scholarly journals Dataset of mobile learning effectiveness on learning Computer Programming in Community College

Data in Brief ◽  
2019 ◽  
Vol 26 ◽  
pp. 104525 ◽  
Author(s):  
Hon-Sun Chiu
Keyword(s):  
Community College ◽  
Mobile Learning ◽  
Computer Programming ◽  
Learning Effectiveness

Internet Technological, Pedagogical, and Content Knowledge (iTPACK)

2013 ◽  
pp. 19-49 ◽  
Author(s):  
Prince Hycy Bull
Keyword(s):  
Community College ◽  
Content Knowledge ◽  
Mobile Learning ◽  
Text Messaging ◽  
Theoretical Framework ◽  
The Internet ◽  
Teaching Tool ◽  
Learning Approach ◽  
Non Traditional Students

This case study focuses on using the Internet Technological, Pedagogical, and Content Knowledge (iTPACK) as a theoretical framework for mobile learning. First, the study examined iTPACK from two perspectives, synchronous and asynchronous, and discussed how both perspectives could be used individually or integrated to support a blended learning approach for mobile learning in formal and non-formal learning. Second, the case examined how iTPACK was used as the theoretical framework in a mobile learning case study on using text messaging as a teaching tool in a pre-algebra course at a community college with non-traditional students. Finally, the author offers thoughts on why iTPACK is an appropriate theoretical framework for mobile learning, and the implications of using iTPACK in non-formal and formal settings to supplement classroom instruction.

scholarly journals Efektifitas Penggunaan Games Edukasi untuk Meningkatkan Kemampuan dan Hasil Belajar Siswa dengan Aplikasi Mobile Learning pada Mata Kuliah Computer Programming

2021 ◽  
Vol 13 (1) ◽  
pp. 80-96
Author(s):  
Patmah Fatoni ◽  
Mira Rosalina
Keyword(s):  
Mobile Learning ◽  
Computer Programming

Mata kuliah Computer Programming merupakan mata kuliah yang cukup banyak menyita waktu dalam menjelaskan model, kode sumber, rangkaian instruksi dan fungsi spesifik pada bahasa komputer,  dan setiap mahasiswa membutuhkan konsentrasi agar dapat memahami dan mengerti mata kuliah computer programming dalam waktu satu semester. Namun mahasiswa mengalami kejenuhan sehingga isi mata kuliah  tidak dapat tersampaikan dengan baik oleh karena itu penelitian ini menggunakan metode proses pembelajaran menggunakan games edukasi dalam satu semester. Bahasa pemrograman fungsional dan bahasa pemrograman logikal yang terdapat dalam mata kuliah computer programming dapat disampaikan melalui games edukasi yang memiliki operasi matematika dan sumber kode yang dibutuhkan dalam modus interaktif yang dapat diterjemahkan dan dieksekusi lebih mendalam dan sederhana. Games edukasi ini merupakan media pembelajaran yang bersifat mendidik, mandiri dan merdeka dalam menjalankan pembelajaran, diharapkan mahasiswa dapat berpikir kreatif, inovatif dan produktif secara asyik dan menyenangkan. Metode penelitian pengambilan data menggunakan model pembelajaran mobile learning berupa tutorial, latihan praktek, penemuan dan simulasi pengambilan data. Dengan games edukasi aplikasi mobile learning, mahasiswa dapat meningkatkan kemampuan dan hasil belajar pada mata kuliah computer programming dengan melakukan metode penelitian secara kuantitatif berupa angka dan analisa menggunakan teknik statistika yang dapat dilihat dari hasil normalisasi gain yang diperoleh sebesar 0.52 atau 52% termasuk ke dalam kategori sedang atau sebagian besar mahasiswa mengalami peningkatan hasil belajar. Penggunaan games edukasi mobile learning cukup efektif digunakan untuk meningkatkan hasil belajar mahasiswa dilihat dari nilai normalisasi gain dan respon belajar mahasiswa dalam pencapaian pembelajaran yang terarah dan tercapai seluruh isi satuan pembelajaran mata kuliah computer programming. Dengan meningkatnya hasil belajar yang diperoleh maka mahasiswa memiliki kepercayaan diri yang lebih, dapat merancang tujuan lebih detail dan dapat menerima serta mempelajari hal baru yang meningkatkan ilmu dan keterampillannya.

