PENGEMBANGAN MEDIA PEMBELAJARAN AUDIO VISUAL ANIMASI PADA MATERI PERISTIWA KEBANGSAAN SEPUTAR PROKLAMASI KEMERDEKAAN DALAM MUATAN IPS DI KELAS V SD

The research aims to develop learning media in the form of animation video for grade V elementary school, especially the material on the incident of proclamation, to describe validity of learning media, to know response of user. The research used the method research R&D with ADDIE model. The results of research as follow : (1) the results of the validity test of the instructional media obtained 97,91% with the very good qualification, (2) the results of the validity test of the instructional material obtained 94,44% with the very good qualification, (3) the results of the instructional language obtained 93,75% with the very good qualification, (4) the results of individual trial obtained 93,33% with the very good qualification, (5) the results of small group trial obtained 90,62% with very good qualification. Thus, the audio visual animation media is suitable to use in process of learning.

Instructional Material Development for Vocabulary Enhancement of Grade 9 Students of Botolan National High School

This study aimed to determine the level of vocabulary skills of Grade 9 students of Botolan National High. This was identified by using the DepEd E-class Record transmutation table and descriptive rating. The study which used descriptive analysis research was also utilized to know the level of vocabulary of 155 Grade 9 respondents of Botolan National High School SY 2019- 2020. Results and findings of the study led to the development of the supplementary instructional materials to enhance the level of vocabulary of Grade 9 students. The findings revealed that the level of vocabulary skills of the students before exposure to context clues was Fairly Satisfactory, while the level of the vocabulary skills of the students after exposure to context clues was Satisfactory. The level of vocabulary skills of the students before exposure to visual association was Fairly Satisfactory while the level of the vocabulary skills of the students after exposure to visual association was also Fairly Satisfactory. There was significant relationship on the level of vocabulary skills of the students before and after exposure to context clue and visual association strategies. It is recommended therefore that appropriate supplementary instructional materials be devised and utilized in order to enhance the level of vocabulary skills of Grade 9 students.

The Enhancement of OSH Training with an Augmented Reality-Based App

Recent advances in training approaches and technology have identified the need to improve training in the field of occupational safety and health (OSH). While many researchers have examined the use of augmented reality (AR) and technology-based classrooms to enhance conventional training practices, quantitative evidence for their effectiveness and motivational im-pact remains scarce. To contribute to filling this research gap, an AR-based application was developed to enhance OSH training. The enhanced training session was conducted in a closed, safe environment with ten participants with no background in OSH. Pre-test, post-test, and instructional material motivation surveys (IMMS) using a five-point Likert scale were deployed to measure the effectiveness and motivational impact in accordance with the respective ARCS factors. The empirical results obtained show that partici-pants performed significantly better in the post-tests than in the pre-tests (mean = 14.60, s = 1.71, t(9) = –12.11 with p-value < 0.001). The IMMS re-sults show that the perceived motivation arising from the AR-based applica-tion resulted in the highest mean score for the satisfaction factor (4.80) fol-lowed by the relevance (4.65), confidence (4.60), and attention (4.55) fac-tors. The results of the evaluation suggest that the AR-based application boosted participants’ active learning behavior, engagement, and interest dur-ing the enhanced training session and produced a better learning outcome and experience.

Development of Instructional Material for Practical Research 1

The study aimed to develop a framework for teaching Practical Research and to find out the most appropriate instructional design to use in the development of instructional material for Practical Research 1. It utilized a qualitative research design. The research instrument includes two (2) curriculum guides and forty-five (45) literature searches on the best practices in teaching Practical Research 1. Data analysis used document analysis and thematic analysis. The findings revealed the components of the framework. Among these components are the learning competencies, enhancement/ measurement of prior knowledge, use of instructional material, feedback, and research writing. The most appropriate instructional design for developing the module in Practical Research 1 is the use of 5Es. The 5Es instructional design is used in science instruction and anchored on the principles of constructivism which follows procedural application of knowledge suitable to teaching Practical Research 1 which is deemed science-related. The following recommendations were made: the module in Practical Research 1 should be implemented and evaluated by Grade 11 Practical Research 1 instructors and students; materials containing contents specific to the learner's strand be developed; it is ideal to develop and produce audiovisual materials to add convenience in teaching Practical Research 1, and Practical Research 1 should be taught by teachers who have at least postgraduate units.

Home-based physiology labs in the time of COVID-19 prove popular with medical students

The COVID-19 pandemic and the resulting “lockdown” have forced many medical schools to shift from traditional “face-to-face” teaching methodologies and embrace full online delivery. Although lectures and tutorials are readily communicated by this approach, the execution of laboratory exercises is much more difficult. To overcome these challenges, face-to-face laboratory sessions were replaced by a blended learning approach in which students were provided instructional material online and then required to conduct the laboratory exercises at home. These laboratory exercises made use of easily accessible household materials and mobile applications. A self-report survey was designed to assess students’ perception of their learning experience and attitudes to the home-based laboratory exercises. The survey consisted of 16 questions that students had to respond to using a 5-point Likert scale. Students were also allowed to provide open responses to select questions. Overall, the 80% of students that completed the survey expressed strong satisfaction with their learning experience and were enthusiastic toward home-based laboratory exercises. However, concerns about not being able to complete particular face-to-face exercises that required specialized equipment were expressed. Several students proposed a combined approach going forward. Our results show that home-based laboratory exercises offer a multimodal option that enriches the learning curriculum by engaging students in “hands-on” bespoke practicals using inexpensive household materials.

