Model Pembelajaran berbasis E-Learning di Sekolah

The application of the learning model is an operational step to achieving maximum learning goals. Based on the results of the author's observation on Indonesian Language subjects, especially in the field of writing skills, the Report on Observation Results (LHO) is often found to be a problem, students find it difficult to make sentences and paragraphs of LHO text. This is because the teacher often implements an inappropriate learning model, so students have not been able to fully understand the concept of the LHO text. The selection of creative and innovative learning methods and models can influence the ability of students to construct their knowledge well. The application of creative and innovative learning models can also be developed from a local wisdom in each region, for example the local wisdom of Bawi Kuwu folklore in Central Kalimantan. Folklore Bawi Kuwu can be modified into a learning model by paying attention to the cultural value of the story. The Bawi Kuwu (BK) learning model is a group learning model based on the cultural value of folklore in Central Kalimantan and the collaboration between the concept of cooperative jigsaw learning models and peer teaching. The application of the Bawi Kuwu learning pattern in writing the Observation Results Text is very suitable to be applied because in its application the students in the group try to construct their knowledge and convey it to a student in his group with the guidance of the teacher.

Early childhood education has strategies or learning models that must be mastered by teachers. The learning models include the center model, the classic model, the group model, the area model, and many other learning models. To create a fun learning model is part of the task of principals and educators. Over time, the world of education has developed very rapidly. The service method used is socialization, related to the importance of early childhood education as the basic foundation used to monitor children's growth and development. Therefore, teachers must be able to prepare a variety of creative and innovative learning in order to achieve educational goals well. Educators need to make an update in the learning process, especially at the level of children's education. The results show that the world of children is identical to learning activities while playing. So, educators must be able to create creative and innovative learning models. So, early childhood is not easily bored and bored to take part in learning activities

Online learning has been running in Indonesian universities due to the COVID-19 outbreak. Online learning has become a challenge to both parties, lecturers, and students with special needs. The use of several online platforms for learning has not provided accessibility for students who are blind and deaf. To pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. The purpose of the study is to develop a learning model that can be used for online learning using an interactive website. The interactive Web-Based Learning Model is an innovative learning model which is designed for special needs students to access online learning more effectively. The procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. The research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. The result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. The website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. This model consists of the following stages: 1) Planning which includes needs analysis and content analysis, 2) The learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) Evaluation includes test and non-test in the form of process and result in analysis.

