Outcomes Elementary Audio

[Vernie Montagna]

Thisstudy aims to determine the use of interactive multimedia to improve mathematics learning outcomes of elementary school students. Interactive multimedia is an integration of several media in audio, visual, and animation using hardware and software. The type of data used is secondary data. The method used in this research is the literature study method. Data obtained through literature search in the form of research articles, which are then collected, analyzed, and concluded to get conclusions about literature study. Based on the results of literature studies from several research results and journal articles show that interactive multimedia can improve mathematics learning outcomes for elementary school students.

Social learning is necessary in daily life to meet human needs through identifiable problem solving. However, what happened was students did not have learning experience that connects the theories with real life, learning was focused on giving materials to the students. This study aims to determine the effectiveness of problem-based learning (PBL) model and role playing assisted by audio-visual media in learning outcomes of social studies at fifth grade state elementary school Sulang 2. The research method was used a quasi- experimental design with a non-equivalent group design. The sample for experiment 1 was thought by usingPBL model assisted by audio-visual media, while the sample for experiment 2 was used role playing assisted by audio-visual media. Data analysis was performed by using kolmogorov-smirnov test with SPSS 23 aids. The mean score of post-tests in experiment class 1 increased with 77.4 point and experiment 2 with 68.4 point. The results of the t-test analysis were homogeneous, with sig value = 0.130, so that p> 0.05, so as Ho was rejected, and Ha was accepted. The results showed that 21 students in the experiment 1 and 14 students in the experiment 2 reached minimum completeness criteriaat social science in the fifth grade by 75. The results of the N-gain analysis for the experimental class 1 showed a result of 0.965 and the experimental class 2 of 0.525. Based on these findings, it was shown that learning in the experimental class 1 which experience PBL assisted by audio-visual media was more effective and could improve learning outcomes than that of the experimental class 2 which experience role playing assisted by audio-visual media.

Research shows that only 35% of students are reading proficiently, but 95% of students CAN learn to read when instruction is based on the science of reading. And while teachers are the most essential factor in student success, only about half of teaching institutions effectively prepare teachers for literacy instruction. Teaching reading requires a deep understanding of the processes and science behind it. LETRS is the professional learning program rooted in the science of reading that empowers teachers.

Lexia LETRS provides a professional learning course of study based in the science of reading for elementary educators. The course teaches the how, what, and why of literacy acquisition to improve instructional practice and achieve long-term systemic change in literacy instruction.

LETRS for elementary educators is an investment in teachers' literacy knowledge and professional practice. Teachers gain essential knowledge and skills to master the fundamentals of literacy instruction required to apply and transform student learning.

LETRS For Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

Lexia LETRS provides a professional learning course of study based in the science of reading for elementary educators which teaches the how, what, and why of literacy acquisition to improve instructional practice and impact long-term systemic change in literacy instruction.The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

Many educators and education leaders are not well prepared to teach reading, or lead those who teach reading. The Lexia LETRS Suite provides science of reading-based professional learning through three different courses of study designed for elementary educators, education leaders, and early childhood educators. Each course of study teaches the how, what, and why of literacy acquisition to educators to improve literacy instruction and positively impact long-term systemic change in literacy outcomes.

Lexia LETRS empowers educators by going beyond the essential components of literacy. Lexia LETRS gives teachers the skills they need to master how to teach the five essential components of literacy, plus writing, spelling, and oral language.

Lexia LETRS provides an understanding of the language structure of English. Drawing on more than two decades of research in the science of reading, Lexia LETRS is proven to develop more knowledgeable, more skillful, and more effective teachers of reading.

Lexia is excited to partner with the American College of Education (ACE). This partnership allows you to earn graduate or transcript credit for Lexia LETRS (Language Essentials for Teachers of Reading and Spelling) or Lexia LETRS for Early Childhood Educators.

"I enjoy the way LETRS is structured, especially the length of the videos. It is easy to chunk and return to it with a busy schedule. For my own learning, I like to read it, take notes and then do the videos, etc. before class. It helps solidify the learning for me. Others in my class like to attend online class first and then read."

Principal Regina Teat of Maryland had years of experience with Lexia LETRS professional learning. In a previous leadership position, she had provided her teachers with Lexia LETRS and was thrilled with the results. Years later, at a new school, she implemented it again with the same fantastic results.

Students' views on Pancasila Education still need to be more exciting subjects, plus the teacher's method of delivering material is the lecture method. This affects student learning outcomes. This research aims to create Canva-based audio-visual media to improve the learning outcomes of fourth-grade elementary school students. This research is development research using the ADDIE model. The research subjects in this study were 28 elementary school class IVD students, class IVD teachers, and a team of experts (media and materials). Data collection methods use observation, tests, questionnaires, and interviews. Data analysis techniques use quantitative descriptive, qualitative descriptive, and inferential statistics. The research results obtained were 92% material expert testing in the very feasible category, 100% media expert testing in the very feasible category, 92% small group expert testing in the very feasible category, 92.6% large group testing in the very feasible category, and class teacher test 96% with very decent category. The results of the effectiveness test using the paired t-test show that the pre-test and post-test both have an average increase, so it can be concluded that there is a significant difference between the results of the pre-test and post- test for both small and large groups. So, Canva-based audio-visual media on the Pancasila formulation process material is very good, effective, and very suitable for application in learning because it can improve student learning outcomes.

This research was motivated by low student learning outcomes due to students' lack of ability to understand social studies learning material. Apart from that, the learning methods and media used by teachers are less varied, and learning activities by memorizing a very wide range of social studies material make learning seem boring. This research aims to determine the effect of the treasure hunt method assisted by audio-visual media on social studies learning outcomes for class V at SD Negeri 13 Palembang. This research was carried out at SD Negeri 13 Palembang which is located at Jl. Tiger Protection, Bukit Baru, Ilir Barat I District, Palembang City, South Sumatra Province. This research is a type of experimental research, namely the True Experimental Design type. The population and sample in this study were fifth grade students at SD Negeri 13 Palembang, totaling 35 students in the control class and 35 students in the experimental class. Data collection techniques in this research are observation, tests and documentation. Data analysis techniques in this research include Normality Test, Homogeneity Test, Hypothesis Test. The results of this research were hypothesis testing using the t test (Independent Sample t-test), it was found that the sig (2-tailed) value was 0.000 because the significant value was smaller than 0.05, so Ho was rejected and Ha was accepted. It can be concluded that there is an influence of the treasure hunt method assisted by audio-visual media on the social studies learning outcomes for class V at SD Negeri 13 Palembang.

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