scholarly journals Realidad aumentada como recurso educativo en materias administrativas de alumnos de diseño industrial

2019 ◽  
pp. 11-12
Author(s):  
Anabelem SOBERANES-MARTÍN ◽  
José Luis CASTILLO MENDOZA ◽  
Aideé PEÑA MARTÍN
Keyword(s):  
Augmented Reality ◽  
Mobile Application ◽  
Industrial Design ◽  
Teachers And Students ◽  
The Subject ◽  
Three Stages ◽  
Educational Applications ◽  
General Aspects

Augmented reality is booming in several areas, education is no exception, one of the subjects that is sometimes somewhat complicated for students of industrial design is Market and Consumption, which is why it was proposed as an objective to develop a mobile application with augmented reality that in a first phase includes the theoretical aspects of the subject, then present videos and animations, presenting information reinforcement and integration of exercises of some concepts incorporating various resources. Three stages were identified: 1) general aspects, the participants of the study were established, the materials to be developed, the instruments that would be applied to determine the quality of the application were selected, 2) the Unity software was selected for its development, for both IOS and Android platforms; 3) a rubric on the quality of mobile educational applications was applied to 9 teachers and 64 students randomly chosen from the degree in industrial design, some of the results were 94.7% and 99.6% of acceptance of the application by teachers and students respectively.

Developing English Front Office Materials for Eleventh Grade Students in Second Semester at SMK N 2 Singaraja

2021 ◽  
Vol 1 (2) ◽  
pp. 53-64
Author(s):  
I Gusti Putu Satria Wibawa ◽  
Nyoman Karina Wedanthi ◽  
Kadek Sintya Dewi ◽  
I Gede Budasi
Keyword(s):  
Data Collection ◽  
English Language ◽  
Design And Development ◽  
Teaching Materials ◽  
Office Staff ◽  
Good Material ◽  
Teachers And Students ◽  
Front Office ◽  
Three Stages

This study aims to develop English language materials of front office for second semester students of the eleventh grade at SMK N 2 Singaraja. This study adopts the Design and Development (D&D) which is guided by data collection through six instruments, namely questionnaires for teacher and front office staff, Google form for teachers and students, checklist for students, and checklist for expert judges. There are three stages that the researcher takes to complete this study, namely designing, developing, and evaluating the quality of the teaching materials (product) so that it can be categorized as a good material. The result is that there are four topics developed by the researcher, namely (1) Renewal of reservations, (2) Cancellation of reservations, (3) Handling of group reservations orally and in writing, and (4) Handling of individual reservations orally and in writing.

scholarly journals PENERAPAN MODEL PEMBELAJARAN TIME TOKEN UNTUK MENINGKATKAN KEMAMPUAN BERTANYA DAN HASIL BELAJAR KIMIA SISWA KELAS X MIPA 1 SMAN 09 KOTA BENGKULU TAHUN AJARAN 2017/2018

Alotrop ◽  
2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ufi Damayanti ◽  
Amrul Bahar ◽  
Salastri Rohiat
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Redox Reactions ◽  
Learning Cycle ◽  
Research Results ◽  
School Year ◽  
Teachers And Students ◽  
The Subject

Research the act of this class carried out of date 01 February 2018 – 08 March 2018aims to (1) enhance the capacity of ask a student to lose their; (2) increase yields of of students to study, declaration of relinquishing his her to see liveliness of teachers and students in the process of learning to promote disorder to. A subject in this research is a student X MIPA 1 SMAN 09 city Bengkulu school year 2017/2018 on the subject of redox reactions, which amounted to 28 students. The research results show that the implementation of learning cooperative type time token can improve the ability ask students, improve learning outcomes students, and improving liveliness teachers and students in learning in subject matter reaction redoks the result of which have be completed in cycle 3rd. On the ability of cycle I ask students 75 % rate of C1, 15 % rate of C2, 10 % rate of C3 and 28,57 % student learning. Cycle II ask students 65,22 % rate of C1, 21,74 % rate of C2, 13.04 % rate of C3 with 64,29 % student learning. The cycle III ask student 4,35 % rate of C1, 78,26 % rate of C2, and 17,39 % rate of C3, with 89,29 % student learning (who has achieved indicators of the quality of the success of research and KKM). To liveliness teachers from the cycle I, II, and III each 25, 27, and 30, while liveliness students in each 21, 24, and 28

Augmented Reality for Evaluating Low Environmental Impact 3D Concepts in Industrial Design

