Design of Digital Literacy Environments Based-On Interactive Learning Services

2017 ◽  
pp. 110-124
Author(s):  
Jaime Muñoz Arteaga ◽  
José Eder Guzmán Mendoza ◽  
Fco. Javier Álvarez Rodríguez ◽  
René Santaolaya Salgado
Keyword(s):  
Digital Literacy ◽  
Interactive Learning ◽  
Literacy Environments

Improving Digital Literacy Competence for Teachers through Bimtek for Making Media and Evaluating Online Learning for Elementary Schools

2020 ◽  
Vol 1 (4) ◽  
pp. 70-75
Author(s):  
Tia Ayu Ningrum ◽  
Dea Stivani Suherman
Keyword(s):  
Online Learning ◽  
Elementary Schools ◽  
Digital Technology ◽  
Digital Literacy ◽  
Interactive Learning ◽  
Learning Evaluation ◽  
West Sumatra ◽  
Implementation Policy ◽  
Last Stage ◽  
Technical Guidance

Online learning is a demand in the current 4.0 era. This is because the development of technology and information so that learning must be carried out using technology. In addition, the Covid-19 outbreak gave birth to a learning implementation policy which was carried out at home using the online method. For this reason, teachers are required to have modern digital literacy competencies in order to be able to do online learning. However, the problem that exists today is that there are still many teachers who do not understand digital technology, namely 97.5% of teachers. This is as is known from the results of interviews and observations in Ranah Pesisir District, Pesisir Selatan Regency, West Sumatra, that there are still many teachers who have not been able to carry out learning using digital technology. And there are still many teachers who have not been able to carry out online learning. There are still many teachers who have not been able to do online learning evaluations. The solution to overcome this problem is to transfer knowledge through online learning guidance for teachers. The first stage carried out is to test the digital literacy competence of teachers through a questionnaire. After that, provide an understanding to the teacher about online learning. Then the next stage is conducting technical guidance on making innovative and interactive learning media for learning. Furthermore, technical guidance is carried out on the implementation of online learning evaluation for teachers. The last stage, evaluating the digital literacy competence of teachers on the implementation and evaluation of online learning using a questionnaire.

The Ethical Use of Online Content in Teaching and Learning

2019 ◽  
pp. 265-279
Author(s):  
Joanne Elaine Gilbreath
Keyword(s):  
Collaborative Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Online Resources ◽  
Online Content ◽  
Teachers And Students ◽  
Correct Application ◽  
Written Sources

The inclusion of online resources and multimedia elements into instruction is often times misunderstood or unknown to teachers who want to design more engaging and interactive learning experiences for their students. This chapter explores the legal and illegal use of images, video, and written sources found online. Examples of ethical uses of online resources will demonstrate how to correctly incorporate and cite resources, apps, and multimedia into ethics-focused lessons. Students can choose from multiple means of demonstrating their knowledge in the collaborative learning experiences. Online resources that will assist teachers and students in the application of ethical and correct application of attribution are identified. These sites are good beginnings to deeper learning about this important component of digital literacy.

Analisis Materi Pokok Matematika Kelas III MI/SD

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Shindy Lestari
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Subject Matter ◽  
Financial Literacy ◽  
Digital Literacy ◽  
Industrial Revolution ◽  
School Mathematics ◽  
Field Of Study ◽  
Elementary School Mathematics ◽  
Important Field

Analysis of mathematics subject matter in elementary school is a very important field of study taught at every level of education. The 2013 curriculum separates the field of mathematics studies from themes so that this field of study is a subject that stands alone. Through mathematics subject matter taught in elementary school can train students to think critically, rationally, logically, innovatively so that they have competitiveness. As for the problems discussed from the subject matter in elementary school mathematics which is seen from the suitability of the teacher's book and the student's book, in this case it discusses: 1) the scope of mathematics material grade 3rd elementary school, 2) the characteristics of mathematics subject matter in elementary school, 3) the relevance in elementary school mathematics subject matter to the scientific structure, namely student character, HOTS, 4C skills, literacy numeracy, digital literacy, financial literacy and character education, 4) learning innovation based on integration-interconnection in accordance with the science of development and technology and the needs of the community in the Industrial Revolution Era 4.0.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF TEKNIK PEMESINAN BUBUT

