Articles
<![CDATA[Analisis Kebutuhan Multimedia Interaktif Perkuliahan E-Learning pada Mata Kuliah Landasan Kependidikan ]]>
<![CDATA[Fadhilah Khairani]]>;
<![CDATA[Ika Wulandari Utami Ningtias]]>;
<![CDATA[Frida Destini]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 6 (2021): December Pages 5001-6500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i6.1582
<![CDATA[Pembelajaran daring dianggap sebagai alternatif di masa pandemi Covid-19 dan sebuah terobosan dalam kegiatan pembelajaran. Proses pembelajaran secara daring dinilai lebih fleksibel, efisien, dan praktis dalam hal menyebarkan konten pembelajaran, serta dalam segi waktu. Namun dalam pelaksanaannya, pembelajaran daring tidak mudah dilakukan. Berbagai kendala dialami oleh mahasiswa dan dosen. Salah satu cara yang dapat dilakukan dosen agar pelaksanan pembelajaran daring optimal adalah dengan melakukan inovasi pada konten perkuliahan e-learning, contohnya dengan mengembangkan multimedia interaktif. Sebelum melakukan pengembangan, diperlukan analisis kebutuhan. Penelitian ini merupakan penelitian deskriptif kualitatif. Metode yang digunakan berupa angket (kuesioner). Angket diberikan kepada 150 mahasiswa dan 4 Dosen. Data dianalisis menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa diperlukan pengembangan media pembelajaran berupa multimedia interaktif yang dapat diakses melalui perangkat handphone dan laptop/komputer. Format media pembelajaran interaktif yang diinginkan berupa penggabungan antara teks, grafik, video, animasi dan suara, serta memungkinkan pemakai melakukan navigasi dan adanya simulasi atau latihan soal yang tampilannya menarik]]>
<![CDATA[Implementasi Pendekatan Science, Enviroment, Technology, and Society (SETS) terhadap Kemampuan Berpikir Kritis Peserta Didik Sekolah Dasar ]]>
<![CDATA[Frida Destini]]>;
<![CDATA[Dwi Yulianti]]>;
<![CDATA[Lilik Sabdaningtyas]]>;
<![CDATA[Alben Ambarita]]>;
<![CDATA[Rochmiyati Rochmiyati]]>
<![CDATA[ Jurnal Basicedu Vol 6, No 1 (2022): February, Pages 1-1500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v6i1.1615
<![CDATA[Masalah dalam penelitian ini adalah rendahnya kemampuan berpikir kritis peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh implementasi pendekatan SETS terhadap kemampuan berpikir kritis peserta didik. Desain penelitian yang digunakan yaitu non-equivalent control group design. Subjek penelitian berjumlah 59 peserta didik. Teknik pengumpulan data adalah teknik tes dan nontes. Teknik tes dalam penelitian ini digunakan untuk mengukur kemampuan berpikir kritis peserta didik. Teknik non-tes berupa angket, observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan uji regresi sederhana untuk mengetahui pengaruh X (pendekatan SETS) terhadap Y (kemampuan berpikir kritis) dan uji independent sampel t-test untuk mengetahui perbedaan antara peserta didik yang belajar menggunakan pendekatan SETS dengan peserta diik yang belajar menggunakan pendekatan saintifik. Hasil penelitian menunjukan bahwa terdapat pengaruh penerapan pendekatan SETS terhadap kemampuan berpikir kritis peserta didik dengan Fhitung>Ftabel yaitu 34,12 > 4,18 ( α = 0,05), serta terdapat perbedaan hasil belajar pada kelas eksperimen sebesar 0,534 bertaraf sedang dan peningkatan pada kelas kontrol sebesar 0,42 bertaraf sedang. Hal itu berarti terdapat perbedaan antara peserta didik yang belajar menggunakan pendekatan SETS dengan peserta didik yang belajar menggunakan pendekatan saintifik. ]]>
<![CDATA[The role of scout activities and learning environment at school toward students’ characters ]]>
<![CDATA[Nelly Astuti]]>;
<![CDATA[Fadhilah Khairani]]>;
<![CDATA[Frida Destini]]>;
<![CDATA[Sulistyawati Sulistyawati]]>
<![CDATA[ International Journal of Educational Studies in Social Sciences (IJESSS) Vol. 1 No. 1 (2021): International Journal of Educational Studies in Social Sciences ]]>
Publisher : <![CDATA[Lighthouse Publishing ]]>
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DOI: 10.53402/ijesss.v1i1.4
