Pengembangan Media Pembelajaran Interaktif  Berbasis Lectora  Inspire  Dalam Meningkatkan Hasil Belajar Siswa Kelas X  Lintas Minat  Pada Mata Pelajaran Geografi  Di Sman 1 Padang Sago

Dahlia, Dahlia; Rianto, Slamet; Yuherman, Yuherman

doi:10.34312/jgej.v3i2.16098

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…To find out the average increase in pretest and posttest, an N-gain test was carried out by comparing the difference between SMI and pretest. This aligns with research conducted by Aldira Audia et al (2021) and Dahlia et al (2022), which stated that learning media assisted by Lectora Inspire could improve student learning outcomes, as evidenced by the N-gain test falling into the "high" category.…”

Section: Effectiveness Of Website-based Learning Media Products With ...supporting

confidence: 88%

Development of Interactive Web-Based Learning Media Assisted by Lectora Inspire to Improve IPAS Learning Outcomes

Inayati,

Setyasto

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Penelitian ini dilatarbelakangi oleh kurangnya pemanfaatan teknologi dalam pengembangan media pembelajaran di SDN Kaliwungu 02 yang berdampak pada hasil belajar peserta didik. Jenis penelitian yang digunakan yakni penelitian Research and Development (R&D) dengan menggunaan model pengembangan ADDIE. Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan, kepraktisan, dan efektivitas media pembelajaran interaktif berbasis website dengan berbantuan lectora inspire. Populasi dalam penelitian ini berjumlah 36 anak dengan 12 subjek untuk uji coba skala kecil dan 24 anak untuk uji coba skala besar. Hasil validasi oleh validator ahli materi dan media menunjukkan sebesar 88,5% yang masuk dalam katergori layak digunakan. Berdasarkan hasil pretest dan posttest diketahui bahwa media pembelajaran interaktif ini masuk dalam kategori efektif untuk meningkatkan hasil belajar peserta didik yang ditunjukkan dengan peningkatan hasil rata-rata skor pretest sebesar 62 menjadi 83 pada saat posttest serta hasil uji N-gain diperoleh <g> nilai gain sebesar 0,77 dengan kategori tinggi. Berdasarkan hasil angket tanggapan yang telah disebarkan diperoleh respon sangat positif baik dari guru maupun peserta didik. Dari hasil tersebut dapat disimpulkan bahwa media pembelajaran interaktif berbasis website dengan berbantuan lectora inspire efektif untuk meningkatkan hasil belajar peserta IPAS serta layak dan praktis digunakan dalam pembelajaran siswa kelas IV Sekolah Dasar Negeri Kaliwungu 02.

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Section: Effectiveness Of Website-based Learning Media Products With ...supporting

confidence: 88%

Development of Interactive Web-Based Learning Media Assisted by Lectora Inspire to Improve IPAS Learning Outcomes

Inayati,

Setyasto

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Then Syawaluddin et al (Syawaluddin et al, 2020) said that low student learning outcomes are caused by many factors, one of which is the lack of utilization of interesting learning media. This is in line with research conducted by Dahlia et al (Dahlia et al, 2022) which states that the media is said to be effective if it can arouse students' interest and motivation to actively follow and listen, listen to learning. Estuaries in Geography education serve as a comprehensive learning resource (Wang et al, 2020).…”

Section: Introductionsupporting

confidence: 90%

Digital Estuaries: Exploring the Pedagogical Benefits of Virtual Reality Media in Geography and Spatial Analysis

Habibah,

Putra,

Nilsson

et al. 2023

Jambura Geo Educ. J

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Learning eco-spatial concepts and estuary conservation concepts in Geography is often constrained by irrelevant learning media and limited field trips. As marine conservation is critical to addressing damage to coastal and marine ecosystems, there is an urgent need for innovative learning media that can bridge this gap. To address this, our research focuses on the development and evaluation of Virtual Reality Estuary learning media. This interactive tool provides a realistic virtual representation of the real world through a 360° panorama. It is designed to offer students an immersive experience, enhancing their understanding of the topics of eco-spatial concept and estuary conservation. We used a Research and Development (RD) approach using the Successive Approximations Model research method. This research uses primary and secondary data. Primary data is based on field data and product validation tests. Secondary data was obtained from literacy data from accredited journals. Data needs analysis using a questionnaire submitted to students. The analysis shows that the use of virtual reality media is needed in estuary learning. This research resulted in the development of Virtual Reality Estuary media. Virtual Reality Estuary media development products have gone through the media product validation test stage and material validation test with declared valid and feasible to use. So that students can do digital exploration through Virtual Reality Estuary in geography learning.

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“…Karena terdapat kekurangan dalam waktu pengerjaan dan sumberdaya, maka peneliti peneliti hanya dapat melakukan uji coba di SMA Islam Ma'arif Lawang dan tidak mendistribusikan lebih dari satu sekolah di Lawang. 5) Tahap evaluasi menekankan pada hasil dari keseluruhan tahapan yang telah dilalui berupa hasil jadi produk buku sekolah penggerak (Cahyadi, 2019;Dahlia et al, 2022;Dwisukamsurya et al, 2019;Sugiyono, 2015).…”

Section: Metode Pengembanganunclassified

BUSPERAK: Menilik Kebaharuan Kurikulum Merdeka Melalui Pengembangan Bahan Ajar

Muzaki

Mutia

2023

Jambura Geo Educ. J

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The independent curriculum emphasizes literacy skills, including critical thinking and communicative skills as outlined in the teaching materials. The advantages of busperak teaching materials are QR codes, internet searches, and reinforcement of material for each chapter. The aim of this research is alternative high school level textbooks for grade XI because there are still few textbooks that adopt the independent curriculum. Research and development using ADDIE models the reseach methodology to produce busperak. The research instrument used validity sheets and questionnaires. The method of data analysis applies a descriptive percentage. Descriptive percentage technique is the process of converting quantitative data into qualitative data by analyzing the level of validity Implications showed that the media validity results scored 4.6, the material validity test scored 4.8 and the language validity test scored 4.6. Thus, the results of busperak validation obtained a validity level of 90% having an excellent category. Even while the small groups find trial show a percentage of 82% in media test, the material validity test gets a percentage of 79%, and the language validity test gets a percentage of 74%. So, total average result of the busperak product trial has a percentage of 78.333%. Thus, the busperak is categorized as good and suitable and can be applied at school.

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Pengembangan Media Pembelajaran Interaktif Berbasis Lectora Inspire Dalam Meningkatkan Hasil Belajar Siswa Kelas X Lintas Minat Pada Mata Pelajaran Geografi Di Sman 1 Padang Sago

Cited by 5 publications

References 9 publications

Development of Interactive Web-Based Learning Media Assisted by Lectora Inspire to Improve IPAS Learning Outcomes

Development of Interactive Web-Based Learning Media Assisted by Lectora Inspire to Improve IPAS Learning Outcomes

Digital Estuaries: Exploring the Pedagogical Benefits of Virtual Reality Media in Geography and Spatial Analysis

BUSPERAK: Menilik Kebaharuan Kurikulum Merdeka Melalui Pengembangan Bahan Ajar

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