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All Journal Teaching and Learning Journal of Mandalika (Teacher) Journal of Physics Education and Science
Rihana
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Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Impact of the Application of the SQ3R Method on Understanding Physics Concepts on Measurement Material and Improving Learning Outcomes of Class X-I Students of SMA Negeri 3 Pamekasan. Rohmatul Aini; Lia Koryataini; Suprianto; Nurul Hidayati; Rihana
Journal of Physics Education and Science Vol. 2 No. 1 (2024): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/physics.v2i1.1172

Abstract

The aim of this research is to evaluate the improvement in student learning outcomes through the use of the SQ3R method in understanding physics material regarding measurements in class X-I SMA Negeri 3 Pamekasan. The category of this research is PTK (classroom action research) with a total of 36 students. Data was collected through a test containing 5 questions. Before implementing the SQ3R method, the average student score was 56.67 and the level of learning completion reached 22.22%, which means that around 28 students had not achieved optimal understanding of the physics material. After this method was implemented, the test results showed an increase in the average score to 75.28 with a learning completion level of 61.11%, which shows that 22 students have succeeded in understanding physics concepts. The average increase in student grades was 38.89%. In cycle II, the focus of the material is more directed at analyzing single and repeated measurements. The results in cycle II showed an average class score of 82.22, with a learning completion level reaching 86.11%. Even though there has been an increase, there are still 5 students (13.88%) who have not achieved learning completion. Apart from that, the application of the SQ3R method also has a positive influence on student activity in learning. In cycle I, the level of physical activity was recorded at 50.57%, mental activity at 35.67%, and emotional activity at 61.11%. Meanwhile, in cycle II, physical activity increased to 86.27%, mental activity 92.24%, and emotional activity 87%.
Pembelajaran Interaktif untuk Meningkatkan Kemampuan Membaca Anak Rihana; Nurbiana Dhieni; Nurjannah
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 6 No. 1 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v6i1.3831

Abstract

Early childhood educators are stimulating aspects of children's cognitive development. Cognitive development is a human thought process to assess, connect, and consider a particular problem. Cognitive development in children refers to the way of thinking, reasoning, solving problems, and being able to use various symbols such as words, images, gestures, and numbers. The objectives of this study are: 1) obtaining information 2) produce interactive learning multimedia that is appropriate for initial reading skills; 3) to determine the effectiveness of the media produced for the child's early reading ability. This research is a type of research and development that refers to the Dick & Carey model. The research stage conducted was 9 out of 10 stages of the Dick & Carey model. The population in the study consisted of 3 schools totaling 60 students. The sampling technique is purposive sampling with a sample of 27 people consisting of one-to-one evaluation subjects of 3 children in one school. The subject of small group evaluation is 9 people in one different school. The subject of the field trial evaluation is one class, namely 15 people in one different school. The data collection instruments used are questionnaires, observations, and tests. Data analysis was carried out in a qualitative descriptive and quantitative descriptive manner. The results of the study are as follows. (1) Multimedia Development of Interactive Learning There are several media in it, namely text, audio, visual, color, and animation. (2) Multimedia interactive learning is packaged into a flash disk with elements such as text, visuals, colors, audio, and animation. (3) Multimedia interactive learning can improve children's early reading ability. The average score of the pretest was 70.7 and the average posttest was 95. It can be seen that the average score of children increased by 26% after using interactive learning multimedia. It was concluded that multimedia interactive learning can improve early childhood reading skills.
Co-Authors AA Sudharmawan, AA Lia Koryataini Nurbiana Dhieni Nurjannah Nurul Hidayati Rohmatul Aini