Implementation Of Learning Tools Research Articles

Learning Tools Based on Outcome Based Education to Improve Student Learning Outcomes

Currently, high quality and competent human resources are needed in the world of work. To achieve this, activities must be achieved as early as possible, which can be started from college by applying the Outcome Based Education (OBE) learning method. This research aims to develop learning tools for scientific courses in the form of valid, practical and effective outcome based education semester learning plans to improve student learning outcomes. The learning device development model used in this research is define, design, and develop, by modifying the 4-D model (Four D model). Learning device validity data was collected by a validation questionnaire. Practicality data was collected through questionnaires on the responses of lecturers and students to learning tools, and questionnaires on the implementation of learning tools. Data analysis was carried out descriptively. Based on the research results obtained: (1) the validity of learning devices is in the valid category with a validity value of RPS 3.52, (2) the practicality of learning devices is in the very practical category with value of 3.43, the average lecturer response is 3.71 and student response is 3.54, (3) the effectiveness of learning tools is in the effective category, with an average learning achievement test score of 79.54 and completeness of 88.24%. Based on the findings of the research results, it was concluded that learning tools met the criteria of being valid, practical, and effective in improving student learning outcomes tests, so that they could be implemented in a wider scope.

Pengembangan Perangkat Pembelajaran Kimia SMA dalam Model Discovery Learning untuk Meningkatkan Sikap Ilmiah dan Hasil Belajar Peserta Didik

This study is a development research that aims to develop and produce high school chemistry learning tools in discovery learning model on acids and bases materials. The development model employed a 4-D model from Thiagarajan. The limited trial of learning tools in the discovery learning model was conducted at SMAN 6 Makassar with the research subject of grade XI MIPA 3 with 25 students. Data collection techniques were non-test and test techniques. The results of the study indicate that: (1) the process of developing learning tools employed a 4-D model which included 4 stages, namely: (a) the definitng stage (define), (b) the design stage, (c) the development stage (develop), and (d) the dissemination stage (disseminate); (2) the learning tools are valid, practical and effective. The learning tools have met the validity criteria including the RPP, LKPD, and THB, each of which is in valid category. The learning tools are stated as practical because the implementation of learning tools is in fully implemented category and the teacher and students’ responses to learning tools are in very practical category. The learning tools are stated as effective because they meet the effectiveness criteria. The results of the analysis of students' scientific attitudes are in very good category with 83.12% per meeting and increase to 83.47% at the end of the meeting, while the learning outcomes has classical completeness by 84%.

Evaluasi Laporan Hasil Kegiatan P3 (Penerapan Perangkat Pembelajaran) Mahasiswa Pendidikan Bahasa dan Sastra

The purpose of this study was to describe the report on the results of the P3 (Implementation of Learning Devices) activities for Study Program students. Pend. Indonesian Language and Literature STKIP PGRI Lubuklinggau. This research is focused on evaluating the P3 report (Implementation of Learning Devices) covering the systematics of reports and the use of Indonesian. This program evaluation study uses the CIPP model (context, input, process, and product). Data was collected through analysis of the results of P3 activity reports (Implementation of Learning Devices) with qualitative descriptive methods. The data were analyzed to determine the feasibility of the report from the systematic and linguistic elements. The results showed that the report on the results of P3 activities (Implementation of Learning Tools) was quite good, in terms of the systematic and linguistic elements of the report. In conclusion, the report on the results of the P3 (Application of Learning Devices) activities for STKIP PGRI Lubuklinggau students is quite good. In the future, the P3 activity report (Implementation of Learning Devices) needs to be improved again.
 Keywords: Report Evaluation, Implementation of Learning Tools (P3), Language and Literature

Pengembangan Perangkat Pembelajaran Matematika Berbasis Masalah dengan Pendekatan Saintifik Pada Pokok Bahasan Geometri untuk Peserta Didik SMA Kelas X

This study was a research and development which aimed at developing and producing mathematics learning tool for Geometry learning which was valid, reliable, objective, and practical.The product expected from this study was the learning tools on the topic of Geometry which was valid (R>85%), practical ( observe = 2) , and effective (THB = 85,7%, students activity > 80%, and positive response 98,7%). The product was consisted of 8 components, namely (1) Lesson plan; (2) Text book; (3) Worksheet; (4) Evaluation test of learning tools; (5) Observation sheet of students activity; (6) Observation sheet on implementation of learning tool; (7) questionnaire of students respons; and (8) validation sheet. The development process of authentic evaluation instrument used the modification of 4-D Model from Thiagarajan.The tried out was conducted at SMAN 1 Enrekang to grade X students. The result of the study revealed that the development of authentic evaluation instrument for Geometry learning which was valid, reliable, objective, and practical. Suggestion for this study are (1) other researchers who are interested in developing this study should learn the limitation of this study and (2) the development of authentic evaluation instrument for Geometry learning should also develop other subject materials to assist teachers in evaluating student’s based on their competence.

Development of Science Learning Tool Based on Problem Based Learning with Google Classroom to Improve Argumentation Skill

Using science learning tools will optimize the learning process. Good learning process will train the skill needed in the 21st century, including the skills of argumentation. From this point of view, an science learning tool based on problem based learning with google classroom has developed in this study. This study aimeds to test the appropriateness of science learning tool and the effectiveness of science learning tool developed in improving argumentation skill. This study was an research and development (R&D) research using 4D method from Thiagarajan with four stages including define, design, develop, and disseminate. The product trials have been conducted in 7th grade students of State Junior High School 2 Magelang at second semester of year 2017/2018. The data collection was done by non-test and test technique. Based on the results of the research note that learning tools developed theoretically declared valid based on expert assessment with very good category and effective in improving students’ argumentation skill. Learning tool based on problem based learning with google classroom is a new approach to learning with the capability to the transform education in a better quality. Implementation of learning tool based on problem based learning with google classroom provide new alternatives in improving the quality of science education achievement.

