Pengembangan KIT Meriam Telur untuk Meningkatkan Motivasi dan Hasil Belajar Siswa

Authors

  • Abdul Wahab Sekolah Menengah Pertama Negeri 1 Sekar, Jawa Timur, Indonesia

DOI:

https://doi.org/10.26811/didaktika.v5i2.297

Abstract

This study aims to create a practical tool for hydrostatic pressure material, increasing student motivation, and learning outcomes. The lack of student motivation, namely the desire to learn science subjects and the learning outcomes of hydrostatic pressure material is caused by several factors, one of which is the lack of teaching aids or practical tools for hydrostatic pressure material. The study was conducted using a one-group pre-test – post-test trial design, while the development of the Egg Cannon Kit used the ASSURE model which consisted of 6 stages, namely Analyzer learner characteristic, (2) State standard and performance objective, (3) Select methods, Media, and materials, (4) Utilize technology, media, and materials, (5) Require learner participation and (6) Evaluation and revision. The research on the development of the Egg Cannon Kit was tested on 8E grade students consisting of 32 students with heterogeneous compositions. The use of the Egg Cannon Kit in learning can increase students' learning motivation in this case the student's desire to learn about science subjects, especially hydrostatic pressure material by 43.36% and increase learning outcomes with an average n-gain of 0.8 in the high category.

References

Ahmad, C. N. C., Ching, W. C., Yahaya, A., & Abdullah, M. F. N. L. (2015). Relationship between Constructivist Learning Environments and Educational Facility in Science Classrooms. Procedia - Social and Behavioral Sciences, 191, 1952–1957. https://doi.org/10.1016/j.sbspro.2015.04.672

Aydoğdu, B., Buldur, S., & Kartal, S. (2013). The Effect of Open-ended Science Experiments based on Scenarios on the Science Process Skills of the Pre-Service Teachers. Procedia - Social and Behavioral Sciences, 93, 1162–1168. https://doi.org/10.1016/j.sbspro.2013.10.008

AR, M., Usman, N., Tabrani ZA, & Syahril. (2018). Inclusive Education Management in State Primary Schools in Banda Aceh. Advanced Science Letters, 24(11), 8313–8317. https://doi.org/10.1166/asl.2018.12549

Clarke, A., & Collins, S. (2007). Complexity science and student teacher supervision. Teaching and Teacher Education, 23(2), 160–172. https://doi.org/10.1016/j.tate.2006.10.006

Davies, D., Jindal-snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education — A systematic literature review. Thinking Skills and Creativity, 8, 80–91. https://doi.org/10.1016/j.tsc.2012.07.004

Fadli, F., Prestwich, A., & Sykes-Muskett, B. (2018). Assessing Mediating Effect of Motivation Types on Competition Intervention For Physically Inactive Adults. Jurnal Ilmiah Peuradeun, 6(1), 1-16. doi:10.26811/peuradeun.v6i1.156

Hake, R. R. (1999). Analyzing Change/Gain Scores. Dept. of Physics, Indiana University, 1–4.

Hughes, J. E., & Narayan, R. (2009). Collaboration and learning with wikis in post-secondary classrooms. Journal of Interactive Online Learning, 8(1), 63–82.

Jamian, A. R., & Baharom, R. (2012). The Application of Teaching Aids and School Supportive Factors in Learning Reading Skill among the Remedial Students in Under Enrolment Schools. Procedia - Social and Behavioral Sciences, 35 (December 2011), 187–194. https://doi.org/10.1016/j.sbspro.2012.02.078

Kember, D., Ho, A., & Hong, C. (2008). The importance of establishing relevance in motivating student learning. Active Learning in Higher Education, 9(3), 249–263. https://doi.org/10.1177/1469787408095849

McMillan, J. H., & Schumacher, S. (2001). Research in Education (5th ed.). Longman.

