Development of a Character-Based Debate, Analysis and Findings Learning Model Integrated with Digital Life Skill Technology in Elementary Schools in Indonesia
DOI:
https://doi.org/10.48161/qaj.v5n4a2042Keywords:
development, character-based debate analysis and findings (C-DAF), learning model, digital life skill technology (DLST).Abstract
The principal issues in this take a look at are restrained studying resources, low human resources, low critical thinking skills and mastery of digital technology of students and weak character possessed by students. This examines targets to decide the validity, practicality and effectiveness and experiments of the integrated with Character-Based Debate, Analysis and Findings (C-DAF) learning model integrated with Digital Life Skill Technology (DLST) developed. This study is a development research or Research and Development (R&D). The populace of this has a look at have been basic college college students in Bungo Regency, Jambi Province, Indonesia as many as 124 students. The sampling technique used changed into easy random sampling. The sample in this observe amounted to 50 college students. information series techniques are model validation sheets, observations, interviews, questionnaires, and tests. The validity instrument used in this study is content validity by consulting with experts. This experimental study aims to compare critical thinking skills, science skills, students' analytical skills and learning outcomes between the two groups, namely the pre-test and post-test control groups. The reliability test in this study used a Likert scale. The calculation results show that the reliability of the instrument is 74 with a percentage of 92.5% (good) by learning model design experts. 63 with a percentage of 78.75% (good) by language experts. 76 with a percentage of 95% (good) by material experts and 2880 with a percentage of 89.51% (strongly agree) by students. The data analysis technique uses the t-test. The results of the t-test calculation show that the t-count score is greater than the t table (th: 4.276 > tt: 1.994). This shows that (1) The C-DAF learning model integrated with DLST students' thinking skills, trains students' skills and is able to help students analyze learning in depth. 2) Through the (C-DAF) model, teachers are helped in the classroom so that learning takes place more systematically implemented and is significant in improving student understanding, and (3) Learning with the C-DAF learning model integrated with DFLST can make learning more effective. Researchers who are interested in continuing the development of the C-DAF learning model integrated with DLST, should pay attention to the limitations of the research, so that they can further refine the model that has been developed.
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