PENDAMPINGAN PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL INKUIRI TERBIMBING BERBASIS ICT BAGI GURU SMP DI LINGKUNGAN PONDOK PESANTREN SALAFIYAH SYAFI’IYAH IBRAHIMY SITUBONDO

The availability of ICT-based learning tools is one of the supports for the creation of classes that implement E-learning. The learning process can occur if there are at least two main elements, namely: (1) people who learn, and (2) learning resources. Learning resources include people (resource persons), tools (hardware), materials (software), environment (background, settings) and others. Learning tools are one type of learning resource and become an element that has a very important role in e-learning. There is no e-larning without the availability of learning tools, so the ability of teachers to develop ICT-based learning tools becomes very important. This learning device is often also called an internet-based learning device or online learning device. Three main characteristics of this learning tool include: (1) presenting multi media, (2) preparing, processing and presenting information, and (3) hyperlinks. The nature of this online learning tool has the advantage that it can be accessed anytime and anywhere as long as it has internet access, so that the teacher has the ability to develop ICT-based learning tools. These characteristics make the source of learning tools very rich, and the availability of appropriate ICT-based guided inquiry learning model tools is very much needed as a relevant learning resource.

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Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

International Journal of Knowledge Management and Practices ◽

10.21863/ijkmp/2015.3.1.002 ◽

2015 ◽

Vol 3 (1) ◽

Author(s):

Oluyinka Titilope Afolayan

Keyword(s):

Undergraduate Students ◽

Survey Design ◽

Virtual Classroom ◽

Learning Resources ◽

Learning Tools ◽

Transfer Of Knowledge ◽

Educational Benefits ◽

E Learning ◽

Main Instrument ◽

Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

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Approaches to the development of online learning In the digital environment of higher education in Yakutia

LAPLAGE EM REVISTA ◽

10.24115/s2446-622020217extra-b909p.173-180 ◽

2021 ◽

Vol 7 (Extra-B) ◽

pp. 173-180

Author(s):

Elizaveta Afanasyevna Barakhsanova ◽

Mikhail Petrovich Sivtsev ◽

Nyurgun Mikhailovich Pavlov ◽

Afanasy Radnaevich Batorov ◽

Maria Egorovna Alekseeva

Keyword(s):

Online Learning ◽

Online Courses ◽

Learning Tools ◽

Digital Environment ◽

Professional Activities ◽

E Learning ◽

The Republic ◽

Online Distance Learning ◽

Online Distance ◽

Educational Applications

The authors justified the idea of developing online courses based on the use of Moodle tools, allowing the formation of knowledge in the field of technological and methodological skills and abilities to use educational applications, services, and their application in professional activities in the implementation of online learning in the digital environment of the university. Assessment of the effectiveness of the online course is confirmed by the solution of professional tasks from the knowledge of the digital educational environment with interdisciplinary content and tasks requiring the use of e-learning tools. Analysis of the results using two-way analysis of variance revealed a significant effect of factors on the effective feature using the F-test. The significance of the study lies in the development of online advanced training courses aimed at improving the technological level of teachers and educators of the Republic of Sakha (Yakutia) in the implementation of the remote format of training using online distance learning tools and technologies.

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Taking over someone else's e-learning design: challenges trigger change in e-learning beliefs and practices

Research in Learning Technology ◽

10.3402/rlt.v22.23362 ◽

2014 ◽

Vol 22 ◽

Cited By ~ 1

Author(s):

Karen M. Scott

Keyword(s):

Longitudinal Research ◽

New Teacher ◽

Learning Technology ◽

Learning Resources ◽

Learning Beliefs ◽

Learning Resource ◽

Beliefs And Practices ◽

E Learning ◽

The Subject ◽

The Way

As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher's reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher's e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support.Keywords: e-learning sustainability; e-learning beliefs and practices; reflection; longitudinal research(Published: 30 July 2014)Citation: Research in Learning Technology 2014, 22: 23362 - http://dx.doi.org/10.3402/rlt.v22.23362

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Physics Online Learning during the Covid-19 Pandemic uses a Guided Inquiry Model with Experimental Methods on teamwork Ability and Student Learning Outcomes

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v7i3.728 ◽

2021 ◽

Vol 7 (3) ◽

pp. 350

Author(s):

