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Elpira, Nira, and Anik Ghufron. "PENGARUH PENGGUNAAN MEDIA POWERPOINT TERHADAP MINAT DAN HASIL BELAJAR IPA SISWA KELAS IV SD." Jurnal Inovasi Teknologi Pendidikan 2, no. 1 (2015): 94–104. http://dx.doi.org/10.21831/tp.v2i1.5207.
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Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media Powerpoint terhadap minat dan hasil belajar IPA siswa kelas IV SD Muhammadiyah Sagan. Jenis penelitian ini quasi eksperiment dengan desain One-Group pretest-posttest design. Populasi penelitian ini adalah semua siswa kelas IV SD Muhammadiyah Sagan pada semester pertama Tahun Ajaran 2013/2014. Variabel penelitian meliputi variabel bebas (penggunaan media Powerpoint) dan variabel terikat (minat dan hasil belajar). Sample penelitian adalah siswa kelas IVA SD Muhammadiyah Sagan Tahun Ajaran 2013-2014. Penelitian ini dilaksanakan pada semester I Tahun Ajaran 2013-2014. Pengumpulan data menggunakan tes dan non tes. Instrumen pengumpulan data adalah tes hasil belajar berbentuk pilihan ganda dan angket minat belajar. Data penelitian ini diambil dari data hasil tes dan non tes, dengan membandingkan rata-rata sebelum dan sesudah pembelajaran. Hasil penelitian ini menunjukkan bahwa penggunaan media Powerpoint IPA terbukti berpengaruh terhadap minat dan hasil belajar.Kata kunci: media Powerpoint, minat belajar, hasil belajar_____________________________________________________________________ THE EFFECT OF POWERPOINT MEDIA USE ON STUDENTS’ LEARNING INTEREST AND OUTCOMES OF NATURAL SCIENCE LESSON OF THE FOURTH GRADE IN ELEMENTARY SCHOOL Abstract This research aimed to investigate the effect of media Powerpoint use on the interest and outcome of learning natural science of the fourth grade students at elementry school. This research was quasi-experimental using one-group pretest-posttest design. The populations comprised the fourth grade students of elementry school in the first semester of the academic year of 2013/2014. The research variables consisted of independent variable (the use of Powerpoint media) and dependent variables (students’ learning outcomes and interest). The research sample was IV A students of Muhammadiyah Sagan elementary school, in the academic year of 2013-2014. The data were collected through testing and non-testing. The data collecting instruments were a multiple choice test of learning outcomes and a questionnaire of learning interest. The reseach data were taken from the results of testing and non-testing, by comparing the mean of pre and post learning. The research result shows that the use of Powerpoint media has effect on students’ outcomes and interest.Keywords: Powerpoint media, learning interest, learning outcomes.
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Mumri, Auza Fadila, and Syamsi Aini. "Pengembangan Media Pembelajaran Powerpoint Interaktif berbasis Inkuiri Terbimbing pada Materi Reaksi Redoks Kelas XII SMA/MA." Edukimia 1, no. 1 (2019): 30–37. http://dx.doi.org/10.24036/ekj.v1.i1.a3.
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The 2013 curriculum is implemented in senior high school, emphasizing the scientific approach. Learning model that is able to make students active and can develop science process skills is guided inquiry. Guided inquiry consists of several syntax that can guides students in learning process, consisting of orientation, exploration, concept formation, application, and closing. Students are guided by key questions related to redox reaction material of class XII SMA/MA which is applied in instructional media in the form of interactive powerpoints. The type of this research was reseach and development with 4-D models. Powerpoint interactive validity testing is carried out by 3 chemistry lecturers at FMIPA UNP and 2 chemistry teachers at SMAN 14 Padang, the powerpoint interactive have an average kappa moments 0.91 which is very high level of validity. While the module practicality test is by 3 chemistry teachers and 25 XII grade IPA at SMAN 14 Padang, the average kappa moment from the results of practicality test of the module by the teachers is 0.93 and by the student is 0.90 with very high category. From the research can be concluded that interactive powerpoint is valid and practical
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Kjeldsen, Jens E. "Hvorfor bruker du PowerPoint?" Kirke og Kultur 118, no. 03 (2013): 261–69. http://dx.doi.org/10.18261/issn1504-3002-2013-03-07.
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Kjeldsen, Jens E. "Hvorfor bruker du PowerPoint?" Norsk medietidsskrift 20, no. 03 (2013): 261–69. http://dx.doi.org/10.18261/issn0805-9535-2013-03-05.
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Rahaju Nurtjahjanti, Rr Tuti. "MENINGKATKAN KEMAMPUAN MENULIS BERBENTUK PROSEDUR MELALUI PENGGUNAAN POWERPOINT INTERAKTIF." Jurnal Teknodik 17, no. 4 (2019): 084. http://dx.doi.org/10.32550/teknodik.v17i4.580.
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Penelitian ini dilatarbelakangi oleh kurangnya pemahaman peserta didik dalam materi menulis berbentuk prosedur di kelas VII H SMPN 15 Surabaya. Hal ini disebabkan guru kurang tepat dalam memilih strategi pembelajaran yang digunakan. Tujuan penelitian ini adalah untuk meningkatkan kemampuan peserta didik menulis berbentuk prosedur menggunakan PowerPoint. Penelitian ini dilaksanakan dengan dua siklus, di mana setiap siklus diawali dengan perencanaan, tindakan, observasi, dan refleksi. Subyek penelitian adalah peserta didik kelas VII H SMP Negeri 15 Surabaya tahun pelajaran 2012-2013 semester genap dengan jumlah peserta didik 38 orang. Data dalam penelitian ini berupa penilaian proses yang diperoleh dari peserta didik dalam beraktivitas dan penilaian pada akhir siklus. Kemudian, data dianalisis untuk memperoleh gambaran tentang berhasil tidaknya pembelajaran yang telah dilakukan. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan peserta didik menulis berbentuk prosedur setelah belajar menggunakan PowerPoint tanpa hyperlink pada siklus pertama dan PowerPoint dengan hyperlink pada siklus kedua. Indikasi peningkatan prestasi didasarkan pada perolehan nilai pada siklus pertama dan siklus kedua.The background issue of this study is the lack of understanding in procedure form writing grade VII at SMPN 15 Surabaya. Teachers are less accurate in choosing the learning strategies, consequently the ability of students to understand the material can not be optimally achieved.The purpose of this study to enhance the ability of students in procedure form writing using PowerPoint. The study was conducted in two cycles, with each cycle begins with plannin, action, observation, and reflection. Research subjects are 38 students of grade VII H SMPN 15 Surabaya second semester year of 2012-2013. Data in this study obtained from the evaluation process of students in activities and evaluation at the end of the cycle. The data is then analyzed to gain insight into the applicability of learning that has been successfully done. The results showed that there is an increase in the ability of students to understand procedure form writing grade VII H SMPN 15 Surabaya, used PowerPoint in first cycle, and PowerPoint interactive in second cycle.
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Nasution, Siti Aisyah, and Syamsi Aini. "Pengembangan Media Pembelajaran PowerPoint Interaktif Berbasis Inkuiri Terbimbing pada Materi Larutan Elektrolit dan Nonelektrolit Kelas X SMA/MA." Entalpi Pendidikan Kimia 2, no. 2 (2021): 76–84. http://dx.doi.org/10.24036/epk.v2i2.151.
