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.
This study aims to determine the potential and needs of lecturers and students in studying computer network security which will be used as a basis for developing a web-based inverted classroom model in vocational education. This research is also based on 21st century learning competencies needed in the digital age such as critical thinking, communication, collaboration and creativity. This research needs analysis consists of field observations and literature studies. This research is a type of descriptive research. The results of this study indicate that lecturers and students need a learning environment that integrates technology in learning so as to enable students to communicate and get information from various sources. Based on the needs analysis conducted, learning innovation is needed in the form of developing web-based flipped classroom models that are expected to create learning competencies that are more effective, efficient, interesting, and able to improve learning competencies and learning abilities of 21st Century students.
This study aims to identify the quality and effectiveness of the application of authentic web-based assessments in computer network learning on wireless material, and to identify profiles of students’ skills and knowledge competencies in learning computer networks on wireless material. The trial was conducted at the Faculty of Computer Science, University of Dharmas Indonesia. This research uses a descriptive method. The population in this study were students of the Informatics Engineering Study Program. Sampling is done using the purposive sampling method. Based on the results of the study, the quality of authentic assessments showed validity for assessment of performance of 0.94 (high) and reliability of 0.93 (very high), while the validity for the description question was 0.97 (very high) and reliability was 0.98 (very high). Based on observations on the effectiveness of the implementation of authentic assessments and student questionnaires, the level of application of authentic assessments is in categories both at the stage of assessment preparation, implementation of assessment and reflection. The skills competency profile of most students is in very good category, while the knowledge competencies of most students fall into sufficient categories for each indicator of the problem.
This study aims to develop authentic online assessment instruments based on problem based learning. Authentic assessment instruments will be accessed online in computer network learning to measure student competencies effectively and efficiently. Type of research is research and development and used refer to the 4 D model (define, design, develop, disseminate). The analysis technique uses the Aiken'V test, and validity uses expert testing and Focus Group Discussion (FGD). The practicality test is carried out by applying the product to students in the form of a product practicality questionnaire and to test the effectiveness using basic time series design. Validity test results show the RPS and instruments developed are valid with Aiken's V values of 0.708 and 0.716. Practicality test results on the practicality test by lecturers and students on the RPS were 93% and authentic assessment 91%. Effectiveness test results with time series analysis were 38% with the effective category. The implication of the study is that there is a positive effect on learning outcomes, the value of students completeness increases and the gain score test is 0.38 in the medium category. The findings of this study have resulted in e-authentic assessment instruments with valid, practical and effective categories.
In artificial intelligence lectures at STMIK Royal, lecturers give lectures directly to students. In the implementation of these lectures, there is less variety so that students feel bored and the expected learning objectives are less than optimal. So that a broader knowledge is needed in providing lectures with learning methods to students properly and successfully. In selecting the effective learning method in this study using the Analytical Hierarchy Process (AHP) method, because this method is able to analyze using a number of criteria and selected alternatives. This research method by comparing the matrix with several criteria and alternatives from the results of filling out the questionnaire. This study produces several alternatives in a ranking, namely indirect learning strategies, interactive learning, independent learning and direct learning.
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