2020 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Philip Nababan ◽  
Efendi Napitupulu ◽  
R Mursid
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Interactive Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Field Trials ◽  
Student Responses ◽  
Analysis Techniques ◽  
Qualitative Descriptive

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui tanggapan siswa terhadap kualitas media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut. (2) Mengetahui keefektifan media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut pada siswa program keahlian Teknik Pemesinan. Jenis penelitian ini adalah penelitian pengembangan. Data tentang kualitas produk pengembangan ini dikumpulkan dengan angket dan dianalisis dengan teknik analisis deskriptif kualiatatif. Hasil penelitian menunjukkan bahwa; (1) uji ahli materi pelajaran Teknik Pemesinan Bubut berada pada kualifikasi sangat baik (88,92%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (85,21%), (3) uji ahli rekayasa perangkat lunak berada pada kualifikasi sangat baik (84,03%), (4) uji coba perorangan berada pada kualifikasi sangat baik (88,75%), (5) uji coba kelompok kecil berada pada kualifikasi sangat baik (91,35%) dan (5) uji coba lapangan berada pada kualifikasi sangat baik (88,31%). Hasil pengujian hipotesis membuktikan bahwa terdapat perbedaan antara hasil belajar siswa yang menggunakan media pembelajaran interaktif  dengan hasil belajar siswa yang menggunakan buku teks. Hal ini ditunjukkan dengan hasil pengolahan data diperoleh  thitung sebesar 4,68 dan ttabel sebesar 1,67 pada taraf kepercayaan 95 persen. Maka diperoleh bahwa thitung> ttabel. Disimpulkan bahwa  hasil belajar siswa yang menggunakan media pembelajaran interaktif dengan efektifitas sebesar 72,77 %. lebih tinggi dari hasil belajar siswa yang diajar dengan pembelajaran menggunakan buku teks dengan efektifitas sebesar 62,13%. Kata Kunci: media pembelajaran interaktif, teknik pemesinan bubut Abstract: This study aims to: (1) Determine student responses to the quality of interactive learning media on learning Lathe Machining Techniques. (2) Knowing the effectiveness of interactive learning media on learning of Machining Lathe in students of Machining Engineering expertise program. This type of research is development research. Data about the quality of this development product was collected by a questionnaire and analyzed by qualitative descriptive analysis techniques. The results showed that; (1) Lathe machining engineering subject matter expert test is in very good qualification (88.92%), (2) learning design expert test is in very good qualification (85.21%), (3) software engineering expert test is in in very good qualifications (84.03%), (4) individual trials were in very good qualifications (88.75%), (5) small group trials were in very good qualifications (91.35%) and (5 ) field trials are in very good qualifications (88.31%). Hypothesis testing results prove that there are differences between student learning outcomes using interactive learning media with student learning outcomes using textbooks. This is indicated by the results of data processing obtained by tcount of 4.68 and ttable of 1.67 at a confidence level of 95 percent. Then it is obtained that tcount> ttable. It was concluded that student learning outcomes using interactive learning media with an effectiveness of 72.77%. higher than student learning outcomes taught by learning to use textbooks with an effectiveness of 62.13%. Keywords: interactive learning media, lathe machining techniques

Smart mature resilience, system dynamics based interactive learning environment: A beta version

2017 ◽  
Vol 7 (3) ◽  
pp. 367-379
Author(s):  
Marta Iturriza ◽  
Ahmed A. Abdelgawad ◽  
Leire Labaka ◽  
Jaziar Radianti ◽  
Jose M. Sarriegi ◽  
...  
Keyword(s):  
Learning Environment ◽  
System Dynamics ◽  
Interactive Learning ◽  
Interactive Learning Environment ◽  
Beta Version
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