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Electrolyte and nonelectrolyte solutions are one of the materials in SMA/MA class X chemistry. The materials of electrolyte and nonelectrolyte solutions can be understood well through their macroscopic, submicroscopic, and symbolic representations. This study aims to develop interactive PowerPoint learning media based on guided inquiry on electrolyte and nonelectrolyte solution material for class X SMA/MA which is in accordance with the characteristics of the material and the demands of the 2013 curriculum. (define, design, develop, and disseminate). This research is limited to the develop stage. Testing the validity and practicality of interactive PowerPoint learning media based on guided inquiry on electrolyte and nonelectrolyte solution material using an instrument in the form of a questionnaire. The subjects of the validity test of this interactive PowerPoint learning media were three chemistry department lecturers and two MAN chemistry teachers. The practicality test subjects of this interactive PowerPoint learning media were two MAN 5 chemistry teachers and twenty MAN 5 Mandailing Natal students. The data obtained from the questionnaire were processed using the kappa moment to obtain the k value of each validity and practicality test item. The interactive learning media of electrolyte and nonelectrolyte solutions produced in this study had a validity k value of 0.86 and practicality by teachers and students obtaining k values of 0.895 and 0.89, with very high criteria of validity and practicality. Larutan elektrolit dan nonelektrolit merupakan salah satu materi dalam kimia SMA/MA kelas X. Materi larutan elektrolit dan nonelektrolit dapat dimengerti dengan baik melalui representasi makroskopik, submikroskopik, dan simboliknya. Penelitian ini bertujuan untuk mengembangkan media pembelajaran PowerPoint interaktif berbasis inkuiri terbimbing pada materi larutan elektrolit dan nonelektrolit kelas X SMA/MA yang sesuai dengan karakteristik materi dan tuntutan kurikulum 2013. Penelitian yang dilakukan termasuk jenis penelitian pengembangan (research and development) dengan model 4-D (define, design, develop, dan disseminate). Penelitian ini dibatasi sampai tahap develop. Pengujian validitas dan praktikalitas media pembelajaran PowerPoint interaktif berbasis inkuiri terbimbing pada materi larutan elektrolit dan nonelektrolit menggunakan instrumen berupa angket. Subjek uji validitas media pembelajara PowerPoint interaktif ini adalah tiga orang dosen jurusan kimia dan dua orang guru kimia MAN. Subjek uji praktikalitas media pembelajaran PowerPoint interaktif ini adalah dua orang guru kimia MAN 5 dan dua puluh orang siswa MAN 5 Mandailing Natal. Data yang dihasilakan dari angket diolah memakai momen kappa untuk memperoleh nilai k setiap item uji validitas dan praktikalitas. Media pembelajaran interaktif larutan elektrolit dan nonelektrolit yang dihasilkan pada penelitian ini memiliki nilai k kevalidan 0,86 dan kepraktisan oleh guru dan siswa memperoleh nilai k 0.895 dan 0.89, dengan kriteria kevalidan dan kepraktisan sangat tinggi.
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Surachman, Eman. "WORKSHOP PEMANFAATAN MEDIA PEMBELAJARAN SEBAGAI UPAYA PENINGKATKAN EFEKTIFITAS PEMBELAJARAN SERTA PROFESIONALITAS PENDIDIK DI SMP NEGERI 194 JAKARTA." Sarwahita 13, no. 2 (2016): 111. http://dx.doi.org/10.21009/sarwahita.132.06.
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ABSTRAK Pengabdian in; bertujuan untuk memberikan pelatihan kepada para guru dalam meman.fatkan media pembelajaran, khususnya yang berbasis komputer. Pengabdian ini dilatarbelakangi oleh keprihatinan neneliti akan kurangnya pemanfaatan media pembelajaran berbasis komputer dalam menyampaikan materi pelajaran. Hal ini membuat pembelajaran terasa membosankan, terlebih setiap guru harus mampu memanfaatkan teknologi dalam pembelajaran sebegai implementasi kurikulum 2013. Pengabdian ini memfokuskan pada peman.faatan fitur Ms. Powerpoint sebagai fitur presentasi yang paling sederhana. Pelaksanaan kegiatan ini dilakukan di SMPN 194 Jakarta Timur dimana di sekolah ini masih ada beberapa guru yang masih belum memanfaatkan secara penuh penggunaan media pembelajaran berbantuan computer -etika menyampaikan materi di kelas.. Metode yang dilakukan dalam memecahkan masalah yang terjadi idalali dengan metode diskusi dialogis dengan guru dan pelatihan membuat media pembelajan dengan nenggunakanfiturpowerpoint Materi yang diberikan dalam diskusi ini antara lain mengenaipembelajaran ebagai sebuah sistem, pengertian media pembelajaran, langkahlangkah pembutan media pembelajaran .ian terakhir contoh media pembelajaran yang telah dibuat dengan menggunakan powerpoint. Setelah kjegiatan ini dilakukan maka didapatkan hasil diantaranya 1) meningkatnya pemahaman guru terhadap remafaatan media pembelajaran dengan menggunakan powerpoint dan 2) meningkatkan kompetensi guru Jalam menggunakan teknlogi informasi dalam proses pembelajaran. Kata Kunci: : Media Pembelajaran, Ms. Powerpoint
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Kurnia, Asri, and Nunuy Nurkaeti. "Peningkatan Hasil Belajar Melalui Penerapan Media Powerpoint Pada Tema Pertumbuhan Dan Perkembangan Makhluk Hidup." Educational Journal of Bhayangkara 1, no. 1 (2020): 11–19. http://dx.doi.org/10.31599/edukarya.v1i1.104.
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 Based on preliminary studies conducted at SDN Pengadilan 2 Kota Bogor that study with the curriculum 2013 includes aspects of the attitudes, knowledge, and still needs development and improvement of learning processes and outcomes. This study aims to improve the process and student learning outcomes through the application of PowerPoint media. This research method is a classroom action research that refers to the Kemmis and Taggart design with a sample of 26 third grade students of SDN Pengadilan 2 Bogor City. Preliminary data on student learning outcomes show that only 7.69% of students achieved the Minimum Mastery Criteria (KKM). The results showed an increase in the average learning process by 91.73% (cycle I) to 95.02% (cycle II) with very good interpretation. Improved learning process followed by an increase in learning outcomes includes an increase in the average spiritual attitude, social, knowledge, and skills with very good interpretation. It is shown that learning using PowerPoint media could improve the process and learning outcomes. 
 Keywords: Media Slides PowerPoint, Learning Outcomes, KKM. 
 
 Abstrak
 Berdasarkan studi pendahuluan yang dilakukan di SDN Pengadilan 2 Kota Bogor hasil belajar peserta didik dengan menggunakan kurikulum 2013 mencakup aspek sikap, pengetahuan, dan keterampilan masih membutuhkan pengembangan dan peningkatan proses dan hasil belajar. Penelitian ini bertujuan untuk memperbaiki proses dan hasil belajar peserta didik melalui penerapan media power point. Metode penelitian ini adalah penelitian tindakan kelas yang mengacu kepada desain Kemmis dan Taggart dengan sampel 26 orang peserta didik kelas III SDN Pengadilan 2 Kota Bogor. Data awal hasil belajar peserta didik menunjukkan hanya 7,69% peserta didik yang mencapai Kriteria Ketuntasan Minimal (KKM). Hasil penelitian menunjukkan peningkatan rata-rata proses pembelajaran sebesar 91,73% (siklus I) menjadi 95,02% (siklus II) dengan interpretasi sangat baik. Peningkatan proses belajar diikuti dengan adanya peningkatan hasil belajar mencakup peningkatan rata-rata sikap spiritual, social, pengetahuan, dan keterampilan dengan interpretasi sangat baik. Ini menunjukkan bahwa pembelajaran yang dilakukan dengan penggunaan media powerpoint dapat memperbaiki proses dan hasil belajar.
 Kata Kunci: Media PowerPoint, Hasil Belajar, dan KKM.
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Kholisho, Yosi Nur, Baiq Desi Dwi Arianti, Jamaluddin Jamaluddin, et al. "Pelatihan pembuatan dan editing video bagi guru SD untuk menghadapi Era Industri 4.0." ABSYARA: Jurnal Pengabdian Pada Masyarakat 2, no. 1 (2021): 119–27. http://dx.doi.org/10.29408/ab.v2i1.3586.
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The Industrial 4.0 Era encourages educators to be able to apply information technology in the learning process. One application of technology in the learning process is the use of learning videos. Especially during the current Covid 19 pandemic that applies online learning, videos can be an alternative source for learning. However, in reality, many teachers in Indonesia cannot make learning videos. Online learning is currently mostly only in the form of providing material from textbooks, discussions via WA, visiting students' homes to give assignments, and so on, so it is not optimal. Therefore, this training activity aims to train teachers in making learning videos so that teachers have other alternatives as a source of student learning. This activity is in the form of training in making and editing videos using the Bandicam application, Microsoft PowerPoint 2013, and the Kinemaster application. The results of this activity are participants/teachers for the Bandicam application with a 100% success rate, Microsoft PowerPoint 2013 100% success rate, Kinemaster the first stage success rate 70%, then the second stage 100%.
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Sutisna, Usman, and Mia Fitriah Elkarimah. "PENINGKATAN KETERAMPILAN GURU SEKOLAH DASAR DALAM PENAYANGAN VIDEO PADA MICROSOFT POWERPOINT DENGAN TEKNIK HYPERLINK." RANGKIANG: Jurnal Pengabdian Pada Masyarakat 2, no. 1 (2020): 28–31. http://dx.doi.org/10.22202/rangkiang.2020.v2i1.4055.
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In the DKI Jakarta area, in the 2019/2020 school year it is almost certain that all schools in the Ministry of Education and Culture and the DKI Jakarta Education Office have compiled the 2013 curriculum. How to understand this 2013 curriculum encourages teachers to improve their quality and professionalism as educators adjusted to the needs of the present . The thing that is highlighted the most is the ability of a teacher in information technology literacy that is good at accessing and using the technology itself. At the same time in Menteng Atas Elementary School 02 Morning, there are still not a few teachers who have not mastered specific information technology in order to make IT-based learning media, therefore related to the team from Unindra will help community service to help teachers in doing communication 2013 (kurtilas) one of them with the help of teachers in providing learning using video media in PowerPoint with hyperlink techniques. Hopefully with community service activities we can help in developing and improving the professionalism of teachers in the field of information technology.
