scholarly journals APLIKASI E-LEARNING MATA PELAJARAN AQIDAH AHLAK PADA MADRASAH TSANAWIYAH MUHAMMADIYAH ISIMU GORONTALO BERBASIS ANDROID

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Irfan Abbas
Keyword(s):  
Mobile Learning ◽  
Formal Education ◽  
Basic Education ◽  
Transition Period ◽  
Teaching Staff ◽  
Learning Material ◽  
School Students ◽  
Learning Content ◽  
Technological Developments ◽  
E Learning

ABSTRACTMadrasah Tsanawiyah (MTS) is a level of basic education in formal education in Indonesia which is held within 3 years. School students or madrasah students are generally 13-15 years old. Madrasah schools are a transition period from childhood to the world of adolescence. The period of MTS is a critical period for student education because at this time the transition from childhood. At present education is very much influenced by technological developments that provide a variety of conveniences so that it influences students' thinking, so schools must start working hard and pay attention to the education programs and methods used in transferring knowledge from teaching staff to students. The use of electronic circuits allows learning to be carried out in one place or in different places through distance learning. E-learning can be carried out anytime anywhere, but e-learning still has drawbacks, which requires users to deal with electronic equipment that is not flexible to move places. Mobile phones today are not only used as communication tools but can be used in finding information. One of the current operating systems that can access information very quickly and most in demand by the public today is Android. Android is an open source-based system that allows sources code (source code) on android to be read by development to customize various application features according to their usage needs. Mobile learning can be used as an alternative to solving problems in the field of education, especially the problem of equitable access to educational information, the quality of learning content in the form of learning material in the form of text or images accompanied by examples of teacher improvement questions to make or deliver learning materials and managing teaching andlearningactivities. Keywords: Madrasah Tsanawiyah (MTS), E-learning, Mobile learning, Android 

SW-Architecture for Device Independent Mobile Learning

2010 ◽  
pp. 72-93 ◽  
Author(s):  
Andreas Christ ◽  
Markus Feißt
Keyword(s):  
Learning Environment ◽  
Mobile Learning ◽  
Context Awareness ◽  
Design Patterns ◽  
Content Management ◽  
Independent Learning ◽  
Learning Material ◽  
Independent Manner ◽  
Learning Content ◽  
E Learning

Mobile learning increases both flexibility and self-determined learning, often combined with a high degree of context awareness. Flexibility and context awareness includes time and location, as well as the actual individual situation. To achieve such goals, mobile learning is not just a stand-alone and independent learning environment, but is instead embedded in a broader e-learning environment. This is true for the didactic and the pedagogic concepts and the learning (content) management system, as well as the overall software architecture. XML has been proven to be adequate and a powerful technology to store content in a presentation independent manner. By defining an additional attribute inside the XML tags, it is possible to classify the content. At the same time, this will help the author generate learning material for different devices in an efficient and structured way. Also, the content can be used in different formats (XHTML, PDF, etc.) as well as with different technologies (browser, applet, MIDlet, Ajax, etc.). In order to optimise the content presentation on different mobile devices, the content has to be adapted. A necessary precondition for the adaptation process is the identification of the connected device. The classification of the identified mobile device simplifies the mapping between device capabilities and content. The ICAT (Identification, Classification, Adaptation and Tagged XML) framework addresses these issues. The proposed design patterns will help authors to generated content for such a system.

Automatic Organization and Generation of Presentation Slides for E-Learning

2012 ◽  
Vol 10 (3) ◽  
pp. 35-52 ◽  
Author(s):  
K. Sathiyamurthy ◽  
T. V. Geetha
Keyword(s):  
Distance Education ◽  
Language Processing ◽  
Learning System ◽  
Learning Material ◽  
Content Creation ◽  
Learning Content ◽  
E Learning ◽  
Processing Techniques ◽  
The Web ◽  
Extract Information

The effectiveness of an e-learning system for distance education to a large extent depends on the relevancy and presentation of learning content to the learner. The ability to gather documents on a particular topic from the web and adapt the contents of the document to suit the learner is an important task from the content creation perspective of e-learning. For the developer of e-learning material the provision to automatically extract, organize, and present content material would improve its effectiveness. This paper proposes to extract information from documents using language processing techniques and organizing the content into appropriate presentation slides for learning purposes using domain ontology and learning oriented pedagogy ontology.

