<p class="Judul2"><em>E-learning</em> telah berkembang tidak hanya sekedar berbagi materi pembelajaran melalui internet, namun telah berevolusi menjadi tempat untuk kolaborasi, sosialisasi, <em>project based learning</em>, <em>refl</em><em>ective practise</em>, dan pembelajaran dengan simulasi. Untuk mewujudkan hal tersebut telah dikembangkan sebuah sistem <em>e</em><em>-learning </em><em>gamification</em> khusus bidang pemrograman. Penelitian ini menerapkan <em>Technology Acceptance Model</em> (TAM) untuk memeriksa faktor-faktor apa saja yang berpengaruh terhadap penerimaan sebuah teknologi baru yang diperkenalkan atau digunakan. Faktor-faktor yang digunakan dalam penelitian ini adalah <em>Perceived Usefullness</em> (PU), <em>Perceived Ease of Use</em> (PEU), <em>Perceived Social Influence</em> (PSI), <em>Perceived Enjoyment</em> (PE), <em>Intention of Engagement</em> (IoE), dan <em>Elearning Gamification Attitude</em> (EGA). Model TAM didasarkan beberapa hipotesis dan faktor yang berpengaruh. Hasil menunjukan bahwa TAM dapat digunakan untuk memeriksa penerimaan teknologi <em>e-learning gamification</em> bidang pemrograman. <em>Perceived Social Influence </em>(PSI) dan <em>Perceived Enjoyment</em> (PE) berkontribusi terhadap <em>Intention of Engagement</em> (IOE). Selain itu <em>Perceived Usefullnes</em> (PU), <em>Perceived Social Influence</em> (PSI), <em>Perceived Enjoyment</em> (PE), dan <em>Intention of Engagement</em> (IOE) berkontribusi terhadap <em>Elearning Gamification Attitude</em> (EGA).</p><p class="Abstrak"><strong><em>Abstract</em></strong></p><p class="Judul2"> <em>E-learning has evolved not only to share learning materials over the internet, but has evolved into a place for collaboration, socialization, project based learning, reflective practice, and simulated learning. To realize this has been developed a special e-learning gamification system in the field of programming. This study applies Technology Acceptance Model (TAM) to examine what factors influence the acceptance of a new technology introduced or used. The factors used in this study are Perceived Usefullness (PU), Perceived Ease of Use (PEU), Perceived Social Influence (PSI), Perceived Enjoyment (PE), Intention of Engagement (IoE), and Elearning Gamification Attitude (EGA) . The TAM model is based on several hypotheses and influencing factors. The results show that TAM can be used to check the acceptance of e-learning gamification technology in the field of programming. Perceived Social Influence (PSI) and Perceived Enjoyment (PE) contribute to the Intention of Engagement (IOE). In addition Perceived Usefullnes (PU), Perceived Social Influence (PSI), Perceived Enjoyment (PE), and Intention of Engagement (IOE) contribute to Elearning Gamification Attitude (EGA).</em></p>
Blended learning adalah kolaborasi atau kombinasi antara pembelajaran tradisional (pembelajaran dengan tatap muka secara langsung) dan pembelajaran menggunakan teknologi atau e-learning. Universitas Brawijaya sebagai penyelenggara pendidikan tinggi juga telah memfasilitasi penggunaan teknologi untuk blended learning. Namun pada penerapan blended learning masih terdapat beberapa permasalahan Pada penelitian ini digunakan Unified Theory of Acceptance and Use of Technology (UTAUT) sehingga mampu menutupi kekurangan dari penelitian sebelumnya. Faktor-faktor yang dapat diidentifikasi dengan UTAUT diwakili 2 faktor yaitu perilaku penggunaan (Use Behavior) serta perilaku keinginan dalam menggunakan sistem (Behavioral Intention). Masing-masing dari kedua faktor ini dipengaruhi oleh 4 faktor yaitu harapan kinerja sistem (performance expectancy), harapan usaha yang dikeluarkan untuk mengoperasikan sistem (Effort Expectancy), pengaruh sosial (Social Influence) serta kondisi fasilitas yang mendukung operasional sistem (Facilitating Conditions). Sedang 4 faktor ini ditentukan oleh gender, umur, pengalaman dalam menggunakan sistem kesukarelaan penggunaan sistem dari pengguna. Dengan menggunakan UTAUT ternyata didapatkan hasil evaluasi bahwa faktor-faktor yang memiliki pengaruh terhadap penggunaan sistem blended learning di
The purpose of this study are to describe the teacher's efforts in strengthening the social caring character for students of MI Muhammadiyah. This study uses qualitative methods with the techniques of collecting data by using interviews, observation and documentation. To test the validity of research data using triangulation technique of source and triangulation technique. Data analysis techniques in this study consisting of reduction, data presentation and verification. The result of this study indicate that the strengthening of social care characters is implemented through 1) integration of self-development programs through routine activities, spontaneous activities, exemplary and conditioning, 2) integration in subject, 3) integrating school culture through social activities and social action, building community-class harmony, and emphathizing with classmates. The strengthening of social caring character in MI Muhammadiyah as a whole has gone well.
