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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of Research in Social Science and Humanities INDONESIAN JOURNAL OF BASIC EDUCATION
Dwi Rulismi
Universitas Dehasen Bengkulu
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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CIPp Model In Utilizing Interactive Multimedia-Based Teaching Materials (Evaluation Study On Pertiwi 1) Dwi Rulismi
Indonesian Journal of Basic Education Vol 5 No 3 (2022): Indonesian Journal of Basic Education
Publisher : STKIP Rokania Pasir Pangaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37728/ijobe.v5i3.642

Abstract

The purpose of this study was to determine the use of interactive multimedia-based teaching materials in early childhood with the application of the CIPP evaluation model (Context, Input, Process, Product). This study used the CIPP method which has four evaluation attributes: 1) Context, 2) Input, 3) Process 4) Product. And the rating weight category with a Likert Scale with a questionnaire used in the form of 5 answer choices. Objects in product evaluation of interactive multimedia-based teaching materials that will be developed. The research was conducted by testing the evaluation model. By testing the quality of the model developed is truly tested empirically. The validation instrument is to determine the feasibility of interactive multimedia-based teaching materials developed for use by Early Childhood Children to achieve an effective learning process. Collecting data in this study using validation instruments. The data analysis technique in this study used the CIPP model to evaluate the use of interactive multimedia-based teaching materials with 12 indicators and 53 questions related to the use of interactive multimedia-based teaching materials for early childhood with an average score of 72%. Declared relevant and can be utilized in learning in early childhood. The revisions desired by the evaluator are: 1) instructions for using teaching materials are made, because in the manufacture of interactive multimedia-based teaching materials there are no guidelines for operating these interactive multimedia teaching materials. With the revision of this evaluator, the researcher made instructions or guidelines for the operation of this interactive multimedia-based teaching material. 2) suitability of the material with the daily learning implementation plan (RPPH) on interactive multimedia-based teaching materials
Use Of Interactive Learning Media To Improve Language Capabilities Early Children Dwi Rulismi
Indonesian Journal of Basic Education Vol 5 No 3 (2022): Indonesian Journal of Basic Education
Publisher : STKIP Rokania Pasir Pangaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37728/ijobe.v5i3.643

Abstract

This research is based on the changing "Mood" of AUD children, so this is inline with an interactive learning model, in encouraging children's curiosity for knowledge, it is important to know the teacher's strategy in using interactive learning media to improve early childhood language skills, The intended ability includes the ability that children use to communicate, both in the form of writing, speech, body code and sign language. In an effort to reveal the facts from the findings when this research was conducted, the method used in this study was a quantitative method. In its implementation, the sample from this study was tested on a limited scale and also tested on a wide scale. For the limited-scale trial consisting of 2 teachers and 1 class of children in group B1 totaling 15 people, while for the wide-scale test consisting of 2 teachers with 2 classes of children in groups B1 and B2 totaling 30 children. To support the iteration of the required data, this research in the implementation of collecting data uses direct observation and written test. The data analysis technique applied was using the average score, percentage and t-test. It is concluded that the development of interactive multimedia-based teaching materials is feasible to use to improve language skills based on limited and broad tests. And the development model is effective in improving children's language skills
Evaluation Study of Use of Interactive Multimedia 4.0-Based Teaching Materials Mesterjon Mesterjon; Suwarni Suwarni; Dwi Rulismi; Sudarwan Danim
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 6, No 2 (2023): Budapest International Research and Critics Institute May
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v6i2.7536

