Application of Educational Game-Based Online Learning Media in Improving Mathematical Communication Skills

This research is motivated by the low mathematical communication skills about the material of circle elements in the second-grade students of SD Negeri Simpang Sari. This is because online teaching and learning activities are less effective and students' perceptions of the difficulty of learning Mathematics, thus making students less mathematical communication skills when learning Mathematics online. Therefore, researchers make improvements to learning using online learning media based on educational games which are expected to be a solution to the problems found. The objectives of this study are: 1) Describe the application of online learning media based on educational games in improving mathematical communication skills in second-grade students of SD Negeri Simpang Sari. 2) Describe the improvement of mathematical communication skills after the implementation of online learning media based on educational games for second-grade students of SD Negeri Simpang Sari. The classroom action research model chosen is the Kurt Lewin model which consists of two cycles with four stages in each cycle, namely planning (implementation), acting (action), observing (observing), and reflecting (reflection). Data collection techniques used are interviews, observations, tests, and virtual documentation.

Improving Science Learning Outcomes Through Online Learning Model E-Learning With Video Media

This study uses Classroom Action Research (CAR) in the form of implementing an e-learning model with video media to improve the learning outcomes of fourth-grade students at SD Negeri 3 Epil which consists of two cycles and each cycle consists of planning, implementing, observing, and reflecting. The research subjects were fourth-grade students of SD Negeri 3 Epil. The number of students is 29 students consisting of 10 male students and 19 female students. The results showed that the application of the e-learning model with video media could improve science learning outcomes in fourth-grade students of SD Negeri 3 Epil. Judging from the results of pre-cycle students who completed KBM only 14 students (48.3%) and 15 students (51.7%) had not. In the first cycle there are 24 students (82.8%) who have completed and 5 students (17.2%) have not completed, and in the second cycle, there are 26 students (89.7%) who have completed and there are 3 students (10.3 %) unfinished. From the increase in learning outcomes, this classroom action research was stopped in cycle II because it had reached the classical completeness criteria, namely 85% of the total number of students who had completed learning and were declared successful in improving science learning outcomes in Grade IV students of SD Negeri 3 Epil Academic Year 2020/ 2021.

Implementation of Role-Playing Active Learning to Increase Student Learning Outcomes on the Digestive System Materials

Implementation of Role Playing Active Learning to Improve Student Learning Outcomes on Digestive System Materials VIII grade of Junior High School 6 Rejang Lebong Regency Academic Year 2020/2021The number of students who get the value of biology subjects below minimum completeness is due to one of them because the learning process so far has not involved students actively, therefore this study aims to determine the improvement of biology learning outcomes, especially on the subject matter of the digestive system in humans by applying the role playing method. . This research is a Classroom Action Research which involves four components, namely: Planning (plans), Action (action), Observation (observation), Reflection (reflection). The subjects in this study were students of class 8.1, totaling 43 students. This study uses a classroom action research (CAR) design which consists of two cycles. From the results of the study obtained: The results of the test (cognitive domain) in the first cycle, the average grade of 65.5 with 65% completeness of learning, the lowest score of 40 and the highest score of 90, students who completed learning individually as many as 28 students and 15 students who had not. finished. In the second cycle the average test score of the class reached 71.5 with class learning completeness of 87.5%, the lowest score was 45 and the highest score was 95, 38 students who completed individual studies and 5 students who had not completed.