Mukeredzi, T. G. (2014). Re-envisioning teaching practice: Student teacher learning in a cohort model of practicum in a rural South African context. International Journal of Educational Development, 39, 100–109. https://doi.org/10.1016/j.ijedudev.2014.08.010

Nayir, F. (2017). Öğrencilerin motivasyon düzeyi ile derse katılım Düzeyi arasındaki İlişki. Egitim Arastirmalari - Eurasian Journal of Educational Research, 2017 (71), 59–77. https://doi.org/10.14689/ejer.2017.71.4

Redhana, I. W., & Suardana, I. N. (2020). Green Chemistry Practicums at Chemical Equilibrium Shift to Enhance Students’ Learning Outcomes. International Journal of Instruction, 14(1), 691–708. https://doi.org/10.29333/IJI.2021.14142A

Ruttun, R. D., & MacRedie, R. D. (2012). The effects of individual differences and visual instructional aids on disorientation, learning performance and attitudes in a Hypermedia Learning System. Computers in Human Behavior, 28(6), 2182–2198. https://doi.org/10.1016/j.chb.2012.06.026

Schiefele, U. (1991). Interest, Learning, and Motivation. Educational Psychologist, 26(3–4), 299–323. https://doi.org/10.1080/00461520.1991.9653136

Smaldino, E, S., Lowther, L, D., Russel, & D, J. (2008). Instructional Technology and Media for Learning (Ninth Edit). NJ: Pearson Education Inc.

Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an Inquiry Learning Model with Science Literacy to Improve Student Critical Thinking Skills. International Journal of Instruction, 14(2), 117–138. http://www.e-iji.net/dosyalar/iji_2021_2_8.pdf

Tabrani ZA. (2011). Dynamics of Political System of Education Indonesia. International Journal of Democracy, 17(2), 99–113.

Tabrani ZA. (2012). Future Life of Islamic Education in Indonesia. International Journal of Democracy, 18(2), 271–284.

Usman, N., AR, M., Murziqin, R., & Tabrani ZA. (2018). The Principal’s Managerial Competence in Improving School Performance in Pidie Jaya Regency. Advanced Science Letters, 24(11), 8297–8300. https://doi.org/10.1166/asl.2018.12545

Vidergor, H. E. (2018). Multidimensional Curriculum Enhancing Future Thinking Literacy. In Multidimensional Curriculum Enhancing Future Thinking Literacy. https://doi.org/10.1163/9789004375208

Walidin, W., Idris, S., & Tabrani ZA. (2015). Metodologi Penelitian Kualitatif & Grounded Theory. Banda Aceh: FTK Ar-Raniry Press.

Wikander, L., & Bouchoucha, S. L. (2018). Facilitating peer based learning through summative assessment – An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment. Nurse Education in Practice, 28, 40–45. https://doi.org/10.1016/j.nepr.2017.09.011

Ahmad, C. N. C., Ching, W. C., Yahaya, A., & Abdullah, M. F. N. L. (2015). Relationship between Constructivist Learning Environments and Educational Facility in Science Classrooms. Procedia - Social and Behavioral Sciences, 191, 1952–1957. https://doi.org/10.1016/j.sbspro.2015.04.672

Aydoğdu, B., Buldur, S., & Kartal, S. (2013). The Effect of Open-ended Science Experiments based on Scenarios on the Science Process Skills of the Pre-Service Teachers. Procedia - Social and Behavioral Sciences, 93, 1162–1168. https://doi.org/10.1016/j.sbspro.2013.10.008

AR, M., Usman, N., Tabrani ZA, & Syahril. (2018). Inclusive Education Management in State Primary Schools in Banda Aceh. Advanced Science Letters, 24(11), 8313–8317. https://doi.org/10.1166/asl.2018.12549

Clarke, A., & Collins, S. (2007). Complexity science and student teacher supervision. Teaching and Teacher Education, 23(2), 160–172. https://doi.org/10.1016/j.tate.2006.10.006

Davies, D., Jindal-snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education — A systematic literature review. Thinking Skills and Creativity, 8, 80–91. https://doi.org/10.1016/j.tsc.2012.07.004

Fadli, F., Prestwich, A., & Sykes-Muskett, B. (2018). Assessing Mediating Effect of Motivation Types on Competition Intervention For Physically Inactive Adults. Jurnal Ilmiah Peuradeun, 6(1), 1-16. doi:10.26811/peuradeun.v6i1.156

Hake, R. R. (1999). Analyzing Change/Gain Scores. Dept. of Physics, Indiana University, 1–4.

Hughes, J. E., & Narayan, R. (2009). Collaboration and learning with wikis in post-secondary classrooms. Journal of Interactive Online Learning, 8(1), 63–82.

