基于情境学习的小学五年级学生科学素养能力大书的开发

Ariyanti Puspita
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引用次数: 0

摘要

本研究的目的是制作一本有效且有效的情境学习大书,用于提高小学五年级学生的科学素养技能。这种类型的研究使用使用ADDIE模型的研究与开发(RnD)。本研究的对象为甘平、苏鲁和卡朗索科三所中学的五年级学生。本研究的数据收集技术是一个试验。使用的研究工具包括观察、访谈、原型评估、专家验证和科学素养能力测试。基于上下文学习的大部头书籍通过专家测试验证是有效的。教材、教材、语言、从业人员的测试结果平均为92.93%,有效度较高。大书在小规模和实地测试中的应用结果表明,使用大书前后学生的平均科学素养能力有所提高。假设检验的结果得到了0.000(< 0.05)的显著性,即使用大书前后学生的平均科学素养能力有所提高。使基于情境学习的大书符合有效、实用、有趣的范畴,并能提高小学生的科学素养技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Development of Contextual Learning-Based Big Books on the Science Literacy Ability of Grade V Elementary School Students
The purpose of this study is to produce an effective and valid contextual learning-based big book used to improve the science literacy skills of grade V elementary school students. This type of research uses Research and Development (RnD) using the ADDIE model. The subjects in this study were grade V students of SDN 2 Gamping, SDN 2 Suruh, and SDN 2 Karangsoko. The data collection technique in this study is a test. The research instruments used include observations, interviews, prototype assessments, expert validation, and science literation ability tests. Contextual learning-based big books are declared valid for use through expert test validation. The test results of teaching materials, materials, languages, and practitioners obtained an average of 92.93%, which is very valid.  The results of the application of big books in small-scale and field-scale tests have an increase in the average science literacy ability of students before and after the use of big books. The results of the hypothesis test obtained a significance of 0.000 (< 0.05) that there was an increase in the average science literacy ability of students before and after the use of big books. so that contextual learning-based big books meet the categories of valid, practical, interesting, and can improve the science literacy skills of elementary school student.
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