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Salam, Abdus, and Taufiq Iqbal. "IbM Pelatihan Microsoft Office Dalam Rangka Membentuk Masyarakat Yang Profesional." Jurnal Pengabdian Nasional (JPN) Indonesia 1, no. 1 (2020): 10–15. http://dx.doi.org/10.35870/jpni.v1i1.2.
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Pemanfaatan TIK sudah menyentuh hampir seluruh aspek kehidupan masyarakat. Termasuk salah satunya dalam mendukung pengelolaan sekolah. Rencana Strategis Departemen Pendidikan Nasional, secara eksplisit menyebutkan tiga pilar kebijakan pendidikan nasional, yaitu: (1) perluasan dan pemerataan akses, (1) peningkatan mutu, relevansi dan daya saing, dan (3) penguatan tata kelola, akuntabilitas dan citra publik pendidikan, untuk mewujudkan pendidikan yang bermutu, akuntabel, murah, merata dan terjangkau rakyat banyak. Peran strategis TIK untuk pilar pertama, yaitu perluasan dan pemerataan akses pendidikan, diprioritaskan sebagai media pembelajaran jarak jauh. Sedangkan untuk pilat kedua, peningkatan mutu, relevansi dan daya saing, peran TIK diprioritaskan untuk penerapan dalam pendidikan/proses pembelajaran. Terakhir, untuk penguatan tata kelola, akuntabilitas dan citra publik, peran TIK diprioritaskan untuk sistem informasi manajemen secara terintegrasi. Materi yang diberikan dalam pelatihan ini terbagi menjadi 3 kelompok, yaitu kelompok Microsoft Word 2013, Microsoft PowerPoint 2013, dan Microsoft Excel 2013. Materi pembekalan yang diberikan pada kelompok Microsoft PowerPoint 2013 adalah pengenalan lembar sebar, mulai dari lembar kerja, sampai dengan penggunaan fungsi dan rumus-rumus untuk menyelesaikan masalah. Kegiatan dilakukan berdasarkan pembagian tingkat kemampuan atau skill masing-masing masyarakat. Masyarakat yang telah mahir dikelompokkan tersendiri dari masyarakat yang masih awam tentang komputer supaya pelatihan lebih intensif. Masyarakat yang masih awam dibimbing dan ditemani instruktur mulai dari prosedur menyalakan komputer, membuka file, menyimpan file, menggunakan mouse, mengetik dasar, pengenalan bagian-bagian komputer sampai pada prosedur mematikan komputer. Pengenalan materi lembar sebar diawali dengan menjelaskan lembar kerja, fungsi-fungsi menu, dan cara membuat border, pengenalan cell alignment, serta pengenalan rumus dan fungsi Microsoft Excel untuk menyelesaikan suatu masalah/kasus tertentu.
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du Plessis, André. "WIKIS AND POWERPOINT AS COGNITIVE DEVELOPMENT TOOLS IN SCIENTIFIC LITERACY: A PROPOSED HEURISTIC." Problems of Education in the 21st Century 57, no. 1 (2013): 25–47. http://dx.doi.org/10.33225/pec/13.57.25.
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The overall performances in the Trends in International Mathematics and Science Study (TIMMS) and Progress in International Reading Literacy Study (PIRLS) of South African learners have been dismal to say the least and the Annual National Assessment test results of grade 3, 6 and 9 learners related to general literacy and mathematics have left a lot to be desired. Clearly this suggests that something has to be done to address this. At the same time, South African education is still suffering as a result of the legacy of apartheid and the great majority of schools are lacking basic resources such as libraries, infrastructure and Information and Communication Technology (ICT) resources, including internet connectivity. General learner literacy and ICT literacy development and usage for learning are high on the government’s agenda, as is scientific literacy. However, there seems to be a dearth of ‘how to’ implement ICT related activities to develop reading, talking, listening and writing within a science classroom learning context with special reference to promoting scientific literacy in its fundamental sense. The theoretical and practical outline that follows attempts to assist filling the void related to the above by introducing an ICT based scientific literacy heuristic that is infused by the ICT based ‘Extended Cyberhunt Approach’ of Du Plessis (2010) and Du Plessis and Webb (2011, 2012, in press) and the off-line Scientific Literacy model of Webb and Villanueva (2008); Webb and Mayaba (2010) and Webb (2010). The focus of the heuristic is to develop scientific reading, talking, listening and writing, as well as to establish a different classroom learning space and experience. In addition, it adds emphasis on on-going feedback from the teacher to the learners as well as focusing on reflection and journal writing to inform teacher planning and subsequent interactions in the science classroom. The additional potential of the heuristic is not only that it offers ICT literacy skills development and the development of skills within a curriculum related science context, but also that ICT skills can be developed even without internet connectivity through using Microsoft Word and/or PowerPoint for writing development and presentation or adding Web 2.0 tools such as a Wiki to complement Microsoft Word and/or PowerPoint if connectivity is available. Research suggests that various skills such as planning, searching and researching, presentation, assessment as well as various cognitive skills can be developed when ICT is used as a cognitive tool in a ‘Learning-as-Design’ context, i.e. when learners (students) become the designers and composers of artefacts related to topics that are curriculum based. This paper also then forms the base for an intervention in two primary schools in the Eastern Cape Province in South Africa that has received ICT resources for the first time ever, including internet connectivity, in September 2013. Hence, the anticipated research within these two schools will explore whether this heuristic has the potential to assist with and improve scientific reading, talking, listening and writing, as well as whether this approach improves motivation and interest related to science learning and ICT literacy development, including the potential to develop planning, searching and researching, presentation, assessment as well as various associated cognitive skills. Key words: cognitive tools, heuristic, ICT, PowerPoint, Internet, scientific literacy.
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Rahman, Fatchur, Nurhadji Nugraha, and Sudarmiani Sudarmiani. "APPLICATION OF PROBLEM BASED LEARNING (PBL) MODEL BY MICROSOFT POWER POINT MEDIA TO IMPROVE ACTIVITIES AND RESULTS OF LEARNING SOCIAL SCIENCE OF SMP in MADIUN." Social Sciences, Humanities and Education Journal (SHE Journal) 1, no. 2 (2020): 1. http://dx.doi.org/10.25273/she.v1i2.6620.
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This study aims to determine the application of Problem Based Learning aided by Microsoft PowerPoint in improving social studies learning outcomes for SMP Negeri 2 Madiun. This class action research uses the Kemmis and Mc Taggart model, which includes planning, action, observation, and reflection. This research uses qualitative and quantitative analysis techniques. Data analysis techniques used in this study focus on three assessments, namely the assessment of the cognitive, affective, and psychomotor domains. This study was carried out in the even semester of 2019/2020 school year. The minimum completeness criteria for social studies subjects in the 2013 curriculum for 8<sup>th</sup> grade students is 75. The study concludes that the Problem Based Learning (PBL) Model assisted by Microsoft PowerPoint can improve the learning outcomes of Social Studies in 8<sup>th</sup> grade of SMP Negeri 2 Madiun
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Keller, Beth. "Review of "PowerPoint, Communication, and the Knowledge Society by Hubert Knoblauch" Cambridge University Press 2013." Communication Design Quarterly 2, no. 4 (2015): 84–86. http://dx.doi.org/10.1145/2721874.2721880.
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Schneider-Bateman, Gregory James. "PowerPoint, Communication, and the Knowledge Society.Hubert Knoblauch. New York: Cambridge University Press. 2013. 251 pp." Technical Communication Quarterly 22, no. 4 (2013): 366–68. http://dx.doi.org/10.1080/10572252.2013.810109.
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Schach, Letícia, and Greice Da Silva Castela. "Objeto Digital de Ensino-Aprendizagem: um olhar para os multiletramentos e para possibilidades de protagonismo dos alunos." Veredas - Revista de Estudos Linguísticos 24, no. 2 (2020): 179–200. http://dx.doi.org/10.34019/1982-2243.2020.v24.32516.
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Neste artigo, analisamos um Objeto Digital de Ensino-Aprendizagem (ODEA) construído, por meio do software PowerPoint, em um curso de formação continuada para professores de língua portuguesa. Objetivamos verificar a presença de elementos que promovam os letramentos visual e digital. O embasamento teórico está pautado em autores como Lemke (2010), Rojo (2009, 2013, 2017) e Xavier (2004, 2006, 2009). A pesquisa está fundamentada nos parâmetros da Linguística Aplicada, dentro de uma abordagem qualitativa, com análise documental de um dos ODEAs elaborados na formação continuada ofertada. Como resultado do processo de investigação, verificamos que o ODEA elaborado contempla multiletramentos a partir da presença de elementos multimodais e hipertextuais e pode fomentar o protagonismo dos alunos.
