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THE EFFECT OF ASSURE LEARNING MODEL ASSISTED BY AUDIOVISUAL MEDIA ON SCIENTIFIC ATTITUDES AND SCIENCE LEARNING OUTCOME IN V CLASS STUDENTS’ GUGUS 1 MASBAGIK UTARA, EAST LOMBOK Made Ayu Pransisca; Alpi Zaidah
JURNAL ILMIAH GLOBAL EDUCATION Vol. 1 No. 1 (2020): JURNAL ILMIAH GLOBAL EDUCATION, Volume 1 Nomor 1, Juni 2020
Publisher : LPPM Institut Pendidikan Nusantara Global

Penelitian ini bertujuan untuk mengetahui pengaruh Model Pembelajaran Assure Media Audiovisual terhadap sikap ilmiah dan hasil belajar IPA siswa kelas V SD Negeri 1 Kecamatan Masbagik. Penelitian ini menggunakan desain eksperimen semu dengan Single Factor Independent Groups Design. Populasi terdiri dari 201 siswa. Sampel penelitian adalah 65 siswa yang ditentukan dengan teknik random sampling. Data tentang sikap ilmiah siswa dikumpulkan dengan kuesioner. Data hasil belajar sains siswa dikumpulkan dengan tes. Data dianalisis menggunakan MANOVA dengan SPSS 16.00 for windows. Hasil penelitian menunjukkan bahwa, Pertama, sikap ilmiah siswa dari The Effects of AssureLearning Model Audiovisual Media secara signifikan lebih baik daripada mereka yang bergabung dengan model pengajaran konvensional (F = 15.847; p <0,05); kedua, hasil belajar sains siswa The Effects of AssureLearning Model Audiovisual Media secara signifikan lebih baik daripada mereka yang bergabung dengan model pengajaran konvensional (F = 39,123; p <0,05) dan ketiga, secara bersamaan, sikap ilmiah dan hasil belajar sains dari siswa yang Pengaruh Model Pembelajaran Assure Media Audiovisual secara signifikan lebih baik daripada mereka yang bergabung dengan model pengajaran konvensional (F = 31,207; p <0,05).

PENTINGNYA PENGUASAAN LITERASI TEKNOLOGI INFORMASI DAN KOMUNIKASI BAGI GURU MADRASAH IBTIDAIYAH DALAM MENYIAPKAN SISWA MENGHADAPI REVOLUSI INDUSTRY 4.0 Munawir Gazali; Made Ayu Pransisca
JURNAL ILMIAH GLOBAL EDUCATION Vol. 2 No. 1 (2021): JURNAL ILMIAH GLOBAL EDUCATION, Volume 2 Nomor 1, Juni 2021
Publisher : LPPM Institut Pendidikan Nusantara Global

In the era of the industrial revolution 4.0, it is a tough challenge for all Indonesian teachers. The quality of education is a measure of Indonesia's success in facing the era of the industrial revolution 4.0. A teacher at this time is required to be technologically literate because the quality of a teacher who is empty of technology will not be able to instill a "critical character" in students to become revolutionary humans. This study discusses the development of mastery of information and communication technology literacy at Madrasah Ibtidaiyah. Information and Communication Technology literacy includes the ability to use technology as a tool to research, organize, evaluate and communicate information, and have a fundamental understanding of ethical legal issues surrounding the access and use of information. There are seven elements of Information and Communication Technology literacy, namely: define, access, evaluate, manage, integrate, create, and communicate. Developing a learning framework in the 21st century that requires students to have skills, knowledge and abilities in the fields of technology, media and information, learning and innovation skills as well as life and career skills. The types of sources and learning media based on Information and Communication Technology that can be utilized by elementary school teachers in the learning process include: (1). Computer (2). LCD (3). Internet (4). Learning CD, (5) email (6). Power Point Presentation (7) Multimedia. In the learning process, using media is very important to increase interest and understanding of materials such as Augmented Reality-based learning media. Become a technology literate teacher and really need support from the government. Information and Communication Technology literacy can be done by participating in socialization, training, upgrading, seminars and workshops on Information and Communication Technology

PENGARUH MODEL PEMBELAJARAN SAVI BERBANTUAN MEDIA LINGKUNGAN TERHADAP SIKAP ILMIAH DAN HASIL BELAJAR IPA PADA SISWA KELAS V SEKOLAH DASAR GUGUS I MASBAGIK SELATAN LOMBOK TIMUR Made Ayu Pransisca; Munawir Gazali
JURNAL ILMIAH GLOBAL EDUCATION Vol. 2 No. 1 (2021): JURNAL ILMIAH GLOBAL EDUCATION, Volume 2 Nomor 1, Juni 2021
Publisher : LPPM Institut Pendidikan Nusantara Global