Ilvi Maulida Nurdiana ◽

Widha Sunarno ◽

Daru Wahyuningsih

Keyword(s):

Online Learning ◽

Data Analysis ◽

Data Collection ◽

Experimental Method ◽

Learning Outcomes ◽

Inquiry Learning ◽

Cognitive Learning ◽

Experimental Methods ◽

Guided Inquiry ◽

Cognitive Learning Outcomes

This study aims to determine the level of teamwork in online learning using a guided inquiry model with experimental methods, and the effectiveness of a guided inquiry learning model with experimental methods in online learning on student cognitive learning outcomes. The material used is dynamic fluid. The type of this study was a quasi-experiment with a research design is one group pretest-posttest design. This research was conducted at SMAN 2 Tanggul Jember in October 2020. The research sample used was 36 students of class XI MIPA 1. Data collection techniques are using tests and non-tests. Teamwork data collection techniques use a questionnaire given to students after learning via a google form, while the data on the effectiveness of the guided inquiry model was seen from the students' cognitive learning outcomes obtained from the pre-test and post-test scores. Teamwork data analysis techniques use Microsoft Excel to determine the description of data analysis, while the learning effectiveness data were analyzed using the N-gain test. The results of the data analysis showed that the level of teamwork ability after online learning was carried out using the guided inquiry model with the experimental method was mostly classified as medium and the guided inquiry learning model with the experimental method which is effectively used in online learning on student cognitive learning outcomes with an N-gain score of 0.514

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Analisis Penerapan Media Pembelajaran Berbasis Smartphone dalam Pembelajaran Daring Kelas V (Studi Kasus di SD Negeri Podosoko 2 Kecamatan Sawangan Kabupaten Magelang Tahun Ajaran 2020/2021)

Kalam Cendekia: Jurnal Ilmiah Kependidikan ◽

10.20961/jkc.v9i3.53558 ◽

2021 ◽

Vol 9 (3) ◽

Author(s):

Arina Firdaningrum ◽

Rokhmaniyah Rokhmaniyah ◽

Tri Saptuti Susiani

Keyword(s):

Online Learning ◽

Elementary Schools ◽

Qualitative Approach ◽

Learning Goals ◽

Fifth Grade ◽

Learning Resources ◽

Learning Tools ◽

Case Study Method ◽

Questions And Answers

Abstract The implementation of online learning in Indonesia has caused smartphones to be widely used as learning tools which are considered effective for conducting online learning. The use of smartphones makes it easier for us to obtain learning information anywhere and anytime, especially in achieving online learning goals in elementary schools. The study aimed to examine the application of smartphone-based learning for online learning at SDN Podosoko 2, the faced obstacles, and the solutions. It was qualitative approach with a case study method. Data collection techniques were observation, interviews, and document analysis.The results showed that the application of smartphone-based learning for online learning of fifth grade met good category about the learning process and student learning resources. The teacher createdWhatsApp group to convey subject materials, information, questions and answers, assignments, and learning resources. The teachers faced several obstacles in applying smartphone-based learning for online learning of fifth grade but they tried to handle those obstacles. Keywords: learning, smartphone, online learning AbstrakPemberlakuan pembelajaran daring di Indonesia saat ini, menyebabkan perangkat komunikasi seperti smartphone dimanfaatkan sebagai media pembelajaran yang dinilai efektif untuk menyelenggarakan pembelajaran daring. Pemanfaatan smartphone memudahkan kita dalam meperoleh informasi belajar dimana saja dan kapan saja, terutama dalam pencapaian tujuan pembelajaran daring di sekolah dasar. Tujuan penelitian ini untuk mengetahui penerapan media pembelajaran berbasis smartphone dalam pembelajaran daring di SDN Podosoko 2 serta kendala dan solusi yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data melalui observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa penerapan media pembelajaran berbasis smartphone dalam pembelajaran daring di kelas V dalam kategori baik untuk kegiatan proses pembelajaran dan sumber belajar siswa. Guru memanfaatkan whatsapp group untuk menyampaikan materi pelajaran, informasi, tanya jawab, penugasan, pengumpulan tugas, dan sumber belajar. Pelaksanaan penerapan media pembelajaran berbasis smartphone dalam pembelajaran daring di kelas V memunculkan beberapa kendala. Sekolah mengupayakan berbagai solusi untuk mengatasinya.Kata Kunci: Media pembelajaran, Smartphone, Pembelajaran daring.