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Trihariyanto, Sigit, Eko Supriyanto, Muthoifin Muthoifin, and Zahrotul 'Uyun. "STRATEGI PEMBELAJARAN INOVATIF PENDIDIKAN AGAMA ISLAM DENGAN MEDIA POWERPOINT DALAM MENINGKATKAN MUTU PENDIDIKAN DI SDIT MUHAMMADIYAH SINAR FAJAR CAWAS DAN SD MUHAMMADIYAH PK BAYAT." Profetika: Jurnal Studi Islam 21, no. 1 (2020): 109–20. http://dx.doi.org/10.23917/profetika.v21i1.11653.
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Penelitian ini dilaksanakan dengan tujuan untuk mengungkap, menganalisis dan menjelaskan strategi pembelajaran dan pemanfaatan media powerpoint yang diterapkan guru pendidikan agama Islam dalam menyampaikan materi pembelajaran di Sekolah Dasar Islam Terpadu Muhammadiyah Sinar Fajar Cawas dan Sekolah Dasar Muhammadiyah Program Khusus Bayat. Jenis Penelitian ini adalah penelitian lapangan (field research) dengan menggunakan pendekatan deskriptif kualitatif. Adapun sumber data dan instrumen yang digunakan dalam penelitian ini adalah observasi, wawancara dan studi dokumentasi. Berdasarkan penelitian yang telah dilakukan diperoleh hasil bahwa Sekolah Dasar Islam Terpadu Muhammadiyah Sinar Fajar Cawas dan Sekolah Dasar Muhammadiyah Program Khusus Bayat telah menerapkan kurikulum 2013. Sehingga guru memiliki peranan yang sangat penting dalam pendidikan. Di antara peranan guru yang ditunjukkan di kedua sekolah tersebut adalah guru sebagai perencana, pengelola, pelaksana dan evaluator. Selain itu, guru juga berperan sebagai pentransfer ilmu, pembina akhlak mulia, mediator dan fasilitator. Dalam penerapan strategi pembelajaran pendidikan agama Islam dengan media powerpoint di kedua sekolah tersebut mampu memberikan motivasi dan meningkatkan semangat belajar peserta didik serta prestasi belajarnya. Dalam pemanfaatan strategi tersebut mampu menjadikan proses pembelajaran semakin lebih menarik, efektif, efisien dan dapat membantu dalam pengkondisian peserta didik dalam proses pembelajaran serta menambah rasa percaya diri bagi guru pendidikan agama Islam. Adapun untuk materi yang disampaikan dengan memanfaatkan strategi ini, maka lebih mudah dipahami dan penyimpanan filenya lebih praktis. Faktor pendukung dalam penerapan strategi pembelajaran pendidikan agama Islam dengan media powerpoint di Sekolah Dasar Islam Terpadu Muhammadiyah Sinar Fajar Cawas dan Sekolah Dasar Muhammadiyah Program Khusus Bayat adalah kemampuan guru dalam mengoperasikan komputer, ketersediaan sumber media, sarana dan prasarana berbasis komputer di sekolah, dukungan dari kepala sekolah, dan kondisi lingkungan sekolah yang kondusif serta budaya saling tolong menolong yang terbangun cukup kuat. Adapun untuk faktor penghambatnya adalah kurang terbiasanya guru dalam menggunakan media powerpoint dalam proses pembelajaran, waktu persiapan yang masih terbatas, dan jumlah sarana dan prasarana berbasis komputer yang masih terbatas juga.
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Eichelberger, Michelle, and Bonnie Brubaker Imler. "“How do I send an Email?”." Library Hi Tech 33, no. 3 (2015): 329–39. http://dx.doi.org/10.1108/lht-03-2015-0027.
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Purpose – The purpose of this paper is to identify the ability of college freshmen to successfully use common academic software and manage files. Design/methodology/approach – In total, 39 college freshmen from three college campuses were recruited for the study. An online test environment and screen recording software were used to measure student proficiency in using PDFs, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Gmail, and Windows. Data were collected in September 2013. Findings – Student use of academic technology is common, but their software skills are not comprehensive or deep. Students were most proficient at using PDFs and Microsoft Word. Microsoft Excel tasks were the most difficult for the students, and many struggled to use Gmail to compose a message and send an attachment. Students were able to open a PowerPoint document and view a slideshow, but they were less comfortable navigating the software’s printing environment. Originality/value – Having concrete data about student technology skills, rather than anecdotal data from reference desk interactions, can help librarians design improved instruction and tutorials that target areas of student technology weakness.
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Chairani, Yuni, Agustina Lumban Tobing, and Risma Siahaan. "Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair ShareMenggunakan Media Power Point Terhadap Hasil Belajar Kimia Siswa Pada Pokok Bahasan Perubahan Materi Di SMPN 2 Percut Sei Tuan." Talenta Conference Series: Science and Technology (ST) 2, no. 1 (2019): 246–52. http://dx.doi.org/10.32734/st.v2i1.351.
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Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran kooperatif tipe TPS (Think-Pair-Share)d dengan menggunakan media power point lebih baik dalam meningkatkan hasil belajar kimia siswa dibandingkan dengan pembelajaran konvensional ceramah pada pokok bahasan perubaha materi.Jenis penelitian ini adalah penelitian eksperimen dengan desain penelitian Control group pre-test-post-test. Populasi penelitian ini adalah seluruh siswa kelas VII Semester I SMP N 2 Percut Sei Tuan T.P 2012/2013. Sampel penelitian ini diambil dengan secara purposive, terdiri dari satu kelas eksperimen dengan menerapkan model pembelajaran kooperatif tipe TPS dengan media power point dan satu kelas kontrol dengan menggunakan model pembelajaran konvensional ceramah. Jumlah keseluruhan sampel adalah 60 orang. Instrumen yang digunakan dalam penelitian ini adalah tes tertulis berbentuk pilihan berganda.Analisis statistik uji-t diperoleh thitung = 1,72 kemudian harga thitung dibandingkan dengan ttabel dengan taraf nyata α = 0,05 dan dk = 58 ttabel = 1.6723 ternyata thitung> ttabel (1,72 >1.6723).
 
 The purpose of this study was to find out whether the cooperative learning model with the type of TPS (Think-Pair-Share) that uses powerpoint media is better in improving students' chemistry learning outcomes compared to conventional learning lectures on the subject matter changes. This type of research is experimental research with research design Control group pre-test-post-test. The population of this study was all students of class VII Semester I of SMP N 2 Percut Sei Tuan Academic Year 2012/2013. The research sample was taken purposively, consisting of one experimental class by applying the TPS cooperative learning model with powerpoint media and one control class by using conventional lecture learning models. The total sample is 60 people. The instrument used in this study is a written test in the form of multiple choices. The analysis of t-test statistics obtained t = 1.72 then the price of t_count compared to t_table with a real level α = 0.05, dk = 58, and t_table = 1.6723. The result is t_count> t_table ( 1.72> 1.6723).
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Rahadyan, Andri, Ek Ajeng Rahmi Pinahayu, Indra Kurniawan, Rahman Abdilah, and Nurfidah Dwitiyanti. "Development of 2013 Curriculum Learning Model based on Trigger Powerpoint Media to Improves Students’ Creative Thinking Skill." Eduma : Mathematics Education Learning and Teaching 8, no. 2 (2019): 1. http://dx.doi.org/10.24235/eduma.v8i2.5016.
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Bazin, Yoann. "La pensée powerpoint (The Powerpont Thought)20111Franck Frommer. La pensée powerpoint (The Powerpont Thought). Paris: La Découverte 2010. 259 pp." Society and Business Review 6, no. 2 (2011): 188–90. http://dx.doi.org/10.1108/17465681111144000.
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KAMEYAMA, Hirotaka, Ryousuke MORIMITSU, Satoshi IWAKI, and Kazuhiro TANIGUCHI. "2P1-L05 Presentation robot system in sync with PowerPoint : Synchronization based on a presentation script(Informative Motion & Motion Media)." Proceedings of JSME annual Conference on Robotics and Mechatronics (Robomec) 2013 (2013): _2P1—L05_1—_2P1—L05_2. http://dx.doi.org/10.1299/jsmermd.2013._2p1-l05_1.
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Novita, Lina, Tustiyana Windiyani, and Rifa Fazriani. "PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS ICT PADA SUBTEMA BERSYUKUR ATAS KEBERAGAMAN UNTUK SISWA KELAS IV SEKOLAH DASAR." JPPGuseda | Jurnal Pendidikan & Pengajaran Guru Sekolah Dasar 2, no. 2 (2019): 82–86. http://dx.doi.org/10.33751/jppguseda.v2i2.1451.
