SOSIALISASI RAGAM ICE BREAKING BAGI GURU LAB SCHOOL PAUD UNIB UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

Pada Proses pembelajaran, kurangnya kegiatan diawal proses belajar akan berdampak pada rendahnya motivasi siswa dalam mengikuti pembelajaran. Rendahnya motivasi siswa tersebut dapat dilihat dari kondisi siswa yang mengantuk dan lesu saat proses pembelajaran berlangsung. Oleh karena itu dibutuhkan teknik pembelajaran yang lebih menarik dan dapat memotivasi siswa. Salah satu teknik yang dapat dilakukan untuk memotivasi siswa dalam belajar adalah kegiatan ice breaking. Pengabdian ini bertujuan untuk memberikan pengetahuan kepada guru dan siswa Lab School PAUD Unib tentang kegiatan ice breaking dan keterampilan menerapkan ice breaking. Metode pengabdian ini terdiri dari tiga tahapan yaitu tahap pelatihan dan sosialisasi, tahap praktek terbimbing, dan tahap monitoring dan evaluasi. Hasil dari pengabdian ini adalah guru dan siswa Lab School PAUD Unib dapat memahami tentang ice breaking dan menerapkan dalam proses pembelajaran di sekolah. Pada Proses pembelajaran, kurangnya kegiatan diawal proses belajar akan berdampak pada rendahnya motivasi siswa dalam mengikuti pembelajaran. Rendahnya motivasi siswa tersebut dapat dilihat dari kondisi siswa yang mengantuk dan lesu saat proses pembelajaran berlangsung. Oleh karena itu dibutuhkan teknik pembelajaran yang lebih menarik dan dapat memotivasi siswa. Salah satu teknik yang dapat dilakukan untuk memotivasi siswa dalam belajar adalah kegiatan ice breaking. Pengabdian ini bertujuan untuk memberikan pengetahuan kepada guru dan siswa Lab School PAUD Unib tentang kegiatan ice breaking dan keterampilan menerapkan ice breaking. Metode pengabdian ini terdiri dari tiga tahapan yaitu tahap pelatihan dan sosialisasi, tahap praktek terbimbing, dan tahap monitoring dan evaluasi. Hasil dari pengabdian ini adalah guru dan siswa Lab School PAUD Unib dapat memahami tentang ice breaking dan menerapkan dalam proses pembelajaran di sekolah

Implementasi Media Pembelajaran Cardrat Berbasis Learning by Asking Berbantuan App Inventor pada Materi Biomolekul Karbohidrat

This study aimed to implement the Cardrat (Carbohydrate) learning media, developed using the “learning by asking” approach and supported by App Inventor, on the biomolecule carbohydrate topic to improve student learning outcomes. The research employed a quasi-experimental design with participants consisting of Science Education students at the Faculty of Teacher Training and Education, University of Bengkulu, who had completed the Biochemistry course. The instruments used included validation questionnaires, readability tests, and pretest posttest assessments. Validation results indicated that the media was categorized as highly feasible, with scores of 73 and 56 for material and media aspects, respectively. The readability test produced an average score of 83.67, falling into the “very good” category. In terms of learning outcomes, both groups showed improvement. In the control class, the average score increased from 34.52 to 76.54 (N-gain 0.64), while in the experimental class it rose from 35.46 to 80.23 (N-gain 0.69). These findings demonstrate that the Cardrat media, based on a learning-by-asking approach and supported by App Inventor, is more effective in enhancing learning compared to conventional methods.Penelitian ini bertujuan untuk mengimplementasikan media pembelajaran Cardrat (Carbohydrate) yang dikembangkan dengan pendekatan learning by asking dan didukung oleh App Inventor pada materi biomolekul karbohidrat guna meningkatkan hasil belajar mahasiswa. Metode penelitian menggunakan desain kuasi eksperimen dengan subjek mahasiswa Pendidikan IPA FKIP Universitas Bengkulu yang telah menempuh mata kuliah Biokimia. Instrumen yang digunakan meliputi angket validasi, uji keterbacaan, serta tes berupa pretest dan posttest. Hasil validasi menunjukkan media tergolong sangat layak, baik dari aspek materi maupun media, masing-masing memperoleh skor 73 dan 56. Uji keterbacaan menghasilkan rata-rata 83,67 yang berada pada kategori sangat baik. Dari sisi hasil belajar, terdapat peningkatan pada kedua kelompok. Di kelas kontrol, rata-rata meningkat dari 34,52 menjadi 76,54 (N-gain 0,64), sementara pada kelas eksperimen naik dari 35,46 menjadi 80,23 (N-gain 0,69). Temuan ini membuktikan bahwa media Cardrat berbasis learning by asking dengan dukungan App Inventor lebih efektif dalam mendukung pembelajaran dibandingkan metode konvensional

