D phase are R&D expenditures, an important IP strategy, revenues from contracts and to some extent contracting out some innovation activities. In later stages of the development process, the number of patents and the diversity of the biotechnology employment team play a more crucial role.


2016 ◽  
Vol 7 (5) ◽  
pp. 913
Author(s):  
Sehe Sehe ◽  
Achmad Tolla ◽  
Kamaruddin Kamaruddin ◽  
Akmal Hamsa

This study was a research and development, with the aim of producing the development of Indonesian language learning materials based on local wisdom. There were three steps in this research and development. The first was a preliminary study. It was the literature studies and field studies. The second was the development study starting from analyzing the development of learning materials, the design of the initial product (prototype), and the development of Indonesian learning materials based on local wisdom. The third was an evaluation. It was conducted to test the effectiveness and feasibility of the development of Indonesian language learning materials based on local wisdom. The data of test results show that students’ average score reaches 82.31 from 30 students who were tested. The highest score is 87.70, and the lowest score is 73.60. Of the 30 students who worked on the student worksheet, there are 25 students (83.33%) who have a very high score category, and five students (16.67%) are in the high score category. Based on the learning outcomes regarding the mastery standard of the class namely 75%, the data show that students' work has been completed because there are 90% of 30 students who have reached the mastery standard of the class. Therefore, the use of Indonesian language learning materials based on local wisdom is feasible and suitable to be applied in accordance with the level of capabilities and characteristics of the first-grade students in SMA Negeri 3 Palopo.


2021 ◽  
Vol 1 (12) ◽  
Author(s):  
Intan Asri Cahyanti ◽  
Mimiep Setyowati Madja ◽  
Sisworo Sisworo

This research and development is motivated by student’s difficulties in learning proportion material especially in determining the direct and inverse proportion material. The students are difficult to distinguish problem about direct and inverse proportion material. Moreover, at this time there has been no development of computer assisted learning media based RME on direct and inverse proportion material. This development aims to produce a computer assisted learning media on direct and inverse proportion material which are valid, practical, and effective. The result of research and development is “GO!MATH” courseware in the form of executable file in CD that can be use independently by students both in classroom or at home. This research and development is done by adapting Thiagarajan development model which only up to the third stage, because the stage develope due only for limited testing stage. The limited testing in this research involved nine student of SMP Brawijaya Smart School Malang which has heterogeneous ability. The results show that “GO!MATH” are valid, practical, and effective.


KOMTEKINFO ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 92-101
Author(s):  
Rini Sefriani ◽  
Jhon Veri

This research and development aims to produce products in the form of Learning Media Interactive Multimedia Module Based on Macromedia Director MX for Class X in SMK-SMAK Padang. This research uses the Research and Development (R&D) research method which refers to the 4D Model with the stages passed in this research are the definition stage, the design stage, the development stage, and the deployment stage. Data retrieval is done to the user of the Interactive Multimedia Module. The research sample consisted of 33 people consisting of 32 students and 1 teacher of the subject of Simulation and Digital Communication (SIMKOMDIG) SMK-SMAK Padang. Validity test results by experts Overall assessment of the validator test on Learning Media Interactive Multimedia Module Based on Macromedia Director MX is 90.35%, so that the level of validity can be interpreted very validly used. Overall practicality assessment of learning media Interactive Multimedia Module Based on Macromedia Director MX is 87.72%, so that the level of practicality can be interpreted very practically used. For effectiveness test Overall assessment of the effectiveness of learning media Interactive Multimedia Module Based on Macromedia Director MX at 85.51%, so that the level of effectiveness can be interpreted effectively used. MX has been tested for eligibility, is practically used and is effectively used in the learning process in Simulation and Digital Communication (SIMKOMDIG) subjects at SMK-SMAK Padang


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