Occupational health and safety (OHS) issues might be considered one of the main considerations among European countries as many employees encounter dangerous workplace conditions during work. Therefore, decision makers in these countries have initiated related projects to reduce the number of occupational accidents. Turkey is one of those countries that training activities have become mandatory due to a current OHS legislation amendment. In every workplace there are some OHS risks. It is well known that taking required precautions prior to occupational accidents is much more efficient and effective than doing it subsequently. In fact, only 2 percent of these OHS risks are unpreventable, whereas the remaining risks can be prevented easily (Kilkis & Demir, 2012). In Turkey, every year approximately 77.000 occupational accidents occur. More than 1000 employees lose their lives, while more than 5.000 employees become permanently disabled due to these occupational accidents (Korkmaz & Avsalli, 2012). In the institution, where this study was conducted, approximately 30.000 employees work. OHS training in the institution consists of theoretical and practical parts. In the practical part, when the necessity of gathering thousands of employees in various training centers and duration of those trainings are considered, it is obvious that OHS training activities would cost much and could cause administrative problems for the institution. Hence, the institution has decided to deliver theoretical part of the OHS training online in order to cope with this issue. Purpose: In this study, an online learning module on OHS, which had been previously developed by one of the biggest public institutions in Turkey, was improved. As the process of implementing improved learning materials takes much time, only preliminary findings were shared. The purpose of this study is twofold: first, to share the results of the impact of previous learning materials and staff’s thoughts about them; and secondly, to discuss features of new learning materials and process of improving them. Theoretical Framework: As the theoretical framework, Ricketts’s (2015) nine suggestions pertaining how to write safety stories were chosen so as to help designers write digital stories related to OHS. Besides, Cinar’s (2012) experience-based e-course design model was used to facilitate the process of improving the learning materials. Method Formative research method of Reigeluth and Frick (1999) was adopted as the study’s methodology. Approximately 9070 employees currently working at the institution filled in the online survey on the LMS. Staff were asked to answer nine survey questions related to their experience, attitude and thoughts about OHS module delivered via online learning. It should be noted that this survey was developed and administered by the institution at the end of the training without proving its reliability and validity. Since the number of the participants were quite high, this scale was used just to give some idea about staff’s experience, thoughts and attitudes towards OHS training. In addition to nine close-ended questions in the survey, there was also one open-ended question at the end to obtain staff’s detailed suggestions regarding how to deliver online learning more effectively. In line with Cinar’s (2012) suggestions, design team visited the institution to gain the broader sense of organizational culture. Then, OHS legislations and previous learning materials were examined carefully by each member of the design team. In order to analyze current situation of OHS training in the institution, survey results and staff’s posts on the LMS discussion board were also examined. After the analysis, it was agreed to write safety stories and use formative evaluation activities. An LMS, which had been previously used by the institution, was decided to be used in order to deliver the learning materials developed with an e-learning software. Safety stories and learning materials were shown to a line manager of the institution and a field expert to obtain their feedbacks. Following this, the design team checked the learning materials and gave feedback to each other. In this way, bugs and spelling errors were fixed. Finally, two short tutorial videos were recorded with the purpose of aiding staff to get used to new learning materials. Expected Outcomes As for findings, in a nutshell, previous learning materials lacked engagement, interaction, visuality, authenticity, and formative evaluation. Some staff of the institution demanded face-to-face OHS training claiming it was such an important training activity that it could not be risked by delivering via online learning. Possibly due to lack of visuality, many of the staff reported learning materials as quite boring. Another finding from the analysis indicates that institution’s staff request the learning materials to be customized to their workplace to better understand authentic implementation of the legislation. That is to say, rather than being generic to all institutional staff, they want it to encompass specific examples for each job title. Another one of the most prevalent complaints about the training was about the legislation’s applicability in workplaces. Personnel do not believe managers know regulations and are eager to implement those in the institution. In addition, some personnel expressed that an evaluation is necessary to be able to monitor to what extent the staff have learnt from the learning materials. As it is aimed to improve previous learning materials, it is expected to raise the awareness of OHS to reduce the number of occupational accidents in the institution. In addition, the new learning materials consist of different activities to enrich learning process, which can also be expected to contribute to interaction and engagement. By doing this, the legislations could be learnt easier and more effectively. Not only do improved learning materials contribute to learning process in a way of taking courses such as drag and drop activities, they might also promote transformative learning with safety stories to adapt the legislations to the staff’s workplaces. Finally, we expect to make contribution to the OHS field in order to improve training activities in different workplaces.

Learning activities during the Covid -19 pandemic were dominated by online learning, so digital learning materials are needed to help increase student learning motivation. The purpose of this development research is to develop digital learning material based infographic by instagram on environmental education that can increase student learning motivation in online learning during the Covid-19 pandemic. This development research uses a method that integrates the Borg and Gall models. The data obtained were through documentation, interviews, expert validation and provision of ARCS questionnaires. The results of the validity test based on the analysis of the expert's assessment data stated that this learning material fell into the "very valid" category with an average score of 3.66. During the learning process using infographic learning materials assisted by Instagram, there was an increase in student motivation with an initial percentage value of 54.25% to 83.75% after using the learning materials developed, the magnitude of the increase was obtained from the n gain test with a score of 0.67 in the moderate category.
 Keywords: Digital Learning Material, Environmental Education, Infographic b Instagram, Covid-19

The Covid-19 pandemic has been around for more than two years. One of them is Indonesia. School closures are one of the consequences of Covid-19 for the world of education. In the face of the Covid-19 pandemic, educational institutions such as schools carry out online or online learning processes (in the network) as an effort to stop the spread of the Covid-19 virus. After approximately 2 years of face-to-face learning held again, of course it will cause changes in the learning process and there will be adjustments to the new habits of students after online learning. In addition, one of the impacts that affect learning is the enthusiasm and motivation of school students to learn. During the pandemic, of course, online learning that is less effective and maximally makes a significant impact on the way students learn, who tend to only be given assignments, of course, causing boredom, which can certainly have an impact on other aspects. The return of students' enthusiasm and motivation to learn does not just happen in a short period of time, but takes a long time because of a new adaptation process with new learning activities. All elements involved in the student learning process, both in the school and home environment, must all be interrelated and support one another.

