How VIRTUE-BOOK Improves Integrity and Recovers Learning Loss for Elementary School Students

Nanda Veruna Enun Kharisma; Hermanto Hermanto

doi:10.35445/alishlah.v15i4.3845

How VIRTUE-BOOK Improves Integrity and Recovers Learning Loss for Elementary School Students

Nanda Veruna Enun Kharisma, Hermanto Hermanto

Abstract

Digital-based learning media plays a vital role in improving the quality of student character and post-COVID-19 learning. This research aimed to explain how VIRTUE-BOOK improves integrity and recovers learning loss for elementary school students. This research is a research and development (R&D) with the ADDIE model. This research focuses on the implementation (I) and evaluation (E) stages. The research was carried out from August to September 2022. Implementation was carried out through a quasi-experiment with the subject of 3^rd-grade elementary school students. There were 15 students for each of the experimental and control classes. Data collection used questionnaires (scales) and tests. Data analysis was performed by calculating the percentage of increasing the integrity index and decreasing learning loss, then calculating its effectiveness using MANOVA with a significance level of 5% (0,05); N-Gain test; and effect size test. The results of this research indicate that the digital fairytale book "VIRTUE-BOOK" can (1) increase the students' integrity index by 49,5% on the core values of integrity, namely honesty, responsibility, and discipline; (2) decrease the learning gap between what the students have learned and what the students were expected to learn (learning loss) by 116%; and (3) be effective in those improvement and recovery based on the results of the independent t-test, paired t-test, MANOVA test, N-Gain test, and effect size test. Therefore, it is concluded that VIRTUE-BOOK can improve students' integrity by increasing the integrity index and recovering the learning loss among students by decreasing the learning gap.

Keywords

digital fairytale book; integrity; learning loss; learning recovery; elementary school

Full Text:

PDF

References

Alonemarera, A. S. (2022). Dinamika pembelajaran masa pandemi covid-19: kekhawatiran learning loss pada siswa. Diklabio: Jurnal Pendidikandan Pembelajaran Biologi, 6(2), 160–172.

Angelico, T. (2020). The pandemic and educational inequality in australia: timely opportunity to reform education. Journal of Higher Education Theory and Practice, 20(14), 105–110.

Arbi, K. R. (2020). Efektifitas Dongeng Digital dalam Penanaman Nilai Moral pada Anak Usia Sekolah Dasar di Madrasah Ibtidaiyah Negeri 22 Jakarta serta Tinjauannya Menurut Islam [Skripsi]. Universitas Yarsi.

Ardington, C., Wills, G., & Kotze, J. (2021). Covid-19 learning losses: early grade reading in south africa. International Journal of Educational Development, 86. https://doi.org/10,1016/j.ijedudev.2021,102480.

Asshidiq, A., & et al. (2019). Tulisan Bersama Tentang Desain Pembelajaran SD. Sukabumi: CV. Jejak Publisher.

Aucejo, E. M., French, J., Ugalde Araya, M. P., & Zafar, B. (2020). The impact of COVID-19 on student experiences and expectations: Evidence from a survey. Journal of Public Economics, 191, https://doi.org/10,1016/j.jpubeco.2020,104271.

Branch, R. M. (2010). Instructional Design: The ADDIE Approach. New York: Springer US. https://doi.org/10,1007/978-0-387-09506-6.

Bryant, S. C. (2009). How to Tell Stories to Children. Auckland: The Floating Press.

Buluş Kırıkkaya, E., İşeri, Ş., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. The Turkish Online Journal of Educational Technology (TOJET), 9(2), 1–13.

Burhanuddin, N. A. N., Ahmad, N. A., Said, R. R., & Asimiran, S. (2021). Learning theories: views from behaviourism theory and constructivism theory. International Journal of Academic Research in Progressive Education and Development, 10(1). https://doi.org/10,6007/ijarped/v10-i1/8590.

Campbell, S., Cicero Oneto, C., Saini, M. P. S., Attaran, N., Makansi, N., Passos Dos Santos, R., Pukuma, S., & Carnevale, F. A. (2020). Impacts of the COVID-19 pandemic on children: An ethical analysis with a global-child lens. Global Studies of Childhood, 11(1), 105–114. https://doi.org/10,1177/2043610620976142.

Clarken, R. H. (2009). Moral Intelligence in the Schools.

Dendir, S., & Maxwell, R. S. (2020). Cheating in online courses: Evidence from online proctoring. Computers in Human Behavior Reports, 2. https://doi.org/10,1016/j.chbr.2020,100033

Dzulfikar, M. I., & Amrullah, M. (n.d.). The Effect of the COVID-19 Pandemic on Discipline Character Habituation in Students at SD Muhammadiyah 1 Sidoarjo [Efek Pandemi COVID-19 Terhadap Pembiasaan Karakter Disiplin pada Siswa di SD Muhammadiyah 1 Sidoarjo].

