The development of digital technology for education is continuously conducted to successfully integrate digital technology with people's lives. This study aimed to develop an Augmented Reality learning media application for the Engineering Mechanics course, which is considered challenging by some students. Engineering mechanics, a discipline that analyzes structural analysis in compensating for the loads that work on a particular machine in scalar quantities, motion forces, vectors, and moments that require physical structural forms to analyze them, is considered challenging by some students. The Augmented Reality application was created using the prototyping method, which consists of three steps: 1) listening to the customer, 2) building/ revising mock-up, and 3) customer test-drivers mock-up. The AR-based learning media application includes usage instructions, developer info, learning videos, 3D AR object animation simulations, and exercise and discussion menus, which were tested as expected. The results of the black box testing indicate that the Augmented Reality-based engineering mechanics learning media application ran successfully as expected. However, users suggested improving the navigation speed by streamlining page transitions. The application provides an accessible solution for students as an alternative to traditional distance education, offering anytime, anywhere access to learning materials with longer duration.
Blended learning research has been developed recently. Still, research has yet to examine the rationale for emerging trends and issues regarding TPACK and Blended Learning in terms of educational philosophy. This article focuses on analyzing blended learning based on TPACK (Technological Pedagogical Content Knowledge) from the perspective of the philosophy of progressivism. The educational philosophy of progressivism requires making progress consistently and applying it comprehensively, constructively, and innovatively. In progressivism philosophy, every human being also needs a change to be invariably developed and get improvement. The research method used is qualitative. This research uses library research to explore relevant concepts using various writings on blended learning and TPACK and then analyzed using the progressivism theory. This article explores the results of a literature review on blended learning, TPACK, and progressivism philosophy. A few books and articles published from 2006 to 2021 were searched using Harzing's Publish and Perish through Scopus, Google Books, and Google Scholar databases. The systematic review followed the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) guidelines. The literature review includes 44 articles and books on blended learning, TPACK, and progressivism philosophy. In this context, a conclusion can be drawn where TPACK-based Blended Learning is an innovation in education following the needs and developments of the times, which is the implementation of the philosophy of progressivism. TPACK-based blended learning results from the philosophy of progressivism, which considers education to be moving in the direction of the times. The philosophy of progressivism requires a fundamental change in the implementation of education towards a better, quality, and real benefit for students.
This study aimed to investigate the effects of the ENACT model on promoting Indonesian college students’ views of social responsibility of scientists and engineers. The ENACT model emphasized the students’ epistemological understanding of science and technology using socio-scientific issue (SSI) approaches to enhance the social responsibility, and their science/engineering practices and experiences of taking action to resolve the issues. A total of 80 college students enrolled in a chemistry course in a university in Indonesia participated in the study, 40 of which majored in chemistry education, and the other 40 majored in chemical engineering. An instructor taught and implemented the ENACT project over 10 weeks as a part of the course. Data was collected by a questionnaire called “views of social responsibility of scientists and engineers (VSRoSE)” to explore the changes in students’ views on social responsibility. The participating students responded to the questionnaire before and after the intervention. In results, the effects of the ENACT project were notable in the chemical engineering (ENG) group. The chemistry education (EDU) group scored much higher than the ENG group in all the eight factors of VSRoSE in the pre-test. However, the score patterns changed after the intervention. The EDU group still exhibited high scores, but not much changed. The ENG group scores significantly increased in five factors and have presented similar score patterns with the ones of the EDU group.
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