scholarly journals The Development of Investigative Learning Materials Using Computer Assisted Instruction in the Topic of Reflection for Grade VII

2016 ◽  
Vol 1 (2) ◽  
pp. 172-182
Author(s):  
Yosep Dwi Kristanto ◽  
Siti Maghfirotun Amin ◽  
Siti Khabibah
Keyword(s):  
Instructional Material ◽  
Positive Response ◽  
Achievement Test ◽  
Instructional Materials ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Learning Approaches ◽  
Learning Materials ◽  
Assisted Instruction

Despite its importance, there are still many problems encountered in the learning of the topic of reflection in school. One of the solutions for these problems is the implementation of learning approaches that fit the modern curricula and the development of good quality instructional materials. Therefore, the aim of this study was to describe the quality of investigative instructional material with computer assisted instruction for the topic of reflection in Grade VII. The result of the analysis suggested that the investigative instructional material for the topic of reflection in Grade 7 is of good quality because it fulfills the following criteria: (1) the teacher was capable to manage the lesson well, (2) the students were actively involved during the lesson, (3) the students gave positive response to the instructional material, (4) the achievement test is valid, reliable, and sensitive; and (5) the validator claimed that the developed instructional material is valid.

Microcomputers in Special Education: Promises and Pitfalls

1982 ◽  
Vol 49 (2) ◽  
pp. 123-128 ◽  
Author(s):  
Milton Budoff ◽  
Leah R. Hutten
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
Instructional Materials ◽  
Computer Assisted Instruction ◽  
Management Systems ◽  
Computer Assisted ◽  
Instructional Software ◽  
Computer Literate ◽  
Assisted Instruction ◽  
Current Systems

The microcomputer is making it possible for teachers with a modicum of familiarity with computer technologies to introduce computer-assisted instruction (CAI) in special education rooms. The hardware and software are flexible, inexpensive, and friendly to users; capable of integrating a broad range of peripherals into instructional materials; and reliable. This paper indicates major features of microcomputer systems and indicates some limitations of the current microcomputer systems for special education applications. Many questions about the effectiveness of CAI remain, especially with special populations. With exceptions, the instructional software for current systems is uninteresting, trivial, and sparsely available because the systems are so new and limited in capacity. Teachers must become computer-literate, knowledgeable in instructional classroom management systems and, most of all, comfortable with the technology.

Microcomputers in Perspective

1982 ◽  
Vol 49 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Alan M. Hofmeister
Keyword(s):  
Special Education ◽  
Computer Technology ◽  
Computer Literacy ◽  
Poor Quality ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
The Poor ◽  
Assisted Instruction ◽  
Primary Contribution

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer-assisted instruction (CAI) software and the limited supply of hardware. The primary contribution of computers may occur through other applications such as computer literacy and computer-managed instruction. The potential for inappropriate applications of the computer exists, and some special education pupils may suffer because of poorly conceptualized computer projects. Careful implementation of the strengths of computer technology is necessary. The existing research base should not be ignored in planning for the application of microcomputers in special education.

Interactive Media Based Instruction Materials Using the Visual Image Controlled (VIS-I-CON) Instructional Delivery System

1980 ◽  
Vol 3 (3) ◽  
pp. 17-22
Author(s):  
Raymond G. Fox
Keyword(s):  
Delivery System ◽  
Interactive Media ◽  
Visual Image ◽  
Instructional Delivery ◽  
Instructional Materials ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Linear Motion ◽  
Based Instruction ◽  
Assisted Instruction

In contrast to computer assisted instruction, media based instruction materials have consisted of slides, lectures or linear motion and audio sequences. This has resulted in minimal interactive delivery capabilities for these systems. The introduction of viable technologies to permit addressing, control, and display of media based materials, presents new potential in instructional materials design and delivery. This paper reviews techniques developed, using the Visual Image Controlled (Vis-I-Con) projector, for interactive instructional materials delivery.

Minicalculators in the Classroom—What Do Teachers Think?

1978 ◽  
Vol 25 (7) ◽  
pp. 27
Author(s):  
Henry B. A. Palmer
Keyword(s):  
Behavior Modification ◽  
Teaching And Learning ◽  
Contingency Management ◽  
Instructional Materials ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Elementary Grades ◽  
Teaching Learning ◽  
Assisted Instruction ◽  
And Behavior

Are attempts to introduce minicalculators in the classroom, particularly at the lower elementary grades, likely to be greeted with the same kinds of responses that previous innovations have encountered? Teachers were, and many still are, deeply concerned about the effects of such innovations as programmed instructional materials, computer-assisted instruction. contingency management, and behavior modification. Investigations of the reasons for their caution revealed the following: (1) erosion of the teacher's role—machines taking over teaching functions; (2) impersonalization of the teaching-learning process—reduction or elimination of the humane aspects of teaching and learning: (3) stifling of creativity—emphasis on precision, measurement. and mechanization inhibits creative expression.