<![CDATA[This study aimed to determine the role of scout extracurricular activities toward student characters, between the learning environment at school and the student characters, and between scout extracurricular activities and the learning environment at school along with students’ characters. The research adopted an ex-post-facto correlation with a total population of 112 students and 54 of them were taken as samples. Observation and questionnaires were used for data collection. Product Moment Correlation and Multiple Correlation were undertaken to analyze the collected data. Based on the analysis, the results of the study indicated that there was a relationship between scout extracurricular activities and learning environment at school toward students’ characters.]]>
<![CDATA[Analisis Kebutuhan Multimedia Interaktif Perkuliahan E-Learning pada Mata Kuliah Landasan Kependidikan ]]>
<![CDATA[Fadhilah Khairani]]>;
<![CDATA[Ika Wulandari Utami Ningtias]]>;
<![CDATA[Frida Destini]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 6 (2021): December Pages 5001-6500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i6.1582
<![CDATA[Pembelajaran daring dianggap sebagai alternatif di masa pandemi Covid-19 dan sebuah terobosan dalam kegiatan pembelajaran. Proses pembelajaran secara daring dinilai lebih fleksibel, efisien, dan praktis dalam hal menyebarkan konten pembelajaran, serta dalam segi waktu. Namun dalam pelaksanaannya, pembelajaran daring tidak mudah dilakukan. Berbagai kendala dialami oleh mahasiswa dan dosen. Salah satu cara yang dapat dilakukan dosen agar pelaksanan pembelajaran daring optimal adalah dengan melakukan inovasi pada konten perkuliahan e-learning, contohnya dengan mengembangkan multimedia interaktif. Sebelum melakukan pengembangan, diperlukan analisis kebutuhan. Penelitian ini merupakan penelitian deskriptif kualitatif. Metode yang digunakan berupa angket (kuesioner). Angket diberikan kepada 150 mahasiswa dan 4 Dosen. Data dianalisis menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa diperlukan pengembangan media pembelajaran berupa multimedia interaktif yang dapat diakses melalui perangkat handphone dan laptop/komputer. Format media pembelajaran interaktif yang diinginkan berupa penggabungan antara teks, grafik, video, animasi dan suara, serta memungkinkan pemakai melakukan navigasi dan adanya simulasi atau latihan soal yang tampilannya menarik]]>
<![CDATA[Pelatihan Pembuatan Penelitian Tindakan Kelas pada Guru-Guru SD Kecamatan Kota Gajah Lampung Tengah ]]>
<![CDATA[Nelly Astuti]]>;
<![CDATA[Frida Destini]]>;
<![CDATA[Fadhilah Khairani]]>;
<![CDATA[Ika Wulandari Utamining Tias]]>;
<![CDATA[Amrina Izzatika]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Ilmu Pendidikan Vol. 1 No. 01 (2022): Mei 2022 ]]>
Publisher : <![CDATA[Jurusan Ilmu Pendidikan - Universitas Lampung ]]>
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DOI: 10.23960/jpmip.v1i01.31
<![CDATA[Classroom Action Research (CAR) is aimed at finding solutions to social problems. CAR is carried out by starting with a systematic study of the problem. The results of this study are then used as the basis for overcoming these problems. In the process of implementing the plans that have been prepared, then an observation and evaluation is carried out, the results of which are used as input to reflect on what happened at the implementation stage. The results of this reflection process then underlie efforts to improve and refine the next action plan. The above stages are carried out repeatedly and continuously until a quality of success can be achieved.Service activities carried out with the aim of understanding and knowing what and how CAR is and understanding the implementation of CAR and being able to carry it out. The targets are elementary school teachers located in Kotagajah District. The method used is the lecture method, question and answer method, and the method of giving examples. The expected condition after this service is an increase in the understanding and knowledge of teachers about what and how CAR is, what and how to make and implement CAR.]]>
