Development of E-Learning Oriented Inquiry Learning Based on Character Education in Multimedia Course

Suartama, I Kadek; Triwahyuni, Eges; Abbas, Sukardi; Hastuti, Wiwik Dwi; Usman, Muhammad Iqbal Ghazali; Subiyantoro, Singgih; Umar, _; Salehudin, Mohammad

doi:10.12973/eu-jer.9.4.1591

Cited by 35 publications

(36 citation statements)

References 7 publications

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“…A multicultural-based learning model was developed based on constructivism theory. According to constructivism, knowledge is a human construction (formation) and is not an imitation of reality (Suartama Triwahyuni, Sukardi & Hastuti, 2020). Learning is an active process of learners constructing meaning through the process of assimilating and connecting the experience or learning material with the understanding they already have (Suastika, Mangku, Yuliartini & Wayan Lasmawan, 2020).…”

Section: Syntax Of Multicultural-based Learning Modelmentioning

confidence: 99%

Application of multicultural-based learning model syntax of social studies learning

Suastika

Suartama

Sanjaya

et al. 2021

CJES

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This study analyses the differences in knowledge, attitudes and multicultural skills of primary school students divided into two learning models, namely a multicultural-based learning model and a student team achievement division (STAD). This study used a quasi-experiment with two control classes and two experimental classes which were determined through random sampling. Prior to being randomised, an equivalence test was carried out to ensure all classes were equal. The experiment used was a post-test-only control group design with multicultural knowledge test instruments, multicultural attitude inventories and observation guidelines of multicultural skills. The results show that the multicultural knowledge, attitudes and skills of students who took multicultural-based learning model syntax were better than students who took the STAD type of cooperative learning model. The mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 25.60, 147.95 and 121.05, respectively. Meanwhile, students who took the STAD learning model showed the mean score of multicultural knowledge, multicultural attitudes and multicultural skills were 22.88, 128.08 and 114.27, respectively. The syntax of a local genius-based learning model is easier for teachers and students to understand the learning steps. This makes learning more challenging, fun, values-based and meaningful for students’ real lives. Keywords: Model syntax, multicultural, knowledge, attitude, skill.

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Section: Syntax Of Multicultural-based Learning Modelmentioning

confidence: 99%

Application of multicultural-based learning model syntax of social studies learning

Suastika

Suartama

Sanjaya

et al. 2021

CJES

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“…Where the transition is smooth and successive, traditional face-to-face learning can coexist or is blended with the forms of distance learning. In contrast to the established gradual methods for planning and implementation of courses (Suartama et al, 2020), the transition from face-to-face to online courses observed in the COVID-19 pandemic was driven by an external factor and not by the pedagogical desire to make courses or computer applications (Blumenthal & Blumenthal, 2020) user friendly.…”

Section: Introductionmentioning

confidence: 97%

Changes in Online Distance Learning Behaviour of University Students during the Coronavirus Disease 2019 Outbreak, and development of the Model of Forced Distance Online Learning Preferences

Virtič¹,

Dolenc²,

Šorgo³

2021

EUROPEAN J ED RES

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Because of the Coronavirus Disease 2019 (COVID-19) outbreak, most universities were forced to choose Online Distance Learning (ODL). The study aimed to examine the response of university students to the new situation. A questionnaire was sent to the entire university student population. Based on responses from 606 students, it was revealed that use of all applications in ODL increased. However, only the use of MS Teams increased significantly, while the use of the other applications (email, Moodle, etextbooks) increased in a range of low to medium in terms of effect sizes, and even nonsignificant for applications such as Padlet and Kahoot. Based on the replies of 414 respondents, a Model of Forced Distance Online Learning Preferences (MoFDOLP) based on Structural Equation Modeling was developed. With a chosen combination of predictors, we succeeded in predicting 95% of variance for Satisfaction, more than 50% for Continuance Preferences variance in MS Teams applications, and nearly 20% in the case of ematerials. Among hypothesized constructs, only Attitudes are a strong predictor of Satisfaction, while Organizational Support, Perceived Ease of Use and Learner Attitude toward Online Learning are not. Satisfaction is a good predictor of Continuance Preferences to use Information Technology after the lockdown ended.

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“…Each value does not stand and develop by itself. They are connected with each other and are developed dynamically to form an individual unity (Suartama, Triwahyuni, Sukardi & Hastuti, 2020).…”

Section: Strengthening Of Character Educationmentioning

confidence: 99%

The implementation of balinese folflore-based civic education for strengthening character education

Sanjaya

Suartama

Suastika

et al. 2021

CJES

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The objective of this study is to analyse the affectivity of satua (Balinese folklore)-based character education in the instructions of civic education in primary schools in Buleleng Regency, Bali. This study used the experimental design in testing the affectivity of folklore-based instructions in the competency and character of primary school students. The instruments used to collect data in this study were questionnaires, test of learning outcomes, score inventory and self-evaluation. The questionnaire was designed to find out the feasibility of folklore-based instructions. The test on learning outcomes was used to find out their scores. The data analysis used the multivariate analysis of variance. The results of the study indicated that a) learning using Balinese folklore is better than conventional learning in students’ civic knowledge, b) learning using Balinese folklore is better than conventional learning in students’ attitude and c) learning using Balinese folklore is better than conventional learning in students’ skills. Keywords: Balinese folklore, civic education, character education

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Development of E-Learning Oriented Inquiry Learning Based on Character Education in Multimedia Course

Cited by 35 publications

References 7 publications

Application of multicultural-based learning model syntax of social studies learning

Application of multicultural-based learning model syntax of social studies learning

Changes in Online Distance Learning Behaviour of University Students during the Coronavirus Disease 2019 Outbreak, and development of the Model of Forced Distance Online Learning Preferences

The implementation of balinese folflore-based civic education for strengthening character education

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