scholarly journals PENGARUH MEDIA PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DESAIN SISTEM INSTRUKSIONAL PENDEKATAN TPACK

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Harun Sitompul ◽  
Denny Setiawan ◽  
Edward Purba
Keyword(s):  
Instructional Design ◽  
System Design ◽  
Course Design ◽  
Instructional System ◽  
Learning Motivation ◽  
Instructional System Design ◽  
Purposive Sampling ◽  
Instructional Outcomes ◽  
Media Learning ◽  
Design Result

Abstrak: Penelitian ini bertujuan untuk: (1) mengetahui pengaruh penggunaan media terhadap hasil belajar desain sistem instruksional pendekatan TPACK, (2) mengetahui  pengaruh motivasi belajar terhadap hasil belajar desain sistem instruksional pendekatan TPACK, dan (3) mengetahui  interaksi antara penggunaan media pembelajaran dan motivasi belajar mahasiswa  dalam mempengaruhi hasil belajar desain sistem instruksional pendekatan TPACK. Penelitian ini dilaksanakan pada mahasiswa yang mengambil matakuliah desain sistem instruksional dengan purposive sampling. Metode penelitian adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian ini menunjukkan bahwa; (1) hasil belajar desain sistem instruksional pendekatan TPACK lebih tinggi dibandingkan dengan konvensional; (2) Hasil belajar hasil belajar desain sistem instruksional pendekatan TPACK pada motivasi belajar tinggi lebih tinggi daripada motivasi belajar rendah; dan terdapat interaksi antara media pembelajaran dengan motivasi belajar terhadap hasil belajar desain sistem instruksional pendekatan TPACK. Kata Kunci: media pembelajaran, motivasi belajar, desain sistem instruksional, TPACK Abstract: This study aims to: (1) determine the effect of media usage on instructional design instructional outcomes of TPACK approach, (2) to know the influence of learning motivation on instructional instructional design result of TPACK approach, and (3) to know the interaction between the use of instructional media and student learning motivation in influencing instructional instructional design result of TPACK approach. This research is conducted on students who take instructional course design course with purposive sampling. The research method is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistic to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results of this study indicate that; (1) the instructional instructional design result of TPACK approach is higher than conventional; (2) The learning outcomes of instructional system design of TPACK approach on higher learning motivation is higher than low learning motivation; and there is interaction between learning media with learning motivation to instructional design instructional system result TPACK approach. Keywords: learning media, learning motivation, instructional system design, TPACK

An evaluation on instructional systems design

2020 ◽  
Vol 12 (1) ◽  
pp. 30-41
Author(s):  
Huseyin Uzunboylu ◽  
Emine Kosucu
Keyword(s):  
Instructional Design ◽  
Systems Approach ◽  
Instructional System ◽  
Systems Design ◽  
Specific Model ◽  
Instructional System Design ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Design Models ◽  
Instructional Design Models

Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

scholarly journals Instructional System Design for Worker Education in Multicultural and Knowledge-based Society

2015 ◽  
Vol 174 ◽  
pp. 2355-2360 ◽  
Author(s):  
Anuchit Ngamkajonviwat ◽  
Wasant Atisabda ◽  
Ophat Kaosaiyaporn ◽  
Chidchanok Churngchow
Keyword(s):  
System Design ◽  
Instructional System ◽  
Instructional System Design ◽  
Knowledge Based ◽  
Worker Education

scholarly journals Psikodrama untuk Self-Esteem Anak dengan Specific Learning Disorder Usia 9-12 Tahun

2021 ◽  
Vol 6 (1) ◽  
pp. 24-45
Author(s):  
Nyi Mas Ratu Rema ◽  
Afra Hafny Noer ◽  
Esti Wungu
Keyword(s):  
System Design ◽  
Instructional System ◽  
Self Esteem ◽  
Expert Judgement ◽  
Instructional System Design ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Post Test ◽  
Specific Learning

