The Effects of the Multimedia Interactive Module of Making Clothes (MIMC) on Students’ Understanding of the Concepts of Making Clothes in the Home Science Subject

Bujeng, Baity; Kamis, Arasinah; Puad, Farah Najwa Ahmad

doi:10.6007/ijarped/v9-i2/7492

Cited by 4 publications

(4 citation statements)

References 17 publications

(30 reference statements)

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“…Kajian pembangunan dijalankan bagi membina modul pembelajaran PGeL dengan berpandukan model reka bentuk instruksional ASSURE. Model ini dipilih kerana keupayaannya untuk membangunkan modul pembelajaran yang mengintegrasikan penggunaan teknologi (Bujeng et al, 2019). Pembangunan bahan pembelajaran serta aktiviti yang mengintegrasikan teknologi dan media menggunakan model ASSURE (Baity Bujeng, 2019;Chu et al, 2021;Gyedu et al, 2020;Norbaizura Nordin et al, 2019;Punia Turiman et al, 2019;Ramadhani & Fitri, 2020;Rasdi et al, 2021).…”

Section: Reka Bentuk Kajian Pembangunanunclassified

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

Makhtar,

Alias,

Mat Daud

et al. 2023

JSML

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The study aimed to determine the effectiveness of the Linear Motion Graph learning module (PGeL) among Form Four students. The design of this study is the developmental research which involves the development of the PGeL learning module based on the ASSURE instructional design model. The module was developed by applying chunking elements, mnemonic, interactive simulations, POE approach (predict, observe and explain) and graphics techniques. The effectiveness of the PGeL module was investigated using the quasi-experimental design. A total of 94 secondary school students in Kuala Lumpur zone were selected as respondents using the cluster random sampling technique and consist of two groups; the treatment group and the control group. The effectiveness of the PGeL learning module was determined using pre-test and post-test question sets. Data analysis was carried out using the Statistical Package for the Social Science (SPSS) software. The findings showed that the developed PGeL learning module had high face validity and content validity of 97.1% and 95.3%, respectively. The pre-test and post-test questions were used to collect information on student achievement in the Linear Motion Graph topic. Analysis of student responses in context found that the treatment group showed a better improvement in achievement compared to the control group, with the best improvement being in problem-solving contexts. Independent samples t-test analysis showed that there was no significant difference in the pre-test score between the treatment group and the control group [t (92, p = 0.824) = -0.223, p>0.05]. Independent samples t-test analysis also showed that there was a significant difference in the post-test score between the treatment group and the control group [t (92, p = 0.000) = 10.919, p<0.05]. Furthermore, independent samples t-test analysis showed that there was a significant difference in achievement between the treatment group and the control group [t (92, p = 0.000) = 12.622, p<0.05]. In conclusion, the developed PGeL learning module is effective in improving the achievement of form four students in the Linear Motion Graph topic. The implication of this study is that the PGeL learning module is suitable for use as a learning aid for the Linear Motion Graph topic.

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Section: Reka Bentuk Kajian Pembangunanunclassified

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

Makhtar,

Alias,

Mat Daud

et al. 2023

JSML

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“…In this application, students can interact with the subject matter through various interactive features, such as quizzes, games, and simulations, which can help increase learning motivation and participation. In addition, it can help students improve literacy and numeracy skills (Bujeng, et al, 2019), encourage independent and collaborative learning, remove the formal form of learning, help overcome barriers to using ICT (Ghavifekr & Rosdy, 2015), help students stay focused for a long time, and increase self-confidence. In addition, independent learning accommodates students with low levels of participation in class, and can also increase students' internal motivation to learn (Luke & Hogarth, 2011).…”

Section: Introductionmentioning

confidence: 99%

Development of Interactive Learning Application “Smart Educa” as Learning Media for Introductory Business Courses

Umatin,

Heri Pratikto,

Wening Patmi Rahayu

2024

EAJMR

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The purpose of this research is to develop an interactive learning application based on Android and Desktop "Smart Educa" as a learning media for Introduction to Business courses. The research method used in the development of this interactive learning application is development research with the ADDIE method (Analysis, Design, Development, Implementation and Evaluation). Measuring the ease of use of the application and user feedback on the "Smart Educa" application involved 50 2nd semester students of the Introduction to Business course at IAIN Kediri's Sharia Economics Study Program as respondents selected based on proportional stratified random sampling techniques. The test results show that the assessment of students from various aspects obtained an average value of 2.99 which is included in the feasible category.

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“…Practical work can build inquiry knowledge and scientific skills among students (Shilvia, 2016). There is a critical skills gap identified, which is a lack of technical knowledge, sewing skills, and lack of confidence when performing sewing practice (Bujeng et al, 2019;Allsop & Cassidy, 2019). The conventional method of sewing learning process cannot clearly describe difficult and abstract concepts, and teachers are forced to redo the demonstration process to ensure that students understand the processes and skills (Bujeng et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effects of Smart Sewing Augmented Media Learning Applications in Design and Technology Subjects Against the Achievement of Year Five Pupils in Primary School

Md Yusoff Aizudin,

Kamis,

Zakaria

et al. 2024

IJARPED

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This study tested the effect of the use of the Smart Sewing Augmented Reality (AR) learning media application on the achievement and motivation of Year 5 pupils in primary school in Design and Technology (RBT) subjects for Sewing topics. Application (AR) is a learning based on 21st-century education. A quasi-experimental design was used to determine the effect of the Smart Sewing Application on student achievement. The study instrument for the achievement aspect uses the stitch topic test question, while for the motivational aspect, the questionnaire was used. The pilot study found that the reliability of the study question (Cronbach's Alpha) was 0.775. The quasi-experimental quantitative approach in this study involved a control and treatment group of sixty Year 5 primary school students who studied randomly selected RBT subjects. The data was analysed using the inference statistical method, which is SPSS software version 23.0. An analysis of the achievement aspect of pupils using paired t-tests showed that there was a significant difference in the mean scores of preand post-test test results for the control. The study instrument consists of pre and postal tests as well as a set of questionnaires. The study instruments were verified through the validity of the content and construct by the experts and the reliability index of the tests and questionnaires was high (> 0.75). An analysis of the achievement aspect of pupils using paired t-tests showed that there was a significant difference in the mean scores of pre-and post-test test results for the control group and treatment group pupils. As for the motivational aspect of pupils, paired t-tests showed that there was a significant difference between the mean motivational scores of pupils in the treatment group before and after using this Application (AR). Based on the findings of the study, it can be concluded that the use of the Smart Sewing Augmented Reality (AR) learning media application is relevant to improve students' achievement, motivation and skills as well as to help teachers to improve teaching process especially facilitate teaching in sewing topics. In addition, the Ministry of Education Malaysia (MOE) can also apply this AR learning medium through activities in the school curriculum.

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The Effects of the Multimedia Interactive Module of Making Clothes (MIMC) on Students’ Understanding of the Concepts of Making Clothes in the Home Science Subject

Cited by 4 publications

References 17 publications

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

Effectiveness of Learning Modules for Topics Linear Motion Graph Fourth Form Physics

Development of Interactive Learning Application “Smart Educa” as Learning Media for Introductory Business Courses

Effects of Smart Sewing Augmented Media Learning Applications in Design and Technology Subjects Against the Achievement of Year Five Pupils in Primary School

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