Learning Design
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2021 ◽  
Vol 21 (2) ◽  
pp. 101-110
I Ketut Darma ◽  
I Gede Made Karma ◽  
I Made Anom Santiana ◽  

This study aims to determine the feasibility and practicality of the design of blended learning applied mathematics for vocational education. Research using the 4D model development method from Thiagarajan includes: Define, Design, Develop, and Disseminate, carried out in stages at the Bali State Polytechnic. Currently the Develop stage is being carried out. Data were collected using a validation sheet and a questionnaire for the responses of lecturers and students. Data were analyzed descriptively. The results, 1) the content validity and constructs of blended learning applied mathematics 3,8 and 3,6 are categorized as very valid with a reliability of 88.6% and 91.1% are categorized as very reliable, and 2) the level of practicality by lecturers and students respectively also 83.5% and 83.5% in the practical category. The implication, draft II of this design is very feasible and practical to be used as a learning strategy in vocational education. Draft II can be continued to the next stage of development, namely testing the effectiveness, evaluation and dissemination, but for optimization it is necessary to revise a small receipt referring to the practicality test results.

Instruksional ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 1
Sulfikar - Sallu ◽  
Qammaddin Qammaddin

Computer Network Learning is one of the teaching and learning processes in the compulsory Computer Networking course in a study program in the computer science family. Dick and Carey designs are the general components of a learning material from the procedures that will be used in learning to produce the desired learning outcomes. Furthermore, Information Technology Infrastructure Library (ITIL) is one of the frameworks that is part of Service Management in IT governance to make it easier to evaluate IT services and to find out things that must be developed in that service. The purpose of this study was to produce a design concept in the ITIL-based dick and carey model of computer network learning design. The method used is a literature review that utilizes all available reference sources. The result achieved is the ITIL-based Dick and Carey model computer network course concept which will create a quality computer network learning design.

2021 ◽  
Rosa Doran ◽  
Priscila Doran

<p>The world of education has many pillars that are equally important but the acceptance of the human nature and the understanding of what it entails is probably the most basic one. We educate students so they can thrive in their profession at a later stage in their lives. We try to empower little brains to embrace their passion and enhance their skills. But we often forget the importance of diversity and inclusion, which are the basic secret of being human. There is no life without diversity and inclusive environments. So where do we start? Well, by ensuring that education is built strongly build upon these pillars, by promoting an inclusive education where all talents and preferences are properly addressed and nurtured. We address these pillars by ensuring that diversity is accepted as normal and something that should be integrated in all learning stages. Empowering educators with the necessary tools to embed these notions in their lessons is key. In this presentation we aim to show to the audience a few efforts we have been lately involved where we use the Universal Design for Learning, Design Thinking and STEAM methodologies to improve the competence profile of educators.</p> <p>We are currently supporting educators from all over the world to cope with the contingencies brought by COVID-19. The lack of digital skills, the need for the integration of innovative methodologies in classroom and the openness of schools for the community they serve is not something new. The current pandemic just brought to light the urgent needs. We are combining components of projects like Reflecting for Change, InSteam, ASSESS, Polar Star and Global Science Opera for Schools to empower them with the necessary tools and resources. Teachers are being invited to rethink the way they present knowledge content, to avoid stereotypes, to embrace diversity as a normal part of their lessons and to ensure inclusion is present at every stage of their interaction with the students.  A summary of this effort will be presented in this talk.</p>

Abdiel Ginting ◽  
Harun Sitompul ◽  
Keysar Panjaitan

Abstrak: Penelitian ini bertujuan untuk Untuk menghasilkan media video pembelajaran perakitan personal komputer yang berkualitas dan layak dijadikan acuan bagi siswa, mudah dipelajari, dipahami dan dapat digunakan secara individual, Untuk mengetahui keefektifan penggunaan media video pembelajaran pada mata pelajaran Produktif Teknik Komputer dan Jaringan pada materi perakitan komputer. Jenis penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan produk Borg and Gall yang dipadu dengan model desain pembelajaran dari Dick and Carey. Hasil penelitian menunjukkan: uji ahli materi berada pada kualifikasi sangat baik (92,27%), uji ahli desain pembelajaran berada pada kualifikasi sangat baik (93,53%), uji ahli media pembelajaran berada pada kualifikasi sangat baik (92,67 %), uji coba perorangan berada pada kualifikasi sangat baik (89,58%), uji coba kelompok kecil berada pada kualifikasi sangat baik (91,11%), dan uji coba pada lapangan terbatas berada pada kualifikasi sangat baik (97,28%). Produk akhir dari pengembangan video ini dilanjutkan dengan uji keefektifan produk. Penelitian dilakukan pada peserta didik kelas X. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen. Sampel penelitian sebanyak 70 peserta didik yang terdiri dari 35 peserta didik sebagai kelas eksperimen yang diajar menggunakan video, dan 35 peserta didik lainnya sebagai kelas kontrol yang diajarakan tanpa menggunakan media video. Hasil pengujian hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar peserta didik yang dibelajarkan menggunakan video dengan hasil belajar peserta didik yang dibelajarkan tanpa menggunakan video. Hal ini ditunjukkan berdasarkan hasil pengolahan data diperoleh thitung = 8,77 > ttabel = 1,99, dengan dk = (n1 + n2 – 2) pada taraf signifikansi a 0,05. Dari hasil tersebut dapat disimpulkan bahwa hasil belajar peserta didik yang dibelajarkan dengan menggunakan video sebesar 83,66% lebih tinggi dari pada peserta didik yang dibelajarkan tanpa menggunakan video sebesar 69,46%..Kata Kunci: pengembangan media video pembelajaran, media pembelajaran, teknik komputer dan jaringan, hasil belajar merakit komputer Abstract :This study aims to produce video learning media of personal computer assembly that is qualified and deserves to be used as a reference for students, easy to learn, understood and can be used individually, To know effectiveness of using video learning media on subjects Productive Computer Engineering And Network on computer assembly materials. This type of research is a development research using the Borg and Gall product development model combined with the instructional design model from Dick and Carey. The result of the research shows that: the material expert test is in very good qualification (92.27%), the test of the learning design is in very good qualification (93,53%), (92.67%), individual trials are in excellent qualifications (89.58%), small group trials are in excellent qualifications (91.11%), and Trials on limited field are in excellent qualification (97.28%). The end product of this video development is followed by product effectiveness test. The research was conducted on class X students. The method used in this research is quasi-experimental method. The sample of the study were 70 students consisting of 35 students as experimental class taught using video, and 35 other students as control class which was taught without using video media. The result of hypothesis testing shows that there is a significant difference between the learners' learning result which is learned by using the video with the learning result of the learners which is learned without using video. This is shown based on the result of data processing obtained tcont = 8,77 a  ttable = 1,99, with dk = (n1 + n2 - 2) at significance level a 0,05. From these results can be concluded that the learning outcomes of learners who were taught by using the video of 83.66% higher than the learners who were taught without using video of 69.46%.Keywords : development of learning video media, instructional media, computer and networking techniques, learning result of assembling computer

