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All Journal Jurnal Elementaria Edukasia
Irfan Saninur Azis
Universitas PGRI Semarang
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Implementasi Media Pembelajaran Robokids Berbasis STEAM Untuk Meningkatkan Minat Belajar Dan Prestasi Belajar Siswa Sekolah Dasar Irfan Saninur Azis; Muniroh Munawar; Sukamto
Jurnal Elementaria Edukasia Vol. 6 No. 3 (2023): september
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v6i3.6094

Abstract

The background of this research is the lack of interest in learning and student learning achievement, the lack of use of STEAM-based learning media in learning so that learning is less interesting so that it affects student learning interest. This study aims to describe how interest in learning and learning achievement of elementary school students is influenced by STEAM-based robokid learning media. One group pretest-posttest design is used in this type of quantitative descriptive research. In this study, questionnaires, interviews, and observations were used to collect data. In this research using data analysis techniques in the form of Paired samples t-test and N-gain score test. In the paired samples t-test, the results of data analysis of learning interest and learning achievement show sig. (2-tailed) 0.000 <0.05. Interest in learning gets an average N-Gain Score of 0.7014 on the N-Gain Score test, while learning achievement gets an average N-Gain Score of 0.4029. It was concluded that STEAM-based robokid learning media can improve the learning achievement of elementary and high school students. So that robokids learning media can be used by teachers in learning.
Implementation of differentiated learning with a Culturally Responsive Teaching approach to increase students' interest in learning Irfan Saninur Azis; Siti Dewi Maharani; Vinencia Ika Indralin
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9348

Abstract

Implementing learning aligned with the Culturally Responsive Teaching (CRT) approach is a method enabling a more accurate comprehension and representation of knowledge, tailored to students' individual learning tendencies and styles, while considering the diverse cultures surrounding them. Transitioning from the old paradigm to adopting learning in accordance with the demands of the 21st century and the current curriculum is imperative, despite the uneven distribution of the Independent Curriculum across schools. This study is prompted by students' lack of interest in learning, evident in their limited engagement in the learning process. The objective of this research is to illustrate the impact of employing differentiated learning with a Culturally Responsive Teaching (CRT) approach on enhancing students' learning interest. The research methodology employed was classroom action research conducted over two cycles. The research process was executed collaboratively, employing a lesson study approach and utilizing qualitative descriptive methods, with data collection techniques comprising observation and questionnaires. Research findings demonstrate an increase in students' learning interest through the implementation of differentiated learning with a Culturally Responsive Teaching (CRT) approach. This is evidenced by the average N-Gain value for learning interest in Cycle I, which was 0.4029, classified as medium, and in Cycle II, it reached 0.7014, classified as high. Thus, differentiated learning integrating the Culturally Responsive Teaching (CRT) approach has been proven highly effective in establishing a more inclusive and meaningful learning atmosphere within the classroom
Co-Authors Muniroh Munawar Siti Dewi Maharani Sukamto Vinencia Ika Indralin