This research is motivated by the presence of class IX blind students at SLB Wacana Asih Padang who have not mastered how to use a good jaws program. Students havedifficulty using shortcuts that make it easier to use the jaws program. This study uses a type of classroom action research conducted in the form of collaboration with the classroom teacher, as the subject of the research, namely one blind child class IX. The researcher acts as the giver of action, while the teacher as the observer. In this study the data obtained through observation, and test actions and then analyzed qualitatively and quantitatively. The results of learning using class IX blind children's jaws through peer tutoring have increased, after being given FF learning outcomes actions have increased there is a cycle I 65% and cycle II 95%. From the research data it can be concluded that peer tutors can improve their skills using the jaws program for blind children of class IX at the SLB Wacana Asih Padang.
Berdasarkan hasil observasi dan wawancara di MA Mathla'ul Anwar Napal diperoleh informasi hasil belajar masih rendah, dimana terdapat 27 dari 46 siswa atau 58,7% siswa belum mencapai KKM. Hal ini diduga karena kurangnya kemampuan pemecahan masalah siswa. Pembelajaran daring berorientasi HOTS memungkinkan siswa untuk berperan aktif dan berpikir kritis sehingga dapat meningkatkan kemampuan pemecahan masalah siswa. Penelitian ini bertujuan untuk mengetahui efektivitas pembelajaran daring berorientasi HOTS materi titik, garis, dan bidang. Jenis penelitian ini merupakan penelitian deskriptif kuantitatif yang melibatkan satu kelas dan dilaksanakan tanpa adanya kelas pembanding. Subjek dalam penelitian ini adalah 24 siswa dari kelas X IPA 1 MA Mathla'ul Anwar Napal. Teknik analisis data yang digunakan berupa uji efektivitas, meliputi: keterlaksanaan pembelajaran, aktivitas siswa, respons siswa, dan hasil belajar. Hasil penelitian berdasarkan persentase menunjukkan bahwa (1) rata-rata persentase nilai keterlaksanaan pembelajaran telah mencapai kriteria efektif, yaitu 78%. (2) rata-rata persentase aktivitas siswa mencapai kriteria efektif, yaitu 77%. (3) angket respon siswa menunjukkan 76,64% siswa merespons positif dan mencapai kriteri efektif. (4) persentase hasil belajar setelah diterapkan pembelajaran daring berorientasi HOTS telah mencapai kriteria ketuntasan, yaitu 83,3%. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pembelajaran daring berorientasi HOTS efektif diterapkan pada materi titik, garis, dan bidang.
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