<p>There are several problems faced by 14 deaf students as the subject of this research. They get diffiulties in understanding long sentences, connotative meaning, and they lack on vocabulary. Their inability in hearing makes them rely on their vision to gather information. Considering the reason of their difficulties, visual and attractive learning media are needed for deaf students. Group guidance on simulation game technique is a counseling guidance service that directs students to reflect daily activities in the form of games using physical media such as blue cards, OK cards and chance cards. In the group guidance of the simulation game technique, students learn to understand new vocabulary of the role played and can acquire vocabulary. The more vocabulary mastered will support students' ability to have receptive communication. To prove the hypothesis that the group guidance of simulation game technique influences the improvement of receptive communication of deaf students in SLB.B Wiyata Dharma 1, the Mann Whitney U Test analysis is used. Based on Mann-Whitney U-test Asymp Sig was obtained (2-tailed) 0.013 with an error level of 0.05 then 0.013 <0.05 means that Ho is rejected and Ha is accepted. It implies that the group guidance of the simulation game technique has an impact on increasing the receptive ability of deaf students. Therefore, group guidance on simulation game techniques can be used as an alternative learning media to improve receptive communication for deaf students.</p>
The inability to receive excitatory voice experienced by the student with hearing impairments presents diverse impacts. The impacts include difficulties in understanding the information that others convey, lengthy understanding sentences, and holding verbal communication. This research aimed to develop a reflective maternal method integrated with the Android system to improve vocabulary mastery to support students with hearing impairments to perform receptive communication. There were twelve students with hearing impairments within the 15-23 age range as the samples. This research belongs to research and development adapted from the multimedia development model for learning. Product feasibility test was performed through the alpha and beta tests. The average expert validation score was 4.25, and the average score of the material expert was 4.50. Both expert validation results were in an excellent category. Also, the results of the media experts' validation were 3.58 in the good category. Meanwhile, the average score of beta test was 3.58 in the good category. It can be concluded that Android apps can be operated via smartphones or computer devices to improve the receptive communicative ability of students with hearing impairments. This application is called Reflective Game. This research recommends an Android application program that can be used by Guidance and Counseling teacher accompanied by special school teachers to improve students' vocabulary understanding for the student with hearing impairment. Besides, it provides skills to understand proverbs, opposites (anonymous), and synonyms.
<p>Peredaran berbagai informasi di dunia maya sangat beragam. Remaja yang cenderung aktif di media sosial memiliki resiko besar untuk terpapar hoaks. Kemudahan dalam mengakses dan menyebarkan informasi dengan bebas tanpa meninjau kebenarannya menjadi persoalan yang berpotensi untuk menimbulkan kesalahpahaman dan konflik. Karena itu, perlu upaya preventif dan interventif yang dapat dilakukan dengan memberikan pendekatan melalui edukasi dengan menggunakan media interaktif dalam lingkup layanan informasi. Penelitian ini bertujuan untuk menghasilkan media animasi flash dalam upaya meningkatkan <em>critical thinking</em> remaja melawan informasi hoaks. Metode penelitian dengan menggunakan R n D (<em>research and development</em>) mulai dari tahap perencanaan, desain, validasi ahli media dan ahli materi. Uji coba produk juga dilakukan pada kelompok terbatas untuk mendapatkan penilaian dari pengguna. Berdasarkan validasi ahli materi mendapatkan nilai 82,95% artinya sangat layak sedangkan menurut ahli media produk animasi dinilai sebesar 85,71% artinya juga sangat layak. Pada kelompok pengguna, produk mendapatkan nilai 84,40% dengan menggunakan standar penggunaan <em>usability</em>. Sesuai dengan hasil validasi dan penilaian maka hasil penelitian berupa animasi sebagai multimedia interaktif dianggap sangat layak untuk dapat digunakan dalam memberikan stimulasi positif bagi remaja dalam layanan informasi sebagai langkah membangun dan meningkatkan kemampuan berfikir kritis.<br /><br /><br /><em><strong>Abstract:</strong></em> <em>The circulation of various information in cyber space is very diverse. The ease of accessing and disseminating information freely without reviewing the truth is an issue that has the potential to cause misunderstanding and conflict. Therefore, preventive and interventive efforts are needed to carry out by providing an educational approach using interactive media within the scope of information services. This study aims to produce flash animation media as an effort to improve adolescent critical thinking to fight hoax. The research method used in this study is Reseach and development starting from the planning, design, expert validation, media and material validation. Product testing is also carried out in limited groups to get ratings from users. Based on the validation of material experts, the figure is 82.96% meaning that it is very feasible. In addition, according to media experts, the figure of animation products is 85.71% which means that it is also very feasible. In the user group, the product figure is 84.40% by using the usability standard. Related to the validation results and assessment, it is implied that animation as interactive multimedia is considered very feasible to be used in providing positive stimulation for adolescents in information services as a step to build and improve critical thinking skill</em></p>
This work aimed to develop asertif based on android. Research setting are at Junior High School 3 Godean. Media developed by combine any multimedia object, including text, images, audio, video, and interactive buttons. Content of media such as video to gain understanding about asertif behavior, 15 questions, and social media researcher information. Research method using research and development and alessi and trolip procedures. Research procedure including (1) research plan, (2) design, including flowcart and story board development, (3) development, including media production using code program, alpha, revise, and beta tested. Percentage tested found that content tested 75% (worthy), media tested 81,5% (very worthy). Student tested result 83,6% (very worthy).
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