Interactive learning activities for education of factory level order-to-delivery process

Nylund, Hasse; Lanz, Minna

doi:10.1016/j.promfg.2020.04.065

Cited by 7 publications

(6 citation statements)

References 3 publications

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“…The explanation of the factors that cause the difficulty of implementing online learning in kindergartens should be given special attention by providing preparation in carrying out online learning in kindergartens. The biggest result based on the form provided by Kindergarten teachers is that the basic needs needed by teachers in dealing with or preparing for online learning are teacher skills training in managing and using technology as a means to provide additional insight in managing learning media that can be used as a means of learning from home for the child (Basith et al, 2020;Hamid et al, 2020;Kimkong Heng & Koemhong Sol, 2020;Nylund & Lanz, 2020;Restrepo et al, 2012;Ro'fah et al, 2020). The need related to the skills of using technology for teachers means that the implementation of online learning in kindergartens requires special tricks in its presentation, one of which is learning media that is attractive and interactive for children, so that children do not get bored easily in participating in learning from home (Abuhassna et al, 2020;Gavrilenko, 2018;Yu, 2021).…”

Section: Discussionmentioning

confidence: 99%

Difficulties of Implementing Online Learning in Kindergarten During the Covid-19 Pandemic Outbreak: Teacher's Perspective Review

Safrizal

Yulia

Suryana

2021

JPP

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Policies related to changing face-to-face learning to online learning have become a tough job for education practitioners, especially Kindergarten teachers. This is what triggers various polemics in the world of education, especially at the kindergarten level. Problems related to online learning are not only about hardware but also the various skills of teachers in presenting learning videos. This study aims to expose various difficulties, causal factors, and the readiness of kindergarten teachers to carry out online learning. The research method used is descriptive quantitative, with the selection of samples selected through the quota sampling technique. The research instrument used in this study was a form that was sent via a google form link. Analysis of the data used in this study is quantitative descriptive statistics with percentage techniques. The results showed that the difficulty of implementing online learning in Kindergarten 40% of respondents stated that the difficulty of implementing online learning lies in the difficulty of collaborating with parents in helping learning from home, 20% stated difficulties in assessing child development, while 16% stated time effectiveness less learning. Meanwhile, the contributing factors were 40% stated that their parents were busy due to work, 32% stated that the learning support facilities were limited, and 12% stated that the learning objectives were not achieved. Can be concluded that the difficulty of online learning is caused by the coordination of teachers and parents who have different activities, so there is a lack of synergy in assisting children when carrying out online learning.

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Section: Discussionmentioning

confidence: 99%

Difficulties of Implementing Online Learning in Kindergarten During the Covid-19 Pandemic Outbreak: Teacher's Perspective Review

Safrizal

Yulia

Suryana

2021

JPP

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“…Namun, terdapat 25,3 % masih merasa sulit berinteraksi dimana mahasiswa masih sulit bertanya dan memberi respon terhadap materi pembelajaran yang diberi Dosen. Hal ini sejalan dengan hasil penelitian yang menyatakan bahwa interaktif dan adanya kesempatan merespon materi saat PJJ berperan penting (Nylund & Lanz, 2020). Interaktivitas merupakan unsur yang harus ada pada PJJ (Tîrziu & Vrabie, 2015).…”

Section: Interaktivitasunclassified

Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh

Napitupulu

2020

jitp

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Pandemi Covid-19 saat ini berdampak pada perguruan tinggi. IAIN Padangsidimpuan sebagai salah satu institusi pendidikan tinggi negeri keagamaan Islam di Indonesia dituntut untuk mengikuti perubahan metode pembelajaran yaitu pembelajaran jarak jauh (PJJ) yang semula sepenuhnya dilakukan dengan tatap muka. Letak kampus yang berada di Bagian Selatan Sumatera Utara dengan asal mahasiswa yang beragam dan berada jauh dari perkotaan menjadi tantangan tersendiri bagi institusi. Penelitian ini menggunakan pendekatan kualitatif dengan analisis deskriptif. Jumlah informan 384 orang yang terdiri dari mahasiswa aktif Fakultas Ekonomi dan Bisnis Islam IAIN Padangsidimpuan yang dipilih secara acak. Berdasarkan hasil penelitian diketahui bahwa, meskipun mayoritas mahasiswa (95,8%) sudah memiliki perangkat untuk menjalani PJJ, namun di sisi lain mahasiswa merasa metode PJJ saat ini belum tepat karena mahasiswa merasa tidak dapat memantau perkembangan PJJ dengan mudah, tidak dapat memperoleh materi pembelajaran dengan mudah juga tidak dapat mempelajari materi dengan mudah. Secara keseluruhan, baik dari sisi teknologi maupun sisi dosen, mahasiswa tidak puas dengan metode PJJ yang dijalaninya saat ini dan juga merasa tidak puas dengan kemampuan dosen dalam menyampaikan materi pada PJJ. AbstractThe Covid19 pandemic is currently affecting universities. IAIN Padangsidimpuan as one of the institutions of Islamic religious state higher education in Indonesia is required to follow the changes in learning methods, namely distance learning (PJJ), which is from the beginning is fully face-to-face. The location of the campus in the Southern Part of North Sumatra with diverse origins of students and being far from urban areas is a challenge for institutions. This research uses a qualitative approach with descriptive analysis. The number of informants 384 people consisting of active students of the Faculty of Islamic Economics and Business were randomly selected. Based on the results of the study note that, although the majority of students (95.8%) already have the tools to undergo Distance Learning, on the other hand students feel the distance learning method is currently not appropriate because students feel unable to monitor the development of distance learning easily, cannot obtain learning material easily nor can study material easily. Overall, both in terms of technology and the Lecturer side, students are not satisfied with the distance learning method they are currently undergoing and also feel dissatisfied with the ability of the Lecturer to deliver material to distance learning.

