Pengembangan Prototipe Alat Double Mini Trampoline (DMT) Pada Cabang Olahraga Senam Trampoline DKI Jakarta
DOI:
https://doi.org/10.21009/segar/1102.01Keywords:
Pengembangan model, double mini trampoline (DMT), cabang olahraga senam trampolineAbstract
Tujuan penelitian ini adalah Membuat produk model pengembangan alat matras lantai menjadi flexi mat roll dapat digunakan dalam latihan bagi atlet senam artistik dan Membuat produk model pengembangan alat lantai mejadi flexi mat roll dapat digunakan untuk perlombaan bagi atlet senam artistik. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (Research and Development/ R&D). Impelemtasi model adalah menyampaikan hasil pengembangan prioduk alat matra flexi mat roll (dari proses, prosedur dan produk) kepada para pengguna professional melalui forum pertemuan atau menuliskan dalam jurnal, atau dalam buka atau handbook. Untuk mengetahui keberhasilan implementasi model (final produk), maka dilakukan evaluasi untuk menguji kelayakan serta ketercapaian tujuan produk akhir dalam penelitian yang telah dikembangkan oleh peneliti.
References
Ambarwati, R., Faizah, U., & Rahayu, D. A. (2019). Enhancing the Digital literacy of pre-service biology teacher through animal systematics course. Advances in Computer Science Research: Mathematics, Informatics, Science, and Education International Conference, 95, 197-201. https://doi.org/10.2991/miseic-19.2019.46
Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning: Are they effective to improve student's thinking skills. Jurnal Pendidikan IPA Indonesia, 6(2), 346-355. https://doi.org/10.15294/jpii.v6i2.11100
Anwar, Y., Rahmayanti, R., & Ermayanti. (2021). Biodiversity with problem-based learning: impact on quality of students’ scientific argumentation. Biosfer: Jurnal Pendidikan Biologi, 14(2), 216-227. https://doi.org/10.21009/biosferjpb.14133
Awang, D. (2007). Comparison between “project-oriented” learning and problem-based learning (PBL) in design subject. Regional Conference on Engineering Education, 290-329.
Boy, G. A. (2013). From STEM to STEAM: Toward a human-centred education, creativity & learning thinking. Proceedings of the 31st European conference on cognitive ergonomics, 1-7. https://doi.org/10.1145/2501907.2501934
Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. Sustainability, 5, 1725-1746. https://doi.org/10.3390/su5041725
Buckingham, D. (2016). Defining digital literacy. Nordic journal of digital literacy, 4(4), 59-71. https://doi.org/10.1007/978-3-531-92133-4_4
Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A middle school computer technologies journal, 5(1), 1-18.
Guyotte, K., Sochacka, N., Costantino, T., Walther, J., & Kellam, N. (2015). STEAM as social practice: Cultivating creativity in transdisciplinary spaces. Art Education, 67(6), 12-19. https://doi.org/10.1080/00043125.2014.11519293
Herro, D., & Quigley, C. (2016). Innovating with STEAM in middle school classrooms: Remixing education. On the Horizon, 24(3), 190-204. https://doi.org/10.1108/OTH-03-2016-0008
Kutlu, N., & Gökdere, M. (2015). The effect of purdue model based science teaching on creative thinking. International Journal of Education and Research, 3(3), 589-600.
Lee, C. S., & Therriault, D. J. (2013). The cognitive underpinnings of creative thought: A latent variable analysis exploring the roles of intelligence and working memory in three creative thinking processes. Intelligence, 41(5), 306-320. https://doi.org/10.1016/j.intell.2013.04.008
Mills, J. E., & Treagust, D. F. (2003). Engineering Education–is Problem-based learning the answer. Australasian Journal Of Engineering Education, 3, 1-14.
Naji, K. K., Ebead, U., Al-Ali, A. K., & Du, X. (2020). Comparing models of problem and project-based learning (PBL) courses and student engagement in civil engineering in Qatar. Eurasia Journal of Mathematics, Science and Technology Education, 16(8), 1-16. https://doi.org/10.29333/ejmste/8291
Nelson, K., Courier, M., & Joseph, G. W. (2011). An investigation of digital literacy needs of students. Journal of Information Systems Education, 22(2), 95-110.
