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All Journal International Journal of Evaluation and Research in Education (IJERE) Publikasi Pendidikan Primary: Jurnal Pendidikan Guru Sekolah Dasar PIONIR: Jurnal Pendidikan Jurnal Inovasi Pendidikan IPA Profesi Pendidikan Dasar Formatif: Jurnal Ilmiah Pendidikan MIPA Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Cakrawala Pendas
Rukmana, Diki
Universitas Muhammadiyah Prof. Dr. Hamka
Agriculture, Biological Sciences & Forestry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Improving the skills of prospective elementary teachers in designing earth and space science digital teaching materials: TPACK framework Diki Rukmana; Sri Lestari Handayani
Jurnal Inovasi Pendidikan IPA Vol 8, No 2: Oktober 2022
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipi.v8i2.45474

Abstract

This study aims to implement an Earth and Space Science lecture program based on the TPACK framework to improve the skills in designing earth and space learning materials prepared for teaching at the elementary school level by integrating pedagogy and technology. The lecture program is structured based on 3 levels of the TPACK framework where at the first level 3 basic competencies are introduced, namely pedagogical knowledge (PK), content knowledge (CK), and technological knowledge (TK). At the next stage, lecture activities are designed by integrating two of the three basic knowledge, namely pedagogical content knowledge (PCK), technology pedagogical knowledge (TPK), and technology content knowledge (TCK). In the last stage, lecture activities were designed to combine the three basic knowledge aspects, namely technology pedagogical content knowledge (TPCK) into a learning video product. The results show an increase in the TPACK competence of prospective teachers in the medium category. In addition, based on an assessment of the resulting digital teaching products, the TPACK framework-based lecture program is able to facilitate the formation of the skills of prospective teachers in making teaching materials in terms of the appearance of the presentation of teaching materials, content management, and the integration of pedagogical strategies and technology in a good category.
THE INFLUENCE OF THE INQUIRY LEARNING MODEL ON THE LEARNING OUTCOMES OF NATURAL SCIENCES CLASS FOUR ELEMENTARY SCHOOL Rizky Ajeng Ayuningtias; Diki Rukmana
Jurnal Cakrawala Pendas Vol. 9 No. 4 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i4.5381

Abstract

The learning process can influence a student’s success in achieving educational goals. However, the lack of innovation in elementary school natural science learning models makes it difficult for students to assimilate the presented material. This research aims to determine the influence of the guided inquiry learning model on the learning outcome of Natural Sciences. Research methods use quantitative research methods, quasi-models experiment with a pretest-posttes-only control design pattern, and the type of instrument use using a double choice test using 2 class samples on the experimental class using. The inquiry model is guided, and the control class uses the conventional learning outcomes of students in the fourth grade of the Master of Science. This is a supported by a cognitive hypothesis test with the results of N_sig < N_table with a score of 0.015 < 0.05. test affective hypothesis test with the results of N_sig < N_table with a score of 0.000 < 0.05, and psychomotor hypothesis test, whit the results of N_sig < N_table, with score of 0.000 < 0.005. based on the research, It can be concluded that the guided inquiry learning model influence the results of natural science learning in the fourth grade of elementary. Proses pembelajaran dapat mempengaruhi keberhasilan siswa untuk mencapai tujuan pendidikan. Namun kurangnya inovasi model pembelajaran pada pelajaran ilmu pengetahuan alam di sekolah dasar membuat siswa mengalami kesulitan untuk memahami materi yang diajarkan. Penelitian ini bertujuan melihat pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar ilmu pengetahuan alam kelas IV SD, metode yang digunakan adalah kuasi eksperimen dengan pretest-posttest-only control desain. Sempel yang dipakai adalah sebanyak 2 kelas dipilih secara random sampling, kelas eksperiment sebanyak 30 siswa dan kontrol sebanyak 30 siswa. Hasil penelitian ini menunjukan bahwa model pembelajaran yang dipandu oleh survei mempengaruhi hasil belajar ilmu alam pengetahuan alam kelas IV di sekolah dasar. Hasil ini didukung oleh tes hipotesis dengan hasil hipotesis kognitif N_sig < N_table dengan nilai 0.015 < 0.05., hipotesis afektif dengan nilai 0.000 < 0.05 dan hipotesis psikomotor dengan nilai 0.000 < 0.05. Hasil penelitian yang diperoleh dapat disimpulkan bahwa model pembelajaran tersebut memiliki pengaruh yang dipandu pada hasil belajar ilmu pengetahuan alam kelas IV di sekolah dasar.
Co-Authors Fauzan Juliansyah Irma Retno Rahayu Leny Wafiyatul Insiyah Puri Pramudiani Rizky Ajeng Ayuningtias Saphira Aulia Ramadhani Siti Latifah Sri Astuti Sri Lestari Handayani Sulistya Nurul Fikriah Zulherman