As one of the most popular social media platforms, Twitter has become a primary source of information for many people. Unfortunately, both valid information and rumors are propagated on Twitter due to the lack of an automatic information verification system. Twitter users communicate by replying to other users' messages, forming a conversation structure. Using this structure, users can decide whether the information in the source tweet is a rumor by reading the tweet's replies, which voice other users' stances on the tweet. The majority of rumor detection researchers process such tweets based on time, ignoring the conversation structure. To reap the benefits of the Twitter conversation structure, we developed a model to detect rumors by modeling conversation structure as a graph. Thus, our model's improved representation of the conversation structure enhances its rumor detection accuracy. The experimental results on two rumor datasets show that our model outperforms several baseline models, including a state-of-theart model.
Interactive learning is a method that encourages students to be active in learning and able to interact with others. The term interactive learning, however, has been associated with the independent learning using computer technology. Interactive learning is used for many benefits in the learning process. This article is a systematic review of dozens of articles in reputable international journals that will describe the types of interactive learning, the application of interactive learning in various fields and its benefits in the learning process. The results of this study found that -disregard the use of technologyinteractive learning could potentially improve the learning experience.
Abstract:The rapid technology development can be utilized in various fields, especially in education. One of the technologies is augmented reality-based learning media. The learning media can be applied to all the subject matter, including the subject of input and output component devices. Based on the observations that already made, there are some problems such as there is no interactive learning media and limited props in the laboratory. Though the subject of input and output component devices require three-dimensional visualization, especially input-output components that are difficult to find in the school environment. The purpose of this study is to determine the feasibility of instructional media applications that have been developed. The research method used is research development method. The tests of this media was conducted by media experts, content experts, users and smartphone devices with different specifications. Media expert testing using instruments that refer to aspects of the functionality of ISO 9126 with the percentage acquisition of 100%. Content expert testing using the instrument that refers aspects of learning design with the acquisition percentage of 88%. Meanwhile, user testing uses an instrument that refers to the usability aspect of ISO 9126 with a percentage gain of 83.4%. In addition, there are testing the software with Android smartphone platform that has different specifications. The advantages of this application can run on a smartphone with minimum 512 MB RAM specs, Android OS Jelly Bean 4.3 and qHD screen resolution.
<p>Based on observation in class X TKJ SMK Negeri 1 Sawit. Students had some problem when learning computer assembly. That happens because lack of equipment and learning media. They need a learning media that can be used to study computer assembly not only inside a school but outside as well. We propose to solve that problem with developing a new learning media that can help students learn independently. We develop a module and android based augmented reality application called ARRAKOM . when ARRAKOM detect a marker in the module. It can display a 3-dimensional model in real time. Learning media is created using ADDIE consist of Analysis, Design, Development, Implementation, and Evaluation. In the development stage, we are using an incremental model and created 2 prototypes of ARRAKOM. In result of the feasibility test, Arrakom gets measured with a Likert scale from expert media get percentage 75% very good, 25% good, 0% bad, 0% very bad. for expert material get percentage 57% very good, 43% good, 0% bad, 0% very bad. And from user get percentage 47% very good, 43% good, 3% bad and 0% very bad.</p>
<p>Research and development is aimed to (1) make the game computer assembly (GAPEKO) android based on computer assembly subjects for students TKJ SMK Negeri 1 Sukoharjo to support the material practice of computer assembly (2) to investigate the feasibility of learning media game computer assembly (GAPEKO) android based on computer assembly subjects for students TKJ SMK Negeri 1 Sukoharjo. GAPEKO learning media is developed by Adobe Flash Professional CS6 and published as an .apk file to be installed and used on android phone. Research and development is carried out with a model of the development of DDD-E (Decide, Design, Develop, Evaluate). The results of the feasibility study and measurement of media expert obtained a percentage of 78.23% is categorized as very feasible, material expert obtained a percentage of 91.67% is categorized as very feasible, and the test results obtained by a percentage of 81.35% users categorized as very feasible. Based on the measurement results feasibility it can be concluded that the learning media game computer assembly (GAPEKO) android based on computer assembly subjects for students TKJ SMK Negeri 1 Sukoharjo included in the category of very feasible to use, both from the aspect of media, materials, and users.</p>
Playing with children can optimize child development, provide life experience and is the fundamental right of children, however, pencil and paper have become a regular activity for children in this era. Although many studies have concluded that learning to read, write and count is not necessary for early childhood, there are many Early Childhood Education (ECE) still applying it. It happens because of a dilemma between the curriculum and the willingness of parents. This article is the result of qualitative descriptive research that discussed why it happened and how to overcome it. Data collected from ECEs in Karanganyar, Indonesia and Wat Donmuang School in Bangkok, Thailand. The results show that the desire to teach reading, writing and counting to children is not from the ECE, but from the parents who consider that the smart child is a child who can read, write and count. Beside it, several excellent primary schools require the prospective students able to read, write and count. The practical implication of this paper is to widen the perspective of ECE that they don't need academic achievement only but affection and maturation should be the foundation of education.
Routine and systematic physical activities which are focusing on development of physical skills have not been wellconsidered yet in our partner, Early Child care and Education (ECE) in Klaten, Central Java Indonesia. Instructors are mostly do not have sufficient knowledge on the importance of child physical activities and its relation to brain development. The Centre for Japanese Studies of Sebelas Maret University have tried to introduce a Japanese model of physical activities at ECEs since 2014, through annual workshop. After two years of practices, the perspective of instructors on physical activities are changed significantly, and trained instructors have challenged to develop animal mimic activities, which were adopted from Saito Kimiko's model, and put these as a regular morning program for children. In 2016, the theme of the workshop is practicing and assessing physical skills of children. 36 types of physicals exercises and 7 physical skills of Japanese model are introduced to 75 instructors from 21 ECE institutions in Klaten. Participants further learned and formulated cooperatively the adopted model. Questionnaire on perspective changes indicates that all participants stated the significant change before and after the training. Ten participants are selected to be interviewed on their perspective changes and action research about physical activities and physical skills of children.
_________________ Abstrak AbstractThe Curriculum 2013 entailed the importance of developing the physical ability (PA) of early age children (EAC). In fact, the standard measurement or instrument to assess the PA of early childhood has not been formulated yet to be used in the whole country. Therefore, it is required to develop the standard instrument to measure the physical ability of children. The Center for Japanese Studies, Research and Community Services of Universitas Sebelas Maret, Indonesia collaboratively worked with HIMPAUDI (The Association of Early Childhood Education Indonesia) of District Karanganom in Klaten Regency to develop the standard achievement of Klaten's children based on the instrument of PA adopted from Japan. This program involved 21 ECE nurseries in Karanganom, and 70 instructors participated in the program. The activities were based on an action research aimed to change the mindset of related instructors on PA, connection between PA and cognitive development. It also trained the skills of instructors on measuring the PA. The program was conducted from July to September 2017. As the program ran, data of children' PA was also measured, and as the entry of database developed for Karanganom. There are five indicators of PA which represent the stability, locomotive, and manipulative movements, adapted from Japanese PA measurement. The results of database showed the average measurement of children' PA in Karanganom, and were compared to the Japanese peers, the achievement was lower. The instrument has to be validated and examined in the various regions and periods.
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