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Sulastri, Dera; Maula, Luthfi Hamdani; Uswatun, Din Azwar

doi:10.21009/10.21009/jpd.081

Cited by 65 publications

(62 citation statements)

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“…Pembelajaran seperti ini diharapkan mampu mengubah suasana belajar menjadi lebih aktif, kolaboratif, dan partisipatif sehingga dapat merangsang siswa untuk berpikir kritis serta meningkatkan kemampuan kognitif, afektif dan psikomotorik siswa (Maharani & Utami, 2019). Pembelajaran dalam kurikulum 2013 diharapkan dapat merangsang siswa untuk belajar aktif serta diberi kesempatan untuk mengamati, menanya, menalar, mencoba serta mengomunikasikan (Fanani & Kusmaharti, 2018). Hal tersebut senada dengan penyataan Elyana, Yennita, & Fakhruddin (2017) bahwa dalam kurikulum 2013 yang ditekankan pada pembelajaran adalah dimensi pedagogik modern dengan menggunakan pendekatan ilmiah yang terdiri dari mengamati, menanya, menalar, mencoba, dan mengkomunikasikan serta melatih siswa untuk berpikir logis, runtut dan sistematis, dengan menerapkan kemampuan berpikir tingkat tinggi dalam pembelajaran.…”

Section: A Pendahuluanunclassified

“…Kemampuan berpikir tingkat tinggi merupakan keterampilan dalam mencerna informasi dan data serta bagaimana memecahkan masalah secara kritis, kreatif dan analitis Barrat, (2014) dalam (Fanani & Kusmaharti, 2018). De Momando, (2016) menyatakan bahwa kemampuan berpikir tingkat tinggi tidak hanya sekedar aktivitas berpikir yang sederhana seperti menghafal dan menyampaikan informasi yang diperolehnya tetapi juga kemampuan untuk menghubungkan, mamanipulasi, dan menstransformasi pengetahuan yang dimilikinya untuk memecahkan masalah serta mengambil keputusan pada situasi yang baru.…”

Section: A Pendahuluanunclassified

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Analisis Konten HOTS dalam Buku Siswa Kelas V Tema 6 “Panas dan Perpindahannya” Kurikulum 2013

Widodo

Radiusman

Umar

et al. 2020

madrasah j. pendidik. pembelajaran dasar

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The purpose of this study is to analyze the content or problems presented in a student's book in accordance with the criteria as teaching materials with high-level skills in elementary school. The study uses content analysis methods with stages of data reduction, data presentation and conclusion drawing. Data collection is done by rubrics then presented in graphical form. The data source in this study is the 2013 thematic integrated curriculum book for elementary / MI class V theme 6 "Heat and Displacement". Based on the results of this study it can be seen that in the student book there is a LOTS load of 36%, HOTS content gets a percentage of 64%. The percentage of each cognitive level (C-4) is 35%, Evaluation (C-5) is 33% and Creation (C-6) is 32%. The results of the analysis of these data indicate that in the book students have presented content that contains HOTS and is feasible to be implemented in learning.

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Section: A Pendahuluanunclassified

Analisis Konten HOTS dalam Buku Siswa Kelas V Tema 6 “Panas dan Perpindahannya” Kurikulum 2013

Widodo

Radiusman

Umar

et al. 2020

madrasah j. pendidik. pembelajaran dasar

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“…However, the example of parents, teachers and community leaders is a strategic key to building the character of students integrated with religious and cultural teaching (Umar, Hendra, & Yussof, 2019). Great attention from schools, families, and communities plays an important role in increasing the goal of Strengthening Character Education that is holistic and integrated (Nurfadhilah, 2019). Other findings were found that by using SWOT analysis techniques in the integration of e-learning related to institutional aspects, teaching aspects and investment aspects can provide strength and opportunities for academic staff in improving university quality (Zhu & Justice Mugenyi, 2015).…”

Section: The Principal's Strategic Plan For Strengthening Education Cmentioning

confidence: 99%

The SWOT Analysis of Strengthening Character Education In Junior High School

Satria

Shahbana

2020

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This study aims to describe the swot analysis of character education strengthening in junior high schools which includes (1) character education curriculum management, (2) results of swot analysis of character quality improvement, and (3) the principal's strategic plan for strengthening character education based on SWOT analysis. This research was conducted at SMPN 15 Malang using a qualitative approach with a case study research design. Data was collected through in-depth interviews and documentation studies. Analysis of the data obtained produces findings that are in accordance with the problems being faced by the school. The results of the study are (1) character education curriculum management applied in the preparation of learning schedules, lesson plans, syllabus; and scientific journals. The Character Education Strengthening Program was formed through four components including school inputs, processes, outputs and outcomes, (2) the results of the swot analysis found that schools conduct conditional evaluations and are not tied to instruments, then reported to the Office of Education, integrating Adiwiyata values in learning and exposing the results of school work, and (3) the principal's strategic plan for strengthening character education is to use an aggressive strategy, an opportunity utilization strategy, a survival strategy, and a diversification strategy. Steps for Strengthening Character Education in learning include determining the size of the short-term and long-term programs, setting program indicators, assessing program performance, comparing performance results, connecting programs, and analyzing performance errors, and taking corrective actions.

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“…Learning media has the aim of facilitating communication in the learning process. Learning media must be support by the learning material so that the students can understand it easily and the teacher's message can be conveyed well (Yuliono et al, 2018). One interactive technology that can be applied in learning media and supports the use of teaching materials to support three levels of chemical representation is augmented reality technology.…”

Section: Introductionmentioning

confidence: 99%

Interactive Chemistry Teaching Material Based on Augmented Reality Technology In Covalent Bonding Submaterial

Rizqullah

Lutfi

2021

Chem.Educ.Pract

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This study aimed to obtain the feasibility of interactive teaching materials based on augmented reality technology in covalent bonding in terms of validity, practicality, and effectiveness. The research design uses the 4D model, which is limited to the third stage, namely Define, Design, and Develop. Feasibility is based on validation, practicality, and effectiveness. Based on the validation results on content validation and construct validation, the percentage of 82.66% and 85.55% was obtained as very valid criteria. Practicality was obtained from students' responses and observations with a percentage of 95.5% and 98.61% on practical criteria. Effectiveness is obtained from learning outcomes with the acquisition of N-Gain 0.75 in the high category and paired t-test with a sign of 0.000 <0.05 so that there is a significant difference between the pretest score and the posttest score. The results of students' motivation obtained a percentage of 79.34% in the effective category. It proves that the teaching material is suitable for use as a learning medium. In the future, it is hoped that this augmented reality technology can be further developed in other chemical materials so that it can make learning more interactive.Keyword: Augmented Reality, Covalent Bonding, Teaching Material.

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Cited by 65 publications

References 0 publications

Analisis Konten HOTS dalam Buku Siswa Kelas V Tema 6 “Panas dan Perpindahannya” Kurikulum 2013

Analisis Konten HOTS dalam Buku Siswa Kelas V Tema 6 “Panas dan Perpindahannya” Kurikulum 2013

The SWOT Analysis of Strengthening Character Education In Junior High School

Interactive Chemistry Teaching Material Based on Augmented Reality Technology In Covalent Bonding Submaterial

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