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All Journal Jurnal Didaktik Matematika Jurnal Riset Pendidikan Matematika Malikussaleh Journal of Mathematics Learning (MJML) JURNAL MATHEMATIC PAEDAGOGIC Jurnal Pendidikan dan Konseling MES: Journal of Mathematics Education and Science Journal of Didactic Mathematics Moderasi; Jurnal Studi Ilmu Pengetahuan Sosial Jurnal MathEducation Nusantara Eduscape: Journal of Education Insight
Suwanto Suwanto
Universitas Haji Sumatera Utara
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PENINGKATAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN PICTURE AND PICTURE PADA MATERI KENAMPAKAN ALAM MATA PELAJARAN IPS, KELAS IV SD NEGERI 1 ULU SEMONG Yunaya; Haris Agus Istanto; Suwanto
Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial Vol. 4 No. 1 (2023)
Publisher : Program Studi Tadris Ilmu Pengetahuan Sosial (TIPS) IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/moderasi.Vol4.Iss1.86

Abstract

Based on the existing formative results, student learning outcomes on natural appearance material are low, because the completeness of learning outcomes only reaches 30% of the 19 fourth grade students. The results of reflection and discussion with colleagues and supervisors, it is necessary to have learning that is focused on the visualization of learning material. Therefore, it is necessary to make efforts to improve student learning outcomes through the implementation of Classroom Action Research in class IV SD Negeri 1 Ulu Semong with 2 cycles and one of the actions taken is to use the picture and picture learning model. Data was collected through instrument tests for learning outcomes and observation sheets to observe learning activities which were then analyzed by reducing and classifying data. At the stage of implementing more active actions it is shown, student learning activities are tinkering with the images presented. Besides that, students are also more enthusiastic about asking about the pictures given, which indicates increasing student curiosity. At the end of the second cycle, the data showed that the students' mastery had increased from 32% in the pre-cycle to 89% in the second cycle. Thus it can be interpreted that student learning outcomes of natural appearance can be improved by using picture and picture learning models.
How to Assess Digital Literacy Skills of Elementary School Students? Suwanto; Wiwik Lestari
Eduscape : Journal of Education Insight Vol. 2 No. 1 (2024): January
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v2i1.108

Abstract

Students need digital literacy skills to face the 21st century, so teachers must monitor the development of their digital literacy skills. Therefore, instruments are needed to monitor digital literacy skills, but the instruments currently available have not taken into account the psychological, cognitive, and psychomotor development of elementary school children, even though they have limitations in accessing digital devices and limited vocabulary. These problems prompted the need for instrument development using the modified Tiagarajan 4-D development model, Difine, Design, and Development. Instrument development criteria must meet the validity and practicality of the instrument. The instrument was prepared using the Google Form platform, consisting of 13 statements in the form of a Likert questionnaire and 22 statements in the form of an essay test. Qualitative data were analyzed by data collection, data reduction, data presentation, and data verification, while descriptive statistics and item analysis analyzed quantitative data. The instrument design was validated by five validators with a validation level of 3.4, which was declared valid, although the instrument had to be revised. Then the instrument trials were carried out and the quality of the instruments was obtained with a validity level of 19 questions declared valid, 3 quite valid, and 3 very valid, while the Reliability Level was 0.885 for the questionnaire and 0.871 for the test instrument. At the same time, the level of practicality of the instrument was obtained from the teacher's response to the instrument at 76.1 or practical. Even though it meets practical, valid, and effective criteria, apart from having to present it through digital devices, attention needs to be paid to the ability to use symbols and tools and at a minimum must fulfill information skills, digital tools usage, and digital transformation.
Co-Authors Ade Evi Fatimah Azrina Purba Fitriani Fitriani Haris Agus Istanto Hidayat Hidayat Kartika Eka Sari Sinaga Mahdalena Mahdalena Nurliana Nurliana Purba, Azrina Rini Sulastri Siagian, Muhammad Daut Siregar, Rosliana Sukmawarti Wiwik Lestari Wiwik Lestari Yunaya