Development Of Learning Tools Research Articles

Development of Predict Observe Explain Based Flat Side Building Worksheets to Improve Students' Mathematical Representation Skills

Purpose of the study: This research aims to knowing student and teacher responses to Predict Observe Explain based worksheets to develop students' mathematical representation abilities. Methodology: The type of research that will be used is research and development (R&D). In this research, the 4D device development research method (Four D Model) was used as a research and development procedure. The data collection technique in research on developing student work sheets uses a questionnaire. The data collection instrument used in this research is the product trial instrument. Data obtained through trial instruments were analyzed using qualitative descriptive statistics. Main Findings: Based on the results of questionnaire data on student responses in the small-scale and large-scale field trials, the mathematical media developed in the criteria for interpreting attractiveness, it is very interesting as a source of learning material and is suitable for use. Novelty/Originality of this study: This study found that the Predict Observe Explain -based flat-sided geometric worksheet is suitable for use in improving students' mathematical representation skills and getting a positive response from students and teachers. This research contributes to the development of innovative and effective learning tools in the context of mathematics learning.

Development of Independent Curriculum Learning Tools to Increase 5th Grade Student Activeness and Science Literacy

Development of independent curriculum learning tools in the form of teaching modules. The development of teaching modules aims to develop competencies that cover the cognitive, psychomotor and affective domains. This research aims to develop a teaching module by applying the Project Based Learning (PjBL) learning model to increase the activeness and scientific literacy of class V students. The type of research used is research and development with the research model developed being the Borg and Gall model. The product developed is a teaching module. Data collection is carried out through device validation sheets. Data analysis was carried out using qualitative and quantitative methods. The validity results obtained show that the teaching module with an overall average of 91.43% is in very valid criteria. The teacher's ability and student responses show good grades so that it can be said that the teaching module used meets the practicality criteria. The normality test on the use of teaching modules with the application of Project Based Learning (PjBL) shows an increase in students' scientific literacy abilities in experimental or treatment classes, so that the teaching modules used meet practicality criteria. Keywords: Independent Curriculum, Project Based Learning, Scientific Literacy

21st Century Skills Oriented Science Learning Worksheets for Elementary Schools

The low learning outcomes of science in grade V elementary schools require educators to innovate in developing learning tools. This study aims to develop LKPD oriented toward 21st-century skills that are valid and effective. This research uses the ADDIE model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. This study took the subject of 21st-century skills-oriented LKPD media, while the objects of development research were media content validity, student responses, teacher responses, and media effectiveness. This study utilizes qualitative and quantitative descriptive analysis methods. The data collection methods were observation, interviews, and performance tests to assess student products. The instruments used to collect data were interview guidelines, rating scale sheets, and performance guidelines to assess student products. The results of the media validity test obtained scores from media experts of 0.90 and material experts of 0.92, student responses of 94%, and teacher responses of 98% with very good predicate/qualification. These results align with the study objectives to obtain valid and effective LKPDs. It is concluded that the 21st-century skills-oriented LKPD on science content is declared valid and effective in learning to improve the science learning outcomes of fifth-grade elementary school students.

Exploring the role of gaze behaviour in socially shared regulation of collaborative learning in a group task

AbstractBackgroundThe necessity of supporting socially shared regulation of learning (SSRL) for learners is widely acknowledged as a crucial element for successful collaborative learning (CL). However, inherent challenges are presented for the observation, study, and support of SSRL. Non‐verbal behaviours have been identified as a potentially rich resource for understanding learner interactions within CL. Yet, the exploration of its impact on SSRL remains largely unexplored.ObjectiveThe present study aims to explore how gaze behaviour, as a non‐verbal behaviour, relates to verbal interactions that characterise SSRL in CL.MethodsTwenty‐seven Finnish secondary school students were given a 30‐min group task of creating a breakfast smoothie, in which trigger events were integrated to examine possible interactions that characterise SSRL. In this experimental setting, data from multiple modalities were collected. For analysis, process mining was used to explore patterns of interaction, and multidimensional recurrence quantification analysis (MdRQA) was used, alongside with statistical analysis.Results and ConclusionsOur study revealed that gaze behaviour is intricately linked with SSRL interactions, suggesting a complex interplay in collaborative learning contexts. When temporally investigated, SSRL interactions varied in frequency while gaze behaviour remained constant. Moreover, the recurrence of gaze and SSRL interactions did not vary due to trigger events, confirming an established collaborative pattern.ImplicationsThis study advances the field by extending research on SSRL by introducing a ‘non‐verbal perspective’. This perspective enriches our understanding of collaborative learning environments by revealing hidden interaction patterns and guiding the development of more responsive and adaptive digital learning tools.

