Effectiveness Of Learning Devices Research Articles

Development of RPP-LKPD Based on the Ber2P3 Learning Model on Student Concept Mastery on Vibration and Wave Materials

This research is development research that aims to describe the validity, practicality and effectiveness of learning devices using the Ber2P3 learning model in the form of lesson plans and LKPD on Vibration and Wave material with research subjects involving 25 students of class VIII Tahfiz MTs Al Huda Gorontalo. Based on the validity of the RPP and LKPD based on the Ber2P3 learning model, it meets the valid criteria with an average value of 90%, the practicality of the RPP based on the Ber2P3 Learning model as seen from the implementation of learning with the first and second meeting values ranging from 78% and 87% including good criteria. Student responses meet the good criteria with a score of 80%. The effectiveness of RPP and LKPD Ber2P3 is seen through the activities of students who meet the good criteria with a value of 83% and a learning outcome test with 84% classical completeness. Based on the results of the study, it can be concluded that the lesson plans and LKPD using the Ber2P3 learning model of vibration and wave material meet the criteria of valid practical and effective

Development of STEM-PjBL Learning Media to Improve Students' Critical Thinking Skills for Counting Whole Number and Fraction

This study aims to describe the process and results of the development of PjBL-based learning media integrated with STEM to improve students' critical thinking skills on the material of counting operations of whole numbers and fractions. This research is a development research with Plomp development model to develop learning tools in the form of Teaching Modules and Project Worksheets on arithmetic operations of whole numbers and fractions with STEM integrated project learning design. The instruments of this research are project worksheets, teaching modules, student response sheets, and pre-test and post-test sheets. Data collection techniques used questionnaires (validation sheets and student responses) and tests. Data analysis was conducted by testing the validity, practicality, and effectiveness of learning devices. The results showed that the learning devices obtained validity criteria of 87.9% for the Project Worksheet while 84.375% for the validity of the Teaching Module and each was classified as very valid. For the effectiveness criteria, the N-gain was 0.7512 in the limited trial and 0.7091 in the class trial and each obtained high effectiveness criteria. The learning tools obtained practical criteria for implementation with an average student response of 79.3% and 80.45% for project learning design. Thus, the learning tools are declared valid, effective, and practical to use.

The Development of E-Learning-Based Collaboration (KABEL)

E-learning-based collaboration (KABEL) can be used as an alternative to improve learning outcomes and student cooperation. This study aims to develop high school physics learning tools using e-learning based collaboration model in the form of lesson planning, student worksheet, teaching materials and learning outcomes on heat material. The method used is development research 4-D development models (Define, Design, Develop, Disseminate). The results of the study show: 1) The validation of learning devices achieves very valid criteria; 2) The practicality of learning devices is determined through the implementation of learning at 87% with very good criteria and student response questionnaires at 83.77% with good criteria; 3) The effectiveness of learning devices is determined through student activities at 83.64% with good criteria and student learning outcomes in temperature and heat at 45 with criteria N-gain medium. Thus, it was concluded that the design of learning devices using collaborative learning models based on e-learning heat material is valid, practical, and effective criteria.

Development of Guided Inquiry-Based Chemistry Instructional Materials to Train Science Process Skills

The purpose of this research is to produce guided inquiry learning tools that are feasible in terms of validity, practicality, and effectiveness in training students' science process skills in acid-base material. This study refers to the Research and Development (R&D) research design. The device was implemented in class XI MIA I and XI MIA II Bani Ali Mursyad PSM Banaran with a total of 58 students. The results of this study indicate: (1) The validity of the device is in the very good category: the learning implementation plan (RPP) is in the very good category, the student worksheets (LKPD) are in the very good category, the syllabus is very good, the assessment sheets are in the very good category. (2) The practicality of learning devices is in the very practical category based on the results of the implementation of the lesson plans. (3) The effectiveness of learning devices is categorized as effective based on the N-gain test of student learning outcomes. (4) Achievement of process skills based on the results of LKPD and observation sheets categorized as skilled. Based on the results of the research, it shows that the learning tools are in the very good category, very practical, effective and skilled so that the learning tools are feasible to use.

