scholarly journals Pengembangan Bahan Ajar Bahasa Inggris Berbasis Analisis Kebutuhan Dunia Kerja

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
Putu Shinta Noviaty ◽  
Eka Ayu Purnama Lestari ◽  
Komang Trisnadewi
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Process Development ◽  
Design Stage ◽  
Design Development ◽  
Teaching Materials ◽  
Revision Process ◽  
Is Implementation ◽  
Evaluation Stage ◽  
Last Stage

Time development will affect the changing needs of graduates. Using teaching materials as one of the factors supporting the learning process is an absolute thing to do so that learning becomes directed. Therefore, it is necessary to conduct this research to prepare highly competitive human resources. This research is a development that aims to produce materials oriented towards analyzing the needs of graduate users. The ADDIE method includes analysis, design, development, implementation, and evaluation. It was chosen as the basis for developing teaching materials for STMIK STIKOM Indonesia students on Information Technology. The analysis stage is the stage carried out to describe what the learner will learn. Next is the design stage. The purpose of learning, strategies, learning resources, tests are designed. It becomes a supporting factor for the learning process. Development is the next stage where the process of making materials is carried out according to a predetermined design. The next stage is implementation. Submission of material by the results of the development is carried out at this stage. The last stage is the evaluation stage. The revision process is carried out at this stage to assess the designed learning program.Time development will affect the changing needs of graduates. Using teaching materials as one of the factors supporting the learning process is an absolute thing to do so that learning becomes directed. Therefore, it is necessary to conduct this research to prepare highly competitive human resources. This research is a development that aims to produce materials oriented towards analyzing the needs of graduate users. The ADDIE method includes analysis, design, development, implementation, and evaluation. It was chosen as the basis for developing teaching materials for STMIK STIKOM Indonesia students on Information Technology. The analysis stage is the stage carried out to describe what the learner will learn. Next is the design stage. The purpose of learning, strategies, learning resources, tests are designed. It becomes a supporting factor for the learning process. Development is the next stage where the process of making materials is carried out according to a predetermined design. The next stage is implementation. Submission of material by the results of the development is carried out at this stage. The last stage is the evaluation stage. The revision process is carried out at this stage to assess the designed learning program.

scholarly journals Pengembangan lembar kegiatan siswa (LKS) berbasis inquiry materi pengukuran untuk meningkatkan kreativitas siswa

2018 ◽  
Vol 5 (2) ◽  
pp. 98
Author(s):  
Diah Nugraheni
Keyword(s):  
High School ◽  
Science Teaching ◽  
Junior High School ◽  
Learning Process ◽  
Material Science ◽  
Development Research ◽  
Design Development ◽  
Stages Of Development ◽  
Teaching Materials ◽  
Scientific Approach

Pembelajaran IPA di sekolah sangat memerlukan sarana dan prasarana, salah satunya berupa Lembar Kegiatan Siswa (LKS). Guru dituntut kreativitasnya dalam membuat bahan ajar berupa LKS yang menerapkan pendekatan saintifik untuk mengaktifkan siswa ketika proses pembelajaran di kelas. Penelitian ini bertujuan untuk mengembangkan Lembar Kegiatan Siswa (LKS) berbasis inquiry pada materi pengukuran dalam pembelajaran IPA di Sekolah Menengah Pertama (SMP). Penelitian ini merupakan penelitian pengembangan dengan model 4D dengan empat tahapan pengembangan, yaitu define (pendefinisian), design (perancangan), development (pengembangan), dan dissemination (penyebaran). Hasil penelitian menunjukkan bahwa LKS berbasis inquiry yang dikembangkan memiliki kriteria valid dan layak digunakan dalam pembelajaran. Respon siswa terhadap LKS yang dikembangkan memiliki kategori baik. Jadi, LKS berbasis inquiry pada materi pengukuran yang dikembangkan efektif diterapkan dalam pembelajaran untuk meningkatkan kreativitas siswa.   AbstractScience teaching in schools need more facilities and infrastructure, one of which is a Student Worksheet. Teachers are required creativity in making teaching materials that apply a scientific approach to enable students to do the learning process in the classroom. This study aims to develop an integrated inquiry based Student Worksheet on the measurement material science teaching in Junior High School (SMP). This research is a development research with 4D model with four stages of development, namely define (definition), design (design), development (development), and dissemination (spread). The results showed that Student Worksheet based inquiry developed has valid and feasible criteria in learning. The student's response to the developing Student Worksheet has a good category. Thus, Student Worksheet based inquiry on the materials developed are effective in learning to enhance students creativity.

