E-MODULE BASED PROJECT LEARNING FOR TEACHING SPEAKING

In this digital era, e-module becomes a great help in accessing knowledge combined with the good method application. This study is intended to develop an e-Module design based on Project Learning in the Speaking for General Communication course. This e-Module Project Based Learning is designed with the purpose of creating effective and efficient learning. The subjects of this study were students in 2nd semester of the English Education study program. The kinds of this research are a Research and Development (R&D) research and the method used is ADDIE development method (Analysis, Design, Development, Implementation and Evaluation). The stages in this study are the needs analysis stage, the e-module planning and design stage, the e-module development stage, the e-module implementation stage and the evaluation and revision stage of the module. The research used descriptive qualitative and quantitative descriptive methods. Through the project designed in the e-module, it is hoped that it will increase student creativity and increase student activity in speaking. Furthermore, students' speaking skills can be improved

Development of Android-Based Student Performance Tool (Tunersindro) to Improve Work Readiness of Vocational High School Students

Work readiness has an effect on the unemployment rate for Vocational High School (SMK) graduates. Work readiness can be improved by improving learning patterns and tools. This study aims to develop learning aids, test the feasibility and effectiveness of the product. The research design used is the ADDIE Research Development (R&D) design with the stages of Analysis, Design, Development or Production, Implementation or Delivery and Evaluations. The research site is at SMK Muhammadiyah 2 Tempel with research subjects of 134 students, 14 teachers of Automotive Engineering Vocational School and 5 automotive industry practitioners. Data collection techniques used were questionnaires and tests with interview research instruments, media and product questionnaires and practice test sheets. Android-based student performance aids (Tunersindro) have a very high feasibility of being used in vocational learning. Not only that, with two trials, Tunersindro has a very high level of effectiveness in increasing the work readiness of SMK students Keywords: Improving Work Readiness, Students Performance Aid, Development Tool Tunersindr

Development of Science Learning Media Klanimal Android-Based for Elementary School Students

The difficulties students face in understanding the concepts of Science are due to their abstract nature, making it difficult to retain long-term memory. The research objective is to develop an interactive Android-based media to visualize Science learning, specifically the concept of animal classification based on their types of food, to facilitate its retention in students' long-term memory. The "Klanimal" media is an Android-based platform that includes content menus, learning objectives menus, animal guessing menus, and quiz menus. The research methodology employed in this study is the Research and Development (R&D) approach. The development model used is the ADDIE development model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. Media experts and subject matter experts validated the Klanimal media. Subsequently, it was tested on 6th-grade students. The test results showed a percentage of 89.8, indicating a highly suitable category. Pretest and post-test scores improved, and the N Gain analysis indicated a value of 0.70, indicating a significant increase in understanding. The research findings suggest that the effective use of Android-based Science learning media enhances the understanding of 5th-grade students at SDN Candibinangun IV Sukorejo, specifically regarding the topic of animal classification based on their types of food

Development of the Life Skills Learning Model for Elementary School students as Strengthening the Pancasila Student Profile

This study aims to determine the development of life skills of elementary school students in social science subjects through the development of life skills education. Learning Social Sciences Education certainly gets the spotlight related to the role of the teachers and the conditions of the students. The teacher still holds power in learning, while students can only follow all directions given by the teacher. As a result, students only memorize and do the teacher's orders. Conditions like this must be changed because it is in accordance with the changing times in the kurikulum merdeka. Learning Social Sciences in schools at various levels of educational development needs to be based on aspects of the curriculum, philosophy and learning theory, as well as various aspects in accordance with the nature of social studies education.. This study uses a research and development (R & D) approach that begins with a preliminary study, followed by limited trials and wider trials, and ends with model validation tests. Limited trials and wider trials which were carried out repeatedly at an elementary school in Tegal City and accompanied by revisions at each trial; and model validation tests were carried out at three elementary schools as the experimental group and three elementary schools as the control group without the presence of the researcher. The focus of development is social studies learning carried out by teachers of class V SD in Tegal City. Data were collected by interview, observation, questionnaire, and learning achievement tests. The model design test is carried out through limited trials and wider trials. Validation of the model design developed using a quasi-experimental design. Data analysis was carried out descriptively, and t-test statistical analysis. The results of the study show that the life skill learning model in social studies learning has improved learning outcomes and students' life skills so that the profile of Pancasila is strengthened

Repeated testing improves achievement in a blended learning approach for risk competence training of medical students: results of a randomized controlled trial

Background: Adequate estimation and communication of risks is a critical competence of physicians. Due to an evident lack of these competences, effective training addressing risk competence during medical education is needed. Test-enhanced learning has been shown to produce marked effects on achievements. This study aimed to investigate the effect of repeated tests implemented on top of a blended learning program for risk competence. Methods: We introduced a blended-learning curriculum for risk estimation and risk communication based on a set of operationalized learning objectives, which was integrated into a mandatory course “Evidence-based Medicine” for third-year students. A randomized controlled trial addressed the effect of repeated testing on achievement as measured by the students’ pre- and post-training score (nine multiple-choice items). Basic numeracy and statistical literacy were assessed at baseline. Analysis relied on descriptive statistics (histograms, box plots, scatter plots, and summary of descriptive measures), bootstrapped confidence intervals, analysis of covariance (ANCOVA), and effect sizes (Cohen’s d, r) based on adjusted means and standard deviations. Results: All of the 114 students enrolled in the course consented to take part in the study and were assigned to either the intervention or control group (both: n = 57) by balanced randomization. Five participants dropped out due to non-compliance (control: 4, intervention: 1). Both groups profited considerably from the program in general (Cohen’s d for overall pre vs. post scores: 2.61). Repeated testing yielded an additional positive effect: while the covariate (baseline score) exhibits no relation to the post-intervention score, F(1, 106) = 2.88, p > .05, there was a significant effect of the intervention (repeated tests scenario) on learning achievement, F(1106) = 12.72, p < .05, d = .94, r = .42 (95% CI: [.26, .57]). However, in the subgroup of participants with a high initial numeracy score no similar effect could be observed. Conclusion: Dedicated training can improve relevant components of risk competence of medical students. An already promising overall effect of the blended learning approach can be improved significantly by implementing a test-enhanced learning design, namely repeated testing. As students with a high initial numeracy score did not profit equally from repeated testing, target-group specific opt-out may be offered