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DEVELOPMENT OF LEARNING MEDIA OF ICT BASED ON SUBTEMA BE GRATEFUL FOR DIVERSITY FOR CLASS IV STUDENTS ELEMENTARY SCHOOL This research is uses development procedures that produce the final product design in the form of developing ICT-based learning media using interactive PowerPoint. This product was developed by researchers combining research steps from Borg and Gall and the ASSURE model. The product developed in this research is ICT-based learning media referring to the 2013 curriculum for fourth grade students of elementary schools. Based on the steps of the development procedure above the researcher only limited to the 5 steps of the development procedure, namely (1) potential and problems, (2) data collection, (3) product design, (4) expert validation, and (5) design revision. This is because the limited time needed in research and ICT-based learning media is made to be a teacher's grip so it is sufficiently validated by four fourth grade elementary school teachers who make ICT-based learning media in the implementation of the 2013 Curriculum aided by researchers
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Wulandari, Mega Retno, and Ade Iriani. "Pengembangan Modul Pelatihan Pedagogical Content Knowledge (PCK) Dalam Meningkatkan Kompetensi Profesional dan Kompetensi Pedagogik Guru Matematika SMP." Kelola: Jurnal Manajemen Pendidikan 5, no. 2 (2018): 177–89. http://dx.doi.org/10.24246/j.jk.2018.v5.i2.p177-189.
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The research objectives are to describe the training that has been held so far and its weaknesses and to develop PCK training modules in order to improve the pedagogical and professional competence of mathematics teachers. This type of research is research and development. The research subjects were the MGMP Coordinator and junior high school mathematics teacher. Data collection techniques are observation, interviews, documentation studies, and tests. Data analysis techniques use mixed methods. The PCK training module was developed using the Sugiyono model, taking 7 stages namely potential and problems, data collection, product design, design validation, design revisions, limited trials and product revisions. Module validation tests are carried out by module experts, PCK experts, and prospective users. Research results: 1) Training for junior high school mathematics teachers have been focused on the dissemination of the 2013 curriculum and PCK training has never been held; 2) The weakness of the training that has been held so far: material from the powerpoint print out presented by the speaker, when the training collided with teaching activities in the school, the training material was only about the 2013 curriculum; and 3) PCK training modules that have been developed are feasible to use.
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Richardo Bagus Setiadi, Adolf. "What do Students Think about PowerPoint? A Study of Attitudes." Asia Proceedings of Social Sciences 2, no. 4 (2018): 11–14. http://dx.doi.org/10.31580/apss.v2i4.240.
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Research Highlights
 Results of the study indicated that the students showed positive attitudes towards Microsoft PowerPoint’s influence on their learning in English classroom and also their English instructors’ performance in the classroom. Also, no significant difference found between male and female students in terms of their attitude towards both aspects.
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 Research Objectives
 The aim of this research is to find out the attitudes of Indonesian university students towards Microsoft PowerPoint’s influence on their learning in English classroom and their instructors’ performance in English classroom. The difference between male and female students on that degree will also be observed.
 Methodology
 The method used to gather the data used in the research was the survey method. The questionnaire used was a modified version of the questionnaire used in Yilmazel-Sahin’s (2007) research. The participants of the research were students of Universitas Satya Negara Indonesia. After the data was gathered, it was then analysed using descriptive statistics (to find the students’ attitudes) and Mann-Whitney U test (to determine whether statistically significant differences existed between the two groups). This type of test was chosen due to its ability to determine differences between two groups (Nachar, 2008). To avoid the Type I error in the Mann-Whitney U test, Bonferroni correction was applied (Napierala, 2012).
 Results
 The results of the data analysis showed that the students showed positive attitudes towards Microsoft PowerPoint’s influence on their learning in English. They moderately agreed that PowerPoint gives positive influence on their learning. The results were consistent with results from previous research (Yilmazel-Sahin, 2007), which showed that students generally had positive attitudes regarding PowerPoint’s influence on their learning. Another result showed was that students showed positive attitudes towards Microsoft PowerPoint’s influence on moderately agreed that PowerPoint helped their English instructors become better prepared and more organised, while they mostly agreed that PowerPoint helped increase the variation in the material delivered by their instructors. The results match the results from Yilmazel-Sahin’s (2007) and Nouri and Shahid’s (2005) research.
 
 The results of Mann-Whitney U test showed that there was no significant difference between male and female students in terms of their attitudes towards Microsoft PowerPoint’s influence on both their learning in English classroom and their instructors’ performance in English classroom. This matches the results of research conducted by Kahraman, Çevik and Kodan (2011) which showed no significant difference between male and female participants regarding their attitudes towards PowerPoint usage in classes.
 Findings
 Students showed positive attitudes towards Microsoft PowerPoint’s influence on both their learning in the English classroom and their instructors’ performance in English classroom. No significant difference observed between male and female in terms of their attitudes towards both aspects.
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Daly, Aidan, Steve Baron, Michael J. Dorsch, et al. "Bridging the academia-practitioner divide: the case of “service theater”." Journal of Services Marketing 28, no. 7 (2014): 580–94. http://dx.doi.org/10.1108/jsm-05-2013-0105.
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Purpose – This paper aims to demonstrate the applicability of a theatrical framework for improving the effectiveness of the knowledge transfer of service research findings to practitioners. Design/methodology/approach – A case study approach is adopted. The operation of a practitioner-oriented seminar is examined through a theatrical lens to establish the extent to which direction, audience participation and creativity, emotions and visual aesthetics can contribute to bridging the academia-practitioner divide. Findings – Planning a practitioner-oriented seminar performance is as important as planning the program content. Effective knowledge transfer requires active audience engagement, activation of favorable audience emotions and an enjoyable learning process. The lack of these requirements can render written dissemination by journal papers relatively ineffective in reaching and engaging practitioners. Research limitations/implications – Findings are based on one case study: a seminar delivered to practitioners on “service theater”. Practical implications – In addition to face-to-face seminars, contemporary dissemination methods (webinars, podcasts) can apply the theatrical lessons introduced and evaluated. Practitioners do not respond positively to only written declarative information, through academic papers and/or PowerPoint slides, from academicians. Originality/value – The article recognizes that dissemination of service research findings is, itself, a service, requiring depth of thought and understanding.
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Kearns, Jodi, and Brian C. O’Connor. "Clownpants in the classroom? Hypnotizing chickens? Measurement of structural distraction in visual presentation documents." Journal of Documentation 70, no. 4 (2014): 526–43. http://dx.doi.org/10.1108/jd-01-2013-0009.
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Purpose – The purpose of this paper is to consider the structure of entertainment media as a possible foundation for measuring aspects of visual presentations that could enhance or interfere with audience engagement. Design/methodology/approach – Factors that might account for the large number of negative comments about visual presentations are identified and a method of calculating entropy measurements for form attributes of presentations is introduced. Findings – Entropy calculations provide a numerical measure of structural elements that account for engagement or distraction. A set of peer evaluations of educational presentations is used to calibrate a distraction factor algorithm. Research limitations/implications – Distraction as a consequence of document structure might enable engineering of a balance between document structure and content in document formats not yet explored by mechanical entropy calculations. Practical implications – Mathematical calculations of structural elements (form attributes) support what multimedia presentation viewers have been observing for years (documented in numerous journals and newspapers from education to business to military fields): engineering PowerPoint presentations necessarily involves attention to engagement vs distraction in the audience. Originality/value – Exploring aspects of document structures has been demonstrated to calibrate viewer perceptions to calculated measurements in moving image documents, and now in images and multimedia presentation documents extending Claude Shannon's early work communication channels and James Watt and Robert Krull's work on television programming.
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Croft, Tony, and Michael Grove. "Mathematics and Statistics Support Centres: Resources for training postgraduates and others who work in them." MSOR Connections 14, no. 3 (2016): 3. http://dx.doi.org/10.21100/msor.v14i3.305.
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This article provides a rationale for the focused training of postgraduates (and others) who work inmathematics and statistics support centres. It outlines a format for training that has been found towork well through workshop-style events run at universities around the country over the last fiveyears. Within any form of training there are important topics for discussion and a wealth of resourcesfreely available for those centre managers who wish to develop training for their own tutors. Tutorsare in the front line of tackling the lack of confidence and skill deficits of students who arrive atsupport centres looking for help; tutors who are well-briefed in terms of the challenges they are likelyto face and how they can best respond to students who are finding university mathematics andstatistics particularly difficult will help to ensure that the services offered genuinely contribute toenhancing the student experience. While training for new mathematics support tutors is important,of equal, if not greater importance is identifying tutors with the right skills and abilities to work inmathematics and statistics support. We conclude by considering the recruitment of postgraduatetutors and by undertaking a brief discussion about the value of training to the tutors themselvesincluding contribution to professional recognition that is gaining increased importance. Furthersources of information can be found within Croft and Grove (2011) which forms a training resourcepack, Croft, et al. (2013) and in the resources section of the sigma network website (2016) whichincludes PowerPoint slides and training activities that can be used in, or adapted for, workshops.
