This research aims to determine the appropriateness of a physics module with Augmented Reality (AR) technology. This research is an R&D research consisting of the initial study stages, planning, development, product assessment, product revision and field trials. Data collection techniques used were observation and interviews during the preliminary study, and questionnaires for validation of material experts and media experts, validation of physics teachers, and student responses. Based on the data analysis, it was concluded that the quality of the physics module was very good with a percentage value of 95% from material experts, 86.67% from media experts and 90% from physics teachers. Student responses to the physics module obtained a percentage of 89% in the very good category. Based on the research results, the physics module with Augmented Reality (AR) technology developed is appropriate and can be used in physics learning.
The phenomenon of the rapid transfer of learning to online systems, such as e-Learning, has occurred massively. Institutions must ensure that student assessments run well. The characteristics of learning in e-Learning require an appropriate assessment method. The fuzzy logic method can be an option. Research shows that fuzzy logic is capable of providing flexible and objective performance evaluation. Fuzzy logic is a method that can overcome the uncertainty of transparency and objectivity of student assessments. In general, fuzzy logic applications are carried out by standards. Modification is an attempt to reveal the flexibility and to optimize the use of fuzzy logic. This study presents an analysis of fuzzy logic modification for the assessment of Algorithm and Data Structures courses held in e-Learning. These modifications include (i) modification of the parameter score with score compatibility, (ii) consequent modification of the fuzzy rules and (iii) modification of the implication process. The study results show that although the use of fuzzy logic requires more complicated procedures and tools, it can present various kinds of assessment as an option for educators to assess students in e-Learning.
<p>Technology, in the present time, has been integrated in a variety of human activities, not least in learning. Learning platform provides the integration of technology-based learning environment. Learning platform places technology as “substitute” for a variety of learning activities that previously had to be done manually and must be presented physically to any other form that the virtual tools while providing a social area in order to maintain the importance of the relationship between teacher and student.</p><p>Through virtual tools, learning platforms provide a learning environment that models the interactions within the class as a whole starting from the preparation of lesson plans, presentation materials, use of media, assignments, group work, assessment, management of the rating value to students. Support for learning administrative aspects are available through the authorization feature and access scope management that aims to clarify the roles, forms of participation and the interaction process of each of group involved in the learning, both students, teachers and system administrators.<br />The variety of learning platform is available either in the form of open source or limited use, either in the form of package systems such as Learning Management System via Moodle and cloud-based tools such as Google’s Classroom, etc. Haiku learning. The following section will describe the use of virtual tools in a learning platform for implementing learning environment as a whole. One thing that can not be avoided and instead be more value in the use of learning platforms are the creation of a new paradigm of learning without paper. Except giving a new form for efficient and optimal learning, in the perspective of the present paperless classroom certainly economical and environmentally friendly.</p>
<p>Penelitian ini bertujuan melakukan prediksi keberhasilan studi dengan metode klasifikasi <em>naïve bayes classifier</em>. Varibel input yang diperkirakan mempengaruhi keberhasilan studi adalah Jalur Masuk (1), Asal Kota (2), Asal Provinsi (3), Penghasilan Orang Tua (4), Pekerjaan Orang Tua (5), Indeks Prestasi Kumulatif (6) serta Riwayat Status Mahasiswa (7). Pengetahuan potensi keberhasilan studi diperoleh dari variasi empat variabel target (<em>class</em>) yaitu IPK Tahun Pertama dan Kedua, Status Mahasiswa Terkini, IPK Mata Kuliah (Makul) Non-Keprodian serta IPK Makul Keprodian. Proses diawali <em>data</em><em> preprocessing</em> dan diperoleh 5.934 data bersih. Data dibagi 80% <em>training</em>, 20% <em>testing</em>, dengan <em>Correctly Classified Instances</em> 97,53%. Penggalian pengetahuan dengan <em>naïve bayes classifier</em> memperoleh akurasi 99,41% untuk prediksi variabel input 1,2,3,4,5,6,7 dengan target keberhasilan IPK Tahun pertama dan kedua, 96.96 %, untuk target Status Mahasiswa Terkini, 95.87% untuk target IPK Makul Keprodian, dan 97.89 % untuk target IPK Makul Non-Keprodian. Penggunaan metode <em>naïve bayes classifier</em> dalam klasifikasi potensi keberhasilan studi ini memberikan akurasi 95.8% sampai dengan 99.41% untuk 4 target berbeda. Bagi perguruan tinggi, perlu penguatan pada proses perekrutan mahasiswa, serta perlu diperhatikan bahwa faktor ekonomi orang tua memberikan andil bagi kelangsungan proses studi.</p>
AbstrakGroupware adalah aplikasi atau perangkat lunak komputer yang dirancang untuk mendukung kolaborasi dari beberapa pengguna (Alan Dix dkk, 2004: 663). Saat ini groupware berkembang, bukan sekedar sebagai perangkat lunak multi user yang dapat mengakses data sama, berbagi dokumen atau rich-media, namun dengan teknologi cloud storage, groupware mendukung penyimpanan dokumen secara online sebagai artifak atau hasil kerja kolaboratif.Dalam pembelajaran, kolaborasi diwujudkan dengan kelompok atau kelompok kecil siswa, berinteraksi, terkoordinasi dan memungkinkan mengeksplorasi secara bersama suatu permasalahan atau tugas bermakna dalam semua fungsi proses pembelajaran. Salah satu elemen penting dalam fungsi proses pembelajaran adalah ketrampilan siswa dalam mengorganisasikan pengetahuan dan informasi. Ada beberapa cara yang dapat dilakukan guru dalam menfasilitasi tumbuhnya ketrampilan tersebut. Selain teknik mencatat, pendekatan mind map tau peta pikiran dapat digunakan menfasilitasi siswa dalam pengorganisasian informasi sehingga mempermudah pemahaman siswa atas suatu topik yang berjumlah banyak dengan waktu terbatas. Cara baru yang lebih modern dalam menfasilitasi pengorganisasian informasi adalah menggunakan groupware.Kajian ini membahas pemanfaatan groupware MindMup 2.0 untuk mengorganisasikan pengetahuan topik cabang ilmu elektronika menurut aturan Law of Mind Map, dilakukan dalam kelompok kecil, dalam pembahasan ini dilakukan oleh empat siswa, dilakukan secara kolaboratif, sinkronous, tanpa friksi (zero friction) dengan dukungan teknologi cloud storage, Google Drive.
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