<![CDATA[Potensi Etnomatematika Berbasis Budaya Lampung untuk Meningkatkan Karakter Cinta Budaya Mahasiswa Pendidikan Guru Sekolah Dasar ]]>
<![CDATA[Destini, Frida]]>;
<![CDATA[Efendi, Ujang]]>;
<![CDATA[Muhisom, Muhisom]]>;
<![CDATA[Perdana, Dayu Rika]]>;
<![CDATA[Pangestu, Deviyanti]]>;
<![CDATA[Profithasari, Nindy]]>
<![CDATA[ Didaktika Vol 2, No 2 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i2.51207
<![CDATA[Mathematics is a subject that has a close relationship with everyday human life. The meaning of the existence of mathematics is still rarely felt directly by students so that mathematics becomes abstract and tends to be full of meaningless numbers. In fact, in fact mathematics has many benefits in everyday life and can be more easily reasoned and understood and memorable if we have the sincerity to understand. Culture-based learning is a strategy for creating learning environments and designing learning experiences that integrate culture as part of the learning process. Through ethnomathematics, learning will be more memorable because it introduces local traditions and cultures that are still recognized and practiced by certain community groups. The type of research used by the author in this study is descriptive qualitative. The study was conducted to explore information about ethnomathematics based on Lampung culture using sticks to increase the cultural love of elementary school teacher education students. Technique The instrument used in this study is a non-test technique. The results showed that ethnomathematical learning can increase student interest by a percentage of 92% and can be used as an alternative to help students learn multiplication material in mathematics and can increase students' sense of cultural love.]]>
<![CDATA[Pengaruh Metode Debat Aktif terhadap Hasil Belajar Tematik Peserta Didik Kelas V Sekolah Dasar ]]>
<![CDATA[Destini, Frida]]>;
<![CDATA[Astuti, Nelly]]>;
<![CDATA[Merlinda, Irma]]>
<![CDATA[ Didaktika Vol 2, No 4 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v2i4.51244
<![CDATA[The problem of this research was the low thematic learning outcomes of fifth-grade students caused by the lack of use of a suitable learning method. The purpose of this study was to determine the effect of the active debate method on the learning outcomes of fifth-grade elementary school students. The research method used is quasi-experimental and the data used is quantitative. The research design used is a non-equivalent control group design. The population in this study were all fifth-grade students of State Elementary School of 1 Rajabasa Bandar Lampung, totaling 35 students. The sampling technique used was the saturated sampling technique. Data collection using test sheets and documentation. The results of the data analysis technique using the t-test formula showed that there was an effect of the active debate method on the learning outcomes of fifth-grade elementary school students percentage of 79%. The increase in learning outcomes is due to the suitability of the material with the debate issues discussed daily so that students feel interested and it is hoped that it can be used as an alternative to the use of learning methods to improve students’ thematic learning outcomes.]]>
<![CDATA[Hubungan Pola Asuh dan Disiplin Belajar dengan Hasil Belajar di Sekolah Dasar ]]>
<![CDATA[Profithasari, Nindy]]>;
<![CDATA[Loliyana, Loliyana]]>;
<![CDATA[Hermawan, Jody Setya]]>;
<![CDATA[Destini, Frida]]>;
<![CDATA[Fadila, Khairunnisa Okta Melina]]>
<![CDATA[ Didaktika Vol 3, No 1 (2023): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v3i1.51254
