IMPLEMENTATION ONLINE SCHOOLOGY-BASED CONCEPT ATTAINMENT MODEL INTEGRATED KUDUS LOCAL CULTURE DURING THE PANDEMIC
Abstract
Abstract
This study aims to determine the implementation online Schoology-based Concept Attainment model integrated Kudus local culture during the pandemic. The research design used Classroom Action Research. Subjects were 15 grade V students. Data collection techniques, is observation method, tests, and documentation. The instrument uses the observation sheet and test. The data analysis technique used the flow method including reduction, data presentation, and conclusion drawing. Data validity by observation and data triangulation. The results study, namely the implementation online Schoology-based Concept Attainment model integrated Kudus local culture can improve the ability to understand concepts, it can be observed from the increase: 1) Restate the concept, pre-cycle 5 students complete (33.33%), cycle I 11 students complete (73, 33%), cycle II 13 students completed (86.67%); 2) Classifying objects according to certain characteristics, in pre-cycle 3 students complete (20.00%), cycle I 10 students complete (66.67%), cycle II 12 students complete (80.00%). 3) Providing examples and non-examples of concepts, pre-cycle 2 students complete (13.33%), cycle I 6 students complete (40.00%), cycle II 10 students complete (60.00%). 4) Presenting concepts in various forms of mathematical representations, pre-cycle 1 students complete (6.67%), cycle I 5 students complete (33.33%), cycle II 8 students complete (53.33%). 5) Developing the necessary or sufficient conditions for a concept, pre-cycle 3 students complete (20.00%), cycle I 8 students complete (53.33%), cycle II 11 students complete (73.33%). 6) Using, utilizing, and choosing certain procedures or operations, pre-cycle 2 students complete (13.33%), cycle I 8 students complete (53.33%), cycle II 10 students complete (60.00%).
