Auditory Intellectually Repetition: Apakah Berdampak Pada Kemampuan Pemahaman Geometri Siswa Berkemampuan Rendah?

Runisah, Runisah Runisah; Ismunandar, Denni; Sudirman, Sudirman; Vianto, Yossa Giovani

doi:10.33603/jnpm.v5i1.4224

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…Children's social and emotional development is stated that the home, community, and school environment influence social and emotional development during elementary school (Runisah et al, 2021). Socio-emotional development in late childhood, namely aged 6-12 years, apart from the role of parents, schools must also be involved to play a role because children spend more time at school at the age of 6-12 years is when children begin to enter school level Base.…”

Section: Resultsmentioning

confidence: 99%

Teacher's efforts in improving the social-emotional development of elementary school-aged children

Sadiah,

Dewi,

Nur DS

2023

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This research aims to discover how the teacher's efforts improve the social-emotional development of elementary school children in grade II at Sdn Karawang Kulon 1 during learning. This research uses descriptive qualitative research. The ability of children's social-emotional relations develops because of their curiosity about everything in the world around them. Social-emotional development involves relationships and interactions with other people through the feelings expressed by someone towards other people, be they happy or sad feelings. This research uses descriptive qualitative research. The ability of children's social-emotional relations develops because of their curiosity about everything in the world around them. Social-emotional development involves relationships and interactions with other people through the feelings expressed by someone towards other people, be they happy or sad feelings. This research uses descriptive qualitative research. The ability of children's social-emotional relations develops because of their curiosity about everything in the world around them. Social-emotional development involves relationships and interactions with other people through the feelings expressed by someone towards other people, be they happy or sad feelings

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Section: Resultsmentioning

confidence: 99%

Teacher's efforts in improving the social-emotional development of elementary school-aged children

Sadiah,

Dewi,

Nur DS

2023

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“…AR is designed to be able to recognize certain symbols which will then be processed so that they can display visual effects in the real world but are not concrete, therefore AR is more often used at the secondary school education level. Conceptual ability is one of the key aspects of a learning process (Runisah et al, 2021). One of the learning objectives is to make students understand the main concepts in a subject, not just remembering isolated facts.…”

Section: Discussionmentioning

confidence: 99%

Impact of Using Augmented Reality on Students' Cognitive And Affective Aspects In Terms of Education Level

Runisah¹,

Sudirman²,

Isnawan³

et al. 2022

IJSECS

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Many studies related to the use of Augmented Reality (AR) in the learning process. However, not many researchers have studied the effect of using AR on affective and cognitive aspects in terms of education level. To uncover this problem, the researcher uses a systematic literature review (SLR) design. In this study, the SLR stage consisted of four stages (1) problem formulation; (2) literature search; (3) identification of the type of research; (4) information retrieval. The findings of this study reveal that the use of AR technology has an effect on cognitive and affective aspects at the elementary and high school education levels. Middle school is the level of education that mostly applies AR technology. This study provides a recommendation that AR technology can be a medium for learning mathematics that can be applied by teachers and students at the primary and secondary education levels.

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“…Pembelajaran sinkron biasanya terjadi secara real time di kelas. Peserta didik berinteraksi dengan guru dan teman sekelas serta menerima umpan balik pada saat yang sama (Runisah et al, 2021). Sedangkan, pembelajaran asinkron adalah pembelajaran yang sifatnya lebih mandiri.…”

Section: Pendahuluanunclassified

Model pembelajaran Flipped Classroom dengan mediainteraktif video: dampaknya terhadap hasil belajar siswa pada mata pelajaran sistem komputer

Yul,

Ramadani

2023

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Berdasarkan hasil observasi di Kelas X SMK Negeri 3 Kota Bengkulu pada mata pelajaran Sistem Komputer siswa cenderung belajar dengan fokus pada buku pelajaran yang pada akhirnya membuat kegiatan belajar mengajar menjadi tidak menarik dan siswa cenderung pasif dalam kegiatan pembelajaran dan berdampak rata-rata nilai akhir tidak mencapai nilai KKM. Penelitian ini menggunakan desain penelitian eksperimen semu dengan desain post test only control group design dengan memberikan perlakuan yang berbeda pada dua kelas yaitu kelas eksperimen dengan jumlah siswa 30 orang dan kelas kontrol dengan jumlah siswa 30 orang. Hasil pengujian menunjukkan bahwa tidak terdapat perbedaan antara penerapan model pembelajaran flipped classrom menggunakan media video interaktif dan model pembelajaran konvensional dengan video dan model pembelajaran konvensional terhadap pemahaman konsep sistem komputer. Namun jika dilihat dari uji ANOVA satu cell path tidak sama yaitu terdapat perbedaan jika dilihat dari nilai signifikan yaitu 0,037 yang berarti nilai sig < α yaitu 0,05 dan juga terdapat perbedaan jika dilihat dari nilai rata-rata yaitu (81,2667) untuk model pembelajaran flipped classrom dengan menggunakan media video interaktif diperoleh nilai rata-rata (74,7667) untuk model pembelajaran konvensional dengan menggunakan video dan rata-rata (74,8667) untuk model pembelajaran konvensional sehingga jika dilihat dari nilai rata-rata yaitu untuk model pembelajaran flipped classroom dengan menggunakan media interaktif video memiliki nilai rata-rata yang lebih besar dibandingkan model pembelajaran konvensional dengan menggunakan video dan model pembelajaran konvensional saja.

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Auditory Intellectually Repetition: Apakah Berdampak Pada Kemampuan Pemahaman Geometri Siswa Berkemampuan Rendah?

Cited by 5 publications

References 8 publications

Teacher's efforts in improving the social-emotional development of elementary school-aged children

Teacher's efforts in improving the social-emotional development of elementary school-aged children

Impact of Using Augmented Reality on Students' Cognitive And Affective Aspects In Terms of Education Level

Model pembelajaran Flipped Classroom dengan mediainteraktif video: dampaknya terhadap hasil belajar siswa pada mata pelajaran sistem komputer

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