The Development of Android-Based TMC (Thermochemical) Learning Media Assisted by Smart Apps Creator to Improve Students’ Learning Outcomes

One form of technological development in field of education is the creation of various Android-based learning media. The purpose of this study was to develop Android-based Thermochemical (TMC) learning media assisted by Smart Apps Creator to improve student s’ learning outcomes in thermochemical material. The development in this study was carried out with a 4-D design, define, design, develop, and disseminate. The results of the study show that TMC learning media is very feasible to use based on the validation results two validators,namely material experts and media experts. The learning media validation score by material experts was 75 in "Very Eligible" category, while the validation results by media experts were 56 in "Very Eligible" category. The results of the media feasibility assessment by students showed that they were in the "Very feasible" category with conversion value of 35.32. Student responses to the media are in the agree category with conversion value of 4.21. Student learning outcomes after using the TMC learning media also experienced an increase based on a comparison between student pretest and posttest scores. The average score of students' pretest before using TMC media was 54.46 while the average posttest score of students after using TMC media was 82.74. The results of the student pretest and posttest gain test have score of 0.62 in the "Moderate" category

Penerapan Model Pembelajaran Inkuiri Dan Media Alat Peraga (Gunung Berapi) Pada Mata Pelajaran IPA SDN 013 Bengkulu Utara

This study aims to improve the quality of student learning outcomes in science subjects class IV / B SDN 013 Bengkulu Utara, using inquiry methods and teaching aids (volcanoes). The subjects in this study were students in class IV/B of SDN 013 Bengkulu Utara, with 24 students, 14 male students, and 10 female students. The study was conducted in 3 stages, namely: pre-cycle, cycle I and cycle II where each cycle consisted of 4 stages: Planning, Implementing, observing and reflecting. In this study each meeting ends with an evaluation in the form of test questions. The results of the analysis of mastery learning in pre-cycle are still quite low, namely, the results of students' mastery learning are only 33.33% with an average value of 64.79 After making improvements in learning in the first cycle classical learning completeness increased to 50% with an average value of 66.04. Then in the second cycle an increase of 95.85% with an average of 76.25. Based on the results of the study note that the use of inquiry methode and teaching aids (volcanoes) can improve student learning outcomes in science learning in SDN 013 Bengkulu Utara

Pengembangan Media Praktikum PCT (Paper Chromatography Techniques) Berbasis Android dengan QR Code Technology pada Materi Pemisahan Campuran

The purpose of this study was to develop an android-based PCT (Paper Chromatography Techniques) practicum media with QR code technology on mixed separation materials to help improve the quality of learning, especially in general chemistry practicum courses. This development is carried out using a 4D (four-D) research design, namely defining, designing, developing, and disseminating. At the definition stage, the formulation of the practicum objectives is carried out, the design stage is carried out by designing practicum media, while at the development stage the practicum media content validation is carried out by media experts and material experts, the dissemination stage is carried out through e-learning at Bengkulu University. The distribution of practicum media is carried out after the media is declared valid by the validator, namely material experts and media experts. The practicum media validation score by material experts is 70 which is in the "Eligible" category, while the validation results by media experts get 52 which is in the "Eligible" category. The results of the feasibility assessment of practicum media by students also showed results that were in the "appropriate" category with a conversion value of 31.93. Student responses to the PCT practicum media show an average score of 207.5 with a conversion value of 3.98 in the "agree" category. This can be interpreted that in general students agree with the aspects contained in the PCT practicum media so that the PCT media developed can be used in the learning process

The Implementation of STEM-Based Lipid E-Book on Student Learning Outcomes

The purpose of the study  was to analyze the effect of using lipid e-books using the STEM approach on student learning outcomes. The method uses pre-experimental research with one group pretest posttest design. This research was conducted at one of the State Universities in Bengkulu with the subject consisting of 26 students who took the Organic Chemistry 2 course. The instrument used in this study was a multiple choice test with 4 meetings in the form of pretest and posttest questions. Data analysis techniques include the average value (mean), normality test, and hypothesis testing using a t-test using the SPPS for windows version 23 computer program. The results showed the average score of the learning outcomes before using the lipid organic chemistry e-book was 54.90, while after using the e-book the average value is 79.81. The learning outcomes data were normally distributed and the t-test value showed Significant (2-tailed) 0.00. These results indicate that the developed STEM-based teaching materials can improve student learning outcomes in particular and are able to improve the quality of learning for organic chemistry 2 courses in general

