No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Principles of Instructional Design
... He spearheaded critical research inquiries that deconstruct the act of learning as a result of learners' mental models and the environment of learning that influences their mental perceptions and learned capabilities (see Fig. 6.1). The Gagne's taxonomy is perhaps the most popular of the many learning taxonomies in the field of instructional design (Gagne and Briggs 1974). It's popularity can be attributed best for its ability to clearly distinguish between abstract and concrete definitions of learning (Seels and Glasgow 1990 Gagne and Briggs (1974). ...
... The Gagne's taxonomy is perhaps the most popular of the many learning taxonomies in the field of instructional design (Gagne and Briggs 1974). It's popularity can be attributed best for its ability to clearly distinguish between abstract and concrete definitions of learning (Seels and Glasgow 1990 Gagne and Briggs (1974). (Designed by author of the paper) of this field with respect to contemporary education context in distance learning scenarios: ...
... Tujuan pada tingkat pembelajaran (instruksional) dibuat secara khusus dengan fokus pada perubahan perilaku siswa. Tujuan dapat dibagi menjadi lima kategori: pengetahuan verbal, sikap, keterampilan intelektual, keterampilan motorik, dan strategi kognitif (Gagne & Briggs, 1974). Howard Kingsley mengklasifikasikan tujuan ke dalam tiga kategori, yakni keterampilan dan kebiasaan, pengetahuan dan pemahaman, serta sikap dan aspirasi (Kingsley, 1957). ...
... Adanya tujuan yang jelas juga memberikan panduan yang jelas dalam memilih konten/materi instruksional, strategi pembelajaran, lingkungan belajar, dan penilaian. Gagne & Briggs (1974) menjelaskan bahwa tujuan adalah kemampuan yang dapat dicapai oleh siswa secara langsung setelah melalui proses pendidikan, dan bukan hanya pengalaman yang dialami selama proses tersebut. ...
Penelitian ini dilatarbelakangi oleh perlunya mengadapta�sikan kurikulum untuk menyesuaikan perubahan zaman
dan tetap relevan dan efektif dalam membentuk karakter
santri. Oleh karena itu, penting untuk dipahami bagaimana
kurikulum pesantren didesain untuk secara khusus men�dukung pembentukan karakter positif dan sesuai dengan
kebutuhan masyarakat. Salah satu di antaranya adalah kuri�kulum pesantren LDII yang selama ini telah diterapkan di
Pondok Pesantren Wali Barokah Kediri. Penelitian ini ber�tujuan untuk menggali bagaimana konsep muslim sejati di
Pondok Pesantren Wali Barokah Kediri, bagaimana anatomi
kurikulum pesantren LDII di Pondok Pesantren Wali Baro�kah, bagaimana implementasi kurikulum pesantren LDII di
Pondok Pesantren Wali Barokah, bagaimana implikasi kuri�kulum pesantren LDII dalam membentuk karakter muslim
sejati di Pondok Pesantren Wali Barokah Kediri.
Pendekatan yang digunakan dalam penelitian ini adalah
pendekatan kualitatif, sedangkan jenis penelitian ini ada�lah studi kasus. Teknik pengumpulan data yang digunakan
adalah wawancara mendalam, observasi dan dokumentasi.
Teknik Analisis data kondensasi data, penyajian data, ser�ta penarikan kesimpulan atau verifikasi. Teknik keabsahan
data credibility data, transferability-transferability, dependabili�ty, conformab
... Menurut UU Sisdiknas No.20 Tahun 2003 dijabarkan bahwa pembelajaran merupakan proses berkomunikasi siswa dengan guru yang bersumber dai keadaan pembelajaran [1]. Gagne dan Briggs (1979:3) mengemukakan bahwa bagoan dari seperangkat yang bertujuan untuk mendukung proses pembelajaran siswa, yang berisi rentetan aktivitas yang didesain sehingga berdampak pada proses pembelajaran [2]. ...
Cakupan keilmuan IPS merupakan berkehidupan sosial manusia dalam bermasyarakat. Oleh sebab itu, bermasayarakat menjadi unsur penting dalam cakupan IPS faktor berkehidupan sosial dapat dipelajari dengan mengenali keterikatan sosial, ekonomi, budaya, psikologis, histori, geografi, dan politik. Penelitian ini bertujuan untuk mengetahui impelementasi pemikiran pragmatisme dan kontruktivisme dalam pembelajaran IPS SD sehingga tidak hanya dapat mengembangkan kreativirtas dan pengalaman dari guru akan tetapi dapat menciptakan suasana nyaman di kelas. Pengunaan metode dilakukan denganMetode yang digunakan adalah meta-analisis dari sepuluh artikel di jurnal nasional. Artikel tersebut diabstaksi dan dibandingkan hasil kajiannya dengan penelitian ini. Hasil penggabungan dari kedua pemikiran ini terbukti sesuai dan tepat diterapkan dalam pembelajaran, khususnya pembelajaran IPS sehingga dalam penerapannya dapat berupa praktik langsung ke lapangan, seperti menciptakan kreativitas, pengalaman dan kenyamanan dalam dalam pembelajaran IPS SD.
... Gagne defines learning media as a type of component in the student's environment that can stimulate them to learn [8]. Similarly, Briggs posits that media constitutes a tool in the form of a physical entity that is typically employed for the conveyance of material content [9]. Additionally, Briggs posited that the aforementioned tools could encompass tape recorders, video recorders, images, cameras, television, graphics, and computers. ...
... Canva's features, including customizable templates, visual aids, and multimedia integration, have proven effective in improving learning outcomes across disciplines. It combines visual and textual elements, enhancing students' ability to understand and retain information while stimulating their creativity (Gagne & Briggs, 1974;Pelangi, 2020). ...
... One way to overcome these barriers is to strengthen infrastructure and facility support. According to Gagne and Briggs (1979), the availability of adequate learning aids can increase the effectiveness of training by providing a more real learning experience for participants. This is relevant to research conducted by Zulhaini (2023), which shows that training supported by modern learning media better enables participants to apply skills. ...
... The ADDIE model involving analysis, design, development, implementation and evaluation phases is one of the most widely used instructional design model that is applicable in several contexts (Kruse, 2002). Gagne's series of nine learning events (Gagne & Briggs, 1974) has laid foundation for several instructional design models such as Dick and Carey model (Dick, Carey, Carey, et al., 2001) and Merrill's first principles of instruction (Merrill, 2012). Millwood summarizes over 25 learning theories in a concept map connecting the different facets of instructional design (Millwood, 2014). ...
Instructional design is a fundamental base for educational technologies as it lays the foundation to facilitate learning and teaching based on pedagogical underpinnings. However, most of the educational technologies today face two core challenges in this context: (i) lack of instructional design as a basis (ii) lack of support for a variety of instructional designs. In order to address these challenges, we propose a patterns based approach for design of educational technologies. This is in contrast with existing literature that focuses either on patterns in education or in software, and not both. The core idea of our approach is to leverage patterns for modeling instructional design knowledge and to connect it with patterns in software architecture. We discuss different categories of patterns in instructional design. We then present the notion of Pattern-Oriented Instructional Design (POID) as a way to model instructional design as a connection of patterns (GoalPattern, ProcessPattern, ContentPattern) and integrate it with Pattern-Oriented Software Architecture (POSA) based on fundamental principles in software engineering. We demonstrate our approach through adult literacy case study (287 million learners, 22 Indian Languages and a variety of instructional designs). The results of our approach (both web and mobile versions) are available at http://rice.iiit.ac.in and were adopted by National Literacy Mission Authority of Government of India.
