55 research outputs found
DEVELOPING A MODEL FOR TEACHING THE PROBLEMATIC VOCABULARY ITEMS BY COMPUTER
This study proposes a new design of computer-based vocabulary teaching learning and teaching activity so as to enhance opportunities for learners to expand their vocabulary knowledge. There are a lot of opportunities on the internet to compensate the hampering effect of learning vocabulary items and to improve their vocabulary by means pronunciation, intonation, meaning of target language vocabulary items by using internet facilities with almost no expenses. In this research, a new vocabulary teaching model, called Morphological Pairing Model,is proposed by using electronic dictionaries, audacity programs, and text to speech labs. Some vocabulary items are really difficult to learn due to the shift of stress phonemes, internal vowel changes, intonation, and meaning variation. In this model, problem-causing words are diagnosed and then collected via diagnostic tests. Then, words are grouped in terms of morphological pairs regarding the psycholinguistic difficulties they inherit. Later, the pronunciation and transcription of them are put together in isolation for repetition by downloading them from the electronic dictionaries. Finally, some sentences for each vocabulary item are written down, and while the speaking robots from the Text to Speech Labsread them out, they are downloaded by the Audacity programs. After this, the foreign language teacher designs different types of exercises and practices them in native speaker-like pronunciation and intonation in form of a PowerPoint, which is handed over to the students at the end of the lesson after the classroom practices are over for further practice on their own.                                                                                                                                     Â
PENGEMBANGAN MEDIA VIDEO ANIMASI MATERI TATA CAHAYA MATA KULIAH PENGEMBANGAN MEDIA VIDEO/TELEVISI UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA S1 TEKNOLOGI PENDIDIKAN UNIVERSITAS NEGERI SURABAYA
Tujuan dari pengembangan media video animasi ini guna mengetahui kelayakan media video animasi untuk disajikan pada materi tata cahaya mata kuliah pengembangan media video/televisi dan mengetahui keefektifan media video animasi dalam proses pembelajaran pada materi tata cahaya mata kuliah pengembangan media video/televisi mahasiswa S1 Teknologi Pendidikan Universitas Negeri Surabaya. Model pengembangan yang digunakan adalah menggunakan model ADDIE dengan subjek uji coba mahasiswa S1 Teknologi Pendidikan Universitas Negeri Surabaya. Data kelayakan media diperoleh dari hasil instrumen validasi ahli desain pembelajaran, materi dan media, serta uji coba produk, perorangan dan kelompok kecil. Data keefektifan media diperoleh dari hasil nilai pre-test dan post-test. Berdasarkan analisis data, hasil validasi dari ahli media sebesar 95%, ahli materi sebesar 94%, dan ahli desain pembelajaran sebesar 95%. Hasil uji coba perorangan menunjukkan hasil 94%, uji coba kelompok kecil menunjukkan hasil 82%. Sehingga dapat ditarik kesimpulan bahwa media pembelajaran video animasi layak digunakan dalam kegiatan pembelajaran. Pada tahap implementasi diperoleh dari hasil nilai pre-tets dan post-tets yang telah melalui analisis data uji t. dari analisis data uji t diperoleh hasil nilai signifikansi (2-tailed) sebesar 0,000 di mana nilai ini besarnya kurang dari 0,05. Maka Ho ditolak dan Ha diterima yang artinya ada perbedaan signifikansi antara nilai post -test kelas kontrol dan post-test kelas eksperimen. Maka dapat disimpulkan bahwa penggunaan media pembelajaran video animasi cukup efektif untuk membantu Mahasiswa dalam memahami materi tata cahay
