Lesson Materials Research Articles

The Effect of Implementing Interactive Learning Media Based on Virtual Laboratory on Student Learning Outcomes in Force Topic

Learning media is a teaching aid that educators can use to convey lesson material, increase student creativity, and increase student attention during the learning process. This research examines the effect of implementing interactive learning media based on virtual laboratory on student learning outcomes in force topic at SMP Negeri 1 Gorontalo. This research uses an experimental method, and the research design used is a group pre-test and post-test design. The subjects of this research were 30 students in each class divided into three classes: experimental class, replication 1, and replication 2. The data analysis techniques used are normality, hypothesis, and n-gain tests. The results of the hypothesis testing criteria were T-count ≥ T-table with a level of ∝ = 0.05 for the experimental class, replication 1, and replication 2; therefore, Ho is rejected, and Ha is accepted. This is also supported by the acquisition of the course average normalized gain for all sample classes, both experimental and replication classes, which fall into the high and medium categories in the experimental class (0.71), replication 1 (0.70), and replication 2 (0.66). Data analysis shows that the average post-test score for the experimental and replication classes is higher than the pre-test. This indicates that virtual laboratory media improves student learning outcomes in force topics. This research concludes that using interactive learning media based on virtual laboratories can be an effective alternative for improving the quality of science learning in schools.

Integrated learning technology as a means of forming the general cultural competence of students

The methodological basis of modern teaching is integration, which makes it possible to show students the «world as a whole», overcoming the differentiation of scientific knowledge by disciplines. The purpose of this article is to define the essence of the concept of a binary lesson, to consider its forms, to define the goals and objectives of binary lessons, to find out the reasons for the need for such lessons, and also what are the features in their preparation, organization and conduct. The authors show the features of the organization, development and preparation of a modern integrated lesson. It is shown that integrated lessons can be conducted at several levels: binary (simultaneous learning), conceptual and informational (coordination of information by teachers of different disciplines and conducting lessons separately) and remote (network). It is emphasized that an integrated lesson is not a simple addition, but an interpenetration of two or more disciplines, with the specifics of the educational material studied on it. Most often, the subject of analysis within the framework of integrated lessons are multidimensional objects, information about the essence of which is contained in various academic disciplines. The teacher needs to be able to find common ground between subjects and carefully select the content of the lesson material. The article also presents practical experience of conducting integrated lessons in Russian literature and music. As a result of the research, certain conclusions were drawn that an integrated lesson in a modern Russian school is a special type of lesson that combines teaching in several disciplines simultaneously while studying a single concept, topic or phenomenon.

Mind Map Sebuah Metode Solutif Meringkas Materi Pelajaran Berbasis Visual

The abstract of this research discusses Mind Map learning assistance as a method to facilitate visual-based summary of lesson material for Sukosari Mantup Lamongan Elementary School students. The Mind Map method was chosen because of its ability to improve students' understanding and memory through information visualization. Mentoring activities are carried out in three stages: preparation, implementation and evaluation. In the preparation stage, the service team prepares the necessary materials and tools. During implementation, students are taught how to make Mind Map s using concrete examples, so they can understand how to summarize material effectively. The results of this activity show that students are able to summarize the material better using the Mind Map method. Students' enthusiasm increases, and they demonstrate better abilities in understanding and summarizing lesson information. This research concludes that the use of Mind Map as a learning method has a positive impact on the teaching and learning process in the classroom, and can be an interesting alternative for students in understanding lesson material visually.

Application of the Jigsaw Type Cooperative Learning Model in Increasing Interest in Learning at SMPN 19 Palu

The Jigsaw type cooperative learning model is an effective approach in increasing students' interest in learning, especially at SMPN 19 Palu. This research aims to explore how the application of the Jigsaw model can influence student motivation and learning outcomes. In this model, students are divided into small groups, where each group member is responsible for learning a certain part of the lesson material and then teaching it back to other group members. The research results show that the application of the Jigsaw model can significantly increase students' interest in learning. Students involved in cooperative learning show an increase in activeness and participation during the teaching and learning process. In addition, this model also helps students to develop social and communication skills, which are very important in the modern educational context. With more intensive interaction between students, they become more motivated to learn and more confident in expressing their opinions. This research also notes that students who learn with the Jigsaw model tend to have a better understanding of the subject matter.

