Industrial Revolution 4.0 made everything connected with technology. Thus, the condition in which t count >t table shows that the hypothesis H.
It can be concluded that the hypothesis testing using the t-test at the significance level a = 0.05 obtained t count = 2.36 and t table = 1.99. The results show that the values of the experimental class using the ICT media of the Adobe Flash CS6 program based on STAD is 82.66 with a standard deviation 13.67, while the class that does not use ICT media of the Adobe Flash CS6 program based on STAD is 74.84 with a standard deviation of 13.88. The data analysis technique used is inferential statistical test with t-test. The instrument used in this study is an objective test with multiple choice types. The sampling technique is purposive sampling, in which the first class is chosen as the control class and the second class is the experimental class.
This type of research is a quasi-experimental in the form of non-equivalent control group design. This study aims to determine whether there are differences in the students’ cognitive learning outcomes from the use of ICT instructional media using adobe flash CS6 programs at SDN 01 and 09 Bandar Buat. The matter happens because the teacher is still considered to be the centre in learning process, the lack of variations in instructional media, and the way the teachers teach in the class. Then, this problem results the low cognitive learning outcomes of the students. This research is motivated by the lack of students’ interest in learning mathematics that isconsideredto be difficult and tedious. The fact that the students watched the animated film about the Solar System and were involved in an active learning activity under their teacher’s guidance can explain the positive results obtained by the students of the experimental group. Results showed that the students had accurate representations about the Solar System, improved their thinking skills, in terms of scientific understanding, knowledge�implementation, and reasoning ability. We have come to the conclusion that a learning activity making use of animated films and being mediated by the teacher has a greater efficiency in forming representations about the structure of the Solar System and its functioning than an individual viewing of an animated film about the Solar System.
The volume of students’ knowledge about the Solar System increased when the most suitable animation film was used for the given topic and the students were involved in an active learning activity in which they discussed with the teacher the plot of the film, During the training experiment, we observed the students’ behaviour andĪnalysed the process of teaching, learning, assessment, and the students’ results. We conducted three tests, an initial test, a post-watching test, and a test after the formative intervention from the experimental class. An experimental group and a control group took part within this action. We sought to identify the criteria based on which the teacher chooses an animated film for a lesson, the ways to effectively use it in learning activities to facilitate the learning process. In order to achieve this goal, we organized an action-research within Mathematics and Environmental Exploration subject, to the first-grade class, during the lesson “The Solar System”. This research aims to analyse the process of grasping the Solar System by the students during their learning activities in which we used an animation film and other educational means (geographic globe, schematic drawings, 3D model, etc.), as well as the results obtained.
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