scholarly journals Analysis of the Needs of Developing Teaching Materials in the Form of STEM-Based Web Modules Using Scaffolding

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 139-144
Author(s):  
Menza Hendri ◽  
Dian Pertiwi Rasmi ◽  
Winda Ananda
Keyword(s):  
Learning Process ◽  
School Library ◽  
Learning System ◽  
Design Development ◽  
Teaching Materials ◽  
Physics Teachers ◽  
Implementation Evaluation ◽  
Printed Books ◽  
Offline Learning ◽  
Analysis Design

Since the Coronavirus disease (COVID-19) pandemic, the world of education has been affected by the application of a learning system that is carried out in a blended learning manner. Therefore, this study aims to develop teaching materials in the form of a STEM-based web module using scaffolding to assist the learning process during the covid 19 pandemic. The development of a STEM-based web module using scaffolding is carried out using the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). Data were obtained through interviews with physics teachers. Based on the results of interviews with teachers at one of the senior high schools in Batanghari district, it is known that in offline learning, printed books from the school library are still used. Therefore, we need an electronic module that can be accessed anytime and anywhere to facilitate the learning process. So that researchers will develop a STEM-based web module using scaffolding on straight motion physics material for class X high school. The product produced is in the form of a web containing material for straight motion physics class X SMA/MA based on STEM using scaffolding

Desain Lembar Kerja Siswa Materi Sistem Persamaan Dua Variabel Berorientasi Etnomatematika

2018 ◽  
Vol 1 (2) ◽  
pp. 83-92
Author(s):  
Drajat Friansyah ◽  
Maria Luthfiana
Keyword(s):  
Cultural Context ◽  
Mathematics Learning ◽  
Instructional Materials ◽  
Development Model ◽  
Design Stage ◽  
Design Development ◽  
Teaching Materials ◽  
Traditional Markets ◽  
Starting Point ◽  
Two Stages

This study aims to explain the steps in designing teaching materials in the form of LKS oriented Etnomatematics on SPLDV material using the first two stages of the ADDIE development model. The method used by the writer in designing teaching materials is a part or the first two stages of the ADDIE development model which consists of the stages of analysis, design, development, implementation, and evaluation. The analysis stage aims to identify the curriculum, student characteristics, the need for instructional materials, while the design stage is to design the LKS framework and research instruments. The results of the study are ethnomatematics concepts that can be integrated into learning by presenting in LKS, namely, the unit of calculation in buying and selling transactions in traditional markets in the form of "secanting and setembuk ", besides that  Lubuklinggau's typical batik motif is durian motif. The ethnomatematics context becomes the starting point in the learning process presented in the LKS on SPLDV material, so that mathematics learning can be more meaningful. In Conclusion, a good quality of Mathematics learning must be supported by various aspects, one of the main aspects is professional teacher who is able to utilize various learning resources and develop teaching materials (LKS) by utilizing the daily cultural context (ethnomatematics) experienced by students, thus the  process of meaningful mathematics learning occurs and grows awareness of students to appreciate local wisdom and culture in this case the culture of Lubuklinggau.  Keyword: etnomatematika, SPLDV

scholarly journals Design of Student Worksheets based on Learning Cycle 5E Learning Model for VIII Junior High School Students in Indonesia