... We can classify instructional design in the form of several families and at different levels of granularity as shown in Figure §2. For example, we can consider the three fundamental ways of cognitivism, behaviourism and constructivism or we can group them based on models such as Gagne's model [91], Dick and Carey's model [92] , or the generic ADDIE process that is followed in most of the instructional designs. Each of these models can be grouped as a family based on subjects like STEM or K-12 or can also be formed as a family primarily based on learning styles such as Visual, Kinesthetic, Auditory. ...
Rapid advances in education domain demand the design and customization of educational technologies for a large scale and variety of evolving requirements. Here, scale is the number of systems to be developed and variety stems from a diversified range of instructional designs such as varied goals, processes, content, teacher styles, learner styles and, also for eLearning Systems for 22 Indian Languages and variants. In this paper, we present a family of software product lines as an approach to address this challenge of modeling a family of instructional designs as well as a family of eLearning Systems and demonstrate it for the case of adult literacy in India (287 million learners). We present a multi-level product line that connects product lines at multiple levels of granularity in education domain. We then detail two concrete product lines (http://rice.iiit.ac.in), one that generates instructional design editors and two, which generates a family of eLearning Systems based on flexible instructional designs. Finally, we demonstrate our approach by generating eLearning Systems for Hindi and Telugu languages (both web and android versions), which led to significant cost savings of 29 person months for 9 eLearning Systems.
... According to Peterson [34], the design stage included setting behavioral objectives, which were defined based on the general goals established earlier. The researcher relied on the teacher's guide provided by the Ministry of Education to draft the initial list of digital competencies [35]. The objectives were reviewed and refined with input from experts in curriculum and instructional technology to ensure their accuracy and relevance. ...
This study examines the effects of competitive versus cooperative gamification mechanics on the learning achievement of female first-year middle school students in flipped classrooms, highlighting its implications for designing sustainable learning environments. Employing a quasi-experimental design, 60 students were randomly assigned to two experimental groups, each engaged in a flipped classroom environment with either competitive or cooperative gamified elements. While both groups showed significant improvement in post-test scores, no significant differences were observed in cognitive achievement or skills acquisition between the groups. These findings emphasize that competitive and cooperative gamification mechanics can be equally effective in enhancing learning, suggesting that the choice of mechanic does not critically impact learning outcomes. The study provides practical guidance for educators and instructional designers in developing balanced gamified learning environments that optimize competitive and cooperative strategies, thus fostering a more versatile and adaptable approach to student motivation and engagement in sustainable technology-enhanced education.
... The discussion can be augmented over several meetings by conducting a literature review and/or discussion with subject specialists and education experts as well as collaborative reading of key texts, such as using effective teaching strategies for learning-for example, the development of cognitive skills (19) and metacognitive and self-regulatory skills (20) as well as the overall design of lessons, such as Gagne's nine events of instruction (21) or Peyton's clinical skill development approach (22). ...
Lesson study (LS) offers a systematic, but flexible, approach for enhancing the quality of teaching and learning in Health Professions Education (HPE). During LS, teachers collaboratively increase their understanding of their own practice with a variety of stakeholders, including students, subject specialists and education experts. There is increasing global use of LS in primary, secondary and higher education, with studies highlighting its impact on enhancing the quality of both teaching and learning through the professional development of teachers. Despite these benefits of LS, there have been few studies of how LS have been implemented in HPE. The article describes how LS can be practically adapted and implemented in a variety of both academic and clinical settings across the continuum of HPE, from basic to postgraduate and continuing professional education. There is great potential of LS as a method for faculty development in HPE, with both integration into current faculty development programmes and as a continuing professional development activity for teachers across the continuum of HPE.
... This follows on from the instructional design methods used in the beginning of online learning. (Gagne, Briggs and Wager, 1988) The concept is that the Intended Learning Outcomes (ILOs) and assessment criteria should be aligned. Constructive alignment consists of two parts: ...
From a social constructivist viewpoint, learning is a constructive act of the learner. Several different assessment methods are used in assessing students, which have implications when discussing knowledge construction in higher education. Teachers’ views about different formats and methods of assessment were examined by interviewing teachers in higher education. This work-in-progress suggests that students' perceptions about assessment have considerable influence on their approaches to learning, but that organizational and teachers’ perceptions of institutional objectives are significant factors in choosing assessment methods. Although the teachers interviewed agree in the constructive act of the learner, the assessment is still more of a teacher-centred process for teachers with little experience of networked learning environments. This is also partly because of the restraints of university examination rules, as well as universities adaptation to the Bologna Declaration (1999). Being gradually acculturated and assimilated into the networked learning community in the form of an apprenticeship should help in making teachers more inclined towards a student-centred approach and to using peer assessment.
... Robert Gagne (20), a renowned educational psychologist, proposed a systematic approach to instructional design known as the Nine Events of Instruction. This model provides a structured framework for designing and enhancing students' overall learning experiences. ...
Effective and engaging learning experiences are crucial in dental education, especially in the field of dental materials science, as previous approaches were largely through didactic teaching. Interactive online modules have emerged as valuable supplemental tools to enhance dental education. It offers interactive elements, promotes active learning, and provides an immersive, self-paced learning environment. This article highlights the use of Gagne’s Nine Events of Instruction as a practical framework to design and implement interactive online modules in the dental materials science curriculum. Gagne’s model provides a structured approach to instructional design, improving students’ engagement and their learning process. The development of interactive online modules follows Gagne’s model, including gaining attention, informing students of objectives, stimulating the recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Students’ perceptions and feedback can be evaluated at the end of the online modules. In short, this article provides a systematic approach to the design and implementation of interactive online modules, ultimately improving the educational outcomes for dental and other health profession students.
... Systeme sollen so entwickelt sein, dass die Anwender:innen diese optimal nutzen können. Dieser Ansatz wird in der HCI Software Ergonomie genannt (Dahm, 2006 (Gagné & Briggs, 1974;Mayer, 2009;Mayer & Pilegard, 2014 (Sweller, 2011;Sweller & Chandler, 1991). Sie ist empirisch gut abgesichert und gehört zu den instruktionspsychologischen Erklärungsansätzen. ...
Trotz ihres großen motivationalen Potenzials werden (digitale) spielbasierte Lernanwendungen (DGBL) selten nachhaltig in die Hochschullehre integriert. Gründe dafür sind mitunter in dem aufwändigen und ressourcenintensiven Entwicklungsprozess zu identifizieren. Ziel dieser Dissertationsstudie ist es daher, herauszufinden, welche Faktoren bereits im Entwicklungsprozess einen Mehrwert für die Entstehung von Lernmotivation liefern können. Zu diesem Zweck wurde eine empirische Fragebogenstudie (N = 112) im Rahmen eines DGBL-Prototypentests für Studierende der Berufs- und Wirtschaftspädagogik durchgeführt. Folgende Bedingungsfaktoren wurden festgelegt: Anwendbarkeit, Emotionales Erleben, Spielerisches Erleben und Wahrgenommene Nutzer:innenzentrierung. Für die Lernmotivation als Kriterium wurden zwei Facetten ausgewählt: Intrinsische Lernmotivation (Deci & Ryan 1985) und Instruktionsinduzierte Lernmotivation (Keller 1987). Die Ergebnisse zeigen, dass im Kriterium der Intrinsischen Lernmotivation die Anwendbarkeit und das Spielerische Erleben einen signifikanten Mehrwert für die Erklärung der Lernmotivation aufzeigen. Im Kriterium der Instruktionsinduzierten Lernmotivation lässt sich bei allen Bedingungsfaktoren ein signifikanter Mehrwert feststellen. Die Ergebnisse können dabei helfen, die Parameter zu identifizieren, die bereits im Entwicklungsprozess berücksichtigt werden müssen, um eine motivierende DGBL-Anwendung zu gestalten. Ferner verdeutlichen sie die Relevanz einer nutzer:innenzentrierten Entwicklung für motivationale Wirkungen sowie die Notwendigkeit einer ganzheitlichen, interdisziplinären Ausrichtung der Thematik.
