Development of Non-Fiction Text Digital Learning Media in Narrative Writing Skills for Fourth Grade Elementary School Students

Astutik, Wahyu Budi; Yuwana, Setya; Hendratno,

doi:10.46245/ijorer.v2i3.99

Cited by 8 publications

(6 citation statements)

References 19 publications

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“…Learning media can be used to create real learning conditions. By using learning media, students can make learning easier and abstract messages can be turned into concrete messages (Astutik & Yuwana, 2021;Elkordy, 2016;Nasution et al, 2021). This learning media can improve student learning outcomes, namely: a).…”

Section: Discussionmentioning

confidence: 99%

Audio-Visual-Based Learning Media through Canva Application for Eight Grade Students

Putri

Marhamah²

2022

JIPPG

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Audio-visual media can facilitate the interaction between teachers and students during learning activities in the classroom. This study aims to develop of audio-visual-based learning media through Canva Application. This research method is research and development (R&D) which include research and information collection, planning, developing the product, and field testing. The subjects in this research are: material expert, media expert, language expert, learning expert and 36 students in 8th grade. Likert questioner is used in this study. After the product was developed, a feasibility assessment was carried out by experts to see the feasibility of media design, material completeness, language suitability, and feasibility in learning. The results findings were: first the experts’ assessments on the content of audio-visual-based learning media through the Canva Application, it obtained a score of 91.5%. Student responses obtained a score of 90.5%. It can be conclude that the Audio- visual-based learning media is effective because it can increase student learning motivation and can be used in learning.

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Section: Discussionmentioning

confidence: 99%

Audio-Visual-Based Learning Media through Canva Application for Eight Grade Students

Putri

Marhamah²

2022

JIPPG

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“…One of the impacts that arise if the learning process does not apply innovation in the use of technology learning media is that the learning outcomes obtained by students are not optimal [7]. Teachers must realize that it is difficult for students to understand learning material, especially complex material, without using learning tools [8].…”

Section: Introductionmentioning

confidence: 99%

Digital Learning of Euphemism and Dysphemism Based on Indonesian Literary Works

Ifrida,

Huda

2023

Advances in Social Science, Education and Humanities Research

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This study aims to describe digital learning media developed for euphemism and dysphemism learning, the use of literary texts in learning, and students' responses to the developed learning media. The application of digital learning using the Android-based PowerPoint application is a manifestation of efforts to improve the quality of education by utilizing technological developments. To create a quality product, this study used Research and Development (R&D) type using the ADDIE model with five stages: analysis, design, development, implementation, and evaluation. Based on research results, the developed Android-based PowerPoint application is feasible to use in the learning process. The feasibility criteria for the PowerPoint application from the validation results from material experts obtained a percentage of 91.2% and 86.4% from media experts. Using Indonesian literary works in the form of poetry texts to implement text-based learning also makes it easier for tenth-grade science students to understand euphemisms and dysphemism. Based on the questionnaire results, the developed Android-based PowerPoint application receives a positive response with very good criteria. The convenience indicator obtains 82.65%, the attractiveness indicator with 86.5%, and the activeness indicator with 82.9%. The results of developing digital learning media in the form of an Android-based PowerPoint application to teach students euphemism and dysphemism using literary works are successfully implemented and obtained very good criteria so that they are very suitable for use in the learning process.

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“…Narrative writing skills are the skills of expressing ideas, ideas and feelings in the form of essays that tell a series of events or events chronologically or sequentially. The skill of writing a narrative essay involves students' mastery of several elements such as the organization of ideas, language structure, vocabulary selection, and the use of spelling students need to obtain deeper guidance from the teacher (Astutik & Yuwana, 2021;Martavia et al, 2016;Nugraha et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Multiliteration Learning Model on Narrative Writing Skills in Elementary School

Arwita

Jusmawati

Satriawati

et al. 2022

j. ilm. sekol. Dasar

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Most students experienced low learning outcomes in learning to write narrative essays in learning Indonesian. It is because the model used by the teacher is still conventional. Learning activities are still teacher-centered, so student creativity needs to develop optimally. Therefore, a learning model is needed that can overcome students' problems in writing narrative essays. This study aims to analyze the effect of the multiliteracy learning model on narrative writing skills in grade V elementary school. This research is quantitative with the type of experimental research in the form of a pre-experimental one-group pretest-posttest design. The sample in this study was 27 students. The sampling technique uses simple random sampling. Observation, tests, and documentation carry out data collection techniques. Data were analyzed using descriptive and inferential statistical analysis with the help of the SPSS version 20 computer program. The results of this study indicate that the teacher's ability to apply the multiliteracy learning model means that it is well implemented. The learning outcomes of students' narrative writing skills in class VB, so the results of this study indicate an influence of the multiliteracy learning model on narrative writing skills in class V elementary school students. From the analysis results, the multiliteracy learning model has proven to affect narrative writing skills.

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Development of Non-Fiction Text Digital Learning Media in Narrative Writing Skills for Fourth Grade Elementary School Students

Cited by 8 publications

References 19 publications

Audio-Visual-Based Learning Media through Canva Application for Eight Grade Students

Audio-Visual-Based Learning Media through Canva Application for Eight Grade Students

Digital Learning of Euphemism and Dysphemism Based on Indonesian Literary Works

Multiliteration Learning Model on Narrative Writing Skills in Elementary School

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