scholarly journals PENERAPAN TEORI BELAJAR DAN DESAIN INSTRUKSIONAL DALAM PROGRAM MOBILE LEARNING

2013 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
M. Miftah
Keyword(s):  
Mobile Learning ◽  
Learning Strategy ◽  
Instructional System ◽  
Educational Theory ◽  
Contextual Learning ◽  
Learning Theories ◽  
Design Development ◽  
Analysis Design ◽  
The Individual ◽  
Development Application

Mobile Learning enables a learning dan its interaction between the user and the lesson. This article writer, then, offers a solution by applicating an effective foundations of educational theory for mobile learning and suggests a model for developing mobile learning based on the appropiate educational theory. Mobile learning developer should know the differences of approaches used in learning to take a proper learning strategy. The strategy is for motivating the learner, facilitating the learning process, forming the human intact, serving the individual difference, lifting up the meaningful learning, supporting learning interaction, giving the learning feedback, and facilitating contextual learning. Dealing to this case, the writer, then, describes the disciplines of the learning theory and its implementation into Design of Learning Strategy for mobile learning. There are three learning theories showed: 1) Behaviourism, 2) Cognitivism, 3)Constructivism. The implementation of the learning theories is on sub-field of Instructional System Desain. The Instructional System Desain involves analysis, design, development, application, and evaluation. Abstrak:Mobile Learning mempermudah belajar dan interaksi antara peserta didik dengan materi pelajaran. Penulis artikel ini menawarkan solusi dengan mengaplikasikan pondasi teori bidang pendidikan untuk perancangan materi Mobile Learning (Foundations of educational theory for mobile learning) yang efektif, dan menyarankan suatu model untuk mengembangkan pembelajaran Mobile Learning berdasar pada teori bidang pendidikan yang sesuai. Pengembang Mobile Learning harus mengetahui perbedaan pendekatan-pendekatan dalam belajar agar dapat memilih strategi pembelajaran yang tepat. Strategi pembelajaran harus dipilih untuk memotivasi para pebelajar, memfasilitasi proses belajar, membentuk manusia seutuhnya, melayani perbedaan individu, mengangkat belajar bermakna, mendorong terjadinya interaksi, memberikan umpan balik, memfasilitasi belajar kontekstual, dan mendorong selama proses belajar. Berkaitan dengan hal ini, penulis artikel ini kemudian mendeskripsikan prinsip-prinsip teori belajar dan implementasinya pada Desain Strategi Pembelajaran Mobile Learning. Ada 3 teori belajar yang penulis kemukakan pada artikel tersebut, yaitu: 1) Behaviorime; 2) Kognitivisme; dan 3) Kontruktivisme. Implementasi teori belajar ini berada pada subkawasan desain sistem pembelajaran. Desain sistem pembelajaran mencakup; penganalisaan, perancangan, pengembangan, pelaksanaan, dan penilaian.

scholarly journals PENERAPAN TEORI BELAJAR DAN DESAIN INSTRUKSIONAL DALAM PROGRAM MOBILE LEARNING

2013 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
M. Miftah
Keyword(s):  
Mobile Learning ◽  
Learning Strategy ◽  
Instructional System ◽  
Educational Theory ◽  
Contextual Learning ◽  
Learning Theories ◽  
Design Development ◽  
Analysis Design ◽  
The Individual ◽  
Development Application

