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All Journal Publikasi Pendidikan Jurnal Inspirasi Pendidikan AL ISHLAH Jurnal Pendidikan Jurnal Ilmiah Pendidikan Fisika Jurnal Bidang Pendidikan Dasar Adimas : Jurnal Pengabdian Kepada Masyarakat Al-Bidayah: Jurnal Pendidikan Dasar Islam Rainstek : Jurnal Terapan Sains dan Teknologi Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Arief Rahman Hakim
Universitas PGRI Kanjuruhan Malang
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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E-Module of Physics Science Integrated with Sustainable Development Goals to Enhance Students' Environmental Literacy Hestiningtyas Yuli Pratiwi; Sudi Dul Aji; Arief Rahman Hakim; Chandra Sundaygara; Anatolia Gurtin; Muhammad Nur Hudha
Jurnal Ilmiah Pendidikan Fisika Vol 7, No 1 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v7i1.6844

Abstract

This study aims to produce a product of an electronic module on the subject of energy to enhance students' environmental literacy. This research was a research and development (R&D) using the ADDIE development model which includes: 1) the initial needs analysis stage to determine the needs of students and teachers, 2) the design stage which included collecting references, instruments and designing and creating an e-module of the science of physics integrated Sustainable Development Goals (SDGs), 3) the development of e-modules was carried out using the Canva application, Fliphtml and validation of material and media experts, 4) small-scale trials conducting interviews with students and teachers to obtain qualitative data in-depth, 5) evaluation from users, namely students and subject teachers. The assessment included 1) a Media expert test; 2) a material expert test; 3) user tests; 4) a small-scale test. The results of this study showed that: (1) the SDGs integrated science e-module was produced to enhance students' environmental literacy (2) the quality of the science e-module for students was developed according to material experts and media experts to have very good quality (VG) with the ideal percentage of each 83.00% and 98.00%. (3) the teacher's response to the student module is Very Good (VG) with an ideal percentage of 98%. Meanwhile, the student's response to the student's science e-module is Strongly Agree with an ideal percentage of 83.00%. Based on the results of this study, it can be concluded that the Science E-Module Integrated to  SDGs has met the criteria of being feasible and effective for enhancing students'  environmental literacy skills seen from the responses of media experts, material expert responses, students’ responses and trials.
Development of digital learning evaluation In realizing Suistainable Development Goals (SDGs) Sudi Dul Aji; Hestiningtyas Yuli Pratiwi; Arief Rahman Hakim; Muhammad Nur Hudha; Nada Damai Azka
Jurnal Bidang Pendidikan Dasar Vol 7 No 1 (2023): January
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jbpd.v7i1.7995

Abstract

This research is motivated by one of the goals of the SDGs, namely realizing quality learning and handling environmental change. The purpose of this study is to determine the feasibility and practicality of evaluating digital learning in realizing the SDGs for elementary school students. This research is a development research with the ADDIE model (Analysis, design, development, implementation and evaluation). The test subjects in this study were class VI students at SDN 02 Putatkidul Gondanglegi. The data collection instrument uses a questionnaire. Data analysis techniques use quantitative data. Digital Study Evaluation created using the Kahoot! based on the results of the material validation, a score of 93.75% was obtained in the very feasible category, the results of the language validation were 95% (very feasible), the results of the teacher's practicality validation were 88.8% (very practical) , the students' practicality results were 94% (very practical)
Implementation of Bruner's Theory to Improve Understanding of the Concept of Numbers for Grade I Students at SDN 1 Kepanjen Sigit Wibowo; Pujianah Pujianah; Arief Rahman Hakim; Cicilia Ika Rahayu Nita
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 7 (2023)
Publisher : Universitas Negeri Malang

