Digital Literacy and TPACK’s Impact on Preservice  Elementary Teachers’ Ability to Develop Science Learning Tools

Fazilla, Sarah; Yus, Anita; Muthmainnah, Muthmainnah

doi:10.23917/ppd.v9i1.17493

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…The teacher's difficulty using technology is an obstacle to making learning more enjoyable. If the teacher has digital skills, he can help create interesting learning content related to the intended material [32]. In connection with the characteristics of learning the Indonesian language, teachers must apply learning models that can provide direct learning experiences to participants [33].…”

Section: Initial Skills Of Students On Narrative Text Teaching Materialsmentioning

confidence: 99%

Digital-Based Roundtable Cooperative Learning Model on Narrative Text Teaching Materials

Palupi,

Huda,

Pratiwi

2023

Advances in Social Science, Education and Humanities Research

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This study aims to (1) describe the application of the roundtable cooperative model on narrative text teaching materials, (2) describe students' responses to the application of the roundtable cooperative model on narrative text teaching materials, (3) describe the increase in students' knowledge of narrative text teaching materials. The type of research used was classroom action research. Data collection techniques were observation, interviews, questionnaires, tests, and documentation. The data in this study were in the form of application, response, and increase in students' knowledge of implementing the roundtable cooperative model on narrative text teaching materials. Data were analyzed using interactive techniques, including data reduction, presentation, and concluding. The data validation technique used data and method triangulation. The study results show that (1) applying the roundtable cooperative model to narrative text teaching materials can improve students' understanding and writing skills. These improvements include structure, storyline or sequence of events, writing development, and completeness of information according to the theme; (2) students' responses to the application of the roundtable cooperative model show that 90.3% agree to use the cooperative model in narrative text teaching materials and 9.7% do not agree; (3) there is an increase in student learning outcomes. Before applying the roundtable cooperative model, the students get an average score of 56, and after applying it, they get an average score of 69. The results show that the roundtable cooperative model can be used in the learning process by using media that supports the roundtable cooperative model and teaching materials.

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Section: Initial Skills Of Students On Narrative Text Teaching Materialsmentioning

confidence: 99%

Digital-Based Roundtable Cooperative Learning Model on Narrative Text Teaching Materials

Palupi,

Huda,

Pratiwi

2023

Advances in Social Science, Education and Humanities Research

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“…The rapid changes in science have developed new education models for the future. The combination of various technological speeds, interactions and developments in digital systems, artificial intelligence and virtuality makes the Industrial Revolution 4.0 different (Fazilla et al, 2022;Hermann et al, 2016;Lee et al, 2013). The Industrial Revolution 4.0 makes it easier for people to carry out their activities more effectively and efficiently.…”

Section: Introductionmentioning

confidence: 99%

Digital Student Worksheets to Improving Students' Learning Independence

Juliana,

Ampera,

Farihah

et al. 2024

J. Educ. Technol.

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The independent campus learning curriculum currently being developed focuses on student-centered learning so that lecturers are not the only source of learning. This research was motivated by the lack of student learning independence and low learning outcomes in craft arts learning. The aim of the research is to produce Digital Student Worksheets that are feasible and effective in increasing student learning independence in Arts and Crafts courses in the Fashion Design Education study program. This development research uses the Thiagarajan 4-D development model. This model consists of 4 stages, including the needs analysis stage, product design stage, validation and evaluation stage. The results of validation by material experts obtained an average result of 4.12 in the feasible category. the validation results from media experts obtained an average score of 4.27 in the adequate category. The results of trials carried out by lecturers and students obtained an average score of 4.55 in the very good category. At this stage, an evaluation of all activities that have been carried out is carried out, especially the input provided by experts and users. The results of the posttest carried out obtained an increase of 28% in improving learning outcomes. Digital LKM is suitable for use in learning and motivates students to increase student independence. Digital LKM can help students learn independently. The implication of this research is that digital LKM can be used by teachers because it can present problems in more detail so that students can construct their knowledge independently.

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Digital Literacy and TPACK’s Impact on Preservice Elementary Teachers’ Ability to Develop Science Learning Tools

Cited by 2 publications

References 4 publications

Digital-Based Roundtable Cooperative Learning Model on Narrative Text Teaching Materials

Digital-Based Roundtable Cooperative Learning Model on Narrative Text Teaching Materials

Digital Student Worksheets to Improving Students' Learning Independence

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