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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Interdiciplinary Journal of Education
Muis, Muhamad Ali
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementing Discovery Learning Model to Improve Students' Creative Thinking Skills Jauziati, Baiq; Nuraini, Nuraini; Sabahanudin, Sabahanudin; Muis, Muhamad Ali; Jalaluddin, Jalaluddin; Mariani, Siti Salmiyatun; Nurulloh, Muh Zulhifzi
IJE : Interdisciplinary Journal of Education Vol. 2 No. 1 (2024): March, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v2i1.74

Abstract

One alternative learning model is discovery learning, which is a discovery learning model for understanding concepts, meanings, and relationships through an intuitive process that finally concludes; this learning is assumed to be able to improve students' creative thinking skills. This study aims to see the implementation of the discovery learning learning model to enhance students' creative thinking skills. The methods used in this study, observation methods and data recording, were carried out during the learning process through observation using observation sheets and video recording by implementing a technician recording using a mobile phone. The shooting is done thoroughly, and then editing will be done on several events that are considered essential. The results of this study show that lesson study includes plan (planning), do (implementation), and see (reflection) activities. The first lesson study activity is a plan (planning) regarding goal setting, fundamental competency analysis, syllabus, adequate location and time, selecting the correct learning method and model for predetermined material, and preparing a learning implementation plan. The second lesson study activity (the implementation) is done to apply learning strategies to students based on the analysis of student characteristics and experiences and the achievement of learning indicators on light material and its properties. The third activity of the lesson study is see (reflection) on the cognitive, affective, and psychomotor aspects of grade V students of SD Negeri 1 Bagik Payung who have met the achievement of competency indicators.
Pengembangan Modul Ajar Berdiferensiasi Berbasis Media Sosial untuk Meningkatkan Literasi Digital di SMAN 1 Selong Muis, Muhamad Ali; Ali, Muhamad; Subhani, Armin
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 12 No 1 (2026): Maret
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v12i1.31593

Abstract

This research aims to develop a differentiated teaching module based on social media that meets the criteria of validity, practicality, and effectiveness, in order to improve students' digital literacy skills in learning materials about conflict and violence in high school. This research uses a research and development (R&D) approach as the main method. Module development is carried out through systematic stages based on the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The analysis stage includes the identification of learning needs. The design stage includes the preparation of module frameworks and flows, display design, reference selection, and evaluation instrument design. The development phase includes creation, validation by experts, and revision of modules. The implementation stage is in the form of module trials for students. Meanwhile, at the evaluation stage, the aim is to assess the advantages and disadvantages of the teaching module as a result of the trial. The quality of teaching modules is measured based on three main aspects, namely validity, practicality, and effectiveness. The feasibility of this module was obtained through the evaluation of learning and material planner experts, with a score of 75%, the assessment of media and learning technology experts of 95%, and the results of linguist assessments of 91%. The teaching module was also declared practical based on user feedback by teachers and students by 92%. Based on the results of interviews with teachers and students, as well as referring to the results of post-tests and performance, this teaching module was declared effective in improving students' digital literacy skills in conflict and violence materials. Thus, it can be concluded that the social-media-based differentiated teaching module developed is valid, practical, and effective.
Co-Authors Jalaluddin Jalaluddin Jauziati, Baiq Mariani, Siti Salmiyatun Muhamad Ali Nuraini Nuraini Nurulloh, Muh Zulhifzi Sabahanudin, Sabahanudin Subhani, Armin -