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Kurniliawati, Umi Nur. "CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI." Jurnal Penelitian Humaniora 17, no. 1 (2016): 23. http://dx.doi.org/10.23917/humaniora.v17i1.2348.
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This study is carried out to describe classroom technique used in the teaching of English at State of Junior High School of Sawit 1 Boyolali. The kinds of this research is describtive qualitative research especially naturalistic study in analyzing the data. The method of collecting data in this research are observation, interview and document. The finding of the study shows that there are some classroom techniques implemented by English teachers at SMP Negeri 1 State of Junior High School of Sawit 1 Boyolali, drilling, grouping, individual task, listening to music, picture describing, presentation, question and answer, questioning, reading aloud, repetition, role play, and translation.The teachers have roles as facilitator, teacher as motivator, teacheras observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.
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Eichelberger, Michelle, and Bonnie Imler. "Academic technology confidence levels vs ability in first-year traditional and non-traditional undergraduates." Library Hi Tech 34, no. 3 (2016): 468–79. http://dx.doi.org/10.1108/lht-03-2016-0032.
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Purpose The purpose of this paper is to examine the technology confidence, skills, and post-skills-test emotions in traditional (younger than 24 years old) and non-traditional (24 and older) first-year college students at three undergraduate campuses in the Northeastern USA. Design/methodology/approach Totally, 39 college freshmen from three college campuses were recruited for the study. An online test environment and screen recording software were used to measure student proficiency in using PDFs, Microsoft Word, Microsoft PowerPoint, Microsoft Excel, Gmail, and Windows. Data were collected in September 2013. Findings The majority of the students struggled with at least one facet of academic software. Traditional students were more confident than non-traditional students in their technology skills, but they did not score any higher on the skills test. Students who placed at the high end and low end of the test results curve most accurately assessed their technology skills, and their post-test feelings were the most appropriate in light of their test results. A large percentage of the traditional aged students were overconfident about their skills and self-identified as “happy” or “wonderful” even after performing poorly on the test. Originality/value Having concrete data about student technology skills, rather than anecdotal data from Reference Desk interactions, can help librarians design improved instruction and tutorials that target areas of student technology weakness. In addition, there have been no studies that examine student immediate emotional response to test performance in this type of testing environment.
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Iskandrian, Ami E. "PowerPoint slide sets from 2018." Journal of Nuclear Cardiology 26, no. 6 (2019): 1821–35. http://dx.doi.org/10.1007/s12350-019-01853-2.
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Paramida, Siti, and Ade Salahuddin Permadi. "Penerapan Model Pembelajaran Circuit Learning Berbantuan Media Microsoft Power Point untuk Meningkatkan Hasil Belajar IPS pada Peserta Didik Kelas IV SDN 3 Palangka Tahun Pelajaran 2016/2017." Bitnet: Jurnal Pendidikan Teknologi Informasi 4, no. 1 (2019): 25–29. http://dx.doi.org/10.33084/bitnet.v4i1.529.
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This study aims to: (1) To describe the learning activities of fourth grade students during Social Studies learning by applying the Circuit Learning learning model assisted by Microsoft PowerPoint media and (2) To improve the learning outcomes of fourth grade students during IPS learning by applying the model learning Circuit Learning supported by Microsoft PowerPoint media. The type of research used in this study was Classroom Action Research (PTK) with research subjects all of the fourth-grade students of Palangka Elementary School-3 which numbered 35 students. Data collection techniques in this study used observation and tests. Data analysis using qualitative, quantitative data analysis. The results of this study indicate that: (1) Activity of Grade IV students in Palangka Elementary School-3 of 2016/2017 Academic Year in Social Studies learning after applying the Circuit Learning model assisted by Microsoft PowerPoint media to be very good because students are active and enthusiastic in following the process learning. The observations of teacher activities on teaching and learning activities carried out by observer I and Observer II during the social studies learning the process in the first cycle were 3.73 in the outstanding category, and the universal aspect of the students was 3.57 in the very well typed. (2) There is an increase in social studies learning outcomes by implementing Microsoft PowerPoint Circuit Assisted learning model on social studies subjects in grade IV of the 2016/2017 SDN-3 Academic Year. This is indicated by the learning outcomes seen through the class average in cycle I which is equal to 80 and the completeness percentage of students in classics namely 100%, from the predetermined provisions namely for KKM of 65 and completeness criteria in classical 85% with this then It can be concluded that there is an increase in social studies learning outcomes after applying the Learning Learning model assisted by Microsoft PowerPoint
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Larson, Job Paul, David Moss, and Robert R. Lennon. "The quality of medical resident PowerPoint ® presentations." Acta Medica 49, no. 4 (2018): 14–17. http://dx.doi.org/10.32552/2018.actamedica.332.
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Objective: PowerPoint® software is the most common method of presenting information among physicians. As such it offers an opportunity to evaluate the technical quality of medical resident presentations and assess for change in quality over residency training. To date there is no literature on objective evaluation of the technical quality of PowerPoint® presentations by residents. This study sought to create a metric to evaluate the technical quality of medical resident PowerPoint® presentations, and measure changes in that quality during training. 
 Materials and Methods: A grading scheme for evaluating the technical quality of PowerPoint® presentations was generated after a literature review. In the spring of 2016 military family medicine residency program directors and chief residents were invited to participate. Participant programs submitted PowerPoint® presentations for evaluation. Presentations were de-identified and graded. 
 Results: A total of fifteen residency programs were contacted and two presentations solicited, with a total possible response rate of thirty PowerPoint® presentations. Five programs responded, with a total of nine presentations out of a potential thirty, giving us a 30% response rate. Of these PowerPoint® presentations the mean score out of 100 was 86% with a range of 78-92%.
 Conclusion: Our grading scheme provides an objective method to evaluate the technical quality of PowerPoint® presentations. Resident PowerPoint® presentations are above an expected average level of technical quality. Our preliminary data suggest that training programs do not improve technical PowerPoint® presentation skills, and may not be interested in evaluation the technical quality of their resident presentations. 
 Keywords: Presentation, resident, quality
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Susilo, Tri, Kasmaini ., and Indah Damayanti. "THE EFFECT OF USING POWERPOINT MODIFIED PICTURES IN WRITING DESCRIPTIVE TEXT TO THE EIGHTH GRADE STUDENTS OF SMPN 22 KOTA BENGKULU IN 2016/2017 ACADEMIC YEAR." Journal of English Education and Teaching 2, no. 1 (2018): 76–85. http://dx.doi.org/10.33369/jeet.2.1.76-85.
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This study aimed at investigating the effect of using powerpoint modified pictures as a media in teaching writing descriptive text. The population of this study was all the students of eighth-grade students of SMPN 22 Kota Bengkulu in academic year 2016/2017 with the total number of population 66 students. The sample of this research was taken by using purposive sampling. By using that technique, 42 students were taken as the samples. The samples divided into two groups, experimental and control group. The instrument employed in this study was writing tests. The pre-test was conducted before giving treatments in order to know the scores of both groups. After giving some treatments to the experimental and control group, the post-test was held to both groups. Based on the data analysis of the post-test, it was found that t-count > t-table (4.66 > 2.021). This finding indicated that there was a significant difference between the experimental and control group scores. It means that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. In other words, powerpoint modified pictures had a significant effect on students’ writing ability. The use of powerpoint modified pictures could increase students’ writing ability especially in descriptive text. Therefore, this technique can be applied by the teacher as a teaching aid in descriptive text’s writing.
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Ningsih, Sinthya, and Aidin Najihi. "Meningkatkan Hasil Belajar Ekonomi Menggunakan Model Pembelajaran Kooperatif Tipe Jigsaw dengan Media Power Point pada Kelas X IPS-2 di SMA Negeri 2 Katingan Hilir Tahun Pelajaran 2016/2017." Bitnet: Jurnal Pendidikan Teknologi Informasi 4, no. 1 (2019): 20–24. http://dx.doi.org/10.33084/bitnet.v4i1.528.