SMA Negeri 1 Dempet, Kabupaten Demak Jawa Tengah

This research aimed to identify a model of biotechnology teaching used by Senior Highschools, to develop a model of entrepreneurship-based biotechnology teach­ing and to identify the effect of the model on students learning achievement, entrepre­neurship attitude. The design of research involved using research and development (R&amp;D) paradigm, consisted of 3 major steps, namely conducting an introductory research focussing on need analysis, developing a model of entrepreneurship-based biotechnology teaching, and then finally evaluating the efficiency of model. The findings showed that models of biotechnology teaching at Demak Senior Highschools did not yet satisfy the principles of School Competency-based Curriculum (KTSP). A model of entrepreneur­ship teaching was then necessary to develop, including its silabus &amp; lesson plan, learning resources, student worksheets. The effect of the model upon students learning was signif­icantly high. There was significants difference in cognitive as well as psychomotoric learning achievement between control and treatment groups. The effect of the model upon students attitude towards entrepreneurship was significantly high. There was significant difference of attitude between control and treatment groups. The average attitude of treatment group was 90. The effect of the model on students process of learning (learning activities) was also significant significant, their average activity was 86,5 (very high), the average of teachers activities was significant (88,30), and classroom-based learning as­sessments results was 82,8 (high). Majority of students (95%) felt happy with the model of teaching, because it improved their attitude toward entrepreneurship was also im­proved. Student felt as if they were entrepreneur

PENGEMBANGAN MODEL PEMBELAJARAN BIOTEKNOLOGI BERVISI KEWIRAUSAHAANDI SEKOLAH MENENGAH ATAS

ABSTRACT-This research aimed to identify a model of biotechnology teaching used by Senior Highschools, to develop a model of entrepreneurship-based biotechnology teach- ing and to identify the effect of the model on students learning achievement, entrepre- neurship attitude. The design of research involved using research and development (R&D) paradigm, consisted of 3 major steps, namely conducting an introductory research focussing on need analysis, developing a model of entrepreneurship-based biotechnology teaching, and then finally evaluating the efficiency of model. The findings showed that models of biotechnology teaching at Demak Senior Highschools did not yet satisfy the principles of School Competency-based Curriculum (KTSP). A model of entrepreneur- ship teaching was then necessary to develop, including its silabus & lesson plan, learning resources, student worksheets. The effect of the model upon students learning was signif- icantly high. There was significants difference in cognitive as well as psychomotoric learning achievement between control and treatment groups. The effect of the model upon students attitude towards entrepreneurship was significantly high. There was significant difference of attitude between control and treatment groups. The average attitude of treatment group was 90. The effect of the model on students process of learning (learning activities) was also significant significant, their average activity was 86,5 (very high), the average of teachers activities was significant (88,30), and classroom-based learning as- sessments results was 82,8 (high). Majority of students (95%) felt happy with the model of teaching, because it improved their attitude toward entrepreneurship was also im- proved. Student felt as if they were entrepreneur. Keywords: Developing model, Biotechnology, Entrepreneurshi

MODEL ORIENTASI, ANALISIS, SINTESIS, INVESTIGASI, SINERGI (OASIS) UNTUK MENINGKATKAN LEVEL KONSEPSI MAHASISWA PADA MATERI KINEMATIKA DAN DINAMIKA

This research aims to obtain a model of learning that can improve the level of student conception on kinematics and dynamics. Research method using Reseach and Development (R & D). The developed model characterized by the phases of Orientation, Analysis, Synthesis, Investigation, and Synergy (OASIS). The OASIS model is designed through the need analysis phase through: literature review and field studies, expert validation and limited trials class to refine the OASIS Model draft. Validation of model and device result in a highly relevant of CVI value. The limited trials class conducted on the students who took Basic Physics I at PGRI Madiun University. The results of the limited trials class provide an improved level of conception on the concept of Kinematics with N-Gain 0.72 (High category) and Dynamics 0.52 (medium). Level 3 (mastering the concept) has increased and level 3 * (misconception) has decreased in every component of conception. The critical thinking ability as the impact of accompanist also improved in medium category (0.53). The result of student response and observer for Implemented of OASIS model of the class is very good. It can conclude that the OASIS model is feasible to apply on a wider- scale class. The OASIS model then applied to a wide-scale class at three colleges, PGRI University of Madiun (UNIPMA), Sebelas Maret University (UNS), and Indonesian Railway Academy (API). The methods used in large-scale application use single pretest-posttest design and qualitative descriptive analysis with NGain category indicator on Medium. In UNIPMA, N-Gain Kinematics 0.71 (high category), N-Gain Dynamics 0.51 (medium) and N-Gain critical thinking ability 0.39 (medium). In API, N-Gain Kinematics 0.78 (high category), N-Gain Dynamics 0.52 (medium). and N- Gain critical thinking ability 0.46 (medium). Level 3 (mastering the concept) has increased and level 3 * (misconception) has decreased in every component of conception. It can conclude that this model could increase the level of student conception. The result of student response and observer for implemented OASIS model is very good. Keywords: OASIS Model, Conception Level, Kinematics, Dynamics, R &