Ekayana. A. A. G., Putra, P. S. U., & Destiansyah, B. T. (2022). Android-based learning media in supporting the recovery of science learning class VII. JINOTEP (Jurnal Inovasi Dan Teknologi Pembelajaran) Kajian Dan Riset Dalam Teknologi Pembelajaran), 9(2), 197–210,

Ernes, S. (2022). Kumpulan Dongeng untuk Anak 2. Yogyakarta: PT Kanisius.

Farman, F., Hali, F., & Karman, K. (2022). Development of edmodo media with learning videos to improve understanding and mathematical resilience on derivative material. AL-ISHLAH: Jurnal Pendidikan, 14(4), 6457–6468. https://doi.org/10.35445/alishlah.v14i4.2154.

G20 Indonesia. (2022). Teknologi Digital dalam Pendidikan Indonesia Jadi Praktik Baik di G20, Https://Indonesia.Go.Id/G20/Kategori/G20/4455/Teknologi-Digital-Dalam-Pendidikan-Indonesia-Jadi-Praktik-Baik-Di-G20?Lang=1, https://indonesia.go.id/g20/kategori/g20/4455/teknologi-digital-dalam-pendidikan-indonesia-jadi-praktik-baik-di-g20?lang=1.

Gamage, K. A. A., de Silva, E. K., & Gunawardhana, N. (2020). Online delivery and assessment during COVID-19: Safeguarding academic integrity. Education Sciences, 10(11), 1–24. https://doi.org/10,3390/educsci10110301.

Ginting, M. Br. (2020). Buku Ajar Bahasa Indonesia Sekolah Dasar Kelas Rendah. Klaten: Penerbit Lakeisha.

Gojali, I. (2017). Efektifitas pendidikan karakter bangsa melalui dongeng atau cerita rakyat nusantara dengan menggunakan platform android. Jurnal Widyaloka IKIP Widya Darma, 4(2), 173–187.

Gudiño Paredes, S., Jasso Peña, F. de J., & de La Fuente Alcazar, J. M. (2021). Remote proctored exams: Integrity assurance in online education? Distance Education, 42(2), 200–218. https://doi.org/10,1080/01587919.2021,1910495.

Hadi, S. (1991). Dasar Metode Research. Yogyakarta: Penerbit Andi.

Jonassen, D. H. (2013). Chapter 6 Transforming Learning With Technology Beyond Modernism and Post-Modernism, or Whoever Controls the Technology Creates the Reality.

Kaffenberger, M. (2021). Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss. International Journal of Educational Development, 81, https://doi.org/10,1016/j.ijedudev.2020,102326.

Kemendikbudristek. (2021). Dorong Pemulihan Pembelajaran di Masa Pandemi, Kurikulum Nasional Siapkan Tiga Opsi. Https://Www.Kemdikbud.Go.Id/Main/Blog/2021/12/Dorong-Pemulihan-Pembelajaran-Di-Masa-Pandemi-Kurikulum-Nasional-Siapkan-Tiga-Opsi.

Kokhanovskaya, E., Smychkova, E., & Chai, M. (2021). Online learning as a result of globalization during the pandemic Covid-19. SHS Web of Conferences, 92, 01020, https://doi.org/10,1051/shsconf/20219201020.

KPK. (2016). Modul Materi Integritas untuk Umum. Jakarta Selatan: Direktorat Pendidikan dan Pelayanan Masyarakat Kedeputian Bidang Pencegahan Komisi Pemberantasan Korupsi.

Kraft, M. A., & Monti-Nussbaum, M. (2017). Can schools enable parents to prevent summer learning loss? A text-messaging field experiment to promote literacy skills. Annals of the American Academy of Political and Social Science, 674(1), 85–112. https://doi.org/10,1177/0002716217732009.

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10,3102/0013189X20965918.

Kusumaningrum, E. (2021). Menulis Dongeng Kreatif Sesuai Gaya Belajar Anak. Yogyakarta: Jejak Pustaka.

Lukens, R. J. (2003). A Critical Handbook of Children Literature. New York: Pearson Education Inc.

Maryon, T., Dubre, V., Elliott, K., Escareno, J., Fagan, M. H., Standridge, E., & Lieneck, C. (2022). Covid-19 academic integrity violations and trends: a rapid review. Education Sciences, 12(12), 901, https://doi.org/10,3390/educsci12120901.

Meghani, A., Agarwal, S., Zapf, A. J., Edwards, J. G., Labrique, A., & Gibson, D. (2022). Schooling amidst a pandemic in the United States: parents' perceptions about reopening schools and anticipated challenges during covid-19. PLoS ONE, 17 (8 August). https://doi.org/10,1371/journal.pone.0268427.

