The Effect of E-Learning Application through the Use of Whatsapp-Assisted Edmodo on the Students’ Learning Outcomes in the Concept of Sound Waves

This study aims to find out the students’ learning outcomes in the application of e-learning through the use of WhatsApp-assisted Edmodo in the concept of sound waves. In addition, students' responses to the treatments given were also observed for the sake of evaluation. This research used a quasi-experimental research design carried out at SMA Negeri 1 Gorontalo in the even semester of the 2019/2020 academic year. The subject of the research was class XI IPA 8 consisting of 20 students. Tests were administered to students to obtain data of the students’ learning outcomes. The data collected were then analyzed by using normality test and statistical t-test. Based on the research results, it is known that the t-value (5.53) is greater than the t-table (1.72), so H0 is accepted and H1 is rejected. It means that there is a significant positive effect of using whatsApp-assisted edmodo on learning outcomes in the concept of sound waves. It can be seen from the difference of mean score between the pretest and posttest scores of the experimental class. Therefore, it can be concluded that the increase in students’ learning outcomes on the concept of sound waves is in the strong effect category

EFEKTIFITAS EDMODO SEBAGAI MEDIA PEMBELAJARAN DI PERGURUAN TINGGI

Media sosial dapat membantu seseorang untuk melakukan interaksi dengan yang lainnya. Munculnya berbagai macam platform media sosial mempengaruhi model interaksi termasuk interaksi yang dilakukan di perkuliahan. Masalah yang timbul adalah model perkuliahan yang sebagian besar masih dilakukan secara konvensional tanpa didukung oleh teknologi ataupun media pembelajaran. Model pembelajaran ini dinilai kurang menarik bagi mahasiswa dan tidak efektif serta menyebabkan suasana perkuliahan menjadi tidak interaktif dan materi hanya bersumber dari dosen pengajar. Daya serap yang berbeda juga menjadi faktor kurangnya respon mahasiswa terhadap materi pembelajaran. Edmodo adalah jejaring sosial yang memiliki kemiripan dengan facebook dan didesain khusus untuk kemudahan pembelajaran. Penelitian ini bertujuan untuk mengetahui keefektifan media edmodo sebagai penunjang pembelajaran di perguruan tinggi. Objek penelitian adalah mahasiswa disalah satu perguruan tinggi yang mengambil mata kuliah Komputer Aplikasi dan terdiri dari dua kelas yaitu kelas yang menggunakan edmodo dan kelas konvensional. Teknik pengambilan data dengan menggunakan uji normalitas, homogenitas, kesamaan dua rata rata dan uji t. Dari hasil penelitian yang telah dilakukan diketahui bahwa edmodo efektif digunakan sebagai media pembelajaran dan dapat meningkatkan hasil belajar mahasiswa sehingga dapat disimpulkan bahwa penggunaan media pembelajaran edmodo lebih efektif dibandingkan dengan menggunakan model pembelajaran konvensional