Mobile Learning enables a learning dan its interaction between the user and the lesson. This article writer, then, offers a solution by applicating an effective foundations of educational theory for mobile learning and suggests a model for developing mobile learning based on the appropiate educational theory. Mobile learning developer should know the differences of approaches used in learning to take a proper learning strategy. The strategy is for motivating the learner, facilitating the learning process, forming the human intact, serving the individual difference, lifting up the meaningful learning, supporting learning interaction, giving the learning feedback, and facilitating contextual learning. Dealing to this case, the writer, then, describes the disciplines of the learning theory and its implementation into Design of Learning Strategy for mobile learning. There are three learning theories showed: 1) Behaviourism, 2) Cognitivism, 3)Constructivism. The implementation of the learning theories is on sub-field of Instructional System Desain. The Instructional System Desain involves analysis, design, development, application, and evaluation. Abstrak:Mobile Learning mempermudah belajar dan interaksi antara peserta didik dengan materi pelajaran. Penulis artikel ini menawarkan solusi dengan mengaplikasikan pondasi teori bidang pendidikan untuk perancangan materi Mobile Learning (Foundations of educational theory for mobile learning) yang efektif, dan menyarankan suatu model untuk mengembangkan pembelajaran Mobile Learning berdasar pada teori bidang pendidikan yang sesuai. Pengembang Mobile Learning harus mengetahui perbedaan pendekatan-pendekatan dalam belajar agar dapat memilih strategi pembelajaran yang tepat. Strategi pembelajaran harus dipilih untuk memotivasi para pebelajar, memfasilitasi proses belajar, membentuk manusia seutuhnya, melayani perbedaan individu, mengangkat belajar bermakna, mendorong terjadinya interaksi, memberikan umpan balik, memfasilitasi belajar kontekstual, dan mendorong selama proses belajar. Berkaitan dengan hal ini, penulis artikel ini kemudian mendeskripsikan prinsip-prinsip teori belajar dan implementasinya pada Desain Strategi Pembelajaran Mobile Learning. Ada 3 teori belajar yang penulis kemukakan pada artikel tersebut, yaitu: 1) Behaviorime; 2) Kognitivisme; dan 3) Kontruktivisme. Implementasi teori belajar ini berada pada subkawasan desain sistem pembelajaran. Desain sistem pembelajaran mencakup; penganalisaan, perancangan, pengembangan, pelaksanaan, dan penilaian.

scholarly journals PENERAPAN TEORI BELAJAR DAN DESAIN INSTRUKSIONAL DALAM PROGRAM MOBILE LEARNING

2013 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
M. Miftah
Keyword(s):  
Mobile Learning ◽  
Learning Strategy ◽  
Instructional System ◽  
Educational Theory ◽  
Contextual Learning ◽  
Learning Theories ◽  
Design Development ◽  
Analysis Design ◽  
The Individual ◽  
Development Application

Mobile Learning enables a learning dan its interaction between the user and the lesson. This article writer, then, offers a solution by applicating an effective foundations of educational theory for mobile learning and suggests a model for developing mobile learning based on the appropiate educational theory. Mobile learning developer should know the differences of approaches used in learning to take a proper learning strategy. The strategy is for motivating the learner, facilitating the learning process, forming the human intact, serving the individual difference, lifting up the meaningful learning, supporting learning interaction, giving the learning feedback, and facilitating contextual learning. Dealing to this case, the writer, then, describes the disciplines of the learning theory and its implementation into Design of Learning Strategy for mobile learning. There are three learning theories showed: 1) Behaviourism, 2) Cognitivism, 3)Constructivism. The implementation of the learning theories is on sub-field of Instructional System Desain. The Instructional System Desain involves analysis, design, development, application, and evaluation. Abstrak:Mobile Learning mempermudah belajar dan interaksi antara peserta didik dengan materi pelajaran. Penulis artikel ini menawarkan solusi dengan mengaplikasikan pondasi teori bidang pendidikan untuk perancangan materi Mobile Learning (Foundations of educational theory for mobile learning) yang efektif, dan menyarankan suatu model untuk mengembangkan pembelajaran Mobile Learning berdasar pada teori bidang pendidikan yang sesuai. Pengembang Mobile Learning harus mengetahui perbedaan pendekatan-pendekatan dalam belajar agar dapat memilih strategi pembelajaran yang tepat. Strategi pembelajaran harus dipilih untuk memotivasi para pebelajar, memfasilitasi proses belajar, membentuk manusia seutuhnya, melayani perbedaan individu, mengangkat belajar bermakna, mendorong terjadinya interaksi, memberikan umpan balik, memfasilitasi belajar kontekstual, dan mendorong selama proses belajar. Berkaitan dengan hal ini, penulis artikel ini kemudian mendeskripsikan prinsip-prinsip teori belajar dan implementasinya pada Desain Strategi Pembelajaran Mobile Learning. Ada 3 teori belajar yang penulis kemukakan pada artikel tersebut, yaitu: 1) Behaviorime; 2) Kognitivisme; dan 3) Kontruktivisme. Implementasi teori belajar ini berada pada subkawasan desain sistem pembelajaran. Desain sistem pembelajaran mencakup; penganalisaan, perancangan, pengembangan, pelaksanaan, dan penilaian.

