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Pembelajaran Fiksi Menggunakan Media Scrapbook Pada Siswa Sekolah Dasar Johana Kristantie; Kamidjan Kamidjan; Ratih Asmarani
Wacana Didaktika Vol 7 No 01 (2019): Juni 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/wacanadidaktika.7.01.58-71

The problem experienced in this study is the lack of learning resources used by teachers as a medium for learning fiction at the elementary school level. The purpose of this study is to describe the learning process, and student learning outcomes in fiction learning using scrapbook media for students in primary schools. The use of this research method is descriptive qualitative, because it is to provide a picture of actual events regarding the conditions that occur in fiction learning using scrapbook media. The learning process data were analyzed descriptively qualitatively and learning outcomes were analyzed quantitatively. Obtaining learning outcomes from pre-test scores in learning I gained an average of 67 with a percentage of 51.90%, and learning II obtained an average of 64 with a percentage of 46.20%. Meanwhile, the posttest learning outcomes in learning I gained an average of 86 with a percentage of 92.30%, and learning II obtained an average of 88 with a percentage of 92.30%. Based on research data that has been done it can be seen that, scrapbook media can be used as an appropriate source of learning in fiction learning in elementary schools.Keywords: Fiction,Learning, media, scrapbook.Abstrak: Permasalahan yang dialami dalam penelitian ini adalah kurangnya sumber belajar yang digunakan oleh guru sebagai media pada pembelajaran fiksi di jenjang sSekolah dDasar. Tujuan penelitian ini adalah untuk menggambarkan proses pembelajaran, dan hasil belajar siswa pada pembelajaran fiksi menggunakan media scrapbook pada siswa di sSekolah dDasar. Penggunaan metode penelitian ini adalah deskriptif kualitatif, karena untuk memberikan gambaran kejadian secara aktual mengenai kondisi yang terjadi pada pembelajaran fiksi menggunakan media scrapbook. Data proses pembelajaran dianalisis secara deskriptif kualitatif dan hasil belajar dianalisis secara kuantitatif. Pemerolehan hasil belajar dari nilai preetest pada pembelajaran I memperoleh rata-rata 67 dengan prosentase 51,90%, dan pembelajaran II memperoleh rata-rata 64 dengan prosentase 46,20%. Sedangkan, nilai hasil belajar posttest pada pembelajaran I memperoleh rata-rata 86 dengan prosentase 92,30%, dan pembelajaran II memperoleh rata-rata 88 dengan prosentase 92,30%. Berdasarkan data penelitian yang telah dilakukan dapat diketahui bahwa, media scrapbook dapat dijadikan sumber belajar yang tepat pada pembelajaran fiksi di sekolah dasar.

PEMBELAJARAN MEMBACA PEMAHAMAN MENGGUNAKAN MODEL SNOWBALL THROWING PADA SISWA KELAS V SEKOLAH DASAR eva mulia agustin; Kamidjan Kamidjan; Ratih Asmarani
Wacana Didaktika Vol 7 No 01 (2019): Juni 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/wacanadidaktika.7.01.46-57

