Komik Cetak Kontekstual Muatan IPS dan Pengaruhnya terhadap Kemampuan Literasi Siswa Kidal Kelas IV SD

Artini, Ni Wayan Nik Sri

doi:10.23887/jjpgsd.v10i1.44548

Cited by 9 publications

(11 citation statements)

References 55 publications

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“…Students who have good learning commitment will tend to seriously transform their learning experience. It can be seen from more maximum involvement and in accordance with the indicators of good learning commitment: (1) Being more serious (focus) in the learning process; (2) Contributing to the learning activities; (3) Continuously participating; (4) being able to take responsibility and uphold learning activities; also (5) Being involved and having solidarity in learning groups (Andika et al, 2017;Putra et al, 2021). Student involvement is a good start to increase interaction between fellow students and between students and lecturers, also to achieve academic success.…”

Section: Discussionmentioning

confidence: 78%

Face-to-Face Instruction and Blended Learning Related to Students’ Commitment in Science Courses

Lavenia,

Tiarani

2023

indonesian j. educ. res. rev.

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Changes in instructional modes that have occurred can trigger various perceptions and different learning commitments, especially in lectures that are identic to perform hands-on science, such as science courses. This study aims to analyze students’ perceptions of blended learning and face-to-face modes in science courses related to learning commitment after the Covid-19 pandemic. Using phenomenological method, the research was conducted with six students as participants. The data was collected by interview, observation, and documentation techniques. Triangulation was used to validate the data, while a data analysis technique is using Miles and Huberman. The results show that there are differences in students' perceptions and commitments in science courses with both learning modes. Students tend to perceive face-to-face learning more positively than blended learning because activities perform more interactively. Students’ commitments are better during face-to-face learning than during blended learning. Based on the results, this study concludes that positive perceptions shape better learning commitments than negative perceptions.

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Section: Discussionmentioning

confidence: 78%

Face-to-Face Instruction and Blended Learning Related to Students’ Commitment in Science Courses

Lavenia,

Tiarani

2023

indonesian j. educ. res. rev.

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“…Overall, with an average score of 3.86 (77.17%), prospective physics teacher students rate their digital competence as adequate. However, self-reported ratings of participants' digital aptitude may not always accurately reflect their actual capacity to integrate technology into their instruction or to do so over the long term (Andika et al, 2017;Gudmundsdottir & Hatlevik, 2018). The data provided shows that in all five of the categories of digital competence investigated, prospective teacher students who described their level of digital proficiency as very good had significantly higher average scores than those who ranked their level as moderate.…”

Section: Discussionmentioning

confidence: 90%

Digital Competencies of Pre-Service Teachers in Indonesia: Are They Qualified for Digital Education?

Rahim,

Widodo,

Suhandi

et al. 2023

indonesian j. educ. res. rev.

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In order to organise, carry out, and evaluate improved learning processes, education currently demands that prospective teachers have digital capabilities. However, there is still a lack of research that comprehensively examines, within the framework of digital education, the digital competences of prospective teacher students in Indonesia, particularly for those specialising in Physics teaching. The purpose of this article is to assess Indonesian prospective teacher students' digital literacy within the framework of digital education. The study's methodology is quantitative. A survey method was used to collect data from students and alumni of the Physics Education program from 2017 to 2022. A total of 248 respondents participated in the study, including 202 students and 46 alumni. The collected data were then analyzed quantitatively. The research findings indicate that the majority of respondents showed a positive response to their abilities in all assessed dimensions of digital competencies. Literacy in information and data, communication and collaboration, digital content creation, safety, and problem-solving received favourable ratings. However, there is potential to improve skills in digital content creation. Overall, the respondents demonstrated a good level of competence in the evaluated digital competency indicators. The data also revealed that students and alumni of the Physics Education program are accustomed to using technology in their academic activities. They utilize Learning Management Systems (LMS) to access course materials, submit assignments, and take exams. Additionally, they employ various applications and collaborate online in groups. The program also offers courses that support the use of technology in learning.