Background: One of the causes of students' lack of understanding of a concept is teacher-centered learning and a lack of motivation from students in following the learning process. Then we need an innovative learning model that can help students in the learning process. To achieve learning objectives, teachers are required to be able to choose suitable learning models to be applied at an educational level.
 Method: This research was conducted from January 14 to February 14, 2020 using descriptive methods, student learning outcomes are seen through the final value that is seen based on cognitive aspects (LKS), affective and psychomotor and pre-post test scores. Measurement data were analyzed using the t test formula.
 Results: Based on the t test, obtained the results of tcount 1.573 and ttable 2.010, tcount <ttable, the hypothesis (H1) was rejected and (H0) was accepted.
 Conclusion: There is no difference in the learning outcomes of students taught using the Problem Based Learning model and Group Investigation on the material of the human digestive system in class VIII SMP Negeri 7 Ambon, but there is an increase in learning outcomes after teaching and learning using the Problem Based Learning and Group Investigation models so the results of the t-test show that tcount <ttable (1.573 <2.010).

Teachers are essentially expected to have the ability to process the teaching and learning process effectively and efficiently through innovative learning models by inviting students to contribute and interact with learning activities, namely by applying reciprocal learning models and social interactions that can affect learning outcomes for Hindu religious education in the classroom. XI SMA N 1 Penebel. The aims of this study are (1) to explain the effect of implementing several learning models on the learning outcomes of Hindu religious education in Class XI SMA N 1 Penebel. (2) To determine the effectiveness of the effect of the reciprocal learning model on the learning outcomes of Hindu religious education Class XI SMA N 1 Penebel. (3) To determine the effectiveness of the influence of the social interaction learning model on the learning outcomes of Hindu religious education in Class XI SMA N 1 Penebel. The population in this study were all students of class XI SMA N 1 Penebel who took Hindu religious education subjects with a sample of students of class XI IPA 2 and XI IPS 4. Collecting data using the test method in the form of multiple choice tests. Analysis of hypothesis testing using one way ANOVA and Burney t-Test. The results showed that: (1) There was an effect of the implementation of several learning models on the learning outcomes of Hindu religious education in Class XI SMA N 1 Penebel which can be seen in the results of the analysis of Hindu religious education learning outcomes in the experimental group with the reciprocal learning model having an average of 86,7. The experimental group with the social interaction learning model has an average of 83,2 and the control group with the conventional learning model has an average of 74,6. (2) The reciprocal learning model has an effective effect on the learning outcomes of Hindu religious education in class XI SMA N 1 Penebel. (3) The social interaction learning model has an effective effect on the learning outcomes of Hindu religious education in class XI SMA N 1 Penebel.Keywords: Reciprocal, Social Interaction, Hindu Religious Education

Innovative learning models are approaches taken in the learning process that involve creative ideas, technology and meaningful learning. Educators who have pedagogical competence are able to create innovative learning models for their students. This writing is made as a result of a seminar shown to elementary school teachers in Bojongmangu sub-district on the selection of innovative learning models. The selection of innovative learning models for teachers is shown so that in teaching and learning activities can achieve maximum learning objectives. In Bojongmangu sub-district, there are still many teachers who use textbook-centered learning models. After attending this seminar, elementary school teachers in Bojongmangu sub-district gained new insights into various innovative learning models that can be applied in the classroom and achieve maximum learning objectives.

This Best Practice writing aims to: (1) describe the increase in student learning activities through online learning with Google Classroom and (2) describe the improvement in student learning outcomes through online learning with Google Classroom during the Covid-19 pandemic. The subject of the writing of this Best Practice is the students of class XI MIPA 2 in SMA N 1 Bantul in Academic Year 2019/2020, with a total of 30 students. Writing this Best Practices using descriptive methods. Information is collected based on student activities through documentation and student learning outcomes using tests. The strategy used is online learning with Google Classroom through five operational stages, namely: (1) Teacher Planning Learning Implementation Plan (RPP); (2) The teacher starts the learning and assignment material then uploads it to Google Classroom; (3) Students learn learning materials and work on assignments given by the teacher with Google Classroom using a cellphone or laptop; (4) The teacher monitors the implementation of the online learning process; (5) The teacher provides feedback online learning and the work done by students is also uploaded. The implementation of online learning with Google Classroom during the Covid-19 pandemic can increase: (1) student activity in learning. The percentage of student activeness in face-to-face learning was 71.39% with the active category increasing to 75.83% with the very active category in online learning with Google Cassroom; and (2) student learning outcomes. The average value of student learning outcomes in KD previously with face-to-face learning was 85.16 with a good category, an increase of 5.11 to 90.27 with a good category in online learning using Google Classroom on the Job Application Letter material.