Impact of Authentic Material on ESL Learnersâ Receptive Vocabulary Size
In Pakistani pedagogical process, English is taught as foreign or second language and as a compulsory subject from class 1 to bachelor level. But the results are unsatisfactory in the whole process. Various studies (Heflin, & Alaimo, 2007) have been conducted to find out the reasons and remedies but vocabulary being the most important part of a language is not given due concern in pedagogical process. This research study is undertaken to observe the impacts of authentic material i.e. newspaper on ESL learnersâ receptive vocabulary size at intermediate level. This is basically a quantitative research which borrowed the framework of an experimental research. The population was the ESL learners at bachelor level in Lahore. Through convenience sampling technique, the researchers have selected 50 students and formed them into control and experimental groups. The data were collected with pre-test and post-test tools. Later, data were analyzed statistically and shown in charts. In this research study, the researchers have found that good results can be obtained by teaching ESL learners with the help of authentic material i.e. newspaper as compared to the traditional methods of text book teaching. The EFL process can be enhanced with living and practical settings
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āļāļāļāļąāļāļĒāđāļ āļāļēāļāļ§āļīāļāļąāļĒāļāļĩāđāļĄāļĩāļ§āļąāļāļāļļāļāļĢāļ°āļŠāļāļāđāđāļāļ·āđāļāļĻāļķāļāļĐāļēāļāļĢāļ°āļŠāļīāļāļāļīāļāļĨāļāļāļāđāļ§āđāļāļŠāļāļĩāļāļāļĢāļēāļāļīāļāđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāļāļāļāļąāļāļĻāļķāļāļĐāļēāļŠāļēāļāļēāļ§āļīāļāļēāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāļļāļĢāļāļīāļ āļāļāļ°āļĻāļīāļĨāļāļĻāļēāļŠāļāļĢāđāđāļĨāļ°āļ§āļīāļāļĒāļēāļĻāļēāļŠāļāļĢāđ āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāđāļāļĩāļĒāļāļēāļāđāļāļĒāđ āļāļĢāļ°āļāļēāļāļĢāļāļĩāđāđāļāđāđāļāļāļēāļĢāļ§āļīāļāļąāļĒ āđāļāđāđāļāđ āļāļąāļāļĻāļķāļāļĐāļēāļŠāļēāļāļēāļ§āļīāļāļēāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāļļāļĢāļāļīāļāļāļąāđāļāļāļĩāļāļĩāđ 2 āļāļāļ°āļĻāļīāļĨāļāļĻāļēāļŠāļāļĢāđāđāļĨāļ°āļ§āļīāļāļĒāļēāļĻāļēāļŠāļāļĢāđ āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāđāļāļĩāļĒāļāļēāļāđāļāļĒāđ āļāļĩāđāļĨāļāļāļ°āđāļāļĩāļĒāļāđāļĢāļĩāļĒāļāļ§āļīāļāļēāļŠāļąāļāļĻāļēāļŠāļāļĢāđāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐ (English Phonetics) āļ āļēāļāļāļēāļĢāļĻāļķāļāļĐāļēāļāļĩāđ 1 āļāļĩāļāļēāļĢāļĻāļķāļāļĐāļē 2557 āļāļģāļāļ§āļ 95 āļāļāļĢāļ°āļĒāļ°āđāļ§āļĨāļēāļāļģāđāļāļīāļāļāļēāļĢāļāļāļĨāļāļ 8 āļŠāļąāļāļāļēāļŦāđāđāļāļĢāļ·āđāļāļāļĄāļ·āļāļāļĩāđāđāļāđāđāļāļāļēāļĢāļ§āļīāļāļąāļĒāļāļ·āļ āđāļāļāļāļēāļĢāļŠāļāļāļ§āļīāļāļēāļŠāļąāļāļĻāļēāļŠāļēāļāļĢāđāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐ āļāļķāđāļāļĢāļ°āļāļļāļāļēāļĢāđāļāđāđāļ§āđāļāļŠāļāļĩāļāļāļĢāļēāļāļīāļāđāļāļāļēāļĢāļŠāļāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāđāļāļāļāļāļŠāļāļāļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāđāļāļāļēāļĢāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāđāļāļāđāļĢāļĩāļĒāļ āđāļāļāļāļāļŠāļāļāļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāđāļāļāļēāļĢāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāļĢāļ°āļāļģāļāļāđāļĢāļĩāļĒāļāđāļāļāļāļāļŠāļāļāļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāđāļāļāļēāļĢāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļŦāļĨāļąāļāđāļĢāļĩāļĒāļ āļāļēāļĄāļĨāļģāļāļąāļāļŠāļāļīāļāļīāļāļĩāđāđāļāđāđāļāļāļēāļĢāļ§āļīāļāļąāļĒāđāļāđāđāļāđāļāđāļēāđāļāļĨāļĩāđāļĒāļāļāļāļāļ°āđāļāļ (Mean) āđāļĨāļ°āļāđāļēāļāļ§āļēāļĄāđāļāļĩāđāļĒāļāđāļāļāļĄāļēāļāļĢāļāļēāļ (Standard Deviation) āļāļāļāļāļ°āđāļāļāļāļĢāļ°āđāļĄāļīāļāđāļāļāļāļāļŠāļāļāļāļĩāđāđāļāđāđāļāļĩāļĒāļāļāļąāļāļāļ°āđāļāļāļāļĢāļ°āđāļĄāļīāļāđāļāđāļĄāđāļāļ·āđāļāļāļāļŠāļāļāļāļ§āļēāļĄāđāļāļāļāđāļēāļāļāļĨāļāļēāļĢāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāđāļāļāđāļĢāļĩāļĒāļāđāļĨāļ°āļŦāļĨāļąāļāđāļĢāļĩāļĒāļāđāļĨāļ°āđāļāļāļāđāļāļĢāļ°āđāļĄāļīāļāļāļĢāļ°āļŠāļīāļāļāļīāļ āļēāļ āđāļāļ E1/E2 āđāļāļ·āđāļāļāļĢāļ°āđāļĄāļīāļāļāļĢāļ°āļŠāļīāļāļāļīāļāļĨāļāļāļāļāļēāļĢāđāļāđāđāļ§āđāļāļŠāļāļĩāļāļāļĢāļēāļāļīāļāđāļāļāļēāļĢāļŠāļāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļĢāļ°āļĒāļ°āđāļ§āļĨāļēāļāļēāļĢāļāļāļĨāļāļ 8 āļŠāļąāļāļāļēāļŦāđ āļāļąāđāļāļāļāļāļāļēāļĢāļāļāļĨāļāļāđāļĢāļīāđāļĄāļāđāļ§āļĒāļāļēāļĢāđāļŦāđāļāļąāļāļĻāļķāļāļĐāļēāļāļāļŠāļāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāđāļāļāđāļĢāļĩāļĒāļāđāļāļŠāļąāļāļāļēāļŦāđāļāļĩāđ 1 āļāļģāđāļāļāļāļāļŠāļāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāļĢāļ°āļāļģāļāļāđāļĢāļĩāļĒāļāđāļāļŠāļąāļāļāļēāļŦāđāļāļĩāđ 3, 5 āđāļĨāļ° 7 āđāļĨāļ°āļāļģāđāļāļāļāļāļŠāļāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļŦāļĨāļąāļāđāļĢāļĩāļĒāļāđāļāļŠāļąāļāļāļēāļŦāđāļāļĩāđ 8 āļāļĨāļāļēāļĢāļ§āļīāļāļąāļĒ āļāļāļ§āđāļē āļāļēāļĢāļāļāļŠāļāļāļāļ§āļēāļĄāđāļāļāļāđāļēāļāļĢāļ°āļŦāļ§āđāļēāļāļāļ°āđāļāļāļāļāļŠāļāļāļāļēāļĢāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļŦāļĨāļąāļāđāļĢāļĩāļĒāļāđāļĨāļ°āļāđāļāļāđāļĢāļĩāļĒāļāļāļāļāļāļąāļāļĻāļķāļāļĐāļēāđāļāļīāđāļĄāļāļķāđāļāđāļāļĨāļĩāđāļĒāļāļīāļāđāļāđāļāļĢāđāļāļĒāļĨāļ° 44.52 āļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāļāļĢāļ°āļŠāļīāļāļāļīāļāļĨāļāļāļāļāļēāļĢāđāļāđāđāļ§āđāļāļŠāļāļĩāļāļāļĢāļēāļāļīāļāđāļāļāļēāļĢāļŠāļāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐ āļāļēāļĄāđāļāļāļāđāļāļĢāļ°āđāļĄāļīāļāļāļĢāļ°āļŠāļīāļāļāļīāļ āļēāļ E1/E2 āļāļāļāļāļąāļāļĻāļķāļāļĐāļē āđāļāđāļēāļāļąāļ 50.01/ 70.61 āļāļķāđāļāļŠāļđāļāļāļ§āđāļēāđāļāļāļāđāļāļĩāđāļāļģāļŦāļāļāđāļ§āđ āļāļ·āļ 45/65 āļāļēāļāļāļĨāļāļēāļĢāļĻāļķāļāļĐāļē āļŠāļĢāļļāļāđāļāđāļ§āđāļēāļāļēāļĢāđāļāđāđāļ§āđāļāļŠāļāļĩāļāļāļĢāļēāļāļīāļāđāļāđāļāļŠāļ·āđāļāļāļēāļĢāđāļĢāļĩāļĒāļāļāļēāļĢāļŠāļāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐ āļĄāļĩāļāļĨāļāđāļāļāļąāļāļāļēāļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāļāđāļēāļāļāļēāļĢāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāļāļāļāļąāļāļĻāļķāļāļĐāļēāļŠāļēāļāļēāļ§āļīāļāļēāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐāļāļļāļĢāļāļīāļāļāļāļ°āļĻāļīāļĨāļāļĻāļēāļŠāļāļĢāđāđāļĨāļ°āļ§āļīāļāļĒāļēāļĻāļēāļŠāļāļĢāđ āļĄāļŦāļēāļ§āļīāļāļĒāļēāļĨāļąāļĒāđāļāđāļāļĩāļĒāļāļēāļāđāļāļĒāđ āļāļģāļŠāļģāļāļąāļ: āļāļĢāļ°āļŠāļīāļāļāļīāļāļĨ āļāļēāļĢāđāļĢāļĩāļĒāļāļāļāļāđāļŠāļĩāļĒāļāļ āļēāļĐāļēāļāļąāļāļāļĪāļĐ āđāļ§āđāļāļŠāļāļĩāļ āļāļĢāļēāļāļī
Impact of Authentic Material on ESL Learnersâ Receptive Vocabulary Size
