Pengaruh Program Seniman Masuk Sekolah terhadap Motivasi Siswa

ABSTRACT This study aims to analyze student motivation in music lessons. Using a multi-case study, ten state senior high schools in East Lombok Regency were selected as the research sample. This research is a qualitative study using an in-depth interview approach in which data collection, observation and analysis of related documents is applied. Data presented in a narrative. The results of the study revealed that the artists in school are significantly functional and play a role in increasing and encouraging the level of student motivation in music lessons. This research concludes that students' motivation in music is strongly influenced by the presence of practitioners or artists who are in direct contact with students, especially in the learning process at school. Keywords: Artists go to school; Motivation; Music Arts Educatio

Teaching Students about Machine Learning Through a Gamified Approach

© 2018 IEEE. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1109/TALE.2018.8615279The teaching of machine learning requires a range of tools and techniques to engage students and allow them to relate the processes involved to real world situations that they have previously experienced. One way to facilitate this learning process is to integrate the learning into a game situation, which is by definition fun to engage with and offers immediate rewards. This research shows that by collecting the student's behaviour and actions as they engage with well-known game software, the learning of key machine learning concepts can be enabled. It is also shown that customising of learning can be made possible by the use of gamification

New Trends in e-Learning

Guidance work is needed to learn about the current state of e-learning and to guide future research. In recent studies, e-learning environments appear to be under different headings in recent years. These new topics are mainly aimed at providing an up-to-date explanation on e-learning in this section. New trends in e-learning will be covered under artificial intelligence (AI), micro credentials, big data, virtual and empowered reality, blended learning, cloud e-learning, gamification, mobile learning, Internet of things, and online video. With this study, it is aimed to shed light on the concept of e-learning. In addition, e-learning environments focus on new possibilities for learners. Everyday, e-learning environments bring out new antagonistic concepts. As these new concepts rapidly entered our lives, they began to become indispensable materials in the field of education. New e-learning environments are being used as platforms that are related to each other. They essentially support the concept of e-learning

Fostering creative thinking in a digital world

We are now moving rapidly into a new world, one shaped by the Fourth ‘Industrial’ Revolution. This world is one in which digital technologies in various forms will shape work, play and everyday life. Such technologies, unlike the relatively passive ones of the past, are adaptive, able to learn and make decisions and changes using their artificial intelligence (AI). AI, however, has its limits, and productive thought continues to need fostering in the classroom. As a consequence, education systems around the world must respond in what has been called the Fourth Education Revolution. This article explores the potential relationship between AI, creative thinking and education, and the fostering and development of human creative thinking supported by AI. Some significant omissions in current notions of AI support for creative thinking are presented, and some cautionary thoughts offered. The article concludes with recommendations for a more structured and comprehensive provision of AI support

Exploring the ethical considerations of using Chat GPT in university education

This study investigates the moral dilemmas that arise with incorporating Chat GPT into higher education, with a focus on the situation in Latinoamerican institutions of higher learning. The study surveyed 220 people via online questionnaire to learn more about their experiences with and motivations for using AI-powered conversational agents. An overview of the demographics of the participants was provided through descriptive statistics. This investigation of the subject at hand lays the groundwork for further research. It also reveals the hidden meanings of the observed phenomena, and it suggests possible solutions to the problems that have been uncovered. This research looks at how AI systems and chatbots can supplement human knowledge and judgment, as well as their potential drawbacks. The results showed that participants thought Chat GPT integration was moderately accessible and had moderately positive social attitudes. They understood the value and responsibility of Chat GPT in creating individualized educational opportunities. Participants stressed the necessity for explicit institutional standards regarding privacy and data security. Gender, age, sense of accessibility, social attitude, opinions, and personal experience, privacy and data security, institutional guidelines, and individualized learning were also found to affect participants' reliance on AI through regression analysis. The findings shed light on how the integration of Chat GPT into Latinoamerican higher education is complicated by factors such as individual beliefs, cultural norms, and ethical problems. The busy schedules of students may be accommodated and the resources they need to succeed can be made available thanks to this adaptability. In addition, natural language processing models can offer students instantaneous help via text chat, voice, or video. To fully grasp the ethical consequences and lead the creation of responsible implementation techniques, the research proposes that additional qualitative investigations, longitudinal studies, and comparative research across diverse contexts is required. Closing these knowledge gaps will help move the conversational AI field forward in ways that are ethical and beneficial to the classroom

Entrepreneurship Education and Sustainable Development Goals: A literature Review and a Closer Look at Fragile States and Technology-Enabled Approaches

Entrepreneurship has the potential to reduce poverty, stimulate economic growth and boost innovation, in addition to enhancing social and environmental sustainability. In accordance with the human capital theory and previous empirical studies, it is assumed that entrepreneurship education and training (EET) directly correlates with positive entrepreneurial outcomes and therefore sustainable development. Although several scholars have attempted to review and analyze EET literature over the past decade, none of these reviews directly links EET with sustainable development or focuses on the role and status of EET (research) in less-stable areas of the world. This systematic review thus attempts to analyze recent literature to identify the extent to which EET research addresses Sustainable Development Goals (SDGs). The review identifies several gaps in research and practice that potentially hinder EET from adequately advancing sustainable development, including a dearth of research on fragile states and demographic diversity, limited EET access to non-university students and a general lack of focus on educational technology, progressive education approaches, and innovation in fragile countries compared to stable ones. The review also identifies challenges pertaining to EET resource constraints in fragile contexts. The paper concludes by offering insights on how educational technology could mitigate EET challenges in fragile environments to ultimately ease some barriers towards SDG advancement and provides recommendations for future research directions.DFG, 414044773, Open Access Publizieren 2019 - 2020 / Technische Universität Berli