EFEKTIVITAS PENGGUNAAN MEDIA EDMODO PADA PEMBELAJARAN MATEMATIKA EKONOMI TERHADAP KOMUNIKASI MATEMATIKA

As the development of technologies either directly or indirectly, can change a person in communicating, socializing and learning, this is a challenge for educators in order to optimally use technology and can facilitate interactions with learners in the learning process of teaching both face-to-face direct or indirectly (online) so that the indicators in units of of events lectures and syllabus can be achieved. The goal of the research is: 1) to know whether economic mathematics learning with Edmodo is more effective compared to conventional learning against the communication of mathematics; 2) to find out if students learn using Edmodo positive towards the learning of mathematical economics. quantitative research methods with quasi-experiment, the research design used was a nonequivalent control group design: give two different treatment of two groups, the experimental classes (Edmodo) and control classes (conventional). Techniques of collection and analysis of quantitative data by using test of normality, test its homogeneity, test the equality of two averages, and test results of the study are; 1) learning economic mathematics using Edmodo is more effective (experimentation) of learning without using Edmodo (conventional); 2) students studying using Edmodo positive towards the learning of mathematical economics.Seiring perkembangan teknologi baik secara langsung maupun tidak langsung dapat merubah seseorang dalam berkomunikasi, bersosialisasi dan belajar, hal ini merupakan sebuah tantangan untuk para pendidik agar dapat menggunakan teknologi secara optimal dan dapat memudahkan interaksi dengan peserta didik dalam proses belajar mengajar baik secara tatap muka langsung mapun secara tidak langsung (online) sehingga indikator dalam satauan acara perkulihan dan silabus dapat tercapai. Penelitian bertujuan: 1) untuk mengetahui apakah pembelajaran matematika ekonomi dengan Edmodo lebih efektif dibandingkan dengan pembelajaran konvensional terhadap komunikasi matematika; 2) untuk mengetahui apakah mahasiswa yang belajar dengan menggunakan Edmodo bersikap positif terhadap pembelajaran matematika ekonomi. Penelitian kuantitatif dengan metode quasi-experiment, desain penelitian yang digunakan adalah nonequivalent control group design: memberikan dua perlakuan yang berbeda terhadap dua kelompok yaitu kelas eksperimen (Edmodo) dan kelas kontrol (konvensional). Teknik pengumpulan dan analisis data kuantitatif dengan menggunakan uji normalitas, uji homogenitas, uji kesamaan dua rata-rata, dan uji t. Hasil penelitian adalah; 1) pembelajaran matematika ekonomi yang menggunakan Edmodo lebih efektif (eksperimen) dari pada pembelajaran tanpa menggunakan Edmodo (konvensional); 2) mahasiswa yang belajar dengan menggunakan Edmodo bersikap positif terhadap pembelajaran matematika ekonomi

EFEKTIVITAS PENGGUNAAN MEDIA EDMODO PADA PEMBELAJARAN MATEMATIKA EKONOMI TERHADAP KOMUNIKASI MATEMATIKA: Edmodo; efektifitas; komunikasi matematika; sikap.

Seiring perkembangan teknologi baik secara langsung maupun tidak langsung dapat merubah seseorang dalam berkomunikasi, bersosialisasi dan belajar, hal ini merupakan sebuah tantangan untuk para pendidik agar dapat menggunakan teknologi secara optimal dan dapat memudahkan interaksi dengan peserta didik dalam proses belajar mengajar baik secara tatap muka langsung mapun secara tidak langsung (online) sehingga indikator dalam satauan acara perkulihan dan silabus dapat tercapai. Penelitian bertujuan: 1) untuk mengetahui apakah pembelajaran matematika ekonomi dengan Edmodo lebih efektif dibandingkan dengan pembelajaran konvensional terhadap komunikasi matematika; 2) untuk mengetahui apakah mahasiswa yang belajar dengan menggunakan Edmodo bersikap positif terhadap pembelajaran matematika ekonomi. Penelitian kuantitatif dengan metode quasi-experiment, desain penelitian yang digunakan adalah nonequivalent control group design: memberikan dua perlakuan yang berbeda terhadap dua kelompok yaitu kelas eksperimen (Edmodo) dan kelas kontrol (konvensional). Teknik pengumpulan dan analisis data kuantitatif dengan menggunakan uji normalitas, uji homogenitas, uji kesamaan dua rata-rata, dan uji t. Hasil penelitian adalah; 1) pembelajaran matematika ekonomi yang menggunakan Edmodo lebih efektif (eksperimen) dari pada pembelajaran tanpa menggunakan Edmodo (konvensional); 2) mahasiswa yang belajar dengan menggunakan Edmodo bersikap positif terhadap pembelajaran matematika ekonomi.As the development of technologies either directly or indirectly, can change a person in communicating, socializing and learning, this is a challenge for educators in order to optimally use technology and can facilitate interactions with learners in the learning process of teaching both face-to-face direct or indirectly (online) so that the indicators in units of of events lectures and syllabus can be achieved. The goal of the research is: 1) to know whether economic mathematics learning with Edmodo is more effective compared to conventional learning against the communication of mathematics; 2) to find out if students learn using Edmodo positive towards the learning of mathematical economics. quantitative research methods with quasi-experiment, the research design used was a nonequivalent control group design: give two different treatment of two groups, the experimental classes (Edmodo) and control classes (conventional). Techniques of collection and analysis of quantitative data by using test of normality, test its homogeneity, test the equality of two averages, and test results of the study are; 1) learning economic mathematics using Edmodo is more effective (experimentation) of learning without using Edmodo (conventional); 2) students studying using Edmodo positive towards the learning of mathematical economics