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Pengaruh Pemanfaatan Sumber Belajar Online Terhadap Hasil Belajar Mahasiswa Prodi Pendidikan Ekonomi FKIP Universitas Jambi

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prossnp.v1i0.16 ◽

2018 ◽

Vol 1 ◽

Author(s):

Muhammad Arif Liputo

Keyword(s):

Online Learning ◽

Resource Utilization ◽

Free Variable ◽

Learning Resources ◽

Learning Resource ◽

Ex Post ◽

Ex Post Facto ◽

Education Status ◽

Online Learning Resources ◽

The University

This research aims to look at how great online learning resource utilization on students at the Faculty of Economics Education status of teacher training and educational sciences of the University of Jambi. This research method using ex-post facto research, namely the investigation of empirically, and not in control of the free variable (X1) directly. For learning outcome or variable (Y) is the result of student learning at the end of the even semester (June 2017) on the 2016 host students. While the population in this research is of 121 students. While the sample is taken by 30% of the population that is of 36 students. The results showed that online learning resource utilization is less good (44.45%) of students who use or take advantage of online learning resources. While others still use print learning resources and other learning resources.

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A learning resource recommendation algorithm based on online learning sequential behavior

International Journal of Wavelets Multiresolution and Information Processing ◽

10.1142/s0219691319400010 ◽

2019 ◽

Vol 17 (02) ◽

pp. 1940001 ◽

Cited By ~ 3

Author(s):

Xuebin Wang ◽

Zhengzhou Zhu ◽

Jiaqi Yu ◽

Ruofei Zhu ◽

DeQi Li ◽

...

Keyword(s):

Online Learning ◽

Collaborative Filtering ◽

Clustering Algorithm ◽

Recall Rate ◽

Learning Resources ◽

Recommendation Algorithm ◽

Sequential Behavior ◽

Learning Resource ◽

Filtering Algorithm ◽

Collaborative Filtering Algorithm

The accuracy of learning resource recommendation is crucial to realizing precise teaching and personalized learning. We propose a novel collaborative filtering recommendation algorithm based on the student’s online learning sequential behavior to improve the accuracy of learning resources recommendation. First, we extract the student’s learning events from his/her online learning process. Then each student’s learning events are selected as the basic analysis unit to extract the feature sequential behavior sequence that represents the student’s learning behavioral characteristics. Then the extracted feature sequential behavior sequence generates the student’s feature vector. Moreover, we improve the H-[Formula: see text] clustering algorithm that clusters the students who have similar learning behavior. Finally, we recommend learning resources to the students combine similarity user clusters with the traditional collaborative filtering algorithm based on user. The experiment shows that the proposed algorithm improved the accuracy rate by 110% and recall rate by 40% compared with the traditional user-based collaborative filtering algorithm.

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Personalized Online Learning Resource Recommendation Based on Artificial Intelligence and Educational Psychology

Frontiers in Psychology ◽

10.3389/fpsyg.2021.767837 ◽

2021 ◽

Vol 12 ◽

Author(s):

Xin Wei ◽

Shiyun Sun ◽

Dan Wu ◽

Liang Zhou

Keyword(s):

Artificial Intelligence ◽

Online Learning ◽

Educational Psychology ◽

Learning Ability ◽

Superior Performance ◽

Learning Resources ◽

Recommendation Algorithm ◽

Learning Resource ◽

Psychology Theory ◽

Online Learning Resources

The objective of the study is to explore an effective way for providing students with the appropriate learning resources in the remote education scenario. Artificial intelligence (AI) technology and educational psychology theory are applied for designing a personalized online learning resource recommendation scheme to improve students' learning outcomes. First, according to educational psychology, students' learning ability can be obtained by analyzing their learning behaviors. Their identities can be classified into three main groups. Then, features of learning resources such as difficulty degree are extracted, and a LinUCB-based learning resource recommendation algorithm is proposed. In this algorithm, a personalized exploration coefficient is carefully constructed according to student's ability and attention scores. It can adaptively adjust the ratio of exploration and exploitation during recommendation. Finally, experiments are conducted for evaluating the superior performance of the proposed scheme. The experimental results show that the proposed recommendation scheme can find appropriate learning resources which will match the student's ability and satisfy the student's personalized demands. Meanwhile, by comparing with existing state-of-the-art recommendation schemes, the proposed scheme can achieve accurate recommendations, so as to provide students with the most suitable online learning resources and reduce the risk brought by exploration. Therefore, the proposed scheme can not only control the difficulty degree of learning resources within the student's ability but also encourage their potential by providing suitable learning resources.

