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Sri Budyartati, Sri
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KEEFEKTIFAN MULTIMEDIA BERBASIS KOMPUTER UNTUK PEMBELAJARAN ILMU PENGETAHUAN SOSIAL KELAS IV SD PERCOBAAN II DEPOK SLEMAN Budyartati, Sri
Premiere Educandum Vol 3, No 1 (2013)
Publisher : Premiere Educandum

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This research aims at: (1) identifying the effecteiveness of multi media-based learning on Social Science; (2) describing the attractiveness of multi media-based learning on Social Science; which is carried out at SD Percobaan II Caturtunggal Depok Sleman Yogyakarta, term 2007/2008. The research design is pretest-posttest control group design. The data are drwan through tests which are analized quantitatively; and questionaire to measure the attractiveness of multimedia-based learning model, which will be analized qualitatavely. The treatment is carried out out by using storyboard, which is approved by experts of multimedia and teaching method. The result of the analysis shows that multi media-based learning model significantly influence the students’ achievement in Social Science. While the attractivemess of multi media-based learning relatively high, which is shown by 4.2 of average (in 1-5 scale measure). Keywords: Learning Effectiveness, Multi Media-Based Learning
TES KOGNITIF DIAGNOSTIK UNTUK MENDETEKSI KESULITAN BELAJAR SISWA S EKOLAH D ASAR Budyartati, Sri
Premiere Educandum Vol 1, No 1 (2011)
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Miskonsepsi merujuk pada suatu konsep yang tidak sesuai dengan pengertian ilmiah atau pengertian yang diterima para pakar dalam suatu bidang. Konsep yang dibawa siswa diperoleh dari pengamatan atau pengalaman mereka di masyarakat atau dalam kehidupan sehari-hari. Miskonsepsi pada siswa yang muncul secara terus menerus dapat mengganggu pembentukan konsepsi ilmiah. Pembelajaran yang tidak memperhatikan miskonsepsi menyebabkan kesulitan belajar dan akhirnya akan bermuara pada rendahnya prestasi atau hasil belajar siswa.Dalam pembelajaran yang berorientasi konstruktivistik, guru tidak hanya sekedar memberikan pengetahuan pada siswa, siswa harus membangun sendiri pengetahuan di dalam benak siswa. Implikasi dari pandangan konstruktivisme di sekolah ialah pengetahuan itu tidak dapat dipindahkan secara utuh dari pikiran guru ke siswa, namun secara aktif dibangun oleh siswa sendiri melalui pengalaman nyata. Peran guru otomatis berubah, dari sumber dan pemberi informasi menjadi pendiagnosis dan fasilitator, sehingga eksistensi dalam mendidik tidak terfokus pada pendidik melainkan pada pembelajar.Cognitive diagnostic assessment (CDA) atau penilaian diagnosis kognitif untuk pendidikan disusun untuk mengukur struktur pengetahuan secara khusus dan proses kemampuan siswa untuk menyediakan informasi tentang kelemahan dan kekuatan kognitif mereka.Kata Kunci: Tes Kognitif Diagnostik, Deteksi Kesulitan
PENGEMBANGAN SKALA KETERAMPILAN SOSIAL MAHASISWA PGSD Budyartati, Sri
Premiere Educandum Vol 4, No 1 (2014)
Publisher : Premiere Educandum

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In Indonesia, social skills learning strategies into one of the specified component as a graduation requirement PPG (Professional Teacher Education). The policy as the aspect of the process that is weighted PPL large enough space that is 30 Placement assessment of social skills in the process of field practice, is the right decision, given the social skills can be seen clearly in the Program Particularly Student Conduct Study Elementary School Teacher and has implications reflecting broad holistic or overall competence, behavior is a person in general showed a tendency to someone in something.Keywords : Social skill scale development, Student of Primary Education.
Efektivitas Pembelajaran IPS Kelas IV dengan Menggunakan Multimedia Berbasis Komputer di SDP II Yogyakarta Budyartati, Sri
Jurnal Pendidikan Vol 16, No 2 (2010)
Publisher : Jurnal Pendidikan

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This research is intended to: 1) identify the effectiveness of computer-based media in teaching Social Science. 2) depict the attraction of computer multimedia in teaching Social Science. This research is carried out under experimental design with pre-test and post-test on Elementary School of Percobaan II, Caturtunggal, Depok, Sleman, Yogyakarta, Fourth Grade, Semetser Two, Term 2007/2008. The subjects of the research consist of 42 students who belong to control class and 44 students who belong to experiment class, who are drawn under random sampling technique. The data drawn by test applied to both groups are analyzed by means of independent t-test to identify the effectiveness of multimedia. To identify the attraction of multimedia the data are drawn under descriptive-quantitative method. Treatment is carried out for the experiment class by making use of storyboard which is validated by 1 expert in multimedia and 1 expert of teaching materials. The implementation is carried out on 6 students of small group and 36 students of large group.The analysis shows a significant different of achievement between control and experiment classes. The counted t (by 6.5) is higher than the table t (by 2.39) under 0.000 < 0.01 of significance value for df (degree of freedom) of 84. Ho is then disapproved indicating that there is significant different of the students’ achievement under both classes. The overall attraction of multimedia is tentatively high, with the average score of 4.2 (at 1-5 scale) out of 22 indicators measuring graphic, animation, video, colour, letters, backing music.Key words:          effectiveness, teaching Social Science, computer-based multimedia.
DEVELOPMENT OF SOCIAL SKILL SCALE FOR EARLY CHILDHOOD Budyartati, Sri
Premiere Educandum Vol 5, No 1 (2015)
Publisher : Premiere Educandum

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Abstract

Many social skills may be learned implicitly, all children can benefit from being taught social skills explicitly, not only children who are developmentallylagging behind their peers. Social skills are not always learned easily. Somechildren may require repeated instruction and reinforcement of learning. It is alsopossible for children to have well-developed social skills in one area but not inanother. The primary objective of the Social Skill Scale (SSS) is to describe thechilds behavior for purposes of socialization and education, rather thandiagnosis. It focuses on the childs adaptation to and functioning within his or herenvironment which is particularly relevant to teachers. The SSS helps teachersdesign classroom interventions that address both the childs strengths andweaknesses. It includes 115 items that can be completed in just 15 minutes byEarly Childhood, a preschool, or Kindergarten teacher. These items cover Threebasic scales and ten components or summary scalesKeywords: Development, Social Skill Scale
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