Results reveal that there is no significant difference between students' scientific literacy achievement improvement using integrated guided PBL and non-integrated PBL. Research instruments are essay test and performance test. Research design uses quasi-experiment approach with pretest-posttest satis non randomaized group. This research is aimed to describe comparison of scientific literacy improvement of vocational school students in Banten, Indonesia in integrated scientific teaching using Guided model and non-integrated PBL. The research results showed that: (1) the application of multimedia learning can improve student achievement for robotics courses (2) the difference test shows that the learning achievement of the multimedia learning class student is better than the conventional class student. Analysis of research results using descriptive and inferential analysis. Sampling using purposive sampling technique counted 60 people. The object of this research is the student of informatics engineering STMIK AKBA, Indonesia even semester of year 2016/2017 which take the course of robotics. Information on learning achievement was obtained through the test. This research method using an experiment that is comparing two different treatment. The purpose of this research is: (1) improving student achievement through multimedia learning in robotics course (2) compare the students' learning achievement between classes that apply multimedia learning application with the class using conventional method.
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Multimedia learning is also known as learning media, which involves information technology in the form of computer or Android, by bringing together two or more elements consisting of voice, video, text and images incorporated in a multimedia software for students interactively. Thus it can be concluded that ICT-based mathematics learning using modules can be applied. The results showed that student’s responses to the ICT-based mathematics learning module as a whole were positive with an average on the material Aspects, the Interest Aspects of the module and the Module Aspects respectively of 92, 42%, 87 % and 93, 16%. The data was processed using Microsoft Excel 2010. Data collection techniques using a Likert scale through Google Form. The instrument used was a student response questionnaire. The research subjects of the even semester students are 2018/2019 in ICT-based mathematics learning courses. The form of this research is descriptive research.
There is no teaching material as a learning guide that meets the needs of students in IT-based mathematics learning courses in the form of LKM, Modules or textbooks.This study aims at finding and examining further the response of students to ICT-based mathematics learning modules. The use of modules in learning aims so that students can learn independently without or with the guidance of the lecturer. Sedangkan dari segi kepraktisan mencapai 100% dari pengguna yaitu guru kelas V dan 100% dari siswa. Validasi materi mencapai tingkat kevalidan 100% dan validasi media 91%. Berdasarkan uji kevalidan materi, media, dan pengguna. Kemudian uji coba lapangan dilakukan kepada siswa kelas V SDN Mojoagung. Pengujian kelayakan produk dilakukan oleh ahli materi, ahli media, dan pengguna. Penelitian dan pengembangan ini menggunakan model Dick and Carey. Penelitian ini bertujuan untuk menghasilkan LKPD berbasis Swishmax pada materi peristiwa mengisi kemerdekaan dengan penguatan karakter tanggung jawab yang layak digunakan sebagai bahan ajar muatan ips materi peristiwa mengisi kemerdekaan. In terms of practicality reach 100% of the users are teachers of class V and 100% of students. Material validation reaches a rate of 100% of validity and a media validation of 91%. Based on validation and material, media and user tests. Then the field trials were carried out to students at SDN Mojoagung V. Product feasibility testing is performed by material experts, media experts, and users. This research and development uses the model Dick and Carey. The study aims to produce a Swishmax -based Student's Activity Sheets on event material fill independence with a character reinforcement worthy responsibility used as material teaching of ips content of event material fills independence.
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