<![CDATA[The ability of students to take part in learning can be seen from their learning outcomes. Student learning outcomes can be influenced by internal and external factors. One of the external factors that affect learning outcomes is parenting and learning discipline. The purpose of this study was to describe the relationship between parenting and learning discipline with the learning outcomes of fourth grade elementary school students. The type of research used is quantitative research with ex post facto method. The population in this study amounted to 171 students, with a total sample of 66 students determined by the proportionate stratified random sampling technique. The data in this study were collected through documentation, interviews, and questionnaires. The research data were then analyzed using product moment correlation and multiple correlation. The results showed that there was a positive and significant relationship between parenting and learning discipline with learning outcomes with a correlation coefficient of 0.641 which was at the "high" level.]]>
<![CDATA[Pengaruh Model Talking Stick dan Media Audio Visual Terhadap Hasil Belajar Tematik Kelas V ]]>
<![CDATA[Destini, Frida]]>;
<![CDATA[Khairani, Fadhilah]]>;
<![CDATA[Tias, Ika Wulandari Utamining]]>
<![CDATA[ Didaktika Vol 2, No 1 (2022): Didaktika ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/didaktika.v1i4.40859
<![CDATA[Educators are expected to be able to apply learning models that can motivate students to be more active, responsible, respective and cooperative to others and can improve student learning outcomes. One of the learning models that can be used is the talking stick type cooperative learning model. This research is expected to be able to solve problems related to students' thematic learning outcomes. The purpose of this study was to determine the effect of the talking stick model and audio visual media on the thematic learning outcomes of students. The method used in this study is a quasi-experimental design with a non equivalent control group design. This study uses a saturated sample technique. The instruments used in this study are tests and non-tests, while data analysis uses simple regression tests and multiple regression tests. The results of the study concluded that there was an effect of the application of the talking stick model and audio media on the thematic learning outcomes of students as well as an increase in N-gain of 0.59 in the "Medium". So it is hoped that the application of the talking stick model and audio-visual media to the thematic learning outcomes can be used as a reference for elementary school class teachers ]]>
<![CDATA[Analisis Kebutuhan Multimedia Interaktif Perkuliahan E-Learning pada Mata Kuliah Landasan Kependidikan ]]>
<![CDATA[Khairani, Fadhilah]]>;
<![CDATA[Ningtias, Ika Wulandari Utami]]>;
<![CDATA[Destini, Frida]]>
<![CDATA[ Jurnal Basicedu Vol. 5 No. 6 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i6.1582
<![CDATA[Pembelajaran daring dianggap sebagai alternatif di masa pandemi Covid-19 dan sebuah terobosan dalam kegiatan pembelajaran. Proses pembelajaran secara daring dinilai lebih fleksibel, efisien, dan praktis dalam hal menyebarkan konten pembelajaran, serta dalam segi waktu. Namun dalam pelaksanaannya, pembelajaran daring tidak mudah dilakukan. Berbagai kendala dialami oleh mahasiswa dan dosen. Salah satu cara yang dapat dilakukan dosen agar pelaksanan pembelajaran daring optimal adalah dengan melakukan inovasi pada konten perkuliahan e-learning, contohnya dengan mengembangkan multimedia interaktif. Sebelum melakukan pengembangan, diperlukan analisis kebutuhan. Penelitian ini merupakan penelitian deskriptif kualitatif. Metode yang digunakan berupa angket (kuesioner). Angket diberikan kepada 150 mahasiswa dan 4 Dosen. Data dianalisis menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa diperlukan pengembangan media pembelajaran berupa multimedia interaktif yang dapat diakses melalui perangkat handphone dan laptop/komputer. Format media pembelajaran interaktif yang diinginkan berupa penggabungan antara teks, grafik, video, animasi dan suara, serta memungkinkan pemakai melakukan navigasi dan adanya simulasi atau latihan soal yang tampilannya menarik]]>
