scholarly journals The development of computer-assisted instruction game on mirror reflection concepts for junior high school students

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Ikmanda Nugraha ◽  
Nida N Athfyanti ◽  
Harsa Wara Prabawa
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Computer Assisted Instruction ◽  
Mirror Reflection ◽  
Computer Assisted ◽  
Science Content ◽  
Challenging Environment ◽  
Assisted Instruction

This research aims to develop computer-assisted instruction by using gamification elements on mirror reflection topics in Junior High School. The method used in this research was a descriptive method. The subject of this research is experts and students. Experts chosen in this research are one science expert, one media expert, and one science teacher. Students chosen in this research are fifty-seven students in 9 grade at one of junior high school. The gamification aspects were chosen to make the game were goals, science content, and challenging environment. The expert gave feedbacks in both media and the quality of the content aspects. Students were asked about their agreement level of the gamification elements and the effect of gamification. The effect of gamification asked were motivation, joyness, convenience, addiction, understanding improvement, attractiveness, and interactiveness. The result found that experts gave a good score towards this game. Students also agreed that the game has goals, science content, and challenging environment. The result also found that the gamification elements itself caused them to feel motivated, joy, convenience, addiction, improve their understanding, and attracted after playing the game. Other than that, students confirmed they have two ways of interaction with the game. More than half of total students got a score higher than the average score after playing the game.

What's Going On

1980 ◽  
Vol 27 (5) ◽  
pp. 33
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
School Students ◽  
Assisted Instruction ◽  
City Schools

Computer a tireless tutor for students in minimum competency project. The Hampton City Schools Mathematics Department has initiated a project in which selected junior high school students are involved with a Computer Assisted Instruction (CAI) prog ram keyed to the Virginia Minimum Competency for Graduation Test. Approximately 75 students in each junior high school are receiving individualized classroom instruction, which includes approximate ly 25 minutes of CAI instruction weekly. The program allows the student who achieves success to advance to the next higher level and provides for review of pr e requisite material at a lower level for the unsuccessful student. The computer records for each student the CAI time and the ratio of correct responses to items attempted. For informat ion contact Charlotte Remaley, Supervisor of Mathematics, Hampton City Schools, 1300 Thomas Street, Hampton, VA 23669.

scholarly journals Elaborating Indigenous Science Content into Science Learning Process: A New Science Instructional Model to Develop Students’ Local Wisdom-Based Characters and Higher Order Thinking Skills

2021 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
I Wayan Suastra ◽  
Ni Ketut Rapi ◽  
Putu Yasa ◽  
I Gede Arjana
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Thinking Skills ◽  
Learning Model ◽  
High School Science ◽  
Science Content ◽  
School Students

Character building becomes an essential part in the science learning process to prepare the students as the next generations of our nations. This study aims to develop a valid, practical, and effective learning model combined with indigenous science content for junior high school students in developing local wisdom-based characters and high-order thinking skills. This research is a a research and development (R & D) approach with the Borg and Gall model involving 36 junior high school science teachers (72 teachers). The research instrument were a character questionnaire as well as a test of problem-solving, critical and creative thinking tests, along with an assessment rubric to measure the depth of students' cognitive abilities. From the results of the learning model trial, it was found that there are eight characters based on Balinese local wisdom that can be developed in science learning for junior high school students namely religious, being honest (satyam), tolerance (tat twam asi), responsible (sesana/swadharma), curious, jengah, hardworking and generous, caring and friendly with nature. Conceptually, the core stages of the junior high school science learning model to develop Balinese local wisdom based characters include: initial exploration, investigation from various perspectives, elaboration, and confirmation and reinforcement. The stages in the science learning model that develop characters based on local wisdom provide opportunities for teachers to improve students' cognitive abilities, especially in the realm of higher-order thinking skills.

scholarly journals PENGEMBANGAN MEDIA CAI (COMPUTER ASSISTED INSTRUCTION) PADA MATA PELAJARAN BAHASA INGGRIS UNTUK KELAS X DI SEKOLAH MENENGAH KEJURUAN

2020 ◽  
Vol 34 (2) ◽  
pp. 137-146
Author(s):  
Rifa Usaifa ◽  
Mochammad Sukardjo ◽  
Murni Winarsih
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Field Tests ◽  
T Test ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Vocational High School ◽  
School Students ◽  
Assisted Instruction

