Interactive Web Learning Media Development for Improving Basic Pattern Learning Outcomes

This study aimed to determine the differences in learning outcomes of media development courses and learning material between groups of students who are taught using guided inquiry learning models compared to groups of students who are taught using discovery learning models. Research approaches conducted by researchers using quantitative descriptive methods. The object of research conducted on students in the media development and learning material subject in the one of Study Program at UIN Raden Fatah Palembang. Analysis of the data and formulas used to test hypotheses using t-test which first performed an analysis of the normality of the data, a homogeneity. Based on the measurement results of the Islamic Education student learning outcomes, the researcher can conclude that the discovery learning and guided inquiry learning model influences of learning outcomes. The data analysis and formula used were normality test, homogeneity test and then hypothesis testing. Based on the results of the measurement of learning outcomes, the researcher can conclude that there are differences in learning outcomes using the discovery learning model and the inquiry learning model in the course of media development and learning resources. This is shown from the calculation results, namely the significance value which is below 0.05, which is equal to 0.000. It is hoped that other researchers can develop other studies that focus on other thinking skills such as critical thinking.

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Developing Learning Media Using Online Prezi into Materials about Optical Equipments

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v6i2.10102 ◽

2017 ◽

Vol 6 (2) ◽

pp. 313 ◽

Cited By ~ 6

Author(s):

S. Hartini ◽

M. Misbah ◽

D. Dewantara ◽

R. A. Oktovian ◽

N. Aisyah

Keyword(s):

Learning Outcomes ◽

Model Development ◽

Achievement Test ◽

Instructional Medium ◽

Instructional Media ◽

Media Development ◽

Student Questionnaire ◽

Online Software

<p>The instructional media used at schools are not maximized. Therefore, researchers developed an internet-based instructional media using Prezi online software. The objectives of this study are: (1) to describe the instructional medium validity using Prezi; (2) to describe the practicality of Prezi medium as an evaluation from students’ questionnaire responses; and (3) to describe the effectiveness of Prezi medium seen from students’ learning outcomes. This media development refers to the KEMP model development. The instruments used were in the form of media validation sheet, student questionnaire responses, and achievement test. The results showed that: (1) the validity of the medium category is very valid; (2) the practicality of the medium is on the very practical category; (3) the effectiveness of the medium is on the effective category. It is concluded that the Online Prezi instructional medium which was developed is eligible for use in learning.<br /><br /></p>

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The Perception and Learning of Temporal Patterns

Quarterly Journal of Experimental Psychology ◽

10.1080/14640746808400137 ◽

1968 ◽

Vol 20 (2) ◽

pp. 97-109 ◽

Cited By ~ 65

Author(s):

W. R. Garner ◽

Richard L. Gottwald

Keyword(s):

Event Rate ◽

Temporal Patterns ◽

Observation Time ◽

Pattern Perception ◽

Verbal Description ◽

Pattern Learning ◽

Basic Pattern ◽

Binary Event ◽

Pattern Description

Subjects observed sequences of stimuli generated by the repetition of temporal patterns formed of eight elements, each element being a binary event. Rate of presentation varied from 0.8 to 8.0 elements per sec.; stimuli were either visual or auditory; there were 10 different basic patterns; and for each basic pattern there were a preferred and a non-preferred starting pattern. Subjects observed as long as necessary in order to give a verbal description of the pattern after terminating it. Difficulty (measured by observation time and accuracy of description) was related to basic pattern and generally increased with increased rate. Differences due to starting pattern were found only at low rates, while differences due to modality were found only at high rates. Similar effects were obtained with respect to pattern description. These consistently different effects of starting pattern and modality at low and high rates require a distinction between pattern perception at higher rates, which is phenomenally integrated, immediate, compelling and passive, and pattern learning at lower rates, which is unintegrated, derived, intellectualized and active. Even though a distinction between perception and learning is necessary, similar principles of pattern organization operate for both.

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ANDROID-BASED LEARNING MEDIA DEVELOPMENT FOR CHAPTER 2D AND 3D ANIMATION

Jurnal Riset Fisika Edukasi dan Sains ◽

10.22202/jrfes.2021.v8i2.5297 ◽

2021 ◽

Vol 8 (2) ◽

pp. 126-133

Author(s):

Yudi Rahman ◽

◽

Irsyadunas Irsyadunas ◽

Regina Ade Darman ◽

◽

...