Teacher Problem Analysis in the Development of Biology Learning Tools Integrated by Reading Questionning and Answering (RQA) Learning Model in Senior Highschool

This study adressed three aspects: (1) how Senior Highshool Biology teachers perceive about learning tools (2) how the skills of Senior Highshool Biology teachers in managing learning tools (3) what are problems obtained by teachers according to planning and implementation of learning tools with the integration of Reading, Qusetioning and Answering (RQA). This study is the prerequisite study to analyse the needs for the development of learning tools integrated by Reading, Questioning and Answering (RQA) in Senior Highschool. Method used in this study is qualitative descriptive. The conculion obtained from this study includes: (1) the lack of expertise about learning tools in Senior Highschool Biology teachers, (2) the lack of ability in them to manage learning tools, (3) problems obtained in them related to the planning and implementation of the learning tools integrated by Reading, Qusetioning and Answering (RQA) learning model.

Program Pembelajaran IPA Berbasis Masalah untuk Menumbuhkan Metakognisi Siswa MTS di Salatiga

Perkembangan bahan kajian tentang IPA yang pesat menuntut para pendidik agar mampu merancang dan melaksanakan pendidikan yang lebih terarah pada pengusaan konsep IPA. Perkembangan IPA tidak hanya ditunjukkan oleh kumpulan fakta, melainkan timbul akibat adanya metode ilmiah dan sikap ilmiah. IPA tidak hanya sekedar pengetahuan, melainkan melibatkan operasi mental, keterampilan dan strategi dalam menemukan konsep IPA itu sendiri. Program pembelajaran IPA berbasis masalah untuk menumbuhkan metakognisi merupakan pelaksanaan perangkat pembelajaran, khususnya silabus, RPP, lembar kerja, media, dan asesmen. Model pembelajaran yang dipakai dalam penelitian ini adalah model problem based learning (PBL). Inovasi model pembelajaran merujuk pada penggunaan model PBL dalam pelaksanaan pembelajaran yang digunakan untuk mengetahui pencapaian metakognisi. Secara umum, penelitian ini dilakukan dengan prosedur penelitian Research & Development. Penelitian dilakukan pada MTs di Kota Salatiga dengan subjek penelitian siswa kelas VIII dengan cara pengambilan sampling yaitu purposive sampling. Tujuan akhir dari penelitian ini adalah untuk meninjau karakteristik Program Pembelajaran IPA berbasis masalah, serta menganalisis tingkat pencapaian kemampuan metakognisi. Indikator-indikator metakognisi yang digunakan adalah mengacu pada tipe-tipe Metakognisi Schraw dan Dennison (1994:472-474). Hasil pencapaian keterampilan metakognisi pada aspek tes essay menunjukkan hasil yang positif, aspek kinerja menunjukkan indikator yang dominan adalah planning, sedangkan dari hasil angket menunjukkan dominasi indikator evaluasi.

THE IMPLEMENTATION OF LEARNING DEVICES WITH SCIENTIFIC APPROACH TO IMPROVE STUDENT LIFE SKILLS

The purpose of this study was to test the effectiveness of the implementation of learning device with scientific approach to improve student life skills. The research uses one group pre testpost test design. Subjects in this study were students of grade ten (class X). Implementation of learning device supports effectively in learning activities if the implementation of a lesson plan by teachers, student social skills and student academic skills at least in a good category. The results showed that the implementation of lesson plan by teachers to get the average value of 3.38 are in the very good category, gain value of the student social skill at average value of 3.03 is in the very good category, and gain of student academic skill at average value of 76 is in the good category. It concludes that the implementation of learning tools with scientific approach support effectively in learning activities.

The design and implementation of an interactive learning tool for statistical reasoning with uncertainty

We describe a computer application to help students learn statistical reasoning with uncertainty. The challenge was to make a difficult and complex topic easier and fun to learn. We advocate a commonsense approach that focuses on the key concepts, giving the students a sense of the important issues and a platform from which to evaluate and compare various models. In this paper we describe our design and implementation of a learning tool that is based on such an approach. The tool uses graphics, color, and animation. While the initial implementation focuses on the Dempster-Shafer model, the tool design is a framework which can incorporate other models. We also discuss how this learning tool may be used to effectively introduce Dempster-Shafer theory to students in the classroom.

KNOWLEDGEABLE LEARNING USING MOBAL: A MEDICAL CASE STUDY

Abstract Building up a knowledge base is a complex task in which theoretical knowledge needs to be integrated with practical experience. This integration can be supported by a system that can manage linking between rules, representing experts or textbook or theoretical knowledge and facts (or data), representing cases from practice. Conflicts between rules and real-world cases can have diverse causes. Case data can be noisy or inconsistent or both. We use rules to filter cases and confine noise or inconsistency. However, rules can be overly general and can classify more cases than intended. Then machine learning can be used to find additional restrictions for the rules. If, however, no significant similarities can be determined between the misclassified cases, we seek additional expert input to support effective implementation of learning tools. Using a case subset, we capture expert input and formulate a set of “enriched” cases. We then use the enriched cases to learn additional rules and to introduce pr...