Learning Design on Social Studies Through Digital Book in Senior High School (original) (raw)
Related papers
PROCEEDINGS ISBN: 978-602-70378-0-9 MULTICULTURAL INDONESIAN LEARNINGIN PRIMARY SCHOOL
Sriwijaya University Repository, 2014
The development of Indonesian language learning, especially in SD / MI high grade can basically be developed by the teacher in order to attract the students. The concerns of parents on the information technology development can be minimized since the beginning of its utilization it was socialized through the learning process. Activities are implemented through three stages, namely preparation, implementation, and evaluation. Implementation and evaluation are grouped into 4 rounds. Each round involves two elementary school consisting of SD Negeri 1 and 1 MI. At the end of each round there are an evaluation models, the evaluation revised the model for the second round and so on until the fourth round. Model development was conducted over a 10-month study , involving 8 schools (4 elementary public and private faith-based 4th), 16 teachers and 409 students. The minimum requirement of the involved school are: the principal is supporting, the teachers are innovative, and the schools have the computer / laptop and LCD equipments, VCD and TV monitor, or mobile phone. The results of the students' pretest showed that the majority of students (89 %) did not know the cultural diversity of the children in Lampung Province; and the small percentage of students who knew are allegedly known by seeing the television broadcast. The posttest results indicated that the children's knowledge increased in accordance with what is expected in the model. Multicultural values developed, such as: tolerance, solidarity, empathy, courage to express themselves, to be honest, and fair are clearly expressed on the posttest students. One of the Indonesian SD / MI Instructional Materials Package were developed using the Dimension Series: Success Steps to Get the Achievement easily understood and can be integrated with all areas of study that could be a theme in the thematic learning model. INTRODUCTION Along with the times, learning Indonesian, especially in elementary school (SD) high grade should continue to be developed in order to attract students. It is based on the fact that in general, the students have different cultural background and mother tongues. Culture, especially the the students' mother tongue are still productively used in society as a means of communication. In order the students have a positive cultural horizons, language skills learning (listening, speaking, reading, and writing) should be implemented variatively. The culture-themed subject can be served by utilizing ready to use technology that is now popular in the community. The easiness to access the cultural diversity through the electronic media, especially mobile phones have positive and negative influent toward the development of elementary school students. The diversity of cultures, both locally and internationally presented completely and can be enjoyed anytime and anywhere. One of the cultural product that is in demand is the form of games , such as games and animated films. Various game is easily accessible via mobile phones. Unwittingly, the games are quite time-consuming even there is a reluctant tendency for the students to learn. The results of the last three years survey (see Suyanto , 2013) found that more than 83 % of primary school students (high grade) have a mobile phones. Survey was conducted in 18 primary schools spread across the Pesawaran District, Lampung Province. Only 13 % of mobile phones are use for formal function, to contact the
international conference on technology for education, 2020
Research on the feasibility of a multicultural education textbook by Dwi Wijayanti has been carried out. This study aims to determine the feasibility of the content of teaching materials, the feasibility of language aspects, and the level of readability of the Multicultural Education books used in lectures at PGSD UST. This research uses qualitative methods with a descriptive approach. The data were collected using direct observation and documentation techniques. The data collection instruments are a book content feasibility sheet and a language feasibility observation sheet. The data analysis steps are analysis of observation data (book content feasibility and language feasibility), analysis of reference book readability based on Fry Graph. The results showed that the book had met the eligibility standards for use in lectures. The results of content feasibility analysis showed that the book includes the learning outcomes set by the campus, but the book needs to write down the learning achievement indicators and concept maps. There are 2 misconceptions in chapter IV and chapter IX, as well as repetition of concepts in chapter V and chapter VII of the book. The results of the language feasibility analysis are several grammatical errors in both the Indonesian text (36 spelling errors) and the English text (10 spelling errors). The results of measuring the readability level of the Indonesian language text using fry chart analysis showed that 4 samples were included in the appropriate criteria (50%) and 4 samples entered the difficult criteria (50%). The appropriate criteria mean the readability level is suitable for students. While the difficult criteria mean the readability level is difficult for students.
Innovation Models of Indonesian Learning in Multicultural Society
Procedia - Social and Behavioral Sciences, 2013
This research was aimed to resulting innovative models of Indonesian learning the ICT integration in the context of a multicultural society. This research design was Research and Development. The data were collected during 6 months through observation, interviews, and test to teachers and students of Junior High Schools in Central Java. The research finds out that there are two models of Indonesian learning integrated with ICT, namely multi-culture-based group investigation and social inquiry models, be accompanied learning devices. The multi-culture based group investigation model is used to learn to write paper, and the model of social inquiry is used to learn to write a drama text integrated with ICT. Meanwhile, learning device model includes syllabus, lesson plans, teaching materials, ICT-based learning media, and learning evaluation instruments. In this model the students have the opportunity to get more actual information and upload their work creatively and independently. This model can be effectively used because teachers can check the students work and give feedback via e mail, facebook and then the students can upload their works on the school blog.
Developing Digital Sociology Module Based Multicultural for Students' Learning Outcomes Improvement
KnE Social Sciences
This study aimed to develop a digital sociology module based on multicultural learning to enhance students’ learning outcomes. The research followed the Research and Development method using the 4D model (Define, Design, Develop, and Disseminate). The population consisted of 473 students, and the sample included 194 students and four teachers selected purposively based on their previous experience in teaching sociology with a digital module. Data were collected through questionnaires, expert validation sheets, user assessment sheets, and interviews. The results indicated that all teachers had used the digital sociology module for improving learning outcomes, but not all of them utilized enrichment materials from the government. Additionally, teachers showed interest in further developing the digital sociology module based on multicultural learning. The expert validation revealed that the digital sociology module was feasible with a very good rating. Furthermore, based on limited tri...
