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All Journal Journal of Education and Instruction (JOEAI) Physics Communication
Agus Yuwono
Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Penggunaan Media Pembelajaran Interaktif dalam Mata Pelajaran Bahasa Inggris di Sekolah Dasar Madina Agustina; Suwito Eko Pramono; Arief Yulianto; Sri Sumartiningsih Sumartiningsih; Agus Yuwono
Journal of Education and Instruction (JOEAI) Vol. 8 No. 1 (2025): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v8i1.14581

Abstract

Bahasa asing yang dipakai sebagai penghubung manusia di seluruh dunia ialah bahasa Inggris. Dalam pendidikan sekolah dasar, penggunaan media interaktif sering digunakan dalam pengembangan pembelajaran. Penggunaan media interaktif dalam mata pelajaran bahasa Inggris sekolah dasar digunakan guru untuk meningkatkan kualitas pembelajaran. Tujuan penulisan artikel ini untuk pengkajian literature tentang penggunaan media pembelajaran interaktif dalam mata pelajaran bahasa inggris sekolah dasar. Jenis artikel ini dituliskan dengan metode Systematic Literature Review (SLR). Data dikumpulkan dengan mengkaji artikel yang terpublikasi pada database google scholar antara tahun 2020-2024 dengan bantuan kata kunci berupa media interaktif, pembelajaran bahasa Inggris, dan sekolah dasar. Selanjutnya artikel yang didapatkan diinklusi dan eksklusi sesuai dengan ketentuan yaitu kata kunci dan artikel publikasi terindeks sinta 1-6. Peneliti mengumpulkan 10 artikel yang akan dikaji secara mendalam. Berdasarkan kajian literature, penelitian ini mengungkapkan bahwa media interaktif yang digunakan dari berbagai macam aplikasi (media digital) dan permainan edukatif dalam pemebelajaran bahasa inggris berupa Microsoft Powerpoint, Multimedia Micro flash, Game Edukasi berbasis Canva, Articulate Multimedia Authoring, Ular tangga, dan Train-Word Card. Kata Kunci: media interaktif; pembelajaran bahasa inggris; sekolah dasar.
Development of a Critical Thinking Skills Assessment Instrument on Dynamic Electricity for High School Students Suratni Agustinih; Wasino; Agus Yuwono
Physics Communication Vol. 9 No. 2 (2025): August 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pc.v9i2.30530

Abstract

The development of critical thinking skills is a curriculum mandate in Indonesia to prepare students for global challenges, yet existing assessments often fail to effectively measure these higher-order competencies. This study aims to analyze the developmental needs, characteristics, feasibility of an assessment instrument, and the effectiveness of its use in evaluating the critical thinking skills (CTS) of high school students on the topic of dynamic electricity. This is a research and development (R&D) study that employs the Four-D Model (define, design, develop, disseminate), as developed by Thiagarajan. The sample consisted of 30 students for a small-scale trial and 150 students for a large-scale trial. Data were collected through interviews, tests, questionnaires, and documentation. The data obtained from these methods were then analyzed using the Rasch Model to evaluate the psychometric properties of the instrument. The instrument was characterized by high-cognitive-level multiple-choice questions administered via the Google Forms platform integrated with AutoProctor. The research findings revealed the need to develop a critical thinking skills assessment instrument that meets the requirements of teachers, students, and conceptual frameworks.  The instrument's validity was established through two methods. First, an expert validation process yielded an average Aiken's V coefficient of 0.93. Second, data from empirical trials analyzed with the Rasch Model showed that all items met the ZSTD fit criteria for validity (-2.0 < ZSTD < +2.0). Item reliability was 0.74 and 0.92, with Cronbach's Alpha values of 0.84 and 0.87 (reliable). The item difficulty level was evenly distributed, the item discrimination index was 3.44 (good), and the instrument was free from bias. The average score across the 6 CTS indicators was 79.82, indicating that the assessment instrument for critical thinking skills on dynamic electricity is both feasible and effective for use.
Co-Authors Arief Yulianto Madina Agustina Sri Sumartiningsih Sumartiningsih Suratni Agustinih Suwito Eko Pramono Wasino