The Development of Interactive Multimedia Learning in Information and Communication Technology Subjects

2020 ◽  
Vol 4 (4) ◽  
pp. 428
Author(s):  
Frandrio Syahputra ◽  
Hasan Maksum
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Interactive Multimedia ◽  
Multimedia Learning ◽  
Development Stage ◽  
Student Response ◽  
Design Stage ◽  
Competency Assessment ◽  
Information And Communication ◽  
Validity Tests

Learning media is an important learning component. Therefore, teachers must able to develop instructional media that can improve student abilities. One of the learning media that supports these goals was interactive multimedia. This study aimed to develop valid, practical, and effective interactive multimedia learning on Information and Communication Technology subjects. This research was research and development. The development model used was a 4-D model, which consists of defining, designing, developing, and disseminating stages. The defined stage was carried out with curriculum analysis, material analysis, and student analysis. The design stage was carried out by designing the learning media. At the development stage, validity tests were carried out through validation sheets of learning media, practicality tests through media application observation sheets, teacher and student response questionnaires, effectiveness tests obtained from the knowledge competency assessment. The disseminated stage was carried out by spreading the device. The analysis results showed that the Interactive learning media in Information and Communication Technology subjects have been tested and got a valid score (89.25%), according to the teacher's response (90.23%) in very practical category, students’ response (90.09%). The response was in the very practical category. With this score, interactive multimedia is categorized as practical and effective learning media.

scholarly journals Active learning in history teaching in higher education: The effect of inquiry-based learning and a student response system-based formative assessment in teacher training

2021 ◽  
Vol 37 (5) ◽  
pp. 61-76
Author(s):  
Sergio Tirado-Olivares ◽  
Ramón Cózar-Gutiérrez ◽  
Rebeca García-Olivares ◽  
José Antonio González-Calero
Keyword(s):  
Formative Assessment ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Student Response ◽  
Male Students ◽  
Student Response System ◽  
History Teaching ◽  
Inquiry Based Learning ◽  
Response System ◽  
Information And Communication

Information and communication technology has produced changes in the demands of modern-day society (e.g., most jobs will require advanced digital skills in the short term). In addition, nowadays, new active methodologies using emerging technologies are being put into practice. However, little research has been conducted with pre-service teachers, particularly in the teaching of history. This quantitative study analysed the impact of the implementation of a mixed methodology using inquiry-based learning and a student response system (SRS) for the formative assessment of the academic achievement of 240 prospective primary teachers of history. The application of this mixed methodology shows better academic results than traditional lecture-based teaching. In addition, students’ scores achieved through use of the SRS predicted the scores of male students in the final exam; however, this was not in the case for females. Implications for practice or policy: The introduction of information and communication technology into history teaching brings active learning environments in higher education. Pre-service teachers can improve their knowledge of history through the implementation of inquiry-based learning methodology and SRSs. Our results indicate that an SRS can be an effective tool for teachers to carry out students' formative assessment. Teachers can effectively use SRS scores to predict male students' performance in history, but not female performance.

scholarly journals MULTIMEDIA INTERAKTIF SEBUAH TEROBOSAN PEMBELAJARAN PAKET B

2006 ◽  
Vol 1 (1) ◽  
pp. 46-56
Author(s):  
Dwi Sudarmanto ◽  
Yetty Widya KS ◽  
Yuni Ekawati
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Interactive Multimedia ◽  
Human Life ◽  
Interactive Media ◽  
Instructional Program ◽  
Learning Achievement ◽  
Package Program ◽  
Information And Communication ◽  
Almost All

Due to a signicant increase of learning achievement using B Package using ICT it’s strongly recomended to use multimedia in teaching mathetmaticts. Information and communication technology (ICT), is developing so fast. Its development is not easy to predict. Now a days, ICT is utilized by almost all aspects of human life including education. The research conducted was regarding the use of ICT to teach math. It was how influential interactive media can be used to facilitate instructional program of B Package to teach mathematics. Rasearch findings indicate that there is significant increase in learning achievement of B Package program participants by using interactive multimedia. This article recommends, therefore, using ICT based instructions with variety of interactive multimedia.

scholarly journals PKM Pelatihan Microsoft Office 2016 yang Efektif dan Efisien pada HIMPAUDI di Kecamatan Batam Kota

2021 ◽  
Vol 3 (1) ◽  
pp. 29-40
Author(s):  
Amrizal Amrizal ◽  
Tukino Tukino ◽  
Rika Harman
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Multimedia Learning ◽  
Interactive Games ◽  
City District ◽  
Information And Communication ◽  
Practice Method ◽  
Education Personnel ◽  
Microsoft Office

The development of soft skills at the Association of Early Childhood Educators and Education Personnel in Batam City District can be fulfilled through a Multimedia learning model based on Information and Communication Technology (ICT). The training for developing multimedia learning media based on Information and Communication Technology aims to provide skills in making interesting multimedia learning media in a relatively easy way. The method applied in this activity is the Method of Presentation, Demonstration and Practice. Presentation method is used for software introduction using Microsoft Powerpoint 2016. Demonstration method regarding program operation and Practice Method, namely making learning media directly by participants according to their respective subjects by utilizing these programs. The results of this study are: First, the training provides several materials related to efforts to improve the quality of learning by providing knowledge about the use of the Powerpoint Program to create interactive games as an attractive and interactive ICT-based multimedia learning media, Second, the material presented is acceptable, digestible, and well understood by the participants, Third, the activity went smoothly, on time and as expected.