The Influence of the Make A Match Type Cooperative Learning Model on the Collaboration Ability and Learning Outcomes of Class V Students of UPT SPF SDN Mangkura I Makassar City

The objectives of this research are as follows: (1) to explain the learning process for science subjects using the Make A Match type cooperative learning model for class V UPT SPF SDN Mangkura 1 students, (2) to show how to use the Make A Match type cooperative learning model in The science and science subject has an impact on the ability to work together in class V students of UPT SPF SDN Mangkura 1, and (3) shows how the use of the Make A Match type cooperative learning model in the science and science subject has an impact on this research. This research uses quantitative methods. The type of research used is experiments with original experimental designs and control-only experiments using experimental and control classes. In this research, the experimental sample was class V A students, and the control group was class V B students. Data collection techniques used observation, tests and documentation. Analysis of learning abilities, analysis of learning outcomes, and hypothesis testing are used to analyze the data that has been collected further (t test). The results of the research show that the make a match cooperative learning model can influence students' ability to learn to work together in class V science subjects at UPT SPF SDN Mangkura. This can be seen from students who are very involved in the problem solving and learning process. Learning outcomes in class V science subjects at UPT SPF SDN Mangkura can be influenced by the make a match cooperative learning model. This can be seen from the students' seriousness during the learning process by listening to the lesson material presented by the teacher, which helps students understand the material and improve their learning outcomes.

ОСНОВНІ ПІДХОДИ ДО ВИКОРИСТАННЯ ВЕБ-РЕСУРСІВ ДЛЯ НАВЧАННЯ ЧИТАННЯ В АНГЛІЙСЬКІЙ МОВІ В СТАРШІЙ ШКОЛІ

The article focuses on the fundamental approaches to using web resources for teaching reading in English in high school. The objective of the study is to identify effective methods that promote the development of reading competence among students through the integration of modern technologies into the educational process. Contemporary technologies provide students with access to a variety of resources, making the learning process more interactive and engaging. The research emphasizes the analysis of different types of web resources, such as e-books, interactive platforms, online courses, and blogs, which enable students to develop their reading skills in the context of real-life situations. The methodology of the study is based on a literature review, examination of practical examples of web resource usage in the educational process, and surveys of English language teachers, allowing for data collection regarding the effectiveness of these approaches. The scientific novelty of the work lies in the proposed systematic approach to integrating web resources into the educational process, which includes recommendations for teachers on the use of electronic materials and platforms to enhance students’ reading competence. This is crucial since traditional teaching methods often do not meet the needs of modern students who are accustomed to using digital technologies in their daily lives. The study also suggests the development of specific tasks and exercises that can be implemented based on web resources, fostering an active learning process. The use of web resources in teaching reading not only enriches lesson materials but also fosters critical thinking, self-education abilities, and motivation for learning English among students. Web resources offer opportunities for conducting lessons that extend beyond the classroom, encouraging students to actively participate in the learning process. Thus, the integration of web resources is essential for successfully forming students’ reading competence in the modern educational environment

Aplikasi media pembelajaran pendidikan agama islam dan budi pekerti kelas VI(studi kasus : SDIT Ath-Thaariq Muhammadiyah Dumai)

Learning is a communication process between learners, teachers and teaching materials. Communication will not work without the help of a means of delivering messages or media. Currently, the delivery of learning messages from teachers to students still uses teaching aids such as books. Learning media is a teaching aid for teachers to convey teaching material, increase student creativity and increase student attention in the learning process. Learning media can help teachers simplify the process of students' understanding of the delivery of lesson material. Sdit Ath-Thaariq Muhammadiyah Dumai is a private school with A accreditation in the city of Dumai. Sdit Ath-Thaariq Muhammadiyah Dumai in carrying out the learning process is usually given in the form of print media. Learning through print media is still considered less effective and lacks understanding in every student's comprehension and memory. Therefore, we need a learning application media that can change learning from print media to digital media. This research applies the MDLC method which is an appropriate method for designing and developing learning media which is a combination of image, sound, video and animation media. This research produces a learning media application in the form of image, sound, video and 2D animation media which can increase students' interest and enthusiasm in receiving learning at Sdit Ath-Thaariq Muhammadiyah Dumai with a percentage of feasibility of success in learning media through a questionnaire distributed to 26 students and 1 class VI teacher in the subjects of Islamic religious education and character produced a percentage of 86.8462% of the total 100%.