PENERAPAN EDMODO PADA PEMBERIAN TES FORMATIF MAHASISWA PENDIDIKAN PROFESI GURU MATEMATIKA

This research aims to describe the application of formative tests on edmodo granting the student mathematics teacher education profession. This type of research is descriptive with qualitative approach. Data retrieval by way of observation, online tests and student response. The results of the research shows that with the application of the test for granting edmodo formative student PPG mathematics education is running very well and can be applied to the grant of formative tests. With Edmodo can easily see the results obtained by students, besides that with Edmodo can easily see the material that many students answered incorrectly and the settings for execution time can also be set. So that, with this time arrangement, the students will be able to manage the process of the question well. Edmodo also provides facilities to be able to randomize answers with questions in appearance, so that with the existence of the facility there is a possibility that between one student and another student gets the same problem but with a different number. The facility can also minimize students from working together. The implementation is also supported by several student responses. The results of student responses in the application of Edmodo for the provision of this formative test are very good

PENINGKATAN KEMAMPUAN PEMAHAMAN RELASIONAL DAN PEMECAHAN MASALAH MATEMATIS SERTA SELF REGULATED LEARNING SISWA SMA MELALUI PEMBELAJARAN SECARA DARING (EDMODO DAN GOOGLE CLASSROOM)

Penelitian ini bertujuan untuk menganalisis pencapaian dan peningkatan kemampuan pemahaman relasional dan pemecahan masalah matematis serta self regulated learning siswa yang memperoleh pembelajaran Edmodo dan Google Classroom yang ditinjau dari keseluruhan dan Kemampuan Awal Matematis. Metode yang digunakan adalah kuasi eksperimen dengan desain Pretest Posttest Nonequivalent Control Group dan Two Group Posttest-Only. Subjek penelitian ini adalah siswa kelas X dengan jumlah 34 siswa kelas MIPA 1 dan sebanyak 31 siswa kelas MIPA 2 dan teknik diambil dengan teknik purposive sampling. Teknik pengumpulan data dilakukan dengan metode angket dan tes. Analisis data menggunakan Uji Mann Whitney, Independent Sample Test, dan Correlation Coefficients Pearson. Hasil penelitian menunjukkan bahwa 1) Secara keseluruhan, pencapaian dan peningkatan kemampuan pemahaman relasional matematis siswa yang memperoleh pembelajaran Edmodo tidak lebih tinggi daripada siswa yang memperoleh pembelajaran Google Classroom, 2) Secara KAM, pencapaian dan peningkatan kemampuan pemahaman relasional matematis siswa yang memperoleh pembelajaran Edmodo tidak lebih tinggi daripada siswa yang memperoleh pembelajaran Google Classroom, 3) Secara keseluruhan, pencapaian dan peningkatan kemampuan pemecahan masalah matematis siswa yang memperoleh pembelajaran Edmodo tidak lebih tinggi daripada siswa yang memperoleh pembelajaran Google Classroom, 4) Secara KAM, pencapaian dan peningkatan kemampuan pemecahan masalah matematis siswa yang memperoleh pembelajaran Edmodo tidak lebih tinggi daripada siswa yang memperoleh pembelajaran Google Classrom, 5) Pencapaian self regulated learning siswa yang memperoleh pembelajaran Edmodo tidak lebih baik daripada siswa yang memperoleh pembelajaran Google Classroom secara keseluruhan, 6) Terdapat hubungan antara kemampuan pemahaman relasional matematis dan kemampuan pemecahan masalah matematis siswa dalam pembelajaran Edmodo, 7) Terdapat hubungan antara kemampuan pemahaman relasional matematis dan self regulated learning siswa dalam pembelajaran Edmodo, 8) Terdapat hubungan antara kemampuan pemecahan masalah dan self regulated learning siswa dalam pembelajaran Edmodo. This study aims to analyze the achievement and enhancement of the ability to understand relational and mathematical problem solving as well as self-regulated learning of students who receive Edmodo and Google Classroom learning in terms of the whole and mathematical initial abilities. The method used is a quasi-experimental design with a Pretest Posttest Nonequivalent Control Group and Two Group PosttestOnly. The subjects of this study were students of tenth grade with a total of 34 students of MIPA class 1 and as many as 31 students of MIPA class 2, and the technique was taken by purposive sampling technique. The data collection technique was done by using questionnaires and tests. The data analysis used the Mann Whitney