FLASH CARD MEDIA UTILIZATION TO IMPROVE STUDENT ACTIVITY AND LEARNING OUTCOMES OF FAUNA DISTRIBUTION SUBTOPIC IN CLASS XI IPS I SMA XIN ZHONG SURABAYA

Geosfera Indonesia Pub Date : 2019-08-01 DOI:10.19184/GEOSI.V4I2.9968

Felisia Ferra Ristanti, Fajar Arianto

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Considering the problems that occur, therefore I am interested in engaging the learning media \"Flash Card\" in delivering Subtopic of fauna distributions, especially in Indonesia. In each of these Flash Cards there is information regarding the fauna, starts from the picture, name, location of the distribution area, and animal characteristics. After performing the learning process engaging Flash Cards, students were divided into several groups and present Indonesia map along with regions name in front of the class. Then, the teacher would provide some questions related to the fauna characteristics and the groups were asked to answer questions by mentioning names and showing the origin of the fauna asked in the map. During this learning, students will likely compete againts other groups, but happened to be a pleasant circumstance without pressure. And at the end of the chapter, students will take a written test related to fauna distribution subtopic. The final result after applying the media \"Flash Cards\" turned out to be succeesful in improving student learning outcomes, especially upon fauna distribution subtopic in Indonesia at class XI IPS 1 SMA XinZhong Surabaya. As many as 28 students out of 36 students who did not accomplishminimum standard of 75 points, after engaging the media \"Flash Card\" they decreased up to only 3 students who did not meet the minimum criteria. Thereby, this result indicates that \"Flash Card\" mediautilization helps students to understand properly, embrace the subtopic adequately, and assist students to obtain better grades. \nKeywords: Geography Subject, Flash Card, pretest, posttest \nReferences \nAgung, A.A.Gede. (1998). Pengantar Evaluasi Pendidikan. Singaraja: STKIP Singaraja. \nAnggarwati, A. (2014). Pengaruh Make A Match Berbantuan Media Kartu Gambar Terhadap Hasil Belajar IPS SD.Jurnal (diterbitkan).Universitas Pendidikan Ganesha \nAstuti,W.(2013). Pengaruh Media Kartu Bergambar Terhadap Hasil Belajar Siswa Pada Materi Jamur di SMA.Jurnal (diterbitkan). Untan. \nDimyati & Mudjiono. (2006). Hakikat Belajar dan Pembelajaran..Jakarta: Rineka Cipta \nDepdikbud.(1995). Metodik Khusus Pengajaran IPS di SekolahDasar. Jakarta: Depdikbud \nHandayani, F.(2009). Cooperative Learning Type Team Game Tournament (TGT) to increase the Learning Outcome of the Student of Class VII at SMP Negeri 1 PurwodadiPasuruan to Consept Kinds of Form the Earth Surface. Thesis, Geography Education Departement. Post Graduate Program, State University of Malang \nHidayat, M, et al. (2008). Development of Geography Education in Elementary Schools. Jakarta: Ministry of National Education. \nJoni. (1984). Teaching and Learning Strategies. Jakarta: Ministry of Education and Culture \nMaghfiroh, (2013).Penggunaan Media Flashcard untukmeningkatkanhasilbelajar IPS padaPembelajarantematik di SekolahDasar.Surabaya : PGSD Unesa \nMinistry of Education and Culture.(1995). Special Methodology for Geography Teaching in Elementary Schools. Jakarta: Ministry of Education and Culture \nMugiyanto.(2007). Penggunaan Kartu Konsep untuk Meningkatkan Hasil Pembelajaran Sejarah.Onlineat.http://jurnaljpi.wordpress.com/2007/ 11/14/mugiyanto.(2 Januari 2009). \nNoor, J. (2010). Metodelogi Penelitian. Jakarta: KencanaPrenada Media Group. \nPermana.(2015). Penerapan pembelajaran IPS dengan media ular tangga untuk meningkatkan minat belajar siswa. Kediri: Universitas Nusantara PGRI Kediri. \nRohani, A. (1997). Media Instruksional Edukatif. Jakarta: Rineka Cipta. \nCopyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember \n This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License","PeriodicalId":33276,"journal":{"name":"Geosfera Indonesia","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Geosfera Indonesia","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.19184/GEOSI.V4I2.9968","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 6