This study was aimed at finding out the effect of problem learning SAVI model of media assist environment to scientific attitudes and learning outcomes of science the fifth grade students of elementary school cluster 1 south Masbagik. This study used a quasi-experiment design with Single Factor Independent Groups Design. The population consisted of 201 students. The sample was 65 students determined by random sampling technique. The data on the students scientific attitude were collected with an questionnaire. The data on the students’ science learning outcomes were collected with a test. The data were analyzed using MANOVA aided with SPSS 16.00 for windows. The results showed that, First, the students’ scientific attitude of those who joined the problem Savi learning model of media assist environment was significantly better than that of those who joined conventional teaching model (F=15.847; p < 0.05); secondly, the students’ science learning outcomes of those who joined problem Savi learning model of media assist environment was significantly better than those who joined conventional teaching model (F=39.123; p < 0.05) and thirdly, simultaneously, scientific attitude and science learning outcomes of the students who joined problem Savi learning model of media assist environment was significantly better than that of those who joined conventional teaching model (F= 31.207; p < 0.05).

EFEKTIFITAS PEMBELAJARAN BERBASIS KOGNITIF MORAL MELALUI MODEL VALUE CLARIFICATION TEHNIQUE (VCT) Made Ayu Pransisca; Munawir Gazali
JURNAL ILMIAH GLOBAL EDUCATION Vol. 2 No. 2 (2021): JURNAL ILMIAH GLOBAL EDUCATION, Volume 2 Nomor 2, Desember 2021
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v2i2.117

Tujuan penelitian ini adalah untuk mengetahui perbedaan tingkat keefektifan antara penerapan pembelajaran berbasis kognitif moral melalui model VCT dengan pembelajaran konvensional ceramah bervariasi terhadap hasil belajar PKn dengan mempertimbangkan moral judgement. Jenis penelitian yang digunakan adalah Penelitian Eksperimen dengan jenis Penelitian Eksperimental Kuasi dan menggunakan desain penelitian Noneequivalent Control Group Design. Subyek penelitian adalah siswa kelas 5A SDN Kemiri sebagai kelompok eksperimen dan kelas 5B SDN Kemiri sebagai kelompok kontrol. Teknik pengumpulan data yang digunakan adalah tes dan observasi. Sedangkan teknik analisis data menggunakan uji-t dengan bantuan SPSS 22.0. Hasil penelitian menunjukkan bahwa penerapan pembelajaran berbasis moral kognitif melalui model VCT efektif terhadap hasil belajar IPS dengan mempertimbangkan moral judgement siswa kelas 5 SDN Kemiri Kecamatan Janapria Kabupaten Lombok Tengah. Kesimpulan tersebut didukung oleh hasil uji-t dengan hasil t hitung > t tabel (2,085 > 2,00488), signifikansi < 0,05 (0,042 < 0,05) dan nilai hasil belajar PKn kelompok eksperimen lebih tinggi daripada kontrol kelompok (76,2>68,5).

PENGELOLAAN GERAKAN LITERASI SEKOLAH DALAM MENDUKUNG KEMAMPUAN KARYA TULIS SISWA SEKOLAH DASAR DI SD NEGERI 1 LELONG Munawir Gazali; Made Ayu Pransisca
JURNAL ILMIAH GLOBAL EDUCATION Vol. 2 No. 2 (2021): JURNAL ILMIAH GLOBAL EDUCATION, Volume 2 Nomor 2, Desember 2021
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v2i2.127

Reading and writing are part of many learning routines that cannot be separated from everyone's life. UNESCO has released data on reading interest in the world and shows Indonesia's demand for reading is at 0.001. This means that for every 1,000 residents, there is only 1 person who has an interest in reading (Universitas Gadja Mada, 2017). The objectives of this study are 1) to describe the management, planning, implementation, and evaluation of the School Literacy Movement (GLS): 2) to describe the supporting and inhibiting factors for the solution; 3) Describe the results in overcoming the factors that hinder the solution in the management of the School Literacy Movement (GLS) to support writing at SD Negeri 1 Lelong. This research uses descriptive qualitative, which means the type of research is literal data with factors in the field. Data collection techniques used in this study were interviews, observation, and documentation analysis. Researchers used data analysis in the field with the Miles and Huberman model. The steps in the data analysis process carried out by the author are 1) Data collection; 2) Data Reduction; 3) Data Presentation; and 4) Verification. The results of the study, in the management of the School Literacy Movement (GLS) to support student writing at SD Negeri 1 Lelong there are three stages, as follows: planning, implementation and evaluation

PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH BERBANTUAN MEDIA LINGKUNGAN TERHADAP SIKAP SOSIAL DAN HASIL BELAJAR IPA PADA SISWA KELAS IV SEKOLAH DASAR GUGUS 2 SELONG LOMBOK TIMUR Made Ayu Pransisca
JUPE : Jurnal Pendidikan Mandala Vol 4, No 5 (2019)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jupe.v4i5.1301

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah berbantuan media lingkungan terhadap sikap sosial dan hasil belajar IPA pada siswa kelas iv sekolah dasar gugus 2 selong lombok timur. Penelitian ini menggunakan pendekatan eksperimen semu dengan pola dasar Single Factor Independent Groups Design. Populasi dalam penelitian ini sebanyak 201 orang siswa. Sampel penelitian berjumlah 65 siswa ditentukan dengan teknik random sampling. Data sikap sosial siswa dikumpulkan dengan kuesioner, Data hasil belajar IPA siswa dikumpulkan dengan tes. Data dianalisis menggunakan MANOVA berbantuan SPSS 16.00 for windows. Hasil Penelitian menunjukkan bahwa: pertama, sikap sosial siswa yang mengikuti model pembelajaran berbasis masalah berbantuan media lingkungan secara signifikan lebih baik daripada siswa yang mengikuti model pembelajaran konvensional (F = 15,847; p < 0,05); kedua, hasil belajar IPA siswa yang mengikuti model pembelajaran berbasis masalah berbantuan media lingkungan secara signifikan lebih baik daripada siswa yang mengikuti model pembelajaran konvensional (F = 39,123; p < 0,05); ketiga, secara simultan sikap sosial dan hasil belajar IPA antara siswa yang mengikuti model pembelajaran berbasis masalah berbantuan media lingkungan secara signifikan lebih baik daripada siswa yang mengikuti model pembelajaran konvensional (F = 31,207; p < 0,05).

PENGARUH IMPLEMENTASI ASESMEN PORTOFOLIO TERHADAP SIKAP DAN LITERASI SAINS SISWA KELAS IV SD MASBAGIK UTARA Made Ayu Pransisca
JUPE : Jurnal Pendidikan Mandala Vol 3, No 3 (2018)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jupe.v3i3.1299

Penelitian ini bertujuan untuk mengetahui perbedaan implementasi asesmen portofolio terhadap pendidikan sikap dan literasi sains siswa. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen) dengan rancangan Single Factor Independent Group Design dengan jumlah sampel sebanyak 68 orang siswa kelas IV SD Masbagik utara. Teknik pengumpulan data menggunakan kuesioner untuk sikap dan tes untuk literasi sains. Data dianalisis dengan menggunakan multi analisis varians. Hasil penelitian menunjukan uji hipotesis pertama nilai F= 6,026 dengan signifikansi 0,017<0,05 yang artinya Ho ditolak dan H1 diterima, terdapat perbedaan sikap siswa yang mengikuti pembelajaran dengan implementasi asesmen portofolio dengan siswa yang mengikuti pembelajaran dengan implementasi asesmen konvensional. Hasil uji hipotesis kedua menunjukkan bahwa F= 14,538 dengan 0,000<0,05 yang artinya Ho ditolak dan H1 diterima, terdapat perbedaan literasi sains siswa yang mengikuti pembelajaran dengan implementasi asesmen portofolio dengan siswa yang mengikuti pembelajaran dengan implementasi asesmen konvensional. Uji hipotesis ketiga menunjukan bahwa F= 7,965 dengan 0,001<0,05 yang artinya Ho ditolak dan H1 diterima, terdapat perbedaan sikap dan literasi sains siswa secara simultan antara siswa yang mengikuti pembelajaran dengan implementasi asesmen portofolio dengan siswa yang mengikuti pembelajaran dengan implementasi asesmen konvensional.

PENGARUH STRATEGI CARD SORT TERHADAP HASIL BELAJAR IPS DITINJAU DARI SIKAP ILMIAH SISWA KELAS V GUGUS 1 KECAMATAN MASBAGIK Made Ayu Pransisca
JUPE : Jurnal Pendidikan Mandala Vol 4, No 4 (2019)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jupe.v4i4.1300