Test, Independent Sample Test, and Pearson Correlation Coefficients. The results showed that 1) overall, the achievement and enhancement of students' mathematical relational understanding abilities who received Edmodo learning was not higher than students who received Google Classroom learning, 2) In terms of KAM, the achievement and enhancement of mathematical relational understanding abilities of students who received Edmodo learning was not higher than students who got Google Classroom learning, 3) overall, the achievement and enhancement of mathematical problem solving abilities of students who got Edmodo learning was not higher than students who got Google Classroom learning, 4) In terms of KAM, the achievement and enhancement of mathematical problem solving abilities students who got Edmodo learning were not higher than students who got Google Classroom learning, 5) The achievement of self regulated learning students who got Edmodo learning was not better than students who got Google Classroom education learning as a whole, 6) There was a relationship between mathematical relational understanding abilities with the students 'mathematical problem solving abilities in Edmodo learning, 7) There was a relationship between mathematical relational understanding abilities with the students' self regulated learning in Edmodo learning, 8) There was a relationship between solving abilities students' problems with the self regulated learning in Edmodo learning

The Effect of Guided Inquiry Learning Model on Creativity and Linguistic Ability Viewed from Social Interaction Ability among Kindergarten Children of Group B

This study analyzed the effect of guided inquiry learning model on creativity viewed from social interaction skill of the kindergarten children of group B in North Kuta district, Badung regency. This study used the 2x2 factorial design. The population was all kindergarten B’s in the North Kuta district with the total of 1.951 children from 49 schools, divided into 7 clusters. The sample was drawn by multistage random sampling technique creating 8 learning groups with 4 experimental groups and 4 control groups each of which consisted of 76 children. The study used a child’s social interaction ability observation sheet and a child’s creativity observation sheet as the instruments. The data were analyzed using two-way ANOVA. The data analysis revealed that (1) there is a significant difference in child’s creativity between children who learned with guided inquiry learning model and those who learned with conventional teaching model (F= 18.874; p<0.05) and (2) there is a significant interaction effect between learning model and social interaction ability on creativity (F= 15.975; p<0.05). The children who had a high social interaction would be more efficient if they were taught by using guided inquiry learning model in achieving the students’ creativity, meanwhile the students who had a low social interaction would be more efficient if they were taught by using conventional learning model

Influence of Inquiry-based Science Activities on Students' Achievement

This study was conducted to determine which domains of inquiry-based science activities that significantly influence the students’ achievement of grade 10 learners. The study employed a quantitative, non-experimental method employing causal- effect. Mean, Pearson-r, and Regression Analysis were the statistical tools used to determine the level, relationship, and influence of each variable. The respondents comprised 332 grade 10 students from the four main secondary schools of District 1 in the Division of Compostela Valley, Province of Compostela Valley, for the School Year 2018-2019. The findings of the study revealed a high level of inquiry-based science activities in terms of engagement, exploration, explanation, elaboration, and evaluation. This study also revealed that the level of students’ achievement was high in terms of cognitive development, laboratory skills, science process skills and understanding of science knowledge. The correlation between two variables of the study revealed significant relationship between inquiry-based science activities and students’ achievement. Lastly, the study revealed that exploration, explanation, elaboration, and evaluation are the domains of inquiry-based science activities that significantly influence students’ achievement. However, engagement appeared to be non-significant hence the null hypothesis is not rejected