... How do we evaluate the expected changes in learners' attitude towards environment? Gagne et al., (1992) defined attitude as psychological evaluation of a person's understanding and response towards an object, person or an event. An effective analysis of such nature can be achieved considering the cognitive, affective and behavioural components of a learner, (Kamradt, 1999). ...
India is a traditional country with values ingrained in its culture. The values absorbed in the early years of life are long lasting in life and therefore values are gradually taking their rightful place in the education system. Value-based environmental education can bring in a total transformation of our mindset, attitudes and lifestyles. The objective of this paper is to identify few cultural practices ingrained in the Indian cultural heritage, and bring out a few strategies to expose children to the strong value system, to achieve sustainability by caring for the nature.
... Media pembelajaran secara umum adalah alat bantu proses belajar mengajar yang dapat digunakan untuk merangsang pikiran, perasaan, perhatian, dan kemampuan atau keterampilan peserta didik sehingga dapat mendorong terjadinya proses belajar yang efektif. Menurut Briggs (1977), media pembelajaran adalah sarana fisik untuk memberikan perangsang bagi peserta didik supaya proses belajar terjadi atau untuk menyampaikan isi materi pembelajaran baik audio, visual maupun audiovisual. Menurutnya, media pembelajaran dapat menjembatani proses belajar peserta didik mengenai materi pembelajaran yang bersifat abstrak melalui bendabenda fisik yang dapat diamati oleh peserta didik atau dapat dibayangkannya. ...
... Instruction is a set of event that effect learners in such a way that learning is facilitated (Gagne & Briggs, 1992). ...
Abstrak Penelitian ini bertujuan untuk: 1) menghasilkan media pembelajaran IPA berbasis android untuk siswa SD/MI, 2) memperoleh media pembelajaran IPA berbasis android yang layak digunakan untuk siswa SD/MI, dan 3) mengetahui respon siswa SD/MI terhadap media pembelajaran IPA berbasis android. Penelitian ini merupakan penelitian pengembangan Research and Development (R & D). Prosedur pengembangan meliputi enam langkah, yaitu: analisis potensi dan masalah, pengumpulan informasi, desain produk, validasi desain, revisi desain, dan uji coba produk. Instrumen penilaian yang digunakan adalah lembar angket untuk uji kualitas produk media pembelajaran IPA berbasis android. Penilaian kualitas produk media pembelajaran IPA berbasis android dilakukan oleh reviewer, peer reviewer, guru SD/MI, dan respon siswa kelas VI SD/MI. Hasil penelitian pengembangan ini adalah: 1) telah dikembangkan produk media pembelajaran IPA berbasis android materi perkembangbiakan pada makhluk hidup untuk siswa kelas VI SD/MI, 2) media pembelajaran IPA berbasis android untuk siswa kelas VI SD/MI pada materi perkembangbiakan pada makhluk hidup dengan kelayakan sesuai hasil penilaian reviewer, peer reviewer, dan guru SD/MI, yaitu kategori Sangat Baik (SB) dengan skor 631 dan persentase penilaian 86,85%, dan 3) respon atau tanggapan siswa kelas VI SD/MI terhadap media pembelajaran IPA berbasis android mempunyai kategori interval antara "Setuju dan Sangat Setuju", yaitu menghasilkan skor 635 dengan persentase penilaian 88,23%.
... Приклад опису підкласу <ідея>: <ідея-вступ> (опис того, що буде вивчатися, навчальна мета -див., наприклад, опис першого з 9-ти кроків навчання у таксономії (навчання Ґаньє [37]) <ідея-метадані> <ідея-формулювання> (основне формулювання) <ідея-факт> (пояснення ідеї -див. <факт>) <ідея-принцип> (керівні <принцип> щодо ідеї) <ідея-приклад> (<запитання> щодо ідеї для різних контекстів) <ідея-не-приклад> (які керівні принципи порушено) <ідея-аналогія> (для підвищення навчального вмісту) <ідея-дидактика> (дидактичний матеріали). ...
Introduction. The modeling of a complex object “data analysis of learning of the subject throughout life”, supported by technology, is experiencing a special stage of its development, undergoing a great influx of potential opportunities and possibilities. induce a steady increase in digital capabilities for everyone, Numerous subjects implement the designated capabilities with different perspectives, goals, at different levels, stages, different approaches, methods, designs, languages, procedures, systems, processes, tools, services, standards The hidden problem It seems that this great potential has not yet been systematically realized throughout life. And therefore, a lot of existing knowledge, models and technologies are often not effectively translated into existing tools for everyone. In our research, modeling focuses at a high level of abstraction on the enhanced understanding of the subject of the strategy for direct development, the adoption of informed solutions to the selection, adaptation of existing and planned Innovative tools, methods, analytics of all types with the help of available management systems. Purpose. The purpose of this study is develop a formalized description with meaningful interpretations of basic system-forming elements, modeling constructs, a general model, inheritance models and a register of tasks to systematically improve understanding, progress of results, quality of products, services and making informed decisions for stakeholders based on methods and tools data analysis of learning of the subject throughout life. Methods. System methodology, methods of analogies, didactic methods. Results. On the basis of fundamental facts, ideas and systematic methodology, at the highest level of formalization, basic system elements, modeling constructs, a general model, inheritance models and a register of tasks are proposed and meaningfully interpreted in order to systematically improve understanding, progress, results, quality of products, services and acceptance reasoned decisions for interested parties based on methods and tools of of learning of the subject throughout life with the help of an accessible management system. Conclusion. Modeling and practical implementation of an extremely complex process, system in the era of digital transformations requires a comprehensive solution to many complex problems such as understanding, scaling, protection of property, elimination of uncertainty, interoperability, harmonization of existing and planned official and de facto standards. Systematized application of constructions from mathematical theories allows to better see their behavior, destroys uncertainty, helps to scale solutions, etc. Therefore, a necessary condition, a requirement for systematic improvement of models is a complex interpretation of abstractions in the context of the specified problems, as well as their practical approbation using available control systems with the aim of identifying and disseminating best practices to interested parties. The main directions of further research: building models of learning oriented games as part of the developed model of the Register of tasks in order to improve the skills of subjects in relation to data analysis: such as critical thinking, problem solving, communication, subject knowledge, data visualization; research on best practices for using the Glossary.
