Articles

Students’ Perception on The Use of Picture Series in Writing Procedure Text

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The objective of this study is to investigate the students’ perception on the use of picture series as a learning media in teaching writing of procedure text.  This qualitative design was conducted by using a purposive sampling technique to collect the data. This research involved a class which consisted of 30 students of the tenth grade of a senior high school, Tulang Bawang Barat, Indonesia.  The research data were collected by using a close ended questionnaire which measured using five-range Likert scale and analyzed descriptively. The result from this study revealed almost all of the students have positive perceptions when the teacher taught them by using the picture series. The students’ positive response reached about 80.80%, compared to the negative response only 2.20% of whole items in the questionnaire, and the rest about 17.00% belonged to the neutral. It is suggested that the using of picture series as a learning media in writing is more interesting and makes them feel easier. The use of pictures can help their difficulty in writing procedure text and encourage their motivation in learning English. Thus, the finding suggests that the English teachers should use this media in teaching writing a procedure paragraph. It is suggested also for the further researcher to explore more the benefits, challenges, and deeper impacts of this media on writing instruction.

The Implementation of PBL-STEAM Equipped with JBatik Software as Learning Media to Enhance Students’ Creative Thinking Skills in Designing Batik Motifs of Indonesian Local Heritage

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The aim of this research is to analyze the student’s creative thinking skills under the implementation of the Problem-Based Learning Model equipped with JBatik software. This study used a quantitative approach with a quasi-experimental design: pretest-posttest non-equivalent group design. The research respondents consisted of two classes: the control class with 31 students and the experimental class with 29 students. The research instruments used were interviews, questionnaires, observations, and creative thinking tests. Data analysis techniques used a one-way ANOVA test, LSD post hoc test, and independent sample t-test. The one-way ANOVA test results showed a sig value of 0.000 < 0.05, indicating a significant influence of applying the Problem-Based Learning Model Integrated with Information Technology on independence. The LSD post hoc test showed a mean difference between the experimental group of 9.600 and the control group of 5.067. The results showed that based on the independent sample t-test analysis on the post-test, there was a significant difference between the control class and the experimental class. It is due to the sig (2-tailed) score is 0.002 (p = <0.05). The qualitative analysis shows all the Pearson Correlation Coefficient values are less than 0.7. Based on this, there is no significant similarity between the interviews Thus, it can be concluded that the experimental group taught using the Problem-Based Learning Model Integrated with Information Technology has a better effect on independence compared to the control group taught using the Problem-Based Learning Model-STEM.

Development of Android-Based Interactive Physics Learning Media for Gas Kinetic Theory Materials

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This study aims to produce a decent Android-based interactive physics learning media, to know the user’s response to the learning media and to measure the effectiveness of the learning media. This type of research is development research using a 4-D model with 34 students as research subjects. The instruments used in this study were due diligence questionnaires by experts and physics teachers, student response questionnaires and tests. Based on the results of data analysis, the material expert validation was 96% with very feasible criteria, media expert validation was 96% with very feasible criteria and the physics teacher’s assessment was 80% with feasible criteria. Student responses to small group tests with 10 respondents obtained effective (2.8), productive (3), safe (2.9) and satisfied (3) results. Whereas in the large group test with 34 respondents the results were effective (3.12), productive (3.25), safe (3.01) and satisfied (3.17). Based on the calculation of the gain value, learning media is included in the medium category in the effectiveness of increasing students’ conceptual understanding with a value of 0.6.