EFEKTIVITAS GAME EDUKASI MARBEL TERHADAP HASIL BELAJAR TEMATIK SISWA KELAS V SEKOLAH DASAR

Students in the education 4.0 era are required to have the ability to skillfully use technology both in finding, managing, and conveying information. One of the factors causing the low quality of education is the less than optimal utilization of learning media. Teachers have never applied interactive media during teaching, thus causing a decrease in students' thematic learning outcomes, especially the material on cultural diversity. To improve students' thematic learning outcomes, from the existing problems, interesting and interactive learning media are needed. The media is the Nusantara Culture Marbel Game, this is an online game which contains cultural diversity material. The results showed that there was an effect of marbel educational game media on the thematic learning outcomes of grade V students. Because students in learning are more active in following the topics explained by the teacher and the material is easier to understand. This makes student learning outcomes increase

EFEKTIVITAS GAME EDUKASI MARBEL TERHADAP HASIL BELAJAR TEMATIK SISWA KELAS V SEKOLAH DASAR

Students in the education 4.0 era are required to have the ability to skillfully use technology both in finding, managing, and conveying information. One of the factors causing the low quality of education is the less than optimal utilization of learning media. Teachers have never applied interactive media during teaching, thus causing a decrease in students' thematic learning outcomes, especially the material on cultural diversity. To improve students' thematic learning outcomes, from the existing problems, interesting and interactive learning media are needed. The media is the Nusantara Culture Marbel Game, this is an online game which contains cultural diversity material. The results showed that there was an effect of marbel educational game media on the thematic learning outcomes of grade V students. Because students in learning are more active in following the topics explained by the teacher and the material is easier to understand. This makes student learning outcomes increase

Cultural diversity teaching and issues of uncertainty: the findings of a qualitative study

BACKGROUND: There is considerable ambiguity in the subjective dimensions that comprise much of the relational dynamic of the clinical encounter. Comfort with this ambiguity, and recognition of the potential uncertainty of particular domains of medicine (e.g.--cultural factors of illness expression, value bias in diagnoses, etc) is an important facet of medical education. This paper begins by defining ambiguity and uncertainty as relevant to clinical practice. Studies have shown differing patterns of students' tolerance for ambiguity and uncertainty that appear to reflect extant attitudinal predispositions toward technology, objectivity, culture, value- and theory-ladeness, and the need for self-examination. This paper reports on those findings specifically related to the theme of uncertainty as relevant to teaching about cultural diversity. Its focus is to identify how and where the theme of certainty arose in the teaching and learning of cultural diversity, what were the attitudes toward this theme and topic, and how these attitudes and responses reflect and inform this area of medical pedagogy. METHODS: A semi-structured interview was undertaken with 61 stakeholders (including policymakers, diversity teachers, students and users). The data were analysed and themes identified. RESULTS: There were diverse views about what the term cultural diversity means and what should constitute the cultural diversity curriculum. There was a need to provide certainty in teaching cultural diversity with diversity teachers feeling under considerable pressure to provide information. Students discomfort with uncertainty was felt to drive cultural diversity teaching towards factual emphasis rather than reflection or taking a patient centred approach. CONCLUSION: Students and faculty may feel that cultural diversity teaching is more about how to avoid professional, medico-legal pitfalls, rather than improving the patient experience or the patient-physician relationship. There may be pressure to imbue cultural diversity issues with levels of objectivity and certainty representative of other aspects of the medical curriculum (e.g.--biochemistry). This may reflect a particular selection bias for students with a technocentric orientation. Inadvertently, medical education may enhance this bias through training effects, and accommodate disregard for subjectivity, over-reliance upon technology and thereby foster incorrect assumptions of objective certainty. We opine that it is important to teach students that technology cannot guarantee certainty, and that dealing with subjectivity, diversity, ambiguity and uncertainty is inseparable from the personal dimension of medicine as moral enterprise. Uncertainty is inherent in cultural diversity so this part of the curriculum provides an opportunity to address the issue as it relates to patient care

Knowing and care-taking through languaging in places: A multimodal analysis on interactions with an augmented reality mobile game