Understanding reading skills are needed to achieve the goal so that students can more easily obtain information or content from reading. Based on the results of preliminary observations conducted by researchers in class V of Tampingmojo State Elementary School in Tembelang Jombang, it was shown that students' reading comprehension skills were still low. One way that teachers use to overcome students' problems in reading comprehension is using the Snowball Throwing model. This study aims to examine the application of the Snowball Throwing model to improve reading comprehension skills of fifth grade students of SD Tampingmojo Tembelang Elementary School. This type of research uses qualitative research with a descriptive approach. Subjects in this study were teachers and fifth grade students of SD Negeri Tampingmojo Tembelang. Data obtained by observation, interviews, tests, documentation and field notes. The results showed that the learning process of reading comprehension using the Snowball Throwing model was increasing and optimal. Evidenced from the student scores on pre-test that is 70,5% with enough categories, meeting post I that is 80,2% with good categories and meeting post II which is 86% with excellent categories. The conclusion this study is the application of the Snowball Throwing model able to improve reading comprehension of the fifth students of SD Tampingmojo Elementary School Tembelang Jombang. Keywords: reading comprehension, Snowball Throwing model. Abstrak: Keterampilan membaca pemahaman dibutuhkan siswa untuk lebih mudah mendapatkan informasi atau isi dari bacaan. Peneliti melakukan observasi awal yang menunjukkan bahwa keterampilan membaca pemahaman siswa pada kelas V SD Negeri Tampingmojo Tembelang Jombang masih rendah. Tujuan dari penelitian ini adalah untuk menelaah penerapan model Snowball Throwing dalam meningkatkan kemampuan membaca pemahaman siswa kelas V SD Negeri Tampingmojo Tembelang. Jenis penelitian ini menggunakan penelitian kualitatif dengan pendekatan kuantitatif dan kualitatif. Guru dan siswa kelas V SD Negeri Tampingmojo Tembelang Jombang adalah sebagai subjek dalam penelitian ini. Data diperoleh dengan teknik observasi, wawancara, tes, dokumentasi dan catatan lapangan. Hasil penelitian ini menunjukkan bahwa proses pembelajaran membaca pemahaman menggunakan model Snowball Throwing semakin meningkat dan optimal. Dibuktikan dari nilai siswa pada pre tes yaitu 70,5% kategori cukup, pos tes pertemuan I yaitu 80,2% dengan kategori baik dan pos tes pertemuan II yaitu 86% sangat baik. Kesimpulan penelitian ini adalah model Snowball Throwing mampu meningkatkan kemampuan membaca pemahaman siswa kelas V SD Negeri Tampingmojo Tembelang Jombang.

A Daily Activity Book as a Strategy of Learning English for Esp Learners to Improve Writing Skill Linta Wafdan Hidayah; Rahmawati Ardila
Wacana Didaktika Vol 7 No 01 (2019): Juni 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/wacanadidaktika.7.01.31-45

Teaching English for ESP Learners needs more strategies to improve their skill in English. Writing skill as one of skill in English, sometimes the students lack the confidence to pour their ideas into paper streaks. It needs a fun method for ESP Learners, so they are more interested in learning English that they have been consider difficult and boring. There are many steps to writing text, that is, when students have unwritten ideas and want to convey them in written text in the form of ideas and opinions, it is advisable to start sentences with simple patterns by describing stories and essays. No needed to think about Spelling, vocabulary, grammar, and organization, because all of these points will flow by themselves along with the expertise and fluency and proficiency of students in writing. Here, the researcher uses writing daily activity book to improve young learner’s writing skill. The researcher believes that this technique can help young learner to explore their writing skill to explore their idea and feelings in daily story.Moreover, in daily activity book the students can give the picture as they want. This strategy is considered be effective and funnier because indirectly ESP Learners can learn to write better. ESP learners can find out how to write the right techniques. The researcher uses qualitative experimental research for ESP learners, especially for accounting economic students of UIM Pamekasan, to conduct this research. From the finding discussion have result the score of the standard deviation for the experimental group is 5,140 and 6,703 is the standard deviation for the control group. Here, can be sum up that use a daily activity book can improve the students’ writing skill. Keywords: Daily activity book, ESP learners, writing skill Abstrak: Mengajar Bahasa Inggris untuk peserta didik ESP membutuhkan lebih banyak strategi dalam meningkatkan keterampilan mereka berbahasa Inggris. Keterampilan menulis sebagai salah satu keterampilan dalam bahasa Inggris, yang terkadang siswa kurang percaya diri untuk menuangkan ide-ide mereka ke dalam coretan kertas. Dibutuhkan metode yang menyenangkan untuk Peserta didik ESP, sehingga mereka lebih tertarik untuk belajar bahasa Inggris yang mereka anggap sulit dan membosankan. Ada beberapa langkah menulis teks, yaitu, ketika siswa memiliki ide-ide tidak tertulis dan ingin menyampaikannya dalam teks tertulis yang berbentuk ide dan pendapat, disarankan untuk memulai kalimat dengan pola sederhana dengan menjelaskan cerita dan esai. Tidak perlu memikirkan Ejaan, kosakata, tata bahasa, dan organisasi, karena semua poin ini akan mengalir dengan sendirinya bersama dengan keahlian dan kelancaran serta kemahiran siswa dalam menulis. Di sini, peneliti menggunakan menulis buku aktivitas harian untuk meningkatkan keterampilan menulis peserta didik ESP. Peneliti percaya bahwa teknik ini dapat membantu peserta didik ESP dalam menningkatkan keterampilan menulisnya untuk mengeksplorasi ide dan perasaan mereka dalam cerita sehari-hari. Terlebih lagi, dalam buku kegiatan sehari-hari siswa dapat memberikan gambar sesuai keinginan mereka. Strategi ini dianggap efektif dan menarik karena secara tidak langsung peserta didik ESP dapat belajar menulis lebih baik dengan teknik yang benar. Peneliti menggunakan penelitian eksperimental kualitatif untuk peserta didik ESP, dengan subjek penelitian adalah mahasiswa ekonomi akuntansi UIM Pamekasan. Dari pembahasan temuan menghasilkan skor standar deviasi untuk kelompok eksperimen adalah 5.140 dan 6.703 adalah standar deviasi untuk kelompok kontrol. Di sini, dapat disimpulkan bahwa menggunakan strategi buku aktivitas harian dapat meningkatkan keterampilan menulis siswa.

