scholarly journals Pengembangan Pembelajaran berbasis Web dengan Menggunakan Teori Belajar Generatif

2020 ◽  
Vol 5 (4) ◽  
pp. 537
Author(s):  
Mafrur Udhif Nofaizzi ◽  
Saida Ulfa ◽  
Dedi Kuswandi
Keyword(s):  
Learning Theory ◽  
Learning Activities ◽  
Average Score ◽  
Generative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Principles ◽  
Web Learning

<pre><strong>Abstract: </strong>This study aims to develop web-based learning using generative learning theory. The stages of this research and developing are conducting analysis, designing, developing, implementing, and evaluating. The results of the development consist of web learning that involves learning activities selecting, organizing, and integrating. Then as a reinforcer of generative activity assignments with learning principles by summarizing and learning by explaining. The results of the attractiveness test obtained an average score of 89.09% which means students are interested in web-based learning using generative learning theory. </pre><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengembangkan pembelajaran berbasis web dengan menggunakan teori belajar generatif. Tahapan dalam penelitian dan pengembangan ini, yaitu melakukan analisis, perancangan, pengembangan, penerapan, dan evaluasi. Hasil pengembangan berupa web pembelajaran yang terdapat aktivitas belajar menyeleksi, mengorganiasi, dan mengintegrasi. Kemudian sebagai penguat aktivitas generatif diberikan penugasan dengan prinsip <em>learning by summarising</em> dan <em>learning by explaining</em>. Hasil uji kemenarikan diperoleh skor rata-rata sebesar 89,09% yang menunjukkan bahwa mahasiswa tertarik dengan pembelajaran berbasis web dengan menggunakan teori belajar generatif.

scholarly journals PENERAPAN MODEL PEMBELAJARAN GENERATIF UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA MATERI KONDISI GEOGRAFIS DAN PENDUDUK PADA KELAS VII2 SMP NEGERI 2 KONAWE

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Iskandar Feri Setiawan
Keyword(s):  
Learning Model ◽  
Classroom Research ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Generative Learning ◽  
Teaching Activity ◽  
The Subject ◽  
Date Analysis ◽  
Academic Year

the problems examined are: 1 learning activities of students. 2)  Teacher teaching Activity.  3) Improving learning results. The aims  of this research to.  1) Improve the students learning activity  , 2) increases teacher teaching activity.  3) Knowing the increase in the results of the study. This  study is An action classroom Research, which has been implemented in  2 cycle. The subject of this research  the students are registered on the even- in academic year of  2016/2017, numbered 20 students. The date of this research is the activity of teacing process of teacher and learning activities of the students which obtained from the observation sheet and the results of learning as measured through tests. Date analysis was conducted a descriptive statistic. The results showed if. 1) learning activities at each cycle tends to increase. This is demonstrated by average score on each cycle, in cycle I score average is 2.7 students activity increased in cycle II becomes 3.25. 2) on cycle I score an average teacher's teaching activity is increased 2.85 cycle II becomes 3.65. 3) results of study geography enhanced through generative learning model. On cycle I students who finished 13 (65%) and not completely and absolutely no 7 (35%)  with an average of 72.25 whereas  at the second cycle was increased to 17(85%) The students who did not complete 3 students (15%).

scholarly journals Developing the archaebacteria and eubacteria web-based learning media for high school students

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Maulida Ulfa Hidayah ◽  
Sonja V. T. Lumowa ◽  
Didimus Tanah Boleng
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Test Score ◽  
Cognitive Learning ◽  
Average Score ◽  
School Students ◽  
Web Based ◽  
Web Based Learning ◽  
Teachers And Students ◽  
Biology Learning

The 21st-century biology learning requires technology-based learning which is potential in improving students’ learning outcomes. This research aimed to examine the validity and effectiveness of web-based learning media on Archaebacteria and Eubacteria on learning process. This web-based learning media was structured by using 4-D Thiagarajan model. The research was conducted at three SSHSs of Samarinda. The data were obtained from validators’ (media expert, material expert, and linguist), teachers’, and students’ opinion by using questionnaire; while the effectiveness was determined based on students’ test score and their response. The results showed that the web-based learning media was very valid with the average score from experts as high as 95.27%. Moreover, this media has been proven to improve the student’s cognitive learning outcomes (gain score 0.39) and well responded by both teachers and students.  

scholarly journals Learning Activity Effectiveness based on Web towards Students’ Change of Cognitive Level

2019 ◽  
Vol 9 (2) ◽  
pp. 4620-4625
Keyword(s):  
Evaluation Studies ◽  
Learning Activities ◽  
Learning Activity ◽  
Cognitive Level ◽  
Web Based ◽  
Web Based Learning ◽  
Multimedia Development ◽  
Bachelor Of Education ◽  
Post Test ◽  
Education Degree

This study aims to assess the effectiveness of web-based learning activities in increasing students’ cognitive level. This study uses pre-test and post-test to evaluate the effectiveness of web-based learning activities students’ cognitive level based on Bloom’s taxonomy which proposes the following six levels of cognitive thinking: knowledge, understanding, application, analysis, synthesis and evaluation. Studies on preand post-test achievement were conducted (Campbell & Stanley, 1963). The respondents of the study consisted of 34 students undertaking the subject SPM 4342 (Web Based Multimedia Development) for the Bachelor of Education degree programme at Universiti Teknologi Malaysia. The findings show that the students’ cognitive level after the web-based learning activities incresed as demonstrated in their improved test scores.