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This study aims to 1) find out how the learning activities of students in the following learning using the Jigsaw Cooperative Learning Model with PowerPoint Media, 2) To determine whether there is an increase in economic learning outcomes in the subject matter of the market and market prices. After using the Jigsaw Type Cooperative Learning model with Media PowerPoint on students of class X IPS-2 Katingan Hilir 2 High School. This type of research is Class Action Research (CAR). The subjects of this study were students of class X IPS-2 in Katingan Hilir Lesson 2 High School 2016/2017 in the amount of 30 students. Data analysis is used in research qualitatively and quantitatively. Based on the results of the study, 1) Economic learning activities using the Jigsaw type learning model with powerpoint media in Katingan Hilir 2 High School. The operation of students in segment 1 obtained an average score of 3.18 into the category of being right. While in cycle two there is an improvement to be better, with an average rating of 3.91 good classes. 2) there is an economic improvement in learning outcomes with material on market issues and market prices by using the jigsaw cooperative learning model with powerpoint media in the X IPS-2 class of Katingan Hilir Public High School 2016/2017 academic year. This can be seen from the learning outcomes of students' data in the pre-action process of the pre-test period, getting an average value of 61 with classical mastery of 20.00% with criteria not reached, cycle 1 getting an average score of 69.5 with traditional knowledge, 67% with no tests achieved, and in the post-test 2 cycle the average rating was 81 with 100% classical mastery with the criteria fulfilled.
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Wirastuti, N. M. A. E. D., I. G. A. K. D. D. Hartawan, I. M. A. Suyadnya, and D. C. Khrisne. "PENGEMBANGAN MEDIA PEMBELAJARAN TEKNOLOGI INFORMASI DAN KOMUNIKASI BERBASIS MULTIMEDIA BAGI GURU-GURU SEKOLAH DASAR DI DESA KINTAMANI BANGLI." Buletin Udayana Mengabdi 17, no. 1 (2018): 134. http://dx.doi.org/10.24843/bum.2018.v17.i01.p23.
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Along with the advancement of science and technology, all teachers especially primary school teachers areexpected to have the ability in the field of information and communication technology (ICT). So that teacherscan teach using ICT-based learning media. By using multimedia learning model, teachers will be able to doteaching more interactive, fun, and motivate learners to be more active. The goal of this program is toimprove the ability and competence of teachers in Elementary School (SD) Imbas in Kintamani Village areasin creating multimedia-based ICT learning media. In this community service activities, it is given counselingand training about the introduction of the Internet and the development of multimedia-based ICT learningmedia using Microsoft PowerPoint, create teaching materials in PDF format, create teaching materials inimage display (JPEG) and apply teaching materials in activities learning in the class. The purpose of this activity is the participants understand of the importance in using ICT for supporting learning and teachingactivities multimedia-based learning media. Participants also understand of how to create learning materialsin PowerPoints format, create files in the form of .pdf, and generate. JPG files. Teachers will also be trainedon how to enrich multimedia-based learning materials using internet access.
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Xiang, Jianming, ZhangBing Zhou, Lei Shu, Cong Liu, and Qun Wang. "MR*-Tree: Novel Indexing and Retrieving Mechanism for Spatial Objects in Mobile PowerPoint Pages." International Journal of Distributed Sensor Networks 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/372486.
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Different from the traditional office software, due to the limited storage and computational capability of mobile devices, how to support the page editing in a fast and energy-efficient manner is fundamental. To address this challenge, we propose an MR*-tree based indexing mechanism for supporting the fast and energy-efficient retrieval of spatial objects in mobile PowerPoint pages. Based on this, techniques are developed to support the operations when editing mobile PowerPoint pages. Prototype has been implemented for facilitating the operations of spatial objects when editing mobile PowerPoint pages. Experimental evaluations on computers, pads, and smart phones show the effectiveness and efficiency of this technique.
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Winn, John. "Avoiding Death by PowerPoint." Journal of Professional Issues in Engineering Education and Practice 129, no. 3 (2003): 115–18. http://dx.doi.org/10.1061/(asce)1052-3928(2003)129:3(115).
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Sari, Martala, and Lusi Andriani. "PENGARUH STRATEGI PEMBELAJARAN PENINGKATAN KEMAMPUAN BERPIKIR ( SPPKB ) BERBANTUAN MEDIA POWERPOINT TERHADAP HASIL BELAJAR SISWA PADA MATERI CIRI-CIRI MAKHLUK HIDUP KELAS VII SMP N 1 LANGGAM T.A 2017/2018." Bio-Lectura 5, no. 1 (2018): 69–78. http://dx.doi.org/10.31849/bl.v5i1.1012.
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ABSTRAK: Penelitian ini bertujuan untuk mengetahui pengaruh Strategi Pembelajaran Peningkatan Kemampuan Berpikir (SPPKB) berbantuan media powerpoint terhadap hasil belajar siswa pada materi ciri-ciri makhluk hidup. Penelitian ini dilaksanakan di kelas VII SMP Negeri 1 Langgam bulan Januari 2018. Desain penelitian yang digunakan adalah quasi eksperimen dengan the matching only pretest-posttest control group design. Sampel penelitian adalah siswa kelas VIIa dan VIIb dengan teknik pengambilan random sampling. Pengumpulan data dilakukan melalui pretest, posttest, dan lembar observasi. Teknik analisis data dalam penelitian ini berupa uji-t. Rerata N-Gain pada kelas eksperimen 0,52 (kategori sedang), sedangkan kelas kontrol 0,17 (kategori rendah). Hasil uji-t terdapat perbedaan yang signifikan antara kelas eksperimen dan kelas kontrol. Berdasarkan hasil penelitian dapat disimpulkan bahwa terdapat pengaruh strategi pembelajaran peningkatan kemampuan berpikir (SPPKB) berbantuan media powerpoint terhadap hasil belajar siswa pada materi ciri-ciri makhluk hidup di kelas VII SMP Negeri 1 Langgam T.A 2017/2018.
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Tukino, Tukino. "Pelatihan Microsoft Office 2010 pada Kelompok Kerja Kepala TK (K3TK) dan Gugus Paud Naga di Kota Batam sebagai Aplikasi dari Pembelajaran Komputer pada Anak Usia Dini." J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) 2, no. 2 (2018): 65. http://dx.doi.org/10.30734/j-abdipamas.v2i2.245.
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ABSTRACTThe material provided in this guidance is divided into 3 groups, there are Microsoft Word, Microsoft PowerPoint and Microsoft Paint. Activities are carried out based on the division level of the ability/skill of each teacher. Teachers who have been adept grouped separately from the teacher who still lay on the computer so that the coaching is intensive. Teachers who still lay be guided and accompanied by the instructor ranging from the procedure turn on the computer, opening files, saving files, using the mouse, typing basic, introduction computer parts up on the procedure to turn off the computer. The methods applied in this activity is the Method of Presentation, Demonstration and Practice. The method of Presentation used for the introduction of software using Microsoft PowerPoint 2010. The results of this study are: First, the Training provided some of the materials associated with efforts to improve the quality of learning by giving knowledge about the use of the Program PowerPoint to create interactive games as learning media multimedia ICT-based attractive and interactive, Second, the Material presented can be accepted, digested, and understood the participant well, the Third, the Activity takes place smoothly, on time and as expected. Keywords: Microsoft Word, Microsoft PowerPoint, and Microsoft Paint. ABSTRAKMateri yang diberikan dalam pembinaan ini terbagi menjadi 3 kelompok, yaitu kelompok Microsoft Word, Microsoft PowerPoint dan Microsoft Paint. Kegiatan dilakukan berdasarkan pembagian tingkat kemampuan/skill masing - masing guru. Guru yang telah mahir dikelompokkan tersendiri dari guru yang masih awam tentang komputer supaya pembinaan lebih intensif. Guru yang masih awam dibimbing dan ditemani instruktur mulai dari prosedur menyalakan komputer, membuka file, menyimpan file, menggunakan mouse, mengetik dasar, pengenalan bagian-bagian komputer sampai pada prosedur mematikan komputer. Metode yang diterapkan dalam kegiatan ini adalah Metode Presentasi, Demonstrasi dan Praktik. Metode Presentasi digunakan untuk pengenalan software menggunakan Microsoft PowerPoint 2010. Hasil penelitian ini adalah: Pertama, Pelatihan memberikan beberapa materi yang terkait dengan upaya meningkatkan kualitas pembelajaran dengan pemberikan pengetahuan mengenai pemanfaatan Program PowerPoint untuk membuat game interaktif sebagai media pembelajaran multimedia berbasis TIK yang atraktif dan interaktif, Kedua, Materi yang disajikan dapat diterima, dicerna, dan dipahami peserta dengan baik, Ketiga, Kegiatan berlangsung lancar, tepat waktu dan sesuai dengan yang diharapkan. Kata Kunci: Microsoft Word, Microsoft PowerPoint, dan Microsoft Paint.
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Cummings, Carol, and Kathryn J. Saunders. "Using PowerPoint 2016 to Create Individualized Matching to Sample Sessions." Behavior Analysis in Practice 12, no. 2 (2018): 483–90. http://dx.doi.org/10.1007/s40617-018-0223-2.