COMPARATIVE STUDY OF COMPUTER ASSISTED INSTRUCTION TECHNIQUE (CAI) AND CONVENTIONAL TEACHING (CT) ON THE ACHIEVEMENT OF PUPIL TEACHERS IN METHODS OF TEACHING ENGLISH LANGUAGE

2016 ◽  
pp. 107-118
Author(s):  
Suman Chhabra ◽  
Neelam Dhamija
Keyword(s):  
English Language ◽  
Instructional Material ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Teaching English ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Assisted Instruction

Educational Technology has made a significant contribution to education by taking into consideration the individual differences of learners and catering to their needs. The emerging trend the world over is towards more individualized and flexible forms of learning with an emphasis on individualized methods of instruction. This paper is based on an experiment to study the effect of a new teaching methodology i.e. Computer Assisted Instruction Technique (CAI) in comparison to Conventional Teaching (CT) on the achievement of pupil teachers in methods of teaching English language. In this study, instructional material was developed for both methods of instructions i.e. CAI as well as for Conventional Teaching (CT). The instructional material for both the methods was developed and validated by the researcher. The experiment was carried out on the pupil teachers of B.Ed. class of a College of Education. Pretest- Posttest Control Group design was used. Results of the experiment showed that CAI was found effective in terms of the achievement of pupil teachers in methods of teaching English language at post-test stage. However, no significant difference was found to exist between the experimental group and control group at the pretest stage.

scholarly journals PEMBUATAN MEDIA PEMBELAJARAN INTERAKTIF CIRI – CIRI MAHLUK HIDUP DAN LINGKUNGAN HIDUPNYA DI KELAS III SD NEGERI 01 SELUMA

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Ilmiati Ilmiati ◽  
Pitri Ilian Kusmadi
Keyword(s):  
Teaching And Learning ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Learning Approaches ◽  
Face To Face ◽  
Computer Based Learning ◽  
Living Things ◽  
Learning Programs ◽  
Computer Based ◽  
Assisted Instruction

Abstract - So far, the delivery of teaching and learning activities still uses conventional methods or face to face (lectures). With this method effective and efficient goals are not achieved so that it requires interactive multimedia-based learning media. Computer as one of the ICT products is considered appropriate to be used as a tool in learning, various kinds of learning approaches are packaged in the form of computer-based learning programs or Computer Assisted Instruction (CAI). With the development of ICT in this learning, so that the expository method is felt to be inadequate. The purpose of this study is to produce learning media characteristic of living things for third grade students of SD Negeri 01 Seluma. The benefits of this learning media is to be a solution to the learning process that is effective, interesting and more fun and facilitates student learning.Keywords: Learning Media, Interactive Abstrak - Selama ini dalam penyampaiana kegiatan belajar mengajar masih menggunakan metode konvensional atau tatap muka (ceramah). Dengan metode tersebut tidak tercapai tujuan yang efektid dan efisien sehingga dibutuhkan media pembelajaran berbasis multimedia interaktif. Komputer sebagai salah satu produk TIK dinilai tepat digunakan sebagai alat bantu dalam pembelajaran, berbagai macam pendekatan pembelajaran yang dikemas dalam bentuk program pembelajaran berbentuk komputer atau Computer Assisted Instruction (CAI). Dengan berkembangnya TIK dalam pembelajaran ini, sehingga dengan metode ekspositori dirasakan belum memadai.Tujuan penelitian ini adalah untuk menghasilkan media pembelajaran ciri- ciri mahluk hidup untuk siswa kelas III SD Negeri 01 Seluma. Manfaat media pembelajaran ini adalah menjadi solusi proses pembelajaran yang efektif, menarik dan lebih menyenangkan serta memudahkan proses belajar siswa. Kata Kunci : Media Pembelajaran, Interaktif 

scholarly journals DISTANCE STUDENTS' PERCEPTION ON THE QUALITY OF COMPUTER - ASSISTED INSTRUCTION PROGRAM IN OPERATION RESEARCH COURSE

2008 ◽  
Vol 3 (2) ◽  
pp. 115-121
Author(s):  
Meirani Harsasi ◽  
Moh. Muzammil ◽  
Kurnia Endah Riana
Keyword(s):  
Operation Research ◽  
Sampling Technique ◽  
Education Institution ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Learning Material ◽  
Subject Examination ◽  
Printed Materials ◽  
Assisted Instruction

Universitas Terbuka (UT) is a distance education institution that implements communication technology in various ways. In accordance with the implementation of this technology, UT uses both printed and non-printed materials designed as selflearning materials. These learning materials provide students not only with explanations of a subject but also with instructional learning purposes, examples, practices, summaries, formative tests, feedbacks, and learning instructions. Computer Assisted instruction (CAI) as a technology based learning material can be used as a supplement to the main learning material. For instance, Operation Research is mainly delivered to students through modules but it is completed by the CAI program. In order to improve the quality of the CAI program, an evaluation is needed, especially the evaluation that invites students' opinion. It is important to ask the students how the CAI program can help them comprehend a topic and which part of the program should be improved. The aim of this study is to figure out whether there are differences between students' expectation and students' perception toward the quality of the CAI program, namely the Operation Research. Some questionnaires were given to 41 respondents in Jakarta. Purposive sampling was chosen as a sampling technique with a criterion that each respondent has passed Operation Research Subject examination. From 30 questionnaires sent back and analyzed it can be concluded that there are some differences between students' expectation and students' perception toward the quality of the CAI program.

Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review

2002 ◽  
Vol 72 (1) ◽  
pp. 101-130 ◽  
Author(s):  
H. Blok ◽  
R Oostdam ◽  
M. E. Otter ◽  
M. Overmaat
Keyword(s):  
Reading Instruction ◽  
Effect Size ◽  
Poor Quality ◽  
Computer Assisted Instruction ◽  
Effect Sizes ◽  
Computer Assisted ◽  
Language Of Instruction ◽  
Study Characteristics ◽  
Assisted Instruction

How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.

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