IJEE (Indonesian Journal of English Education), 2016
This research is aimed to design reading materials for the Faculty of Social and Political Sciences, UIN Syarif HIdayatullah Jakarta, due to the absence of such specific materials in the market. To produce satisfactory teaching materials, the researcher did some steps i.e. doing needs analysis, reviewing the principles of materials design and reading strategies, designing course framework, designing syllabus, designing the reading materials, and implementing the sample lessons. The needs analysis was intended to find out what the students needed and to find out the subjects the students learned from the institution in order to produce adequate reading materials. Based on the needs analysis, the researcher then identified the global aims of the course, thereby, the writer designed course framework. This course framework contained general points of reading themes and topics, information of classroom activities that followed up reading, the length of study session, the number of the co...
Pancaran Pendidikan, 2017
Education is an attempt to develop knowledge and form a golden generation of Indonesian character. To achieve this, we need educators who are reliable and able to create new innovations that education in Indonesia is growing and quality. By developing the approach here blanded Learning students not only see and learn about things around them, but they are required to master all the resources and extensive knowledge, one of them with controlled study with an integrated learning system to capitalize on IT as a learning medium. By applying lessons blanded learning in social studies subject of ethnic and cultural respect Indonesia has been an increase of 78,91% students learning activities that initially only 46.57% and improve learning outcomes as much as 78,6% which was initially only 68,35% V class at SDN 1 Purwoharjo Banyuwangi. Many of the benefits gained by teachers and students in the learning process in the classroom and to improve the productivity of teachers in developing info...
Turkish Online Journal of Distance Education, 2020
The aim of this study is to examine the sample course design studies performed by pre-service social studies teachers by using digital technologies and to describe the opinions of pre-service teachers about this process. Design-based Research Model was used in the study. The study was conducted with 30 pre-service social studies teachers with criterion sampling technique. Data collection tools consisted of design documents, video recordings and interview forms. Descriptive analysis method was used for data analysis. Technological Pedagogical and Content Knowledge model was applied in the instructional process of the research. At the end of the 8-week instructional process, designs of pre-service teachers and their opinions about the process were obtained. In the research findings, course designs where pre-service teachers integrated their content knowledge and pedagogical knowledge with digital technologies, were acquired. Addition, all of the views of pre-service teachers on the process were found to be positive. In the context of these findings, it is concluded that technological pedagogical and content knowledge studies can be given with pre-service trainings. In this context, it is recommended to focus on pre-service training activities in future studies to be conducted and for any new researches, it is suggested to make longitudinal studies in order to monitor the effectiveness of this design model in real classroom environments.
2020
This research aims to develop Social Studies learning model based sociocultural based on content with blended learning in junior high schools in the city of Depok West Java using the research and development method by taking three main steps, namely preliminary studies, planning and preparation of models and model trials. The results of this researchare socio-cultural learning carried out utilizing content-oriented programs that is by teaching different cultural groups by adding readings on topics or themes that are socio-cultural material available in social studiesby using digital media. In the form of kahootandgoogle classroom. The initial step needed is to prepare a learning plan that includes; analysis of essential competencies, determining themes and sub-themes, determining indicators of achievement of learning outcomes and learning objectives, determining socio-cultural values to be taught, determining learning approaches and models, determining digital media kahoot and google classroom, tools, materials, and learning resources, determining learning steps and determine the assessment. Whereas the implementation of the learning model is by using the syntax of the scientific approach cooperatively through a combination of contextual learning methods, problem-solving and also clarification of values integrated with the use of kahoot and google classroom as a media for blended learning.
Multicultural education-oriented digital teaching materials to improve students' pluralist attitudes
Jurnal Prima Edukasia, 2021
This study aims to analyze the effectiveness of digital teaching materials oriented to multicultural education in improving students' pluralist attitudes. The type of research method used is a quantitative method with a quasi-experimental design and a one-group pretest-posttest design with a control group design. The sample used was 108 grade V elementary school students in Setiabudi sub-district who were selected by the probability sampling technique. The results of this study prove that the use of digital teaching materials oriented to multicultural education has a significant value so that it is effectively used in improving students' pluralistic attitudes. This digital teaching material allows students to analyze moral values conveyed through story content. The results of this study can provide contributions and solutions for education practitioners in order to instill multicultural education since elementary school age so as to create a pluralist generation of youth wit...
Development of a Unity in Diversity-based Pancasila Education Text Book for Indonesian Universities
International Journal of Instruction, 2020
This study aimed to develop a Pancasila education textbook model based on Indonesia's Bhinneka Tunggal Ika "Unity in Diversity" as teaching materials for compulsory subjects in Indonesian universities. The study used a Research and Development approach, where the data were collected through focused group discussions and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at nine universities in Indonesia. The findings reveal that 1) the conceptual model of the Unity in Diversity-based Pancasila education textbook is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian diversity. This model integrates tolerance values in the diversity of religious, physical, social, cultural, linguistic, and ideological aspects; 2) The content of book constitutes the following components: chapter titles, introductions, keyword and concept map, material presentation and elaboration of Bhinneka Tunggal Ika values, competence performances, summaries, reflections, authentic assessments, feedback, and followup activities.