Pengembangan Game Petualangan “Si Bolang” Sebagai Media Pembelajaran Tematik  Untuk Meningkatkan Motivasi Dan Prestasi Belajar Siswa Kelas v Sekolah Dasar

Sunarti, Sunarti; Rahmawati, Selly; Wardani, Setia

doi:10.21831/cp.v1i1.8365

Cited by 24 publications

(24 citation statements)

References 3 publications

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“…Multimedia learning is very liked by students (Khamparia & Pandey, 2017;Majid et al, 2012). The game-based learning media is very interesting for students (Bartel & Hagel, 2014;Emerson et al, 2020;Sunarti et al, 2016). The educational games can increase student's attention, concentration and improve student learning outcomes (Kao, 2020;Su & Cheng, 2013).…”

Section: Discussionmentioning

confidence: 99%

Learning Multimedia Based on RPG Maker MV Material for Circumference and Area of Flat Shapes for Elementary School Students

Dewi

Sujana

2021

j.of education technology

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It is known that the implementation of learning during the Covid-19 pandemic causes students to become bored quickly and online learning multimedia is not yet available. To overcome this, development research is carried out to produce designs and learn multimedia that are suitable for use after going through the material expert test, learning media experts test, learning design experts test, individual trials, and small group trials. This research develops circumference and area of flat shapes for fourth-grade elementary school students based on RPG Maker MV by using the Hannafin and Peck model. The types of data used are qualitative and quantitative, with data collection methods and instruments namely questionnaires. Data analysis methods and techniques used are descriptive qualitative and descriptive quantitative analysis. The results of this development research are: 1) The design of learning multimedia based on RPG Maker MV is made for elementary students using the Hannafin and Peck model, 2) Feasibility of learning multimedia based on RPG Maker MV for circumference and area of flat shapes in elementary school students which include: (a) Material expert test get a percentage of 90% with very good qualifications (very feasible), (b) Learning media expert test get a percentage of 96.7% with very good qualifications (very feasible), (c) Learning design expert test get a percentage of 95% with very good qualifications (very feasible), (d) The individual trials get a percentage of 96.7% with very good qualifications (very feasible), (e) The small group trial get a percentage of 95.6% with very good qualifications (very feasible). So it can be concluded that the resulting learning multimedia is very feasible to be used in the learning process.

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Section: Discussionmentioning

confidence: 99%

Learning Multimedia Based on RPG Maker MV Material for Circumference and Area of Flat Shapes for Elementary School Students

Dewi

Sujana

2021

j.of education technology

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“…Another study that is relevant to the present findings is that of Sunarti et al (2016). Their findings show that there is a difference in the learning motivation between students who are taught using games and visual media and those who are taught using conventional media.…”

Section: Media Use In the Implementationmentioning

confidence: 62%

“…In another study, it is shown that language learning using Facebook can increase learners' self-confidence and motivation (Kabilan & Zahar, 2016). Still from another study, it is shown that good use of instructional media contributes significantly to the improvement of learners' motivation and teachers' and learners' active participation (Nugrahani, 2017) and (Sunarti, 2016). Meanwhile, the use of effective media can be appraised by its impacts whether or not it can differentiate superior schools from inferior ones and effective teachers from less effective ones (Oyedele et al, 2013).…”

Section: Media Use In the Implementationmentioning

confidence: 99%

Redefining language and literature learning in the transformation era

Suryaman

Wiyatmi

Pujiono

et al. 2021

Indonesian J. Appl. Linguist.

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The study was aimed at redefining the learning of language and literature from the perspective of media use in the lesson planning and implementation and students’ responses towards language and literature learning. The subjects of the study were teachers and students of state junior high schools in a regency in Yogyakarta Province. The subjects were taken in three stages, first, with the cluster technique: the eastern, western, central, and northern zones, and second, with the school strata technique: as excellent, moderate, and low. The choice of strata technique was determined based on the results of the 2017 National Exam score ranking. Third, the selection of schools and classes was made randomly. Primary data were obtained from observation, interview, and document analysis; secondary data were obtained from a questionnaire. Results can be described as follows. First, media use designed in the lesson plan included conventional, new, and audio-visual media. Second, media use in the carrying out of the lesson was realized by the teachers in the forms of conventional visual and audio-visual media. Third, students gave fair responses to the use of instructional media in language and literature learning. In the low-coded schools, the use of media designed in the lesson plans was more varied than that of the moderate- and excellent-coded schools; the most preferred new visual media were PowerPoint. In moderate- and low-coded schools, instructional media were shown to have positive impacts on student activity in learning; namely, students were more active because learning was more fun. Contradictorily, instructional media did not have positive impacts in excellent-coded schools on student activity in learning; namely, students were less active because learning was considered unpleasant. As seen from the perspective of the transformational era, no teacher had used interactive digital media.