Rahmawati, Y., Ridwan, A., & Hadinugrahaningsih, T., & Soeprijanto. (2019). Developing critical and creative thinking skills through STEAM integration in chemistry learning. Journal of Physics: Conference Series 1156, 012033. https://doi.org/10.1088/1742-6596/1156/1/012033
Retnowati, L., Sugianto, S., & Alimah, S. (2021). The development of integrated biology-entrepreneurship learning design based STEAM. Journal of Innovative Science Education, 10(2), 124-129. https://doi.org/10.15294/JISE.v913.40833
Ridlo, Z. R., Nuha, U., Terra, I. W. A., & Afafa, L. (2020). The implementation of project-based learning in STEM activity (water filtration system) in improving creative thinking skill. Journal of Physics: Conference Series, 1563, 012073. https://doi.org/10.1088/1742-6596/1563/1/012073
Rosikhoh, D., Mardhiyatirrahmah, L., Abdussakir, A., Abtokhi, A., & Rofiki, I. (2019). Experienced teachers’ perceptions: Math-focused steam learning. Abjadia: International Journal of Education, 4(2), 118-128. https://doi.org/10.18860/abj.v4i2.8123
Rumahlatu, D., & Sangur, K. (2019). The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students. Journal of Education and Learning, 13(1), 104-110. https://doi.org/10.11591/edulearn.v13i1.11189
Launuru, A., Rumahlatu, D., & Matdoan, M. N. (2021). PjBL-HOTS Learning Models: It’s application and effect on cognitive learning outcomes, critical thinking, and social attitudes. Bioedupat: Pattimura Journal of Biology and Learning, 1(1), 1-10. https://doi.org/10.30598/bioedupat.v1.i1.pp1-10
Leasa, M., Fenanlampir, A., Batlolona, J. R., & Saimima, A. S. (2021). Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system. Biosfer,Jurnal Pendidikan Biologi,14(2), 154-166. https://doi.org/10.21009/biosferjpb.20825
Saidaturrahmi, I., Susilo, S., & Amirullah, G. (2021). Does STEM-project based learning improve students’ literacy as scientific competencies?. Biosfer: Jurnal Pendidikan Biologi, 14(2), 167-174. https://doi.org/10.21009/biosferjpb.20354
Saxena, P., Gupta, S. K., Mehrotra, D., Kamthan, S., Sabir, H., Katiyar, P., & Prasad, S. S. (2018). Assessment of digital literacy and use of smart phones among Central Indian dental students. Journal of Oral Biology and Craniofacial Research, 8, 40-43. https://doi.org/10.1016/j.jobcr.2017.10.001
Sayuti, H. A. M., Ann, T. G., Saimi, W. M. S. A., Bakar, M. A., Bakar, A., Dawawi, S. N. A., & Mohamad, M. (2020). Using Gold Standard Project Based Learning for Intermediate Year Three Pupils to Enhance English Speaking Skill: A Conceptual Paper. Creative Education, 11(10), 1873-1889. https://doi.org/10.4236/ce.2020.1110137
Sheu, F. R., & Chen, N. S. (2014). Taking a signal: A review of gesture-based computing research in education. Computers & Education, 78, 268-277. https://doi.org/10.1016/j.compedu.2014.06.008
Simbolon, R., & Koeswanti, H. D. (2020). Comparison of PBL (project based learning) models with PBL (problem based learning) models to determine student learning outcomes and motivation. International Journal of Elementary Education, 4(4), 519-529. http://doi.org/10.23887/ijee.v4i4.30087
Simone, C. D. (2014). Problem-based learning in teacher education: trajectories of change. International Journal of Humanities and Social Science, 4(12), 17-29.
Setiawan, D., Mahanal, S., & Zubaidah, S. (2021). RICOSRE: Effect and potential to enhance biology students’ digital literacy at Universitas Negeri Malang. AIP Conference Proceedings, 2330, 030041. http://doi.org/10.1063/5.0043139
Suciari, N. K. D., lbrohim, & Suwono, H. (2021). The impact of PjBL integrated STEAM on students’ communication skills and concept mastery in high school biology learning. AIP Conference Proceedings, 2330, 030060. https://doi.org/10.1063/5.0043395
Supratman, Zubaidah, S., Corebima, A. D., & Ibrohim. (2021). The Effect Size of Different Learning on Critical and Creative Thinking Skills of Biology Students. International Journal of Instruction, 14(3), 187-206. https://doi.org/10.29333/iji.2021.14311a
Torlakson, T. (2014). Innovate: A blueprint for science, technology, engineering, and mathematics in california public education. California: State Superintendent of Public Instruction. https://www.cde.ca.gov/pd/ca/sc/documents/innovate.pdf
Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 10-21. https://doi.org/10.7771/1541-5015.1649
Utama, C., Sajidan., Nurkamto, J., & Wiranto. (2019). Investigating Biology Pre-service Teacher Perception of General Biology and Digital Literacy. IOP Conference Series: Earth and Environmental Science, 243, 012046. https://doi.org/10.1088/1755-1315/243/1/012046
Utomo, A. P., Hasanah, L., Hariyadi, S., Narulita, E., Suratno., & Umamah, N. (2020). The effectiveness of STEAM-based biotechnology module equipped with flash animation for biology learning in high school. International Journal of Instruction, 13(2), 463-476. https://doi.org/10.29333/iji.2020.13232a