... Setelah selesai kegiatan sosialisasi peserta berdiskusi dan mendengarkan secara langsung narasumber memaparkan materi melalui slide PPT tentang tanda-tanda 130 rabies pada manusia dan hewan, tindakan pencegahan dan pemberantasan rabies, serta cara menangani kasus gigitan rabies rabies. Penyampaian pesan dalam slide yang disampaikan secara sistematis akan menimbulkan daya tarik dengan memutar video/ flm kartun tentang hewan yang terinfeksi rabies, mampu menarik perhatian anak sekolah dasar, menurut Briggs (1977) menyatakan bahwa media pembelajaran adalah "sarana fisik untuk menyampaikan materi pembelajaran seperti: buku, film, video dan sebagainya." Setelah mendengarkan penjelasan dari nara sumber dilanjutkan diskusi dan diakhiri dengan sesi tanya jawab dengan peserta dengan diberikannya kesempatan untuk mengajukan pertanyaan mengenai penyakit rabies. ...
Tujuan penelitian ini untuk memberikan edukasi bagi murid sekolah dasar terhadap penyebaran rabies dan penyakit yang disebabkan oleh gigitan hewan peliharaan yang terinveksi rabies serta mengetahui langkah-langkah pencegahan penularan penyakit rabies atau yang dikenal dengan sebutan hewan penular rabies kepada manusia. Kegiatan penyuluhan bahaya rabies dilaksanakan di Desa Tumbang Jalemu Kecamatan Manuhin, Kabupaten Gunung Mas, Kalimantan Tengah. Metode meliputi: penyuluhan, diskusi, dan tanya jawab, penyebaran poster maupun pembagian stiker bahaya rabies. Hasil penelitian pertama, melalui informasi mengedukasi murid sekolah dasar agar lebih waspada tentang bahaya virus rabies yang ditularkan melalui hewan peliharaan terutama Anjing; kedua, Murid, guru, dan orang tua termotivasi untuk melakukan pencegahan terhadap penularan dari air liur hewan yang terinfeksi virus rabies, mengingat pentingnya kesehatan bagi anak-anak; ketiga, adanya kegiatan penyuluh ini, murid sekolah dasar mendapatkan informasi mengenai bahaya virus rabies, dan mengenal ciri-ciri hewan yang terjangkit rabies, dan langkah-langkah penanganan apabila tergigit agar tidak tertular rabies.
... Although a plethora of technology tools (VR/AR/MR) are available in the market to guide PSL training, these tools do not take advantage of existing features that can deeply engage learners in PSL mental processing, nor do they always offer scaffolding to provide consistent feedback that may aid in progressively developing specific skills. How can these emerging technologies and their sophisticated features be designed into instructional tools (Gagne & Briggs, 1974) that do not merely immerse learners in a virtual environment (i.e., immersive VR/AR/MR), but rather, become scaffolds to immerse the learner in the PSL task via mental and motor processing (i.e., reverse-immersive VR/AR/MR)? In other words, as suggested by Jonassen et al. (2013), how can we envision learning skills with technology as opposed to learning from technology? ...
Contemporary research in the realm of psychomotor skill learning uses sophisticated features of Extended reality (XR) technologies (VR/AR/MR), with promising implications towards accelerating learning process and enhancing learning outcome. A functional prototype is presented that replicates the potential representation of underlying PSL mechanism including both mental processing and motor movements. Rather than focusing on immersing learners in the virtual environment, this prototype aims at reversely immersing them in the intricate mechanisms of psychomotor skill to achieve deeper levels of PSL. The proposed prototype challenges the traditional emphasis on observable behaviors, informing the significant role of mental processing. The integration of mental and motor processing enables learners to completely immerse themselves in the psychomotor task leading to more effective and efficient PSL. Learners engaged in psychomotor tasks use external sensory stimuli to promptly refine their body movements for optimal performance. This paper contributes to PSL discourse offering practical insights and implications.
... Delineating learning objectives represents a fundamental practice in systematic instructional design, providing the foundation for all subsequent design decisions [15]. Objectives describe the intended goals or desired performance capabilities learners should be able to exhibit after engaging in the learning experience [19]. Clear objectives help establish direction and priorities for developing the instructional materials, learning activities, assessments, and media needed to enable learners to demonstrate those capabilities. ...
Instructional design facilitates effective learning in higher education and workplace training contexts. This paper examines the crossover between instructional design approaches in these settings. It identifies core transferable practices like defined objectives, assessment alignment, and active learning grounded in learning theories and research-based models. Differential practices suited to the unique contexts are also explored, including critical thinking in higher education and rapid iterative design in corporate learning. Finally, mutual learning opportunities are presented for how each domain can adapt select practices from the other to enhance their instructional design effectiveness, such as higher education integrating more experiential learning and corporate training focusing more on critical thinking development.
Active, Creative, Innovative and Fun Learning Training (PAIKEM) is a strategy designed to improve the quality of learning through an approach that involves students actively and creatively. This article aims to describe the implementation and results of PAIKEM training for elementary school teachers in Padang Cermin District, Pesawaran Regency, Lampung. Training was carried out in three stages: preparation, implementation and evaluation. The methods used include simulations, group discussions, and practical assistance in class. The results of the training show an increase in teachers' understanding of PAIKEM principles, increased skills in applying creative methods, and increased student participation in the learning process. This training makes a significant contribution to the development of teacher competence and the quality of learning in elementary schools. To ensure the sustainability of the impact of training, continued assistance and synergy between schools, government and the education community is needed.
Bagaimana cara membuat pembelajaran di kelas menjadi lebih menarik dan efektif? Buku Media Pembelajaran: Teori dan Implementasi di Kelas hadir sebagai jawaban bagi para pendidik, calon guru, dan akademisi yang ingin mengoptimalkan proses belajar-mengajar melalui media pembelajaran yang tepat.
Di dalamnya, pembaca akan diajak memahami teori-teori dasar penggunaan media pembelajaran dan bagaimana langkah-langkah praktisnya dapat diterapkan dalam berbagai konteks pendidikan. Buku ini bukan hanya memberikan panduan teknis, tetapi juga memotivasi para pendidik untuk terus berinovasi dalam menyampaikan materi agar lebih mudah dipahami oleh siswa.
Dengan bahasa yang mudah dipahami dan isi yang kaya inspirasi, buku ini menjadi referensi wajib bagi siapa saja yang peduli terhadap kualitas pembelajaran. Selain membuka wawasan baru, buku ini juga mendorong terciptanya pengalaman belajar yang lebih menyenangkan dan bermakna.
Rumusan masalah dalam penelitian ini adalah 1) bagaimana proses pelaksanaan workshop untuk meningkatkan kemampuan guru dalam penggunaan ICT sebagai media pembelajaran pada guru SD Negeri Karangtalun 2?; 2) seberapa banyak peningkatan kemampuan guru dalam penggunaan ICT sebagai media pembelajaran setelah mengikuti workshop pada guru SD Negeri Karangtalun 2?; 3) bagaimana perubahan perilaku yang menyertai peningkatan kemampuan guru dalam penggunaan ICT sebagai media pembelajaran setelah mengikuti workshop pada guru SD Negeri Karangtalun 2? Tujuan penelitian ini adalah 1) mendiskripsi proses pelaksanaan workshop untuk meningkatkan kemampuan guru dalam penggunaan ICT sebagai media pembelajaran pada guru SD Negeri Karangtalun 2; 2) mendiskripsi seberapa banyak peningkatan kemampuan guru dalam penggunaan ICT sebagai media pembelajaran setelah mengikuti workshop pada guru SD Negeri Karangtalun 2; 3) mendiskripsi perubahan perilaku yang menyertai peningkatan kemampuan guru dalam penggunaan ICT sebagai media pembelajaran setelah mengikuti workshop pada guru SD Negeri Karangtalun 2. Hasil penelitian ini menunjukkan bahwa kegiatan workshop dapat meningkatkan kemampuan guru dalam penggunaan ICT sebagai media pembelajaran. Pada kondisi awal rata-rata prosentase skor sebesar 60% dan pada siklus I menjadi sebesar 73%. terjadi peningkatan skor sebesar 13% Pada siklus II secara umum semua guru mengalami peningkatan sebesar 17%. Rata-rata presentase skor pada siklus II meningkat drastis menjadi 90 %.