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“…Berbagai macam media pembelajaran tersebut berfungsi untuk menarik minat siswa, agar dapat mengikuti proses belajar dengan baik. Briggs dalam Sudrajat (2008) menyatakan bahwa media pembelajaran merupakan salah satu cara atau alat bantu yang digunakan dalam proses belajar mengajar. Media pembelajaran adalah sarana fisik untuk menyampaikan isi atau materi pembelajaran seperti: buku, film, video dan sebagainya.…”

Section: Diterimaunclassified

Peningkatan Hasil Belajar Melalui Media Kolase Pada Pembelajaran Tematik Siswa Kelas Iv Sekolah Dasar

Astuti¹

2021

PIP

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Berbagai macam media pembelajaran berfungsi untuk menunjang kegiatan pembelajaran dalam upaya mencapai hasil belajar, termasuk penggunaan media kolase. Tujuan penelitian ini adalah untuk meningkatnya hasil belajar pada siswa kelas IV SD pada pembelajaran tematik dengan menggunakan media kolase. Penelitian ini adalah penelitian tindakan kelas yang dilaksanakan di SDN 02 Margo Mulyo OKU Timur yang dilaksanakan selama 3 bulan pada tahun 2020. Prosedur penelitian yang digunakan adalah model John Elliot yang mencakup tahapan perencanaan, tindakan, observasi, dan refleksi. Hasil penelitian melaporkan bahwa terdapat peningkatan nilai rata-rata siswa dari pra siklus 74,89 meningkat menjadi 76,30 pada siklus pertama, dan meningkat menjadi 79,00 pada siklus kedua. Persentase ketuntasan belajar dilaporkan meningkat pada setiap siklusnya, dari 52% pada pra siklus, menjadi 68% pada siklus pertama, dan menjadi 90% pada siklus kedua. Secara klasikal telah tercapai indikator yang ditetapkan yaitu persentase ketuntasan belajar siswa mencapai ≥ 75% siswa dengan nilai ≥ 75. Aktivitas belajar siswa dan mengajar guru selama proses pembelajaran menggunakan media kolase berkategori sangat baik. Saran penelitian adalah perlu dilakukannya kegiatan pendampingan pada guru dalam memilih, menggunakan, dan memanfaatkan media pembelajaran. There are various media to support learning and improve learning outcomes, including collage media. This research aims to describe the outcomes of fourth-grade primary school students' thematic learning using collage media. This research is a classroom action research that was conducted for 3 months in 2020 at SDN 02 Margo Mulyo OKU Timur. The research procedure used is the John Elliot model which includes the stages of planning, observation, and reflection. The results reported the increase of students’ mean score from the pre-cycle 74,89 to 76,30 in the first cycle and increased to 79,00 in the second cycle. The percentage of learning completion reported to have increased in each cycle, from 52% in the pre-cycle, to 68% in the first cycle, and 90% in the second cycle. Classically, the proposed indicators have been achieved with student learning completion reaching ≥ 75% with ≥ a 75 score. Teacher and student learning activities with collage media are categorized very well. The research suggests that teachers must study the selecting, using, and utilizing learning media process.

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Pengembangan Game Petualangan “Si Bolang” Sebagai Media Pembelajaran Tematik Untuk Meningkatkan Motivasi Dan Prestasi Belajar Siswa Kelas v Sekolah Dasar

Cited by 24 publications

References 3 publications

Learning Multimedia Based on RPG Maker MV Material for Circumference and Area of Flat Shapes for Elementary School Students

Learning Multimedia Based on RPG Maker MV Material for Circumference and Area of Flat Shapes for Elementary School Students

Redefining language and literature learning in the transformation era

Peningkatan Hasil Belajar Melalui Media Kolase Pada Pembelajaran Tematik Siswa Kelas Iv Sekolah Dasar

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