Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Mimbar Pendidikan Indonesia Jurnal Media dan Teknologi Pendidikan
I Nyoman Jampel
Teknologi Pendidikan, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Interactive Multimedia With a Contextual Approach to Improve Learning Outcomes in The Pancasila Education Subject in Grade V Hudadiyatul Ummah; I Nyoman Jampel; I Made Tegeh
Mimbar Pendidikan Indonesia Vol. 6 No. 1 (2025): January
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mpi.v6i1.94516

Abstract

The lack of application of a contextual approach in learning Pancasila Education in class V causes the material to be difficult to understand for students, so it is necessary to develop interactive multimedia that can link concepts with real life. This study aims to analyze the effectiveness of the contextual approach in increasing students' interest in learning, active involvement, and conceptual understanding of Pancasila values to create a more meaningful and enjoyable learning experience. This type of research is development research with the ADDIE model, which includes five systematic stages. The results of this study indicate that (1) The design process of this interactive multimedia development was developed through the ADDIE model stage, which consists of five stages, namely the analysis, design, development, implementation and evaluation stages; (2) Validity consists, of expert validity tests and product trials. The results of the expert validity test: (a) learning material content expert test, (b) learning design expert test, and (c) learning media expert test are very good qualifications. Product trial results: (a) individual trials, (b) small group trials, and (c) field trials; (3) Practicality test by teachers obtained very good qualifications; (4) The effectiveness of interactive multimedia is seen from the difference in the average pre-test 38.23 and post-test 87.5. The post-test value is above the KKTP; it is concluded that interactive multimedia is effective for teaching and learning.
Learning Video Based on a Contextual Approach to Improve Metacognitive Skills in Grade III Elementary School English Steffie Grace Lumbantobing; I Nyoman Jampel; Alexander Hamonangan Simamora
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 2 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i2.100530

Abstract

Learning in elementary schools needs to emphasize metacognitive skills because these skills serve as a crucial foundation for shaping students' reflective and independent thinking. Metacognition involves the ability to understand and manage one's own thinking processes, such as planning, monitoring, and evaluating how one learns. However, in practice, the metacognitive skills of third-grade elementary students in English learning are still relatively low. This study aims to develop contextual-based instructional videos to improve the metacognitive skills of third-grade students in English subjects. This research is a type of Research and Development (R&D) using the Hannafin and Peck model, which consists of three stages: needs analysis, design, and development-implementation. The individual trial involved 3 students, the small group trial involved 9 students, and the field trial was conducted on a full class consisting of 30 students. The product was developed in the form of a learning video on the topic "My Classroom is Clean" in MP4 format, complemented with text, narration, animation, and real-life contexts. The results showed that the average pretest score was 64.4, while the average posttest score increased to 87.2. Therefore, the developed instructional video proved effective in improving students’ metacognitive skills. In conclusion, the use of contextual-based instructional videos is effective in enhancing the metacognitive skills of third-grade elementary students in English learning. The implication is that contextual video media can serve as an alternative learning tool to foster students’ higher-order thinking skills from an early age.
Co-Authors Alexander Hamonangan Simamora Hudadiyatul Ummah I Made Tegeh Steffie Grace Lumbantobing