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Abstract

Abstract: Understanding the concept is a basic ability that must be possessed by students in understanding mathematics. This study aims to determine the increase in elementary school students' conceptual understanding after applying Bruner's theory in learning mathematics. This type of research is Class Action Research. The research design used was developed by Kemmis and McTaggart where each activity cycle consists of four components, namely planning, implementation of action/treatment, observation, and reflection. The subjects in this study were 25 students of class IA SD Negeri 1 Kepanjen. The research results show that the application of Bruner's learning theory can activate students in learning. Improvement in understanding the ability of the concept occurs in each cycle. At the beginning of the observation, the average number of concept understanding abilities of students was 22.67 percent, then increased in cycle I by 44 percent, cycle II by 69.33 percent, and achieving expectations in cycle III by 88 percent. The successful application of Bruner's learning theory is also evidenced by the increased mastery of student learning outcomes. At the beginning of the cycle, only 28 percent of students passed, then increased in cycle I by 48 percent of students, cycle II by 72 percent of students, and achieving expectations in cycle III by 92 percent. Thus, the implementation of Bruner's theory can improve understanding of the concept of numbers in learning mathematics. s learning theory is also evidenced by the increased mastery of student learning outcomes. At the beginning of the cycle, only 28 percent of students passed, then increased in cycle I by 48 percent of students, cycle II by 72 percent of students, and achieving expectations in cycle III by 92 percent. Thus, the implementation of Bruner's theory can improve understanding of the concept of numbers in learning mathematics. s learning theory is also evidenced by the increased mastery of student learning outcomes. At the beginning of the cycle, only 28 percent of students passed, then increased in cycle I by 48 percent of students, cycle II by 72 percent of students, and achieving expectations in cycle III by 92 percent. Thus, the implementation of Bruner's theory can improve understanding of the concept of numbers in learning mathematics. Abstrak: Pemahaman konsep merupakan suatu dasar kemampuan yang harus dimiliki oleh siswa dalam memahami pelajaran matematika. Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa sekolah dasar setelah diterapkan teori Bruner dalam pembelajaran matematika. Jenis penelitian ini adalah Penelitian Tindakan Kelas (classroom action research). Desain penelitian yang digunakan yaitu dikembangkan oleh Kemmis dan Mc Taggart dimana tiap-tiap siklus kegiatan terdiri atas empat komponen yaitu perencanaan (plan), pelaksanaan tindakan/perlakuan (action), observasi (observation), dan refleksi (reflection). Subjek dalam penelitian ini yaitu siswa kelas IA SD Negeri 1 Kepanjen yang berjumlah 25 siswa. Hasil penelitian menunjukkan bahwa penerapan teori belajar Bruner dapat mengaktifkan siswa dalam pembelajaran. Peningkatan kemampuan pemahaman konsep terjadi pada setiap siklus. Pada awal observasi, rata-rata kemampuan pemahaman konsep bilangan pada siswa sebesar 22,67 persen, kemudian meningkat pada siklus I sebesar 44 persen, siklus II sebesar 69,33 persen, dan mencapai harapan pada siklus III sebesar 88 persen. Keberhasilan penerapan teori belajar Bruner juga dibuktikan dengan meningkatnya ketuntasan hasil belajar siswa. Pada awal siklus, hanya sebanyak 28 persen siswa yang tuntas, kemudian meningkat pada siklus I sebesar 48 persen siswa, siklus II sebanyak 72 persen siswa, serta mencapai harapan pada siklus III sebesar 92 persen. Dengan demikian, implementasi teori Bruner dapat meningkatkan pemahaman konsep bilangan pada pembelajaran matematika.
Unity-Engine-Based E-Module to Increase Learning Results on Online Learning Sudi Dul Aji; Arief Rahman Hakim; Klarisa Megaria Novita; Muhammad Nur Hudha
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.4590

Abstract

The development of technology is currently moving very fast. These developments affect student learning in schools. However, the teachers have not used it properly, so learning is not in accordance with the needs of students. This is also due to the limited teaching materials used. This research aims to develop the teaching materials of the unity-based E-module and its utilization. The stages started from analysis, design, development, and implementation. The instruments were used to determine the feasibility of validation sheets and questionnaires. The results of the study indicate that teaching materials are feasible to use. The assessment of media experts indicates this gets a percentage score of 88%, the assessments of material experts get a percentage score of 75%, the assessments from linguists get a percentage score of 86%, and the assessments by teachers get a percentage score of 95%. Based on the explanation of the research results above, it can be concluded that the teaching materials of Unity engine-based energy E-Module and its utilization can be used in the learning process.
Co-Authors Anatolia Gurtin ANDIKA GUTAMA, ANDIKA Chandra Sundaygara Choirul Huda Cicilia Ika Rahayu Nita Diah Fitrotul Auliana Diana Wulandari Dyah Triwahyuningtyas Dyah Triwayuningtyas Farida Nur Kumala Hestiningtyas Yuli Pratiwi Klarisa Megaria Novita Kusumawati, Enike Dwi Leondro, Henny Maris Kurniawati Mohd. Faiz Mohd Yaakob Muhammad Nur Hudha Nada Damai Azka Nury Yuniasih, Nury Pieter Sahertian Pujianah Pujianah Rosdianti Rosdianti Sesanti, Nyamik Rahayu Sigit Wibowo Sudi Dul Aji Susanti, Romia Hari Yohana Susana Wolla Baga Yokbet Badelwaer Yulianti Yulianti