The learning process of students in Indonesia has changed after the Covid-19 pandemic that originated in Wuhan, China and has almost spread to all regions of the world. The government has decided to limit social activities, call for social distancing, and avoid crowds. This is done in order to reduce the spread of the Covid-19 virus in Indonesia. The impact of such condition on education in Indonesia, learning that initially took place face-to-face now has to be done online. This paper describes the effectiveness of using social media platforms such as YouTube in online learning for elementary school students during online learning. The activity is in the form of providing Indonesian language materials through online media to elementary school students of SD 247 Sukapura, Bandung. The results of the activity show that the use of social media in learning can improve the digital literacy of elementary school students. Based on the questionnaires which distributed to the students showed an increase in understanding after being given learning materials through the Zoom application and using social media such as YouTube.

The low ability to analyze learning models will be an obstacle for PGSD (Primary School Teacher Education) students in choosing and implementing learning models that match the learning materials and student characteristics. To improve the analytical skills of PGSD students, the SeDiCreSig method was applied. This study aims to analyze the analytical skills of PGSD students regarding innovative learning models in mathematics in elementary schools (SD) using the SeDiCreSig method. The research method used was quasi-experimental with a pretest-posttest control group design. The population in this study are all 5th-semester PGSD students. The sample used in this study was 70 PGSD students divided into two classes taking the Mathematics Internship course. The data collection techniques used in this study were observation, pretest, and posttest. The data were analyzed by the SPSS 23-assisted t-test. The results of this study indicated an increase in the ability of PGSD students to analyze innovative mathematical learning models after learning using the SeDiCreSig method. The use of the SeDiCreSig method makes it easier for lecturers to direct students in practicing analytical skills and implementing innovative learning models, especially in learning mathematics. The success of learning the SeDiCreSig method must be supported by actual activities that students directly carry out.

The State University of Surabaya yield the teacher candidates who are having four standards of competencies namely pedagogy, personality, social, and professional competence. Teacher competencies are taught through courses to complete teaching plan and be able to teach with innovative learning model. The aims of this study were to (1) develop learning video about how teachers teach with innovative learning model, (2) determine how the students’ responses after watching the video, and (3) determine achievement of standards of professional and pedagogy students competence. The samples of this study were 30 students. The data is collected by using video validation sheets, observation sheets of teacher competence in the field of pedagogy and professional, and student responses questionnaire to the video; and it were analyzed descriptively. The result indicated that (1) there were three instructional videos, which are direct learning model (DLM), cooperative learning model (CLM), and problem based learning model (PBLM). These videos have been validated by the two experts, and it was feasible in learning; (2) the DLM, CLM, and PBLM are good; (3) about 53% students’ achievement are very good. There were many opportunities for future studies to seek greater insight into the benefits of lecturer-created course videos, who could help students to illustrate how teaching in a real learning environment Keywords— instructional video; direct learning model; cooperative learning model; problem based learning model.

This study aims to analyze the differences in learning outcomes between students who study with creative problem-solving learning models and students who study with conventional learning models. This type of research is a quasi-experimental research design with a way of pretest-posttest nonequivalent control group design. The population of this research is all students of class VIII of SMP Negeri 3 Seririt in 2018/2019 academic year consisting of 230 students. Class samples were taken by group random sampling technique. Student learning outcomes data were collected by learning outcomes tests which were analyzed descriptively and ANAKOVA, with hypothesis testing performed at a significance level of 0.05. The results showed there were differences in learning outcomes between students who studied with creative problem-solving learning models and students who learned with conventional learning models. Learning outcomes of students who learn with creative problem-solving learning models are at high qualifications (M = 73.00; SD = 8.30). Learning outcomes of students who learn using conventional learning models are at low qualifications (M = 52.00; SD = 7.60). LSD test results show that the learning outcomes of students who learn with creative problem-solving learning models are higher than conventional learning models (F=10,320; p<0,05).

The development of creativity, especially among Generation Z students in high school, must be fostered through entrepreneurship education using an innovative and creative learning model: the Project Based Learning (PJBL) model. The purpose of this study is to test the effectiveness of the PJBL learning model in enhancing the creativity development of Generation Z students. The design of this study is a one-group pretest–posttest design. The sample in this study consisted of 125 State High School students representing four areas: Cirebon, Indramayu, Kuningan, and Majalengka Regencies, West Java Province, Indonesia. This research employed a creativity questionnaire adopted from Lawson. Data analysis included descriptive statistics, validity and reliability tests, normality tests, and hypothesis testing using the Paired Sample T-Test. Based on the research findings, the PJBL learning model effectively developed the creativity of Gen Z students. After the implementation of the PJBL learning model, the average student creativity score increased to 60.99, with the lowest score being 43 and the highest reaching 72, and a standard deviation of 6.237. Therefore, it can be concluded that the PJBL learning model increased students’ creativity by an average of 14.16. The aspects of creativity that improved among Gen Z students include fluency, flexibility, originality, and elaboration.