Effectiveness of Problem-Based Learning Model Assisted by Canva-Oriented Pancasila Student Profiles to Improve Scientific Literacy

This study aims to describe the effectiveness of the Problem-Based Learning model assisted by Canva oriented to Pancasila Student Profiles and to analyze the effect of its implementation on scientific literacy skills in static electricity material. This research was conducted at SMP Negeri 1 Kwandang with 31 students in class IXA as subjects. This development research uses Research and Development (R & D) research with the ADDIE development model developed by Reiser and Mollenda, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The effectiveness test is carried out at the implementation stage. The results showed that the effectiveness of learning devices was seen through student activity data obtained by an average percentage of 93.27% obtained by very good criteria, and students' scientific literacy tests showed an increase in the N-gain score with an average N-gain score of 0.72 with high classification. This research concludes that physics learning tools that use the Problem-Based Learning model assisted by Canva-orientated Pancasila Student Profiles on static electricity effectively increase students' scientific literacy skills.

Learning Tools Quality of Problem-Based Learning Model in Contextual Teaching and Learning Approach on Elasticity and Hooke’s Law Materials

The purpose of this study was to describe the quality of physics learning tools using the Problem-Based Learning model with the Contextual Teaching and Learning approach on the material of elasticity and Hooke's law. The research was conducted at Muhammadiyah Batudaa High School, and the research sample used was class XI IPA1 using simple random sampling technique. This development research uses Research and Development (R&D) research with the ADDIE development model developed by Reiser and Mollenda which consists of the Analysis, Design, Development, Implementation and Evaluation stages. The results of the study show that the validation of the entire learning device is stated to be very valid. The practicality of learning devices is determined by the average percentage of the implementation of learning carried out during two meetings reaching 97.61% with very good criteria, then for teacher and student responses through questionnaires give positive responses. The effectiveness of learning devices is seen through student activity data which obtains an average percentage of 90.30% obtained very good criteria and student learning outcomes data on elasticity and Hooke's law show an increase in the N-gain value of 0.74 included in the high N-gain criteria. This study concludes that physics learning tools that use the Problem-Based Learning model with a Contextual Teaching and Learning approach on elasticity and Hooke's law are included in the valid, practical and effective criteria to be applied in the learning process in class.

Development of video-assisted work and energy learning tools by blended-flipped classroom model to improve students creative thinking skills

This study aims to produce a product in the form of work and energy learning tools by a blended-flipped classroom model. The product is assisted by a feasible, practical, and effective video to improve students' creative thinking skills. The developed products are Lesson Plans, Student Worksheets, learning videos, and creative thinking skills test instruments. The type of research used is research and development using the Dick, Carey, & Carey model. The stages of this research are analysis of needs and objectives, analysis of learning, analysis of students, formulating performance goals, developing instruments, developing learning strategies, developing learning materials, conducting formative evaluations, and revisions. The research subjects were three Physics Education University of Mataram lecturers and a physics teacher at senior high school SMA-IT Abu Hurairah Mataram as validators and 32 students of grade tenth as field trial subjects. The instruments used include validation sheets, observation sheets of learning implementation, student response questionnaires to implement learning, and creative thinking skills tests. The feasibility of learning tools is obtained from expert and practitioner validators' average validity value and percentage of agreement (PA). The device's practicality is obtained from the IJA percentage and positive student response related to the implementation of learning. The effectiveness of learning devices is obtained from the increasing students' pretest and posttest scores, which are analyzed using the N-Gain test. The analysis results show that the instrument is valid, with an average validity score in the very good and reliable category, with a mean PA score of more than 75%. The level of implementation of learning is 100% in the very good criteria, and the student responses showed a positive percentage of 81% in the very practical category. The average result of the N-Gain of students' creative thinking skills is 0.41 in the moderate category. In conclusion, the work and energy learning tools of the blended-flipped classroom model assisted by a video are feasible, practical, and effective in improving students' creative thinking skills.