Mustadi, A. , & et al. (2022). Pancalis: Android-based learning media for early-reading in new normal. Cakrawala Pendidikan, 41(1), 71–82.

Okwilagwe, O. A. P., & Aghotor, E. K. M. (2018). Illustrations use as a factor influencing reading comprehension of children's stories among pupils of selected primary schools in ibadan, oyo state, nigeria. Library Philosophy and Practice (e-Journal), 1814, 1–21,

Page, E., Leonard-Kane, R., Kashefpakdel, E., Riggall, A., & Guerriero, S. (2021). Learning loss, learning gains and wellbeing: a rapid evidence assessment. www.educationdevelopmenttrust.com.

Papageorgi, I. (2021). Positive and Negative Reinforcement and Punishment. In Encyclopedia of Evolutionary Psychological Science. Oakland: Springer.

Pier, L., Hough, H. J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller, R. (2021). COVID-19 and the educational equity crisis: Evidence on learning loss from the CORE Data Collaborative [Commentary]. Policy Analysis for California Education. https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis.

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of covid-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141, https://doi.org/10,1177/2347631120983481.

Pulimeno, M., Piscitelli, P., & Colazzo, S. (2020). Children's literature to promote students' global development and wellbeing. In Health Promotion Perspectives (Vol. 10, Issue 1, pp. 13–23). Tabriz University of Medical Sciences. https://doi.org/10,15171/hpp.2020,05.

Putra, M. J. A., & Nisa, M. (2021). The development of monopoly game as media for science learning at elementary school. AL-ISHLAH: Jurnal Pendidikan, 13(3), 1786–1798. https://doi.org/10.35445/alishlah.v13i3.482.

Rajmil, L., Hjern, A., Boran, P., Gunnlaugsson, G., Kraus De Camargo, O., & Raman, S. (2021). Impact of lockdown and school closure on children's health and well-being during the first wave of COVID-19: A narrative review. In BMJ Paediatrics Open (Vol. 5, Issue 1). BMJ Publishing Group. https://doi.org/10,1136/bmjpo-2021-001043.

Rogers, F. H., & Sabarwal, S. (2020). The Covid-19 Pandemic: Shocks to Education and Policy Responses. World Bank. https://policycommons.net/artifacts/1261494/the-covid-19-pandemic/1833848/.

Sanaky, H. A. (2013). Media Pembelajaran Interaktif-Inovatif. Yogyakarta: Kaukaba Dipantara.

Sari, L. D. K., & Wardani, K. W. (2021). Pengembangan buku cerita bergambar digital untuk meningkatkan karakter tanggung jawab siswa di sekolah dasar. Jurnal Basicedu, 5(4), 1968–1977. https://doi.org/https://doi.org/10,31004/basicedu.v5i4.1138.

Schunk, D. (2019). Learning Theories: An Educational Perspective (8th ed.). Boston: Pearson Education.

Spector, C. (2021). New Stanford study finds reading skills among young students stalled during the pandemic. https://News.Stanford.Edu/Press-Releases/2021/03/09/Reading-Skills-Ystalled-Pandemic/.

Telesra, H. (2020). Educational responses to the pandemic in India. Journal of the Commonwealth Council for Educational Administration & Management, 48(1), 85–91.

Todd, A., & Romine, W. (2018). The learning loss effect in genetics: What ideas do students retain or lose after instruction? CBE Life Sciences Education, 17(4). https://doi.org/10,1187/cbe.16-10-0310.

UNESCO, UNICEF, and The World Bank. (2021). The State of the Global Education Crisis: A Path to Recovery. by the International Bank for Reconstruction and Development / The World Bank, UNESCO and UNICEF under CC-BY-SA 3.0 IGO license.

Unsriana, L. (2021). Effectiveness of Fairytales in Conveying Its Moral Lesson: Analysis of Indonesian and Japanese Fairytales. Jurnal Kata: Penelitian tentang Ilmu Bahasa dan Sastra, 5 (1), 122-132. https://doi.org/10,5220/0010010104440446.

Visikoknox, L., & English, J. (2016). The Positive Impacts of Fairytales for Children (Vol. 14).

Wulansari, T. P., Sudiyanto, S., & Sumaryati, S. (2023). Chances and Challenges of Digital-Based Education. In Proceedings of the Tegal International Conference on Applied Social Science & Humanities (TICASSH 2022) (pp. 508–517). Atlantis Press SARL. https://doi.org/10,2991/978-2-494069-09-1_59.

DOI: https://doi.org/10.35445/alishlah.v15i4.3845