RANCANG BANGUN MULTIMEDIA PEMBELAJARAN BERBANTUAN BOARD GAME MENGGUNAKAN METODE PEMBELAJARAN EXPLICIT INSTRUCTION PADA MATA PELAJARAN JARINGAN DASAR UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMK

Penelitian ini bertujuan untuk: 1) Merancang dan membangun multimedia pembelajaran berbantuan board game menggunakan metode pembelajaran explicit instruction pada mata pelajaran Jaringan Dasar; 2) Menganalisis peningkatan hasil belajar siswa setelah menggunakan multimedia pembelajaran berbantuan board game dengan menggunakan metode pembelajaran explicit instruction pada mata pelajaran Jaringan Dasar; 3). Menganalisis tanggapan siswa terhadap multimedia pembelajaran berbantuan board game dengan menggunakan metode pembelajaran explicit instruction pada mata pelajaran Jaringan Dasar. Metode penelitian yang digunakan pada penelitian ini ialah Mixed Methods (metode penelitian kombinasi) dengan desain sequential explanatory strategy. Tahapan yang dilakukan dalam penelitian ini meliputi tahap analisis, tahap desain, tahap pengembangan, tahap implementasi, dan tahap penelitian. Ada beberapa permasalahan yang ditemukan di sekolah, seperti masalah penggunaan media serta penyajian materi yang tidak memudahkan siswa dalam memahami materi, sehingga mengakibatkan kurangnya hasil belajar siswa. Untuk mengatasi permasalahan tersebut, dilakukan pembuatan multimedia pembelajaran berbantuan board game dengan metode pembelajaran explicit instruction. Multimedia pembelajaran ini merupakan media pembelajaran yang di dalamnya terdapat unsur permainan yang dibuat secara menarik dengan teks berjalan dan visualisasi (gambar), serta penyajian soal-soal di setiap game-nya. Dengan menggunakan multimedia pembelajaran berbantuan board game, siswa dapat dengan mudah memahami materi yang bersifat teoritis, sehingga terdapat peningkatan pada hasil belajar siswa. Nilai rata-rata gain pada kelas eksperimen sebesar 0,49, artinya hasil belajar siswa setelah menggunakan multimedia berbantuan board game pada pembelajaran mengalami peningkatan pada kategori “sedang”. Respon siswa terhadap media menghasilkan presentase rata-rata 84,3%, artinya penilaian media dikatakan sangat baik. Berdasarkan hasil tanggapan, banyak siswa yang menyatakan bahwa multimedia pembelajaran berbantuan board game mudah dipahami. The purpose of this research are: 1) designing and developing multimedia learning assisted by board game using explicit instruction method on Basic Networking subject; 2) analyzing the enhancement of student learning outcomes after using multimedia learning assisted by board game using explicit instruction method on Basic Networking subject; 3) Analyzing students’ responses to multimedia learning assisted by board game using explicit instruction method on Basic Networking subject. The research method used on this research is Mixed Methods (combination research method) with a sequential explanatory strategy design. The stages of this research are the analysis stage, the design stage, the development stage, the implementation stage, and the research stage. There are several problems that have been found in the schools. These problems are the matter of using the media and presenting material that does not facilitate students in understanding the material, so that these problems result in a lack of student learning outcomes. To overcome these problems, multimedia learning assisted by board game using explicit instruction method was made by researcher. This multimedia learning is a media in which there are elements of games that are made interestingly with running texts and visualizations (images), and the presentation of questions of each level in the game. The students can easily understand theoretical material after they used multimedia learning assisted by board game, so that there is an increase in student learning outcomes. The average value of gain in the experimental class is 0.49, it means student learning outcomes after they used multimedia learning assisted by board game in learning have increased in the "medium" category. Students’ responses to the media resulted in an average percentage of 84.3%, it means the media assessment is very good. Based on the results of the responses, many students state that the multimedia learning assisted by board game was easy to understand

Inclusive Design in Assisted Instruction

Much instruction starts with abstract representations for which learners have insufficient foundation [1]. The British Standard, BS 7000-6:2005 Guide to Managing Inclusive Design, provides a comprehensive framework that can help all private enterprises, public sector and not-for-profit organizations, build a consistent approach to inclusive design into organizational culture as well as processes [2]. While courses, technology, and student services are typically designed for the narrow range of characteristics of the average student, the practice of universal design in education (UDE) considers people with a broad range of characteristics in the design of all educational products and environments [3]. This paper has been designed to provide an overview about the curriculum paradigm consisting in the fusion of the technology and the classroom instruction in economic higher education.information gap, concept map, active learning design, student-centred learning

