Pengembangan Media Pembelajaran Interaktif pada Materi Operasi Bilangan Bulat

Batubara, Hamdan Husein

doi:10.31602/muallimuna.v1i1.271

Cited by 30 publications

(28 citation statements)

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“…As a result, the ways the teachers teach are merely theoretical and mechanistic (Fauziyah & Jailani, 2014;Ependi, 2016), tend towards memorizing rather than understanding (Febriya et al, 2015;Fauzan & Sari, 2017;Maharani, 2017;Hayati et al, 2018), transfer information without a constructive activity (Ahdhianto, 2016;Purnama et al, 2017), and are teacher-centred (Astuti & Purwoko, 2017). The media used by teachers are also monotonous (Batubara, 2015;Yunianto et al, 2019) and teachers rely only on textbooks and worksheets (Siswoyo, 2015;Utami, 2017;Lestari et al, 2019).…”

Section: Underlying Problemsmentioning

confidence: 99%

Pedagogical Innovations in Elementary Mathematics Instructions: Future Learning and Research Directions

Rahmadi

Lavicza

2021

IJonSES

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Literature reviews about pedagogical innovations are of importance to determine further interventions for learning refinement and future research directions. The present study describes existing pedagogical innovations, identifies learning problems underlie the innovations, and outlines development models used for developing elementary mathematics educational innovations in Indonesia. A systematic literature review was administered to review scholarly articles published between 2014 and 2019. This time frame was drawn in relation to a new curriculum called Kurikulum 2013 introduced in early 2014. The results of this study reveal that the majority of pedagogical innovations focus on developing learning materials and techniques while fewer innovations develop learning environments. Problems underlie existing innovations mainly due to the elementary students who reluctant to learn mathematics, the less competent teachers, and the old-fashioned learning resources. Research and development in elementary mathematics were commonly conducted using Borg Gall, ADDIE, and 4D models. The evidence from this study suggests that forthcoming mathematics teaching and learning process should be conducted in more enjoyable manners such as practicing microgame-based learning in either physical or digital learning spaces. One of the most sensible research agendas is to develop joyful learning environments to address the interrelated complex problems among students, teachers, and learning resources in elementary mathematics learning in Indonesia.

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Section: Underlying Problemsmentioning

confidence: 99%

Pedagogical Innovations in Elementary Mathematics Instructions: Future Learning and Research Directions

Rahmadi

Lavicza

2021

IJonSES

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“…Pernyataan tersebut sesuai pendapat ahli yang menyatakan pemanfaatan ICT meningkatkan kemampuan siswa dan hasil belajarnya serta membuat siswa bersikap positif dalam pembelajaran (Farida et al, 2009;Ramdhani & Wulan, 2012;Ramdhani & Muhammadiyah, 2015). Selain itu kerumitan materi yang disampaikan kepada siswa dapat lebih disederhanakan menggunakan media pembelajaran agar siswa lebih cepat memahami materi pembelajaran (Batubara, 2015 Aspek minat menunjukan nilai klasifikasi sangat baik juga yaitu sebesar 84,37%, dari hasil respon tersebut dapat digambarkan bahwa apliaksi modul Quick Math dapat mendorong minat belajar siswa menggunakan aplikasi tersebut. Timbulnya minat karena adanya ketertarikan siswa terhadap aplikasi Quick Math, sehingga tidak disadari adanya keinginan untuk melakukan pembelajaran secara mandiri yang nantinya dapat mempengaruhi terhadap prestasi dan hasil belajar siswa.…”

Section: Pembahasanunclassified

Pengembangan Modul Quick Math Berbasis Mobile Learning sebagai Penunjang Pembelajaran Matematika di SMA

2019

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[Title: Development of Quick Math Module Based on Mobile Learning as a Support for Mathematics Learning in High School]. Learning resources is a very important component of the learning process. One of the learning resources that can be utilized independently is the module. The purpose of this research is to develop the Quick Math module and evaluate the feasibility of the module. The development model used is the ADDIE model namely analysis, design, development, implementation and evaluation. The subject in this study was 15 students consisting of low, moderate and high-performance level and 6 teachers at SMA Negeri 2 Kota Serang. The instruments used to collect data in this research consist of expert validation questionnaire (content and media), Teacher and student response questionnaire. Based on data analysis results, obtained the score of the content material about 86.4% with a very feasible category, media experts about 88% with very feasible category, teacher response of 92% with very good category and student response of 88.39% with the very good category. Based on the data analysis it can be concluded that the Quick Math module is developed feasible to be used as a learning resource in accordance with the demands of the 2013 curriculum. This app makes it easy for students to access flexible learning resources wherever and whenever

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“…Moreover, this study is also intended to examine the teachers' constraints in the use and development of media. A study by Batubara (2015) discovered that the teacher's ICT competence in using ICT-based instructional me-dia could be classified as fair.…”

Section: Introductionmentioning

confidence: 99%

The Utilization of Instructional Media by the Vocational High Schools Teacher

Dwihartanti

Sutirman

Yuliansah

2021

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This study examines the use and development of instructional media by the teachers of Office Administration Vocational School (OAVS) in the Special Region of Yogyakarta (DIY). The population of this survey research is all teachers of OAVS in DIY. This research employed the purposive sampling technique and considered only the teachers who had been teaching productive subjects for at least five years. The descriptive analysis technique was used to conduct the data analysis. The result shows all the teachers of OAVS in DIY have utilized learning media in teaching and learning activities. The most widely used type of instructional media is the PowerPoint. The technical constraints experienced in utilizing learning media are related to the preparation of using learning media. While the non-technical are related to the availability of facilities and infrastructure. Teachers of OAVS in DIY who have developed learning media are still at a low level. Technical things experienced by teachers in developing learning media are constrained in the process of planning the development of learning media and should look for media experts who will validate. The non-technical constraints faced by teachers in media development are issues about facilities and low teacher motivation.

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Pengembangan Media Pembelajaran Interaktif pada Materi Operasi Bilangan Bulat

Abstract: Hosting by www.uniska-bjm.ac.id All rights reserved.

Cited by 30 publications

References 0 publications

Pedagogical Innovations in Elementary Mathematics Instructions: Future Learning and Research Directions

Pedagogical Innovations in Elementary Mathematics Instructions: Future Learning and Research Directions

Pengembangan Modul Quick Math Berbasis Mobile Learning sebagai Penunjang Pembelajaran Matematika di SMA

The Utilization of Instructional Media by the Vocational High Schools Teacher

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