Abstract

The evaluation carried out on the Utilization of Interactive Multimedia-Based Teaching Materials in student development courses is based on changes in "adaptation to the use of technology 4.0" which tend to change in trend, so this is inline with an interactive learning model, in encouraging student curiosity about knowledge, it becomes important to find out student strategies in using interactive learning media to improve the abilities of these students, the abilities intended include the abilities students use to communicate, both in the form of writing, speech, and the operation of technological devices and applications used. In an effort to reveal the facts from the findings when this research was conducted, the method used in this study was a quantitative method and data analysis techniques in this study the researchers used the CIPP model to evaluate the use of interactive multimedia-based teaching materials with 12 indicators and 53 questions related to utilization interactive multimedia-based teaching materials for early childhood students with an average score of 69%. Declared relevant and can be utilized in learning in early childhood. In its implementation, the samples from this study were tested on a limited scale and also tested on a large scale. For the limited-scale trial, it consisted of two parts of lecturers and one part of the student class, the number of which was randomly sampled, while for the large-scale test, it consisted of two parts of lecturers and two parts of student classes whose numbers were taken randomly. To support the required data iteration, in this study the implementation of collecting data used direct observation and oral tests. The data analysis technique applied uses the average score, percentage and t-test. It was concluded that the development of interactive multimedia-based teaching materials is feasible to use to improve language skills based on limited tests and broad tests. And the development model is effective in improving children's language skills significantly, seen in t_hitung > t_tabel.
Analysis of Blended Learning Models Using Technology 4.0 to Improve Critical Thinking Skills Mesterjon Mesterjon; Dwi Rulismi; Johanes Sapri
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 6, No 2 (2023): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v6i2.7582

Abstract

This study aims to measure the level of effectiveness of applying blended learning-based learning models by utilizing ICT technology (Technology 4.0) to improve students' critical thinking skills in normal news life while maintaining adaptation to the industrial revolution 4.0. This behavior has positioned students to carry out blended learning that is oriented towards the continuous use of technology 4.0. This new habit encourages students to have a competitive level of adaptation in the more complex era of the industrial revolution, and students must also have adaptations with technology to overcome problems that exist in the current era So the researchers made a concern to instill and strengthen the skills and abilities needed by students to face the Industrial Revolution 4.O era in the current era. In discussing this research, Critical thinking skills are selected as skills that are needed by every individual student today, because Critical thinking skills enable students to involve various aspects and tools needed in learning and through a systematic thinking process. Researchers are trying to find a method that is appropriate to the current era, namely blended learning. Blended learning which has been implemented by the educational institution where this research takes place is a collaborative learning method between conventional methods and modern methods (technology 4.O). This method is implemented by implementing several cycles and meeting parts. The methods used and those given in developing critical thinking are combining problem solving methods with video, blogging, YouTube and zoom meeting. Thus, students will learn something different and new in the implementation of their learning. This will spur students to think critically. Thus, students will have optimally developed critical thinking skills and students will be able to adapt quickly to the current era of the industrial revolution 4.0.
Science Video Media as an Effective Tool to Enhance Self-Awareness, Responsibility, and Prosocial Behavior in Early Childhood Dwi Rulismi; Rika Partika Sari; Syisva Nurwita; Ranny Fitria Imran; Masterjon Masterjon
Journal of Research in Social Science and Humanities Vol 5, No 3 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v5i3.393

Abstract

This study aims to measure the effectiveness of science video media in enhancing the social-emotional abilities of early childhood learners, covering aspects such as self-awareness, a sense of responsibility, and prosocial behavior. The research employed a quantitative approach using a quasi-experimental design, involving 18 children aged 5–6 years, divided into an experimental group and a control group. The research instruments consisted of observation sheets, questionnaires, and teacher interview guides. Data analysis was conducted quantitatively using an independent t-test, complemented by qualitative analysis to provide a deeper understanding of the video media's effectiveness. The findings reveal that the use of science video media significantly improved all three social-emotional aspects. Children became more capable of recognizing and understanding themselves, demonstrated increased responsibility toward themselves and others, and showed more active prosocial behavior, such as cooperation and empathy. Science video media proved to be effective in helping children understand social and emotional values through engaging visual and narrative approaches. By presenting real-life situations and relatable characters, the children experienced more practical and contextual learning. These results reinforce social learning theory, which emphasizes the importance of observation and imitation in children's learning processes. Video media allows children to imitate positive behaviors portrayed in the content, thereby naturally shaping their character and social skills. Thus, science video media can serve as an innovative and effective educational tool to support the social-emotional development of young children. This media can be integrated into the learning process both at school and at home as part of an educational strategy that is responsive to children's needs in the digital era.
Co-Authors Johanes Sapri Masterjon Masterjon Mesterjon Mesterjon Ranny Fitria Imran Rika Partikasari Sudarwan Danim Suwarni Suwarni syisva nurwita