El propósito de este estudio fue mejorar el desempeño de los estudiantes que están cursando la asignatura de física en la modalidad de clase virtual, en una universidad pública ecuatoriana utilizando la estrategia de aprendizaje de práctica de recuperación. Los participantes fueron 72 estudiantes, 60 hombres y 12 mujeres, con edades comprendidas entre los 18 y 20 años, quienes cursaron la asignatura de Física ofrecida a los estudiantes que siguen la carrera de ingeniería eléctrica y mecánica en una universidad pública ecuatoriana. La unidad instruccional fue Campo Eléctrico. El tiempo dedicado a su enseñanza tuvo una duración de diez horas. Los instrumentos fueron la prueba de salida relacionada con la unidad enseñada. El procedimiento seguido en el presente estudio fue como sigue: (1) Explicar la unidad de estudio utilizando la estrategia instruccional de Robert Gagné. (2) Enseñar la estrategia de práctica de recuperación solamente al grupo experimental. (3) Finalmente, al terminar la unidad receptar la prueba de salida. El estudio consistió en dos grupos con prueba de salida. El análisis estadístico aplicado fue la prueba de Gosset con un nivel de significación p = 0.05. Los resultados obtenidos muestran que la aplicación de la estrategia de práctica de recuperación mejora el rendimiento de los estudiantes debido al cuestionamiento del contenido que hace tanto el profesor como el estudiante.
This study sought to determine the problems encountered by the nursing and midwiferystudents during the implementation of Essential Newborn Care (ENC) clinicalpracticum in the delivery room. It utilized multi-method, cross-sectional research design.Two types of respondents were involved:clinical instructors, and nursing and midwiferystudents. Seven common problems in ENC protocol practice among CI and studentrespondents were identified. Moreover, bridging the gap between theory and practiceremains a big challenge in the Nursing Education today, just as implementing qualityENC program, assails educators. Issues arose when the students' learned theories were notobserved during the clinical practicum.
Purpose: SDGs are designed to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by 2030. The broadcasting industry is expected to be able to participate in the implementation of SDGs as a representation of private corporate institutions that are actively continuing to contribute to supporting the achievement of the goals of the national development implementation paradigm, namely people-centered, participatory, empowering, sustainable, especially starting from the mosque organization environment. The Great Mosque of Central Java (MAJT) in Semarang City, as a landmark and the largest mosque in the province of Central Java, Indonesia, has experienced a significant impact due to the Covid-19 pandemic. The main impact is changes in the method of preaching and the issue of empowering mosque stakeholders in it. The purpose of this study is to explain the media convergence model through the TVKU Semarang empowerment program which has an impact on the transformation of preaching at MAJT. While the theoretical framework of the research used uses the theory of convergence and community empowerment. Method: The research method is qualitative with a descriptive research type that uses a case study approach strategy. This research was conducted from December 2020 to March 2023 where 14 (fourteen) informants were selected based on their expertise or knowledge of CSR in the broadcasting industry and the management of da'wah in a mosque organization, by following certain informant requirements. Furthermore, from the results of thematic interviews, data was collected on the process of empowering mosque youth, mosque broadcasting communities, and mosque broadcasting business units based on independence, which were analyzed using the help of Atlas.ti software. Results and Discussion: The results of the study stated that media convergence through an empowerment model that refers to the integration of the National Development paradigm, namely people-centered, participatory, empowering, and sustainable, produces an empowerment activity model, which includes: (1) Engagement through mosque forums, namely helping to popularize the potential of local ustads, by involving mosque youth in the program production process, and mosque youth are actively involved in mosque forums and socialization of religious activities. Next is (2) Participation through training activities, where TVKU Semarang provides journalism training, public speaking training for mosque youth/mosque managers so that they can support their ability to create content and manage religious programs. Furthermore, (3) Empowerment through digital da'wah, namely designing various digital da'wah activities through empowering society so that da'wah can be widely accessed by the community. Finally, (4) Sustainability, namely that CSR program activities by TVKU Semarang involving the three aspects above can be implemented sustainably in the future. The following are recommendations for the characteristics of empowered mosque youth based on the empowerment convergence of TVKU Semarang, including: strong spirituality (faith and piety), adaptability (adaptive ability), leadership ability (decision making), communication skills (public speaking and collaborative), social and community skills (soft skills and networking), personal skills (independent and initiative), insightful (religious and general knowledge), and technological skills (use of digital media and content creators). It is hoped that through the empowerment convergence carried out, it will become a model for large mosques in Indonesia in the transformation of preaching and empowerment carried out with the intervention of the broadcasting industry involved in the process that occurs.
Модернізація підготовки вчителя є стратегічним завданням держави в контексті євроінтеграції України. Зростання ролі інформаційно-комунікаційних технологій як мети і засобу навчання в закладах освіти, необхідність адаптації форм організації освітнього процесу до сучасних мінливих умов ставлять перед сучасним вчителем завдання гармонійно поєднувати у своїй фаховій діяльності предметні, психолого-педагогічні і технологічні компетентності. Поняття технологій в сучасній освіті охоплює не лише інформаційно-цифровий аспект діяльності педагога, а й психолого-педагогічний. Академічна свобода дає вчителю змогу самостійно проєктувати навчальні матеріали і організацію освітнього процесу для обґрунтованої постановки цілей навчання і їх ефективного досягнення - ставати освітнім дизайнером. На тепер у світовій освітній практиці розроблено низку моделей освітнього дизайну (Instructional Design Models), що застосовуються на різних рівнях освіти як за традиційних форм організації освітнього процесу, так і у розробці й упровадженні цифрових освітніх технологій (Educational Technologies, EdTech). У статті запропоновано огляд поширених моделей освітнього дизайну, проаналізовано їхні особливості, досліджено застосовність у практику роботи вчителя інформатики в контексті актуальних фахових вимог. Обґрунтовано доцільність ознайомлення майбутніх викладачів інформатики закладів освіти різних рівнів з поняттями освітніх технологій, освітнього дизайну, з моделями і методиками проєктування навчального контенту і відповідних аспектів організації освітнього процесу. Описано досвід впровадження вказаних понять у практику навчання майбутніх учителів інформатики у Національному університеті “Чернігівський колегіум” імені Т. Г .Шевченка. Встановлено, що володіння сучасним інструментарієм допомагає вчителю-практику в адаптивному плануванні, реалізації і рефлексії власної фахової діяльності для ефективної організації освітнього процесу в мінливих умовах.