scholarly journals Information and Communication Technology: Social Networking Sites in Career Centers in Vocational High Schools

2019 ◽  
Vol 9 (1) ◽  
pp. 1482-1485
Keyword(s):  
Social Media ◽  
High Schools ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Student Response ◽  
Career Center ◽  
Career Centers ◽  
Information And Communication ◽  
Vocational High Schools ◽  
Use Of Social Media

This study aims to analyze information and communication technology used by career center institutions in vocational high schools. Career centers in vocational high schools are institutions whose job is to manage graduates by conveying important information about employment. The method used in this research is descriptive. This research involved 9 vocational high schools. Respondents in this study are the heads of career center institutions in vocational high schools. The selection of vocational high school research samples uses the Stratification Sampling technique. The tool used to collect data is a questionnaire. The results of the study found that at career centers in vocational high schools do not use SMS gateways in conveying information, using websites by 43%, tweeters by 71%, yahoo mail and Gmail by 0%, Instagram by 100%, Facebook by 100%, telegrams by 19%, and WhatsApp by 100%. The advantage obtained from the use of social media in vocational high schools is the ease of use criteria with a value of 96%, the ease of interacting with alumni criteria is obtained a score of 92% and the student response criteria of 78%. While the use of social media has disadvantages including students giving responses that are not following the information provided, must be prepared to answer many questions raised by students, and can create content to deliver on social media.

Information and Communication Technology and Cultural Change

2012 ◽  
Vol 43 (4) ◽  
pp. 222-231 ◽  
Author(s):  
Nina Hansen ◽  
Tom Postmes ◽  
Nikita van der Vinne ◽  
Wendy van Thiel
Keyword(s):  
Cultural Values ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Cultural Change ◽  
Control Group ◽  
Self Construal ◽  
Information And Communication ◽  
The Impact ◽  
Ict For Development ◽  
Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.

Manajemen Stratejik Pemanfaatan Teknologi Informasi dan Komunikasi untuk Peningkatan Mutu Pembelajaran SMK Ciledug Al Musaddadiyah dan SMKN 1 Garut

2020 ◽  
Vol 3 (2) ◽  
pp. 109-119
Author(s):  
Partono Partono
Keyword(s):  
High School ◽  
Strategic Management ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
General Description ◽  
Vocational High School ◽  
Information And Communication ◽  
School Learning

So far, in implementing school strategies, they tend not to utilize Information and Communication Technology (ICT), despite the availability of ICT resources available. Stages of strategic management are needed to generate the vision, mission, objectives, policy, program, budget, and procedures as well as control and evaluation process as an effort to utilize ICT to improve school quality. Based on the interpretation and the results of the study, it is concluded that schools have organized stages in strategic management that enable schools to have a quality profile. The impact of effective utilization of ICTs for schools is the achievement of effective school management, as per the National Education Standards, which is characterized by effective planning, implementation, control, and evaluation of school ICTs.The purpose of this study is to get a general description, describe, and reveal the Strategic Management of Information and Communication Technology Utilization to Improve the Quality of School Learning in Ciledug Al Musaddadiyah Vocational High School and Garut 1 Vocational High School, both on environmental analysis, strategic formulation, implementation and strategic evaluation. The research method used in this research is the case study method, because the problems studied occur in the place and situation of Ciledug Al Musaddadiyah Vocational School and Vocational High School 1 Garut. The use of case study models in this study is based on the consideration that to provide an overview of the strategic management activities of the use of ICTs carried out at vocational high schools with the ultimate goal of being able to improve the quality of school learning. Based on observations in the field of SMK 1 Garut and SMK Al Musaddadiyah Ciledug Garut is one of the public schools and private schools that have these advantages.

ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN AGRICULTURE FOR RURAL DEVELOPMENT

2017 ◽  
Vol 23 (1) ◽  
pp. 3-8
Author(s):  
R. P. BAIN ◽  
D. P. RAI ◽  
SIDDARTH NAYAK
Keyword(s):  
Rural Development ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Communication Technologies ◽  
Sustainable Society ◽  
Indian Agriculture ◽  
Information And Communication ◽  
Role Of Information

If we want to convert our rural population into knowledge driven, progressive, self sufficient, self reliant, sustainable society, the role of Information and Communication Technologies (ICT’s) cannot be ignored. Timely availability information is considered as most important factor in Indian agriculture. At present ICT is the technology of this millennium. Transferring the developed technology to all end users is time-consuming and tiresome task and is often not completed due to paucity of resources and lack of manpower. In India, agriculture and rural development has gained significantly from ICT due to its widespread extension and adoption. In this era of internet, ICT is committed to provide real, timely accurate authentic information to the farmers and rural peoples.

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