Keyword(s):

Research And Development ◽

Learning Outcomes ◽

Subject Matter ◽

Research Method ◽

3D Animation ◽

Design Development ◽

Learning Materials ◽

Media Development ◽

The Subject ◽

2D And 3D

The Students of 2D and 3D Animation subjects class XI Multimedia SMK Negeri 1 Sijunjung have difficulty in understanding learning materials. Absence of learning media that support learners' learning outcomes in 2D and 3D Animation subjects makes it difficult for learners to understand the subject matter. This research aims to develop a valid and practical android-based learning medium on the subjects of 2D and 3D Animation. The research method used Research and Development (R&D) with ADDIE (Analyze-Design-Development-Implement-Evaluate) model. The results of the study are: (1) media validation results obtained with an average of 0.77 with the category "valid" (2) material validation results obtained with an average of 0.85 with the category "valid" (3) the practicality of teachers obtained with a percentage of 89% with the category "very practical" (4) the practical results of learners obtained with a percentage of 94% with the category "very pragmatic. Keywords: Media, Animation, Android, R&D, ADDIE

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Pengembangan Media Wheelsmatik untuk Meningkatkan Pemahaman Konsep Perhitungan Zakat di Sekolah Dasar

Jurnal Didaktika Pendidikan Dasar ◽

10.26811/didaktika.v5i3.272 ◽

2021 ◽

Vol 5 (3) ◽

pp. 935-956

Author(s):

Anhar Anhar

Keyword(s):

Elementary School ◽

Student Learning ◽

Learning Outcomes ◽

Religious Education ◽

Student Learning Outcomes ◽

Mathematical Concepts ◽

Media Development ◽

Development Method

Learning Islamic Religious Education and Character and Character There is material zakat which requires students to understand mathematical concepts, because students must be able to determine the level of zakat with a nominal value of millions. Mathematical concepts must be understood easily and effectively in learning. Wheelsmatik media development is designed to improve the understanding of mathematical concepts in the material of zakat, so that there is a strengthening of mathematical concepts and an increase in student learning outcomes, especially in Jatisari 1 Elementary School, Sambi, Boyolali. This innovation was developed by applying the Rearch and Development method. The results obtained show that the percentage of student learning outcomes has increased, from before the use of Wheelsmatik media it was obtained an average of 75.38 there were still 6 students who had not completed. After using Wheelsmatic media experienced an increase in learning outcomes by an average of 83.07 and there were 3 students who had not yet completed it the first experiment, and obtained an average result of 86.15 and all students had completed the minimum completeness criteria in the second experiment. The conclusions obtained are to increase understanding of the mathematical concepts of zakat material and student learning outcomes.

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INTERACTIVE LEARNING MEDIA DEVELOPMENT WITH CONCEPTUAL CHANGE FOR BASIC NURSING LECTURE I IN STIKES MAJAPAHIT SINGARAJA

INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) ◽

10.24990/injec.v1i1.47 ◽

2018 ◽

Vol 1 (1) ◽

pp. 16

Author(s):

Putu Yoga ◽

Kadek Yudik Aryawan ◽

Putu Adi Krisna Juniarta

Keyword(s):

Conceptual Change ◽

Small Group ◽

Learning Outcomes ◽

Field Test ◽

Interactive Learning ◽

Group Testing ◽

Achievement Test ◽

Media Development ◽

First Semester ◽

Individual Test

Introduction: All this time conventional media in lecture proved less effective in improving learning outcomes Basic Nursing Science I. On the other hand, the presence of an innovative learning model of conceptual change-oriented and ICT are potentially improve learning outcomes IKD I. Development of interactive learning media-oriented conceptual change is predicted to have an impact on the achievement of learning outcomes IKD difference. This research aims to develop interactive learning media-laden conceptual change and test its effectiveness in scaling the learning outcomes of students STIKES Majapahit IKD Singaraja. Method: This was a development study (development research). The population in this study were all students of the first semester courses of S-1 Nursing, STIKES Majapahit Singaraja school year 2013/2014 (80 people) and a teacher of nursing staff (15 people). Sampling in each phase of the research done by simple random sampling technique, in order to obtain two lecturers (content and media experts), 3 students (individual test), 9 students (small group testing) and 30 students of the first semester (field test). The instrument used in this study is a questionnaire and achievement test I. Basic Nursing questionnaire used in the product development stage (testing expert, individual testing, small group testing), while the achievement test used during the field test. Criteria for success of media development is based on the evaluation of content expert, media experts, individual test, and test a small group. Also based on the analysis of the post-test scores of students, it can be seen the effective use of instructional media IKD I on student learning outcomes. Results: The results of the data analysis showed that the test class interactive learning media loaded developed conceptual change effective in optimizing learning outcomes IKD I (M = 80.08; SD = 5.93). Discussion: Through this research has successfully developed an interactive learning media charged to facilitate conceptual change classes first semester student IKD I STIKES Majapahit Singaraja. Besides, the validity of the analysis shows that interactive learning media charged velid developed conceptual change and unfit for use.Keywords: Conceptual change, interactive learning media charged conceptual change, and learning outcomes