The government guarantees the absence of a difference for all Indonesian citizens to get education in higher education. Educational needs for every disability is different. Suppose the deaf students, to communicate highly dependent on writing and sign language. From the field observations problems found sign language that is used has a lot of variations, especially for scientific terms such as for example: cell, engineering, photosynthesis and others. This causes the communication becomes slower so that deaf students have difficulty understanding the material taught in the lectures. For that we need to make a media in the form of software to save the new terms as well as sign language. The media should also be accessible though many people (online). This way, if someone is having difficulty in finding a cue for a term, he can look for it on this media. From the results of tests performed, the application is able to enhance the understanding of the time three seconds faster than before using the app. On the usability and user acceptance testing, the application has largely met the expectations of the user.
<p class="Abstrak">Salah satu kompetensi utama yang harus dimiliki oleh lulusan dari jurusan atau program studi bidang keilmuan komputer adalah kemampuan programming (membuat program). Berbagi informasi untuk meningkatkan kualitas pembelajaran pemrograman telah dilakukan di banyak kampus di Indonesia. Salah satunya adalah penerapan media pembelajaran online atau disebut juga sebagai <em>E-Learning</em>. Salah satu sistem pembelajaran yang paling umum, yang didukung oleh teknologi informasi, adalah <em>e-learning</em>. Namun, banyak juga sistem <em>e-learning</em> tidak mencapai tujuan yang diinginkan karena ketidakpatuhan dan kurangnya pengetahuan tentang teknik dan metode untuk pengembangan sistem informasi online. Tujuan yang dicapai antara lain efisiensi, efektifitas, motivasi dan keterlibatan siswa. Pendekatan <em>gamification</em> dapat digunakan untuk meningkatkan beberapa hal tersebut demi tercapainya tujuan pembelajaran <em>online</em>. Dalam sistem Code Maniac, terdapat beberapa elemen <em>gamification</em> yang digunakan, yaitu poin pengalaman, poin aktivitas dan <em>badge</em>. Namun, hal tersebut terbukti masih kurang meningkatkan motivasi mahasiswa dalam menggunakan Code Maniac. Pendekatan <em>player-centric</em> memungkinkan sistem menyesuaikan <em>gameplay</em> yang sesuai dengan gaya bermain seorang pemain. Untuk dapat mewujudkan sebuah media pembelajaran yang berorientasi pada pemain, maka dibutuhkan sebuah mekanisme untuk mengenali karakteristik pemainnya. Pada penelitian ini menekanan metode yang digunakan untuk menggali perilaku permainan. Penggalian pola dilakukan pada data log proses per pemain dan per sesi yang berjumlah 136 proses. Kemudian proses tersebut dikelompokan sesuai dengan kedekatan atau kesamaan karakteristik bermain. Hasil penentuan jumlah kelompok yang paling optimal adalah k=2 dan k=3. Untuk itu pengelompokan dilakukan dan menghasilkan 2 kelompok dan 3 kelompok data. Kelompok tersebut dapat menjadi dasar untuk untuk penentuan <em>gameplay</em> pada Code Maniac.</p><p class="Abstrak"> </p><p class="Abstrak"><em><strong>Abstract</strong></em></p><p class="Abstract"><em>One of the main competencies that must be possessed by graduates of departments or study programs in computer science is programming skills (making programs). Sharing information to improve the quality of programming learning has been done on many campuses in Indonesia. One of them is the application of online learning media or also called the E-Learning.. One of the most common learning systems, supported by information technology, is e-learning. However, many e-learning systems do not achieve the desired goals because of non-compliance and lack of knowledge about techniques and methods for developing information systems online. The objectives achieved include efficiency, effectiveness, motivation and student involvement. The gamification approach can be used to improve some of these things in order to achieve online learning goals. In the Code Maniac system, there are several gamification elements used, namely experience points, activity points and badges. However, this proved to be still lacking in increasing student motivation in using Code Maniac. The player-centric approach allows the system to adjust the gameplay to suit a player's playing style. To be able to realize a player-oriented learning media, a mechanism is needed to recognize the characteristics of the players. In this study emphasizes the methods used to explore game behavior. Pattern mining is performed on process log data per player and per session which amounts to 136 processes. Then the process is grouped according to the closeness or similarity of playing characteristics. The results of determining the most optimal number of groups are k = 2 and k = 3. For this reason, grouping is done and produces 2 groups and 3 groups of data. The group can be the basis for determining the gameplay in Code Maniac.</em></p><p class="Abstrak"><em><strong><br /></strong></em></p>
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