scholarly journals Implementation of Research Based Learning Development in Maternity Nursing Course

2020 ◽  
Vol 4 (10) ◽  
pp. 345-348
Author(s):  
Indah Lestari ◽  
Noer Saudah ◽  
Catur Prasatia Lukita Dewi
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
High Reliability ◽  
Academic Learning ◽  
Learning Tools ◽  
Test Results ◽  
Student Activities ◽  
Cognitive Domains ◽  
Maternity Nursing ◽  
High Level

There have been many learning innovations that have been carried out by lecturers, but there are still many that only emphasize the low-level cognitive domains and not the high-level cognitive domains (analysis, synthesis, evaluation, and creation), the affective and psychomotor domains. The learning model has not been used many facilitate students to learn actively. As a result, learning is more dominated lecturers so that student activities are less than optimal. The purpose of this study is to develop learning tools and textbooks maternity nursing courses with a research-based learning approach. The resulting product are (1) learning tools in maternity nursing and (2) textbooks with research-based applications. The research was conducted on 40 undergraduate students of STIKes Bina Sehat PPNI Mojokerto, who carried out the academic learning process of maternity nursing. The method used refers to the 7 stages of the research-based learning process, with the validation of consultants and education experts. The main framework above is used as a basis for developing learning tools. Then the expert test of theoretical validity was carried out on the implementation of the RBL learning tool, with the result that the value of r = 0.909 (high reliability). The test results are widespread, not much different from the expert test results. While research-based textbooks are the results of research outputs, used as a guide for students to be able to build critical thinking, analysis and structure based on evidence. Keywords: research based learning; learning tools; maternity nursing

scholarly journals Kreatifitas Pranata Laboratorium Pendidikan (PLP) di Laboratorium dalam Rangka Menunjang Tri Darma Perguruan Tinggi dengan Pembuatan Almari Pengering Sampel Beserta Hasil Ujinya

2019 ◽  
Vol 1 (2) ◽  
pp. 54-58
Author(s):  
Sri Harjanto ◽  
Indra Gunawan ◽  
J Jufriyah
Keyword(s):  
Higher Education ◽  
Water Content ◽  
Community Service ◽  
Small Scale ◽  
Test Results ◽  
Student Activities ◽  
The Future ◽  
High Level

PLP (Educational Laboratory Institution) is a position that has the scope of duties, responsibilities and authorities to carry out the management of an educational laboratory with the rights and obligations given in full by authorized officials. A PLP in Higher Education in carrying out their daily tasks in the laboratory is required to be creative and active in serving the activities of students or lecturers, both in the form of Practicum, Research or Community Service. From this observation, there are still many students lining up to use certain instrument facilities, so on this occasion we tried to be creative to make sample dryer cabinets with the aim of helping student activities in the laboratory especially in providing supporting facilities. With the method of measuring the accuracy of evaporation of water content in the sample. We hope that in the future it will all be done to meet the needs of students and complete facilities in the scope of the laboratory, even though it starts on a small scale or can be said to be a simple level. From the results of this creativity as a comparison Oven is used, with the test results having a fairly high level of accuracy, the range of differences between 0.10 - 0.9 gr .. With high creativity and discipline from a PLP in a College, it can be started from simple things such as in making a sample dryer cupboard, it is hoped that it will help facilitate students in their activities in the laboratory.

scholarly journals PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS LINGKUNGAN UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR PADA MATERI PEMISAHAN CAMPURAN DAN ANALISIS DI SMK NEGERI 3 KABUPATEN BANTAENG

2017 ◽  
pp. 01
Author(s):  
Akhmad Akhmad
Keyword(s):  
Learning Process ◽  
Positive Response ◽  
Lesson Plan ◽  
Average Score ◽  
Learning Tools ◽  
Test Results ◽  
Design Development ◽  
Material Separation ◽  
D Model ◽  
Very High

