Developing Mathematics Learning Media Based on E-Learning using Moodle on Geometry Subject to Improve Students' Higher Order Thinking Skills

Sumarwati, Sri; Fitriyani, Harina; Setiaji, Fathin Muhammad Azhar; Amiruddin, Mohd Hasril; Jalil, Siti Afiat

doi:10.3991/ijim.v14i04.12731

Cited by 38 publications

(35 citation statements)

References 2 publications

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“…Teachers should have the ability to integrate technology to reveal the content of the lesson to students. This is in line with the concept of technology for educational purposes that facilitate teachers in improving students' knowledge and skills with technology (Ertmer & Ottenbreit-Leftwich, 2010;Sumarwati et al, 2020). Teachers have a responsibility to impart knowledge and skills through education to the public.…”

supporting

confidence: 64%

Students’ Acceptance of Teaching Interaction through the Diversity of Media in M-Learning

Amiruddin¹,

Sumarwati²,

Ismail³

et al. 2021

Oj-TP

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The technological and telecommunication development of this decade has had a profound impact, especially on the education system. In relation to this development, mobile technology in learning or M-learning is a new concept in the learning process. Examples of portable technology include PDAs (Personal Digital Assistants), Smartphones, iPads, Tablets, and more. Thus, the availability of these advanced technologies promotes an environment of m-learning among students as it is easy to carry, lightweight, and not burdensome. Through the applications of Google, Facebook, YouTube, Edmodo, Twitter, WhatsApp, and Instagram, information is available anytime and anywhere and to anyone. The objectives of this study were to identify the level of students’ knowledge of m-learning, identify students’ perceptions of m-learning, identify the applicability of students' application to m-learning and identify the relationship between students' level of knowledge and applications usage of m-learning. This questionnaire was used in the data generation, which was analyzed descriptively by using statistical Package for the Social Version 20 (SPSS Statistic 20). The respondents of this study were 204 students in the first year of Faculty Technical and Vocational Education. The finding of the study showed that the use of m-learning in the teaching and learning process has a positive impact which had a min value of 4.00 and above. Besides, this study showed that the use of m-learning is highly recommended as it provides a more engaging learning experience for students. Researchers have suggested that its use of m-learning includes urban and rural students in line with the government's goal of developing an innovative and competitive convergence-based generation.

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supporting

confidence: 64%

Students’ Acceptance of Teaching Interaction through the Diversity of Media in M-Learning

Amiruddin¹,

Sumarwati²,

Ismail³

et al. 2021

Oj-TP

Self Cite

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“…This can create self-confidence, sense of responsibility, and self-control. In addition, based on mathematics based learning media, technology can encourage students to think, generate new ideas, focus, be active and be independent in all teaching and learning activities ( Sumarwati et al., 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Computer-assisted learning using the Cabri 3D for improving spatial ability and self- regulated learning

Nurjanah

Latif

Yuliardi

et al. 2020

Heliyon

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Spatial ability and self-regulated learning have broad implications for students. Therefore, this study aimed to determine the improvement of spatial ability and self-regulated learning of students who obtain computer-assisted learning using the 3D Cabri program. This quasi-experimental study with pre-test and post-test design involved 71 tenth grade high school students in Bandung, Indonesia. Furthermore, the experimental class obtained computeraided learning using the Cabri 3D program, while the control obtained conventional learning using a scientific approach. The analysis discovered that (1) the improvement of students' spatial ability in the experimental class was better than those in the control class, (2) students of the experimental class achieved better spatial ability than those in the control class, (3) the improvement of students' self-regulated learning in the experimental class was better than those in the control class, and (4) students of the experimental class achieved better self-regulated learning than those in the control. These facts can help educators to consider the application of the Cabri 3D program in mathematics education in the future.

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“…This is motivated by the intensity of browsing, which is quite high, so they get used to the display reading on the internet. This kind of perception causes a fond feeling when reading teaching materials on the web [20], [41], [42].…”

Section: Fig 4 Data On Geography Learning Outcomesmentioning

confidence: 99%

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

Prastiyono

Utaya

Sumarmi

et al. 2021

Int. J. Interact. Mob. Technol.

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This development study aims to 1) create a learning model that fuses e-learning, a mobile app, character building, and outdoor study and 2) determine the effectiveness of the EMCO learning model on student learning outcomes. This study uses a research and development design with the model of Dick and Carey. A product feasibility test is performed by the learning, media, and materials expert validators, and the product’s effectiveness is tested by students. The data analysis includes descriptive statistics to determine the product feasibility and an independent sample t-test to determine the effectiveness of the learning model. The results of the expert validation show that the EMCO model is in the very good category and does not need revision. The EMCO model has a learning syntax with four phases: LKPD (student worksheet), assessment instrument, learning media, and teaching materials. Results indicate that the EMCO learning model is effective in improving geography learning outcomes. The model has the advantages of 1) effective and innovative material delivery; 2) easy-to-use navigation keys to access the material; 3) attractive design; 4) availability of CBT (computer-based test); and 5) online learning media that can be accessed anytime, anywhere, and under any conditions. The research has a positive impact on students and is able to transform them into 21<sup>st</sup>-century learning agents.

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Developing Mathematics Learning Media Based on E-Learning using Moodle on Geometry Subject to Improve Students' Higher Order Thinking Skills

Cited by 38 publications

References 2 publications

Students’ Acceptance of Teaching Interaction through the Diversity of Media in M-Learning

Students’ Acceptance of Teaching Interaction through the Diversity of Media in M-Learning

Computer-assisted learning using the Cabri 3D for improving spatial ability and self- regulated learning

Development of E-Learning, Mobile Apps, Character Building, and Outdoor Study (EMCO Learning Model) to Improve Geography Outcomes in the 21st Century

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