Online Learning in Digital Innovations

Students and lecturers cannot do direct learning. It is an obstacle in the delivery of material by the lecturer. The purpose of this research is to develop learning in the Digital Learning Learning Media course. This research uses development research—the model development used by ADDIE (Analyze, Design, Development, Implementation, Evaluation). The research subjects are three experts, which include material experts, media experts, learning design experts. The subject of the product trial is students. The methods used to collect data are observation, questionnaires, and tests. The instruments used to collect data are questionnaires and test sheets. The technique used to analyze the data is descriptive qualitative, quantitative, and statistical analysis. The results of the material expert test are 90% with the "very good" category. 90% "very good" learning design expert test, 90% media expert test in the "very good" category, and 95% student trials in the "very good" category. Based on data analysis, learning media for learning media is proven to be effective in learning. This finding proves a difference between the control class tcount value which is smaller than the experimental class tcount (3,558 < 5,610). The development of online learning can be helpful for students in carrying out learning caused by the limitations of distance and time. This bold course has innovative values, including independent online practice tests using camera simulators equipped with audio and video to make learning more interactive.

PENGGUNAAN KKBMM UNTUK MENINGKATKAN KETERAMPILAN MENULIS TEKS EKSEMPLUM PADA PESERTA DIDIK KELAS IX B SMP NEGERI 1 GABUS KABUPATEN GROBOGAN

The aims of this study are 1) to describe the learning process of writing exemplum texts with KKBMM in class IX B students of SMP Negeri 1 Gabus, Grobogan Regency in the first semester of the 2015/2016 academic year; 2) describe the improvement of writing skills in exemplum text with KKBMM in class IX B students of SMP Negeri 1 Gabus, Grobogan Regency in the first semester of the 2015/2016 academic year; and 3) describe the change in attitude of students in class IX B of SMP Negeri 1 Gabus, Grobogan Regency in the first semester of the 2015/2016 academic year in learning to write exemplum texts with KKBMM. The research site is at SMP Negeri 1 Gabus. The time of the study was from August to November 2015. The research subjects were students of class IX B SMP Negeri 1 Gabus in the 2015/2016 academic year. Collecting data by recording techniques, self-assessment, practice tests, and observations. CAR is carried out in 2 cycles. The learning process with KKBMM in writing exemplum texts has developed. Interest in learning, activeness, enthusiasm, seriousness, and student responses develop for the better. The percentage of questionnaire results in the first cycle was 67% and in the second cycle increased to 80%. Learning outcomes in the form of students' skills in learning to write exemplum texts have increased. In the pre-cycle students who finished studying were 21 (58%), the first cycle was 27 (75%), and the second cycle was 32 (89%). The attitude of students has changed for the better. The average value of attitudes towards religious teachings adopted in the pre-cycle was 2.38 (enough), in the first cycle it was 2.62 (good), and in the second cycle it was 3.10 (good). The average value of honesty in the pre-cycle is 2.26 (enough), in the first cycle it becomes 2.49 (enough), and in the second cycle it becomes 3.14 (good). The average value of self-confidence in the pre-cycle was 2.19 (enough), in the first cycle it was 2.48 (enough), and in the second cycle it was 3.03 (good). In cycle II, the percentage of success in respecting religious teachings is 94%, honesty is 89%, and self-confidence is 83%. ABSTRAKTujuan penelitian ini adalah 1) mendeskripsikan proses pembelajaran menulis teks eksemplum dengan KKBMM pada peserta didik kelas IX B SMP Negeri 1 Gabus, Kabupaten Grobogan semester I tahun pelajaran 2015/2016; 2) mendeskripsikan peningkatan keterampilan menulis teks eksemplum dengan KKBMM pada peserta didik kelas IX B SMP Negeri 1 Gabus, Kabupaten Grobogan semester I tahun pelajaran 2015/2016; dan 3) mendeskripsikan perubahan sikap peserta didik kelas IX B SMP Negeri 1 Gabus, Kabupaten Grobogan semester I tahun pelajaran 2015/2016 dalam pembelajaran menulis teks eksemplum dengan KKBMM. Tempat penelitian di SMP Negeri 1 Gabus. Waktu penelitian yaitu bulan Agustus sampai dengan November 2015. Subjek penelitian adalah siswa kelas IX B SMP Negeri 1 Gabus tahun pelajaran 2015/2016. Pengumpulan data dengan teknik perekaman, penilaian diri, tes praktik, dan observasi. PTK dilaksanakan dalam 2 siklus. Proses pembelajaran dengan KKBMM dalam menulis teks eksemplum mengalami perkembangan. Minat belajar, keaktifan, semangat, keseriusan, dan respon peserta didik berkembang menjadi lebih baik. Persentase hasil angket pada siklus I sebesar 67% dan pada siklus II meningkat menjadi 80%. Hasil belajar berupa keterampilan peserta didik dalam pembelajaran menulis teks eksemplum mengalami peningkatan. Pada prasiklus peserta didik yang tuntas belajar sebanyak 21 (58%), siklus I sebanyak 27 (75%), dan siklus II sebanyak 32 (89%). Sikap peserta didik mengalami perubahan menjadi baik. Rata-rata nilai sikap menghayati ajaran agama yang dianut pada prasiklus sebesar 2,38 (cukup), pada siklus I menjadi 2,62 (baik), dan pada siklus II menjadi 3,10 (baik). Rata-rata nilai sikap jujur pada prasiklus 2,26 (cukup), pada siklus I menjadi 2,49 (cukup), dan pada siklus II menjadi 3,14 (baik). Rata-rata nilai sikap percaya diri pada prasiklus sebesar 2,19 (cukup), pada siklus I menjadi 2,48 (cukup), dan pada siklus II menjadi 3,03 (baik). Pada siklus II persentase keberhasilan sikap menghargai ajaran agama yang dianut sebesar 94%, sikap jujur sebesar 89%, dan sikap percaya diri sebesar 83%.

