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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Merah Putih Sekolah Dasar
Siregar, Intan Suriani
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Humanities Education Social Sciences

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Implementasi Media Pembelajaran Berbasis Sparkol Videoscribe dengan Menerapkan Model Case Method pada Kelas Rendah Mailani, Elvi; Andani, Lulu Dwi; Siregar, Intan Suriani; Novianti, Silmy; Syifa, Anzilnii Asy; Wannafa, Nadila Khoiru
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Media pembelajaran adalah segala sesuatu yang dapat menimbulkan semangat belajar mengajar di sekolah. Sparkol videoscribe merupakan software visual yang dapat dikombinasikan dengan peta konsep, gambar, suara dan musik untuk menghasilkan animasi yang lebih bertenaga dan menyenangkan bagi siswa. Penelitian kali ini dilakukan dengan tujuan untuk mengetahui tingkat implementasi media edukasi Sparkol VideoScribe dengan model metode kasus pada kelas bawah. Metode penelitian yang digunakan saat ini menggunakan desain kuantitatif dengan pre-test dan post-test pada siswa kelas III SD Pahlawan Nasional. Sebelum melakukan intervensi peneliti, peneliti melakukan pre-test dan mengukur hasil pre-test observasi terlebih dahulu. Setelah dilakukan intervensi, peneliti juga mengukur hasil post-test.
EFEKTIVITAS EVALUASI FORMATIF DALAM MENINGKATKAN PRESTASI BELAJAR SISWA SEKOLAH DASAR Siregar, Intan Suriani; Situmorang, Putri Claudia; Sihombing, Aisyah; Khairiyah, Annisa; Daulay, Yudha Darmansyah; Manjani, Nurhudayah
Jurnal Merah Putih Sekolah Dasar Vol. 2 No. 4 (2025): MARCH 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jmpsd.v2i4.72178

Abstract

This study aims to examine the effect of formative assessment on elementary school students’ learning achievement. The background of this research is the limited implementation of formative assessment in classroom learning, where assessment practices tend to focus on summative tests rather than continuous evaluation of the learning process. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The study was conducted at a public elementary school in Bandung during the 2024/2025 academic year. The participants consisted of two fifth-grade classes, with one class assigned as the experimental group implementing formative assessment strategies and the other as the control group using conventional assessment methods. Data were collected over a six-week period through learning achievement tests and classroom observations. The results of the data analysis revealed a significant difference in post-test scores between the experimental and control groups. Students who experienced formative assessment showed higher learning achievement compared to those who received conventional assessment. In addition, formative assessment was found to increase student motivation, participation, and engagement in the learning process. These findings indicate that formative assessment is effective in improving students’ learning achievement and supporting a more meaningful and student-centered learning environment in elementary schools.
Co-Authors Andani, Lulu Dwi Daulay, Yudha Darmansyah ELVI MAILANI Khairiyah, Annisa Novianti, Silmy Nurhudayah Manjani Sihombing, Aisyah Situmorang, Putri Claudia Syifa, Anzilnii Asy Wannafa, Nadila Khoiru