Visualization of Material Using Concept Map as a Strategy in Design of Learning Material for Nihon Bunka Shakai Nyumon Subject

This research examined the application of a concept map in designing learning material to help students understand by visualizing information of various topics that covers the social, cultural, and economic topics included in the Nihon Bunka Shakai Nyumon Subject. Manifesting Ausubel subsumption theory, three of Model Kemp. variables such as content sequencing, task analysis, and instructional delivery methods accompanied by the use of audio-visual media were conducted to construct the learning design and strategy of Japanese society and culture that are valid, effective, and encourage critical thinking of the students. The trials of learning material, strategy, and evaluation had been implemented in Nihon Bunka Shakai Nyumon subject at the odd semester of 2020-2021 academic year based on the 2017 curriculum of Japanese Language and Culture Department, Darma Persada University. As the result, about 48% of students stated their satisfaction with the implementation of the Nihon Bunka Shakai Nyumon subject and about 31% of the students conveyed that they got a significant increase in knowledge about Japanese society and culture.

Automatic e-content sequencing system for personalised learning environments by using fuzzy AHP based on multiple intelligences

The use of personalised learning environments (PLEs) and adaptive learning environments (ALEs) in education has increased during the COVID-2019 pandemic. Thus, the need of effective and high-quality PLEs and ALEs has emerged but developing such learning environments has some difficulties such as the need for a huge number of qualified e-contents. Generation of e-contents for these systems is a time-consuming and costly process. Moreover, presenting the same e-content for each student is not effective because each student can have different intelligence type. To overcome these problems, low cost, reusable and dynamic e-contents can be used for PLE and ALE systems. For this purpose, fuzzy analytic hierarchy process (FAHP) was used to provide sequenced e-contents for PLE and ALE systems. This proposed system was used in a case study to investigate its impact on learning process. The performance of the proposed study was compared with analytical hierarchy process (AHP), which is another multi-criteria decision-making (MCDM) method, also further statistical analyses were investigated. The results showed that 84.6% of students showed interest in the proposed system, so the FAHP method can be used for presenting personalised e-content effectively.

Complete Genome Sequence of Aeromonas salmonicida subsp. masoucida Strain BR19001YR, Isolated from Diseased Korean Rockfish (Sebastes schlegelii)

ABSTRACT We report the complete genome sequence of the virulent Aeromonas salmonicida subsp. masoucida strain BR19001YR, isolated from diseased black rockfish (Sebastes schlegelii). Sequencing of the circular chromosome and three plasmids using the PacBio and Illumina platforms yielded 4,982,192 bp with a 58.24% G+C content.

Developing an Assessment-Link Mobile Application: A Catalyst for Pre-service Biology Teachers to Analyse Cognitive Test

This study aimed to develop a valid android-based Assessment-Link application to help pre-service biology teachers practice skills of biology cognitive test questions based on Revised Bloom’s Taxonomy. The development procedure of the application used Kemp, Morrison, and Ross’ instructional design consisting of nine stages namely instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of instruction, and evaluation instruments. In this study, there were six biology learning assessment experts from Indonesia and Malaysia universities involved in assessing the quality of the Assessment-Link application. The application quality assessment was carried out on three aspects including content, design, and engagement. This result was in a form of an Assessment-Link application product that contained several features namely tutorial, introductory menus, Revised Bloom’s Taxonomy materials, materials of criteria and how to write good test questions, exploration, interactive quiz, and task. The validity test result showed that all aspects of the assessment were in a very good category. Therefore, the Assessment-Link application developed was valid and able to be used to prepare pre-service biology teachers in analysing biology test questions based on Revised Bloom’s Taxonomy.

VALIDITY ANALYSIS OF ANDROID-BASED DISCOVERY LEARNING LEARNING MODEL TO IMPROVE THE UNDERSTANDING OF THE PHYSICAL CONCEPTS

This study aims to determine the validity of the discovery learning model assisted by android-based crossword puzzle media in order to see the improvement in the concept of physics. This increase can be seen from the results of the validity of the instrument whether or not the instrument used is feasible. This research method is development research (Dovelopmental Research) with the development design which consists of (1) instructional problems, (2) learner charity, (3) task analysis, (4) instructional, (5) content sequencing , (6) instructional strategic, (7) instructional delevery, (8) evaluation instruments, and (9) instructional response. The results obtained through two validator experts, the validated device was included in the very valid criteria, so it could be concluded that the instrument was very suitable for use.

How video attributes influence farmer learning about maize postharvest handling practices and technologies in kakumiro district, Uganda

In Sub-Saharan Africa, video has been earmarked as an important tool to enhance learning among smallholder farmers. The study evaluated how the inherent video attributes influence learning about postharvest handling practices and technologies from the perspective of maize farmers in Kakumiro district of Uganda; using the case of Access Agriculture maize videos. An action-oriented research involving showing of four videos, on-site participant observation, six key informant and 50 exit individual interviews were conducted in February 2019. While thematic-content analysis was applied for qualitative data, quantitative data were analyzed using SPSS 18.0 version. Our results clearly illustrate that the video’s ability to influence farmer learning depends on the complementarity of its positive attributes including: demonstration ability, attractiveness and clarity of images, ability to arouse interest and curiosity; thus, fostering interactions among viewers. The nature of video content in terms of clarity, practicability, relevance, applicability and content sequencing are also perceived to be key attributes of video in enhancing learning among the viewers. However, the effectiveness of video is likely to be compromised by the socio-economic and cultural factors more especially if such factors are not well taken care of during the filming process. If possible, when developing videos for farmer learning, focus should be on creating local content that is context specific, which farmers can enjoy and relate to for easy adaptation and eventual application. Int. J. Agril. Res. Innov. & Tech. 9 (1): 58-65, June, 2019

Do-It-Our-Way or Do-It-Yourself?

Providing learner control opportunities, such as making individual choices and using preferred learning styles, is a difficult task in the tertiary ESP classroom. Curricular courses can be supplemented with integrative CALL experiences in Personal Learning Environments (PLEs) to overcome classroom constraints. ESP course design in these environments should, however, focus on key aspects which allow learners greater degrees of control. The current study investigates whether content sequencing, pace of learning and access to learning support can be designed to facilitate higher learner control, and whether learners take advantage of these options. For this purpose, it analyses the design of an ESP course implemented in a PLE for pre-intermediate ESP learners studying at a university in Italy. A preliminary investigation on participants' learning styles and navigation behaviour confirms that students chose to exercise high control over content sequencing, pace of learning and access to learning support, thanks to the design options allowed.

Historical framing of the Ukraine Crisis through the Great Patriotic War: Performativity, cultural consciousness and shared remembering

Remembering in Russia is increasingly performative and actualised, as shown by the Russian government and media’s conflation of the Ukraine Crisis with the Great Patriotic War. By presenting the Great Patriotic War as a frame though which to understand events in Ukraine, the media and government guided domestic political perceptions of the contemporary crisis and encouraged participative shared remembering as a bulwark against threats to Russian national identity and historical legacies. Across several media sources, similarities in the frame’s thematic content, sequencing, and presentation demonstrated a concerted and sophisticated effort to exploit the Ukraine Crisis for identity construction. As part of these attempts, the media and government presented patriotic models for emulation, appropriating cultural memory in order to merge respect for the past with allegiance to government policy.