The Impact of Teaching Aids in Learning of Women's Reproductive Organs For Blind Teenage Students At SLBN A Kota Bandung

This research explores the impact of puppet media as teaching aids in teaching the anatomy of female reproductive organs to blind children in class 9 at SMPLB N Pajajaran, Bandung. In the context of sexual education for children with special needs, understanding reproductive anatomy is crucial for self-protection against sexual abuse and sexually transmitted diseases. Using a qualitative approach, this study examines strategies, techniques, and methods in inclusive education to help blind children understand female reproductive anatomy. It considers their developmental needs and abilities in selecting suitable learning media. The research aims to benefit students, teachers, and schools by enhancing knowledge and skills related to reproductive health and offering new methods for teaching sexual education. Theoretically, it seeks to advance the development of effective learning tools for blind children. This research is urgent because it promotes awareness and protection of reproductive health among blind students, ensuring inclusive and equitable sexual education. It supports national education goals by addressing the special needs of each child, contributing to a smarter and more inclusive society.

Development of ethnoscience-based pbl-networked learning tools to improve students' understanding of entrepreneurship concepts and interests

Development of ethnoscience-based pbl-networked learning tools to improve students' understanding of entrepreneurship concepts and interests

Development Of Learning Tools In The Cooperative Think Pair Share (TPS) Model Integrated With Huyula Values Reviewed From The Cognitive Aspect

This study aims to describe the validity and practicality of the learning tool of the Think Pair Share (TPS) cooperative model integrated with huyula values (cooperation). This development research implemented the ADDIE model involving 25 students in grades VIII-3, SMP Negeri 1 TAPA. The results showed that (1) the learning tools developed obtained a percentage of 3.48% with valid categories. (2) the implementation (practicality) of learning obtained a percentage of 88.98% with the "very good" category, and the response of students obtained 83.91% with the "good" category.

Preliminary Developing PBL-ESDG Learning Tools on Global Warming Topics: Needed to Train Earth Science Literacy and Student Creativity

This research aims to analyze the preliminary development process of Problem-Based Learning (PBL) learning tools integrated with Education Sustainable Development Goals (ESDG) on the topic of global warming which aims to train students' earth science literacy and creativity. 3D research design (define, design, develop) is used as a type of initial development research which is an adaptation of 4D design. This research used a validation sheet instrument with assessment indicators in the form of content assessment criteria, presentation criteria, and language criteria. The results of the assessment by 3 experts (2 experts in physics learning instrument development and 1 high school physics learning instructor expert) were analyzed using the percentage of agreement. The research results showed that the entire learning tool was declared valid for each construct, content, and presentation criteria with several improvements. At the development stage, there are improvements to input and suggestions from validators so that the learning tools used are better. Thus, this learning tool can be used for learning to train creativity and earth science literacy for high school students. The recommendation for further research is that this tool can be used as a reference in developing learning tools and implemented in learning on the topic of global warming for high school students level

Developing learning tools based on merdeka curriculum for the Sleman regency early childhood education forum

This community service initiative aimed to enhance the capacity of early childhood education (PAUD) teachers in developing learning tools aligned with the Merdeka Curriculum. The program involved training on crafting Merdeka Curriculum-based teaching materials. The participants were PAUD teachers from the Sleman Regency Early Childhood Education Forum (Forum PAUD). The activities unfolded in several phases: pre-test, mentoring, practice in creating teaching materials, and post-test. The outcomes revealed that 85.3% of the teachers were now capable of creating and developing teaching modules, even implementing them in their schools. The utilization of loose parts also witnessed an increase, with only 12.1% of teachers not yet incorporating loose parts as a learning resource under the Merdeka Curriculum.

ENHANCING SCIENCE EDUCATION FOR SECONDARY STUDENTS THROUGH THE INTEGRATION OF MACHINE INTELLIGENCE: DEVELOPMENT AND EVALUATION OF INNOVATIVE LEARNING TOOLS"

The integration of machine intelligence (MI) in education is transforming traditional pedagogies, offering innovative tools that can significantly enhance science education for secondary students. This conceptual paper explores the development and evaluation of MI-driven learning tools designed to improve student engagement, comprehension, and academic outcomes in science education. By examining the theoretical foundations of MI in education, reviewing current applications, and discussing the challenges and opportunities associated with this integration, the paper provides a comprehensive analysis of how machine intelligence can be harnessed to create more effective and personalized learning experiences. The paper concludes with recommendations for educators, policymakers, and researchers to support the successful implementation and assessment of MI in secondary science education.

