Pengaruh Model PBL Berbantu Video Pembelajaran Materi Pembuatan Magnet pada Kelas VI
Article Sidebar
Main Article Content
Abstract
One of the most important steps in mass production is gel production, with the aim of knowing how the product will be used in the future. Educating students is one of many methods that can be used to help people succeed in a variety of ways. Problem-Based PBL, or PBL as it is commonly called, is a teaching method that focuses on the diversity of the local population but is not taught to the general public. In this case it serves as a guide to solitude. PBL uses real, relevant, and applicable tasks or problems in the current context, or in addition to those set in the past. As a result of these findings, there is a significant relationship between the Issue Based Learning Model and the use of video media to build magnetism for class VI students. From the results of the analysis, video is one of the many Problem-Based Learning components combined with magnetic material to produce signals for several grade VI.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Agustina, A. (2016). “Pembelajaran Konsep Ikatan Kimia Dengan Animasi Terintegrasi LCD Projector Layar Sentuh (Low Cost Multi Touch White Board”. JTK (Jurnal Tadris Kimiya), Volume 1, Halaman 8–13. https://doi.org/10.15575/jta.v1i1.1163
Budiningsih, Asri. 2012. Belajar dan Pembelajaran. Rineka Cipta, Jakarta.
Damayanti, I. (2014). “Penerapan Model Pembelajaran Inkuiri Untuk Meningkatkan Hasil Belajar Ipa Siswa Kelas V Sekolah Dasar”. Primary: Jurnal Pendidikan Guru Sekolah Dasar, Volume 2, Halaman 106. https://doi.org/10.33578/jpfkip.v7i1.5358
Dewi, N. M. J., Putra, D. K. N. S., & Ganing, N. N. 2017. Pengaruh Model Pembelajaran Problem Based Learning Berbantuan Media Audio Visual Animasi Terhadap Hasil Belajar IPA. Mimbar PGSD Undiksha, 5(2)
Ejin, S. 2016. Pengaruh Model Problem Based Learning (PBL Terhadap Pemahaman Konsep dan Keterampilan Berpikir Kritis Siswa Kelas IV SDNJambu Hilir Baluti 2 Pada Mata Pelajaran Ilmu Pengetahuan Alam. JP(Jurnal Pendidikan): Teori dan Praktik, 1(1), 66-72.
Hikmi, dkk. 2018. Pengaruh Model PBL Dengan Media Audio Visual dan Laboratorium Riil Materi Asam Basa Terhadap Hasil Belajar. JurnalTalenta Conference Series Science & Technologi. 2: 290-292.
Jannah, A. R., Rahmawati, I., & Reffiane, F. 2020. Keefektifan Model PBL Berbantu Media Audio-Visual Terhadap Hasil Belajar Tema IndahnyaKeberagaman Di Negeriku. MIMBAR PGSD Undiksha, 8(3), 342-350.
Muhson, A. 2009. Peningkatan minat belajar dan pemahaman mahasiswa melalui penerapan problem-based learning. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 39(2).
Muncarno. 2017. Statistika Penelitian Pendidikan. Hamim Group, Metro.
Paramartha, I. M. D., Suniasih, N. W., Negara, I. G. A. O., & Ke, S. P. M. (2016). Pengaruh Model PBL Berbantuan Media Audio Visual Terhadap Penguasaan Kompetensi Pengetahuan IPA. Mimbar PGSD Undiksha, 4(1).
Purbarani, D. A., Dantes, N., & Adnyana, P. B. (2018). Pengaruh Problem Based Learning Berbantuan Media Audio Visual Terhadap Kemampuan Berpikir Kritis Dan Hasil Belajar Ipa Di Sekolah Dasar. PENDASI: Jurnal Pendidikan Dasar Indonesia, 2(1), 24-34.
Susanto. 2013. Teori Belajar dan Pembelajaran. Kencana Prenada Media Group, Jakarta.Umainalo, dkk. 2019. Problem Based Learning As An Effort To Improve Student Learning Outcomes. International Journal Of Scientific & Technology Research.8:1140-1143.