Pengembangan  Perangkat Pembelajaran Telaah Kurikulum Matematika 1 Mengintegrasikan Kreativitas dan Karakter Cerdas Melalui Pembelajaran Kooperatif Berbasis Asesmen Proyek

Asikin, Mohammad; Rochmad, Rochmad; Kurniasih, Ary Woro

doi:10.15294/kreano.v8i1.4983

Cited by 6 publications

(6 citation statements)

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“…Fourth, it motivates the students to be more active at solving problems. This is reinforced on the previous studies stating that project assessments focus on the process used as a means to develop and assess the skills of students in accomplishing tasks from the investigative stage to the level of reporting (Asikin, 2017;Hapwiyah et al, 2015;Vidya Putri Sukmasari & Rosana, 2017). Other findings which also claim the work of this project is a contextual form of learning that emphasizes problem solving through a collaborative effort (Widnyani et al, 2015;Wijayanti, 2014).…”

Section: Introductionmentioning

confidence: 62%

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Wayan

2022

JERE

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The low of social science learning outcomes occur because teacher tends to give tests that lead to cognitive assessments and only assess students’ attitudes when doing tests without paying attention towards student skills. This study aimed to analyse the effect of learning by applying a project assessment with a national perspective on social studies learning outcomes and students’ attitudes toward nationalism. The type of research was quasi-experimental design with a non-equivalent post-test-only control group. This study’s population was all class V students by total 231 students. The amount of sample in this study is 46 people. Data collection methods were test and non-test. Instruments of learning outcomes and attitudes of nationalism were then validated in content and empirically by two experts with item validity and reliability tests. The data collected were analysed using analysis with MANOVA. The study’s results based on the calculation of the MANOVA test obtained a significant number of 0.000 which means less than 0.05 (0.000 <0.05). It means that there are differences, either partially or simultaneously, in social studies learning outcomes and students’ attitudes toward nationalism who were taught by applying a project assessment with a national perspective. It is concluded that using project assessment with a national view positively affect social studies learning outcomes and the nationalism attitude of fifth grade elementary school students.

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Section: Introductionmentioning

confidence: 62%

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Wayan

2022

JERE

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“…E-learning dapat meningkatkan motivasi dan semangat belajar sehingga berdampak pada hasil belajar siswa (Escobar Fandiño et al, 2019;Kurtz et al, 2014;Mailizar et al, 2020). Temuan lainnya juga menyatakan asesmen proyek dapat menilai kemampuan siswa secara baik (Amri & Tharihk, 2018;Asikin, 2017). Belum adanya kajian mengenai dampak penggunaan E-learning berbasis asesmen proyek terhadap kemandirian belajar dan hasil belajar siswa selama pandemi covid-19.…”

Section: Pendahuluanunclassified

Dampak Penggunaan E-learning Berbasis Asesmen Proyek Terhadap Kemandirian Belajar dan Hasil Belajar Siswa Selama Pandemi Covid-19

Wayan

2022

j. penelit. dan pengemb. pendidik.

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Pembelajaran dilakukan dengan daring menyebabkan kegiatan belajar menjadi terbatas. Siswa mengalami kesulitan dalam belajar daring. Hal ini disebabkan karena siswa tidak dapat bertatap muka secara langsung dengan guru sehingga kesulitan dalam memahami materi pembelajaran. Tujuan penelitian ini yaitu menganalisis kajian mengenai dampak penggunaan E-learning berbasis asesmen proyek terhadap kemandirian belajar dan hasil belajar siswa selama pandemi covid-19. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain eksperimen posts test only control group design. Populasi pada penelitian ini berjumlah 60 siswa. Pengambilan sampel dilakukan dengan teknik random sampling sederhana. Metode yang digunakan dalam mengumpulkan data yaitu observasi, wawancara, dan tes. Instrumen yang digunakan dalam pengumpulkan data yaitu kuesioner dan lembar soal tes. Teknik yang digunakan untuk menganalisis data yaitu analisis deskriptif dan inferensial. Pengujian hipotesis dilakukan dengan menggunakan analisis Manova, yang didahului dengan prasyarat analisis yang meliputi uji normalitas, homogenitas, dan lineritas valiabel terikat. Hasil penelitian menunjukkan bahwa nilai signifikasi analisis Manova sebesar 0,000 (<0,05). Hal tersebut berarti bahwa secara simultan dan parsial terdapat pengaruh penggunaan e-learning berbasis asesmen proyek terhadap kemandirian dan hasil belajar siswa selama pandemi covid-19. Oleh sebab itu, penggunaan e-learning berbasis asesmen proyek dapa dijadikan rujukan penyelenggaraan pembelajaran selama masa pandemi covid-19.

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“…A positive attitude towards learning materials can increase accessibility and motivation in learning [36]. Students' attitudes and satisfaction with learning materials affect the way they learn, especially during the COVID-19 pandemic [37]. So, it can be said that how one learns a lecture material is related to students' attitudes towards the course, especially the Computational Physics course.…”

Section: Attitude Towards Computational Physics the Data In Tablementioning

confidence: 99%

Need analysis to develop a generative learning model with a cognitive conflict strategy oriented to creative thinking in the Computational Physics course

Akmam

Hidayat²,

Mufit³

et al. 2022

J. Phys.: Conf. Ser.

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The discovery learning model with the strategy of exploring questions no longer increases students’ understanding of Computational Physics, for this reason, a cognitive conflict-based generative learning model is developed. The The purpose of this needs analysis research was to determine the factors and aspects needed for the development of a cognitive conflict-based generative learning model in Computational Physics. This research was surveyed 132 students who have been and are currently attending Computational Physics lectures by using a questionnaire with a valid and reliable Likert Scale. Questionnaires were distributed through google form media for 20 days. The results showed that students needed a challenge given to each new topic to arouse curiosity and needed an assimilation process to build knowledge about Computational Physics. Students feel the need to think creatively to build knowledge of problem solving in Computational Physics. So, changes in strategies and methods as well as learning steps by lecturers are a must. Finally, The factor relationship model that affects the computational physics learning process is f(x) = 0.325X1 +0.224 X2 + 0.152X3. where X1 is attitude towards Computational Physics, X2 is teaching material and learning model, and X3 is learning style and creative thinking.

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Pengembangan Perangkat Pembelajaran Telaah Kurikulum Matematika 1 Mengintegrasikan Kreativitas dan Karakter Cerdas Melalui Pembelajaran Kooperatif Berbasis Asesmen Proyek

Cited by 6 publications

References 0 publications

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Project Assessment with Nationalism Insight at Elementary Schools and Its Impact Towards Students’ Social Science Achievement and Nationalism Attitude

Dampak Penggunaan E-learning Berbasis Asesmen Proyek Terhadap Kemandirian Belajar dan Hasil Belajar Siswa Selama Pandemi Covid-19

Need analysis to develop a generative learning model with a cognitive conflict strategy oriented to creative thinking in the Computational Physics course

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