This study analyzes the interest of students at SD Negeri 179 Tambangan in being active in class. It also aims to analyze the factors that influence students' interest in using interactive and participatory learning methods. The method employed is a survey of 100 students from different classes. Data were collected using a questionnaire consisting of closed and open-ended questions regarding learning experiences, interest in classroom activities, and preferences for the applied learning methods. The analysis shows that the majority of students are very interested in active learning, with 75% of respondents stating that discussion activitiesandeducationalgamesenhancetheirmotivation.However,thereare also challenges, such as a lack of equipment and limited time to implement these programs. These results provide valuable insights for educators in makingpolicies to develop more effective learning strategies. An increase in student interest is expected to improve the quality of education at SD Negeri 179 Tambangan.
This article aims to describe the design for developing and evaluating the media for learning with a collaborative-contextual model in improving the reading skills and bilingual abilities of early childhood in the Sukorambi Islamic Kindergarten (TK), Jember Regency. This research uses a qualitative type with a descriptive exploratory approach—data collection techniques using in-depth interviews, participatory observation, and documentation studies. The data were then analyzed using the stages of domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis with the validity of the data, the credibility of the triangulation method and sources, and confirmability. Based on the research findings, it was concluded that the six stages in the design of contextual-collaborative assured-based learning program development in improving reading skills and bilingual communication skills are as follows: Analysis of early-age learners and as digital natives; determining learning objectives; choosing methods, media, and materials (including the use of the student center method, compiling the Outline of the Contents of the Podcast Media, Podcast Media Scripts, and Bilingual Learning Implementation Plans), Utilization of media, and teaching materials (including reviewing materials, preparing materials, learning environments, and learners and ensuring learner learning experiences), Learner involvement, and Evaluatievaluationision.
The objective of this developmental research is to develop a model of speaking instruction for tenth grader through whole brain teaching. The data of this study consisted of quantitative and qualitative data. The data sources were learners, teacher, and expert in speaking instruction design. Data were collected by using observation, questionnaires, and document. The speaking instruction were developed in four steps: (1) analyzing the existing speaking instruction, (2) carrying out needs analysis, (3) developing speaking instruction and (4) validating them. Data were analysed using percentages for quantitative data. Thematic Analysis is implemented to analyze the data. Thematic analysis that is one of method which used identifying, analyzing, and reporting patterns of themes in data and it minimally organizes and describes the data set in detail (Braun & Clarke, 2006). The result of this research was a theoretical model of speaking instruction based on whole brain teaching containing: the components of speaking and the procedure of whole brain teaching.
Históricamente los resultados en matemáticas de los estudiantes en pruebas nacionales e internacionales son poco alentadores. Lo que nos indica un punto de mejora en el proceso de enseñanza –aprendizaje, por tal motivo se propone en un primer apartado la implementación del modelo Technological Pedagogical Content Knowledge (Conocimiento Tecnológico Pedagógico del Contenido, TPACK) en la práctica docente, que impulsa la incorporación de las tecnologías en la enseñanza, considerando tres componentes principales: pedagogía, contenido y tecnología, así como sus intersecciones. En cuanto la metodología propuesta para este es, de investigación– acción que se orienta a la práctica educativa e implica la transformación y mejora de una realidad educativa. Por lo que se refiere a la categorización, se realizó una encuesta de conocimiento TPACK con ítems tipo Likert validada y planteada por (Schmidt et al., 2010) que permitieron codificar y categorizar el dominio de once profesores pertenecientes a la academia de matemáticas de la preparatoria UNIVA campus Guadalajara turno matutino. Los resultados obtenidos muestran un área de oportunidad en el componente tecnológico y abren la posibilidad a incorporar modelos como este, que buscan la innovación educativa
This study aims to identify factors influencing Biology learning competencies for the academic year 2021/2022, analyze the effectiveness of teaching methods applied, and evaluate the impact of learning strategies, including the use of technology and pedagogical innovations. Employing a mixed-methods approach, the research involves quantitative methods through surveys and questionnaires, as well as qualitative methods through in-depth interviews and direct observations. The sample consists of Biology students and teachers from several high schools (SMA), selected via purposive sampling. Data is analyzed using descriptive and inferential statistics for quantitative data, and thematic analysis for qualitative data. The results show that teaching quality, student engagement, and the use of technology are key elements in enhancing Biology learning competencies. Teaching methods that involve active learning and multimedia are found to be more effective than traditional methods, with technology such as interactive software contributing to student competency achievement. In conclusion, innovative teaching methods and technology have a significant positive impact. To maximize outcomes, training and support for teachers, along with ongoing evaluation of learning strategies, are necessary. Schools should adopt technology-based methods and support active learning to improve students' competencies in Biology Abstrak Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang mempengaruhi kompetensi pembelajaran Biologi pada tahun pelajaran 2021/2022, menganalisis efektivitas metode pengajaran yang diterapkan, dan mengevaluasi dampak strategi pembelajaran, termasuk penggunaan teknologi dan inovasi pedagogi. Menggunakan pendekatan campuran, penelitian ini melibatkan metode kuantitatif melalui survei dan kuesioner, serta metode kualitatif melalui wawancara mendalam dan observasi langsung. Sampel penelitian terdiri dari siswa dan guru Biologi di beberapa sekolah menengah atas (SMA) yang dipilih secara purposive sampling. Data dianalisis dengan menggunakan statistik deskriptif dan inferensial untuk data kuantitatif, serta analisis tematik untuk data kualitatif. Hasil penelitian menunjukkan bahwa kualitas pengajaran, keterlibatan siswa, dan penggunaan teknologi merupakan elemen kunci dalam meningkatkan kompetensi pembelajaran Biologi. Metode pengajaran yang melibatkan pembelajaran aktif dan multimedia terbukti lebih efektif dibandingkan metode tradisional, dan penggunaan teknologi seperti perangkat lunak interaktif berkontribusi pada pencapaian kompetensi siswa. Kesimpulannya, metode pengajaran inovatif dan teknologi memiliki dampak positif yang signifikan. Untuk memaksimalkan hasil, diperlukan pelatihan dan dukungan untuk guru serta evaluasi berkelanjutan terhadap strategi pembelajaran. Sekolah sebaiknya mengadopsi metode berbasis teknologi dan mendukung pembelajaran aktif untuk meningkatkan kompetensi siswa dalam mata pelajaran Biologi
The purpose of this study is to determine the effectiveness and feasibility of Canva application-based video media on Chatolic Religious Education material “abortion”. The method used in this study is developmental studies. The development of this Canva application-based video product uses the ADDIE model type, which consists of five steps: analyze, design , development, implementation, and evaluation. The target group for product testing is high school students. This product was validated by 1 design expert, 1 media expert, 1 material expert, 5 students for small group trials and 30 students big group trials. result of this research is the development of Canva-based video learning media in Chatolic Religious Education class in material “abortion” in eleventh grade learning obtained feasible and effective results as a developed learning media.
This research was aimed to develop learning media for class X at SMK Negeri 2 Tarakan and produce effective learning media products from the design and material aspects and attract students' interest by learning English. This research is a research and development of the ADDIE model which consists of five stages (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The instrument uses a material expert validation questionnaire, as well as a media validation (design) questionnaire and a student response questionnaire. The results of the research from the validation of interactive learning media through validation by material experts and media experts reached a percentage of 82% with very good qualifications and 78% with good qualifications. The results of the student response questionnaire to interactive learning media were divided into three, the one to one formative evaluation trial with a percentage of 71.2% with good qualifications, the small evaluation group test trial with a percentage of 78.2% with good qualifications, and the field test formative evaluation trial, with a percentage of 78.5% with good qualifications. Product trials were carried out in class X SMK Negeri 2 Tarakan. The results of research and development of learning media are suitable for use in learning English.