Jamian, A. R., & Baharom, R. (2012). The Application of Teaching Aids and School Supportive Factors in Learning Reading Skill among the Remedial Students in Under Enrolment Schools. Procedia - Social and Behavioral Sciences, 35 (December 2011), 187–194. https://doi.org/10.1016/j.sbspro.2012.02.078

Kember, D., Ho, A., & Hong, C. (2008). The importance of establishing relevance in motivating student learning. Active Learning in Higher Education, 9(3), 249–263. https://doi.org/10.1177/1469787408095849

McMillan, J. H., & Schumacher, S. (2001). Research in Education (5th ed.). Longman.

Mukeredzi, T. G. (2014). Re-envisioning teaching practice: Student teacher learning in a cohort model of practicum in a rural South African context. International Journal of Educational Development, 39, 100–109. https://doi.org/10.1016/j.ijedudev.2014.08.010

Nayir, F. (2017). Öğrencilerin motivasyon düzeyi ile derse katılım Düzeyi arasındaki İlişki. Egitim Arastirmalari - Eurasian Journal of Educational Research, 2017 (71), 59–77. https://doi.org/10.14689/ejer.2017.71.4

Redhana, I. W., & Suardana, I. N. (2020). Green Chemistry Practicums at Chemical Equilibrium Shift to Enhance Students’ Learning Outcomes. International Journal of Instruction, 14(1), 691–708. https://doi.org/10.29333/IJI.2021.14142A

Ruttun, R. D., & MacRedie, R. D. (2012). The effects of individual differences and visual instructional aids on disorientation, learning performance and attitudes in a Hypermedia Learning System. Computers in Human Behavior, 28(6), 2182–2198. https://doi.org/10.1016/j.chb.2012.06.026

Schiefele, U. (1991). Interest, Learning, and Motivation. Educational Psychologist, 26(3–4), 299–323. https://doi.org/10.1080/00461520.1991.9653136

Smaldino, E, S., Lowther, L, D., Russel, & D, J. (2008). Instructional Technology and Media for Learning (Ninth Edit). NJ: Pearson Education Inc.

Sutiani, A., Situmorang, M., & Silalahi, A. (2021). Implementation of an Inquiry Learning Model with Science Literacy to Improve Student Critical Thinking Skills. International Journal of Instruction, 14(2), 117–138. http://www.e-iji.net/dosyalar/iji_2021_2_8.pdf

Tabrani ZA. (2011). Dynamics of Political System of Education Indonesia. International Journal of Democracy, 17(2), 99–113.

Tabrani ZA. (2012). Future Life of Islamic Education in Indonesia. International Journal of Democracy, 18(2), 271–284.

Usman, N., AR, M., Murziqin, R., & Tabrani ZA. (2018). The Principal’s Managerial Competence in Improving School Performance in Pidie Jaya Regency. Advanced Science Letters, 24(11), 8297–8300. https://doi.org/10.1166/asl.2018.12545

Vidergor, H. E. (2018). Multidimensional Curriculum Enhancing Future Thinking Literacy. In Multidimensional Curriculum Enhancing Future Thinking Literacy. https://doi.org/10.1163/9789004375208

Walidin, W., Idris, S., & Tabrani ZA. (2015). Metodologi Penelitian Kualitatif & Grounded Theory. Banda Aceh: FTK Ar-Raniry Press.

Wikander, L., & Bouchoucha, S. L. (2018). Facilitating peer-based learning through summative assessment – An adaptation of the Objective Structured Clinical Assessment tool for the blended learning environment. Nurse Education in Practice, 28, 40–45. https://doi.org/10.1016/j.nepr.2017.09.011

Willingham, D. T. (2010). “21st-Century” Skills. 17–20

Yusrizal, Y., & Hanif, K. (2017). Increasing of Students’ Motivation in Learning Physics Through the Use of Computer Simulation Media Viewed From Parents’ Employment Background. Jurnal Ilmiah Peuradeun, 5(2), 201-212. doi:10.26811/peuradeun.v5i2.129

Published

2021-07-30

How to Cite

Wahab, A. (2021). Pengembangan KIT Meriam Telur untuk Meningkatkan Motivasi dan Hasil Belajar Siswa. Jurnal Didaktika Pendidikan Dasar, 5(2), 607-630. https://doi.org/10.26811/didaktika.v5i2.297

URN