Video Pembelajaran Pada Muatan Pembelajaran IPA untuk Siswa Kelas V Sekolah Dasar

Dewi, Anak Agung Sri; Sudarma, I Komang; Tegeh, I Made

doi:10.23887/iji.v3i1.31272

Cited by 1 publication

(1 citation statement)

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“…The pandemic that has been happening in the past two years resulted in the learning system having to adapt to the situation, which minimizes direct physical encounters. This condition is not surprising in developed countries because they have already started using ICT for learning before the pandemic (Dewi et al, 2022;Pradita et al, 2022). Students rarely depend on in-person meetings because there are conditions when they cannot meet their teacher in class due to illnesses or other conditions.…”

Section: Introductionmentioning

confidence: 99%

Blended Learning Integrated with Project-Based Learning: Its Effect on Learning Outcomes, Perception, and Self-Regulated Learning

Pohan

Maulina

2022

JPKI

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The demands on chemistry learning require hands-on action in the form of practicums to fit understanding of chemical concepts, examine the theories obtained and relate them to everyday scientific phenomena through scientific activities in the laboratory. So that cognitive, affective, and psychomotor learning outcomes are achieved. This research is a type of qualitative descriptive research. This study investigates student perceptions and Self-Regulated Learning (SRL) on integrated blended learning Project Based Learning that affects student learning outcomes. The research subjects were nine people students who were enrolled in basic chemistry courses. This research was conducted for seven meetings where the learning process was carried out with a mixture of online and offline lectures called Blended Learning. Data collection was conducted through interviews to determine student perceptions of Blended Learning and a questionnaire to determine the student's SRL level. Learning Outcomes (LO) tests were in the form of cognitive, affective, and psychomotor. The interview data were analyzed inductively. Meanwhile, the SRL data analysis and the LO test are presented as an integrated and comparative description. Students' interviews revealed positive perceptions about the learning. This study found that the students' SRL were in the high (56%), medium (33%), and low (11%) categories. The LO assessment was obtained from the pre-test and post-test; all students' scores increased. As for the attitude, the measurements showed four categories: very good (67%), good (11%), adequate (11%), and poor (11%). Assessment of instruments designed showed that 67% of the instruments were developed while another 33% were underdeveloped.

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Section: Introductionmentioning

confidence: 99%