A Methodology for Enhancing Mobile Learning Through Content Semantics

2013 ◽  
Vol 5 (1) ◽  
pp. 21-38
Author(s):  
Glaroudis Dimitrios ◽  
Manitsaris Athanasios ◽  
Kotini Isabella
Keyword(s):  
Mobile Learning ◽  
Web Sites ◽  
Mobile Users ◽  
Learning Material ◽  
Learning Tools ◽  
Learning Content ◽  
Increasing Demand ◽  
Web Experience ◽  
Educational Portal ◽  
Content Semantics

Mobile learning is becoming increasingly popular. Educational web sites can be used as supporting learning tools for students who wish to supplement their knowledge without restrictions of time and place. The continuously increasing demand for enhanced remote and mobile services, as well as the difficulty in easily incorporating current learning services for mobile users, renders essential the adaptation of educational material for these requirements. The objective of this work is to present and evaluate a methodology for producing content semantics from learning material. The proposed approach results in recommending links, which are relevant to the mobile users’ interests, by exploiting the recorded usage of an educational portal and the semantics of the learning content. The implementation results reveal enhanced capabilities in mobile learners’ web experience and usability.

Accessing Learning Content in a Mobile System

2007 ◽  
pp. 198-215 ◽  
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

Accessing Learning Content in a Mobile System

2009 ◽  
pp. 1367-1380 ◽  
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

scholarly journals The Behavioural Intentions of Secondary School Students to Use Tablet as a Mobile Learning Device

2020 ◽  
Vol 14 (13) ◽  
pp. 161
Author(s):  
Wan Mohd Amir Fazamin Wan Hamzah ◽  
Mohd Hafiz Yusoff ◽  
Ismahafezi Ismail ◽  
Azliza Yacob
Keyword(s):  
Mobile Learning ◽  
Private School ◽  
Behavioural Intention ◽  
Intention To Use ◽  
Least Squares Regression ◽  
School Students ◽  
Behavioural Intentions ◽  
Learning Content ◽  
Use Of Technology ◽  
Regression Approach

Advances in technology have allowed mobile devices to be used for learning purpose. The use of tablets in mobile learning has the potential to enhance learning, contributing to increased motivation and knowledge acquisition. However, without careful planning and support for learning content, students may not have the behavioural intention to use tablets in their learning. Previous studies have focused on the use of learning applications installed in the tablets. There is a lack of research on students' behavioural intentions to use tablets in learning. The partial least squares regression approach and the Unified Theory of Acceptance and Use of Technology (UTAUT) were used in this study to explore students’ behavioural intention to use the tablet in learning. This study was conducted in a private school in Malaysia. A total of 170 participants were enrolled in this study. The results showed that most of the hypotheses of the study were not supported and further revealed that the construct of performance expectancy was the only determinant of students’ behavioural intentions to use the tablet in learning.

scholarly journals Use of ELearning for Interactive Learning Media

2019 ◽  
Author(s):  
Harry Dhika ◽  
Fitriana Destiawati ◽  
MIchael Sonny ◽  
Surajiyo
Keyword(s):  
School Readiness ◽  
Family Environment ◽  
Assessment Process ◽  
Learning Material ◽  
Discussion Forums ◽  
School Students ◽  
Student Council ◽  
Two Cities ◽  
Teacher Students ◽  
E Learning

The study discusses whether schools use e-learning applications, especially using Moodle CMS as a learning medium conducted in two cities, Bandung and Bogor. The method used in this study is a direct survey of high schools, discussing with school principals and discussing school knowledge and school readiness in starting eLearning at school. The purpose of this study is to know whether the school is ready and will use eLearning, besides that another goal is to apply eLearning to schools with access made by teacher students and parents. The benefits of research are for teachers to be able to easily access learning material, see students' grades directly and accelerate the entire assessment process to the end. While the benefits for students to facilitate the process of obtaining learning materials, fill exams and can see firsthand the value given by the teacher, can also conduct discussions with other students, in discussion forums. Benefits for parents of course to monitor the development of their children so that it is known and can nurture children in a family environment. Finally, the software will be created and will be given to schools so that it can be applied to be developed again by the school, for example for the student council selection or for payment activities and entrepreneurship for school students.

scholarly journals Strategi Guru Kelas dalam Menghadapi Peserta Didik yang Malas Belajar

2019 ◽  
Vol 4 (01) ◽  
pp. 38-55
Author(s):  
Muhammad Warif
Keyword(s):  
Formal Education ◽  
Basic Education ◽  
School Teacher ◽  
The Body ◽  
Teaching Staff ◽  
Main Task ◽  
Human Beings ◽  
National Education ◽  
National Education System ◽  
Teacher Students