2018 ◽  
Vol 7 (4.30) ◽  
pp. 16
Author(s):  
Rima Nur’Afifah ◽  
Supar Man
Keyword(s):  
High School Students ◽  
Data Analysis ◽  
Junior High School ◽  
Learning Process ◽  
Meaningful Learning ◽  
Learning Model ◽  
Learning Cycle ◽  
Design Stage ◽  
Teaching Materials ◽  
Mathematical Connection

The ability of a mathematical connection is one of the skills that must be possessed by students in the learning process of mathematics. Connecting mathematical concepts to gain a meaningful learning. Learning cycle 5E is one of the learning models that could improve students' mathematical connection ability. Student worksheet is a teaching material which is in the form of papers containing a summary of the materials, a guide for independent studying that refers to the basic competencies needed to be achieved. This article aims to develop a student worksheet design that provides an opportunity for students to optimize students' mathematical connection ability in the independent learning process based on the 5E learning cycle model. This research is for the development of the ADDIE model which consists of four stages, which are: analysis, design, development, implementation, and evaluation. This research is only up to the design stage. The subjects of the study are the students of SMP IT-Abu Bakar and MTs Mu'allimat Muhammadiyah Yogyakarta Indonesia. The instruments of the data collecting included interview sheets, document sheets, and description sheets. Interview sheets for retrieving curriculum data and student characteristics, document sheets for evaluating teaching materials, and description sheets for determining students' mathematical connection ability. Data analysis techniques uses qualitative data analysis. This research resulted in the design of student worksheets that fit the characteristics of students, curriculum, and teaching materials as well as packaging it based on the LC 5E model to provide a meaningful learning experience. Student worksheets are designed to facilitate students in learning activities and provide opportunities for students to optimize mathematical connection capabilities that are integrated into the learning model LC 5E.

scholarly journals The Development of Japan History Teaching Materials With ADDIE Method

IZUMI ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 200-208
Author(s):  
Alpina Pamugari ◽  
Yosefa Putri Tanjungsari ◽  
Ari Artadi ◽  
Hari Setiawan
Keyword(s):  
Evaluation Method ◽  
Positive Impact ◽  
Development Stage ◽  
Japanese Language ◽  
Design Stage ◽  
Japanese History ◽  
Design Development ◽  
Multiple Perspectives ◽  
Teaching Materials ◽  
Language And Culture

Japanese history course is one of the primary supporting knowledge for Japanese language and culture learners to understand Japan as a whole. Therefore, the Japanese Language and Culture department at Darma Persada University, providing a Nihon no Rekishi (Japan History) lecture using Japanese language textbooks of Japan History. However, based on the results of the evaluation using a questionnaire, Japanese language modules that our campus had now does not give a positive impact on student understanding. Based on this, our goal is to make Japanese History module with developing lecture materials. The development of teaching materials in the form of this module is a Research and Development (R&D) research, based on the ADDIE (Analyse, Design, Development, Implementation, Evaluation) method. First, the results of the analyse phase is improvement needed in order to be able to present knowledge that is not only useful and actual but also encourages students to think critically about Japan history. Second, the results at the design stage, a teaching module is prepared, which contains balanced explanations with pictures or mini videos. They can question about pictures or figures or events that have multiple perspectives for discussed with teacher in lectures. Third, in the development stage, based on the results of analysing and design stages with consultations from leading universities in Japan experts found that at the development stage, have the results that the implementation and evaluation contents of the module are a simplification of reference literature materials, and provide several perspectives on figures and events in Japanese history.

scholarly journals PENGEMBANGAN MODUL BERBASIS CONTEXTUAL LEARNING PADA MATAKULIAH ZOOLOGI VERTEBRATA DI PROGRAM STUDI PENDIDIKAN BIOLOGI FAKULTAS KEGURUAN ILMU PENDIDIDKAN UNIVERSITAS ISLAM RIAU