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“…Teknologi secara teori pembelajaran kolaboratif dapat menimbulkan konstruktifisme dengan menjadikan aktifitas kelompok tidak hanya berbagi tugas namun secara antusias terstimulus menemukan informasi. (Nylund & Lanz, 2020). Selain itu, Holdford & Patkar, (2003) menambahkan bahwa ada lima faktor kepuasan belajar siswa secara keseluruhan yang terdiri dari kualitas fasilitas, kualitas proses pembelajaran, kualitas layanan, kualitas kurikulum, dan kualitas implementasi pengajaran.…”

Section: Metodeunclassified

Innovation Method Online Peer Assisted Learning to Learning Satisfaction Thorax Physical Examination Skills

Setyawan¹,

Widyandana

Suryadi

et al. 2020

KesMaDaSka

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Kepuasan belajar mahasiswa menjadi salah satu tolok ukur keberhasilan sistem pendidikan yang diterapkan di sebuah institusi. Kepuasan belajar juga merupakan salah satu faktor yang dapat memprediksi hasil belajar. Sebagai upaya meningkatkan kepuasan belajar mahasiswa pada pembelajaran keterampilan klinik, perlu bagi institusi pendidikan untuk memberikan inovasi pembelajaran berbasis teknologi. Metode yang ditawarkan adalah Online peer-assisted learning. Tujuan dalam penelitian ini adalah untuk mengetahui perbedaan kepuasan belajar pemeriksaan fisik thorak sebelum dan setelah diterapkan metode Online peer assisted learning. Penelitian ini menggunakan desain Quasy Experimental, dengan pendekatan post-test control group design. Populasi penelitian ini adalah mahasiswa keperawatan tahun kedua STIKes Surya Global sebanyak 140 mahasiswa. Jumlah responden 70 diambil dengan tekhnik simple random sampling menjadi kelompok kontrol dan intervensi. Kelompok intervensi diberikan model pembelajaran Peer-assisted learning (PAL) dengan bantuan teknologi video call dalam whatsapp. Kelompok kontrol dengan model pembelajaran Peer-assisted learning face to face seperti yang selama ini dilakukan. Instrumen kepuasan belajar dalam penelitian ini diadopsi dari penelitian Cohen dan Baruth. Analisis data menggunakan uji independet t test untuk membandingkan rata-rata nilai posttest kepuasan belajar. Hasil analisis menunjukan terdapat peningkatan kepuasan belajar secara signifikan dengan nilai p value 0.001. Rerata nilai kepuasan belajar metode Online Peer Asisted Learning (OPAL 41,65 (SD = 2,85), dan nilai rerata kepuasan belajar dengan metode Peer Asisted Learning (PAL) 39,05 (SD =3,10). Metode Online peer assisted learning (OPAL) terbukti mempunyai pengaruh yang signifikan terhadap kepuasan belajar keterampilan pemeriksaan fisik thorak pada mahasiswa keperawatan. Student learning satisfaction is one of the benchmarks for the success of the education system implemented in an institution. Learning satisfaction is also one of the factors that can predict learning outcomes. In an effort to increase student learning satisfaction in clinical skills learning, it is necessary for educational institutions to provide technology-based learning innovations. The method offered is online peer-assisted learning. The purpose of this study was to determine differences in learning satisfaction in the physical examination of Thorax before and after the online peer assisted learning method was applied. This study used a Quasy Experimental design, with a post-test control group design approach. The population of this study were 140 students of the second year of STIKes Surya Global nursing students. Respondents 70 were taken by simple random sampling technique into the control and intervention groups. The intervention group was given a Peer-assisted learning (PAL) learning model with the help of video call technology in WhatsApp. The control group uses the face-to-face peer-assisted learning model as has been done so far. The learning satisfaction instrument in this study was adopted from Cohen and Baruth's research. The data analysis used the independent t test to compare the average posttest scores for learning satisfaction. The analysis showed that there was a significant increase in learning satisfaction with a p value of 0.001. The mean value of learning satisfaction with the Online Peer Asisted Learning method (OPAL 41.65 (SD = 2.85), and the average value of learning satisfaction with the Peer Asisted Learning (PAL) method is 39.05 (SD = 3.10). Online peer assisted method Learning (OPAL) is proven to have a significant effect on the learning satisfaction of Thoracic physical examination skills in nursing students.

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Interactive learning activities for education of factory level order-to-delivery process

Cited by 7 publications

References 3 publications

Difficulties of Implementing Online Learning in Kindergarten During the Covid-19 Pandemic Outbreak: Teacher's Perspective Review

Difficulties of Implementing Online Learning in Kindergarten During the Covid-19 Pandemic Outbreak: Teacher's Perspective Review

Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh

Innovation Method Online Peer Assisted Learning to Learning Satisfaction Thorax Physical Examination Skills

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