scholarly journals Development of learning videos of atomic theory concepts of Tialo language

2021 ◽  
pp. 142-152
Author(s):  
Filza Farhana ◽  
Sahrul Saehana ◽  
Lilia Halim
Keyword(s):  
Prospective Teachers ◽  
Concentration Level ◽  
Practical Implication ◽  
Learning Activities ◽  
Instructional Video ◽  
Atomic Theory ◽  
Learning Content ◽  
Teachers And Students ◽  
Addie Model ◽  
Strongly Agree

The purpose of this research is to produce a video learning content on atomic theory. This research uses the design and development design that employs the ADDIE model. The research instrument used was a questionnaire with a four-likert scale admistered on content experts, linguists, media experts, teachers and 10 students of MA AL-KHAIRAAT Tomini. The validity of the content, language and media aspects was said to be good with scores of 3.25; 3.33 and 3.28 respectively. Meanwhile, the scores obtained from teachers and students of class XI IPA were 3.87 and 3.51, both of which were in the "Strongly Agree" category. The results showed that the atomic theory learning video in the Tialo language was suitable for use in learning activities and could increase the concentration level of students. The theoretical implications of this research, namely the instructional video can increase learning motivation in students and the practical implication is that the instructional video is used as resources for teachers and prospective teachers to be used in the learning process.

scholarly journals DEVELOPMENT OF DIGITAL MULTIMEDIA LEARNING CONTENT MINI SERVER LENTERA

2021 ◽  
Vol 13 (2) ◽  
pp. 75-79
Author(s):  
Ganefri Ganefri ◽  
Febri Prasetya ◽  
Fadhli Ranuharja ◽  
Bayu Ramadhani Fajri ◽  
Agariadne Dwinggo Samala
Keyword(s):  
Multimedia Learning ◽  
Teaching Staff ◽  
Digital Learning ◽  
Design Development ◽  
Digital Multimedia ◽  
Learning Content ◽  
Telecommunications Network ◽  
Teachers And Students ◽  
Addie Model ◽  
Internet Networks

Educational problems in the 3T area (Disadvantaged, Frontier, and Outermost) areas, apart from teaching staff, such as shortage of teaching staff, low qualifications, low competence and mismatches between educational qualifications and fields being managed (mismatched) are also problems of inadequate telecommunications. network facilities, especially internet networks. Lentera (Source of Learning Materials for Remote Areas) is an innovative product in digital learning based on mobile learning applications that can be used without having to be connected to the internet (offline). The learning content is designed in the form of Whiteboard Animation-based learning multimedia or whiteboard animation. Learning content is uploaded to the mini server. The mini server called Lentera can be accessed by teachers and students using smartphones offline or does not require an internet network. The development of digital multimedia learning content with a mini server called Lentera aims to develop innovative digital learning media to support teachers and students who experience difficulties in internet networks to carry out digital learning in the 3T area. The method used in the construction of this mini server is the ADDIE model (Analyze, Design, Development, Implementation and Evaluation). The lantern as a blackboard animation learning medium is very feasible (valid) to be used in learning with an average validation value of 94.87%.

scholarly journals Motivation toward English Language Learning among Iraqi University Students

2021 ◽  
Vol 2 (3) ◽  
pp. 46-56
Author(s):  
Saleh Jebrael Saleh ◽  
Shahen Jamal Majeed
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Practical Implication ◽  
Learning Activities ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers ◽  
Teachers And Students ◽  
The University

Purpose: This study aimed to examine motivation toward learning the English Language among learners from different universities in Iraq. The study focused on identifying   the type of, instrumental and integrative, and also the activities that learners prefer to use in the classroom. Methodology/Approach/Design: The study applied both qualitative and quantitative design. The instruments used in the study included questionnaires and semi-structured interviews. A sample of 200 participants were engaged in an online survey and filled the questionnaire questions. An interview through zoom was also conducted with the selected group of learners. Results: The findings of the study revealed that learners were motivated more instrumentally as compared to integratively. It was also evident that the students were interested in different learning activities. Practical Implication: This study will have a greater contribution to the pedagogy of English language learning. The findings of the study might be used by curriculum developers to make changes and implement the best techniques of teaching English in the Iraqi EFL curriculum. Originality/Value: The results of this study may make the university teachers and students aware of the significance of motivation in enhancing the English learning process. Also, the findings may make university teachers more creative in developing interactive learning activities that will be suitable for students.

scholarly journals The Applicability of Augmented Reality Technologies for Evaluating Learning Activities

2021 ◽  
Vol 16 (22) ◽  
pp. 189-207
Author(s):  
Talgat Sembayev ◽  
Zhanat Nurbekova ◽  
Gulmira Abildinova
Keyword(s):  
Augmented Reality ◽  
Learning Activities ◽  
Validity And Reliability ◽  
Voice Input ◽  
Visual Objects ◽  
Input Field ◽  
Learning Content ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Interaction Types

a new trend in the development of immersive technologies has become augmented reality (AR), which is in demand due to its property to implement visual objects to enrich the learning content. The paper is devoted to the study of the applicability of AR technologies for evaluating learning activi-ties since there is a problem of inconsistency of teaching approaches with tools that lead to biased results. This led to the development of the “AR Quiz” application that contains interaction types such as touch-based, voice, input field, gaze and gesture that stimulate activities. In combination with 10 other forms of assessment materials, its application field has expanded and the tasks for students have diversified. The present study provides the calculation of validity and reliability coefficients of the assessment materials contained in the “AR Quiz” application that reflects the suitability of indicators for the purpose, accuracy and stability of measurements. The paper reveals positive attitudes of expert teachers and students towards the use of AR when evaluating learning activities. Along with integration map of compliance of AR interaction types with assessment materials, the paper provides recommendations for teachers on evaluating learning activities based on AR.