Validation and Implementation of Hawgent on Pythagoras Theorem

Math lessons are abstract and complex for students to understand, so that the teachers need instructional media to develop by using technology to help their students get deep learning. This study aimed to validate the instructional media to teach the Pythagorean theorem and describe the students and the teachers’ responses to the instructional media. The researchers implemented the ADDIE model in this study. The sample comprised 30 students in 7th grade and 56 teachers. The process of validation involved ten academics. The results of this study showed that the instructional material could be used. The results also showed that the students were happier when the teachers used the instructional media in the classroom.

STUDENTS’ READINESS FOR E-LEARNING: A CASE STUDY OF STUDENTS IN HIGHER EDUCATION

The process of e-learning is the operations that involve humans, computers, the Internet, and instructional material and produce the outputs to learners and the organization. This research aimed to study students' readiness for e-learning of graduate students in IAIN Kendari, Indonesia. The research sample consisted of 168 graduate students who were selected purposively. The questionnaire was adapted from Watkins and interviewing 10% of the sample group was conducted to collect the data. The research findings showed that the students were ready for the e-learning, as shown by the overall mean score is 3.72, which is above Mo = 3.40. Due to the low means of statistical calculation, three important items need to be improved, such as Students' household distraction reduction, students' comfort to be involved in multiple online discussions, and students' ability to take notes during online discussions, should be considered. Based on the interview, some challenges met during online learning that reduced students' readiness were unstable internet connection, lecturer's presence on screen, inconducive learning environment, and inability to be a multitasker. Hence, it is recommended that the university and students discuss to improve students' readiness in motivation and technology access.

The relationship between instructional materials usage in teaching and learning outcome in history subject within secondary schools in Rwanda

The effective usage of instructional materials plays a significant role in promotion of teaching and learning outcomes. The usage of relevant material stimulates students to become more attentive and motivated in classroom setting. The purpose of this study was therefore to find out the relationship between instructional materials and learning outcomes. The study employed correlation research design. The target population was 621 respondents out of which 244 were used as the sample size. Simple random and purposive sampling techniques were used in the study to obtain the sample size. Questionnaire, interview guide and desk review was used data collection instruments. SPSS was used in data management. The findings revealed that visual aids are used at moderate level at which 49.9% strongly agreed that instructional materials used are pre-determined 47.2% strongly agreed that teaching methods are well prescribed in the lesson planning. The study indicated that a big number of students got the grades lying in division IV and Division U (Unclassified). The study found that 81% of the respondents agreed that students participated in history lesson and 70.0% agreed that students understood history. Results also revealed that holding instructional material usage constant to a constant zero, attendance from Monday to Friday would be at .116 for lesson plan. An increase in instructional material usage stimulates adequate ratio by a factor of 0.11 standardized significance at learning process. The study recommended that the government should allocate sufficient budget that would be given to ameliorate libraries in secondary schools and laboratories. The government should find resource centers to facilitate teaching staff borrow instructional materials which cannot not available in secondary schools. Further, the government should conduct workshops, conferences and meeting to stimulate their skills on using instructional materials. School principals should follow up their teaching staff to be sure with the availability of instructional materials are effectively applied. The community should encourage parental involvement in providing instructional material usage in secondary schools in order to enhance learning outcomes. Keywords: Instructional materials, Teaching and learning outcomes and usage of instructional materials.

Undergraduate Students' Needs Toward Instructional Material During Pandemic

This study aims to get an overview of student needs for teaching materials during the covid-19 pandemic. The subjects in this study were 47 students of the out-of-school education study program class of 2020/2021. This type of research is descriptive with a qualitative approach. The data in this study were obtained from the results of a questionnaire distributed using a google form that has been provided by the researcher to find out the responses of students of out-of-school education study programs to the need for teaching materials during online lectures during the pandemic. The results obtained from the analysis of student needs for teaching materials during the pandemic are: first, during the pandemic in online lectures, as many as 91.5% of students are more interested in finding references or lecture materials digitally. Second, as many as 66.7% of students stated that the reason for choosing digital teaching materials was that they were practical to use. Third, 100% of students need interesting digital teaching materials. Fourth, as much as 76.6% can increase student motivation in learning. Fifth, for the form of teaching materials needed by students, as many as 82.6% of students need Android-based interactive textbooks because they are easy to access anywhere and easy to understand. This shows that students need teaching materials that support the lecture process during the pandemic, where lectures are conducted online.

Improving Elementary School Students' Knowledge of Electromagnets and their Abilities to Design Science Investigations

The research that studies the improvement of elementary school students' science knowledge and the development of elementary students' abilities to use the scientific and engineering practices is restricted. The purpose of this research is to study the effects of an instructional intervention on the knowledge of the students of elementary school about electromagnets and their abilities to design science investigations. Instructional material about electromagnets was developed, based on an inquiry-based approach using the scientific and engineering practices, which was applied to 76 students of elementary school (12 years old). To evaluate the students' knowledge of electromagnets as well as their abilities to design science investigations, a questionnaire was developed which was completed by the students both before and after the instructional intervention. The data of the research were the answers of the students to the questionnaires. The data analysis showed that the students' knowledge about electromagnets as well as their abilities to design science investigations was improved, through the instructional intervention for electromagnets.