Characteristics of quality teaching for students in New Zealand schools whose first language is not English

The current paper draws on the findings of two recent research reports commissioned by the New Zealand Ministry of Education (Alton-Lee, 2003; Franken & McComish, 2003) in order to generate a synthesised statement of characteristics of quality teaching for students for whom English is not the first language (referred to from here as NESB students1) in New Zealand schools. Alton-Lee (2003, see Ministry of Education website, www.minedu.govt.nz) provides a synthesis of research-based evidence addressing the nature of quality teaching in schooling for the full range of diverse students. In this work, diversity encompasses “many characteristics including ethnicity, socio-economic background, home language, gender, special needs, disability, and giftedness” (Alton-Lee, 2003, p. v). Because her synthesis addresses diversity in the student population, she focusses on what is common to diverse students and thus does not specify particular conditions that pertain to any one sub-group of diverse students. Franken and McComish (2003) on the other hand, is a research report into the English language support for NESB (Non English Speaking Background) students in New Zealand schools. It includes a literature review of evidence-based research into second language teaching and learning, particularly classroom based research. It also reports on observations and analysis of practices in New Zealand schools, and discusses how these documented practices relate to the research findings from the literature

Issues in Evaluating Special Education Teachers: Challenges and Current Perspectives

Educatio

Scaffolding in Assisted Instruction

On-The-Job Training, developed as direct instruction, is one of the earliest forms of training. This method is still widely in use today because it requires only a person who knows how to do the task, and the tools the person uses to do the task. This paper is intended to be a study of the methods used in education in Knowledge Society, with more specific aspects in training the trainers; as a result of this approach, it promotes scaffolding in assisted instruction as a reflection of the digital age for the learning process. Training the trainers in old environment with default techniques and designing the learning process in assisted instruction, as an application of the Vygotskian concept of the zone of proximal development (ZPD) to the area of computer literacy for the younger users, generate diversity in educational communities and requires standards for technology infrastructure, standards for the content, developed as a concepts map, and applications for personalized in-struction, based on ZPD theory.cognitive infrastructure, pyramid of concepts, concepts map, Bloom's taxonomy for cognitive domain

Theoretical and Factual Meaning in Assisted Instruction

Technology determines new borders for knowledge domain while education reflects more complex activities. A solution in this context is to integrate technology in the educational system, extending it as e-Education.E-Education is a dynamic system and a conceptdeveloped on three kinds of infrastructure which are likely to emerge: technological infrastructure, conceptual infrastructure of the type ofthe study programmes, and cognitive infrastructure of all participants involved in the teaching-learning activities. The purpose of this paper is to provide a meaningful framework for contextual learning, developed on the idea that a personal computer can deliver many skills to a student, but only academic environment can connect those skills to a modern community where they belong. This approach is developed on the much known principle which sustain that the educational system becomes the engine of the learning society.Scientific Research in E-Education, Assisted Instruction, E-Classroom, Didactic Knowledge, Concepts Map Approach

Teaching Language to Students with Autism

This meta-synthesis of the literature on methods of instruction to students with ASD examines the various methods of teaching language to students with ASD. While each student learns language at his or her own pace, the author has found that certain methods yield results quicker, and these methods need to be examined critically for any literature on their reliability, efficacy, and scientific research. If a student with autism can be taught language quickly, therefore mitigating any further delays in academic development relative to peers, then this methodology should be made accessible to all teachers of such students

Theoretical perspectives on mobile language learning diaries and noticing for learners,teachers and researchers

This paper considers the issue of 'noticing' in second language acquisition, and argues for the potential of handheld devices to: (i) support language learners in noticing and recording noticed features 'on the spot', to help them develop their second language system; (ii) help language teachers better understand the specific difficulties of individuals or those from a particular language background; and (iii) facilitate data collection by applied linguistics researchers, which can be fed back into educational applications for language learning. We consider: theoretical perspectives drawn from the second language acquisition literature, relating these to the practice of writing language learning diaries; and the potential for learner modelling to facilitate recording and prompting noticing in mobile assisted language learning contexts. We then offer guidelines for developers of mobile language learning solutions to support the development of language awareness in learners