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Laili Rahmi
Keyword(s):  
Research Design ◽  
Learning Process ◽  
Biology Education ◽  
Contextual Learning ◽  
Design Stage ◽  
Design Development ◽  
Study Program ◽  
Vertebrate Zoology ◽  
The Subject ◽  
Analysis Design

This study aims to determine and test the feasibility of a teaching materials module based on Contextual Learning in Vertebrate Zoology courses in the learning process in Biology Education Study Program Faculty of Teacher Training and Education University of Islam Riau Year 2015-2016. This research uses ADDIE model as research design consisting of five stages; Analysis, Design, Development, Implementation and Evaluation. But the research design only test on the feasibility of the module so that this research only through three stages of Analysis, Design, Development. The selection of subjects is determined from the total of students who take the Vertebrate Zoology course as many as 195 people then selected by Random Sampling of 45 people. This is because the subject and the subject character are the same. The instrument used in this study is a questionnaire. The results of the research show at the Analysis stage; there needs to be a more interesting learning innovation, so that students are more active in constructing their knowledge through more relevant learning resources. Next at Design stage; the requirements of the design stage are adjusted to the steps already described in the RPS (Semester Course Plan). At Development stage; the results of the validation of materials experts by 80% with the criteria module feasible to use, the material expert judgment of 82% with the criteria module feasible to use, and student ratings states the module appeals to students with 90% percentage (very worthy to use). So it can be concluded that the learning process associated with constructing the pemahan students is not only limited to the exposure of the material, but also reflects the activities and learning activities that must be done. so students can explore the source of learning by building their knowledge through direct interaction with the experience and environment.Keywords: Development Module, Contextual Learning, Vertebrate Zoology.

Error Analysis A Recent Pseudoprocedure in Applied Linguistics

1974 ◽  
Vol 25-26 ◽  
pp. 35-49 ◽  
Author(s):  
Roger Bell
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Applied Linguistics ◽  
Analytical Techniques ◽  
Teaching Materials ◽  
Process Error ◽  
The Status ◽  
Linguistic Behaviour

Abstract In recent years, applied linguists have been much concerned with the description of linguistic behaviour previously labelled as «deviant». In particular, a technique known as «error analysis» has been developed by means of which it is claimed access is gained to the «transitional competence» of the L2 learner thus making the description of the learner's «interlanguage» and the explanation of the systematic nature of the errors generated by its grammar possible. Such a Technique can, if its claims are justified, be of inestimable value to linguist, teacher and learner but equally, if its claims are false, can lead to invalid assumptions concerning the nature of the «interlanguage», the form of appropriate teaching materials and learning strategies employed by learners. It is suggested here, that in addition to being based on a number of false assumptions and offering a partly spurious assistance to those engaged in the language learning process, error analysis is in itself, an inadmissable pseudoprocedure which purports to contain a methodology that is, in part, impossible in principle and in part, in practice. Hence, we need to reconsider the status of the concept «interlanguage», the analytical techniques involved in its description and the validity of the claims made for both.

scholarly journals E-Summary Teaching Materials with Hannafin & Peck Models for Training Participants in the Human Resources Development Agency

2021 ◽  
Vol 4 (3) ◽  
pp. 534
Author(s):  
Pauline Tricia Andriani ◽  
I Gde Wawan Sudatha ◽  
I Kadek Suartama
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Design Stage ◽  
Teaching Material ◽  
Teaching Materials ◽  
Expert Review ◽  
Content Expert ◽  
Analysis Technique ◽  
Electronic Teaching ◽  
Questionnaire Method

