This article discusses the results of research on the development of conceptual models and hypothetical models of Interactive Blended Problem Based Learning (IBPBL) in Programming Language subjects for Electrical Engineering students at Universitas Negeri Padang. This model is a blended learning model that combines face-to-face learning in class and Moodle-based online learning with problem-based learning syntax in the field of Electrical Engineering. The research was carried out in three stages: (1) literature review, (2) formulation of the conceptual model, and (3) formulation of the hypothetical model. The IBPBL conceptual models consist of: (1) philosophical components: pragmatism; (2) theoretical components: cognitivism, behaviorism, constructivism, and connectivism; (3) methodological components: problem-based learning; and (4) technical components: problem-solving, cooperation, critical thinking, innovative, creative and systematic. The hypothetical model is based on students' ability to solve problems critically, creatively, collaboratively, systematically by utilizing the various advantages possessed by face-to-face and online learning in Programming Language courses. Model validation is done using expert judgment. The expert assessment assessed the IBPBL model in three aspects, namely: (1) component sufficiency, (2) content, and (3) ease of implementation.
There is no one model of learning that is suitable for all learning situations, therefore a lot of learning models were developed. This article discusses steps of developing a learning model, namely the model of Blended Learning Interactive (BLI) using the procedure Borg & Gall. Some of the issues discussed in this article is about the model BLI, the nature, characteristics and procedures of research and development, as well as an explanation of each step in the development model of BLI. The result is that by following these steps will produce the model BLI which is valid, effective, and practical.
The main purpose of this paper is to uncover the results of a survey study regarding teacher opinions on the use of Augmented Reality (AR) in learning. For this purpose, marker-based cellular augmented reality applications have been developed and computer hardware is used as training material. In addition, teachers are given training for four days to get to know the basics of augmented reality technology, the software used, the environment to create marker-based AR objects. The data was collected through surveys and open-ended questions on teachers who are members of the English MGMP Kab. 50 cities. The tools and technology needed to develop AR and development experience are also shared. According to the survey results teachers are very enthusiastic about using augmented reality in their learning. The result of this article is the perception of the use of Augmented Reality technology for the development of instructional media by English teachers in the positive category.
This study aims to determine students' perceptions of the use of e-learning as a supplement or replacement for face-to-face lectures. The method was conducted by distributing questionnaires to student about the use of e-learning. The questionnaire consists of two instruments, namely : (1) the instrument about student opinion on the Programming Language subject which is taught using elearning, which consists of 33 items ; and (2) general perceptions of students about e-learning which consists of a 30 items. In the first questionnaire, after using e-learning for one semester on Programming Languages course, the students considered that the use of e-learning in terms of learning objectives, learning materials, the rules of the role, interactive aspects, and supporting systems were adequate; whereas in terms of social system of e-learning that was used is still not enough. In the second questionnaire, students should be consulted on e-learning in terms of motivation, ease of use, benefits, efficiency, attractiveness, and a must. The result is that students considered that the use of e-learning as a supplement or as a substitute for face-to-face classroom lectures were motivating, easy to use, useful, efficient, attractive and is a must.
The purpose of this article is to discuss the use of information and communication technologies in the Continuous Professional Development (CPD) for Teachers. CPD simply means learning to help someone fulfill its role in the present or the future more effective, to maintain standards of professional competence, and keep up-to-date with the increasingly competitive job market. This is a form of individual responsibility towards lifelong learning, increasing the level of employability and professional practices, identify and plan to acquire further skills required, planning a career change, and ensure that the professional work standards can be maintained. Mobile learning (m-learning) is a model of learning that utilize information and communication technologies that can be accessed at any time using information technology tools handheld and mobile, such as PDAs, mobile phones, laptops and tablet PCs, is expected to facilitate teachers in carrying out a series of reflective activities designed to increase knowledge, understanding and skills. The learning model is also expected to maintain, improve, and expand the knowledge and skills of teachers and develop their qualities required in their professional lives beyond what they get in basic training they received when they work for the first time. CPD is an absolute need to be done by each individual so that he can work optimally in the profession. In the end, it must also be supported by the institution where he/she works, because ideally CPD is an integral part of a person's work and the results will not only benefit the individuals themselves, but also beneficial to the institution where he/she worked. Furthermore, it need to considered about the application of this Agreement that both parties are aware of and try to think of effective ways to increase professionalism in the workplace.
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