This study aims at developing the augmented reality application technology, a complementary learning on graphic design to face the skills and learning of the industrial revolution 4.0. This study uses a 4D (four-D) development method for the development of augmented reality application technology and uses a survey method for validity. This AR application will be validated by 12 experts, while the respondents used in filling out the needs analysis questionnaire at the define stage (four-D) are students and lecturers of Informatics Engineering Education, Padang State University. The results of this study indicate that on the analysis of the achievement of the learning process, it can be seen that there are still expectations and advantages in the achievement of the learning process desired by lecturers and students, where the learning process is still in the sufficient category and 80%, students need development of technology as complement reality to be used as learning media in the learning process. The validation test also shows that the augmented reality application technology is included in the valid category with an average value of V value of 0.933. So, it cannot be denied that the augmented reality application technology is valid to be used in the learning process.
Teknologi telah mencapai tingkat di mana saat ini adalah saat untuk reformasi pendidikan yang meningkatkan pencapaian konten siswa dengan mengajarkan pembelajaran yang relevan dengan revolusi industri 4.0. Pada era revolusi industri 4.0 ini, salah satu tantangan yang dihadapi pendidikan ialah penggarapan teknologi baru. Karena siswa terbiasa dengan teknologi baru, pembelajaran dengan menggunakan lembar kerja dan mendengarkan presentasi tanpa media terkesan monoton dan membosankan. Hal itu menjadi dasar perlunya media yang menarik seperti Computer Based Instruction-Flipped Classroom (CBIFC). Tujuan dari penelitian ini adalah untuk menentukan analisis kebutuhan dan desain dari CBIFC. Metode yang digunakan pada penelitian ini adalah SDLC (System Development Life Cycle) waterfall. Untuk analisis kebutuhan instrumen yang digunakan menggunakan kuisioner analisis kebutuhan. Hasil dari analisis kebutuhan didapatkan bahwa usia siswa SMK berada pada rentang 15 tahun sampai 18 tahun, dimana siswa SMK tengah memasuki tahapan perkembangan masa remaja. Karakteristik siswa pada usia tersebut memiliki kecenderungan menyukai warna-warna kontras, tetapi tidak mencolok. Untuk memadukan komponen warna, musik, dan kreativitas siswa dalam belajar dengan menyenangkan, maka dari itu sebelum mengembangkan CBIFC, dilakukan desain menggunakan flowchart, Unified Modeling Language (UML), yang terdiri dari desain use case dan sequence diagram.
At the COVID-19 pandemic era in 2019-2020, all schools in the world faced a chalenging education situation. Innovative solutions were needed to optimize education efforts thus flipped classroom-based e-learning was implemented to maintain social distancing. The purpose of this study was to see the effectiveness or the empirical impact of the application of flipped classroom-based e-learning during the COVID-19 period. This study used a deductive approach using a choice of quantitative methods. The sample in this study was 30 students of SMKN 5 Padang. The instrument used in cognitive assessment was a test, while the effective and psychomotor assessment used an assessment rubric. We found that flipped classroom-based e-learning was effectively used in the learning process during the COVID-19 pandemic. Therefore, the flipped classroom-based e-learning can be effectively used as a media for distance learning.
CBI-flipped classroom adalah salah satu media pembelajaran berbasis komputer yang relevan dengan perkembangan pembelajaran pada revolusi industri 4.0. Perkembangan internet, komunikasi virtual dan sistem manajemen pembelajaran, terdapat banyak universitas dan institusi pendidikan yang tertarik pada CBI- flipped classroom. Penelitian tentang dampak dari CBI- flipped classroom pada keterampilan siswa, terdapat hasil yang tidak konsisten yang ditunjukkan oleh media tersebut mungkin tidak cocok untuk semua konteks pembelajaran. Sehingga tujuan dari penelitian ini adalah untuk melihat dampak dari CBI- flipped classroom pada keterampilan siswa pada mata pelajaran Komputer Jaringan. Penelitian ini didasarkan pada pendekatan deduktif menggunakan metode quantitative. Hasil dari penelitian ini menunjukkan bahwa siswa yang diajarkan menggunakan CBI- Flipped classroom telah meningkatkan keterampilan dibandingkan siswa yang tidak menggunakan CBI- flipped classroom.
In this modern era today, information technology had become a thing where the society have to be cultivated. The development of information technology was currently running very fast and played an important role in various ways. Computers were one of the important parts in improving information technology. This research aimed to design a tool to be able to assist students in obtaining information in an accurate and effective manner. The design of this information system used the System Development Life Cycle (SDLC) method which was a common methodology in system development and design. System Development Life Cycle (SDLC) had six phases, are namely: identification, initiation and project design, analysis, design, implementation and maintenance. The design carried out were the design and normalization of the database, Entity Relations Diagram (ERD), and system design. The system design had Data Flow Diagram (DFD), Use Case Diagram, Activity Diagram, Sequence Diagram and Class Diagram.Keywords: Information System, System Development Life Cycle, Electonic
This study aimed to examine a descriptive review of technopreneurship and IT-preneurship viewed from an aspect of vocational education perspective. Descriptively, this research will provide an overview of the technopreneurship and IT-preneurship that must be possessed by vocational tertiary institutions. Technopreneurship and IT-preneurship is one part of entrepreneurship based on technology. The world of vocational education is obliged to produce generations who not only have an entrepreneurial spirit, but also have a spirit of technopreneurship and IT-preneurship. Communicating important technology in developing entrepreneurial spirit is a challenge for the world of vocational education. This article is a conceptual paper related to publish publications related to the themes in this article and this article discusses the concepts of technopreneurship and IT preneurship in the perspective of vocational education and also enhances entrepreneurship development in the world of vocational education.
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