This research is the development of (research and development), which includes the development of learning tools that is devoted to the development of learners' worksheets (LKPD) for material separation and analysis on Learners class XII SMK Negeri 3 Bantaeng Bantaeng. Development procedures used in this study is a model Thiagarajan consisting of four stages: define, design, develop and disseminate or adapted into a 4-D model is the definition, design, development and deployment. LKPD based environments are developed, validated by experts and practitioners and has undergone minor revisions to obtain decent results used. The results showed that the device STAD cooperative learning are valid, practical and effective. Worksheet learners (LKPD) used met the criteria of validity, namely the category of "very valid". Additional learning tools are validated as supporting data, including books learners (BPD), and the lesson plan (RPP) is in the category "Valid". LKPD used otherwise practical for LKPD implemented entirely in the category and the response of teachers gave a positive response. LKPD said to be effective because it has met the criteria of effectiveness, with the results: (1) The teacher is able to manage the learning process with a very high category; (2) The students become more active in the learning process, it seemed that all the categories on the activity of learners are met; (3) Activities teachers in all categories are met; (4) The test results of all students study had an average score of 81.47 out of 100 with learners who pass the study 22 people or 88%; (5) In general, learners are motivated after attending a lesson in both categories; (6) The students responded positively to LKPD used.

scholarly journals Development of Mathematic Learning Devices Based on Discovery Learning Model To Facilitate Students’ Mathematic Communication Ability

2021 ◽  
Vol 5 (1) ◽  
pp. 141
Author(s):  
Uswatun Khasanah ◽  
Nahor Murani Hutapea ◽  
Zulkarnain Zulkarnain
Keyword(s):  
Mathematics Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Tools ◽  
Test Results ◽  
Design Development ◽  
Mathematical Communication ◽  
Student Activities ◽  
Communication Ability ◽  
Analysis Design

The condition of the learning equipment used by the teacher is not in accordance with the demands of the 2013 curriculum. Learning activities and Student Worksheets (LKPD) used in the learning process have not been able to facilitate the improvement of students' Mathematical Communication Ability (KKM). Teachers have not designed learning tools that can encourage student activities to facilitate the improvement of KKM. This study aims to produce learning tools based on the Discovery Learning model to facilitate the improvement of the KKM of students that are valid and practical. This development research uses the ADDIE development model with the stages of Analysis, Design, Development, Implementation, and Evaluation. The products produced from this research on the development of learning tools are syllabus, lesson plans, LKPD and KKM questions. The results of the validation test for the syllabus, RPP, LKPD and KKM questions obtained consecutively a percentage of 92.19%, 93.37%, 93.14% and 94.64% with very valid categories. The practicality test results got a percentage of 84.52% for small group trials and 94.00% for teacher responses in the very practical category. The results of the validation and practicality test state that mathematics learning tools based on the Discovery Learning model can facilitate students' Mathematical Communication Ability.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN TEAM BASED LEARNING DALAM PEMBELAJARAN DARING UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2021 ◽  
Vol 5 (1) ◽  
pp. 724
Author(s):  
Suryani M. Laune ◽  
Asri Arbie ◽  
Abd. Wahidin Nuayi
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Response ◽  
Learning Tools ◽  
Student Activities ◽  
Average Percentage ◽  
Process Learning ◽  
Team Based Learning ◽  
Quality Learning