Minimization of a Short Computer-Based Test in Reading

Formative tests and assessments have high potential in supporting learning, especially for students with special educational needs. One approach to gain assessment information on student learning is to monitor learning progress. For that, multiple repeated tests are often performed by practitioners. In order to be useful in practice, tests must meet various interdependent quality criteria. A property of tests that touches various criteria as the utility and economy is the length. A test has to be long enough to give a meaningful, reliable and comparable measure but short enough to be usable in classroom situations. An approach to evaluate and minimize the length of a computer-based test on sentence comprehension is introduced. It is shown that the test can be shortened from eight to 5 min while the estimation of the student´s abilities remains relatively stable for a random item order and a fixed item order variant. The consequences of test development of progress monitoring and the procedure for test time reduction for the different quality criteria are outlined. An approach to evaluate and minimize the length of a computer-based test by using a one parameter logistic model on a test of sentence comprehension (N = 761) is introduced. The data and the syntax is published in the OSF project https://osf.io/hnbs8/.

Studium: Your Personal Mobile Study On-The-Go

The landscape of studying is changing. There are now increasingly more mobile devices that allow people to learn content in numerous ways. This means that mobile devices play a large role in how a whole new generation of children, adolescents, teenagers and young adults understand information. Studium is a mobile application prototype that I have created to demonstrate how mobile devices can be used as a learning tool to enhance academic performance among postsecondary students. The objective of Studium is to illustrate how artificial intelligence can be incorporated into mobile learning applications to improve one’s studying by generating instant practice tests based off notes from lectures or readings. Studium will also demonstrate how traditional learning theories and strategies such as the spacing effect and the lag effect can be implemented into learning applications using brief mindfulness breaks, which incorporates an element of mindfulness that mobile learning applications often lack.

