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EFEKTIVITAS PEMANFAATAN MEDIA AUDIO VISUAL PADA PEMBELAJARAN GEOGRAFI POKOK BAHASAN FENOMENA BIOSFER DAN PENGARUHNYA TERHADAP HASIL BELAJAR SISWA KELAS XI IPS SMA NEGERI 1 DONOROJO JEPARA Sugiarti, Dewi
Edu Geography Vol 3 No 3 (2015)
Publisher : Edu Geography

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Abstract

Media audio visual merupakan media yang tepat untuk digunakan dalam pembelajaran Geografi. Penelitian ini bertujuan mengetahui hasil belajar siswa pada mata pelajaran geografi di kelas XI IPS yang diajar dengan memanfaatkan media audio visual dan hasil belajar siswa yang diajar tanpa memanfaatkan media audio visual serta mengetahui seberapa besar efektivitas pemanfaatan media audio visual terhadap hasil belajar geografi.Hasil penelitian menunjukkan bahwa pembelajaran geografi di kelas XI IPS SMA Negeri 1 Donorojo pokok bahasan persebaran flora dan fauna dengan menggunakan media audio visual menjadi lebih efektif. Pemanfaatan media dikatakan efektif karena mendapatkan tanggapan positif dari siswa. Tanggapan postif siswa terhadap media pembelajaran di kelas eksperimen  menyatakan: 8 siswa (21,05%) sangat setuju, 20 siswa (52,63%) setuju, 10 siswa (26,32%) tidak berpendapat. Nilai rata-rata hasil belajar kognitif post test dikelas kontrol 73,89 dan rata-rata hasil belajar kognitif post test dikelas eksperimen 81,89. Nilai signifikasi sig (2-tailed) rata-rata nilai post test kelompok kontrol dan kelompok eksperimen (0,000 < 0,05) hasil tersebut menunjukkan bahwa terdapat perbedaan hasil belajar kognitif antara pembelajaran menggunakan media audio visual dan pembelajaran yang tidak menggunakan media audio visual. Audio visual is an appropriate media in learning Geography. This research aims to know  the students score in Geography subject wether students taught by audio visual media and without audio visual media, and to know how far the effectivity of the use of audio visual media in students learning Geography. The results showed that learning Geography in class XI IPS SMAN 1 Donorojo subject distribution of flora and fauna by using audio-visual media to be more effective. Effective use of the media says because getting a positive response from students. Positive response to the students in the experimental class instructional media claimed: 8 students (21,05%) strongly agreed, 20 students (52,63%) agreed, 10 students (26,32%) did not argue. The average value of cognitive achievement post test control class average of 73,89 and cognitive achievement post test experimental classroom 81,89. The value of significance sig (2-tailed) value of the average post-test control group and the experimental group (0,000 <0,05), these results indicate that there are differences between the cognitive achievement of learning using audio-visual media and learning are not using audio-visual media.
Empowerment of CIRC Model in Building Competency Writing Prosa-Based Video Sugiarti, Dewi; Rahman, Rahman; Sopandi, Wahyu; Sujana, Atep
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Writing skills are one of the most important skills that students must master in order to communicate indirectly. The research aims to determine the students ' competence in writing prose through the empowerment of video-based CIRC models. The method used is quasy experiments with the design of one group pre-test and post-test. The subject of research is the elementary school student of Cisitu district 5th grade Cisitu subdistrict, which consists of 25 students, consisting of 8 men and 17 female 17. The instrument used is observation and test. Observations were made to see the activities of learners when implementing a video-based CIRC model, while tests were conducted to gauge student competence in writing videobased prose. The data obtained consists of two types namely qualitative data and quantitative data. The quality data is by using the observation sheet of student activity, while the quantitative data is processed by