The role of media in the learning process is crucial, serving as a key component for effective communication between teachers and students. Without media, this communication process would be hindered, leading to ineffective learning outcomes. To assess the effectiveness of teachers' creativity in utilizing instructional media, it is essential to consider students' perceptions and observations. This study aimed to analyze students' perceptions of the media employed by English teachers at SMP Al-faqihil Muqaddam. Utilizing a qualitative descriptive methodology, the researcher investigated students' responses to the instructional media through observation and interviews. The findings revealed that the media utilized by English teachers included a whiteboard, English book, dictionary, laptop, LCD projector, and speaker. The students' interviews yielded predominantly positive perceptions of the media used in the teaching and learning process. According to the students, the use of media resulted in increased engagement, excitement, and active participation in learning English. They found the materials easier to comprehend, improved their pronunciation and vocabulary, generated new ideas, and felt empowered to express their opinions. Furthermore, they appreciated the practicality of applying what they learned in their daily lives. In conclusion, this research sheds light on the importance of utilizing various media in English language instruction and highlights the positive impact it has on students' learning experiences. By understanding students' perceptions, educators can tailor their instructional approaches to enhance engagement and comprehension, ultimately fostering a more effective learning environment.
Penelitian ini bertujuan untuk meningkatkan kemampuan membaca huruf hijaiyah melalui permainan ular tangga iqro pada anak usia 5-6 tahun di PAUD Darussalam Dusun Tirta Mulya. Kemampuan membaca huruf hijaiyah yang diteliti adalah membaca huruf hijaiyah secara acak dan membedakan huruf hijaiyah yang bentuknya hampir mirip. Jenis penelitian ini adalah penelitian tindakan kelas kolaboratif. Subyek penelitian ini adalah 16 anak usia 5-6 tahun kelompok B yang terdiri dari 9 anak perempuan dan 7 anak laki-laki. Obyek penelitian adalah kemampuan membaca huruf hijaiyah menggunakan permainan ular tangga. Teknik pengumpulan data melalui observasi dan wawancara. Teknik analisis data yang dilakukan secara deskriptif kualitatif dan kuantitatif. Indikator keberhasilan pada penelitian ini dikatakan berhasil apabila kemampuan membaca huruf hijaiyah anak dengan kategori baik sudah mencapai persentase minimal sebesar 75%.
Program Belajar Bahasa Sambil Bernyanyi dan Bercerita (BBSBB) ini bertujuan memperkenalkan dan menambah pengetahuan anak-anak di bidang bahasa Inggris. Pelaksanaan BBSBB ini berlokasi di Panti Asuhan Anugerah, Gereja Bala Keselamatan Ubung Denpasar, pada bulan Mei 2018. Kegiatan ini menggunakan strategi pembelajaran menarik agar dapat memotivasi anak-anak untuk menyukai pelajaran Bahasa Inggris. BBSBB dilaksanakan dengan menggunakan 10 % metode ceramah, 60% metode latihan dan bernyanyi (drill) dan 30% sosiodrama. Pada metode yang digunakan terlihat bahwa anak-anak lebih banyak diajak langsung berlatih berbahasa Inggris sehingga lebih mudah untuk mengetahui daya tangkap anak-anak terhadap materi yang telah disampaikan. BBSBB yang telah dilakukan paling tidak mampu menumbuhkan rasa percaya diri anak-anak untuk menyenangi mata pelajaran Bahasa Inggris dan mengaplikasikan materi BBSBB di kehidupan sehari-hari khususnya di sekolah dengan lebih baik.
This study examines the effectiveness of the Problem-Based Learning (PBL) model assisted by Quizizz in enhancing mathematical critical thinking and self-confidence among high school students. The research involved 200 students from classes XI MIPA 1 to XI MIPA 5. A quasi-experimental design with pretest-posttest control group was utilized to assess the impact of the intervention. The experimental group participated in PBL activities integrated with Quizizz, while the control group experienced traditional teaching methods. Data collection included mathematical critical thinking assessments and self-confidence questionnaires administered before and after the intervention. Results demonstrated a significant increase in both mathematical critical thinking and self-confidence in the experimental group compared to the control group. Quizizz's interactive features and immediate feedback contributed to a more engaging and effective learning experience. The findings suggest that integrating Quizizz into PBL can significantly enhance students' critical thinking and self-confidence. Future research could focus on the long-term effects and broader applicability of this approach in various educational contexts.
Latar Belakang: Pada masa pandemi Covid-19 ini tidak mendukung pembelajaran secara offline, sehingga guru harus berinovasi agar lebih mudah memberikan materi ajar dan tugas kepada peserta didik tanpa adanya tatap muka. Salah satunya menggunakan e-LKPD live worksheet sebagai media pembelajaran dan evaluasi yang dapat diakses secara online kapan saja dan dimana saja. Tujuan: Mendeskripsikan (1) pengaruh penggunaan e-LKPD berbasis live worksheet pada konsep protista terhadap hasil belajar kognitif produk (2) pengaruh penggunaan e-LKPD berbasis live worksheet pada konsep protista terhadap hasil belajar kognitif proses. Metode: Menggunakan pendekatan quasi experiment dengan desain The Non-equivalent Control Group Design. Sampel penelitian adalah X MIPA 3 dan 4 yang masing-masing berjumlah 28 orang sebagai kelas eksperimen dan kelas X MIPA 2 berjumlah 29 orang sebagai kelas kontrol. Teknik analisis data untuk hasil belajar kognitif menggunakan uji Mann-Whitney. Hasil: Menunjukkan (1) terdapat pengaruh penggunaan e-LKPD berbasis live worksheet terhadap hasil belajar kognitif produk peserta didik (sig. 0,045), (2) terdapat pengaruh penggunaan e-LKPD berbasis live worksheet terhadap hasil belajar kognitif proses peserta didik (sig. 0,038). Kesimpulan: Penggunaan e-LKPD memberikan kemudahan bagi guru karena dapat menampilkan materi ajar dan tugas dalam bentuk gambar serta video, dapat menghemat waktu dan biaya. Kemudian penggunaan e-LKPD ini memudahkan peserta didik untuk mengerjakan tugas secara daring kapan saja dan dimana saja selama terkoneksi dengan jaringan internet. Diharapkan dari hasil penelitian tentang penggunaan e-LKPD dapat digunakan dalam proses pembelajaran karena berpengaruh terhadap hasil belajar kognitif produk dan proses peserta didik.
One of the keys to compete in tourism aspect among AEC (Asean Economic Community) members is by raising the capability of tourism human capital. In line with this effort, it is important to make a betterment in teaching English for tour guides. However, sometimes the facilitators ignore their learners' real need in learning. Here, in the area of EOP (English for Occupational Purposes), as part of ESP (English for Specific Purposes) category, it requires suitable materials during the teaching learning process. Therefore, this study aims to investigate the need of 20 prospective tour guides of Desa Menari, located in Tanon, Ngrawan Village, Getasan Sub Regency, Semarang Regency, Indonesia, where a half of them were teenagers, in experiencing better English. To support the information, there were two college learners as the facilitators. This study belongs to descriptive qualitative. The data was gathered through open questionnaires, interviews, and observation. The result shows that the most of the learners needed to maximize their speaking skill in order to be able in communicating with foreign tourists for example those who came from Singapore, Philippine, Korea, Japan, Egypt, and Italia. Besides, among the language elements, vocabulary became the highest priority to be improved. It is suggested that the recommended materials were greeting, introduction, and purposive conversation dealing with the questions which were commonly delivered by the foreign tourists. To conclude, need analysis is significant to be performed as it will contribute to the learners' competencies directly and the financial development in the tourism village indirectly.