Studium: Your Personal Mobile Study On-The-Go

The landscape of studying is changing. There are now increasingly more mobile devices that allow people to learn content in numerous ways. This means that mobile devices play a large role in how a whole new generation of children, adolescents, teenagers and young adults understand information. Studium is a mobile application prototype that I have created to demonstrate how mobile devices can be used as a learning tool to enhance academic performance among postsecondary students. The objective of Studium is to illustrate how artificial intelligence can be incorporated into mobile learning applications to improve one’s studying by generating instant practice tests based off notes from lectures or readings. Studium will also demonstrate how traditional learning theories and strategies such as the spacing effect and the lag effect can be implemented into learning applications using brief mindfulness breaks, which incorporates an element of mindfulness that mobile learning applications often lack.

Problematika Pembelajaran Aqidah Akhlak di Madrasah Ibtidaiyah Negeri (MIN) Kota Banda Aceh

ABSTRACT The preliminary observations on MIN 5 Banda Aceh and MIN 11 Banda Aceh found that the learning plan that teachers had carried out was not yet optimal, affecting the implementation of learning. Learning evaluation had also not yet included all aspects of competence, in addition to the lack of efforts by schools to improve teacher competency. In this study, the aim was to elucidate the learning problems of morals and aqeedah at Madrasah Ibtidaiyah Negeri (MIN/Islamic public elementary school) of Banda Aceh City. This study used the exploratory method with the inductive approach. Data were collected by observation, interview, and documentation, from the school principals, vice principal of curriculum affairs, and teachers. The results showed that the planning of morals and aqeedah learning at MIN 5 Banda Aceh and MIN 11 Banda Aceh was conducted in an initial annual meeting, by compiling a complete set of learning tools and their components by each teacher. The implementation of morals and aqeedah learning at both schools was carried out in varied teaching methods using relevant learning materials. Moreover, the teachers have displayed a good example in front of the students. They have also evaluated the learning with predefined learning objectives. Further, the evaluation of the curriculum at the executive level such as the teachers was conducted in a variety of ways including supervising, reminding, reprimanding, giving examples, giving rewards, and giving punishments. In terms of learning evaluation in class, the teachers assessed the students through written tests, practice tests, or observations in accordance with the materials being taught. The efforts taken to improve morals and aqeedah learning at MIN of Banda Aceh were carried out in relation with the problems. For example, on the issue related to the teachers, both schools tried to improve teacher professionalism by holding training in the school and allowing the teachers to take part in training/workshops outside of school. By enhancing teacher professionalism, the learning process in the classroom can also be improved ABSTRAK Sebagaimana pengamatan awal pada MIN 5 Banda Aceh dan MIN 11 Banda Aceh didapatkan perencanaan pembelajaran belum maksimal, sehingga berpengaruh terhadap pelaksanaan pembelajaran. Evaluasi belum mencakup semua aspek kompetensi serta masih kurangnya upaya sekolah terhadap peningkatan kompetensi guru. Penelitian ini bertujuan untuk mendeskripsikan problematika Pembelajaran Aqidah Akhlak pada MIN Banda Aceh. Penelitian ini mengunakan metode eksploratif dengan pendekat induktif. Melalui metode eksploratif peneliti melakukan pemecahan masalah yang digali secara luas tentang hal-hal yang mempengaruhi terjadinya sesuatu berdasarkan fakta-fakta yang terjadi di lapangan. Untuk mendapatkan data yang akurat dan terpercaya, hal ini dilakukan dengan teknik pengumpulan data melalui observasi, interview dan dokumentasi, baik dengan kepala madrasah, waka kurikulum dan guru. Hasil penelitian menunjukkan Bahwa perencanaan pembelajaran aqidah akhlak di MIN 5 Banda Aceh dan MIN 11 Banda Aceh dilakukan dalam rapat awal tahunan, dengan menyusun secara lengkap perangkat pembelajaran beserta dengan komponen-komponennya oleh setiap guru aqidah akhlak. Pelaksanaan pembelajaran aqidah akhlak di MIN 5 Banda Aceh dan MIN 11 Banda Aceh sudah digunakan metode pengajaran bervariasi, dan media yang digunakan juga sesuai dengan materi pembelajaran. Guru sudah menampilkan keteladanan baik dihadapan peserta didik. Bahwa evaluasi pembelajaran aqidah akhlak di MIN 5 Banda Aceh dan MIN 11 Banda Aceh dilaksanakan untuk mengetahui apakah tujuan-tujuan pembelajaran telah tercapai sesuai dengan rencana yang telah ditetapkan. Evaluasi terhadap kurikulum pada tingkat pelaksana seperti guru dengan melakukan beragam cara seperti dalam bentuk supervisi, mengingatkan, menegur, memberikan contoh, memberikan reward, memberikan punishment. Untuk evaluasi belajar di kelas, melalui pelaksanaan penilaian siswa baik secara tertulis, praktik, atau pun pengamatan sesuai dengan materi yang diajarkan. Upaya yang ditempuh dalam peningkatan pembelajaran aqidah akhlak di MIN Banda Aceh, dilakukan sesuai dengan problematikanya, misalnya berhubungan dengan guru, MIN 5 Banda Aceh dan MIN 11 Banda Aceh untuk peningkatan profesionalisme guru, maka sekolah mengadakan pelatihan-pelatihan peningkatan kompetensi guru, juga memberikan izin bagi guru yang mengikuti pelatihan/workshop di luar sekolah. Dengan professional guru maka terjadinya peningkatan pembelajaran yang dilakukan guru terhadap peserta didik dalam kelas.