In Pakistani pedagogical process, English is taught as foreign or second language and as a compulsory subject from class 1 to bachelor level. But the results are unsatisfactory in the whole process. Various studies (Heflin, & Alaimo, 2007) have been conducted to find out the reasons and remedies but vocabulary being the most important part of a language is not given due concern in pedagogical process. This research study is undertaken to observe the impacts of authentic material i.e. newspaper on ESL learnersâ receptive vocabulary size at intermediate level. This is basically a quantitative research which borrowed the framework of an experimental research. The population was the ESL learners at bachelor level in Lahore. Through convenience sampling technique, the researchers have selected 50 students and formed them into control and experimental groups. The data were collected with pre-test and post-test tools. Later, data were analyzed statistically and shown in charts. In this research study, the researchers have found that good results can be obtained by teaching ESL learners with the help of authentic material i.e. newspaper as compared to the traditional methods of text book teaching. The EFL process can be enhanced with living and practical settings
The Effect of Computerized Instructional Program in the Intermediate First Grade Students Achievement in Arabic language Grammar in Iraq
The aim of this study was to find out the amount of influence of a Computerized Instructional Program on the achievement for intermediate first grad students in the Arabic language grammar in Iraq. The study focused on students from the first intermediate grade, in the education directorate in the Diqar governorate in Iraq. While the study sample was intentional, that was selected by the researcher from the governorateâs schools that have computers and relevant Instructional means for education. This was represented in four branches in two groups, experimental and control group (60) male and female students in the experimental group and (60) male and female students in the control group. The researcher has utilized the Computerized Instructional Program as he study instrument for the experimental group, while the control group utilized the educational program in the usual way. The achievement test to the two groups, the experimental and the control groups, and the study reached the following results. There are no differences, with statistical significance at significance level (0.5 âĨ Îą), between the groupâs grades average achievement in the Arabic language grammar subject. These two groups are the experimental group students who were taught by using (the Computerized Program) and students of the control group who were taught by the using the (normal) way in education. There are no differences with statistically significance at significance level(0.5 âĨ Îą) between the grades mean of the experimental group students who were taught by using (the computerized program) and the grades mean of the control group students who were taught by the (normal) way attribute to the gender variable (males, females). Keywords: effectiveness, computerized instructional program, achievement, arabic language, and grammar
PENGGUNAAN MEDIA AUDIO VISUAL UNTUK MENINGKATKAN KEMAMPUAN MENULIS CERITA ANAK