scholarly journals PENERAPAN TEORI BELAJAR DAN DESAIN INSTRUKSIONAL DALAM PROGRAM MOBILE LEARNING

2013 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
M. Miftah
Keyword(s):  
Mobile Learning ◽  
Learning Strategy ◽  
Instructional System ◽  
Educational Theory ◽  
Contextual Learning ◽  
Learning Theories ◽  
Design Development ◽  
Analysis Design ◽  
The Individual ◽  
Development Application

Mobile Learning enables a learning dan its interaction between the user and the lesson. This article writer, then, offers a solution by applicating an effective foundations of educational theory for mobile learning and suggests a model for developing mobile learning based on the appropiate educational theory. Mobile learning developer should know the differences of approaches used in learning to take a proper learning strategy. The strategy is for motivating the learner, facilitating the learning process, forming the human intact, serving the individual difference, lifting up the meaningful learning, supporting learning interaction, giving the learning feedback, and facilitating contextual learning. Dealing to this case, the writer, then, describes the disciplines of the learning theory and its implementation into Design of Learning Strategy for mobile learning. There are three learning theories showed: 1) Behaviourism, 2) Cognitivism, 3)Constructivism. The implementation of the learning theories is on sub-field of Instructional System Desain. The Instructional System Desain involves analysis, design, development, application, and evaluation. Abstrak:Mobile Learning mempermudah belajar dan interaksi antara peserta didik dengan materi pelajaran. Penulis artikel ini menawarkan solusi dengan mengaplikasikan pondasi teori bidang pendidikan untuk perancangan materi Mobile Learning (Foundations of educational theory for mobile learning) yang efektif, dan menyarankan suatu model untuk mengembangkan pembelajaran Mobile Learning berdasar pada teori bidang pendidikan yang sesuai. Pengembang Mobile Learning harus mengetahui perbedaan pendekatan-pendekatan dalam belajar agar dapat memilih strategi pembelajaran yang tepat. Strategi pembelajaran harus dipilih untuk memotivasi para pebelajar, memfasilitasi proses belajar, membentuk manusia seutuhnya, melayani perbedaan individu, mengangkat belajar bermakna, mendorong terjadinya interaksi, memberikan umpan balik, memfasilitasi belajar kontekstual, dan mendorong selama proses belajar. Berkaitan dengan hal ini, penulis artikel ini kemudian mendeskripsikan prinsip-prinsip teori belajar dan implementasinya pada Desain Strategi Pembelajaran Mobile Learning. Ada 3 teori belajar yang penulis kemukakan pada artikel tersebut, yaitu: 1) Behaviorime; 2) Kognitivisme; dan 3) Kontruktivisme. Implementasi teori belajar ini berada pada subkawasan desain sistem pembelajaran. Desain sistem pembelajaran mencakup; penganalisaan, perancangan, pengembangan, pelaksanaan, dan penilaian.

Development of Physics Learning Module Based on Guided Inquiry with Light Wave Material in Class XI of Senior High School

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Evi Rahmawati ◽  
Irnin Agustina Dwi Astuti ◽  
N Nurhayati
Keyword(s):  
Large Scale ◽  
Learning Strategy ◽  
Student Response ◽  
Average Score ◽  
Small Scale ◽  
Design Development ◽  
Teacher Response ◽  
Student Responses ◽  
Analysis Design ◽  
Scientific Skills

IPA Integrated is a place for students to study themselves and the surrounding environment applied in daily life. Integrated IPA Learning provides a direct experience to students through the use and development of scientific skills and attitudes. The importance of integrated IPA requires to pack learning well, integrated IPA integration with the preparation of modules combined with learning strategy can maximize the learning process in school. In SMP 209 Jakarta, the value of the integrated IPA is obtained from 34 students there are 10 students completed and 24 students are not complete because they get the value below the KKM of 68. This research is a development study with the development model of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). The use of KPS-based integrated IPA modules (Science Process sSkills) on the theme of rainbow phenomenon obtained by media expert validation results with an average score of 84.38%, average material expert 82.18%, average linguist 75.37%. So the average of all aspects obtained by 80.55% is worth using and tested to students. The results of the teacher response obtained 88.69% value with excellent criteria. Student responses on a small scale acquired an average score of 85.19% with highly agreed criteria and on the large-scale student response gained a yield of 86.44% with very agreed criteria. So the module can be concluded receiving a good response by the teacher and students.