scholarly journals Pengembangang m-learning untuk mendukung kemandirian dan hasil belajar mata pelajaran Geografi

2018 ◽  
Vol 4 (2) ◽  
pp. 157
Author(s):  
Erni Mardliyani Rahmawati ◽  
Mukminan Mukminan
Keyword(s):  
High School ◽  
Research And Development ◽  
Learning Outcomes ◽  
Mobile Learning ◽  
Learning Effect ◽  
Mastery Learning ◽  
Independent Learning ◽  
Learning Effectiveness ◽  
Adobe Flash

Penelitian ini bertujuan: (1) menghasilkan m-learning yang dapat digunakan pada pembelajaran mata pelajaran geografi bagi peserta didik kelas X SMA, (2) menghasilkan m-learning yang layak untuk mata pelajaran geografi, (3) mengetahui keefektifan m-learning untuk mata pelajaran geografi, dan (4) mengetahui pengaruh m-learning dalam mendukung kemandirian dan hasil belajar peserta didik. Jenis penelitian ini adalah penelitian dan pengembangan (R&D). Hasil penelitian menunjukkan bahwa (1) m-learning dibuat dengan menggunakan adobe flash cs 5.5. m-learning dikembangkan untuk pokok bahasan Hidrosfer; (2) m-learning telah memenuhi kriteria dan dinyatakan layak sebagai media pembelajaran berdasarkan validasi dengan kategori “baik”; (3) keefektifan pembelajaran geografi lebih baik dengan menggunakan m-learning dibuktikan dengan adanya ketuntasan belajar pada kelas eksperimen; (4) m-learning signifikan mendukung kemandirian dan hasil belajar peserta didik.Kata kunci: m-learning, geografi, kemandirian DEVELOPING MOBILE LEARNING TO SUPPORT INDEPENDENCE AND LEARNING OUTCOMES IN HIGH SCHOOL GEOGRAPHY LESSONAbstractThe research is aimed at: (1) producing m-learning that can be used in teaching geography subjects for students of class X SMA, (2) producing proper m-learning for Geography lesson, (3) finding out the effectiveness of m-learning in Geography lesson, and (4) detecting the m-learning effect in Geography lesson to support independent and outcomes of learning for students. This is a Research and Development type of research. The results show that: (1) m-learning designed with adobe flash cs 5.5 application is suitable for Hidrosfer lesson topic; (2) m-learning for Geography lesson has met the criteria and considered to be a proper learning media due to the fact that the validation categorizes it as “good”; (3) geography better learning effectiveness by using m-learning is evidenced by student’s mastery learning in the experimental class, and (4) m-learning geography subjects support the independence and learning outcomes of students.Keywords: m-learning, geography, independent learning

scholarly journals Development of Android-Based Mobile Learning (M-Learning) on Voltaic Cell Sub Materials to Increase Learning Effectiveness in Pandemic Covid-19 Era

2022 ◽  
Vol 8 (1) ◽  
pp. 183-187
Author(s):  
Dei Gratia Kanthi Nabella ◽  
Kusumawati Dwiningsih
Keyword(s):  
Research And Development ◽  
Mobile Learning ◽  
Effectiveness Research ◽  
Learning Effectiveness ◽  
Chemistry Teacher ◽  
Chemistry Learning ◽  
Study Results ◽  
The Media ◽  
Voltaic Cell

This study was conducted to know the worthiness of learning media mobile learning (M-Learning) is increasing students' learning effectiveness. Research and Development (R&D) has adapted the method used. The research was conducted involving 26 students and three validators. The validator consists of 1 lecturer as a media expert lecturer, one material expert, and one chemistry teacher. Based on the study results, the results obtained media validity of 93%, and the effectiveness of the media in terms of increasing student scores as much as 41.9%. So that the android-based M-Learning product developed can be said to be feasible and can be implemented in chemistry learning on voltaic cell sub materials.

scholarly journals Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

2022 ◽  
Vol 12 ◽  
Author(s):  
Hong-Ren Chen ◽  
Wen-Chiao Hsu
Keyword(s):  
Adaptive Learning ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Flipped Learning ◽  
Adaptive Instruction ◽  
Student Learning Outcome ◽  
Adaptive Teaching ◽  
Post Test

Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.

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