Following the rapid expansion of technology, researchers and educators have passionately adopted various types of technology for mediated language learning over the past few decades. Mobile-Assisted Language Learning has garnered attention as a new frontier for language education to expand and even exceed the traditional limitations of classroom-based education (for a review of MALL studies, see Chinnery, 2006; Klopfer & Squire, 2008; Goodwin-Jones, 2011; Holden & Sykes, 2012). In order to fully explore the affordances of mobile technology for situated language learning experiences, a research team at University of Hawai‘i at Mānoa created and developed an augmented reality mobile game: Guardians of the Mo‘o (Mo‘o), in the spring 2015. After several iterations of pilot tests and refinement, Mo‘o was officially played by three groups of ESL (English as a Second Language) learners from Hawaii English Language Program (HELP) and English Language Institute (ELI). The design intention was to help these ESL learners not only to be fully immersed and engaged in the unique cultural and historical learning environment, but also to develop an awareness and appreciation of the cultural diversity on the campus of UH Manoa as well as to improve in linguistic and communicative skills

Growing the use of Virtual Worlds in education : an OpenSim perspective

The growth in the range of disciplines that Virtual Worlds support for educational purposes is evidenced by recent applications in the fields of cultural heritage, humanitarian aid, space exploration, virtual laboratories in the physical sciences, archaeology, computer science and coastal geography. This growth is due in part to the flexibility of OpenSim, the open source virtual world platform which by adopting Second Life protocols and norms has created a de facto standard for open virtual worlds that is supported by a growing number of third party open source viewers. Yet while this diversity of use-cases is impressive and Virtual Worlds for open learning are highly popular with lecturers and learners alike immersive education remains an essentially niche activity. This paper identifies functional challenges in terms of Management, Network Infrastructure, the Immersive 3D Web and Programmability that must be addressed to enable the wider adoption of Open Virtual Worlds as a routine learning technology platform. We refer to specific use-cases based on OpenSim and abstract generic requirements which should be met to enable the growth in use of Open Virtual Worlds as a mainstream educational facility. A case study of a deployment to support a formal education curriculum and associated informal learning is used to illustrate key points.Postprin

Enhancing Intercultural Competence: Engaging Teachers in Higher Education with Classroom Diversity through Reflective Practice

University of Technology Sydney. Faculty of Arts and Social Sciences.Universities in Australia are becoming increasingly diverse, with more students coming from culturally and linguistically varied backgrounds. Moreover, workforces, as well as workplace expectations, have become more globalised. Resulting from this, and from increased sensitivities to, and awareness of, social justice, increased focus has been placed on diversity and inclusivity in higher education and developing interculturally competent students. This Doctor of Education thesis investigates and analyses teacher perceptions of cultural diversity, factors affording or inhibiting engaging with diversity in the classroom, and implications of this for teacher decision-making, teacher practice, and learning. The research questions underpinning the thesis are: • What are the main factors that influence and shape teachers’ views and practices in relation to intercultural interaction in the classroom? • To what extent and in what ways do these factors guide teachers’ teaching and learning decisions in practice? This thesis presents a model of learning that has been developed from the three key factors that emerged from the study: positioning the learner, classroom awareness and learning outcomes. Based on the findings of the research and literature on engaging diversity in the classroom, a model of four learning purposes has been developed. These purposes are: learning diversity, learning diversity, learning diversity and learning diversity. The four learning purposes are interrelated. The learning purposes proceed along a continuum, from surface-level engagement, learning diversity, to critical consideration of values and the way cultural values frame behaviour, that is, learning diversity. Learning diversity is theorised as enabling inclusion through a decentring of power. Learning diversity reframes cultural learning by moving the focus from external and generic cultural differences, to individuals’ internal values and how they affect relationships. In doing so, the teacher’s values are no longer considered the one, normative authority of learning; a wider range of values is considered and viewed as part of classroom diversity, which is dynamic and evolving

ICT Education: Socio-Learning Issues Faced by International Students

Internationalization of education industry has increased the international student intake amongst private and public funded education providers in western countries. However, international students are faced with many challenges in different educational and societal settings of the host country. This study examines a case involving the information and communication technology (ICT) education sector to identify some of the learning and social issues in an international student context. Learning issues relate to understanding of the host country’s education framework structure and to application of subject related concepts to real world practice. Social issues relate to linguistic difficulties and cultural diversity in foreign countries. The study proposes to enhance the student’ socio-learning experience by using a game based learning strategy aligned with the ICT course structure, to encourage student interactions by having more learning and social exchanges