The Effectiveness of Multimedia-Based Learning on Students’ Concept Understanding at Grade 4 Elementary School in Kediri District

Abstract

This research aims to determine the effect of multimedia-based learning on the students' concept understanding at the fourth-grade of elementary school in Kediri district. This research is quantitative in nature with a quasiexperimental design. The cluster random sampling was used and there were 22 students involved in this research. Repeated Measure ANOVA was used to test the hypotheses with the significance value of 0.05. The results indicate that multimediabased learning affects the student's understanding concept significantly. It was found that students' understanding concepts was higher when treated with Multimedia-Based Learning than when not treated with Multimedia-Based Learning. There were differences in student learning outcomes indicated by by the increasing of students' understanding scores when the treatment was given.

The Influence of Fun Thinkers Book Media Towards Science Concepts Understanding of 5th Grade Student on Min 3 Central Lombok in 2020/2021 Academic Year

“…She further states that usually students memorize concept definitions faster than just paying attention to the relationship between one concept and another. Consequently, new concepts are not integrated with existing concepts, but stand alone without being linked to other concepts (Ermiana et al, 2020). In line with that, the Fun Thinkers Book media has a role in connecting existing knowledge with new knowledge when students link one statement to another in the form of media games.…”

“…Thus students are able to find for themselves about the concepts they are learning as well as understand these concepts in depth. Concept understanding can be understood as a network of relationships between objects, events, and others, which have fixed and observable features (Ermiana, Karma, & Affandi, 2020). She further states that usually students memorize concept definitions faster than just paying attention to the relationship between one concept and another.…”

“…She further states that usually students memorize concept definitions faster than just paying attention to the relationship between one concept and another. Consequently, new concepts are not integrated with existing concepts, but stand alone without being linked to other concepts (Ermiana et al, 2020). In other hand, Bruner, Goodnow and Austin stated that science concepts has five most important elements namely (1) Term, (2) Definition, (3) Symbols, (4) Value, and ( 5) Example (Chiappetta & Koballa, 2014;Erfan & Ratu, 2018;Erfan, Widodo, Umar, Radiusman, & Ratu, 2020).…”

Effectiveness of Web-Based Flipped Classroom Reviewed from UnderstandingMathematics Concepts of Primary Teacher Education Students

“…Menghubungkan konsep dengan konsep lainnya merupakan sebuah keharusan yang dilakukan dalam proses penyelesaian permasalahan. Sanjaya (2009) Seperti yang di ungkapkan oleh Ermiana et al, (2020) bahwa pada pendidikan tinggi khususnya pada mahasiswa PGSD, pemahaman konsep matematika hendaknya dikuasai oleh mahasiswa dengan baik. Hal ini di karenakan mahasiswa PGSD yang nantinya akan menjadi guru SD harus memiliki pengetahuan mendasar yang baik sehingga konsep yang akan disampaikan pada siswa tidak salah atau keliru.Salah satu model yang digunakan agar mahasiswa dapat belajar lebih optimal walaupun dengan jarak jauh adalah model flipped classroom berbasis web.…”