Profil Kreativitas Siswa Dalam Memecahkan Masalah Bangun Datar Ditinjau Dari Perbedaan Gender MAYANG SARI
Wacana Didaktika Vol 7 No 01 (2019): Juni 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/wacanadidaktika.7.01.86-98

Everyone has creativity as well as students. In mathematics learning, creativity is needed in problem solving. Each student has a different creativity in mathematical problem solving because many factors influence, one of them is viewed from gender differences. The objective of this study is to describe the Junior High School students’ creativity in polygon Problem Solving based on gender differences. The data analysis was done by giving problem solving assignments and interviews. It was followed by the second assignment including an interview that was equal to the first one. Then, it was continued by triangulation (triangulation time) to check the validity of the data. It can be concluded that the students with those four types of personality have different creativity in polygon problem solving. The creativity of students of SMPN 2 Menganti Gresik class VII who are female is more creative. Because female students can fulfilled all three components namely fluency, flexibility, and novelty. The creativity of students of SMPN 2 Menganti Gresik VII class who are male is not creative because they are only able to fulfilled two components namely fluency and novelty but do not fulfilled three components of creativity. Keywords: Creativity, Gender Differences, Polygon, Problem Solving Abstrak: Setiap orang memiliki kreativitas begitu juga peserta didik atau siswa. Dalam pembelajaran matematika, diperlukan kreativitas dalam pemecahan masalah. Setiap siswa memiliki kreativitas yang berbeda-beda dalam memecahkan masalah matematika karena banyak faktor yang mempengaruhinya, salah satunya ditinjau dari perbedaan gender. Tujuan dari penelitian ini adalah untuk mendeskripsikan kreativitas siswa SMP dalam memecahkan masalah bangun datar yang ditinjau dari perbedaan gender. Analisis data dilakukan dengan memberikan tugas pemecahan masalah dan wawancara kemudian diberikan tugas pemecahan masalah kedua yang setara dan wawancara yang kedua. Kemudian ditriangulasi (triangulasi waktu) untuk menguji keabsahan datanya. Dari hasil penelitian dapat disimpulkan bahwa keempat siswa dengan gender berbeda mempunyai kreativitas yang berbeda dalam memecahkan masalah bangun datar. Kreativitas siswa SMPN 2 Menganti Gresik kelas VII yang berjenis kelamin perempuan lebih kreatif. Karena siswa perempuan dapat memenuhi ketiga indikator yaitu kefasihan, fleksibilitas dan kebaruan. Kreativitas siswa SMPN 2 Menganti Gresik kelas VII yang berjenis kelamin laki-laki tidak kreatif karena hanya mampu memenuhi dua indikator yaitu kefasihan dan kebaruan tetapi tidak memenuhi ketiga indikator kreativitas tersebut.

