The aim of this research is to determine the supporting factors for the implementation of mobile learning for elementary school students in Indonesia using an authentic approach and real-world activities. This is significant because various approaches to mobile learning have been used in elementary institutions. However, this educational model is not ideal because the data shows that 92% of students have learning difficulties, and 38% state they do not receive teachers’ guidance.The method used was descriptive quantitative with the population of elementary school students and a purposively selected sample of 26 of those pupils. Samples were taken based on the characteristics of the coastal area and city center. To assess their entry behavior, questionnaires and test sheets were used. Moreover, data was gathered through home visits and the Whatsapp application. It was then processed using the percentage technique and the SmartPLS application, to obtain accurate results. In addition, a qualitative approach was used to develop the analysis.According to the results, the supporting factors for the implementation of mobile learning using an authentic approach and real-world activities are as follows: 1) students already have the concrete and logical thinking skills, 2) the entry behavior of students are still low, and 3) visual and auditory learning styles affect meaningful learning. Furthermore, research suggests that teachers and learning designers should create mobile learning exercises which support authentic learning and real-world pursuits.
This research aims to produce a valid and practical SETS-based instructional multimedia for natural science course to seventh-grade students associated with media worthiness criteria. This study applied research and development methodology with 4-D Model which comprises of four-stage procedure accordingly, such as: define, design, develop, and disseminate. Three experts engaged with the product validation process with two media experts and one material expert. Meanwhile, 22 students of MTs PP Muallimin Muhammadiyah Sawah Dangka, Regency of Agam involved in the product trial examination. To collect the data, the researchers used interview, questionnaire and documentation archives which were analyzed with a descriptive qualitative method. The result found that in the initial step, the researchers defined the instructional media integrated with science, environment, technology in the learning. In the development stage, it was conducted the incorporation of various instructional tools, such as learning video and animation. Meanwhile, in the phase of worthiness assessment from material and media experts, it was obtained the material validity around 85,67 % with ‘Very Good’ category so that the material was declared valid for use. Furthermore, through two steps of media validation, it was found that the final value of validator 1 nad 2 were 92.93% and 81.09% consecutively with the category “Very Good” so that the media was valid to be tested. It can be concluded that SETS-based learning multimedia is worth testing. Furthermore, the results of the analysis based on the testing of SETS-based multimedia product learning in students received an average score of 93% in the “Very Practical” category. These results indicate that SETS-based learning multimedia products (Science, Environment, Technology, and society) are worthy of being used as an alternative learning media in class VII SMP / MTs (junior high schools) for natural sciences subject.
This research aimed to find a strategy to integrate web-based learning based on authentic learning by identifying the dominant factors regarding teachers' authentic activities. The research method was a teacher survey that used web-based learning. Questionnaires were given to 100 teachers regarding the use of authentic activities. The questionnaire was tested for validity and had a high load factor of more than 0.6. Authentic learning had an effect of 0.689. The data was processed by factorial analysis to obtain the dominant value. Furthermore, a strategy to integrate web-based learning was developed in learning. The results showed that the dominant authentic learning activities used were real-world activities, integrated assessment, various sources and final product design. It can be concluded that using web-based learning applications based on authentic learning provides real-life experiences for students and supports learning to be more meaningful.
The development of instructional video media with Adobe Premiere 6.0 application in Micro Teaching course on teaching skills is done as an effort to solve the problem of Micro Teaching course to overcome student difficulties in understanding teaching skill which must be mastered as a prospective educator. Development of this video media can help and facilitate students and lecturers in implementing learning and learning. This type of research is a research development known as Research and Development (R & D). This research uses 4-D development model. The development procedure in this research consists of 4 stages, namely the definition stage (define), the design stage (design), the development stage (development) and the dissemination stage (Disseminate). Product validity test is done by 3 validator that is 2 person validator media and 1 material validator. Trial of product conducted to 17 students of TP FIP UNP with aim to know the practicality of product developed. Affectivity test of video learning product Research instrument used is questionnaire, documentation, and assessment format.
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