Abstract: The purpose of this research is to improve the ability of writing childrenâs story by using Audio Visual media. This research is classroom action research conducted in three cycles. Each cycle consist of four phases, namely planning, action, observation, and reflection. The subject of this research is 3th grade student of SDN 01 Gagaksipat Boyolali in academic year 2013/2014 consist of 41 students. The technique of analyzing data used interactive analysis. The techniques of collecting data used are documentation, observation, interview, and test. The data validity used source triangulation and technique triangulation. The result of this research indicated that the use of Audio Visual media can improve the ability of writing childrenâs story in 3th grade student of SDN 01 Gagaksipat Boyolali in academic year 2013/2014. The improvement can be proved by the increase in the class average score in each cycle. The class average score before the treatment was 63,54 (34,15%). In cycle I the class average score become 67,07 (46,3%). In cycle II the class average score become 72,44 (70,7%). In cycle III the class average score become 78,78 (87,8%). Abstrak: Tujuan penelitian ini adalah untuk meningkatkan kemampuan menulis cerita anak dengan menggunakan media Audio Visual. Bentuk penelitian ini adalah penelitian tindakan kelas sebanyak tiga siklus. Setiap siklus terdiri dari 4 tahapan tahapan yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah siswa kelas III SDN 01 Gagaksipat Boyolali tahun pelajaran 2013/2014 terdiri dari 41 siswa. Teknik analisis data yang digunakan adalah analisis interaktif. Teknik pengumpulan data yang digunakan adalah dokumentasi, observasi, wawancara dan tes. Validitas data yang digunakan adalah triangulasi sumber dan triangulasi teknik. Hasil penelitian ini menunjukkan bahwa penggunaan media Audio Visual dapat meningkatkan kemampuan menulis cerita anak pada adalah siswa kelas III SDN 01 Gagaksipat Boyolali tahun pelajaran 2013/2014. Peningkatan tersebut dibuktikan dengan adanya peningkatan nilai rata-rata kelas pada tiap siklus. Nilai rata-rata kelas sebelum tindakan adalah 63,54 (34,15%). Pada siklus I nilai rata-rata kelas menjadi 67,07 (46,3%). Pada siklus II nilai rata-rata kelas menjadi 72,44 (70,7%). Pada siklus III nilai rata-rata kelas menjadi 78,78 (87,8%). Kata Kunci: Media Audio Visual, Kemampuan, Menulis cerita ana
Effects of pedagogical movie Persian subtitles on vocabulary improvement: the case of Iranian EFL learners
Throughout the history of language teaching, using subtitles has had their particular advocates in teaching English as a second language. This study was conducted to investigate the impacts of Persian subtitled movies on vocabulary knowledge improvement of Iranian intermediate EFL learners. To achieve this goal, out of 35 participants, 20 female learners from a language institute in Isfahan, took part in the study. Their ages were between 12 to 16 years old and they were randomly divided into two homogenous groups (controllable and uncontrollable subtitle groups) based on Oxford Placement Test (OPT). As the pretest of the study, a content specific vocabulary test was administered which consisted of 30 multiple-choice items and was developed by the present researchers. Instructional materials included 10 parts of a movie, titled "Tangled" (produced in 2010). During 10 sessions of treatment, vocabularies were instructed to the participants. Experimental group was instructed watching a controllable subtitled movie (English dialogues with repeated Persian subtitles) while control group was instructed using the same audiovisual materials but without any repetition; watching an