Pengembangan Perangkat Pembelajaran Berbasis Multiple Intelligences untuk Meningkatkan Motivasi dan Hasil Belajar Fisika Peserta Didik SMA

This research aims to develop a learning device based on the multiple intelligences that can be valid, practical, and effective to increase students' motivation and learning achievement in physics. In this research, the learning device was developed in form of a syllabus, teaching materials, lesson plans, student worksheets, and test instruments for learning achievement. This was a research and development (R&D) with a procedural development model, named the 4D model (define, design, develop, and disseminate). The average percentage of learning device validation related to syllabus, teaching materials, lesson plans, student worksheets, and test instruments of learning achievement was 86.00%, 83.00%, 81.00%, 80.05%, and 82.50%. The practicality of the learning device was able to be seen in the percentage of learning implementation in every meeting, it was 79.60% and 75.65%, while the students’ responses toward the learning process and the student worksheets got an average percentage of 80.91% and 77.68%. The effectiveness of learning devices was proved by the increase in students' cognitive learning achievement calculated by the N-Gain equation, the results were obtained 0.63 for the medium category. The average percentage of students' learning motivation also increased from 67.56% to 75.17%. Based on these results, the learning device that was developed is valid, practical, and effective to use with some revisions.

Problem-based learning model assisted by google meet for parabolic motion topic to improve student learning outcomes

This research aims to produce quality physics learning tools using the Problem Based Learning (PBL) learning model. The study was conducted at a public senior high school (SMA Negeri 1 Tapa), Gorontalo, Indonesia. The device was developed using the 4D development model developed by Thiagarajan and Semel. The research results on the device show that the developed device is of high quality. Learning tools are said to be valid for use with little revision. It can be seen based on the average validation results of 3.5 to 3.6. The effectiveness of learning devices is seen in the increase in student learning outcomes. It consists of the cognitive domain from the first meeting until the second meeting. It obtained N Gain 0.54 with N Gain criteria moderate, in the attitude domain with an average percentage of 81.77%. The results of observing student activities during two meetings: 71.80% with good criteria. The psychomotor aspects with an average percentage of 80.36%, and the practicality of the developed devices seen from the observation sheet on the implementation of learning 84.78%, as well as teacher response questionnaires and student response questionnaires with an average the percentage of 79.88% and 84.80% got a positive response. There is an influence on student learning outcomes after the problem-based learning model is set with the help of the google meet application on parabolic motion material in the development of learning devices.

Development of Chemo-Entrepreneurship Oriented Learning Design Based on Green Chemistry

This study aims to produce a valid and effective learning device for chemo-entrepreneurship-based projects that are valid and positive student responses. This research includes development research adopted from Thiagarajan, a modified 4D model. The 4-D model consists of four stages of development, namely Define , Design, Develop , and Disseminate, Disseminate stage is not done because the Develop phase has produced a valid learning device. The validity assessment of learning devices was carried out by four experts. Instrument for assessing learning devices are syllabus components, lesson plan, teaching materials, project work sheets. The effectiveness of learning devices is seen from improving student learning outcomes. Based on the results of the analysis obtained a validity value of 3,59 (88,5%) with a very good category. Entrepreneurial interest in the extensive trial shows that the results of the paired sample t-test obtained a tcount = 19,981 and t table = 2,03. Tcount> t table which means there is a significant increase in student interest. Based on the results of the assessment, the learning devices of the chemo-entrepreneurship-based green chemistry-based clean project can be said to be valid and effective for learning.

Developing Learning Devices Based on Full Online Learning Using the Learning Management System Moodle to Improve Student Learning Effectiveness and Student Learning Independence

This research aims to: 1) develop online learning based learning devices using LMS Moodle which is valid, practical, effective to increase the effectiveness of student learning and student learning independence; 2) increasing the effectiveness of student learning and student learning independence by using online learning-based learning devices utilizing Moodle LMS. This study used a 4-D development model and was carried out in 10 th grade state senior high school 18 Medan. The results showed that: 1) The validation of learning devices was developed with a total average value of 4,09 valid categories, the practicality of the learning devices in terms of the analysis of the results of observations of learning implementation with a score in trial I to trial II of 2.7 low category into 3,03 categories being, the effectiveness of learning devices has been determined. 2) An increase in the effectiveness of student learning with a normalized gain index, it was found that in the first trial to the second trial there was an increase in the value from a score of 0,44 to 0,54 moderate criteria and an increase in student learning independence based on the KAM category had an increase from the first trial. to trial II, in the high group it increased to 79 to 85, in the medium group it increased to 69,4. Keywords: development of learning devices, online learning, student learning effectiveness, student learning independence DOI: 10.7176/JEP/12-9-12 Publication date: March 31 st 2021

Development of Mathematics Teaching Materials to Improve Students' Critical Thinking Ability with Realistic Mathematics Learning Approach (PMR) Class VIII MTsS PP Al - Qomariah Galang