2018 ◽  
pp. 222-245
Author(s):  
Omar E. Sánchez Estrada ◽  
Mario Gerson Urbina ◽  
Raymundo Ocaña
Keyword(s):  
Augmented Reality ◽  
Environmental Impact ◽  
Undergraduate Students ◽  
Energy Use ◽  
Industrial Design ◽  
Production Costs ◽  
Visual Evaluation ◽  
Evaluation Feedback ◽  
Three Stages ◽  
Design Workshop

This work uses augmented reality (AR) as a supplementary tool in teacher's evaluation of low environmental impact 3D concepts in industrial design, which are part of contents in subjects taken by fifth semester undergraduate students of Industrial Design at the Autonomous University of the State of Mexico (UAEM), specifically in the Tool Design Workshop. Design criteria are presented and they will be used to evaluate 3D concepts through the use of AR. The project is developed in three stages: 1) presenting the 3D concept through AR scenarios in order to be evaluated, 2) visual evaluation with established technical criteria, and 3) evaluation feedback so as to improve the 3D concept. The aim is to reduce evaluation subjectivity in order to reduce production costs, waste generation, and energy use in producing mockups and models.

scholarly journals Cranial bones study using a smartphone augmented reality app

2019 ◽  
Vol 3 (27) ◽  
pp. 199
Author(s):  
Joffre Paladines Rodríguez ◽  
Daniel Nicolás Tettamanti Montalván
Keyword(s):  
Qualitative Research ◽  
Medical Student ◽  
Augmented Reality ◽  
Mobile Application ◽  
New Technologies ◽  
The Subject ◽  
Depth Interviews ◽  
Small Observation ◽  
Three Phases

Introduction. Cranium is a mobile application that uses augmented reality, which serves as a means of support for the medical student to study the bones of the skull. Objective to improve this situation while raising interest in the subject in students without replacing the aforementioned book. Materials and methods A qualitative research is proposed, divided into three phases: identification, development of augmented application and evaluation with the users of the developed application, for which surveys and in-depth interviews are used to collect information. Results87% indicates the great need to implement new technologies in education. Discussionat the icon level of the application was very well qualified with only a small observation to modify it a bit its aspect Conclusions make changes that will help the application to be more pleasant and functional for users

scholarly journals Pembelajaran Al-Qur’an Hadits di Madrasah Ibtidaiyah: Studi Multisitus pada Madrasah Ibtidaiyah Negeri Model Sesela dan Madrasah Ibtidaiyah At Tahzib Kekait Lombok Barat

2019 ◽  
Vol 15 (1) ◽  
pp. 14-28
Author(s):  
Ar Rasikh Ar Rasikh
Keyword(s):  
Data Storage ◽  
Learning Activities ◽  
Striking Difference ◽  
Research Subjects ◽  
Site Design ◽  
The Subject ◽  
Three Stages ◽  
Evaluation Of Learning ◽  
Compare And Contrast

This article aims to discuss the learning of the Al-Qur'an Hadith in madrasas ibtidaiyah. The focus of the study is on three stages of learning, namely planning, implementation, and evaluation as well as the obstacles encountered. This study is a qualitative study using a multi-site design, because this study examines two subjects, setting or place of data storage. There are more than one research subjects, according to Bogdan's opinion, research using a multi-site approach seeks to examine certain subjects and compare and contrast several of these subjects. The rule, the subject being compared must be similar and comparable. Based on the results of research that learning Al-Qur'an Hadith in MI At Tahzib and MIN Model has differences, among others: First, the learning planning activities at MI At Tahzib have not been done well because the teachers do not understand the curriculum 2013, conversely the done at MIN Sesela. Second, the implementation of learning activities in each Madrasah refers to the RPP that was developed earlier, namely at the beginning of the semester, but the quality of planning still has a striking difference because there is a very understanding of the funding curriculum and there is also the opposite. Third, an evaluation of learning activities has been done, but there which is in accordance with the guidance K13 and some are the opposite due to lack of understanding of the curriculum. Abstrak: Artikel ini bertujuan untuk membahas pembelajaran al-Qur’an Hadis di madrasah ibtidaiyah yang fokus pada tiga tahapan pembelajaran, yaitu perencanaan, pelaksanaan, dan evaluasi serta kendala-kendala yang dihadapi. Penelitian ini adalah penelitian kualitatif dengan menggunakan rancangan multisitus, karena penelitian ini meneliti dua subyek, latar atau tempat penyimpanan data. Subyek penelitian ini lebih dari satu, karenanya sesuai dengan pendapat Bogdan, penelitian menggunakan pendekatan multisitus berusaha mengkaji beberapa subyek tertentu dan membandingkan dan mempertentangkan beberapa subjek tersebut. Aturannya, subjek yang diperbandingkan harus sejenis dan sebanding. Berdasarkan pada hasil penelitian bahwa pembelajaran Al-Qur’an Hadis pada MI At Tahzib dan MIN Model memiliki perbedaan, antara lain: Pertama, Pada kegiatan perencanaan pembelajaran di MI At Tahzib belum dilakukan secara baik karena guru-guru belum faham kurikulum 2013, sebaliknya yang dilakukan di MIN Sesela. Kedua, Pelaksanaan kegiatan pembelajaran pada masing-masing Madrasah mengacu pada RPP yang dikembangkan sebelumnya yakni pada awal semester, namun kualitas perencanaan masih memiliki perbedaan yang mencolok karena ada  yang sangat faham kurikulum dana ada juga yang sebaliknya, Ketiga evaluasi kegiatan pembelajaran sudah dilakukan, namun ada yang sesuai dengan tuntunan K13 dan ada yang sebaliknya karena kurangnya pemahaman tentang kurikulum.