PENERAPAN PEMBELAJARAN MATEMATIKA REALISTIK INDONESIA (PMRI) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SD NEGERI 011 BUKIT GAJAH KECAMATAN UKUI KABUPATEN PELALAWAN

2017 ◽  
Vol 5 (3) ◽  
pp. 451
Author(s):  
Ipi Hanapiati
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Average Value ◽  
Study Results ◽  
Teachers And Students

This research was motivated by the low results of students' mathematics learning. Of the 35students only 15 students (40.54%) who completed study results, while the average valueobtained by the students was 68.65. This study aims to increase the students' mathematicslearning through PMRI. This research is a class act who performed two cycles. Based on theresearch of learning outcomes and learning activities teachers and students expressedincreased. In the first cycle 1 meeting activities for teachers to get a score of 14 (70%), in thefirst cycle 2 meeting increased with a score of 15 (75%). In the second cycle 1 meeting obtaina score of 17 (85%) and the second cycle 2 meeting obtain a score of 18 (90%). Besides thestudent activity also increased in the first cycle of meeting one activity students obtain a scoreof 12 (60%), in the first cycle 2 meeting increased with a score of 16 (80%). In the secondcycle 1 meeting obtain a score of 17 (85%) and the second cycle 2 meeting obtain a score of17 (85%). The results of students' mathematics learning increases the basic score averagevalue obtained was 68.65 increase in the first cycle with an average value of 95.41 hasincreased in the second cycle with an average value of 97.97.

Development of SETS E-Module Integrated with POE Model for Science Learning

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Insih Wilujeng ◽  
Tri Suci Yolanda Putri
Keyword(s):  
Junior High School ◽  
Science Learning ◽  
Design Development ◽  
Feasibility Assessment ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
The Subject ◽  
Analysis Design ◽  
Addie Model ◽  
Readability Assessment

This research developed Science, Environment, Technology, Society (SETS) e-module integrated with predict, observe, explain (POE) model on the subject matter of Earth Layer and Its Dynamics for grade VII students. This study aimed to reveal i) the feasibility of the developed e-module for grade VII students, and ii) the practicality of the developed e-module and its dynamics. This is a developmental research adopting the ADDIE model consisting of five stages, i.e.: analysis, design, development, implementation, and evaluation. The subject of the limited test consisted of 15 students of grade VIII.G of Public Junior High School 8 Yogyakarta. The data were collected using a product feasibility assessment sheet for material and media experts, a product practicality assessment sheet for teachers, and a product readability assessment sheet for students. The results show that the developed e-module was feasible to be used according to the material and media experts and the developed e-module is practical according to teachers and students.

Development of Virtual Reality Applications with the ADDIE Model for Prospective Educators of Children with Autism

2020 ◽  
Vol 4 (4) ◽  
pp. 672-681
Author(s):  
Dhomas Hatta Fudholi ◽  
Rahadian Kurniawan ◽  
Dimas Panji Eka Jalaputra ◽  
Izzati Muhimmah
Keyword(s):  
Virtual Reality ◽  
Special Needs ◽  
Prospective Teachers ◽  
Children With Autism ◽  
Children With Special Needs ◽  
Design Development ◽  
Autistic Children ◽  
Application Development ◽  
Addie Model ◽  
Prospective Educators

Knowledge is needed for children with special needs to support their quality of life. This is a challenge for prospective educators / prospective teachers. A deeper knowledge is needed to really understand children with special needs. This research is carried out to develop a skill simulator application for autistic child’s prospective educator using Virtual Reality technology. This application will be used as a teaching medium which incorporates motion sensor tools. The sensors will make the virtual application looks realistic. The application was developed using the ADDIE method (Analysis, Design, Development, Implementation and Evaluation). The application development begins with discovering the characteristic of autistic children. This is done to formulate the learning materials. The knowledge base of the autistic children was obtained from the Sekolah Luar Biasa (SLB). By using the obtained knowledge, storyboard was designed and implemented. The developed application has been evaluated by 16 prospective child educators with autism and two professional experts. In general, the application can help prospective educators understand the characteristics of children with autism. Moreover, it provides a safe and pleasant teaching skill practice for the prospective educators.  

Administrasi sarana dan prasarana

2020 ◽  
Author(s):  
Hikmah Ibnu Husni
Keyword(s):  
Sense Of Belonging ◽  
School Community ◽  
Educational Process ◽  
The Other ◽  
Learning Activities ◽  
Educational Facilities ◽  
Learning Goal ◽  
The World ◽  
Teachers And Students ◽  
Personal Education

The world of education is a world where there are learning activities between teachers and students, these two components cannot be eliminated in an educational process because if one of them is lost there will never be a learning goal. However, on the other hand there are components that also play a role as supporting learning activities both directly and indirectly. No less important components are facilities and infrastructure. Administration of educational facilities and infrastructure is very supportive of achieving a goal of education, as a personal education we are required to master and understand the administration of facilities and infrastructure, to improve work power effectively and efficiently and be able to respect the work ethics of personal education, so harmony, comfort can create pride and a sense of belonging both from the school community and the residents of the surrounding community.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

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