Combining Instructional Design and Game Design

2011 ◽  
pp. 359-372
Author(s):  
Celina Byers
Keyword(s):  
Memory Consolidation ◽  
Game Design ◽  
Working Memory Capacity ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Design Elements ◽  
Implementation Evaluation ◽  
Analysis Design ◽  
Goals And Objectives

The desired outcome of instructional game design is to combine the powerful attraction of games and the proven effectiveness of instructional system design (ISD). This combination would have the capacity to focus player concentration on game play and learning the planned content in order to successfully complete the game. Conjoining game design elements (e.g., rules, goals and objectives, outcomes and feedback, conflict and challenge, interaction, representation or story) with ISD elements (e.g., analysis, design, development, implementation, evaluation) may be the means of reaching the desired outcome. Applying recent findings (e.g., working memory capacity, mental models, memory consolidation) from cognitive psychology may provide further assistance.

scholarly journals The Development of Mobile Learning Application using Jigsaw Technique

2016 ◽  
Vol 10 (3) ◽  
pp. 11 ◽  
Author(s):  
Dwi Sulisworo ◽  
Ishafit Ishafit ◽  
Kartika Firdausy
Keyword(s):  
Cooperative Learning ◽  
Mobile Learning ◽  
Evaluation Model ◽  
Learning Approach ◽  
Development Research ◽  
Design Development ◽  
Analysis Design ◽  
Teacher Ability ◽  
Learning Interest ◽  
Jigsaw Technique

Teacher ability to arrange learning environmet will affect the student’s interest in learning as well in utilizing mobile technology. The purpose of this research is to develop mobile learning using the cooperative learning approach especially Jigsaw technique. The method of this research is development research using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The application was validated by experts for technical aspects and also students from two different grades, i.e grade VII and grade VIII on physics subject for application acceptance responses. The result showed that both technically and application acceptance were in good level. It means that this mobile cooperative learning application can used to enhance student’s learning interest.

scholarly journals Pengembangan Mobile Learning Barusikung Berbasis Android pada Materi Bangun Ruang Sisi Lengkung

2020 ◽  
Vol 9 (3) ◽  
pp. 475-486
Author(s):  
Yesica Yesi Rachma ◽  
Danang Setyadi ◽  
Helti Lygia Mampouw
Keyword(s):  
Research And Development ◽  
Mobile Learning ◽  
The Other ◽  
Design Development ◽  
Is Research ◽  
Solid Geometry ◽  
The Media ◽  
Analysis Design ◽  
Addie Model

AbstrakMatematika merupakan salah satu pelajaran yang penting untuk dikuasai siswa di sekolah khususnya pada materi pemahaman bentuk dan ruang, meskipun demikian masih banyak siswa yang mengalami kesulitan dalam mempelajari materi tersebut. Hal inilah yang mendorong peneliti untuk mengembangkan suatu aplikasi Mobile learning pada materi Bangun Ruang Sisi Lengkung. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE. Langkah-langkahnya terdiri dari: Analysis, Design, Development, Implementation, dan Evaluations. Hasil penelitian menunjukkan bahwa media yang dikembangkan valid dan praktis. Hasil uji coba terhadap 10 siswa menunjukkan bahwa media masuk dalam kategori baik. Selain itu Mobile learning mampu meningkatkan hasil belajar siswa, hal ini dapat dilihat dari hasil pretest dan posttest yang menunjukkan nilai signifikan. Mobile learning dapat membantu siswa memahami bentuk dan ruang pada materi Bangun Ruang Sisi Lengkung.  The Expansion of Mobile Learning Barusikung Base Android on Solid GeometryAbstractMathematics is one of the important subjects that students having to do in school especially to know shapes and geometry, although it is important to learn, many students still have difficulties in studying the material. It promotes the researcher to encourage an application of Mobile learning to solid geometry. This research is research and development using the ADDIE model. The step consists of Analysis, Design, Development, and Evaluations. The results show that the developed media is valid and practical. The trial results to ten students show that the media is good. The other than Mobile learning can increase students learning, it can be seen by pretest and posttest results that show significant value. Mobile learning can help students understand the form and space in the material of solid geometry. 