Upaya Meningkatkan Critical Thinking Skills Peserta Didik Kelas XI-IPA 3 SMAN 2 Sampang Melalui Model Problem Based Learning (PBL) Pada Materi Barisan Siti Wasilah
Wacana Didaktika Vol 7 No 01 (2019): Juni 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/wacanadidaktika.7.01.108-115

The objectives of this study are: 1) to describe the critical thinking skills of students in class XI-IPA 3 SMAN 2 Sampang through the Problem Based Learning (PBL) model on the row material. 2) describe the completeness of student learning outcomes class XI-IPA 3 SMAN 2 Sampang through the Problem Based Learning (PBL) model on the row material. This research uses Classroom Action Research (CAR) with 2 cycles. Data collection and analysis techniques used the method of observation of students' activities and formative test methods. The results of the analysis of the data obtained are as follows: (1) Critical Thinking Skills of students in each cycle there is an increase, which is marked by increased student activity in cycle I by 1.3 (less active) increased in cycle II to 1.8 (enough active). (2) The percentage of mastery learning in cycle I was 63.64%, increasing in cycle II to 86.36%. Based on the results of data analysis, it can be concluded that the application of Problem Based Learning (PBL) can improve the Critical Thinking Skills of class XI-IPA 3 students in Sampang on row material. Keywords: Critical Thinking Skills, Higher Order Thinking Skills (HOTS), Problem Based Learning (PBL) Abstrak: Tujuan penelitian ini adalah: 1) mendeskripsikan critical thinking skills peserta didik kelas XI-IPA 3 SMAN 2 sampang melalui model Problem Based Learning (PBL) pada materi barisan. 2) mendeskripsikan ketuntasan hasil belajar peserta didik kelas XI-IPA 3 SMAN 2 Sampang melalui model Problem Based Learning (PBL) pada materi barisan. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) dengan 2 siklus. Teknik pengumpulan dan analisis data menggunakan metode observasi aktivitas peserta didik dan metode tes formatif. Hasil analisis data yang diperoleh sebagai berikut: (1) Critical Thinking Skills peserta didik pada tiap siklus terjadi peningkatan, yaitu dengan ditandai meningkatnya keaktifan peserta didik pada siklus I sebesar 1,3 (kurang aktif) meningkat pada siklus II menjadi 1,8 (cukup aktif). (2) Persentase ketuntasan belajar pada siklus I sebesar 63,64% meningkat pada siklus II menjadi 86,36%. Berdasarkan hasil analisis data, dapat disimpulkan bahwa penerapan Problem Based Learning (PBL) dapat meningkatkan Critical Thinking Skills peserta didik kelas XI-IPA 3 SMAN 2 sampang pada materi barisan

Teaching English Writing Skill for: Academic Writing and Free/Creative Writing For Student Fitrah Yuliawati; Ika Nuriyanti
Wacana Didaktika Vol 7 No 01 (2019): Juni 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/wacanadidaktika.7.01.99-107

English is the more powerfull language around the world it can be seen around the world many people knowing and using English well. There are so many languages likes Indonesian, Spanish, Chiness, France, etc. But English always using as communication between other people around this world. Using English it means knowing better how to speak, read, listen and write about it. The difficult one of express about English is that how to writing down English language. Like another language in this word, English has it owns rule and grammar to write. And writing English can be divided into two kinds such as academical writing and free writing. From these kind of writing, the difference between both of them is also clear when practicing English writing, because writing is never a one-step action; it is an ongoing creative act. When you first write something, you have already been thinking about whta to say and how to say it. Then after you have finished writing, you read over what you have written and make changes and corrections. You write and revise and write and revise again until you are satisfied that your writing express exactly what you want to say.