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Azhar, Habiba, Afifa Khanam, and Uzma Quraishi. "The Effectiveness of PowerPoint Mediated Early Elementary Science Modules for Independent Learning." Global Regional Review IV, no. III (2019): 337–47. http://dx.doi.org/10.31703/grr.2019(iv-iii).38.
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PowerPoint is one of the programs that has made classrooms more colorful and attractive with its multimedia incorporation. The present research has examined the effectiveness of early elementary science modules prepared with attributes of PowerPoint show for students independent and autonomous learning. The modules were prepared for the subject of sixth-grade science, employing programmed learning principles. This experimental study has compared two groups of sixth grade; each group having N=30, at public and private schools parallelly, with a pretest, posttest control group design by introducing PowerPoint mediated modules for four weeks for one hour daily. The pre and post-test achievements were compared through the ttest. Both study groups at public and private sector schools increased their conceptual ability and performed better than the control group participants on a fifteen-item multiple choice objective type test. The study holds implications for the effectiveness of PowerPoint modules for bridging individual differences, adding learner autonomy and pace and place free independent learning, specifically, for underprivileged students.
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Carraro, Giovanni, Richard de Grijs, Bruce Elmegreen, et al. "DIVISION VII: COMMISSION 37: STAR CLUSTERS AND ASSOCIATIONS." Proceedings of the International Astronomical Union 10, T28B (2013): 128–31. http://dx.doi.org/10.1017/s1743921315005591.
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The business session for Commission 37 was held on 24 August 2012 at the IAU General Assembly in Beijing. The meeting was attended by about a dozen members of our Comission, including President Carraro, VP de Grijs and several committee members. We introduced ourselves and then went through a powerpoint presentation first prepared by outgoing President Elmegreen and revised by incoming President Carraro. The contents of the powerpoint presentation are given in this summary.
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S.Pd, Purnomo,. "PEMANFAATAN MEDIA BELAJAR POWERPOINT UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS VII B SEMESTER 2 TAHUN 2015 SMP NEGERI 3 BANYUBIRU." Phenomenon : Jurnal Pendidikan MIPA 6, no. 1 (2016): 45. http://dx.doi.org/10.21580/phen.2016.6.1.944.
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Media PowerPoint adalah merupakan media belajar yang dapat membantu guru dalam menyampaikan materi kepada siswa. Permasalahan yang muncul adalah apakah pemanfaatan media belajar PowerPoint dapat meningkatkan hasil belajar IPA pada konsep gerak. Penelitian dilakukan pada VIIB SMPN 3 Banyubiru Semester 2 Tahun Pelajaran 2014/2015 dengan dua siklus. Hasil penelitian menunjukkan bahwa ada peningkatan prestasi belajar IPA pada konsep gerak yaitu dari rata-rata nilai pada siklus I 70,33 menjadi 70,67 pada siklus II
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Hadiyanti, K. M. Widi, and Widya Widya. "ANALYZING THE VALUES AND EFFECTS OF POWERPOINT PRESENTATIONS." Language and Language Teaching Journal 21, Supplement (2018): 87–95. http://dx.doi.org/10.24071/llt.2018.suppl2108.
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Krašna, Marjan, and Tomaž Bratina. "E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS." Problems of Education in the 21st Century 61, no. 1 (2014): 77–87. http://dx.doi.org/10.33225/pec/14.61.77.
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Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.
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Alavi, Nazanin, Matthew Stefanoff, Alyssa Hirji, and Sarosh Khalid-Khan. "Cognitive Behavioural Therapy through PowerPoint: Efficacy in an Adolescent Clinical Population with Depression and Anxiety." International Journal of Pediatrics 2018 (November 8, 2018): 1–5. http://dx.doi.org/10.1155/2018/1396216.
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Background. Limited help-seeking behaviours, among adolescents with mental health concerns and many barriers to accessing mental health services, make innovative approaches to administering mental health therapies crucial. Therefore, this study evaluated the efficacy of e-CBT given via PowerPoint slides to treat adolescents with anxiety and/or depression. Method. 15 adolescents referred to an outpatient adolescent psychiatry clinic to treat a primary DSM-IV diagnosis of anxiety and/or depression chose between 8 weeks of e-CBT (n=7) or 7 weeks of live CBT (n=8). The e-CBT modules were presented using PowerPoint delivered weekly through email by either a senior psychiatry resident or an attending physician. Within each session, participants in both groups had personalized feedback on their mandatory weekly homework assignment from the previous week’s module. BYIs were completed before treatment and and after final treatment within both groups to assess changes in depression, anxiety, anger, disruption, and self-concept. Findings. Before treatment, BYI scores did not sig. differ between groups. After treatment, e-CBT participants reported sig. improved depression, anger, anxiety, and self-concept BYI scores while live CBT participants did not report any sig. changes. Only the Beck Anxiety Inventory sig. differed between groups after CBT. Conclusion. Despite the low sample size within this study, using email to deliver e-CBT PowerPoint slides and individualized homework feedback shows promise as an alternate method of CBT delivery that reduces barriers to receiving mental health treatment that occur internationally.
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Mastarone, Ginnifer L. "Book Review: Creating Dynamic Multimedia Presentations Using Microsoft PowerPoint 2003, 3rd ed." Business Communication Quarterly 69, no. 2 (2006): 237–40. http://dx.doi.org/10.1177/108056990606900219.
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Parvin, Rukhsana, Md Nazmul Haque, Naser Ahmed, et al. "Is Audio Visual Method Better than Traditional for Medical Students? - A Better Survey Report." Bangladesh Journal of Medicine 21, no. 2 (2013): 60–64. http://dx.doi.org/10.3329/bjmed.v21i2.13612.
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Objectives: Different teaching aids are advocated in the medical colleges for delivery of lectures such as power point presentation, blackboard, transparency sheet, overhead projectors, extempore and lecture sheets .The aim of our study was to compare the more acceptable teaching methods between the students of Dhaka Medical College and Enam Medical College. Materials and Methods: Total one hundred students were selected from fourth year in each medical college. They were asked to fill in a fourteen item questionnaire about their perception of five lecture delivery methods. Questionnaire was properly explained. The results were analyzed separately to find out any differences between preferences of teaching methods in both medical colleges. Results: In DMC 50% students preferred traditional blackboard method ,25% PowerPoint presentations, 5% both blackboard and PowerPoint, 16% extempore and 4% lecture sheet .On the other hand, in EMC, 53% mentioned PowerPoint presentation as most acceptable, 38% blackboard, 5% combined blackboard and PowerPoint and 4% extempore. Some important comments were recorded which could be valuable for the medical teachers. Conclusion: The study showed that students of DMC clearly prefer traditional blackboard method rather than other teaching aids, whereas students of EMC prefer PowerPoint presentation. The study does not bring out any evidence based superiority of any lecture delivery method. It appears that any teaching aid can be appropriate and effective if the teachers are properly trained. This highlights the need for formal training in teaching technologies for good presentation and thus motivate the students. DOI: http://dx.doi.org/10.3329/bjmed.v21i2.13612 Bangladesh J Medicine 2010; 21: 60-64
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Jose, Preetha, Firoz Thaha, Kavitha Varghese, and Aruvi Poomali. "Impact of lecture delivery by using PowerPoint presentation and black board and chalk in second year MBBS students in Pharmacology." International Journal of Basic & Clinical Pharmacology 8, no. 2 (2019): 316. http://dx.doi.org/10.18203/2319-2003.ijbcp20190153.
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Background: The use of electronic media and audio-visual aids for teaching has become increasingly common in medical colleges. This teaching method is considered superior to blackboard and chalk by majority of the students and teachers. But the quality of medical education has not drastically improved in comparison. This study compares the impact of lecture delivery using PowerPoint presentation as opposed to blackboard and chalk in medical students attending pharmacology classes.Methods: This was a cross sectional study done in the second year MBBS students attending pharmacology classes in the Department of Pharmacology at Government Medical College, Thrissur in the year 2017. Students were given lectures on two similar topics, one using PowerPoint presentation and the other using blackboard and chalk by the same teacher. The students were given a post-test after each lecture and marks were analysed using Independent student’s t test. A feedback was also taken from the students regarding the two lecture delivery methods and the data is expressed in percentages.Results: This study was done in 149 medical students who attended pharmacology classes. The students scored significantly higher marks in the post-test when the lecture was taken using black board and chalk (p <0.001). 58% of the students preferred lecture delivery using PowerPoint compared to 38% preferring black board and chalk. 4% of the students considered both methods equally good.Conclusions: Lecture delivery using black board and chalk was found to be more efficacious than power point presentation when the marks of the post-tests were compared. However, majority of the students preferred lecture delivery using power point to blackboard and chalk.