This study aims to determine the validity, practicality and effectiveness of the developed teaching materials, as well as to determine the improvement of students' critical thinking skills using the developed teaching materials. Data obtained through the validation sheet of teaching materials, observation sheets, student response questionnaires, and critical thinking skills test instruments. This study uses the 4-D development model Thiagarajan, Semmel and Semmel (1974) by developing mathematics teaching materials with a realistic mathematics approach. Based on the results of the validity of the learning tools developed, it was included in the valid category with an average value of the total validity of students' books of 4.50, LKPD of 4.62 and the critical thinking ability test in the valid category. The effectiveness of learning devices that meet the effective criteria with the achievement of student learning completeness with a classical completeness percentage of 86.1%., Active student activities meet the ideal time tolerance criteria set, and student responses to learning devices are in good categories. And the average increase in students' critical thinking skills from trial I to trial II was 0.34 points with an increase in classical learning completeness of 17.35%.

Efektivitas Penerapan Model Pembelajaran Kooperatif Quick on The Draw

This research is expected to provide an overview and information on the effectiveness of the ‘Quick on the Draw’ cooperative learning model implementation, so that it can be used as a reference material and develop it in a vocational high school study. This research is a classroom action research, aiming to improve the quality or solving problems occurring in a subject group that is researched and observed as a level of success or impact of his actions. The effectiveness of the model is assessed by student activity, student learning outcomes, and student response to the use of the model. The total score of the student activity observation is 87.5% (85% < RA ≤ 100%) in ‘very active’ category. The percentage of students that are collectively completed is 100%, which means that the criteria for the effectiveness of learning devices are met. The interval of the student responses received from the average from student response poll became the class response, where the response of this class is at the range of 3.2 (͞R ≥ 3), meaning the average of overall response is positive and meet the criteria of the learning device effectiveness. The use of this learning model is expected to address the problems often faced by both teachers and students.

Effectiveness of Learning Devices with Inquiry Learning Models to Increase Skills Creative Thinking Students

This study aims to obtain learning tools with a valid, effective, and practical Inquiry learning model to improve students’ creative thinking skills. This research is research and development. Implemented using the 4 D model of the Thiagarajan, Semmel, and Semmel models through four stages: the defining stage, the design phase, the development stage, and the disseminate stage. The subjects of this study were 35 students majoring in family welfare education even in the academic year 2019/2020. The results of this study are: 1) A learning device with a valid, effective, and practical Inquiry model has been obtained and has been responded positively by the kitchen subjects to improve students’ thinking skills. IL), modules/textbooks with the Inquiry Learning model (IL) and the Inquiry learning guide model books on Kitchen Tools that are valid, effective, and practical. Juda has produced IPR for model guidance.

Development of Learning Devices Based on Guided Discovery to Improve Students’ Mathematical Reasoning Ability and Self-Esteem

This study generally aims to produce learning devices based on the guided discovery that can improve students’ mathematical reasoning ability and self-esteem. Specifically, this study aims to: 1) analyze the validity of learning devices developed based on guided discovery, 2) analyze the practicality of learning devices developed based on guided discovery, 3) analyze the effectiveness of learning devices developed based on guided discovery, 4) analyze the increase in students' mathematical reasoning ability who learn with learning devices developed based on guided discovery, and 5) analyze the increase in students' self-esteem who learn with learning devices developed based on guided discovery. The type of research is development research using a 4-D Model. The results showed that: (1) learning devices developed based on guided discovery met valid criteria based on expert judgment; (2) learning devices developed based on guided discovery met practical criteria, in terms of a) expert judgment and b) the results of observations of the learning device implementation; (3) learning devices developed based on guided discovery met effective criteria, in terms of a) the student learning completeness classically has been achieved in the trial II by 91,43% and the disseminated stage by 94,29%, b) the achievement of learning purpose has been achieved for each item, c) the learning time used does not exceed or equals the normal learning time, and d) the student responses positive to learning devices; (4) the students' mathematical reasoning ability increased with an average of N-Gain by 0,53 in the medium category; and (5) the students' self-esteem increased with an average N-Gain by 0,49 in the medium category. Keywords: development of learning devices, 4-D model, guided discovery-based learning, mathematical reasoning ability, self-esteem DOI : 10.7176/JEP/11-3-12 Publication date: January 31 st 2020