scholarly journals Aplicación Móvil con el uso de Realidad Aumentada para el proceso de enseñanza y aprendizaje a nivel universitario

2019 ◽  
pp. 1-7
Author(s):  
Janitzín Cárdenas-Castellanos ◽  
Jazmín Pérez-Méndez ◽  
Nadia Teresa Adaile-Benitez ◽  
Luis José Castellón-Castro
Keyword(s):  
Mobile Application ◽  
Cell Phone ◽  
Teaching And Learning ◽  
Academic Development ◽  
Educational Levels ◽  
Positive Effects ◽  
The Subject ◽  
University Level ◽  
Almost All

Currently there is a problem in the classrooms at almost all educational levels in these times, where students during class often use cell phones and in most cases harms the academic development of the same.It is desired to use a technological aspect as an opportunity to take advantage of the use of the cell phone with the new tendencies to contribute to the learning of the students.The main goal is to implement a mobile application with Augmented Reality (AR) looking for positive effects in the learning of university level students, as mentioned by Escamilla (2002), also hoping to strengthen and feedback previously acquired knowledge seen in class.ED is the name of the mobile application that was developed following the methodology for agile projects called SCRUM.The ED app through the use of QR codes shows a character in RA explaining and reinforcing themes alluding to the subject that the teacher already explained and with this reinforcing the quality of the teaching and learning process adding the technological transcendence that is nowadays a reality.

scholarly journals Augmented Reality as a Classroom Teaching and Learning Tool: Teachers’ and Students’ Attitude

2020 ◽  
pp. 27-35
Author(s):  
Tshering Lham ◽  
Pema Jurmey ◽  
Sonam Tshering
Keyword(s):  
Augmented Reality ◽  
Mobile Application ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Information Communication ◽  
Learning Tool ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The use of Information Communication and Technology in teaching learning has been emphasized a lot in the recent times as an effective instructional tool and it will only grow and develop further. Augmented Reality is one of the futuristic pedagogy that will offer great opportunities in the incorporation of information technology in teaching and learning. Augmented Reality refers to the introduction of virtual elements in the real world. This will supplement students’ learning through the use of technology. This study assessed the students’ and teachers’ attitude towards the use of Augmented Reality as a learning tool after they experimented and experienced the use of augmented reality through mobile application. For the teachers, a three-hour professional development session on Augmented Reality was conducted. Teachers were taught how to use mobile application to create Augmented Reality. For the students, research team created the Augmented Reality using a mobile application and let students experience it in a biology lesson. After the sessions, their attitudes towards the use of Augmented Reality was assessed through statements of agreement on a 5-point Likert scale. SPSS has been used for statistical analysis. The results show that both the teachers and students have overwhelming support-positive attitude towards the use of Augmented Reality in the classroom teaching and learning. 

scholarly journals Diversity of Ferns (Pteridophyta) in Ancient Volcano Mount Nglanggeran Climbing Track and the Booklet Development for Independent Learning Sources