Di Indonesia sebanyak 5 juta dari 50 juta anak-anak mengalami kesulitan belajar. Ujian, prestasi dan literacy, merupakan tantangan yang besar untuk anak specific learning disorder (SLD). Anak dengan SLD sering distigmatisasi dan dikaitkan dengan kegagalan yang menurunkan self-esteem. Self-esteem rendah adalah hasil penilaian negatif terhadap diri dan kualitas diri yang memberikan dampak buruk bagi anak. Modul psikodrama ini bertujuan untuk meningkatkan self-esteem rendah pada anak dengan specific learning disorder usia 9-12 tahun. Rancangan modul dibuat menggunakan pendekatan instructional system design dan metode penelitian tahap uji coba menggunakan metode quasi eksperimen dengan desain penelitian small design one group pre test-post test. Pengambilan data menggunakan interview, observasi dan pengisian kuesioner self-esteem. Rancangan modul ini melewati proses uji kelayakan yang dilakukan oleh 3 orang expert judgement dan uji coba pada 9 orang anak usia 9-12 tahun yang memiliki self-esteem rendah. Berdasarkan hasil yang diperoleh untuk meningkatkan self-esteem rendah pada anak usia 9-12 tahun, maka dalam modul psikodrama menekankan pada materi area teman dan sekolah, teknik sculpture, dan proses berulang

PENERAPAN INSTRUCTIONAL SYSTEM DESIGN (ISD) PADA PEMETAAN DAN VISUALISASI INFORMASI TEKNIK DASAR PEMBUATAN KERAMIK

2020 ◽  
Vol 12 (2) ◽  
pp. 41-52
Author(s):  
Rani Aryani Widjono ◽  
Gita Winata ◽  
Naomi Haswanto
Keyword(s):  
System Design ◽  
Learning Experience ◽  
Instructional System ◽  
Mapping Method ◽  
Actual Condition ◽  
Easy Access ◽  
Specific Information ◽  
Instructional System Design ◽  
New Learning ◽  
Access Information

Ceramics Handmade in Jakarta currently has become a new hype. With hand- made ceramics people having a direct connection with the makers by how those things made. Techniques, materials, and the process are the reasons why people are more attracted to get involved by making their ceramics by themselves. The hype caused high demand of ceramic basic techniques information, but people barely find ceramic books or other types of media which commissioned and developed by the actual condition of Indonesia’s independent ceramics studio especially Jakarta. This study structured through Instructional System Design (ISD) by two main cores. The first is to formulate a mapping method to classify the information of ceramics techniques at a different level. The intention is to gather specific information for beginners that would apply on instructional media. The second is designing a media such as conventional books and virtual information video through the augmented book. The result construct augmented book with systematically measurable information. It provides people easy access information and offered a new learning experience by using the augmented book.

Didactic Model of eTextbook

2015 ◽  
pp. 154-174
Keyword(s):  
Knowledge Management ◽  
System Design ◽  
Cognitive Activity ◽  
Instructional System ◽  
Future Research ◽  
Instructional System Design ◽  
Design Models ◽  
Digital Textbook ◽  
The Core ◽  
Effective Design

This chapter analyses the issue of effective design based on cross-principles. Based on theoretical-practical data, it proposes a new didactical model that reflects both the digital textbook' structure and the processes triggered by the digital textbook. It is argued that there are many instructional system design models, but the didactic model is a conceptualisation of processes based on postmodernism philosophy. The core of the didactical model is the processes for and of cognitive activity, designed as a pedagogical scenarios and managed through externalization, internalization, intermediation and cognition. At all knowledge management phases the personalisation of the digital content can be made on cognitive, affective and psychomotor levels. Conclusions and future research are provided at end.

Realization of Local Capacity Building for Managing Instructional-System-Design-Based GIS -A Case Study of Wajima City at 2007 Noto Hanto Earthquake-

2010 ◽  
Vol 5 (1) ◽  
pp. 22-30 ◽  
Author(s):  
Yoshihiro Ura ◽  
◽  
Munenari Inoguchi ◽  
Haruo Hayashi ◽  
◽  
...  
Keyword(s):  
System Design ◽  
Disaster Response ◽  
Instructional System ◽  
Instructional System Design ◽  
Richter Scale ◽  
Noto Hanto Earthquake ◽  
2007 Noto Hanto Earthquake ◽  
Ishikawa Prefecture ◽  
Cognitive Apprenticeship Theory

Geographic information system (GIS) use in disaster response in Japan has tended to be poor due to a lack of skills among local responders. The educational model based on instructional system design (ISD) and cognitive apprenticeship theory we proposed enabled local responders to build on GIS management capacity. Our research example is taken from the case of Wajima City, Ishikawa Prefecture, hit by the 2007 Noto Hanto Earthquake, magnitude 6.9 on the Richter scale, on March 25, 2007, in which local responders managed GIS quickly after the quake to developmany useful maps representing recovery progress.

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