Implementasi Kode Visual Interaktif Scratch Untuk Meningkatkan Keterampilan Mengembangkan Animasi 2D

The skill of developing 2D animation is a skill that must be mastered by students of Vocational Schools majoring in Multimedia, at SMK Batik 2 Surakarta. This 2D animation teaching and learning activity still uses Adobe Flash software which is now no longer supported by big companies such as Google and Apple. For this reason, simple software is needed according to the needs in developing animation, one of which is visual Scratch code. The method used in this research is quasi-experimental or quasi-experimental involving two different groups, namely the experimental and control groups. Learning in the experimental group was carried out using the interactive visual code Scrtach which was equipped with supporting modules and videos, while the control group used Adobe Flash. Before being used in the experimental class, the learning modules and videos have been validated by 2 material experts and 2 media experts. The material expert validation test obtained a score of 0.78 which means that the arena is valid according to Aiken V table, the reliability of Cronbach's alpha value is 0.910 which includes perfect reliability. While the media expert validation test obtained a score of 0.79 which means that the arena is valid according to Aiken V table, the reliability of Cronbach's alpha value is 0.882 which includes strong reliability. From the trials conducted on the control and experimental classes, there was an average difference between the results of the pretest and posttest. Thus, it can be concluded that there is an effect of using learning strategies in improving 2D animation making skills for 2D Animation subjects in class XI students of SMK Batik 2 Surakarta

Skill progression demonstrated by users in the Scratch animation environment

The Scratch environment exemplifies a tool+community approach to teaching elementary programming skills, as it includes a website where users can publish, discuss, and organize animations that are programs. To explore this environment’s effectiveness for helping people to develop programming skills, we performed a quantitative analysis of 250 randomly-selected users’ data, including over 1000 of their animations. We measured skill based on four models that had proven useful in prior empirical studies. Overall, we found mixed results about the environment’s effectiveness. Among users who do not drop out, we found an increasing progression in social skills. However, we also observed an extremely high drop-out rate. Moreover, we observed a flat or decreasing level of demonstrated skill on virtually every measure. These results call into question whether simply combining an animation tool and an online community is sufficient for keeping people engaged long enough to learn elementary programming skills.This is the author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/toc/hihc20/current.Keywords: Empirical studies, Novice animation programmer

Documenting and Assessing Learning in Informal and Media-Rich Environments

An extensive review of the literature on learning assessment in informal settings, expert discussion of key issues, and a new model for good assessment practice. Today educational activities take place not only in school but also in after-school programs, community centers, museums, and online communities and forums. The success and expansion of these out-of-school initiatives depends on our ability to document and assess what works and what doesn't in informal learning, but learning outcomes in these settings are often unpredictable. Goals are open-ended; participation is voluntary; and relationships, means, and ends are complex. This report charts the state of the art for learning assessment in informal settings, offering an extensive review of the literature, expert discussion on key topics, a suggested model for comprehensive assessment, and recommendations for good assessment practices.Drawing on analysis of the literature and expert opinion, the proposed model, the Outcomes-by-Levels Model for Documentation and Assessment, identifies at least ten types of valued outcomes, to be assessed in terms of learning at the project, group, and individual levels. The cases described in the literature under review, which range from promoting girls' identification with STEM practices to providing online resources for learning programming and networking, illustrate the usefulness of the assessment model

Scratch Explorer : a tool for assisting end-user program comprehension of animation scripts

Visual programming languages (VPLs) have been widely used to support end-user programming. However, end users are still not able to reuse code as actively as professional programmers, even when given abundant resources such as a large VPL program repository. One reason may be that current VPL development environments lack features supporting efficient code exploration and program comprehension, thus cannot alleviate the hard mental operations during code reuse. To investigate into the problem of end-user program comprehension, this thesis focuses on an animation scripting language Scratch and presents tool features for assisting novice end users' understanding of animation scripts. For evaluating these features, we built Scratch Explorer, a code exploration environment containing visualized program information. Our empirical study has shown that Scratch Explorer has significantly helped novice Scratch users to answer code comprehension questions: less time and effort are required for them to find the target information. More specifically, Scratch Explorer users' understanding of control flow and data flow has exceeded those using the traditional tool, implying that Scratch Explorer may help novice users successfully build a mental model of the program. These empirical results demonstrate that effective program visualization has significant advantages over conventional visual program displaying techniques in assisting end-user program comprehension, and can be embedded as features into end-user animation environments