Pengaruh Penggunaan Media Pembelajaran Berbasis Video Terhadap Hasil Belajar Mengait Pada Siswa Tata Busana SMK Negeri 8 Medan

Hutapea, Flora; Purba, Nur Asmah

doi:10.24114/jptk.v17i1.4814

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One way that lecturers can use to improve student learning outcomes in the Fashion Pattern Construction course is to use the task learning approach. In this case, task learning is a combination of several learning models carried out in a structured manner, using different media to convey lecture material (Hutapea & Purba, 2017). The scope of research on the use of task learning assumes that the author is only limited to manual administration, assignments, and tests (Utari et al, 2020).…”

Section: Figure 2 Distribution Graph Of Student Learning Outcomesmentioning

confidence: 99%

Analysis of student learning outcomes through the task learning approach toward cash pattern construction course

Hadiastuti,

Ernawati,

Suci

2024

JPTK

View full text Add to dashboard Cite

The academic success of students can be measured by their aptitude for classroom learning, the role of lecturer as motivator facilitator, and fulfils other responsibilities in the learning process of a specific unit of competency or subject. The teaching presentation of the fashion pattern construction course incorporated many instructional techniques, including lectures, interactive Q&A sessions, practical exercises, and assignments. Such learning should be cultivated to ascertain the cognitive abilities of pupils in comprehending and effectively applying information to attain favourable learning outcomes. One of the techniques that lecturers can utilize to improve student learning outcomes in the Fashion Pattern Construction course is by adopting the Task Learning approach, because this approach incorporates activities for the benefit of students that can raise their interest and interaction in the course, enhance their engagement and participation in the classroom. So, this study aimed at increasing students’ learning outcomes through task learning approach. The employed approach is classroom action research, comprising four distinct stages: planning, activity, observation, and reflection. A total of 34 students, all of whom were D3 fashion design students, were the subjects of this study. The findings demonstrated the efficacy of the Task Learning methodology in enhancing student learning outcomes, as seen by the percentage increase in student learning outcomes observed between cycle 1 and cycle 2.

show abstract

Section: Figure 2 Distribution Graph Of Student Learning Outcomesmentioning

confidence: 99%

Analysis of student learning outcomes through the task learning approach toward cash pattern construction course

Hadiastuti,

Ernawati,

Suci

2024

JPTK

View full text Add to dashboard Cite

show abstract

“…Video dapat menampilkan situasi, kejadian, keadaan atau kondisi suatu lingkungan yang berbeda-beda dalam waktu yang relatif singkat. Dengan demikian, video akan memberikan kesempatan kepada peserta didik untuk mendiskusikan hal-hal yang telah disaksikan bersama-sama [5].…”

Section: Pendahuluanunclassified

Pembelajaran Berbasis Video Untuk Meningkatkan Pemahaman Konsep IPA Peserta Didik di SD

Cahyaningsih

Sofyan

2021

j.il.kontekstual

View full text Add to dashboard Cite

Penelitian ini dilatarbelakangi dengan masih rendahnya pemahaman peserta didik pada konsep IPA. Tujuan penelitian ini yaitu untuk meningkatkan pemahaman peserta didik pada konsep IPA melalui penerapan media berbasis video. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan di kelas III SDN Cimuncang II. Subjek penelitian adalah peserta didik kelas III yang terdiri dari 24 peserta didik. Teknik pengumpulan data yang digunakan adalah tes, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa media berbasis video dalam pelajaran IPA dapat meningkatkan pemahaman peserta didik pada konsep IPA. Hal ini ditunjukkan dengan peningkatan nilai yang diperoleh setiap siklus. Nilai rata-rata kelas yang diperoleh peserta didik sebelum pemberian tindakan adalah 62,5 sedangkan persentase peserta didik yang mencapai ketuntasan belajar adalah 37,5% . Pada siklus I, nilai rata-rata kelas yang diperoleh peserta didik adalah 69,67 sedangkan persentase jumlah peserta didik yang mencapai ketuntasan belajar adalah 62,5%. Pada siklus II, nilai rata-rata kelas yang diperoleh peserta didik mencapai 81,5 sedangkan persentase jumlah peserta didik yang memperoleh nilai mencapai ketuntasan belajara adalah 87,5%. Media berbasis video hendaknya dapat dipersiapkan secara seksama, mulai dari persiapan yang maksimal, bervariasi dan menarik, alokasi waktu yang digunakan, sampai strategi pelaksanaan yang tepat.

show abstract

Pengaruh Penggunaan Media Pembelajaran Berbasis Video Terhadap Hasil Belajar Mengait Pada Siswa Tata Busana SMK Negeri 8 Medan

Cited by 2 publications

References 0 publications

Analysis of student learning outcomes through the task learning approach toward cash pattern construction course

Analysis of student learning outcomes through the task learning approach toward cash pattern construction course

Pembelajaran Berbasis Video Untuk Meningkatkan Pemahaman Konsep IPA Peserta Didik di SD

Contact Info

Product

Resources

About