هدفت هذه الدراسة تعر ف نسبة طلبة الصف العاشر الذين يعانون من ضعف في خوارزميات حل أنظمة المعادلات, كما هدفت إلى الكشف عن أصناف الأخطاء التي يقع فيها الطلبة ونسبة الوقوع في كل صنف, وللتحقق من ذلك تم بناء اختبار تشخيصي مكون من ثلاث عشرة مفردة من نوع الإجابة المفتوحة- ط بق الاختبار على عينة من طلبة الصف العاشر بلغ عددهم (138) طالبا وطالبة(70 طالبا و 68 طالبة) أعطوا الوقت الكافي للإجابة. ثم صححت أوراق الطلبة واستخرجت نسبة الطلبة الذين يعانون من ضعف في خوارزميات حل أنظمة المعادلات وكانت تساوي (63%). ولبيان ما إذا كان لهذه النسبة دلالة ح سب الإحصائي (\chi^2) وكانت قيمته تساوي (9.39) وهي دالة إحصائيا عند (0.01 = \alpha). تبع ذلك تصنيف الأخطاء التي يقع فيها الطلبة واستخراج النسب المئوية لكل صنف من أصناف الأخطاء. وكشفت الدراسة عن خمسة أصناف رئيسة للأخطاء: أخطاء مفاهيمية, وأخطاء متعلقة بالتعميمات, وأخطاء متعلقة بالإجراءات, وصعوبات في اللغة الرياضية رغم صحة الحلول, وأخطاء في عدم الانتباه. وخلصت الدراسة إلى توصيات لكل من المعلم والطالب ومطوري المناهج والباحثين.
Educational technology is not a panacea to all educational problems, it is agreed that it has numerous benefits but many challenges are preventing these benefits from being realized. The challenges before practitioners, proprietors, governments and so on are to identify these problems and solve them in a creative and systematic manner. However, this paper tries to explore together the meaning of the term educational technology and raise a definition. The challenges of educational technology in Nigeria and recommendations such as organizing regular workshops, seminars and conferences were highlighted in the paper for the benefit of all.
This research aims to determine the effect of PhET simulation on student learning outcomes in direct current electricity material at SMAIT Yapira Raudhatut Tauhid. The research method used in this research is an experimental method with a quantitative approach. The population in this study was class 12 students at SMAIT Yapira Raudhatut Tauhid with the sample size being class 12-3 with a total of 30 students, as the control class and class 12-2 with a total of 30 students as the experimental class. The results of the research show that there is a significant influence of the PhET Simulation media on the physics learning outcomes of class 12 students at MIA/SMAIT Yapira Raudhatut Tauhid. This can be proven by obtaining a value of t.count > t.table = 4.827 > 2.048.
Media pembelajaran memiliki peranan yang sangat penting dalam memfasilitasi proses pembelajaran yang efektif dan menyenangkan. Melalui penggunaan teknologi dan alat bantu lainnya, media pembelajaran mampu meningkatkan kualitas pengajaran, menginspirasi kreativitas siswa, dan merangsang daya pikir mereka secara holistik. Dalam buku ini, kami telah mengumpulkan berbagai pengetahuan dan pengalaman praktis dari para ahli pendidikan dan pengembang media pembelajaran. Setiap bab menggali berbagai aspek penting dalam pengembangan media pembelajaran, mulai dari perencanaan hingga implementasi, serta pemanfaatan teknologi terkini. Melalui buku ini, diharapkan para pembaca akan mendapatkan pemahaman yang mendalam tentang konsep dan teori dasar pengembangan media pembelajaran. Selain itu, kami juga menyajikan panduan praktis yang dapat diimplementasikan dalam lingkungan pembelajaran, baik itu di sekolah, universitas, maupun dalam konteks pendidikan nonformal. Dalam proses penulisan buku ini, kami berusaha menjaga keterkaitan antara teori dan praktik. Kami berharap buku ini akan menjadi panduan yang berguna bagi para guru, pengajar, pengembang media, dan siapa pun yang berkecimpung dalam dunia pendidikan. Semoga buku ini dapat mendorong terciptanya pengalaman belajar yang lebih menarik, interaktif, dan berkesan bagi setiap individu yang terlibat dalam proses pendidikan.
Media dan Multimedia Pembelajaran merupakan instrumen yang sangat strategis dalam ikut menentukan keberhasilan proses belajar mengajar. Sebab keberadaannya secara langsung dapat memberikan dinamika tersendiri terhadap peserta didik dan ikut menentukan keberhasilan proses belajar mengajar. Pemilihan media pembelajaran menjadi bagian penting dalam proses perencanaan pembelajaran, karena pemilihan dan pengemasan media pembelajaran dapat menentukan kualitas dari suatu pembelajaran yang sedang dilaksanakan oleh guru.
The purpose of this study was to determine the role of elementary school teachers in Manggarai in developing literacy culture. This research used observation and interview techniques. The respondents were elementary school teachers in Manggarai. The data analysis used in this study was descriptive qualitative analysis. From the results of observations and interviews, it was found that most of the teachers have implemented reading and writing literacy for 15 minutes before learning begins, used sources and image media to help and facilitate students in understanding the material read and written, guided and trained and guided students directly in reading and writing, created reading and writing habits during the learning process.
Increasingly modern developments, teachers are required to innovate in the field of learning media. The purpose of this study was to develop learning media in the form of animated videos through science process skills, ecosystem component materials for science learning at SD V. This research was a development using the ADDIE model with five stages of the development process, namely Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques was questionnaires, the instruments used are validation and response sheet questionnaires. Validation was carried out by material experts, media experts and teacher responses. The results of this validation were carried out by material experts by 91% with a very decent category, media experts by 98% with a very decent category to use. The results of the student response trial with an average score of 85% and the results of the teacher response trial of 96%. It can be concluded that learning with mass media through animation media using a science process skills approach is very feasible to be used in class V lessons of the Science Ecosystem Component
Blended Learning Solutions for Higher Education explores the origins, empirical foundations, and implementation of blended learning in colleges and universities. Since emerging as a third-way solution to traditional and virtual higher education models, blended learning has become a predominant learning modality in an era of rapid technological proliferation. Offering an alternative to longstanding yet flawed methodologies and assumptions about its validity, this book conceptualizes blended learning as a complex social practice mediated by knowledge, institutional rules, policies, and norms as well as material factors such as technology and physical spaces. The book’s original MIRACLE framework offers a research-grounded, highly practical guide to blended learning design, improvement, and long-term efficacy. From demystified history and heuristics to digitized platforms and course content to reimagined governance and regulations, these insights provide a thoughtful exemplar of blended learning’s challenges and affordances along with a firm basis for integrating face-to-face and online learning, teaching, and assessment innovatively and creatively.
ResearchGate has not been able to resolve any references for this publication.