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“…Salah satu mata pelajaran penting yang mempunyai tugas mulia dan menjadi pondasi penting bagi pengembangan intelektual, emosional, kultural, dan sosial peserta didik adalah pembelajaran Ilmu Pengetahuan Sosial. Ilmu Pengetahuan Sosial atau social studies mampu menumbuhkembangkan cara berfikir, bersikap, dan berperilaku yang bertanggungjawab selaku individual, warga masyarakat, warga negara, dan warga dunia (Artini, 2022;Asriningsih et al, 2021). IPS merupakan bidang studi yang menghormati, mempelajari, mengolah, dan membahas hal-hal yang berhubungan dengan masalah-masalah human relationship hingga benar-benar dapat dipahami dan diperoleh pemecahannya (Artini, 2022;Idayanti & Sujana, 2022).…”

Section: Pendahuluanunclassified

“…Ilmu Pengetahuan Sosial atau social studies mampu menumbuhkembangkan cara berfikir, bersikap, dan berperilaku yang bertanggungjawab selaku individual, warga masyarakat, warga negara, dan warga dunia (Artini, 2022;Asriningsih et al, 2021). IPS merupakan bidang studi yang menghormati, mempelajari, mengolah, dan membahas hal-hal yang berhubungan dengan masalah-masalah human relationship hingga benar-benar dapat dipahami dan diperoleh pemecahannya (Artini, 2022;Idayanti & Sujana, 2022). Penyajiannya harus merupakan bentuk yang terpadu dari berbagai ilmu sosial yang telah terpilih, kemudian disederhanakan sesuai dengan kepentingan sekolah-sekolah (Mudita et al, 2019;Yundarini et al, 2020).…”

Section: Pendahuluanunclassified

Bahan Ajar Digital Konsep Dasar IPS Materi Kegiatan Ekonomi Berbasis Case Method

Diantari,

Jayanta,

Ujianti

2024

j. media teknologi pendidik.

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IPS bukan hanya berupa ilmu sosial dan pembelajaran IPS yang dilaksanakan baik pada pendidikan dasar maupun pada pendidikan tinggi tidak menekankan pada aspek teoritis keilmuannya, tetapi aspek praktis dalam mempelajari, menelaah, mengkaji gejala dan masalah sosial masyarakat, yang bobot dan keluasannya disesuaikan dengan jenjang pendidikan masing-masing. Penelitian ini bertujuan untuk menciptakan bahan ajar digital konsep dasar IPS materi kegiatan ekonomi berbasis Case Method. Penelitian ini merupakan penelitian pengembangan yang dilaksanakan menggunakan model 4D. Subjek Uji Coba Produk terdiri dari dua orang ahli materi pembelajaran konsep dasar IPS, dua orang ahli media pembelajaran dan dua orang ahli desain pembelajaran. Uji praktisi terdiri dari dua orang dosen pengampu mata kuliah konsep dasar IPS, uji coba perorangan yang terdiri dari 3 orang mahasiswa. Metode pengumpulan data yang digunakan studi literatur dan kuesioner. Data yang dihitung menggunakan rumus aiken’s dan rumus deskriptif presentase. Hasil analisis yang diperoleh hasil uji ahli materi 1,00 dengan kriteria sangat valid, hasil uji ahli media diperoleh 0,921 dengan kriteria sangat valid, hasil uji ahli desain diperoleh 0,921 dengan kriteria sangat valid. Uji praktisi diperoleh persentase 100%, uji perorangan diperoleh persentase 98%, dan uji kelompok kecil diperoleh persentase 95%, seluruhnya dengan kualifikasi sangat baik. Simpulan bahwa pengembangan bahan ajar digital konsep dasar IPS materi kegiatan ekonomi berbasis Case Method dinyatakan valid dan praktis untuk digunakan sebagai pedoman belajar mengajar pada mata kuliah konsep dasar IPS.

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Komik Cetak Kontekstual Muatan IPS dan Pengaruhnya terhadap Kemampuan Literasi Siswa Kidal Kelas IV SD

Cited by 9 publications

References 55 publications

Face-to-Face Instruction and Blended Learning Related to Students’ Commitment in Science Courses

Face-to-Face Instruction and Blended Learning Related to Students’ Commitment in Science Courses

Digital Competencies of Pre-Service Teachers in Indonesia: Are They Qualified for Digital Education?

Bahan Ajar Digital Konsep Dasar IPS Materi Kegiatan Ekonomi Berbasis Case Method

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