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Analysis of Validation Development Science Learning Tools using Guided Inquiry Model Assisted by Real Media to Improve the Understanding Concepts and Science Process Skills of Students

Jurnal Penelitian Pendidikan IPA ◽

10.29303/jppipa.v7i1.473 ◽

2020 ◽

Vol 7 (1) ◽

pp. 41

Author(s):

Susilawati Susilawati ◽

Aris Doyan ◽

Putu Artayasa ◽

Hary Soeprianto ◽

Ahmad Harjono

Keyword(s):

Science Learning ◽

Lesson Plan ◽

Inquiry Learning ◽

Process Skills ◽

Learning Tools ◽

Guided Inquiry ◽

Validation Process ◽

Plan Implementation ◽

Science Process Skills ◽

Device Validation

Development of natural science learning tools with guided inquiry model assisted by real media to improve students' mastery of science process concepts and skills has been successfully carried out. The purpose of this development is to produce a science learning tool guided Inquiry model assisted by valid real media. The development of these tools uses the 4D model (define, design, develop, and disseminate). Science learning tools developed in the form of syllabus, lesson plan implementation, student worksheets, science process skills instruments, and students' mastery of concepts. The results showed that the device validation process developed with the guided inquiry learning model fulfilled the content validation and construct validation. This suggests that it has produced a very valid device

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Persepsi mahasiswa terhadap pembelajaran daring pada masa pandemi Covid-19

Jurnal Inovasi Teknologi Pendidikan ◽

10.21831/jitp.v7i2.33296 ◽

2021 ◽

Vol 7 (2) ◽

Author(s):

Dian Cahyawati ◽

Muji Gunarto

Keyword(s):

Online Learning ◽

Learning Outcomes ◽

First Year ◽

Learning Effectiveness ◽

Learning Tools ◽

First Year Students ◽

Mental Preparation ◽

Self Regulated Learning ◽

E Learning ◽

To Receive

Artikel ini menguraikan hasil penelitian tentang persepsi mahasiswa terhadap pembelajaran daring pada awal masa pandemi Covid-19. Metode yang digunakan adalah survey dengan angket yang dibagikan secara online kepada mahasiswa aktif semseter genap 2019/2020. Diperoleh responden sebanyak 91 orang. Responden mahasiswa laki-laki ada 38% dan perempuan sebanyak 62%. Sebanyak 46% adalah mahasiswa tingkat pertama dan sisanya ada 54% adalah mahasiswa tingkat kedua dan ketiga. Hampir 90% responden mengikuti lebih dari lima mata kuliah pembelajaran daring melalui aplikasi Google Classroom, Google Meet, Zoom, Edmodo, e-learning kampus, atau Whatsapp Group. Persepsi mahasiswa terhadap pembelajarn daring menunjukkan bahwa mahasiswa masih merasa terhambat dalam mengikuti pembelajaran daring, hanya 15% responden yang menyatakan kesetujuannya terhadap pembelajaran daring, berpendapat bahwa beban tugas lebih banyak, masih kesulitan menerima materi, masih sangat berkepentingan untuk bertemu dan mendapatkan penjelasan dari dosen. Upaya perbaikan efektivitas pembelajaran daring perlu dilakukan dan dipersiapkan oleh dosen dan mahasiswa. Khusus untuk mahasiswa, persiapan perangkat dan aplikasi pembelajaran daring, dan meningkatkan persiapan mental yaitu beradaptasi, mandiri, tangguh, dan bertanggung jawab adalah upaya untuk mencapai hasil pembelajaran yang maksimal.AbstractThis article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the student's assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

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