THE EFFECTIVENESS OF MAKE A MATCH MODEL ASSISTED BY GRAPHIC MEDIA TO INCREASE STUDENTS’ LEARNING ACTIVITIES IN SCIENCE LEARNING AT GRADE V

There is a tendency in the education field today to return to the idea that children will learn better if the environment is created naturally. Learning will be more meaningful if children "experience" themselves what they are learning, not 'knowing' it. Target-oriented learning of material mastery proves to be successful in short-term 'remembering' competitions, but fails to equip children to solve problems in long-term life. The problems that would to be studied in this study are: (a) how is the improvement of Social Science learning outcomes by applying the Make A-Match Model to it? (b) how does the Make A-Match Model apply towards the learning motivation? The objectives of this study are: (a) want to know the improvement in Social Science learning achievement after the implemetation of the Make A-Match Model. (b) want to know the effect of Make A-Match Model towards students’ motivation of the subject after it is applied. This research is used two rounds of action research. In each round consists of four stages, namely: design, activity and observation, reflection and revision. The target of this research is the fourth grade students of Mongodow. The data obtained in the form of formative test results, observation sheets of teaching and learning activities. From the results of analysts obtained student achievement has increased from cycle I to cycle II namely, cycle I (65%), cycle II (83%). The conclusion of this research is the Make A-Match Model of Social Science learning could positively influence the motivation of learning of central students, and this learning model could be used as an alternative to Social Science learning.

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ISSUES AND CHALLENGES USE OF FROG VLE IN SCIENCE LEARNING

10.31219/osf.io/qb5zw ◽

2018 ◽

Author(s):

Titik Rahayu ◽

Syafrimen Syafril ◽

Mohamed Yusoff bin Mohd Nor ◽

Agus Pahrudin ◽

Nur Rohmatul Aini ◽

...

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

21St Century ◽

Science Learning ◽

Virtual Learning Environment ◽

Learning Activities ◽

Learning Science ◽

Information And Communication ◽

Support Teacher ◽

Century Science

Frog Virtual Learning Environment (Frog VLE) is one of the supporting learning applications utilizing Information and Communication Technology (ICT) in 21st-century science learning. This paper concept tries to look at various issues in using VLE Frog to carry out science learning activities. Some previous studies were analyzed in depth for this purpose. The results of the analysis show that Frog VLE has not been widely used to support teacher science learning. In fact, the VLE Frog needs to be given a serious support to add to the process of learning science in the future, the teacher must be given continuous and consistent training in the use of the Frog VLE in the process of learning science.

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The effect of colloids practicum e-module to improve students’ interest on virtual lab during the covid-19 pandemic

Jurnal Pendidikan Kimia ◽

10.24114/jpkim.v13i3.29016 ◽

2021 ◽

Vol 13 (3) ◽

pp. 172-179

Author(s):

Nelius Harefa ◽

◽

Novia Fransisca Dewi Silalahi ◽

Leony Sanga Lamsari Purba ◽

Herna Febrianty Sianipar ◽

...

Keyword(s):

Data Analysis ◽

Learning Process ◽

Science Learning ◽

Learning Activities ◽

Virtual Labs ◽

Colloidal Material ◽

Virtual Lab ◽

The Creation ◽

Learning Interest

Practical learning which is generally carried out in the laboratory is one of the important lessons in the science learning process, especially chemistry. The Covid-19 pandemic has caused practical learning activities to not be accommodated in real laboratories. This situation encourages the creation of practical learning innovations, namely the use of virtual labs. In this study, students' learning interest in the use of virtual labs is described which is integrated with the use of e-modules on colloidal material. Based on the results of data analysis, 74.55% of students were interested in using the virtual lab, 10.90% very interested, 12.73% quite interested, and 1.82% lack of interested. These data indicate that the majority of students can make good use of the virtual lab and are able to optimally elaborate on the learning process. However, virtual labs are not intended to replace real laboratories but can be used as supplements and media to support learning in real laboratories.

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Meningkatkan Keterampilan Berbicara Siswa Menggunakan Model Time Token Pembelajaran IPA Kelas V Sekolah Dasar

Jurnal Gentala Pendidikan Dasar ◽

10.22437/gentala.v5i1.9426 ◽

2020 ◽

Vol 5 (1) ◽

pp. 28-41

Author(s):

Rafika Siregar ◽

Atri Widowati ◽

Muhammad Ali

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Science Learning ◽

Learning Activities ◽

Fifth Grade ◽

Observation Data ◽

Fifth Grade Students ◽

Process Learning ◽

Token Model ◽

Speaking Skills

This study aims to improve students' speaking skills in science learning through time token models in fifth grade students of SDN 43 / IV Jambi City. This research is a classroom action research (CAR) consisting of two cycles, where the data taken is in the form of observation data through observation sheets of students' speaking skills and observation sheets of teacher activities. This research was conducted in 4 stages: planning, implementing, observing and reflecting. During the teaching and learning process learning activities apply the time token learning model. The results of this study indicate the application of the time token model can improve students' speaking skills in natural science subjects. Based on the observation sheet the students' speaking skills showed an increase, with the results of the percentage of students speaking skills by 45% with a fairly good category in the first cycle and 68% with a good category in the second cycle. Based on the findings of the research, it can be concluded that the speaking skills of science learning students in fifth grade students of SDN 43 / IV Jambi City can be improved after applying the time token model.