2019 ◽  
Vol 2 ◽  
pp. 101-105
Author(s):  
Iqbal Fajrin Averos ◽  
Widodo Widodo ◽  
Cahya Arsyi Widiyatami ◽  
Wuri Esti Tyas Utami
Keyword(s):  
Qualitative Data ◽  
Independent Learning ◽  
Development Research ◽  
Biology Teachers ◽  
Teachers And Students ◽  
Peer Reviewers ◽  
Three Stages ◽  
Is Development ◽  
Questionnaire Method

This study aims to determine the diversity of ferns species in Ancient Volcano Mount (Gunung Api Purba) Nglanggeran climbing track and develop the Ferns Booklet as a source of students' independent learning as well as knowing the quality of the product. This type of research is development research (R & D) using three stages. The first is taking sampling and identification, second is developing product and the last is trials product. The product was evaluated and validated by material experts, media experts, and 5 peer reviewers. A limited test was conducted by a biology teacher and 15 students of MA Wahid Hasyim Sleman (Islamic Senior High School) by questionnaire method. The results showed that ferns diversity has 39 species by 20 genera in 12 families. Qualitative data from the results are converted into quantitative data. Product quality according to the assessors is in the very good category, with an ideal percentage assessment from the experts, peer reviewers, biology teachers and students respectively 87.59%; 86.48%; 84.83%; and 90.88%. Thus, the Fern Booklet is very suitable to be used as a source of independent learning students.

scholarly journals Development of Audiovisual-Based PowToon Animation Video on Chemical Bonds for Tenth Grade

2022 ◽  
Vol 8 (1) ◽  
pp. 222-229
Author(s):  
Akmalia Mutiara Dewi ◽  
Agus Kamaludin
Keyword(s):  
Development Model ◽  
Chemical Bonds ◽  
Design Development ◽  
Chemistry Teachers ◽  
Chemistry Learning ◽  
Teachers And Students ◽  
Tenth Grade ◽  
The Media ◽  
The Subject

This research aimed to develop an audiovisual-based PowToon animation video on the subject matter of chemical bonds and analyze the quality of the audiovisual-based animated video as learning media to study chemical bonds based on the assessment of material experts, media experts, chemistry teachers, and students’ responses. This research used development research methods (R&D) with a 4D development model (Define, Design, Development, and Dissemination). However, the 4D development model was limited to the dissemination stage in this research. The product is an animated video, which is in the form of mp4, containing chemical bond materials. Based on product quality assessment by a material expert, it gained a percentage of 84.375% with very good (VG) category; from the media expert’s assessment, it obtained a percentage of 96.428% with very good (VG) category; and according to assessment by chemistry teachers of high school, it got a percentage of 98.48% in the very good (VG) category. The product was responded to positively by students with a percentage of 95%. Based on the results of assessments, the animated video can be used as an alternative media for the chemistry learning process in the classroom

scholarly journals NEW MATERIALS FOR PEDAGOGICAL TEACHING-LEARNING IN BIOCHEMISTRY: MONITORING PARTICIPATION

2015 ◽  
Vol 13 ◽  
pp. 33
Author(s):  
R. S. Campos ◽  
I. L. Fernandes ◽  
G. P.V. Andrade ◽  
L. D.M. Matta ◽  
L. G.A. Filgueira
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
New Materials ◽  
Teaching Materials ◽  
Scientific Content ◽  
Teachers And Students ◽  
The Subject ◽  
Three Stages ◽  
Teaching Learning ◽  
High Level

This summary consists of an experience report about actions taken by biochemical monitors with pharmacy students. The reason of our work was the intention to both improve the process of teaching and also learning and invalidate the labels owned by biochemistry of hard and high-level-failure subject. The three actors: teachers, students and monitor could act on an integrated basis for the construction of an articulated  pedagogical process between theory/practice and learning signification. Our main objective was to initiate the monitors in teaching practice effected through educational projects aimed at improving the teaching and learning of undergraduate courses and encouraging teacher training, involving teachers and students the guiding condition and monitors, respectively. The methodology was applied in three stages: 1) preparation of teaching materials; 2nd) application in class and 3rd) students rating of the methodology applied by monitors. The teaching materials presented discussed several biochemistry's topics and students had the opportunity to scaffold their own knowledge actively. Almost 90% considered the tool applied as highly related to classes and 82% considered this way of learning more significant than dialogical lectures. The performance of the monitors, focused on students and their learning, was considered great by students who were more motivated, resulting in the excellent evaluation of the work (100% of acceptance). The failure rate of the subject reduced in the four groups wherein the pedagogical materials were applied. It can demonstrate that both the mastery of scientific content and the pedagogical process involved during the teaching and learning moments are important.

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