The Effectiveness of Developing Science Learning Devices with the Integrated PBL Model of the STEM Approach in Improving Students' Problem-Solving Ability and Self-Efficacy

Natural science learning is a process of discovery, therefore science learning includes systematic exploration activities, which means not only mastering systematic accumulation but also the process of discovery. It's helps aid participants in solving problems. However, the phenomena encountered show that students' problem-solving abilities are still quite low. The low problem-solving ability is also influenced by students' self-efficacy. Therefore, it is necessary to innovate the development of science learning tools using appropriate models. One model that can be use is the integrated PBL model with the STEM approach. The development carried out aims to increase students' problem-solving abilities and self-efficacy. This type of research is R&D research with the ADDIE development model. Study findings indicate that students' problem-solving abilities have increased by 0.81 in the high category and their self-efficacy has increased by 0.30 in the medium category. These findings are based on the acquisition of the N-gain value. Consequently, it is beneficial to increase students' problem-solving skills and self-efficacy to design science learning resources that incorporate the PBL model and the STEM approach.

Analysis of the Need for Development of Science Learning Tools Based on Religious Moderation in Junior High Schools in Conflict Prone Areas in West Nusa Tenggara

This research was conducted to analyze the need for developing learning tools based on religious moderation in schools in conflict-prone areas in West Nusa Tenggara. This qualitative research uses a document analysis and narrative analysis approach. The research subjects were 20 people from conflict-prone areas in West Nusa Tenggara who were taken using a purposive sampling technique. Data was collected using documentation techniques, focus group discussions and in-depth interviews. Data from document analysis was interpreted using the thematic analysis method and FGD data was analyzed using narrative analysis to obtain conclusions regarding the need for developing learning tools based on religious moderation in schools in conflict-prone areas. The research results show that science learning tools in junior high schools in conflict-prone areas do not fully contain the value of religious moderation. Science learning tools for students in conflict-prone areas require explicit elements of moderation. Elements of religious moderation are needed in learning planning documents and textbook documents. The learning planning needed creates an inclusive learning environment, encourages cooperation, develops character values, increases religious understanding, and strengthens student character formation. The required teaching materials contain descriptions that provide a broad understanding of moderation, promote spiritual values, and assist students in character development.

Validasi Pengembangan Modul Ajar Virus Berbasis Problem Based Learning (PBL) Untuk Mata Pelajaran Biologi Fase E SMA/MA

In the Merdeka Curriculum, teachers are required to develop learning tools that include Learning Outcomes (CP), Learning Objective Flow (ATP), and teaching modules as a mandatory task for teachers. The implementation of the Independent Curriculum is still faced with a number of obstacles. Teachers experience difficulties in implementing learning based on the Independent Curriculum, mainly due to a lack of adequate socialization. Teachers need time to learn to adapt to new curriculum changes. One of the demands of the Independent Curriculum is the preparation of learning tools in the form of teaching modules. However, observation results show that teachers still do not have complete teaching modules, especially for phase E. This teaching module is a learning plan in the Independent Curriculum which contains worksheets for students and teaching materials. This research uses a type of development research with a 4D model, which consists of the Define, Design, Develop and Disseminate stages. However, due to time constraints, the Disseminate stage was not carried out in this study. The research subjects included two lecturers from the Biology department, FMIPA UNP and five Biology teachers. Based on the research results, the virus teaching module developed based on problem based learning is considered very valid with a validation value of 91%, and has a readability level with very readable criteria, with a readability value reaching 94%.

Workshop Pengembangan Perangkat Pembelajaran Kurikulum Merdeka Bagi Mahasiswa Calon Guru Agama Katolik

In practical field experiences with an independent curriculum framework, learning tools, become interactive learning media that help teachers practice when teaching and interacting with students. The problem that occurs is that student teachers do not yet properly understand the concept and implementation of the curriculum. The pre-test results show that students do not have sufficient understanding, as evidenced by the average score obtained of 60.9. The improvement solution offered is a workshop on the implementation and preparation of independent curriculum tools in schools. This activity was carried out for 6 days with 120 participants. The implementation method uses a participatory approach with pretest activity steps, material presentation and posttest. The results of this workshop activity show that the workshop activity has a positive impact on students. In terms of the ability to understand the curriculum they are learning and the components in the learning tools, this is proven by the post-test scores with an average score of 82.3, while in terms of the ability to develop learning tools in group work, students can develop teaching modules and Pancasila profile modules correctly. The positive impact of this workshop activity increases students' self-confidence in carrying out practical field experiences at school in educational units according to their phases and characteristics.

Learning Tools Based on Outcome Based Learning in Science Courses of Postgraduate Primary School Teacher Education Programs

Curriculum development in higher education currently requires implementing the independent campus program. The independent campus program requires universities to be able to implement an output-based curriculum or outcome-based education. This research aims to analyze the need to develop learning tools based on outcome-based learning, especially in the core scientific subjects of primary school teacher education postgraduate programs. This research uses a descriptive qualitative approach. Data collection used questionnaire techniques, observation, and interviews with 14 lecturers as respondents. This research produced three important findings. First, all lecturers prepare learning tools before carrying out lectures. Second, 57.1% of lecturers prepared non-OBE-based learning tools. Third, 71.4% of lecturers need to learn about OBE-based learning tools. The education paradigm is changing from Input-Based to Outcome-Based Education (OBE). Education is reviewed and replaced with something more relevant, originally 'what is important for lecturers to teach' and has now changed to 'what is important for students to learn and master.' For this reason, it is necessary to develop OBE-based learning tools in core scientific subjects in Primary School Teacher Education Postgraduate Programs.