Abstrak Guru merupakan seseorang yang tugasnya mengajar, membimbing dan mengarahkan anak untuk belajar. Guru adalah merupakan suatu jabatan khusus dalam dunia pendidikan, dia termasuk salah satu sumber belajar yang utama karena dari sanalah siswa/peserta didik memperoleh bimbingan, pengajaran dan pelatihan. Profesionalisme seorang guru di peroleh lewat pendidikan khusus keguruan atau latihan dan pengalaman. Kemudian menurut  Undang-Undang  Sistem  Pendidikan  Nasional  Guru adalah  tenaga  kependidikan  yang  berkualifikasi  sebagai  guru,  dosen,  konselor,  pamong praja, widyaiswara, tutor, instruktur, serta berpartisipasi dalam menyelenggarakan pendidikan. Sejalan dengan itu guru menurut Undang-Undang tentang guru ditegaskan bahwa :Guru adalah pendidik prefesional dengan tugas utama mendidik, mengajar, membimbing, mengarahkan, melatih, menilai, dan mengevaluasi siswa pada pendidikan anak usia dini jalur pendidikan formal, pendidikan dasar, dan pendidikan menengah.(Undang-Undang RI,  2003;2).Profil guru ideal adalah sosok yang mengabdikan diri berdasarkan panggilan jiwa, panggilan hati nurani, bukan karena tuntutan uang belaka tidak membatasi tugas dan tanggung jawabnya tidak sebatas dinding sekolah.Masyarakat juga jangan hanya menuntut pengabdian guru, tetapi kesejahteraan guru pun perlu diperhatikan. Guru dengan kemuliaannya dalam menjalankan tugas tidak mengenal lelah, hujan dan panas bukan rintangan bagi guru yang penuh dedikasi dan loyalitas untuk turun ke sekolah agar dapat bersatu jiwa dalam perpisahan raga dengan siswa. Raga guru dan siswa boleh berpisah, tapi jiwa keduanya tidak dapat dipisahkan (dwitunggal). Oleh karena itu dalam benak guru hanya ada satu kiat bagaimana mendidik siswa agar menjadi manusia dewasa susila yang cakap dan berguna bagi agama, nusa dan bangsa di masa yang akan datang.(Djam’an dkk, 2007).Kompetensi kepribadian adalah kompetensi yang berkaitan dengan tingkah laku pribadi guru itu sendiri yang kelak harus memiliki nilai-nilai luhur sehingga terpantul dalam perilaku sehari-hari. Kata Kunci: Strategi, Guru, Peserta Didik, Malas, Belajar   Abstract                The teacher is someone whose job is teaching, guiding and directing children to learn. The teacher is a special position in the world of education, he is one of the main learning resources because from there students / students receive guidance, teaching and training. The professionalism of a teacher is obtained through special teacher training or training and experience. Then according to the National Education System Law Teachers are qualified teaching staff as teachers, lecturers, counselors, civil service, widyaiswara, tutors, instructors, and participate in organizing education. In line with that the teacher according to the Law on Teachers emphasized that: The teacher is a professional educator with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education, formal education, basic education, and secondary education. (Republic of Indonesia Law, 2003; 2). The ideal teacher profile is a person who devotes himself based on the calling of the soul, the call of conscience, not because the demands of money alone do not limit his duties and responsibilities are not limited to the walls of the school. teacher, but the welfare of the teacher also needs attention. Teachers with their glory in carrying out tasks that are tireless, rainy and hot are not a hindrance for teachers who are full of dedication and loyalty to go to school to be able to unite their souls in physical separation with students. The body of the teacher and students may separate, but the souls of the two cannot be separated (duvies). Therefore, in the minds of teachers there is only one tip on how to educate students to become capable adult human beings who are capable and useful for religion, religion and nation in the future (Djam'an et al., 2007). Personality competency is a competency related to the teacher's own personal behavior which later must have noble values so that reflected in everyday behavior. Keywords: Strategy, Teacher, Students, Lazy, Learning

scholarly journals Design a Mobile Learning Application to Learn Hijaiyah Letters Based on Android

2021 ◽  
Vol 8 (10) ◽  
pp. 218-224
Author(s):  
Suheri .
Keyword(s):  
System Design ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Electronic Devices ◽  
Unified Modeling Language ◽  
Design Tool ◽  
Teaching Staff ◽  
Modeling Language ◽  
Unified Modeling ◽  
Technological Developments

Mobile learning is a learning process that utilizes technological developments through electronic devices in the form of smartphones or mobile phones. Currently learning hijaiyah is still widely done by meeting directly with the teaching staff, through Iqra or other print media. With this is considered less effective and ineffective and causes boredom for children. Therefore, an efficient, effective and interactive hijaiyah letter learning media is needed that can improve children's reasoning power to learn anywhere and anytime. The application will be designed with a system design tool that is UML (Unified Modeling language) that is easy to describe so that it can help in the compounding of the system. The application will be implemented on android-based mobile devices. Keywords: Android, Hijaiyah, M-Learning, UML.

Accessing Learning Content in a Mobile System

2011 ◽  
pp. 1964-1977
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

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