2021 ◽  
Nurika Restuningdiah

The purpose of this research was to develop a mapping program for online-based teaching, using the instructional learning design based on ICT. Developing the mapping program consisted of three stages: the analysis stage, design stage and development stage, where each step had an output that supported the process of content development of the learning media. This mapping program is expected to support online learning for the Financial Accounting course during the COVID-19 Pandemic. Keywords: Financial Accounting, Mapping Program, Online-Based Financial Accounting Courses

2021 ◽  
Vol 9 (7) ◽  
pp. 173-178
Huan Chenglin ◽  
Chen Jianwei ◽  

Under the background of further promoting the construction of "golden class" in universities, how to use teaching innovation and promote the cultivation of learners is the focus of educational researchers. Guided by the theory of deep learning, based on MOOC resource platform and teaching management platform, this study constructs a "3-stage-2 platform" blended learning mode for deep learning in three stages: before class, in class and after class, puts forward teaching strategies to promote deep learning, and based on this mode, takes the computer network course as an example to carry out the blended teaching design and practice. The results show that the model has a certain role in promoting learners' knowledge mastery and ability training, and good emotional experience is conducive to learners' deep learning. Keywords: Deep learning, mixed teaching, teaching design.

I Made Suarsana

Mathematics learning objectives for deaf students are not different from normal students, but their learning approach is not the same. Learning materials for deaf students should be made simple and equipped with multi representation. With the development of ICT, multi representation has become easy and inexpensive. Therefore, the purpose of this study was to develop an interactive digital book with a multi representation approach for deaf students. This study was carried out using 3 initial stages of 4-D research and development design (define, design, develop, and disseminate). Media feasibility is determined based on the results of expert validation, practicality test, and a passing grade. The average score of book validation by the material expert was 2.92 (97.3%), learning design expert was 2.97 (99%), media expert was 2.99 (99.7%), and language expert was 2.78 (92.7%), so it can be said that the book met the validity criteria. The average score of the practicality test by students was 4.24 (84.8%) and teachers were 4.35 (87%), so it can be said that the book met the practicality criteria. The average passing grade was 83.34%, so the book met the effectiveness criteria. By meeting validity, practicality, and effectiveness criteria, it can be concluded that the digital book met the feasibility criteria as mathematical learning materials for VII-grade deaf students.

2021 ◽  
pp. 105256292110296
Peter Zettinig ◽  
Majid Aleem ◽  
Danijela Majdenic ◽  
Michael Berry

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab.

2021 ◽  
pp. 83-95
Dania Abdelaziz ◽  

Learning in design studios is a complex process that overwhelms the students and results in common mutual-misunderstandings between student-teacher. This research aims to tackle teachers' role in the design studio and explore how they can help students navigate the design learning complexities. The emphasis in learning design is primarily on students who are not aware of their learning. This puts teachers at a disadvantage, sometimes not knowing what to do or concentrating on students' learning but not knowing their teaching, or even focusing on their teaching but not aware of the importance of learning how to teach. What is the teacher-student interaction patterns that can help students get over/deal with complexities in design studios learning environments? Can building up awareness of the teachers' role help the students learn and enhance their teaching methods? The research carried out a literature review to draw a holistic understanding of the dimensions of complexities in design studios and teachers' role to solve these difficulties. It can be concluded the importance of the teacher's role in teaching design is as essential as the role of the students in learning design. Teacher-student interaction enhances the students' design learning and the teachers' design teaching. Students should be aware of their roles as learners and the role of their teachers. Agreeing with the students makes the teaching-learning journey more fruitful while students get rid of their uncertainty and be more confident.

2021 ◽  
Vol 8 (3) ◽  
pp. 282
H Muhsin

The study was conducted to determine the impact of academic supervision on improving teacher performance in the learning design process. The action research method was used to apply academic supervision and was designed in three cycles. Data were collected through 17 elementary school teachers from 10 supervisory schools in North Batukliang sub-district, Central Lombok Regency and analyzed quantitatively-descriptively. This study found that the implementation of continuous academic supervision was able to improve the learning design skills of elementary school teachers. In cycle-I as many as 41.17% of teachers have a good performance in learning design, in cycle-II there are 35.29% of teachers needing guidance, then in cycle-III all teachers meet standard skills in designing learning well (100%). The results concluded that academic supervision has a positive effect on improving teacher performance in elementary schools.

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