The industrial revolution 4.0 demands universities to improve the quality of the graduates, while the competency standards have not yet been fully achieved. This study aims to build a virtual laboratory (V-Lab) as an independent practicum media through remedial learning. The development of V-Lab used the System Development Life Cycle (SDLC) model with the software Code Codeigniter and PHP 7.2, while the database used MySQL and PostgreSQL. The testing was done with Stub Testing, Unit Testing and inspection with Integration Testing for interactions between modules. The test results showed high feasibility in design, representation of user needs, reliability, security system, and the ease of the usage. The V-Lab is also able to increase the learning motivation of the students and have an impact on increasing student learning outcomes. While efficiency can be improved on the aspects of time flexibility, place of learning, facilities and cost savings because the learning is virtual. This study recommends V-Lab as an effective and efficient remedial learning through a virtual laboratory.
This study aimed to determine the effect of augmented reality-based learning media and cognitive ability as well as their interaction on student learning outcomes in engineering-physics teaching. The results of the study revealed that augmented reality-based learning media improved student learning outcomes for activity-centered models and exploratory tutorial models. Furthermore, cognitive ability had a positive effect on learning outcomes, and the learning outcomes of students with high cognitive abilities were better than those of students with low cognitive abilities. Augmented reality-based learning media developed by an exploratory tutorial model proved effective for all students, while those developed by an activity-centered model was effective only for students who had high cognitive abilities.
Industrial revolution 4.0 demands universities to improve the quality of their graduates. This study aims to find out the improvement of basic engineering competencies through practical learning which is divided into three groups, namely Regular group, Regular-VLabs and Remedial-VLab group. Practical topics are summarized on AC circuits with resistor loads, inducers and capacitors on series and parallel systems. Data analysis using One-way Anova test for comparison of practicum learning outcomes and practicum effectiveness was analysed by gain-score comparison. The results of the study prove that the competence of practicum results in RL-circuit and RC-circuits is high but for RLC-circuit is quite medium. Based on the form of practicum, the competency achievement of the V-Lab group is higher than that of Regular group. The study also proves that the gain score states Regular-VLab are more effective than Regular and Remedial-VLab group. The research findings recommend the use of a V-Labs simulation program for basic engineering practicums especially for laboratories that lack equipment and instructors in an effort to improve basic electrical competency.
This study is aimed at evaluating the feasibility of instructional media which is a determinant of the learning quality, particularly in the field of vocational technology. The study was carried out at Vocational School of Technology of North Sumatra Province involving 218 teachers as respondents in three groups namely BS, CS, and ES. Media feasibility analysis refers to the criteria of Alessi and Trollip. The results of the study indicate that SB teachers used the most media in comparison with SC teachers and SE teachers, and the most widely used form of visual media compared to video, media miniatures and animation. The overall media usage only fulfilled 46% of ideal requirements, and the animation medium was considered to be the least adequate miniature media, video and visual media. From the feasibility aspect, supplementary information is the lowest compared to other aspects while the pedagogy aspect is the highest. The overall average media feasibility is low. The findings of this study reinforces the results of previous studies that lack of instructional media leads to lower learning outcomes. The study recommends greater attention to develop instructional media as needed, especially animation for the effective learning process and the improvement of education.
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