Foundational Elements Of A Steam Learning Model For Elementary School

The research question addressed in this project was, what are the foundational elements necessary to the successful implementation of a STEAM learning model in the elementary school classroom? This capstone identifies inquiry, 21st century skills (critical thinking, collaboration, communication, creativity), digital citizenship and learning partnerships as foundational to the success of a STEAM learning model. The model proposed is anchored in the framework of backward design, and is intended to be flexible for adaptation depending on grade level learning objectives as well as student strengths, needs and interests. A sample third grade unit of study illustrates the integration of standards from multiple disciplines, with a focus on the use of authentic performance tasks to uncover student understanding. Resources for developing a STEAM learning model include rubrics for assessing student performance tasks, potential partners in learning and ways to incorporate digital citizenship into student learning experiences and instruction

The impact of inquiry-based science education in chemistry and biology

The main target of the thesis is to find the impact of using inquiry-based science education (IBSE) on pupils' inner motivation and the level of knowledge gained for ISCED 2. To reach that, two consecutive research surveys have been held. In the first part the reaction of pupils to including an IBSE task into a regular lesson has been observed. The impact on their inner motivation has been studied. The correlation between various factors (e.g. type of school, sex) and their changes in inner motivation on observed scales has been evaluated. In the second part, the existence of statistically significant difference between experimental and control group relating the motivation of pupils to do ordinary laboratory tasks has been questioned. That was studied also after implementation of IBSE. The level of knowledge of all the pupils was examined in a similar way. Implementation of IBSE itself was evaluated by an observation of pupils while performing the implemented task as well as by standardized questionnaire Intrinsic Motivation Inventory (IMI) (McAuley et al., 1989; Ryan, 1982). Acquired data have been processed by specialised software IBM SPSS Statistics 25 (IBM Corp., 2017), choosing suitable statistical methods. The results have shown that implementing IBSE tasks in chemistry education decreases...Hlavním cílem práce bylo zjistit, jaký vliv má používání badatelsky orientované výuky na vnitřní motivaci žáků a na úroveň získaných poznatků na úrovni ISCED 2. Z toho důvodu byla navržena dvě na sebe navazující výzkumná šetření. První výzkumné šetření sledovalo, jak žáci vnímají začlenění navržené badatelské úlohy do výuky ve vztahu k jejich vnitřní motivaci, jak toto vnímání ovlivňuje typ školy či pohlaví žáka a zda existuje vztah mezi pozorovanými škálami vnitřní motivace v rámci realizace navržené badatelské úlohy ve školní praxi. Druhé výzkumné šetření sledovalo vliv badatelsky orientovaných úloh na žáky v porovnání s tradičně vedenými laboratorními pracemi. Žáci byli rozděleni na kontrolní a experimentální skupinu. Nejprve se zjišťovalo, zda existuje statisticky významný rozdíl mezi kontrolní a experimentální skupinou ve vztahu k vnitřní motivaci žáků v tradičně pojatých laboratorních činnostech na počátku výzkumu bez implementace badatelsky orientovaných úloh do výuky a zda je tento rozdíl věcně významný. Následně byl sledován statisticky významný rozdíl mezi kontrolní a experimentální skupinou ve vztahu k vnitřní motivaci žáků po začlenění badatelských úloh u experimentální skupiny. Zároveň bylo sledováno, zda existuje statisticky významný rozdíl v dosažené úrovni získaných poznatků mezi...Katedra učitelství a didaktiky chemieDepartment of teaching and Didactics of ChemistryPřírodovědecká fakultaFaculty of Scienc