Abstract

The purpose of research to determine and describe whether the concept of flash card utilization is able to increase students activity students in learning in Geography subject. Though geography is a very important subject, particularly in determining the ample number of fauna found in Indonesia, which is even categorized as an endemic fauna. In addition, the manner in delivering subtopic which is considered monotonous by relying solely on reading books and summarizing what they have read are two things that are not surprising. Hence, those two facts encourage students not perform geography lessons enthusiastically. Considering the problems that occur, therefore I am interested in engaging the learning media "Flash Card" in delivering Subtopic of fauna distributions, especially in Indonesia. In each of these Flash Cards there is information regarding the fauna, starts from the picture, name, location of the distribution area, and animal characteristics. After performing the learning process engaging Flash Cards, students were divided into several groups and present Indonesia map along with regions name in front of the class. Then, the teacher would provide some questions related to the fauna characteristics and the groups were asked to answer questions by mentioning names and showing the origin of the fauna asked in the map. During this learning, students will likely compete againts other groups, but happened to be a pleasant circumstance without pressure. And at the end of the chapter, students will take a written test related to fauna distribution subtopic. The final result after applying the media "Flash Cards" turned out to be succeesful in improving student learning outcomes, especially upon fauna distribution subtopic in Indonesia at class XI IPS 1 SMA XinZhong Surabaya. As many as 28 students out of 36 students who did not accomplishminimum standard of 75 points, after engaging the media "Flash Card" they decreased up to only 3 students who did not meet the minimum criteria. Thereby, this result indicates that "Flash Card" mediautilization helps students to understand properly, embrace the subtopic adequately, and assist students to obtain better grades. Keywords: Geography Subject, Flash Card, pretest, posttest References Agung, A.A.Gede. (1998). Pengantar Evaluasi Pendidikan. Singaraja: STKIP Singaraja. Anggarwati, A. (2014). Pengaruh Make A Match Berbantuan Media Kartu Gambar Terhadap Hasil Belajar IPS SD.Jurnal (diterbitkan).Universitas Pendidikan Ganesha Astuti,W.(2013). Pengaruh Media Kartu Bergambar Terhadap Hasil Belajar Siswa Pada Materi Jamur di SMA.Jurnal (diterbitkan). Untan. Dimyati & Mudjiono. (2006). Hakikat Belajar dan Pembelajaran..Jakarta: Rineka Cipta Depdikbud.(1995). Metodik Khusus Pengajaran IPS di SekolahDasar. Jakarta: Depdikbud Handayani, F.(2009). Cooperative Learning Type Team Game Tournament (TGT) to increase the Learning Outcome of the Student of Class VII at SMP Negeri 1 PurwodadiPasuruan to Consept Kinds of Form the Earth Surface. Thesis, Geography Education Departement. Post Graduate Program, State University of Malang Hidayat, M, et al. (2008). Development of Geography Education in Elementary Schools. Jakarta: Ministry of National Education. Joni. (1984). Teaching and Learning Strategies. Jakarta: Ministry of Education and Culture Maghfiroh, (2013).Penggunaan Media Flashcard untukmeningkatkanhasilbelajar IPS padaPembelajarantematik di SekolahDasar.Surabaya : PGSD Unesa Ministry of Education and Culture.(1995). Special Methodology for Geography Teaching in Elementary Schools. Jakarta: Ministry of Education and Culture Mugiyanto.(2007). Penggunaan Kartu Konsep untuk Meningkatkan Hasil Pembelajaran Sejarah.Onlineat.http://jurnaljpi.wordpress.com/2007/ 11/14/mugiyanto.(2 Januari 2009). Noor, J. (2010). Metodelogi Penelitian. Jakarta: KencanaPrenada Media Group. Permana.(2015). Penerapan pembelajaran IPS dengan media ular tangga untuk meningkatkan minat belajar siswa. Kediri: Universitas Nusantara PGRI Kediri. Rohani, A. (1997). Media Instruksional Edukatif. Jakarta: Rineka Cipta. Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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利用闪存卡媒介提高学生在xi课动物分布小主题的积极性和学习效果