LEARNING MEDIA SKILLS OF READING AND WRITING INDONESIAN MULTIPLE INTELLIGENCE-BASED BY USING OBSERVATION LEARNING-BASED APPROACH

The recent national education system requires to be revised because in measuring the level of intelligence of students only emphasizes the ability of logic and language. The enactment of the 2013 curriculum, which took effect in July 2013 in some schools in Indonesia selected by the Ministry of Education and Culture, tries to renew it by introducing a learning paradigm that not only measures these two parameters, but looks at the aspects of kinesthetic, musical, visual-spatial, interpersonal, and naturalist aspects. Students as a component are treated, able to carry out learning activities with pleasure, carefree and happy without leaving the meaning of the seriousness of learning. Students follow the learning without pressure and also without coercion. Learning becomes more interesting for students in particular and for schools in general so that learning objectives that have been formulated from each basic competency can be achieved and students are able to do complete learning. Therefore, the preparation of learning tools requires several things, as follows (1) must be able to stimulate students to move creatively and innovatively, (2) the teaching materials used should be arranged with the optimization of learning modalities by presenting both verbal and non-verbal texts. varying, and (3) the preparation of teaching materials should have meaning and benefits for students. The objectives in this study are: (1) to develop multiple intelligences-based learning tools with observation based learning approach, and (2) to determine the effectiveness of learning devices in terms of increasing students' competencies. In addition, this development is expected to bring changes in the lives of students so that in addition to students interested in Indonesian subjects at the same time they are able to achieve the expected competencies of knowledge, skills, attitudes and values embodied in the habits of thinking and acting. Based on this, it is necessary to develop learning tools based on multiple intelligences with an observation based learning approach with a development method consisting of identification, development, and dissemination. Article visualizations:

Development of the science learning tools for junior high school based on group investigation with skill process approach in heat and the movement learning materials

Good learning device can develop thinking ability and motivation of the students in understanding the facts, concepts, principles, and procedures. One of the learning tools that support these objectives is a model group investigation with Process Skills Approach. This study aims to develop devices based science teaching junior high school learning model with the model group investigation science process skills approach to material heat and displacement with valid criteria, practical and effective in learning. This type of research is the development of research. Development model used is the model 4-D comprising the steps define, design, development and desseminate. Product trials conducted in the classroom SMPN 7 Sijunjung VII.1 and the proliferation of devices is done in class VII.4 SMPN 7. The instrument consisted of a sheet of validation and observation sheet. Type of data collected activity and student learning outcomes. The collected data were analyzed descriptively. Based on the results obtained define phase learning device development needs. Results obtained at the design stage prototype learning device that consists of a syllabus, lesson plans, handouts, student work sheet and assessment sheets for heat and displacement of material designed according to the steps of learning model group investigation with the approach of science process skills. The development phase obtained validity value of 91%, the value of the practicalities of 83.3% and a value of 86.4% effectiveness. At the desseminate stage, learning devices are obtained with a practical value of 85.4% and the effectiveness of learning devices is 85% when distributed in other classes.

Development of Learning Devices through Knisley Mathematical Learning Model to Improve Mathematical Understanding and Disposition Ability of Class VII SMP Swasta Tamora 2

This study aims to find out (1) validity of learning devices developed through the knisley mathematics learning model; (2) the effectiveness of learning devices developed through the knisley mathematics learning model; (3) the level of ability of students' mathematical understanding by using learning tools developed through the knisley mathematics learning model; (4) the level of students' mathematical disposition by using learning tools developed through the knisley mathematics learning model. Researchers develop learning tools in the form of teacher books, student books, student worksheets (LKS) and learning implementation plans (RPP). Validation of learning devices was carried out by 3 experts and two practitioners and obtained a total average value of validity at intervals of 4 ≤ Va < 5 with valid criteria. Mathematics learning devices developed through a technical mathematic model in improving the mathematical understanding and disposition skills of the developed SMP Swasta Tamora 2 students are effective. Based on the results of the ability of mathematical understanding of the test I and trial II, it was found that the average increase in students' mathematical comprehension ability was 4.12. Based on the results of the students 'mathematical disposition questionnaire in trial I and trial II it was obtained that there was an increase in students' mathematical disposition that is equal to 0.61.