ABSTRAKPenelitian ini dilakukan disekolah SMA Negeri 4 Gorontalo dan bertujuan untuk menghasilkan perangkat pembelajaran yang berkualitas dengan menggunakan model Team Based Learning pada proses pembelajaran daring. Perangkat pembelajaran dikembangkan menggunakan model pengembangan ADDIE. Hasil penelitian terhadap perangkat menunjukan bahwa perangkat tersersebut berkualitas. Perangkat pembelajaran ini valid untuk digunakan dengan sedikit revisi Hal ini dapat dilihat berdarkan rata-rata hasil validasi dengan nilai 3,0-3,4. Efektivitas perangkat pembelajaran dapat dilihat dengan peningkatan hasil belajar siswa yang terdiri dari ranah kognitif pada pertemuan satu sampai pertemuan ketiga diperoleh N Gain iRat 0,66, 0,59, 0,51 dengan kriteria N Gain Sedang,  pada tRat diperoleh N Gain 0,7, 0,66, dan 0,61 untuk ranah sikap dengan rata-rata persentase sebesar 80,44%, serta rata-rata persentase ranah keterampilan sebesar 80,17%, dan hasil pengamatan aktivitas peserta didik selama tiga kali pertemuan yaitu sebesar 81,85% dengan kriteria sangat baik. Perangkat pembelajaran dikatakan praktis dilihat berdasarkan rata-rata hasil persentase keterlaksanaan selama tiga kali pertemuan yaitu sebesar  95%,  serta hasil angket respon guru dan peserta didik terkait perangkat pembelajaran pada proses pembelajaran daring mendapatkan respon positif. Kata kunci: hasil belajar; perangkat pembelajaran; team based learning. ABSTRACTThis research was conducted at Gorontalo State High School 4 and aims to produce quality learning tools using the Team Based Learning model in the online learning process. Learning tools are developed using the ADDIE development model. The results of research on the device showed that the device was of quality. Learning devices are said to be valid for use with a slight revision this can be seen based on the average validation result with a value of 3.0-3.4. The effectiveness of learning devices can be seen by the improvement of student learning outcomes consisting of cognitive realms at meetings one to the third meeting obtained N Gain iRat 0.66, 0.59, 0.51 with the criteria N Medium Gain, on tRat obtained N Gain 0.7, 0.66, and 0.61 for the realm of attitude with an average percentage of 80.44%, as well as an average skill realm percentage of 80.17%,  and the results of observation of student activities during three meetings, namely 81.85% with excellent criteria. The learning device is said to be practically seen based on the average results of the percentage of implementation during three meetings, which is 95%, as well as the results of teacher and student response questionnaires related to learning devices in the online learning process get a positive response. Keywords: learning outcomes; learning devices; team based learning.

Penerapan pendekatan RME (realistic mathematics education) untuk meningkatkan hasil belajar siswa kelas VII MTs Al-Hikmah Bululawang materi perbandingan senilai dan berbalik nilai

2021 ◽  
Vol 1 (10) ◽  
pp. 797-806
Author(s):  
Siti Nur Asia ◽  
Slamet Slamet
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Learning Process ◽  
Realistic Mathematics Education ◽  
Test Results ◽  
Final Test ◽  
Student Activities ◽  
Realistic Mathematics ◽  
Field Notes ◽  
The Subject

This study aims to describe the steps to implement the application of RME (Realistic Mathematics Education) to improve the learning outcomes of class VII students of MTs Al-Hikmah Bululawang on the subject to support and change values. This type of research is Classroom Action Research (CAR). The data collected in this study include: 1) the results of observations of teacher activities and student activities, 2) results of field notes, 3) results of the final cycle test. RME is carried out by the following steps: 1) solving contextual problems, 2) resolving contextual problems, 3) comparing and discussing answers, and 4) comparing the learning outcomes of class VII students of MTs Al-Hikmah Bululawang on approved and changed values. This increase was discussed based on the final test results of students who achieved KKM Increasing the increase by 20 percent from before the implementation of RME and 23 percent from cycle 1 to cycle 2 and supported by the level of delay in the learning process seen from the results of "Very Good", so this study was successful. Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah penerapan pendekatan RME (Realistic Mathematics Education) untuk meningkatkan hasil belajar siswa kelas VII MTs Al-Hikmah Bululawang pada pokok bahasan perbandingan senilai dan berbalik nilai. Jenis penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Data yang dikumpulkan pada penelitian ini meliputi: 1) hasil observasi aktivitas guru dan aktivitas siswa, 2) hasil catatan lapangan, 3) hasil tes akhir siklus. Hasil penelitian menunjukkan bahwa penerapan pendekatan RME yang dilakukan dengan langkah-langkah berikut: 1) memahami masalah kontekstual, 2) menyelesaikan masalah kontekstual, 3) membandingkan dan mendiskusikan jawaban, dan 4) menyimpulkan dapat meningkatkan hasil belajar siswa kelas VII MTs Al-Hikmah Bululawang pada materi perbandingan senilai dan berbalik nilai. Peningkatan ini ditunjukkan berdasarkan hasil tes akhir siswa yang mencapai KKM mengalami peningkatan sebesar 20 persen dari sebelum diterapkannya RME dan 23 persen dari siklus 1 ke siklus 2 dan didukung oleh taraf keterlaksanaan proses pembelajaran yang dilihat dari hasil observasi kegiatan aktivitas guru dan aktivitas siswa yang menunjukkan kategori “sangat baik”, sehingga penelitian ini dikatakan berhasil.