An investigation of technology-rich lesson plans: Science teachers’ views on technology integration

Numerous studies have extensively explored technology integration in instructional processes, covering learning outcomes, barriers, administrative support, and teachers' technological proficiency. However, limited research has specifically investigated teachers' perceptions of technology-rich instructional methods. This study involved a collaborative effort between a researcher and three science educators to develop technology-rich lesson plans. It aimed to investigate science teachers' perspectives on technology integration, encompassing aspects such as professional satisfaction, preparation time, provision of pre-designed lesson plans and materials, and preferences for technology-rich teaching approaches across distinct demographic variables. Utilizing a design-based research approach with a mixed-method design, this study employed a sequential triangulation model. The quantitative phase engaged sixty-three science teachers, complemented by a qualitative phase with three participants. Data collection methods included the Technology-rich Lesson Plan Evaluation Survey and semi-structured interviews. Teachers assessed three lesson plans for instructional appropriateness and technology integration dimensions. The Chi-Square test analyzed variations in teachers' opinions towards technology integration based on demographic characteristics such as gender, work experience, and self-reported computer competency. While not statistically significant, the results suggest that pre-designed technology-rich lesson plans positively impact professional satisfaction and reduce lesson preparation time. Teachers emphasized the necessity of providing such pre-designed lesson plans and materials for all learning outcomes, indicating a clear intention towards technology-rich teaching methodologies over traditional.

Pembelajaran Holistik, Konstektual dan Futuristik

This article discusses the importance of integrating three approaches in education: holistic, contextual, and futuristic, to prepare students for the future. Holistic learning focuses on overall individual development (intellectual, emotional, social, physical and spiritual). Contextual learning connects lesson material with students' real lives. Futuristic learning develops 21st century skills such as critical thinking and digital literacy. Although beneficial, the integration of these three approaches faces challenges such as limited resources, teacher preparedness, student participation, appropriate curriculum, cultural differences, and appropriate evaluation. The Merdeka Curriculum in Indonesia supports the implementation of this approach. Adaptation to local contexts and collaboration between parties are important to overcome challenges and realize quality education.

Development of LEKER SIRA E-LKPD on Nganggung Tradition to Enhance Learning Outcomes and Religious Values in Class X Social Studies at SMA 1 Pemali

In the process of learning in schools, teachers, students, media, and the environment form a complex interplay. The role of teachers becomes more challenging as students heavily rely on them, leading to ineffective learning. Due to this dependence, a solution can be found by utilizing instructional materials that help teachers facilitate independent learning for students. This research aims to produce "LEKER SIRA" to enhance learning outcomes and religious character values in the history lessons of Grade X Social Studies at SMAN 1 Pemali. The research adopts the ADDIE research model. Based on the findings, it is concluded that "LEKER SIRA" is highly suitable as instructional material for Indonesian history lessons. The school-based research indicates an improvement in learning outcomes, with the average increasing from 51.8 to 89.9. This suggests that all students have achieved proficiency. According to the questionnaire on religious character values, a percentage of 81.8% was obtained.

Implementation of SEIP (Spiritual, Emotional Intellectual and Physical) Method in Learning for Students in Junior High Schools

This study aims to determine what the SEIP method means and how teachers apply it in learning for students in junior high schools. This study applies a literature study method through the collection of library sources to obtain research data. Library data collection is limited to library collection materials only without requiring field research. In this case, the author collects relevant reference sources, such as books, documents, the Indonesian dictionary, and so on. Literature search with the keywords "Implementation", "SEIP Method (Spiritual Emotional Intellectual and Physique)", and "Junior High School". The results of the study show that the SEIP method is a consequence of awareness of self-authenticity and activates the four intelligences inherent in each individual. One way for teachers to be able to carry out this task is to develop strategies and methods used in delivering lesson materials. The SEIP method is one method that can be used by teachers so that learning materials can be digested and understood by students so that the learning process becomes more active and creative.

