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EFEKTIVITAS PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS VISUAL DIGITAL PADA PELAJARAN GEOGRAFI KELAS XI IPS DI SMA ISLAM SULTAN AGUNG 1 SEMARANG TAHUN AJARAN 2015/2016

Edu Geography Vol 5 No 1 (2017)
Publisher : Edu Geography

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Abstract

Penelitian ini bertujuan untuk mengetahui efektifitas penggunaan media pembelajaran berbasis visual digital sebagai media pembelajaran geografi di SMA Islam Sultan Agung 1 Semarang. Populasi dalam penelitian ini adalah seluruh siswa IPS kelas XI tahun ajaran 2014/2015 sejumlah 141 siswa. Sampel pada penelitian diambil sebanyak 25% dari jumlah populasi siswa IPS kelas XI tahun ajaran 2014/2015. Variabel penelitian ini adalah efektivitas penggunaan media berbasis visual digital. Teknik pengambilan data yang digunakan yaitu menggunakan metode observasi. Teknik analisis data yang digunakan adalah analisis deskriptif. Hasil penelitian menunjukan bahwa nilai skor rata-rata efektivitas penggunaan media visual digital dari keseluruhan sampel sebesar 24,85 yang termasuk dalam kriteria tinggi dari empat kriteria sangat tinggi, tinggi, rendah, sangat rendah yang telah di tetapkan. kesimpulan, Penggunaan media visual digital memiliki kriteria tinggi dan efektiv di gunakan dalam pembelajaran geografi. This study aims to determine the effectiveness of the use of digital visual media based learning as a medium of learning in high school geography ISLAM SULTAN AGUNG 1 SEMARANG. The population in this study were all students of class XI IPS school year 2014/2015 a number of 141 students. Samples taken as many as 25% of the total population of students of class XI IPS academic year 2014/2015. The variables of this study was the effectiveness of the use of visual-based digital media. Data retrieval techniques in use that observation methods. The analysis technique used is the analysis of deskripstif. The results showed that the average score of the effectiveness of the use of digital visual media from the overall sample of 24.85 which was included in the high criteria of the criteria that has been set. In conclusion, the use of digital visual media have high criteria and equally effective in use in teaching geography.

Efektivitas Implementasi Model Problem Based Learning (PBL), Blended Learning (BL), Serta Integrasinya Terhadap Hasil Belajar Ditinjau Dari Kemampuan Mengevaluasi Dan Kreativitas Siswa

Bioedukasi: Jurnal Pendidikan Biologi Vol 7, No 1 (2014): BIOEDUKASI
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

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Abstract

The purpose of this study was to determine the effect of Problem Based Learning (PBL), Blended Learning (BL) models, and the Integration of BL-PBL, capability of evaluating and creativity toward student’s achievement. This experimental research was carried out in September to December 2013. The populations of research were all students in grade XI of SMA Negeri l Pati Academic Year 2013/2014 that consists of 262 students divided into eight study groups. The sample of research was consisted of three study groups; they were XI-IPA2, XI-IPA4 and XI-IPA6 determined by random cluster sampling technique. XI-IPA2 study group used BL model, XI-IPA4 study group used PBL model, and XI-IPA6 study group used the Integration of BL-PBL models. The data was collected by using the instrument of cognitive test, and questionnaires of affective, psychomotor, capability of evaluating and creativity. The data then was analyzed by using three-ways ANAVA with 3x2x2 factorial design with signification 5%, and it then was continued by using Scheffe test if there was interaction. Based on the data analysis, it can be concluded that: 1) There was no difference of effect of BL, PBL, and the Integration of BL-PBL models toward student’s cognitive, affective and psychomotor achievements; 2) There was difference of effect of capability of evaluating toward student’s cognitive, affective and psychomotor achievements; 3) There was effect of creativity toward student’s cognitive, affective and psychomotor achievements; 4) There was no interaction between BL, PBL, and the Integration of BL-PBL models with the capability of evaluating toward student’s cognitive, affective and psychomotor achievements; 5) There was interaction between BL, PBL models, and the Integration of BL-PBL with the creativity toward student’s cognitive, affective and psychomotor achievements; 6) There was interaction between capability of evaluating and creativity toward student’s cognitive, affective and psychomotor achievements; 7) There was no interaction between BL, PBL models, and the Integration of BL-PBL, capability of evaluating and creativity toward student’s cognitive, affective and psychomotor achievements.