Evaluation of the pediatric life support instructors courses

Objective To evaluate the results and quality of pediatric cardiopulmonary resuscitation (CPR) instructor training courses. Methods A retrospective analysis was performed of the results of 24 pediatric CPR instructor courses held over 21 years (1999 to 2019). The results of participants’ evaluation of theory and practice sessions were analyzed. In addition, participants were asked to answer an anonymous survey to assess their opinion on the quality of theory and practice lessons, course organization and methodology, and instructor training. The results were compared by professional groups. Results A total of 560 participants completed the instructor course. Of them, 554 passed theory and practice tests (98.9 %). The mean score obtained in theory tests was 9.2 (0.8) out of 10. The mean score obtained in all practice tests was > 3.5 out of 5. Participants evaluated all the aspects of the course (theory and practice content, organization, teaching methodology, and instructors) with mean scores over 8 out of 10. Conclusions Specific pediatric and neonatal CPR instructor courses are a cornerstone in the process of CPR training and ensuring the homogeneity and quality of training. Most of the participants obtained the qualification of instructors and their evaluation of the course was very positive.

Pan and Sana (2021) Pretesting vs. posttesting: Errorful generation, prequestions, and retrieval practice

The use of practice tests to enhance learning, or test-enhanced learning, ranks among the most effective of all pedagogical techniques. We investigated the relative efficacy of pretesting (i.e., errorful generation) and posttesting (i.e., retrieval practice), two of the most prominent practice test types in the literature to date. Pretesting involves taking tests before to-be-learned information is studied, whereas posttesting involves taking tests after information is studied. In five experiments (combined n = 1,573), participants studied expository text passages, each paired with a pretest or a posttest. The tests involved multiple-choice (Experiments 1-5) or cued recall format (Experiments 2-4) and were administered with or without correct answer feedback (Experiments 3-4). On a criterial test administered 5 minutes or 48 hours later, both test types enhanced memory relative to a no-test control, but pretesting yielded higher overall scores. That advantage held across test formats, in the presence or absence of feedback, at different retention intervals, and appeared to stem from enhanced processing of text passage content (Experiment 5). Thus, although the benefits of posttesting are more well-established in the literature, pretesting is highly competitive with posttesting and can yield similar, if not greater, pedagogical benefits. These findings have important implications for the incorporation of practice tests in education and training contexts.