scholarly journals Understanding the Concept of Intelligent Operations Through ELPSA Learning when Learning From Home

2021 ◽  
Vol 1 (8) ◽  
pp. 744-751
Author(s):  
Ramuni A
Keyword(s):  
Learning Process ◽  
Best Practice ◽  
Test Results ◽  
Thought Processes ◽  
Scientific Review ◽  
Student Activities ◽  
School Year ◽  
Success Criteria ◽  
Post Test ◽  
Practice Activity

This Scientific Review in the form of best practice Learning the ELPSA (Experience, Language, Picture, Symbol, Application) model examines learning as an active process where students construct their own way of understanding things through individual thought processes and social interactions with others in BDR activities. In this BDR activity, LKPD is used. This Scientific Review (Best Practice) activity aims to improve understanding of the concept of integer operations through ELPSA learning for class VIIA students of SMPN 5 Sanggau. This activity is carried out in the 2021/2022 school year, to be precise in July. The success criteria set by the researchers are student activities during the BDR learning process in the good category, at least 80% of the number of students can reach the KKM which is 70. The results of this scientific review show that students' understanding of learning integer operations through ELPSA learning when BDR has been achieved by the success criteria shown in the post test results. In more detail, the percentage of achievement of the success criteria is as follows: 1) student activities during the learning process are in the good category, 2) There is an increase in the percentage of students who have reached the KKM by 31.25% from pre-test 56.25% to 87.5% in post test. From the results of the study, it can be concluded that ELPSA learning is effective in increasing the understanding of the concept of integer operations during BDR.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN MATERI PERSEGI DAN PERSEGI PANJANG MENGGUNAKAN STRATEGI REACT

2019 ◽  
Vol 1 (1) ◽  
pp. 47-53
Author(s):  
Maiviyani Maiviyani ◽  
Theresia Laurens ◽  
Christi Matitaputty
Keyword(s):  
Everyday Life ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Good Effect ◽  
Learning Tools ◽  
Mathematical Skills ◽  
Student Activities ◽  
Teaching Learning

Education in the present has become a necessity, the need for knowledge gained through the learning process both in school and learning from the environment of residence. Mathematical skills are important for everyday life, when students work in activities that are based on everyday life situations; they see ways of applying the mathematical skills they are learning to the real world. Thelearning strategy REACT is one of the learning strategies that use the environment as a source of learning. Besides the teaching learning process with active student learning methods (CBSA) the teacher must be more active in preparing lesson material, planning the process to be carried out such as RPP, preparing evaluation such as LKS and follow-up. From the results of the study the development of learning tools for student activities reached 91.25% and the success rate of students reached 70%. Thus the development of a square and rectangular learning device using theREACTstrategy has a good effect on student activity and student learning outcomes

scholarly journals Penerapan Model Pembelajaran Mastery Learning Untuk Meningkatkan Kemampuan Merumuskan Hipotesis Fisika Siswa Kelas XI SMA Negeri 3 Sibolga

PeTeKa ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Ferawati Artauli Hasibuan ◽  
Henry Dinus Hutabarat
Keyword(s):  
Action Research ◽  
Mastery Learning ◽  
Learning Model ◽  
Research Subject ◽  
Learning Tools ◽  
Test Results ◽  
Student Activity ◽  
High Level ◽  
Implementation Plans ◽  
Good Percentage

