This study refers to the effectiveness of books used in learning so that they provide the right meaning of learning for students. The research method uses research and developmentto produce a percentage level of effectiveness of student learning outcomes in PPKn learning in elementary schools. E-booklet-based teaching materials are digital learning resources presented in booklet format. This material combines the advantages of traditional booklets with the flexibility and interactivity of digital media. This material can be used in educational environments to improve learning, facilitate the teaching process, and meet various learning styles. E-booklet-based teaching materials improve student learning outcomes in understanding based on the average N-Gain Score of 0.8685, this value is greater than 0.3, so the category obtained is high effectiveness. The average N-Gain Percent value of 81,000, this value is greater than 80%, so it is interpreted as effective. So it can be concluded that the teaching materials developed are effective in improving students' PPKn learning outconeomes through e-booklet-based teaching materials have been proven effective. The e-booklet-based teaching materials developed are carried out in accordance with the development procedures used in the development of learning media. The development model is focused on the development of e-booklet-based teaching materials for PPKn learning. The teaching materials refer to the objectives, steps, and learning media, as well as the assessments needed in one.
This study developed and implemented Google Earth-assisted guided inquiry teaching materials for IPAS and evaluated their validity, practicality, and effectiveness. The study used a research and development approach with the ADDIE model. Participants were Grade V students at SD Islam Laboratory Aceh Besar. Data were collected using expert validation sheets, teacher and student practicality questionnaires, and a learning outcomes test administered before and after implementation. Data were analyzed using descriptive percentages and N-gain. The expert validation results indicated high validity for media (98%), content (92%), and language (94%). Practical responses were also high, with teachers reporting 92% and students 85%. Learning outcomes improved, with 100% of students achieving scores above the school minimum mastery criterion and an average posttest score of 88. The mean N-gain was 0.8685, indicating high effectiveness. Overall, the teaching materials were valid, practical, and effective in improving IPAS learning outcomes.
History represents a set of facts from the past events that were real and genuinely occurred in their time. Historical sources are crucial for reconstructing and generalizing history so that it can be comprehended by students. However, the limited availability of historical sources poses a significant challenge for students when learning history. This limitation can be addressed by utilizing museum websites as learning resources. This study aims to evaluate the effectiveness of museum websites as a learning resource for history education. Research and Development (R&D) methodology was employed in this study. The research sample consisted of 180 high school students selected from a population of 564 students in Pekanbaru City using purposive sampling techniques. Data collection was carried out through observations, expert validation questionnaires, product trial questionnaires, and historical thinking skills tests. The collected data were analyzed quantitatively using t-tests to assess the impact of museum websites as a learning resource for students. The results indicated that the developed museum website was valid and reliable, and the t-test analysis showed a significant impact of the museum website as a history learning resource, with a significance value of 0.000 (less than 0.05).
Student completeness in learning mathematics is still low and interest in learning is relatively low, because the learning media is less varied and less interesting, and there are still students who have not achieved learning outcomes above the minimum completeness criteria. The purpose of this study was to analyze the use of digital comics in improving mathematics learning outcomes. The research approach used is qualitative and the type of research used is a literature study or literature review. The stages used in this literature study research design include the focus of scientific articles, data collection, data analysis, and conclusions. Based on the results of the literature review, it shows that technology-based innovative media such as comics are learning resources sourced from objects close to students, so that students feel familiar with the media used during the learning process. Technology-based innovative media such as digital comics can increase interest in learning mathematics, by involving students' real experiences. Learning that interests students is influenced by teacher creativity. Utilization of comic media in learning mathematics can improve students' learning outcomes, through the senses of students can observe and listen to the teacher's explanation properly as exemplified by the role in comic media as digital media.
The aim of this research is to analyze the factors influencing student satisfaction with the use of digital payment in higher education institutions in Central Java. The research method employed is quantitative, utilizing linear regression analysis. The research findings indicate that the perceived usefulness has a positive and significant impact on student satisfaction regarding the use of digital payment using the Technology Acceptance Model approach in several higher education institutions in Central Java. Perceived ease of use, on the other hand, does not have a significant impact on student satisfaction with the use of digital payment using the Technology Acceptance Model approach in higher education institutions in Central Java. Perceived trust also has a positive and significant influence on student satisfaction with the use of digital payment using the Technology Acceptance Model approach among students in higher education institutions in Central Java. However, perceived security and risk do not have a significant impact on student satisfaction with the use of digital payment using the Technology Acceptance Model approach among students in higher education institutions in Central Java. It is important to note that factors such as perceived usefulness, perceived ease of use, perceived trust, and perceived security and risk collectively have an impact on student satisfaction when using digital payment.
