PENGARUH MEDIA POWERPOINT INTERAKTIF TERHADAP HASIL BELAJAR GENERASI Z SISWA KEJURUAN
Abstract
Abstract
As technology and information advances, educators are encouraged to create innovative, effective and efficient learning media that can be used in an effort to improve the learning outcomes of Generation Z students and answer the challenges of digital-based learning. The purpose of this study is to identify and analyze the impact of using interactive PowerPoint media on Generation Z. This research method adopts a quantitative method. The type of research used is ex post facto. The results showed that the average pretest and posttest scores increased. sig. value (2-tailed) in the hypothesis test gets (2-tailed) 0.000 <0.05 meaning that Ho is rejected and Ha is accepted, so that the PowerPoint media influences the learning outcomes of class XII generation z students of SMKN 5 Surabaya. This media can be a consideration for educators to use in the learning process in vocational schools.
Keywords: Learning media, Interactive Powerpoint, Generation Z, Learning Outcomes
References
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[2] P. A. Sanca, E. Ekohariadi, I. A. Buditjahjanto, and T. Rijanto, “Pemanfaatan Media Lectora Inspire dalam Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Jaringan Dasar di SMK Negeri 3 Surabay,” JIPI (Jurnal Ilm. Penelit. dan Pembelajaran Inform., vol. 6, no. 2, pp. 277–285, 2021.
[3] L. Y. Hastini, R. Fahmi, and H. Lukito, “Apakah Pembelajaran Menggunakan Teknologi dapat Meningkatkan Literasi Manusia pada Generasi Z di Indonesia?,” J. Manaj. Inform., vol. 10, no. 1, pp. 12–28, 2020, doi: 10.34010/jamika.v10i1.2678.
[4] I. Irwan, Z. F. Luthfi, and A. Waldi, “Efektifitas Penggunaan Kahoot! untuk Meningkatkan Hasil Belajar Siswa,” Pedagog. J. Pendidik., vol. 8, no. 1, pp. 95–104, 2019, doi: 10.21070/pedagogia.v8i1.1866.
[5] A. Purnomo, N. Ratnawati, and N. F. Aristin, “Pengembangan Pembelajaran Blended Learning Pada Generasi Z,” J. Teor. dan Praksis Pembelajaran IPS, vol. 1, no. 1, pp. 70–76, 2016, doi: 10.17977/um022v1i12016p070.
[6] A. K. P. Nasution, “Integrasi Media Sosial Dalam Pembelajaran Generasi Z,” J. Teknol. Inf. dan Pendidik., vol. 13, no. 1, pp. 80–86, 2020, doi: 10.24036/tip.v13i1.277.
[7] C. M. Tyng, H. U. Amin, M. N. M. Saad, and A. S. Malik, “The influences of emotion on learning and memory,” Front. Psychol., vol. 8, no. AUG, 2017, doi: 10.3389/fpsyg.2017.01454.
[8] M. Mellisa and Y. D. Yanda, “Developing audio-visual learning media based on video documentary on tissue culture explant of Dendrobium bigibbum,” JPBI (Jurnal Pendidik. Biol. Indones., vol. 5, no. 3, pp. 379–386, 2019, doi: 10.22219/jpbi.v5i3.9993.
[9] A. Khoirunnisak, P. W. Kuncorowati, and M. Marzuki, “The Use of Wondershare Quiz Creator Evaluation Media to Improve Student Learning Outcomes in Citizenship Education Courses,” JPI (Jurnal Pendidik. Indones., vol. 11, no. 1, pp. 165–171, 2022, doi: 10.23887/jpi-undiksha.v11i1.34473.
[10] T. Tafonao, “Peranan Media Pembelajaran Dalam Meningkatkan Minat Belajar Mahasiswa,” J. Komun. Pendidik., vol. 2, no. 2, p. 103, 2018, doi: https://doi.org/10.32585/jkp.v2i2.113.
[11] N. Jamilah, “Pengembangan Media Pembelajaran Power Point Ispring Presenter Pada Materi Kosakata Bahasa Arab Peserta Didik Kelas V MI Tarbiyatul Athfal Lampung Timur,” al Mahāra J. Pendidik. Bhs. Arab, vol. 5, no. 1, pp. 141–154, 2019, doi: 10.14421/almahara.2019.051-08.
[12] P. Kamil, “Perbedaan Hasil Belajar Siswa Pada Materi Sistem Pencernaan Pada Manusia Dengan Menggunakan Media Power Point Dan Media Torso,” Bioedusiana, vol. 4, no. 2, pp. 64–68, 2019, doi: 10.34289/277901.
[13] N. A. Susanti and W. D. Kurniawan, “Penerapan Modul Cnc I Menggunakan Pembelajaran Berbasis Proyek Untuk Meningkatkan Aktivitas Dan Hasil Belajar Mahasiswa Teknik Mesin Unesa,” J. Vocat. Tech. Educ., vol. 2, no. 2, pp. 45–53, 2020, doi: 10.26740/jvte.v2n2.p45-53.
[14] Z. Matondang, E. Djulia, Sriadhi, and J. Simarmata, Evaluasi Hasil Belajar. Yayasan Kita Menulis, 2019.
[15] X. Wei, N. Saab, and W. Admiraal, “Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies,” Internet High. Educ., vol. 56, no. July 2021, p. 100880, 2022, doi: 10.1016/j.iheduc.2022.100880.
[16] M. H. A. Berutu and M. I. H. Tambunan, “Pengaruh Minat Dan Kebiasaan Belajar Terhadap Hasil Belajar Biologi Siswa Sma Se-Kota Stabat,” J. Biolokus, vol. 1, no. 2, p. 109, 2018, doi: 10.30821/biolokus.v1i2.351.
[17] Sugiyono, METODE PENELITIAN KUANTITATIF, KUALITATIF, DAN R&D. Alfabeta Bandung, 2017.
[18] Asyrifah Zaini Wahdah and Putri Nur Malasari, “Studi Ex Post Facto: Apakah Kecerdasan Emosional Berkontribusi terhadap Prestasi Belajar Matematika Siswa?,” J. Focus Action Res. Math. (Factor M), vol. 4, no. 2, pp. 123–138, Jun. 2022, doi: 10.30762/factor_m.v4i2.4093.
[19] S. Suryanti, “Pengaruh Penggunaan Media Pembelajaran Power Point Terhadap Hasil Belajar Siswa Kelas XI SMA,” ELIPS J. Pendidik. Mat., vol. 1, no. 1, pp. 8–18, 2020, doi: 10.47650/elips.v1i1.120.
[20] N. H. Agus Zainul Fitri, METODOLOGI PENELITIAN PENDIDIKAN KUANTITATIF, KUALITATIF, MIXED METHOD DAN RESEARCH AND DEVELOPMENT. malang: Madani Media, 2020.
Published
2023-06-05
Section
Pendidikan Teknik Mesin
Abstract Views: 47
PDF Downloads: 40
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