This study discusses the improvement of the ability to form physics hypotheses of class XI students of SMA 3 Sibolga through the Mastery Learning model in statistical fluid material. This type of research is a Classroom Action Research (CAR) consisting of 2 cycles. The research subject was class XI IPA 2 which tested 30 people. Learning Tools used in this study are Learning Implementation Plans (RPP), Teacher's Guidebook (BPKS), Student Worksheets (LKS), Test Instruments, Observation Sheets, and activities. While the test used is an essay form test that has been tested with the reliability of the first cycle test of 0.74 with a high level of reliability and the second cycle test of 0.89 with a high level of reliability. And both tests each have 5 valid questions. The results showed that the test results formulated the students' hypotheses by applying the Mastery Learning model in the first cycle obtained a fairly good percentage of 66.67% and in the second cycle increased to 83.32% with the indicators succeeding in getting 80%. Then for the results of observations of activities in the first cycle obtained levels of student activity of 69.63% "Enough" and in the second cycle there was an increase in student activity to 88.63% "Good", Indicators of achieving activities in cycle II also produced 80%.

Does modality principle occur in the learning of C++ computer programming using screencasting?

2021 ◽  
Vol 11(73) ◽  
pp. 54-63
Author(s):  
Chin-Soon Cheah ◽  
Keyword(s):  
Research Design ◽  
Undergraduate Students ◽  
Learning Process ◽  
Computer Programming ◽  
First Year ◽  
Test Results ◽  
Modality Effects ◽  
Modality Principle ◽  
Post Test

This study examined whether the modality principle occurs or not in the learning of C++ computer programming using screencasting. According to Mayer and Clark (2011), the modality principle is defined as presenting words as speech rather than on-screen text is more effective in learning. In other words, the learning process will be more effective when information is explained by audio narrations rather than on-screen text. A true experimental pre-test and post-test research design was conducted to determine the modality effects. The experiment consisted of 65 first-year undergraduate students (aged 19-22) who have never attended any formal computer programming course prior to the study. The sample were randomly assigned to two groups: the first group received the screencasting and narration (SN) mode whereas the second group received the screencasting, text, and narration (STN) mode. After that, pre-test was conducted to ascertain their score before being exposed to the treatments. The pre-test results were used as covariate in the two-way ANCOVA analysis. Results showed that the SN mode students outperformed the STN mode students in the post-test. The significant outcome of the result might be due to the effectiveness of the SN mode that supported the Modality Principle.

scholarly journals PENGEMBANGAN WORKSHEET TEMATIK-INTEGRATIF PADA MATA PELAJARAN IPA TERPADU UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KERITIS SISWA

2013 ◽  
Vol 1 (2) ◽  
pp. 71
Author(s):  
Hunaepi Hunaepi ◽  
Muhali Muhali ◽  
Saiful Prayogi
Keyword(s):  
Critical Thinking ◽  
Product Development ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Material ◽  
Learning Tools ◽  
Test Results ◽  
Thinking Skill ◽  
Critical Thinking Skill

The research was conducted to improve the Critical Thinking Capability in detail: 1) Describe the thematic-integrative worksheet on integrated IPA Subjects, 2) Measure the critical thinking skills of students as the effect of the thematic-integrative Worksheet material, and 3) Describe the student's response to the teaching material Worksheet thematic-integrative. The resulting product development is an thematic-integrative Worksheet to support a learning process that can improve critical thinking skills. The thematic-integrative worksheets developed have met the criteria of validity and according to the expert. The test results have shown that the thematic-integrative Worksheet teaching materials are more effective. All learning tools used are in valid categories and are eligible for use. The results of the first trial showed that students' critical thinking skills were averaged 76.7 (critical categories), while the second test reached an average of 84.4 (very critical). Based on the analysis result, it is found that the thematic-integrative worksheet developed can develop critical thinking skill.

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