Efektivitas Model Discovery Learning Pada Materi Tata Surya Kelas VII istifadatun na'imah; Nur Kuswanti; Andri Wahyu Wijayadi
Wacana Didaktika Vol 7 No 01 (2019): Juni 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/wacanadidaktika.7.01.116-122

Currently learning in schools uses the curriculum 2013. This study aimed to describe the effectiveness of the discovery learning model in the Solar System matter based on teacher activities, student learning activities, learning outcomes, and student responses. The research used one-shoot case study with getting a sample using purposive sampling. The sample used was class VII B. The study was conducted in the even semester of the academic year 2018-2019. The effectiveness of learning was determined based on four indicators including the implementation of discovery learning based on teacher activities and student learning activities, student learning outcomes, and student responses. If the four indicators got good minimum criteria, the learning was effective. Based on the results of the research, teacher activities in learning reached 100%, student activities in learning reached 83,6%, completeness of student learning outcomes was 40% were 9 from 15 students didn’t complete, completeness of learning indicators reached 50% and positive responses of students to discovery learning models was 94%. Thus, it can be concluded that the discovery learning model is less effective in the VII grade Solar System material because one indicator did not get minimum criteria either. Keywords: Discovery Learning, Effectiveness, Solar System Abstrak: Pembelajaran di sekolah-sekolah saat ini mengikuti kurikulum 2013. Pendekatan yang sesuai dengan kurikulum 2013 adalah discovery learning yang memberikan siswa kesempatan untuk menemukan konsep sendiri. Tujuan penelitian ini untuk mendeskripsikan efektivitas model discovery learning pada materi Tata Surya berdasarkan aktivitas guru, aktivitas siswa, hasil belajar, dan respon siswa. Rancangan penelitian yang digunakan adalah one-shoot case study dengan pengambilan sampel secara purposive sampling. Sampel yang digunakan adalah kelas VII yang berjumlah 15 orang. Penelitian dilaksanakan pada semester genap tahun ajaran 2018-2019. Keefektifan pembelajaran diukur dengan empat indikator meliputi aktivitas guru, aktivitas belajar siswa, hasil belajar siswa dan respon siswa. Jika keempat indikator tersebut memiliki kriteria minimal baik, maka pembelajaran dikatakan efektif. Hasil penelitian ini menunjukkan bahwa aktivitas guru dalam pembelajaran terlaksana 100%, kesesuaian aktivitas siswa dengan tahap-tahap dalam rencana pembelajaran sebesar 83,6%, ketuntasan hasil belajar siswa sebesar 40% dimana 9 siswa dari 15 siswa tidak tuntas, dan ketuntasan indikator pembelajaran sebesar 50% karena 2 dari 4 indikator pembelajaran tidak tuntas serta respon positif siswa terhadap model discovery learning sebesar 94%. Dengan demikian , dapat disimpulkan bahwa model discovery learning kurang efektif digunakan pada materi Tata Surya kelas VII karena salah satu indikator tidak memiliki kriteria minimal baik.

Penggunaan Pow Tree dalam Pengajaran Writing Pada Jurusan Pendidikan Bahasa Inggris di Universitas Madura Yulliarsih Yuliarsih; Evha Nazalatus Sa'adiyaSy
Wacana Didaktika Vol 7 No 02 (2019): Desember 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/wacanadidaktika.7.02.123-135

Abstract: The researcher raises two questions of research, they are: (1) how does the Writing lecturer implement Pow-Tree strategy in teaching writing subject at English department in Madura University, (2) how does students' progress in writing. This research is descriptive qualitative research. There are three research instruments are used to collect the data needed, they are: observation, interview, and, documents. The subject of this research are 11 students of four semester at English Department in Madura University. Based on the research analysis result in implementing strategy of Pow-Tree in three phases of teaching writing. This strategy was implemented in the second phase-whilst phase. There are seven steps in implementing this strategy in the writing subject. The lecturer was demanded to use real example that related with the students’ daily life experienced. This strategy was success in gaining students interest in writing paragraph. The students as the subject of this research said that this helped them to organize their paragraph writing compose. Keywords: Pow-tree Strategy, Student Interest, Writing Abstrak: Penelitian bertujuan untuk menjawab dua pertanyaan, yaitu (1) bagaimana penerapan strategi Pow-Tree pada mata kuliah Menulis pada jurusan Pendidikan Bahas Inggris yang dilakukan oleh dosen di Universitas Madura (2) bagaimana kemajuan siswa dalam menulis. Untuk menjawab pertanyaan ini peneliti menggunakan pendekatan deskriptif dengan jenis penelitian kualitatif. Ada tiga jenis instrument yang digunakan untuk memperoleh data, yaitu: observasi, wawancara, dokumen. Penelitian ini menggunakan 11 orang mahasiswa semester empat pendikan Bahasa Inggris di Universitas Madura. Setelah menganalisis data dimana penerapan strategi Pow-Tree digunakan dalam tiga tahapan pembelajaran. Strategi ini diterapkan pada tahapan inti pembelajaran dengan menggunakan tujuh langkah pembelajaran. Dosen menerapkan strategi ini dengan menggunakan contoh yang berkaitan langsung dengan kehidupan sehari-hari yang dihadapi oleh mahasiswa. Dengan strategi ini mahasiswa lebih bisa focus dalam penggorganisasian karangan dalam bentuk paragraph.