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Bagaimana Menerapkan Life Skills dan Ngerti, Ngrasa, Nglakoni Pada Worksheet Digital Berbasis Integrated-Science

JURNAL PIJAR MIPA ◽

10.29303/jpm.v16i1.1686 ◽

2021 ◽

Vol 16 (1) ◽

pp. 1

Author(s):

Astuti Wijayanti ◽

Tias Ernawati

Keyword(s):

Problem Solving ◽

Data Collection ◽

Life Skills ◽

Science Learning ◽

Daily Life ◽

Learning Activities ◽

Learning Models ◽

Integrated Science ◽

Innovative Learning ◽

Learning Data

Science is a field of study that is closely related to daily life. However, students are less skilled and have difficulty connecting science concepts with problem-solving in their environment. This article is a Define phase that aims to describe how to apply life skills and understand, feel, and trace from the teachings of Ki Hajar Dewantara on integrated science-based digital worksheets in science learning. Data collection techniques using documentation that is from the study of literature about integrated science, lifeskill and the teachings of Ki Hajar Dewantara. Integrated science-based digital worksheets that are developed by applying life skills and ngerti, ngrasa, nglakoni can be displayed with a variety of innovative learning models. Application of the steps of the model will be able to bring up the type of life skills that are developed and also develop tringo in the learning activities of students.

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Penerapan Model Make a Match Berbasis Saintifik Untuk Meningkatkan Hasil Belajar Tematik Siswa

WACANA AKADEMIKA Majalah Ilmiah Kependidikan ◽

10.30738/wa.v2i2.3114 ◽

2018 ◽

Vol 2 (2) ◽

pp. 186

Author(s):

Shafira Dwintha Aulia ◽

Wahyudi Wahyudi ◽

Indri Purwanti

Keyword(s):

Action Research ◽

Data Collection ◽

Learning Outcomes ◽

Class Action ◽

Learning Activities ◽

Analysis Techniques ◽

Model Based ◽

Match Model ◽

Field Notes ◽

Thematic Learning

This research aims to improve the thematic learning outcomes of grade 1 students of SDN Salatiga 05 by implementing the Make a Match model based on scientific. Type of this research is class action research with Stringer model includes look, think and act. Data collection instruments used formative tests, observation, and field notes. Analysis techniques using comparative descriptive. The subjects of research were students of grade 1 SDN Salatiga 05. The results of the study found an increase in the percentage of the students learning activities in the first cycle of 79,35% and the second cycle increased to 84,71%. Students activities increased have an impact on thematic learning outcomes completeness shown in the first cycle of 71%, and increased to 86% in the second cycle. Based on these results, the Make a Match model based on scientific can improve students thematic learning outcomes.

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The Effectiveness of Guided Inquiry Learning Models for Students' Scientific Performances and Critical Skills

MADRASAH ◽

10.18860/mad.v13i1.9342 ◽

2020 ◽

Vol 13 (1) ◽

pp. 1-14

Author(s):

Triyo Supriyatno ◽

Dirga Ayu Lestari ◽

Ulfa Utami

Keyword(s):

Critical Thinking ◽

Science Learning ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Activities ◽

Guided Inquiry ◽

Learning Models ◽

Model Learning ◽

Scientific Attitudes

This study aims to analyze learning activities using guided inquiry learning models in improving scientific attitudes and students 'critical thinking skills and the effectiveness of guided inquiry learning models in improving scientific attitudes and students' critical thinking skills in science learning. This research was a quasi-experimental research with purposive sampling technique. Subjects in this study were 51 students of class V MIN 1 Serang. Data collection used documentation, questionnaires, observations and tests. Data were collected from the pretest and posttest of the students' scientific attitude and critical thinking as well as documentation and observation of guided inquiry learning activities in the control class and the experimental class. The type of data analysis used t-Test and effect size cohen’s test with the help of the statistical package for the social sciences (SPSS) program version 23.0. The results showed that the guided inquiry model learning activities were better than conventional models namely. So, there is the effectiveness of guided inquiry learning models in improving scientific attitudes and critical thinking skills of students on science learning in class.

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