Aktivitas Pembelajaran Berbantuan Media Pembelajaran Wizer.Me Meningkatkan Literasi Numerasi dan Kemampuan Metakogntif pada Materi Bilangan Bulat DOI Creative Commons

I Ketut Puspayoga Ariana,

I Wayan Widiana, Kadek Yudiana

и другие.

Mimbar Pendidikan Indonesia, Год журнала: 2022, Номер 2(3), С. 279 - 292

Опубликована: Авг. 2, 2022

Aktivitas siswa dalam pembelajaran hanya terbatas pada aktivitas mendengarkan penjelasan dari guru, dan penugasan. Hal ini berdampak kurangnya kemampuan literasi numerasi metakognitif siswa. Tujuan penelitian yaitu mengembangkan berbantuan media wizer.me terhadap metakogntif materi bilangan bulat. Penelitian merukan pengembangan dengan menggunakan model 4-D. Subjek terdiri 4 ahli isi pembelajaran. uji coba produk 2 guru 39 Metode pengumpulan data yang digunakan adalah metode wawancara, observasi, studi dokumentasi, rating scale, tes kuesioner. Instrument teknik analisis deskriptif kualitatif, kuantitatif, statistik inferensial. Hasil diperoleh signifikasi sebesar 0,000 baik di secara bersama-sama maupun terpisah. berarti, lebih kecil 0,05 jadi terdapat perbedaan signifikan antara mengikuti tanpa wizer.me. Penggunaan dapat memberikan dampak positif

Efforts to Improve Numeracy Literacy Culture and History Learning Outcomes with the Problem-Based Learning Method for Class XII IPS 2 at SMAN 6 Metro DOI Creative Commons
Sumiati Sumiati

ULUL ALBAB Jurnal Studi Islam, Год журнала: 2023, Номер 11(1), С. 85 - 85

Опубликована: Фев. 4, 2023

This study aims to describe problem-based learning methods as an effort improve numeracy literacy and history outcomes. Data analysis in this used data obtained through three stages, namely: (1) reduction, (2) presentation, (3) drawing conclusions (data verification). Source of from primary secondary data. Tools collection with test non techniques. Results discussion: the class XII IPS 2 students SMAN 6 Metro can be explained follows: pre-cycle 58%, cycle I became 72%, II increased 85%, III decreased 84%. While outcomes increase, is average results 52.22%, become 70.37%. Cycle 78.51, 85.92%. Learning completeness still 0, there 40.74%, 81.48%, 100%.

Язык: Английский

Процитировано

0
Perceptions of ESL Teachers fromTamil Vernacular Type Schools (SJKT) About Online Teaching and Learning During Covid-19 Pandemic DOI Open Access

K. Raman,

Shanti C. Sandaran,

Iswaran Gunasegaran

и другие.

LSP International Journal, Год журнала: 2022, Номер 9(2), С. 65 - 83

Опубликована: Дек. 26, 2022

The purpose of the study was to explore perceptions ESL teachers in Tamil vernacular schools about online teaching and learning during Covid-19 pandemic. While there are studies on teachers’ Covid-19, less is known type schoolteachers’ Covid pandemic, where medium instruction, with Malay Language as second language English third language. Purposive sampling used select 30 from different Johor Bahru region. Using an explanatory sequential mixed method approach collect data, first phase, a close-ended questionnaire quantitative instrument. As for open-ended semi-structured interviews were qualitative data. GNU PSPP software analyse while data analysed through descriptive content analysis. findings showed learning, such tools, skills needed conduct teaching, challenges well positive aspects learning. show that faced outweighs stated. This calls more research vernacular-type schools. can be reminder school management provide training how help students interactive, motivated inhibited

Язык: Английский

Процитировано

0
REQUIREMENT ASSESSMENT FOR DIGITAL READING LITERACY MINIMUM COMPETENCY ON ASSESSMENT QUESTIONS DOI Creative Commons

Ernalida Ernalida,

Nurhayati Nurhayati,

Izzah Izzah

и другие.

Curricula, Год журнала: 2022, Номер 7(3), С. 165 - 177

Опубликована: Дек. 13, 2022

Today's teachers must prioritize teaching kids to read more effectively using digital technologies. This research aims examine the significance of creating reading literacy Minimum Competency Assessment (KKM) questions utilizing tools. SMP Negeri 41 Palembang and SMA 8 Inderalaya in Ogan Ilir Regency participated study. Interviews questionnaires are used for data gathering. Students faculty from two representative schools (n=370) The qualitative descriptive methodology was this Questions answers were reviewed conclude. In short, results demonstrated that neither students nor fully grasped MCA. To complete them, MCA be created. They need create comprehension Recommendations made Education Office based on study's findings increase MCA's visibility classroom provide instructors with training properly constructing MCA-based questions.

Язык: Английский

Процитировано

0
Aktivitas Pembelajaran Berbantuan Media Pembelajaran Wizer.Me Meningkatkan Literasi Numerasi dan Kemampuan Metakogntif pada Materi Bilangan Bulat DOI Creative Commons

I Ketut Puspayoga Ariana,

I Wayan Widiana, Kadek Yudiana

и другие.

Mimbar Pendidikan Indonesia, Год журнала: 2022, Номер 2(3), С. 279 - 292

Опубликована: Авг. 2, 2022

Aktivitas siswa dalam pembelajaran hanya terbatas pada aktivitas mendengarkan penjelasan dari guru, dan penugasan. Hal ini berdampak kurangnya kemampuan literasi numerasi metakognitif siswa. Tujuan penelitian yaitu mengembangkan berbantuan media wizer.me terhadap metakogntif materi bilangan bulat. Penelitian merukan pengembangan dengan menggunakan model 4-D. Subjek terdiri 4 ahli isi pembelajaran. uji coba produk 2 guru 39 Metode pengumpulan data yang digunakan adalah metode wawancara, observasi, studi dokumentasi, rating scale, tes kuesioner. Instrument teknik analisis deskriptif kualitatif, kuantitatif, statistik inferensial. Hasil diperoleh signifikasi sebesar 0,000 baik di secara bersama-sama maupun terpisah. berarti, lebih kecil 0,05 jadi terdapat perbedaan signifikan antara mengikuti tanpa wizer.me. Penggunaan dapat memberikan dampak positif

Процитировано

0