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The Effectiveness of Development Results of Pro-show Media Based on Solar System Poem and Song on Student Learning Outcomes

Journal of Innovation in Educational and Cultural Research ◽

10.46843/jiecr.v1i1.1 ◽

2020 ◽

Vol 1 (1) ◽

pp. 1-6

Author(s):

Yeni Kurniawanti ◽

Budiyono Saputro ◽

Sakshi Bahuguna

Keyword(s):

Solar System ◽

Student Learning ◽

Learning Outcomes ◽

Research Method ◽

Student Learning Outcomes ◽

Sixth Graders ◽

Test Results ◽

Media Development ◽

Teachers And Students ◽

Solar Material

The purpose of this study was to determine the effectiveness of the results of the development of poem and song-based proshow media on MI Al-Falah Soropadan District of Pringsurat students' learning outcomes in the solar system material. The research method used is quantitative with One-Group Pretest-posttest design. The subjects of the study were sixth graders of MI AL-Falah Soropadan and teachers in Pringsurat District. The research instruments were pretest and posttest of solar material. T-test results obtained t -73.676, p = 0.00 0.05, which means that the poem and song-based proshow media development results are effective on MI Al-Falah Soropadan Pringsurat District students' learning outcomes in solar system material. Poem and song-based proshow media provide solutions for teachers and students in increasing mastery of science subjects.

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Learning Media Development of Analyzing Poetry-Building Element Using Sparkol Videoscribe

JPI (Jurnal Pendidikan Indonesia) ◽

10.23887/jpi-undiksha.v9i4.28251 ◽

2020 ◽

Vol 9 (4) ◽

pp. 586

Author(s):

Anggi Surya Septianti ◽

Mulyadi Eko Purnomo ◽

Sri Indrawati

Keyword(s):

Data Analysis ◽

Data Collection ◽

Learning Outcomes ◽

Research Method ◽

Building Blocks ◽

Development Research ◽

Media Development ◽

Building Element ◽

10Th Grade ◽

Analysis Technique

This study aims to develop learning media to analyze the building blocks of poetry by using sparkol videoscribe in 10th grade students. This research is a development research (R&D). This research method is used to produce certain products, and test the effectiveness of these products. Data collection techniques used were interviews, questionnaires, and learning outcomes tests. The data analysis technique was carried out by analyzing the questionnaire which was seen from the results of the high and low percentage of the needs desired by students and the next teacher. Based on the results of product trials, it shows an increase in learning outcomes of 36.76, with a pretest mean of 41.96 while postest was 78.92. Based on these findings it can be concluded that the development of learning media to analyze the building blocks of poetry using sparkol videoscribe has an effect on the learning outcomes of 10th grade students.

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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Hierarchical switching in a multi-dimensional task space is not induced by specific task cues

Zeitschrift für Psychologie / Journal of Psychology ◽

10.1026//0044-3409.209.2.105 ◽

2001 ◽

Vol 209 (2) ◽

pp. 105-117 ◽

Cited By ~ 6

Author(s):

Thomas Kleinsorge ◽

Herbert Heuer ◽

Volker Schmidtke

Keyword(s):

Specific Task ◽

Task Space ◽

Basic Pattern ◽

Task Representation ◽

Switching Mechanism ◽

Factorial Combination ◽

Individual Task ◽

The Individual ◽

The Way

Summary. When participants have to shift between four tasks that result from a factorial combination of the task dimensions judgment (numerical vs. spatial) and mapping (compatible vs. incompatible), a characteristic profile of shift costs can be observed that is suggestive of a hierarchical switching mechanism that operates upon a dimensionally ordered task representation, with judgment on the top and the response on the bottom of the task hierarchy ( Kleinsorge & Heuer, 1999 ). This switching mechanism results in unintentional shifts on lower levels of the task hierarchy whenever a shift on a higher level has to be performed, leading to non-shift costs on the lower levels. We investigated whether this profile depends on the way in which the individual task dimensions are cued. When the cues for the task dimensions were exchanged, the basic pattern of shift costs was replicated with only minor modifications. This indicates that the postulated hierarchical switching mechanism operates independently of the specifics of task cueing.

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