uncontrollable subtitled movie (English dialogues with unrepeated Persian subtitles). After treatment, as the posttest, the two groups were administered a test similar to the pretest and under the same conditions. Based on the findings of analysis of covariance on the pretest and posttest vocabulary test scores, the results indicated that the group using controllable Persian subtitles outperformed than the other group. Material designers and instructors can use the findings of this investigation to include movies with Persian subtitles for learners to learn more vocabulary due to the fact that these learners have learnt to appreciate the importance and the value of vocabulary, including its effectiveness in communicative tasks
Studentsâ Perceptions of Interactive Multimedia in Learning Vocabulary
Interactive multimedia is a learning delivery system that uses recorded sights, audio, and video information that is delivered under computer control for a review that not only sees and hears pictures and sounds, but also responds to them. This research is focused to find out what studentsâ perceptions on the use of interactive multimedia in learning vocabulary at Madrasah Ibtidaiyah Negeri 2 Enrekang. This research employed descriptive method using qualitative approach. The population were the fifth class in Madrasah Ibtidaiyah Negeri 2 Enrekang in 2020/2021 academic years. Total sampling was used in this research with total 29 students. The instrument used in this research were questionnaire. The Result of this research showed that students had a positive perception in learning vocabulary using interactive multimedia. This is evidenced by the frequency of studentsâ answer is laid in 64,51% (19 of 29 students) for positive category
Persepsi Mahasiswa Teknik terhadap Peningkatan Safety Awareness melalui Aplikasi Teknologi pada Pendidikan 4.0
Proses belajar mengajar pada Pendidikan Vokasi yang berkaitan erat dengan Industri dituntut untuk lebih kreatif guna menyesuaikan dengan kebutuhan mahasiswa teknik di abad 21. Integrasi aplikasi teknologi ke dalam proses belajar mengajar dapat menjadi alternatif yang baik dalam sinerginyaterhadap Revolusi Industri 4.0 dan peningkatan safety awareness. Berkaitan dengan hal tersebut, penelitian Uji Beda dengan metode deskriptif melalui pendekatan kuantitatif ini dilakukan untuk mengetahui persepsi mahasiswa teknik terhadap peningkatan safety awareness melalui aplikasi teknologi dalam proses belajar mengajar serta untuk mengetahui efektifitas penggunaan aplikasi teknologi terhadap peningkatan safety awareness di lingkungan kerja praktik. Kuesioner dan interview digunakan untuk mengumpulkan data persepsi kesadaran terhadap keselamatan dan kesehatan kerja praktik dari 60 mahasiswa teknik untuk selanjutnya diuji dengan menggunakan T-Test. Hasil penelitian mengidikasikan jika tidak terjadi perbedaan secara signifikan antara mahasiswa laki-laki dan mahasiswa perempuan terhadap peningkatan safetyawareness melalui aplikasi teknologi dalam proses belajarmengajar. Berdasarkan hasil yang diperoleh, juga diharapkanagar hasil penelitian ini dapat memberikan kontribusi terhadapmahasiswa, institusi, dan pihak terkait dalam meningkatkankeselamatan dan kesehatan kerja praktik di lab/ bengkel denganmempertimbangkan faktor gender serta optimalisasipenggunaan aplikasi teknologi dalam pembelajaran
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