Pengembangan Media Diorama  tentang Kegiatan Ekonomi di Lingkungan Sekitar  untuk Kelas IV Sekolah Dasar

Munifah, Ulfatul; Nugraha, Akhmad; Ganda, Nana

doi:10.17509/pedadidaktika.v7i4.26439

Cited by 2 publications

(6 citation statements)

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“…Three-dimensional dioramas are suitable for learning because they make it easier for students to learn by increasing interest in the subject matter. Dioramas are 3-dimensional scenes created to depict academic subjects, stories, or historical events and can be used at all levels of education (Evitasari & Aulia, 2022;Munifah et al, 2020). This media gives students a better understanding of real things (Enti et al, 2010;Kisma et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…This media gives students a better understanding of real things (Enti et al, 2010;Kisma et al, 2020). Diorama media to make it easier for students to learn (Amalia et al, 2018;Munifah et al, 2020). The choice of learning media must consider various factors, including student needs, the content to be conveyed, and learning objectives.…”

Section: Discussionmentioning

confidence: 99%

“…A teacher must have the skills to choose learning media that suit the content and assessment (Kisma et al, 2020;Kustadiyono, 2020;Sapitri et al, 2021;Wardoyo et al, 2022). Effective learning media is simple but capable of activating the participation of all students, compared to sophisticated media that makes students passive (Amalia et al, 2018;Munifah et al, 2020;Safitri & Munjiatun, 2022). Therefore, 3-dimensional diorama media makes it easier for students to learn.…”

Section: Discussionmentioning

confidence: 99%

“…Students' interest in learning increases when using appropriate learning media (Islamiyah & Asmarani, 2022;Weranti, 2017). Visual media can help students better understand complex concepts and improve learning outcomes (Anggraeni & Istianah, 2017;Munifah et al, 2020). In addition, 3-dimensional diorama learning media can connect students with real-world events, helping them see theories and concepts in action.…”

Section: Discussionmentioning

confidence: 99%

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3D Diorama Learning Media on the History of the Independence of Indonesia to Improve Learning Outcomes in Social Studies Learning

Hanifah,

Setyasto

2024

mimb.pgsd undiksha

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Social studies learning still needs to be more optimal. This problem is motivated by the need for more relevant learning media. This results in students tending to be passive and affecting learning outcomes, which are still low. This research aims to develop 3-dimensional diorama media for social studies lesson content in elementary school classes. This type of research is in the form of research and development, the Borg and Gall development model. Data collection techniques include tests and non-tests in the form of observations, interviews, tests, questionnaires, and documentation. The data collection instruments are in the form of questionnaires and test questions. Data analysis techniques use product data analysis, Kolmogorov-Smirnov normality test data analysis, paired t-test, and N-Gain test. The research results show that 3-dimensional diorama media is suitable for use with a percentage of media expert assessment of 81.25% and material experts of 94.4%. The t-test results show that the media used is effective in learning to improve social studies learning outcomes on the content of National Events Around the Proclamation of Independence. The N-Gain test results show an increase in social studies learning outcomes. It was concluded that 3-dimensional diorama media was effective and suitable for social studies learning. The research implication is that 3-dimensional diorama media can be used to improve social studies learning outcomes for students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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3D Diorama Learning Media on the History of the Independence of Indonesia to Improve Learning Outcomes in Social Studies Learning

Hanifah,

Setyasto

2024

mimb.pgsd undiksha

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“…Sedangkan untuk hasil uji reliabilitas instrumen penilaian sikap spiritual dan sikap sosial menunjukkan hasil yang sama yaitu sebesar 1,00 dari ahli/pakar dan praktisi/guru sehingga instrumen dikatakan reliabel (Agung, 2014). Hal tersebut sejalan dengan penelitian Muslimah et al, (2017) yang menyatakan bahwa valid dan reliabel merupakan syarat utama instrumen layak digunakan sebagai penilaian. Penelitian yang dilakukan oleh Sa'adah & Sigit (2018) juga mengemukakan bahwa hasil validasi isi oleh ahli yaitu instrumen penilaian sikap dan keterampilan psikomotorik "sangat layak" dengan persentase rata-rata 97,3 % dan 86,5 %, hasil uji coba terbatas menunjukkan bahwa instrumen penilaian sikap "valid" dan "reliabel".…”

Section: Pembahasanunclassified

Instrumen Penilaian Sikap Spiritual dan Sikap Sosial Siswa Kelas VI pada Tema Persatuan dalam Perbedaan

Anggreni

Astawan

Rati

2021

MPI

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Kurang maksimalnya penilaian pada ranah afektif disebabkan oleh tidak adanya pengembangan instrumen penilaian yang mampu mengukur aspek-aspek penilaian. Tujuan penelitian ini untuk menghasilkan instrumen penilaian sikap spiritual dan sikap sosial siswa kelas VI SD pada tema Persatuan dalam Perbedaan yang valid dan reliabel. Penelitian ini berjenis pengembangan dengan menggunakan model pengembangan RDR. Metode pengumpulan data berupa lembar validasi instrumen dengan melibatkan dua ahli dan dua praktisi kelas VI. Subjek penelitian ini adalah 2 orang ahli dan 2 orang praktisi kelas VI. Metode analisis data menggunakan uji gregory untuk mencari validitas dan uji percentage of agreement untuk mencari reliabilitas. Validitas isi instrumen penilaian sikap spiritual dan sikap sosial menunjukkan hasil 1,00 berkriteria validitas sangat tinggi. Reliabilitas pada instrumen sikap spiritual dan sikap sosial menunjukkan hasil 1,00 berkriteria reliabel. Dapat disimpulkan bahwa instrumen layak untuk digunakan menilai sikap spiritual dan sikap sosial siswa kelas VI SD pada tema Persatuan dalam Perbedaan.

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Pengembangan Media Diorama tentang Kegiatan Ekonomi di Lingkungan Sekitar untuk Kelas IV Sekolah Dasar

Cited by 2 publications

References 0 publications

3D Diorama Learning Media on the History of the Independence of Indonesia to Improve Learning Outcomes in Social Studies Learning

3D Diorama Learning Media on the History of the Independence of Indonesia to Improve Learning Outcomes in Social Studies Learning

Instrumen Penilaian Sikap Spiritual dan Sikap Sosial Siswa Kelas VI pada Tema Persatuan dalam Perbedaan

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