研究的目的是确定和描述闪卡使用的概念是否能够增加学生在地理学科学习中的活动性。尽管地理学是一个非常重要的学科，特别是在确定印度尼西亚发现的大量动物时，它甚至被归类为特有动物。此外，仅依靠阅读书籍和总结他们所读内容而被认为单调乏味的副主题的表达方式也不足为奇。因此，这两个事实鼓励学生不要热衷于地理课。考虑到出现的问题，因此我有兴趣使用学习媒体“Flash Card”来提供动物分布的子主题，尤其是在印度尼西亚。在每一张闪存盘中，都有关于动物群的信息，从图片、名称、分布区域的位置和动物特征开始。在完成使用Flash Card的学习过程后，学生们被分成几个小组，并在全班面前展示印度尼西亚地图和地区名称。然后，老师将提供一些与动物群特征有关的问题，并要求各组通过提及名称和在地图上显示动物群的起源来回答问题。在这段学习过程中，学生们可能会与其他小组竞争，但碰巧是一个没有压力的愉快环境。在本章的最后，学生们将参加一个与动物分布分主题相关的笔试。应用媒体“Flash Cards”后的最终结果是成功地提高了学生的学习成绩，尤其是在XI IPS 1 SMA新中泗水班的印度尼西亚动物分布子主题上。在36名未达到75分最低标准的学生中，多达28名学生，在使用媒体“闪卡”后，他们减少到只有3名学生未达到最低标准。因此，这一结果表明，“闪卡”媒体的使用有助于学生正确理解，充分接受子主题，并帮助学生获得更好的成绩。关键词：地理学科，闪卡，前测，后测参考文献阿贡，葛德（1998）。风险评估。新加坡：STKIP Singaraja。Anggarwati，A.（2014）。Pengaruh Make A Match Berbantuan Media Kartu Gambar Terhadap Hasil Belajar IPS SD。Jurnal（diterbitkan）。（2013）。媒体Kartu Bergambar Terhadap Hasil Belajar Siswa Pada Materi Jamur di SMA。Jurnal（编辑）。Untan。Dimyati和Mudjiono。（2006）。Belajar和Pemberajaran。。雅加达：Rineka Cipta Depdikbud。（1995年）。在SekolahDasar的IPS基础设施建设。雅加达：Depdikbud Handayani，F.（2009）。合作学习型团队游戏锦标赛（TGT），旨在提高SMP Negeri 1 Purwodad iPasuruan七班学生的学习成绩，以应对地球表面的各种形式。论文，地理教育系。马朗·希达亚特州立大学硕士研究生项目（2008年）。小学地理教育的发展。雅加达：国民教育部。乔尼。（1984）。教学策略。雅加达：教育和文化部，Maghfiroh，（2013年）。媒体抽认卡用于在SekolahDasar的Pemberajarantematik提高IPS的安全性。泗水：PGSD联合国教育和文化部长。（1995年）。小学地理教学的特殊方法论。雅加达：教育和文化部穆吉扬托。（2007）。利用现有的资源来实现可持续发展。http://jurnaljpi.wordpress.com/2007/11/14/mugiyanto。（2009年1月2日）。Noor，J.（2010）。Penelitian Metodelogi。雅加达：KencanaPrenada媒体集团。Permana。（2015）。IPS的管理层利用媒体来提高系统的可用性。Kediri：Nusantara大学PGRI Kediri。Rohani，A.（1997）。媒体机构教育。雅加达：Rineka Cipta。版权所有（c）2019 Geosfera Indonesia Journal and Department of Geosfara Indonesia，University of Jember本作品根据知识共享署名共享类似4.0的国际许可证获得许可

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Geosfera Indonesia

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16 weeks