This study aims to describe the design of electronic teaching materials packaged in e-summary form, and to determine the validity of e-summary teaching materials according to experts and product trials. This type of research is development research using the Hannafin & Peck model. The types of data in this study are quantitative and qualitative data. The research data collection used the document recording method and the questionnaire method. The data analysis technique used is descriptive quantitative analysis technique, and descriptive qualitative. The results of the study (1) The design of this e-summary teaching material consists of three stages, namely the needs analysis stage, the design stage, the development and implementation stage. And at each stage it passes through the evaluation stage. (2) The validity of the development of e-summary teaching materials is measured through (a) the results of the content/content expert review by obtaining a percentage of 93.3% being in very good qualification, (b) the results of the e-summary linguist review being 87.5% being on good qualifications (c) the results of the review of individual trials show that the percentage of the overall subject is 97.1% with very good qualifications and (d) the results of the small group trial review show that the percentage of the overall subject is 96.3% with very good qualifications. . In general, the research results show that e-summary is valid with very good quality and is suitable for use in the learning process in creative thinking training. Suggestions that can be given from the results of this study are that this e-summary teaching material can be used optimally in the learning process so that it can increase the training participants' self-study motivation and make it easier to understand the training material.

scholarly journals PENGEMBANGAN MEDIA BELAJAR BARET ARGEO BERBASIS ROLE PLAYING GAME TERHADAP MINAT BELAJAR SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Muhammad Ikhsan Faiz ◽  
Teguh Wibowo ◽  
Bambang Priyo Darminto
Keyword(s):  
Mathematics Learning ◽  
Role Playing ◽  
Design Stage ◽  
Design Development ◽  
Implementation Evaluation ◽  
A Value ◽  
Effective Media ◽  
Evaluation Stage ◽  
Role Playing Game ◽  
Method Analysis

This research aims to establish a valid, practical, and effective media in the form of a game called Baret Argeo for students interest in learning at Senior High School 6 of Purworejo during online learning. This research is a development study that employs the ADDIE method (analysis, design, development, implementation, evaluation).A required analysis is carried out according to pandemic conditions during the analysis stage. The Baret Argeo design and components were produced during the design stage. Validation was carried out by content experts with a value of 3.93 (valid) and media experts with a value of 4.46 at the production level (very valid).which was then put to the test on 18 students in a practicality test with a score of 4.03 (very practical). Then the implementation of the 18 students used the Argeo Beret which was compared with the other 18 students who used the Student Worksheet (LKS) using the t test comparative analysis. The result is   with 4.4881> 2.0322 then  is rejected or it can be said that students' interest in learning using Beret Argeo is better than students using LKS. At the evaluation stage, the Argeo Beret is reserved to be used in a wider range of mathematics learning. This research has implications for students' interest in learning in the middle of distance learning.

scholarly journals Imagineering Learning With Logical Problem Solving

2021 ◽  
Vol 10 (3) ◽  
pp. 112
Author(s):  
Pongsakorn Kanoknitanunt ◽  
Prachyanun Nilsook ◽  
Panita Wannapiroon
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Process Model ◽  
Computational Thinking ◽  
Development Stage ◽  
Design Stage ◽  
Innovation Development ◽  
Logical Problem ◽  
Evaluation Stage ◽  
Relationship Of

This study aimed at developing an imagineering learning process model with logical solutions by using documentary research and relevant experts’ viewpoints with regard to the process of Imagineering Learning—problem-based learning (PBL) involving logical and computational thinking. The data were then synthesized in order to find the relationship of learning theory to achieve an Imagineering Learning process by solving logic problems. The analysis of related documents and research revealed that the Imagineering Learning process involving logical problem solving consisted of 6 important steps as follows: 1) the problem-solving stage, 2) the problem-solving design stage, 3) the innovation development stage, 4) the innovation presentation, 5) the innovation improvement stage, 6) the evaluation stage. The aforementioned learning process can also result in the development of students’ innovative skills, and encouraging learners to develop such skills. The emphasis in terms of the Imagineering process is to create inspiration for the imagination of things that do not yet occur. The process then continues with innovation development by using the PBL process in which students learn solution thinking, focusing on logically-prioritizing problems and their causes and effects. This creates structural and systematic learning through practice, so that students can develop the ability to seek knowledge and develop problem-solving abilities.

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