Development Of Floor Gymnastic Learning Device Based On Articulate Storyline Application

In conducting research, it certainly has a specific goal, namely to develop a teaching and learning tool for floor gymnastics material based on the articulate storyline application. The method used when conducting research is the Research and Development (R&D) approach with the development model that has been carried out. Assessments from several experts including learning experts obtained good results, and for the media expert's assessment obtained a good value, the SD game expert's assessment obtained a good value, the PJOK expert's assessment obtained a good value, the floor gymnastics expert's assessment obtained a good value, and when conducting small group trials and large group trials get very good ratings and can be used by educators to teach floor exercise material. So it can be concluded that the product development of floor exercise learning tools based on the articulate storyline application can be used for teaching & can be used as a reference for learning success for PJOK material for class IV Elementary School when learning floor gymnastics.

Pengembangan Perangkat Pembelajaran Materi Chasis Untuk Mendukung Implementasi Kurikulum Merdeka di SMK

Abstract This research aims to develop chassis material learning tools that are able to train vehicle chassis system inspection, repair and maintenance skills for vocational school students in the Automotive Engineering Skills Program to support the implementation of the Merdeka Curriculum. This RD research was carried out at SMKN 2 Pengasih, namely on Class XI students of the Automotive Engineering Skills Program. The stages of developing learning tools consist of four phases, namely define, design, develop, and disseminate. The define stage includes literature study activities and field surveys for the purposes of problem identification and needs analysis; the design stage includes initial product design activities; the develop stage includes expert validation activities and product revision; while the disseminate stage includes product implementation activities in the field. Data collection techniques used include observation, documentation and questionnaire techniques. Data analysis uses quantitative and qualitative descriptive analysis techniques. The results of research and development show that the teaching modules, learning materials, LKPD, learning media and assessment instruments that have been developed are included in the very feasible category. The test results for all the independent curriculum learning tools obtained results of 93% (very good). Thus, the learning tools that have been developed are suitable for use in order to support the implementation of the Merdeka Curriculum in Vocational Schools. Key Words: Teaching Module; Vehicle Chassis; Merdeka Curriculum in Vocational Schools

Debriefing Program of Digital Literacy-oriented Teaching Material Development for Prospective Physics Teacher Students in the MBKM-Teaching Assistant Program

This study aims to develop a debriefing program for prospective physics teacher students in order to develop digital literacy-oriented learning tools through the independent learning campus program - teaching assistance program (MBKM - Teaching Assistance Program). One of the converted courses in the teaching assistant program is the development of learning tools. The debriefing model given to students is in the form of project-based debriefing. The Reeves design-based research (DBR) model was used as the research design, and the data were processed descriptively. A field needs analysis was conducted on students who had taught in schools through the analysis of learning aids and questionnaires. The participants in this study were 18 students who are prospective physics teachers and also members of the Teaching Assistance Program. The research stages are needs analysis, curriculum analysis, lesson plan design for material analysis, and learning assessment. All forms of projectbased assignments were directed at the development of digital literacy-oriented teaching materials. The results of the research were in the form of stages of debriefing, debriefing materials, and procedures for application debriefing programs. In addition, the results of the limited trial showed that students tend to have digital literacy skills in the medium category. They are already proficient with several applications in designing interesting and correct teaching materials. Keywords: digital literacy, prospective physics teacher, MBKM-teaching

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.

Problem-Based Learning Tool Integrated with Education for Sustainable Development on Biodiversity Topic to Improve Science Literacy

Education for sustainable development (ESD) has become a focus in learning in line with demand in biology learning outcomes in the merdeka curriculum. Problem based learning (PBL) with the integration of ESD prepare students with science abilities considering the fact that students' scientific literacy in Indonesia is still very low. This research aims to develop ESD-integrated PBL learning tool as a reference that teachers can use in implementing learning with ESD approach and to determine the effectiveness of learning tool in improving students' scientific literacy. This research used ADDIE model; analysis, design, development, implementation and evaluation. The developed learning tool consists of lesson plan, worksheet and learning assessment instruments. This research instrument consists of validation questionnaire by expert validators and teachers, students’ response questionnaire, and scientific literacy questions. The results of this research showed that the developed learning tool was feasible and could be used in classroom based on the assessments of expert validators and teachers. The worksheet developed received a good response from students. Based on the n gain analysis, the application of PBL integrated ESD learning tool increases students' scientific literacy skills in the medium category