开发蔬菜卡片媒体作为小学生学习媒体

D. Fadhilah, T. N. Hartini, I. Gunawan, Ayu Triani
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引用次数: 1

摘要

学校的营养教育工作有很大的机会成功地提高社区的营养知识,因为学校的学生被期望成为教师与家长之间的桥梁,教师在教学和学习过程中作为教育者对学生有影响,而学生有时比家长更顺从。营养教育应该尽早进行,因为孩子们通常有很高的欲望去进一步了解和学习一些东西。儿童接受营养教育的适当年龄是6-14岁,因为这是儿童开始学习的智力时期。从这个范围来看,提供营养咨询最合适的时间是11岁,因为这个年龄段的孩子正处于正式的操作阶段,这意味着能够进行抽象思考,建立逻辑推理,并根据现有信息得出结论。合适的媒体会增加因地制宜的自学精神,让学生根据自己的兴趣和能力自主学习。媒体必须通过不排除良好和正确的媒体要求来创造,使信息能够按照信使的意愿被接收。本研究是一项媒体发展研究。从设计表单的格式和媒体的内容开始。此外,该卡由两名媒体专家验证,他们是日惹卫生部卫生理工学院的讲师和一名平面设计师。然后在日惹Nglahar 1 SDN对2016/2017学年V班的20名学生进行了测试。数据收集方法采用问卷调查法并进行分析。结果表明,所研制的蔬菜卡片是可行的。基于讲师和平面设计验证结果的可行性陈述为80.32%(可行),小学生的回应为80.74%(可行)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developing Vegetables Card Media As A Learning Media For Elementary School Students
Nutrition education efforts in schools have a great opportunity to successfully improve the knowledge of nutrition among the community because school students are expected to be a bridge for teachers with their parents, teachers as educators in the teaching and learning process have an influence on their students who are sometimes more comply than parents. Nutrition education should be given as early as possible, because children generally have a high desire to know and learn something further. The appropriate age of children to be given nutritional education is at 6-14 years, because this is the intellectual period in which children begin to learn. From the range, the most appropriate time in giving nutritional counseling is at the age of 11 years because at that age children are in the formal operational stage, which means able to think in abstract, build logical reasoning, and draw the conclusions of available information. The right media will increase the spirit of self-study according to the environment and enable students to learn by themselves according to their interests and abilities. Media must be created by not ruling out good and correct media requirements, so that information can be received in accordance with the wishes of the messenger. This research is a media development research. Starting by designing the format of the form and the content of the media. Furthermore the card was validated by 2 media experts, those were a lecturer in Health Polytechnic of Ministry of Health in Yogyakarta and a graphic designer. Then it was tested to 20 students of class V of academic year 2016/2017 in SDN Nglahar 1, Yogyakarta. Methods of data collection using questionnaire method and analyzed. The results concluded that vegetables cards developed were feasible to use. Presentation of feasibility based on validation result from lecturer and graphic design was 80.32% (feasible) as well as response from elementary school student equaled to 80.74% (feasible).
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