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Increasing Students' Digital Literacy Through the Use of Google Cardboard Media on the Theme of My Dreams In Class IV of Elementary School Triandayani, Anis; Fadlozi, Yuslim Ma'ruf; Barzegar, Somayeh; Quijano JR, Gregorio N.
Indonesian Journal of Education Research (IJoER) Vol. 5 No. 1 (2024): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v5i1.872

Purpose of the study: This research aims to determine and improve students' digital literacy using Google Cardboard media for class IV students at Elementary School and assessing the extent to which students' participation and involvement in learning activities using Google Cardboard can motivate them to actively learn. Methodology: This research is classroom action research. The subjects of this research were 25 grade IV students at Elementary School. The object of the research is to increase students' digital literacy through Google Cardboard media. Data techniques use tests and observations. The research instrument uses observation sheets and test questions or evaluation of learning outcomes. Main Findings: The results of the study showed that before the implementation of Google Cardboard media on the theme of my dreams, 5 students (20%) had completed it and 20 students (80%) had not completed it and the class average score was 60%. However, after learning using Google Cardboard media in learning the theme of my dreams in cycles 1 and II, data was obtained that student learning outcomes increased. With the increase that occurred in students who had reached 88%. Novelty/Originality of this study: The novelty of this research is that through the use of Google Cardboard with a focus on the theme "My Dreams", class IV students elementary school can develop their digital literacy skills while gaining a deeper understanding of technology and information, thereby increasing students' digital literacy. through more contextual learning experiences.

Increasing Students' Digital Literacy Through the Use of Google Cardboard Media on the Theme of My Dreams In Class IV of Elementary School Triandayani, Anis; Fadlozi, Yuslim Ma'ruf; Barzegar, Somayeh; Quijano JR, Gregorio N.
Indonesian Journal of Education Research (IJoER) Vol. 5 No. 1 (2024): February
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v5i1.872

Purpose of the study: This research aims to determine and improve students' digital literacy using Google Cardboard media for class IV students at Elementary School and assessing the extent to which students' participation and involvement in learning activities using Google Cardboard can motivate them to actively learn. Methodology: This research is classroom action research. The subjects of this research were 25 grade IV students at Elementary School. The object of the research is to increase students' digital literacy through Google Cardboard media. Data techniques use tests and observations. The research instrument uses observation sheets and test questions or evaluation of learning outcomes. Main Findings: The results of the study showed that before the implementation of Google Cardboard media on the theme of my dreams, 5 students (20%) had completed it and 20 students (80%) had not completed it and the class average score was 60%. However, after learning using Google Cardboard media in learning the theme of my dreams in cycles 1 and II, data was obtained that student learning outcomes increased. With the increase that occurred in students who had reached 88%. Novelty/Originality of this study: The novelty of this research is that through the use of Google Cardboard with a focus on the theme "My Dreams", class IV students elementary school can develop their digital literacy skills while gaining a deeper understanding of technology and information, thereby increasing students' digital literacy. through more contextual learning experiences.

Use of Crossword Media to Increase the Arabic Vocabulary of Higher Class in Elementary School Taqqiyyuddin, Taqqiyyuddin; Barzegar, Somayeh; Islam, Md. Saiful
Journal of Basic Education Research Vol 5 No 1 (2024): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i1.829

Purpose of the study: This research aims to achieve the following objectives: Planning: Describe the planning process for utilizing Crossword Puzzle media to enhance the Arabic vocabulary of fifth-grade students at Madrasah Ibtidaiyah Nahdlatul Ulama’ (MINU) Maudlu’ul Ulum Pandean Malang. Implementation: Detail the implementation of Crossword Puzzle media to increase the Arabic vocabulary of class V students at MINU Maudlu’ul Ulum Pandean Malang. Evaluation: Provide insights into the evaluation of the effectiveness of Crossword Puzzle media in enhancing the Arabic vocabulary of class V students at MINU Maudlu’ul Ulum Pandean Malang. Methodology: The research adopts a qualitative descriptive approach within the framework of classroom action research. The study comprises four stages: planning, implementation, observation, and reflection. Two cycles were conducted, involving a total of four meetings. Data collection methods include observation, interviews, and documentation. Triangulation is employed to ensure data validity. The research draws from a sample of class V students. Main Findings: The research demonstrates that the use of crossword puzzles effectively enhances the Arabic vocabulary of class V students. Success indicators include: Positive Student Engagement: During the learning process, students exhibit happiness and enthusiasm. Improved Assessment Results: Student performance shows significant improvement compared to their initial results. Pre-test completion rate: 44.4% Cycle I: 77.7%, Cycle II: 83% Novelty/Originality of this study: This study’s novelty lies in its potential as a reference tool for educators aiming to enhance the Arabic vocabulary of fifth-grade elementary school students using crossword puzzles.

Mastering Effective Sentences and Motivation on the Ability of Writing Narratives in Primary School Sugini, Sugini; Hermawan, Tifani; Barzegar, Somayeh; Androutsos, Polyvios
Journal of Basic Education Research Vol 5 No 1 (2024): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i1.835

Purpose of the study: The overarching objective of this research is to investigate the correlation of mastery of effective sentences and learning motivation on the ability to write narratives among fifth-grade elementary school students. Methodology: The research is quantitative correlational. The study population consists of 168 class V students from Gugus Adiwiyata State Elementary School. Simple Random Sampling was used to select a sample of 100 students. Data collection methods include interviews, tests, document analysis, and questionnaires. Research instruments include interview guidelines, test instruments, assessment guidelines, and questionnaires. Prerequisite tests were conducted. Hypothesis testing techniques involve simple and multiple linear regression, t-tests, F-tests, and determinant coefficients. Main Findings: The study, conducted at the high school level with a population of 47 students, reveals that learning motivation significantly influences student learning outcomes. Higher learning motivation correlates with better learning achievement compared to students with low motivation. Novelty/Originality of this study: The mastery of effective sentences and learning motivation) demonstrate an influence on the ability to write narratives. Specifically, Mastery of effective sentences contributes 21.3% to students’ narrative writing ability. Learning motivation contributes 10.3% to the same ability. Together, these factors significantly impact narrative writing (Fcount > Ftable, 45.147 > 3.05), with an overall influence contribution of 38.7%. The remaining 31.3% is influenced by other factors. Based on these findings, teachers should focus on enhancing both sentence mastery and student motivation to improve narrative writing skills.

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