Development of Android Application-Based Early Childhood Learning Devices (PAUDPEDIA) During the COVID-19 Pandemic

Nurhasanah, Nia; Masitoh, Siti; Arianto, Fajar; Ayubi, Novadri

doi:10.3991/ijim.v16i09.31703

Cited by 9 publications

(11 citation statements)

References 20 publications

(22 reference statements)

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“…A comfortable online learning environment can be created by combining mobile technology, contextual learning strategies, and meaningful learning designs (Lisana & Suciadi, 2021;Papadakis & Kalogiannakis, 2019). For example, recent research indicates that the use of Android learning media on mobile devices can provide an effective means of establishing socially interactive and constructivist learning environments (Drolia et al, 2020;Nurhasanah et al, 2022;Papadakis et al, 2020). In addition, utilizing digital textbooks can boost student motivation (Gunnars, 2021), improve students' understanding (Harasim, 2017;Zakharova & Podvesovskii, 2021), keep students' attention (Wang, 2022), and foster social interaction and teamwork (Papachristos et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes

Batubara

Sumantri

Marini

2022

Int. J. Interact. Mob. Technol.

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This research aims to develop an Android-based e-textbook for a learning media course to enhance student learning outcomes. The learning media course was selected because students require an e-textbook to improve their comprehension of the criteria and creation techniques of learning media during online learning. This study utilized the research and development method with the 4D model created by Thiagarajan and Semmels. Six learning media expert validators tested the product’s feasibility, and the product’s effectiveness was tested on students through experiment research. Descriptive statistics and an eligibility criteria table were used to determine the product’s feasibility and usability. In addition, an independent sample t-test was used to determine the product’s effectiveness. According to the expert evaluation results, the product validity falls into the "very good" category (4.50 out of 5, or 90%) in aspects of language, presentation, appearance, and usefulness. The effectiveness test results indicated that the Android-based e-textbook significantly affects student learning outcomes. In addition, students’ perceptions of the usefulness, ease of use, and satisfaction of the Android-based e-textbook are also in the "very good" category (4.27 out of 5, or 85%). According to a qualitative data survey, students mentioned that the most useful aspects of the product were the tutorial videos, quizzes, menus, and page markers. Nevertheless, a few students experienced difficulties with their internet connection and reading limitations.

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Section: Introductionmentioning

confidence: 99%

Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes

Batubara

Sumantri

Marini

2022

Int. J. Interact. Mob. Technol.

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“…Combining mobile technology, contextual learning techniques, and relevant learning designs can create a relaxing online learning experience [6]- [8]. An excellent way to create socially engaging and constructivist learning environments, for instance, is to use Android learning material on mobile devices, according to a recent study [9]- [11].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability

Ariani

Sumantri

Wıbowo

2022

Int. J. Interact. Mob. Technol.

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This research uses the Android module based on a strategy called "inquiry-based learning" and "flipped classroom" to help people utilize their cross-disciplinary skills in complex real-world situations. This experiment showed how the Android module-based inquiry flipped classroom learning affects math pre-service teachers' ability to solve mathematical problems and think creatively in geometry. In the third term, 123 students were randomly assigned Android module-based inquiry flipped classroom learning, PowerPoint module-based conventional flipped learning, or conventional learning. The study found that math pre-service teachers were much better at solving mathematics problems and creative thinking when using Android module-based inquiry flipped classroom learning because its use effectively extends learning time, permits the acquisition of more knowledge, and encourages a collective responsibility for learning in order to engage in the process of deeper learning. This type of learning also helps them learn how to deal with real-world problems that they may face in their future jobs. This implication can guide instructional designers on how to help students solve math problems and think creatively.

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“…In the current era, it is undeniable that the presence of technology in the world of education is very important to change the learning system for the better [14,15]. An internet network that connects to a network of smartphones, computers, and so on is something that is able to provide big changes in finding learning resources [16]. These activities are not limited by space and time, so accessing them can be done anywhere [17].…”

Section: Introductionmentioning

confidence: 99%

The Application of Blended Learning with a Community Science Technology Approach to Improve Student Learning Outcomes in Higher Education

Huda

Mustaji

Arianto

et al. 2022

Int. J. Emerg. Technol. Learn.

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This study aims to analyze the effect of the blended learning science and technology community approach on student learning outcomes in higher education. The research design used in this study was quasi-experimental with The Matching-Only Post-test-Only Control Group Design. A total of 120 students participated in this study. Subjects were divided into 2 groups, namely the control group (K1) and the treatment group (K2). The instrument of learning outcomes items will first be tested for validity and reliability, then the learning outcomes data that have been obtained will be analyzed using the independent t-test method. The results of this study indicate that the data from the validity test items of the learning outcomes test instrument, out of 40 question items, there are 38 items that are declared valid. reliability test results with an alpha coefficient of 0.880 so that the learning outcomes test instrument is said to be reliable and consistent in data collection. The results of the t-test obtained P <0.05, meaning that there is a significant effect of blended learning with the science technology approach of society on learning outcomes. It can be concluded that blended learning with a community science technology approach can improve student learning outcomes in higher education. It is hoped that blended learning can be used and developed again in learning in higher education.

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Development of Android Application-Based Early Childhood Learning Devices (PAUDPEDIA) During the COVID-19 Pandemic

Cited by 9 publications

References 20 publications

Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes

Developing an Android-Based E-Textbook to Improve Learning Media Course Outcomes

The Impact of Android Module-Based Inquiry Flipped Classroom Learning on Mathematics Problem Solving and Creative Thinking Ability

The Application of Blended Learning with a Community Science Technology Approach to Improve Student Learning Outcomes in Higher Education

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