scholarly journals Effect of Visualised Case-Based Learning Strategy On Students’ Academic Performance in Chemistry in Ibadan Metropolis, Nigeria

2021 ◽  
Vol 10 (1) ◽  
pp. 106-126
Author(s):  
Mabel Ihuoma Idika
Keyword(s):  
Transfer Of Learning ◽  
Learning Strategy ◽  
Instructional System ◽  
Instructional System Design ◽  
Design Development ◽  
Chemistry Students ◽  
Case Based Learning ◽  
Post Hoc ◽  
Senior Secondary ◽  
Case Based

This study investigated the effect of the use of visualized case-based learning (VCBL) strategy on chemistry students’ academic achievement. The theoretical framework for this study is based on Thorndike’s idea of transfer of learning. A sample of one hundred and forty-five (145) senior secondary school II chemistry students drawn from four intact classes in two local government areas of Ibadan metropolis, were used for the research. Three well validated instruments were used to collect data. The VCBL package was developed following the Smith and Ragan Instructional System Design (ISD) Model (1999). This model comprises four stages: namely, Analysis, Design, Development and Implementation/Evaluation. Data were analysed by means of inferential statistics (ANCOVA, EMM and Tukey’s post-hoc). Results showed that there is significant main effect of treatment on students’ achievement in Chemistry (F (2, 248) =17.539; p<0.05; η2=0.124); implying that the posttest scores of students’ achievement in achievement significantly differ between the treatment and conventional groups. It was concluded that VCBL strategy has the potential to enable students understand chemistry better by way of promoting transfer of learning. In light of this, implications were discussed and relevant suggestions made.     

scholarly journals Model pengembangan strategi pembelajaran berwawasan lingkungan bagipeserta praktik kerja industri siswa teknik mekanik otomotif

2011 ◽  
Vol 1 (1) ◽  
pp. 69
Author(s):  
Sudarman Sudarman
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Environmental Problems ◽  
Contextual Learning ◽  
Development Model ◽  
Strategy Development ◽  
Work Practices ◽  
Design Development ◽  
Literature Study ◽  
Model Sets

LEARNING STRATEGY DEVELOPMENT MODEL ENVIRONMENTAL INSIGHT FOR PARTICIPANTS OF INDUSTRIAL WORK PRACTICES FOR AUTOMOTIVE MECHANICAL ENGINEERING STUDENTSThis study is the first phase of research that aims to examine the implementation of learning in tackling environmental problems SMK Skill Program of Otomotif Mechanic in building environmentally sound behavior. Research conducted in SMK N 1 Semarang and SMK N 7 Semarang. Retrieving data using the literature study and documentation. The analysis used is a description of the analysis. Description of the analysis results show that learning tackling environmental problems implemented wuth conventional strategies. From this description of finding result are then compiled design development model oriented/contextual learning strategies SETS (Environmenat, Science and Technology Community), models include: environmental teaching materials, unit of learning events and industry work practices certificate. Suggestions proposed: Should be testing the design strategy development model SETS insightful contextual learning, and then do the validation and continued dissemination.

scholarly journals Pengembangan Pedoman E-Modul Berorientasi Student Active Learning Sebagai Pendukung Pembelajaran di Sekolah Dasar

2020 ◽  
Vol 5 (2) ◽  
pp. 292-304
Author(s):  
Kuncahyono ◽  
Dian Fitri Nur Aini
Keyword(s):  
Elementary Schools ◽  
Active Learning ◽  
Student Learning ◽  
Model Development ◽  
Average Score ◽  
Design Development ◽  
Teachers And Students ◽  
Analysis Design ◽  
Addie Model ◽  
Development Application

This study aims to (1) produce a valid e-module guidelines for active student learning in elementary schools that are valid; (2) produce eligibility guidelines for student active learning oriented e-modules in Elementary Schools, and (3) produce practical student learning oriented e-module guidelines. This research uses ADDIE model development research design which consists of 5 levels, namely analysis, design, development, application, and evaluation. The results showed that the results of the validation trial of teaching materials experts and material experts, the average score obtained was 83.95 with valid criteria. The results of user trials (teachers and students) then the average score obtained is 3.5 very well / very practical

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