Investigating EFL teachers’ use of generative AI to develop reading materials: A practice and perception study

Generative artificial intelligence (AI) tools have shown great potential for assisting teachers in their teaching routines. However, there is an urgent need for more empirical research to investigate the implementation and effectiveness of these tools. This study aimed to explore how teachers in an English as a foreign language (EFL) context perceived and used a generative AI-based tool, ChatPDF, to develop materials for reading lessons. Data were collected from three EFL teachers’ dialogues with ChatPDF, artefacts (including original and finalized materials), and individual semi-structured interviews. Content analysis was used to analyse the dialogues with ChatPDF through the lens of pedagogical content knowledge. The interviews were analysed thematically, and the artefacts were used for triangulation. The findings show that the teachers mainly used ChatPDF for text modification, task design, and pedagogical suggestions. The teachers relied on their knowledge of pedagogy, knowledge of students, and teacher language awareness during the process of developing language-learning materials with ChatPDF. The findings revealed a ‘D-R-E-A-M’ pattern of teachers’ use of ChatPDF for materials development (determine the needs, render the prompts, evaluate the suggestions, adjust the prompts if necessary, and make the final decision). The teachers acknowledged several advantages and limitations of using ChatPDF to develop materials. The results of this study have pedagogical implications for EFL teachers regarding how to make better use of generative AI tools for materials development, as well as for teacher educators regarding what to include in teacher professional development programmes in the era of generative AI.

Use of Canva in Primary School Education: A Qualitative Study of The Use, Advantages and Disadvantages of Canva

In the midst of developments, the role of teachers in the technological era is very important to ensure that technology is used effectively and is useful in education. Teachers must be able to utilize various technological tools to create interesting and interactive learning experiences. The approach used in this study is a qualitative approach. Researchers used triangulation of sources. Data collection techniques used in this research include observation, interviews and documentation. The research results show that Canva has become a very valuable tool in the learning process, helping teachers design interesting and effective learning materials. Using Canva in creating presentations, infographics, posters, banners and learning videos has been proven to increase students' understanding and retention of lesson material. Canva's main advantages include a user-friendly interface, high accessibility, and support for inclusive education. However, there are some drawbacks, such as limited features in the free version and the need for a stable internet connection.

Teacher Strategies in Developing Student Identity Through A Culturally Responsive Teaching (CRT) Approach in Primary Schools

Indonesia as a nation has various ethnicities and cultures, which are characterized by unique languages, traditions and values. However, in the rapidly growing dynamics of globalization, this diversity is often faced with challenges in maintaining its authenticity. The erosion of identity is a serious concern today. Identity is not only about how individuals or groups recognize themselves, but also how they are recognized and accepted in society. In Indonesia, the educational process has an important role in forming and strengthening students' identities, especially at the elementary school level. This research aims to describe teachers' strategies in developing student identity through the Culturally Responsive Teaching (CRT) approach in elementary schools. This research uses a qualitative research approach and a phenomenological type. Data was collected through in-depth interviews, classroom observations, and document analysis. The research subjects were the homeroom teacher and fourth grade elementary school students. This research is explained in several steps, namely data reduction, data presentation and drawing conclusions. The results showed that teachers integrated local culture in open materials by including folklore, local history, and traditional crafts. teachers also connect lesson material with students' daily lives to make learning more relevant and meaningful, using examples that come from students' daily experiences; Use of language relevant to students' cultural background; Teachers also use a variety of learning methods. The strategies used by teachers using the Culturally Responsive Teaching (CRT) approach have proven to be effective in helping students understand and appreciate their cultural identity.

Use of Quizizz for Learning Evaluation Class IV Primary School

Educators in the national education system are responsible for planning and implementing the learning process, assessing learning outcomes, providing guidance, as well as conducting research and community service. Learning evaluation is a core competency that every educator must have, including the ability to use modern evaluation tools in accordance with technological developments such as Quizizz. This research aims to describe the use of the Quizizz application in evaluating learning in class IV elementary schools. The research method used is descriptive qualitative, with data collection techniques through observation, interviews and documentation. The research subjects consisted of teachers and fourth grade students in one of the elementary schools. The research results show that using Quizizz can increase students' learning motivation. This can be seen from the students' enthusiasm in taking the quiz and their active participation during the evaluation process. Students feel more challenged and motivated to learn because of the interactive and gamification features offered by Quizizz. In addition, the feedback provided through Quizizz has proven to be effective in helping students understand their mistakes and improve their understanding of the lesson material. Teachers can provide feedback directly after students complete a quiz, so students can immediately find out the results and correct their mistakes. Research also finds that Quizizz makes it easier for teachers to manage learning evaluations. Teachers can easily create quizzes, aggregate results in real-time, and provide fast and accurate feedback to students. Based on these findings, it can be concluded that Quizizz is an innovative and effective evaluation tool in improving the quality of learning in class IV elementary schools.

