Rahmadi Asri, Reza Afriyandi, Ratna Dewi, Lenawati Asry, Amna Amna

Penerapan E-learning Berbasis Web sebagai Media Pembelajaran Geografi di SMPN 10 Takengon: Studi Kasus Topik Rotasi Bumi

Introduction

Penerapan e-learning berbasis web sebagai media pembelajaran geografi di smpn 10 takengon: studi kasus topik rotasi bumi. Penelitian ini mengkaji penerapan e-learning berbasis web sebagai media pembelajaran Geografi (topik rotasi bumi) di SMPN 10 Takengon, terbukti efektif meningkatkan pemahaman siswa.

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan e-learning berbasis web sebagai media pembelajaran Geografi di SMPN 10 Takengon, khususnya pada topik rotasi bumi. Penerapan e-learning diharapkan dapat meningkatkan kualitas pembelajaran dengan memanfaatkan teknologi informasi dan komunikasi (TIK) untuk mempermudah akses materi ajar serta meningkatkan interaksi antara guru dan siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, di mana data diperoleh melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan e-learning berbasis web dapat meningkatkan pemahaman siswa terhadap materi rotasi bumi. Selain itu, e-learning juga memberikan fleksibilitas dalam mengakses materi dan melakukan pembelajaran mandiri. Secara keseluruhan, penerapan e-learning berbasis web terbukti efektif sebagai media pembelajaran Geografi di SMPN 10 Takengon.

Review

This study investigates the application of web-based e-learning as a Geography teaching medium at SMPN 10 Takengon, specifically on the topic of Earth's rotation. The research aims to enhance the quality of learning by leveraging information and communication technology (ICT) to improve material access and foster greater interaction between teachers and students. Utilizing a qualitative case study approach, the paper addresses a timely and relevant area in educational technology, particularly pertinent in contexts seeking to integrate ICT into traditional learning environments for pedagogical advancement. The methodology employed for this study involves data collection through interviews, observation, and documentation, providing a robust qualitative understanding of the e-learning implementation. The key findings indicate that the deployment of web-based e-learning significantly enhanced students' comprehension of the Earth's rotation concept. Furthermore, the study highlights the valuable flexibility offered by e-learning in accessing learning materials and facilitating self-directed learning, both of which are critical attributes for modern educational approaches. The overall conclusion posits that this web-based e-learning application is an effective instructional medium for Geography at the specified school. While the abstract presents compelling evidence for the effectiveness of e-learning in this specific context, a more detailed elaboration on the "how" of this effectiveness would strengthen the narrative. For instance, insights into the specific features of the web-based platform, the nature of teacher-student interaction facilitated, and the qualitative measures used to assess "improved understanding" would be beneficial. Future research could explore the challenges encountered during implementation, delve into long-term retention of knowledge, or compare this approach with traditional methods using quantitative measures to assess its broader impact and generalizability beyond this single case study. Nonetheless, this study provides a valuable initial assessment of e-learning's potential in an important educational setting.

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