Implementation of Interactive Learning Model Based on Learning by Asking with the Assistance of Virtual Mentors to Improve Learning Outcomes Students

This research aims to apply an interactive learning model based on asking questions with the use of a virtual mentor. The method used in this research is quasi-experimental. The research results showed that the validation scores for interactive learning media by material experts and media experts were respectively 72 and 58 in the very appropriate category. The results of learning media readability test were 82.18 in the very good category. The pretest result of students in control class was 48.6 while the posttest was 73.68. Experimental class, pretest score was 49.87 and posttest score was 80.76. The N-gain values ​​for the control and experimental classes are 0.48 and 0.61 respectively. Based on the research results, it is known that student learning outcomes increased in both the control and experimental classes, but the increase in the experimental class was higher than in the control class. This is because the experimental class uses an interactive learning model based on learning to ask questions assisted by a virtual mentor. The conclusion of this research is that the implementation of an interactive learning model based on learning by asking with the help of a virtual mentor is effective in improving student learning outcomes.Tujuan penelitian ini adalah untuk menerapkan model pembelajaran interaktif berbasis pembelajaran bertanya dengan bantuan mentor virtual untuk meningkatkan hasil belajar siswa pendidikan IPA. Metode yang digunakan dalam penelitian ini adalah eksperimen semu. Hasil penelitian menunjukkan bahwa media pembelajaran interaktif yang digunakan sangat layak digunakan berdasarkan hasil validasi oleh validator ahli materi dan ahli media. Skor validasi media pembelajaran oleh ahli materi dan ahli media berturut turut adalah sebesar 72 dengan kategori “Sangat Layak”, dan 58 dengan kategori “Sangat Layak”. Hasil uji keterbacaan media pembelajaran sebesar 82,18 dengan kategori “sangat baik”. Hasil belajar siswa pada kelas kontrol  menunjukkan nilai pretest siswa sebesar 48,6 sedangkan posttest sebesar 73,68. Kelas eksperimen menunjukkan skor pretest sebesar 49,87 dan skor posttest sebesar 80,76. Nilai N-gain kelas kontrol sebesar 0,48 sedangkan N-gain kelas eksperimen sebesar 0,61. Berdasarkan hasil penelitian di atas terlihat bahwa hasil belajar siswa baik pada kelas kontrol maupun kelas eksperimen mengalami peningkatan, namun peningkatan pada kelas eksperimen lebih tinggi jika dibandingkan dengan kelas kontrol

Analyzing Student Reactions to Interactive Learning Materials and Critical Thinking Capabilities Using the Rasch Model

By creating interactive learning materials for the biochemistry course, this project seeks to improve the critical thinking abilities of students enrolled in the Science Education Program at one of the Bengkulu universities. Employing a research and development (R&D) approach considering the DDD-E (Decide, Design, Develop, Evaluate) model, the media was designed for Android devices and focuses on carbohydrate metabolism content. The main features include Program and Course Learning Outcomes, instructional materials, usage guidelines, and a profile section. Validation results from content and media experts confirmed the media’s appropriateness for instructional use. Student responses, analyzed using the Rasch Model, indicated strong agreement regarding the media's usefulness. Moreover, the application of this interactive media significantly improved students' critical thinking skills, with an N-gain score of 53.67%. These findings suggest that the media is effective for use in biochemistry courses, although further research is needed to explore its application in other subject areas

Problem-Based Learning To Improve Concept Understanding and Critical Thinking Ability of Science Education Undergraduate Students

This reserach was conducted to improve conceptual understanding and critical thinking ability of fourth-semester students of the Science education study program, Bengkulu University by applying  PBL. The research method used in this study is quasi experimental, which in its implementation uses single class or one group pretest-posttest design. The test question was the instrument used in this study. The findings showed that there was an improvement in students‘ conceptual understanding and critical thinking ability of students‘ since implementing problem-based learning models in environmental chemistry courses. This improvement can be seen from the results of the gain test for  each class group on the test of conceptual understanding and critical thinking ability which are in the "medium" category, while the t-test results for concept understanding and critical thinking ability show a significant difference (0.000 <0.05). ), In other words, the implementation of the PBL  learning influences the students‘ conceptual understanding and critical thinking ability. Further the implementation of the problem-based learning model in teaching and learning process presents problems with real conditions so that it can stimulate students to not only think and understand at the rote level but also interpret the problem. Quiet in-depth research on the implementation of problem-based learning models in learning is highly recommended to get more comprehensive results