Afghan Refugee Women’s Agency in Learning to Read in English

This article reports a descriptive case study conducted at a community-based adult English language program over 7 weeks. The participants were three Afghan refugee women, who were at beginning-level proficiency in English without prior education and native language literacy. Although phonics is a recommended approach for beginning-level literacy instruction, its effectiveness depends on how actively learners engage with the instruction. This study investigated the benefits of contextualized phonics-based instruction, focusing also on learner agency (engagement and resistance) during the instruction. Based on analysis of class observation notes, teacher reflections, lesson materials, and pre- and post-test scores, the findings are presented as learner profiles, describing their gains in literacy skills and patterns of engagement and resistance. The patterns of resistance are discussed as the result of the value discrepancy between the teacher and the participants. The article recommends that resistance be viewed as valuable feedback from learners and be incorporated when making instructional decisions.

Bringing the Audio Visual Learning Media to Enhance the Cognitive Learning Outcomes: A Case Study on Cattari Ariya Saccani Chapter of Buddhist Religious Lesson Material at School

The variables of audio-visual learning media with cognitive learning outcomes were examined to determine the strength and magnitude of the influence. The problem among students was that using media made them understand the material better if there were pictures. It is more enjoyable to use media because of examples of the material. The approach used in this research is quantitative involving 34 respondents with a survey method. The study was conducted in junior high schools with student respondents. Before conducting a simple linear regression test, the initial stage is tested with a validity test and then a reliability test. This result shows that the significance value is less than 0.05 and the R square value is 0.499. This means that audio-visual-based learning media affects cognitive learning outcomes with a nominal amount of 49.9%, as well as other influencing factors by 50.1%.

Transformasi Budaya Religius: Strategi Implementasi Pendidikan Agama Islam di Sekolah Menengah Pertama Islam DDI Sangatta Utara

This research examines the implementation of Islamic Religious Education at Islamic Middle School DDI Sangatta Utara with a focus on the transformation of religious culture. Amid the challenges of globalization and modernization, schools need to develop adaptive strategies for teaching religious values ​​that are relevant to students' daily lives. Qualitative descriptive research methods were used to explore this transformation process at DDI Sangatta Utara Islamic Middle School. The research results show that the integration of Islamic values ​​in an integrated curriculum and the use of interactive learning methods such as group discussions and collaborative projects can increase students' understanding and relevance of lesson material. However, this process is faced with several challenges, including limited resources, resistance to change on the part of teachers, and the need for better training for teaching staff. This study provides a theoretical contribution to enriching understanding of the transformation of religious culture in Islamic education, while practically offering guidance for the development of more effective and contextual Islamic Religious Education strategies.

Pengembangan Media Pembelajaran Game Teka Teki Silang Materi Beriman Kepada Allah dan Rasul-Nya Kelas IV Di Sekolah Dasar

To increase students' interest and motivation in studying religious content, learning materials based on crossword games have been developed for grade IV elementary school which includes faith in Allah and His Messenger. From design to classroom implementation, the process of creating educational media is discussed in this article. Research findings show that the use of crossword game-based learning resources can improve students' understanding and memory of lesson material. In addition, these educational resources can support the growth of students' critical and collaborative thinking abilities.

The Use of The Internet in Learning by Islamic School Teachers

The Internet is relatively easy because it has become part of the work routine in all fields, especially education. The Internet allows teachers to deliver lesson material more easily and quickly, making learning more accessible and enjoyable. This research aims to determine the ability of Islamic school teachers to use the Internet in learning. This research uses a descriptive quantitative method by distributing some questionnaires about using the Internet in learning, totalling 22 questions. The research results show that around 17% of madrasah teachers strongly agree with using the Internet, more than 50% of teachers state agree, 20% disagree, and only 3% strongly disagree. This means that some Islamic school teachers need to gain competence in using the Internet, and most Islamic school teachers use it in the learning process as part of the learning resources because of their competence.