Towards Mobile Learning Applications Integration with Learning Management Systems

2010 ◽  
pp. 182-194 ◽  
Author(s):  
Marc Alier Forment ◽  
María José Casany Guerrero ◽  
Jordi Piguillem Poch
Keyword(s):  
Mobile Learning ◽  
New Technologies ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Learning Activities ◽  
Management Systems ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management ◽  
Learning Software

ICT in education innovators are creating new kinds of learning applications using all sorts of new technologies available: Web 2.0, Mobile, Gaming platforms and even Virtual Worlds. Mobile learning applications (m-learning) take advantage of the ubiquitousness of the mobile devices to explore new kinds of ways of learning. Learning Management Systems (LMS) are a consolidated kind of Web based learning software that over the last 15 years have evolved to meet the needs of the learning institution to basic, common online educational platforms. The LMS creates a Web based space for every course (Virtual classroom) that can be used to complement the presence learning activities (Blended Learning) or to fully deliver the course contents (Online Learning). Nowadays most learning organizations have integrated a LMS with their information systems (back-office, academic management, etc.) to a point where all learning activities (virtual and non virtual) have a counterpart (syllabus, assessments, scheduling, etc.) in the LMS virtual classrooms. M-learning is not destined to replace the current Web based learning applications, but to extend it, that is why Mobile Applications will need to be able to integrate with the LMS. It also makes sense to be able to access some of the services of the LMS Virtual Classroom from the mobile device. But, to accomplish this goal might not be a simple task. This chapter analyzes the complexities involved to achieve that goal, and describes some standard interoperability architectures and related research and development projects that will allow this kind of interaction between the LMS and the m-learning applications.

Learning Objects and Generative Learning for Higher Order Thinking

2011 ◽  
pp. 702-722
Author(s):  
Tan Wee Chuen ◽  
Baharuddin Aris ◽  
Mohd Salleh Abu
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Objects ◽  
Higher Order ◽  
Learning System ◽  
Generative Learning ◽  
Web Based ◽  
Higher Order Thinking Skills ◽  
Web Based Learning ◽  
Integration Of Learning

This chapter aims to guide the readers through the design and development of a prototype Web-based learning system based on the integration of learning objects with the principles of generative learning to improve higher order thinking skills. The chapter describes the conceptual model called Generative Learning Object Organizer and Thinking Tasks (GLOOTT) which was used to design and build a technology- supported learning environment. The chapter then describes how the effectiveness of the Web-based learning system was evaluated and reflects on the importance of the findings more generally.

scholarly journals An Artificial Neural Network Based Early Prediction of Failure-Prone Students in Blended Learning Course

2019 ◽  
Vol 14 (19) ◽  
pp. 77 ◽  
Author(s):  
Otgontsetseg Sukhbaatar ◽  
Tsuyoshi Usagawa ◽  
Lodoiravsal Choimaa
Keyword(s):  
Neural Network ◽  
Blended Learning ◽  
Early Identification ◽  
Learning Activities ◽  
Early Prediction ◽  
Students At Risk ◽  
Web Based ◽  
Student Activities ◽  
Web Based Learning ◽  
Prediction Scheme

One of the objectives of the performance measurement of grade-based higher education is to reduce the failure rate of students. To identify and reduce the number of failing students, the learning activities and behaviors of students in the classroom must be continuously monitored; however, monitoring a large number of students is an extremely difficult task. A penetration of web-based learning systems in academic institutions revealed the possibility of evaluating student activities via these systems. In this paper, we propose an early prediction scheme to identify students at risk of failing in a blended learning course. We employ a neural network on the set of prediction variables extracted from the online learning activities of students in a learning management system. The experiments were based on data from 1110 student who attended a compulsory, sophomore-level course. The results indicate that a neural-network-based approach can achieve early identification of students that are likely to fail; 25% of the failing students were correctly identified after the first quiz submission. After the mid-term examination, 65% of the failing students were correctly predicted.

scholarly journals Learning and Cognitive Styles in Web-Based Learning: Theory, Evidence, and Application

2005 ◽  
Vol 80 (3) ◽  
pp. 266-278 ◽  
Author(s):  
David A. Cook
Keyword(s):  
Learning Theory ◽  
Cognitive Styles ◽  
Web Based ◽  
Web Based Learning

scholarly journals Effects of Web-Based Learning and Cultural Literacy Towards Non-formal Educator Performance

2021 ◽  
Vol 7 (1) ◽  
pp. 71-82
Author(s):  
Rusdin Djibu ◽  
Ummyssalam Duludu
Keyword(s):  
Random Sampling ◽  
Positive Influence ◽  
Quantitative Approach ◽  
Learning Activities ◽  
Cultural Literacy ◽  
Web Based ◽  
Web Based Learning ◽  
Ex Post ◽  
Ex Post Facto ◽  
Literate Culture

The purpose of this research is to find out: (1) the influence of Web-based learning with the performance of Educators, (2) the influence of cultural literacy with Educators' performance (3) the influence of Web-based learning and literary culture together with performance Educators. The method used in this study was with a quantitative approach with the ex-post-facto method. The population in this study was all non-formal educators working in the Gorontalo City learning activities workshop amounting to 107 people, while samples were 59 people using proportional random sampling. Data is collected through poll deployments. The conclusion to this research is (1) there is a positive influence on Web-based learning on educators' performance, which means that the better web-based learning is better for educator performance. (2) there is a positive influence on the cultural literacy of the educator's performance, meaning that both the literate culture is also the higher the performance of educators. (3) there is a positive influence on web-based learning and cultural literacy together to the performance of educators working in the Learning Activities workshop in Gorontalo city, this means that the higher the implementation of Web-based learning and culture of literacy, the higher the performance of non-formal educators.

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