Penelitian ini bertujuan untuk mengetahui pengaruh Strategi Card Sort dan sikap ilmiah terhadap hasil belajar IPS siswa kelas V Gugus I Kecamatan masbagik. Penelitian ini menggunakan metode eksperimen semu dengan menggunakan rancangan faktorial 2x2. Populasi dalam penelitian ini sebanyak 190 orang dan diambil sampel sebanyak 98 orang yang dipilih secara acak. Data dikumpulkan melalui test dan kuisioner. Analisis Data pada penelitian ini menggunakan analisis varians (Anava) dua jalan. Hasil penelitian menunjukan (1) Terdapat perbedaan hasil belajar IPS antara siswa yang mengikuti Strategi pembelajaran Card Sort dengan siswa yang mengikuti model pembelajaran konvensional. (2) Terdapat interaksi antara model pembelajaran dengan sikap ilmiah terhadap hasil belajar IPS. (3) Terdapat perbedaan hasil belajar IPS antara siswa yang mengikuti Strategi pembelajaran Card Sort dengan siswa yang mengikuti pembelajaran konvensional, pada siswa yang memiliki sikap ilmiah tinggi. (4) Tidak terdapat perbedaan hasil belajar IPS antara siswa yang mengikuti model Strategi pembelajaran Card Sort dengan siswa yang mengikuti model pembelajaran konvensional, pada siswa yang memiliki sikap ilmiah rendah.

Meningkatkan Hasil Belajar IPS Menggunakan Model Pembelajaran Kooperatif Tipe Examples Non Examples Pada Siswa Kelas IV-B SDN 4 Danger Made Ayu Pransisca; Munawir Gazali; Harun Arrasyid
Journal of Classroom Action Research Vol. 4 No. 4 (2022): November
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v4i4.2970

The purpose of this study was to improve social studies learning outcomes in the materials of production technology, transportation and communication from time to time by applying the Examples Non Examples cooperative learning model to students in class IV-B at SDN 4 Danger. The type of research used is Classroom Action Research (PTK) which will be conducted at SDN 4 Danger in the first semester of the 2022/2023 school year. The research subjects were students of grade IV-B SDN 4 Danger, totaling 31 students, with 22 male students and 9 female students. This research was conducted in 2 cycles, each cycle consisting of 2 meetings. The procedure for each cycle consists of planning, action, observation, and reflection. The data obtained in this study included observation sheets of student activities, observation sheets of teacher activities, assessment of cognitive aspects (learning achievement tests), affective aspects (responsibility, curiosity, and cooperation), and psychomotor aspects (group presentations). The results showed that by applying the Examples Non Examples type of cooperative learning model it could improve social studies learning outcomes in production technology, transportation and communication from time to time students of class IV-B SDN 4 Danger. This can be seen from the results obtained in each cycle, in the first cycle the cognitive aspects of student learning outcomes were 74% in the second cycle increased to 87%. In the first cycle, the affective aspect of student learning outcomes was 74%, in the second cycle it increased to 93%. Then in the first cycle the completeness of student learning outcomes in the psychomotor aspects of 77% in the second cycle increased to 100%. So it can be said that the research has been successful and in accordance with the indicators of success

PENERAPAN METODE FUN TEACHING PADA PEMBELAJARAN TEMATIK KELAS III DI SD ASSUNNAH ASSALAFIYYAH SURALAGA KECAMATAN SURALAGA Munawir Gazali; Made Ayu Pransisca; Lalu Juwita Efendi
Jurnal Ilmiah Global Education Vol. 4 No. 1 (2023): JURNAL ILMIAH GLOBAL EDUCATION, Volume 4 Nomor 1, Maret 2023
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v4i1.586

In this research discusses the aplication of the Fun Teaching method in thematic learning in grade III SD Assunnah Assalafiyyah Suralaga. The purpose of this research is to find out the aplication of the Fun Teaching method in thematic learning at SD Assunnah Assalafiyyah Suralaga and to find out the factors that support and hinder learning in progress. This research is a qualitative descriptive study with data sources comng from observations, interviews, and documentation. Techniques to guarantee the validity of the data using extend observations increase persistence, and triangulation. This study found that applying the fun teaching method was very successful, seen from their seriousness in doing the task, their activeness in asking questions and not being afraid when the teacher taught, so that passive students were actively involved during the learning process. By applying this fun teaching method, students are challenged when given assignments by teacher, their active role is seen from when doing assignments both individually and in groups. Based on the discussion, it was concluded that the application of the Fun Teaching method in thematic learning at SD Assunnah Assalafiyyah Suralaga which was carried out by the teacher while in grade III wen well. Supporting factors in learning in grade III SD Assunnah Assalafiyyah Suralaga are adequate or complete facilities and infrastructure, and increased teacher-student interaction. As for the inhibiting factors in thematic learning for grade III SD Assunnah Assalafiyyah Suralaga, namely in terms of teachers and students regarding theatic learning in class, constraints of limited time, and incomplete facilities and infrastructure.

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