Tujuan dari penelitian ini adalah mengembangkan media pembelajaran interaktif yang dirancang berdasarkan karakteristik pembelajaran dengan bantuan komputer atau CAI (Computer Assisted Instruction) untuk meningkatkan hasil belajar bahasa Inggris di SMK. Media pembelajaran ini dikembangkan untuk membantu siswa Sekolah Menengah Kejuruan yang belum mencapai standar kompetensi yang ditetapkan pada mata pelajaran Bahasa Inggris. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan. Model pengmbangan yang digunakan untuk mengembangkan media CAI ini adalah model Hannafin and Peck. Data dikumpulkan menggunakan angket, wawancara, dokumen hasil pembelajaran dan tes. Hasil uji validasi pakar materi, media, desain instruktional, uji satu-satu, uji kelompok kecil serta hasil uji lapangan dengan menggunakan perhitungan t-test menunjukkan terdapat perbedaan yang signifikan terhadap hasil belajar siswa sebelum dan sesudah menggunakan media CAI. Dengan kata lain media CAI untuk pembelajaran Bahasa Inggris dinilai efektif dan dapat meningkatkan hasil belajar siswa.The purpose of the study is to develop an interactive learning media that are designed based on the characteristics of learning with the help of computer or CAI (Computer Assisted Instruction) to improve English learning outcomes in vocational high school. This learning media was developed to help Vocational High School students who have not yet reached the competency standards set in English subjects. The research method used is a research and development method. The development model used to develop CAI media is the model from Hannafin and Peck . Data were collected using questionnaires, interviews, learning outcomes documents and tests. Validation test results for material, media and design experts instructional, one-on-one test, small group test and the results of field tests using t-test calculations showed that there were significant differences in student learning outcomes before and after using CAI media. In other words, CAI media for learning English was considered effective and can help improving students’ learning outcomes.

Adopting CALL to Improve Listening Comprehension of Iranian Junior High School Students

2016 ◽  
Vol 6 (8) ◽  
pp. 1609 ◽  
Author(s):  
Sedigheh Vahdat ◽  
Maryam Eidipour
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Listening Comprehension ◽  
Junior High ◽  
T Test ◽  
Junior High School Students ◽  
Computer Assisted ◽  
School Students ◽  
Traditional Group

The purpose of this study was to investigate the difference between two modes of teaching listening comprehension, computer-assisted language learning (CALL) and traditional mode, to Iranian junior high school students. It also aimed to investigate the role of teacher in CALL class. The study was an empirical one, which employed quantitative research methods. The data were collected from two classes including 60 female students studying in grade 8 in junior high schools in Dezful. These two classes were assigned as CALL group (30 students) and traditional group (30 students). The class of CALL was held at the computer site in Maktab Zeinab junior high school and the traditional group received instruction in a conventional way in Bideli junior high school. Two classes were taught by the same teacher and covered the same materials in their weekly four-hour listening lesson over two months. The data came from listening test, pre- test, post-test and observation. The data was analyzed by descriptive statistics (mean and standard deviation) and T-test (paired sample t-test and independent sample t-test) was run. The results indicated a significant difference between the traditional and CALL modes. Therefore, it seems that the CALL mode is more efficient than the traditional in the improvement of students’ listening comprehension skill. Based on the observation, the researchers concluded that the nature of the EFL teacher’s role changed in CALL class when compared with the traditional class.

scholarly journals Implementing Multiple AR Markers in Learning Science Content with Junior High School Students in Thailand

2019 ◽  
Vol 14 (07) ◽  
pp. 48 ◽  
Author(s):  
Jaitip Nasongkhla ◽  
Supadaec Chanjaradwichai ◽  
Thanyaporn Chiasiriphan
Keyword(s):  
High School ◽  
High School Students ◽  
Augmented Reality ◽  
Junior High School ◽  
Junior High ◽  
Sampling Technique ◽  
Science Content ◽  
School Students ◽  
9Th Grade ◽  
Analytical Thinking

This study demonstrates a supplementary classroom technology using an Augmented Reality (AR) application to enhance students in learning Genetics at Junior High School in Thailand. The tool provides visual cards of concepts about Genetics with multiple AR markers (cards). An interactive experience provides students a multiple-choice format to respond to different cases (questions). Using a purposive sampling technique, sixty students from the 9th grade compared and selected AR markers to generate an animated two-dimensional graphic with sound feedback. In addition, the students’ learning scores were compared among the groups of different analytical thinking abilities who used single and multiple AR markers. The results found the potential of using Augmented Reality (AR) in supporting students’ learning especially in improving analytical thinking ability.

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