This study aimed to describe the existence of learning media and analyzed the need assessments of interac tive multimedia based on game for 5th grade students of primary school. The method of this study was descriptive qualitative. It described the phenomena based on the situation. The method used to choose the sample was purposive sampling which chose the sample based on c ertain consideration. The sample of this study c onsisted of 147 students and 5 primary school teachers. The techniques used to c ollect the data were interview, questionnaire, and observation. To analyze the data, interac tive analysis was used. It consisted o f: data collection, data condensation, data display, and conclusion. The result of this study showed that: (1) Primary school teac her had used learning media, such as book, picture, real object, and environment; (2) Teac hers and students needed interac tive multimedia based on game to support learning activity at primary school. Thus, the teac hers were suggested to develop interactive multimedia based on game by involving experts to produce attractive multimedia and improve learning quality.
The study aims to compare the effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) model. A number of prior studies have implemented the GIL model for a limited area such as science. Similar to the PBL learning design, the previous studies that highlighted the application of GIL model was commonly targeted to find out its comparison with the traditional learning models. There was no relevant study that specifically compared both models in the explanatory writing activity to discuss the human respiratory system and its disturbances. The current study applied a quasi-experimental design by involving the fifth-grade primary school students of the 2018/19 academic year in Surakarta as the population. Meanwhile, the sample consisted of 162 students that were selected through multi-stage sampling. The data consisted of the students' explanatory writing test scores that were analyzed through a one-way ANOVA. The findings confirm that the GIL model is considered more effective than PBL for the explanatory writing activity due to the students' concrete operational age that still requires teacher-centred guidance in producing explanatory texts. With regards to the condition, the PBL model cannot offer effectiveness for the explanatory writing activity, as the model mainly emphasizes the students' problem-solving skills.
Creative thinking involves the activities of complex skills and cognitive abilities, personality factors and motivations, styles, strategies, and metacognitive skills. Therefore, creative-thinking skills can reflect the students’ personality considered as unique individuals. On the other hand, the effectiveness of education can be seen from teaching practices and class climate. The application of guided inquiry learning (GIL) and problem-based learning (PBL) models is one effort to improve the effectiveness of education. This research is a mixed-method case study that aims to describe the behaviour of groups of students, studying with GIL and PBL, with high, moderate, and low creative-thinking skills. The mixed-method analysis applied is a concurrent embedded strategy that combines primary data (qualitative) and secondary data (quantitative) to complement each other. The results showed that the application of the GIL and PBL models was proved to be effective for learning explanatory writing skills. In terms of the creative-thinking skills, the higher the students' creative-thinking skills are, the higher their explanatory writing skills will be. Students who have high creative-thinking skills also exhibit prominent attitudes during the learning process, such as intensity of asking frequently with substantive questions on the subject matter and having good opinion and leadership skills.
Based on PISA assessment result in 2015 on science; Indonesia ranks 69 out of 79 countries. Meanwhile, in science literacy, Indonesia ranks 62 out of 69 countries that are evaluated. That assessment result shows that science achievement and science literacy ability of Indonesian students are low. One of some factors that influences it is the selection of learning resource that does not explain science concept for students. This research is conducted to know the influence of the use of science literacy-based teaching material based on the improvement of fourth grade students’ science achievement. This research is a quantitative research that uses an experimental method. This research is conducted at two elementary schools in Gunungpati, Semarang. The subjects of this research are 46 fourth grade students. The data were collected by using pre-test and post-test to know the students’ score. This research shows that pre-test mean score is 39.935 and the post-test 1 mean score is 66.891. Meanwhile, t-tests show significance 0.000 (<0.05) meaning that there is the difference between pre-test and post-test. Therefore, there is influence on the use of science literacy-based teaching material based on fourth grade students’ science achievement.
<span>This research was aimed at finding out the effectiveness of experiential learning-based teaching material in Mathematics on the Mathematics cognitive ability of the fifth-grade student in elementary school. This research used quasi-experimental design involving two sample groups: experiment and control group. The sampling technique in this research used simple random sampling. The subject of this research was 54 students </span><span lang="IN">from</span><span> the fifth-grade elementar</span><span lang="IN">y</span><span> school in Gunungpati Sub-district in the academic year 2017/2018. This study involved 28 students of the fifth-grade elementary school Nongkosawit 02 as the experimental group and 26 students of the fifth-grade elementary school Sadeng 03 as the control group.</span><span lang="IN"> The instrument used in this research was multiple choice test consisting of 30 questions. The test was used to obtain pretest and posttest score.</span><span lang="IN">The data analysis in this research used T-independent test to examine the hypothesis. The result of the study shows the significance level of 0.000 is less than </span><span>α = 0.05</span><span lang="IN"> which means that there is different cognitive ability between the experimental and control group. Thus, the use of experiential learning-based teaching material in Mathematics is effective to improve the Mathematics cognitive ability of the fifth-grade student in elementary school</span><span>.</span>
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