EFEKTIVITAS MODEL PEMBELAJARAN LEARNING CYCLE 7E PADA SISWA KELAS VIII PADA MATERI GETARAN DAN GELOMBANG DI SMP NEGERI 3 JOMBANG TAHUN AJARAN 2018/2019 zuhrotun nurani zahra; Nur Kuswanti; Noer Af'idah
Wacana Didaktika Vol 7 No 02 (2019): Desember 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar

The objectives of this study were describing the effectiveness of the 7E Learning Cycle learning model on Vibration and Wave material in State Junior High School 3 Jombang (1) describe the activities of student using the Learning Cycle model 7E (2) describe the student learning outcomes after learning using the Learning Cycle learning model 7E (3) to descrThe objectives of this study were describing the effectiveness of the 7E Learning Cycle learning model on Vibration and Wave material in State Junior High School 3 Jombang (1) describe the activities of student using the Learning Cycle model 7E (2) describe the student learning outcomes after learning using the Learning Cycle learning model 7E (3) to describe students responses to the learning using the Learning Cycle 7E learning model. The type of research used was Pre-eksperimental Design and the design form is One-Shot Case Study. The sample used in this study was class VIII E students consisting of 29 students taken by purposive sampling technique, namely sampling techniques with certain considerations. The results of observations showed that students were active in learning using the 7E Learning Cycle model with an average of 74,36% with active category. Student learning outcomes had a classical completeness value of 68% so that student learning outcomes were not completed because it was less than 75%. The learning indicators obtained classical completeness values of 42,85% with incomplete categories. While the students positive response to learning using the 7E Leaning Cycle got to 100%. It could be cocluded that the 7E Learning Cycle learning model was less effective for Vibration and Wave material.ibe students responses to the learning using the Learning Cycle 7E learning model. The type of research used was Pre-eksperimental Design and the design form is One-Shot Case Study. The sample used in this study was class VIII E students consisting of 29 students taken by purposive sampling technique, namely sampling techniques with certain considerations. The results of observations showed that students were active in learning using the 7E Learning Cycle model with an average of 74,36% with active category. Student learning outcomes had a classical completeness value of 68% so that student learning outcomes were not completed because it was less than 75%. The learning indicators obtained classical completeness values of 42,85% with incomplete categories. While the students positive response to learning using the 7E Leaning Cycle got to 100%. It could be cocluded that the 7E Learning Cycle learning model was less effective for Vibration and Wave material.

Pengembangan Media Pembelajaran Menggunakan Software Prezi pada Materi Atom, Molekul dan Ion Kelas VIII untuk SMP Tahun 2018 mega sukmawati
Wacana Didaktika Vol 7 No 02 (2019): Desember 2019
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research is motivated student difficulties in understanding the material Atoms, Molecules and Ions. This development research aims to develop learning media material Prezi on Atomic, Molecular and Ion class VIII as a viable learning medium. Feasibility study media developed Prezi is seen based on the validity, practicality and effectiveness. This development research using ADDIE development model that includes phases: Analyze, Design, Development, Implement and Evaluate. The results showed that the development of instructional media Prezi on material Atoms, molecules and ions get an average score of 3.76 with very valid category. implementation of instructional media use Prezi achieved a score of 92.94% and a positive response as much as 97.13% categorized as very practical. Results posttest students demonstrate mastery of students reached 86.21 and mastery learning indicator reached 85.42 categorized as very effective. Based on these results it can be concluded that the instructional media material Prezi on Atomic, Molecular and Ion fit for use as a medium of learning.

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