PENGEMBANGAN E-MODUL PENDIDIKAN PANCASILA TERINTEGRASI NILAI MODERASI BERAGAMA UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS IV SEKOLAH DASAR

Wandri Ramadhan, NIM.: 21204082025 (2023) PENGEMBANGAN E-MODUL PENDIDIKAN PANCASILA TERINTEGRASI NILAI MODERASI BERAGAMA UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS IV SEKOLAH DASAR. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (PENGEMBANGAN E-MODUL PENDIDIKAN PANCASILA TERINTEGRASI NILAI MODERASI BERAGAMA UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS IV SEKOLAH DASAR) 21204082025_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (7MB) | Preview
	Text (PENGEMBANGAN E-MODUL PENDIDIKAN PANCASILA TERINTEGRASI NILAI MODERASI BERAGAMA UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR KOGNITIF PESERTA DIDIK KELAS IV SEKOLAH DASAR) 21204082025_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (9MB) | Request a copy

Abstract

This research is motivated by the lack of engaging teaching materials and the underutilization of technology in learning, resulting in a decline in interest and cognitive learning outcomes of fourth-grade students in Pancasila education. The study was conducted in the fourth-grade class of SD Negeri Adisucipto 1 Yogyakarta as the research subject. The aim of this research is to develop an interactive e-module to deliver Pancasila material to fourth-grade students with the integration of religious moderation values. This research adopts the Research and Development (R&D) approach, applying the Four-D (4D) Model by Thiagarajan. The research subjects consist of expert lecturers, teachers, and students. Data were collected through observation, interviews, documentation, and questionnaires. Data analysis used descriptive approaches and paired sample t-tests. The research resulted in the first product, an e-module for Pancasila education integrated with religious moderation values. The initial steps in the first stage, the definition stage, include preliminary analysis, learner analysis, task formulation, concept formulation, and the formulation of learning objectives and learning outcomes. In the second stage, the design stage, activities involve material preparation, media selection, constructing criterion-referenced tests, selection of assessment instruments, format selection, and initial product design. The third stage, the development stage, includes instrument validation, expert assessments, e-module practicality assessments, revision I, limited trial, revision II, andoperational testing. The fourth stage involves the dissemination and distribution ofthe developed product.Secondly, an evaluation of the feasibility of the e-modulewas conducted, and the results indicated excellent feasibility based on assessmentsfrom various parties. The average scores from media validators, characteristics,material, language, fourth-grade teachers, small group trials, and large group trialsall received excellent ratings. Thirdly, the developed product proved to be effectivein enhancing students' learning interest. Experimental results showed an increase inaverage scores after using the product. This effectiveness is supported by statisticalsignificance in the test results. The cognitive learning outcomes of students alsosignificantly improved based on the previous experiments, with a significantincrease in initial average scores.

Share this knowledge with your friends :

Actions (login required)

View Item