PENERAPAN PEMBELAJARAN BERBASIS WEB DENGAN METODE BLENDED LEARNING PADA MATA PELAJARAN TIK DI SMP UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATERI MENJELAJAH DUNIA INTERNET

Penelitian ini bertujuan untuk mengetahui pengembangan media pembelajaran yang digunakan sebagai pendukung model pembelajaran Blended Learning; 2) mengetahui perbedaan peningkatan rata-rata kemampuan pemahaman konsep siswa antara kelompok siswa (atas, tengah, bawah) baik dari siswa yang dalam pembelajarannya menggunakan model Blended Learning (model pembelajaran Problem Based Learning dengan web-learning) dan model Blended Learning(pembelajaran Konvensional dengan web-learning); 3) mengetahui perbedaan peningkatan rata-rata kemampuan pemahaman konsep siswa antara siswa yang memperoleh pembelajaran dengan model Blended Learning (model pembelajaran Problem Based Learning dengan web-learning) dengan siswa yang memperoleh pembelajaran dengan model Blended Learning (pembelajaran Konvensional dengan e-learning). Metode penelitian yang digunakan adalah Quasi Exsperimental Design dengan desain Nonequivalent Control Group Design. Pengambilan sampel penelitian menggunakan teknik Purposive Sampling dimana terdapat dua kelas yang dijadikan sampel. Sampel penelitian iniadalah siswa kelas IX A dan IX B SMP Lab School UPI Bandung. Media pembelajaran yang digunakan berupa web-learning yang dikembangkan dalam penelitian menggunakan proses pengembangan R&D (Research and Development). Tahap-tahap pengembangannya yaitu: analisis, desain, pengembangan, implementasi, dan penilaian. Pembelajaran pada kelas eksperimen menggunakan model Blended Learningdan pada kelas kontrol menggunakan model pembelajaran konvensional. Hasil penelitian menunjukan bahwa secara keseluruhan kelas eksperimen menunjukan peningkatan kemampuan pemahaman konsep dengan indeks gain sebesar 0.67, sedangkan kelas kontol peningkatan kemampuan pemahaman konsep dengan indeks gain sebesar 0.57. Ini berarti, peningkatan kemampuan pemahaman konsep siswa kelas eksperimen lebih baik dibandingkan dengan peningkatan kemampuan pemahaman konsep kelas kontrol. Selanjutnya, pengujian gain ternormalisasi juga memperlihatkan bahwa siswa kelompok atas>tengah>bawah. Nilai indeks gain kelas eksperimen, kelompok atas sebesar 0.77, kelompok tengah sebesar 0.65 dan kelompok bawah sebesar 0.51. Sedangkan, nilai indeks gain kelas kontrol, kelompok atas sebesar 0.61, kelompok tengah sebesar 0.56 dan kelompok bawah sebesar 0.50. Ini berarti, peningkatan kemampuan pemahaman konsep siswa kelas pada kelompok atas> tengah>bawah baik pada kelas eksperimen maupun kelas kontrol.;---This study aimed to 1) know the development of media instructional which used to support Blended Learning model, 2) knowthe differences average increase of students understanding concept between groups of students (top,middle,bottom) both of the students in learning using Blended Learning Model and Learning Model Conventional 3) know the differences average increase of students understanding concepts among students who received learning Blended Learning model with students receiving learning Conventional without blended learning. The method used is Quasi Exsperimental Design with design Nonequivalent Control Group Design. Sampling study using purposive sampling technique where there are two classes sampled. Sempel this study were students of class IX A and IX B of SMP Lab School UPI Bandung. Media instructional used in the form of web developed in the research use process development R&D (Research and Development). Development stages are: analysis, design, development, implementation, and assessment. Learning on experiments class using Blended Learning Model and control class using Conventional model.with . The results showed that overall the experiments class showed an increased ability to gain understanding of the concept with an index 0.67, while the control class upgrades gain understanding of the concept with an index of 0.57. This means that an increase of understanding the concept of an experiments class students better than the increase of understanding the concept of control class. Then, Gain normalized testing also showed that the group of students top>middle>bottom. The index value gain of experiments class, 0.77 for the top group, 0.65 for the middle group and 0.51 for the bottom group. Meanwhile, the value of the index gain control class, 0.61 for the top group, 0.56 for the middle group and and 0.50 for the bottom group. Thismeans, an increased understanding of the concept of ability in the group of top>middle>bottom both the experiments and control classes

PENGARUH MODEL PEMBELAJARAN BLENDED LEARNING BERBANTU E-LKPD TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN MOTIVASI BELAJAR PESERTA DIDIK KELAS XI SMA

ABSTRAK Blended Learning adalah metode belajar yang menggabungkan dua atau lebih metode pendekatan dalam pembelajaran untuk mencapai tujuan dari proses pembelajaraan tersebut. Menurut Whitelock dan Jelfs terdapat tiga definisi untuk pembelajaran blended learning yaitu: kombinasi yang terintegrasi pembelajaran tradisional dengan pendekatan online berbasis web, kombinasi media dan alat pembelajaran dalam lingkungan e�learning, dan kombinasi beberapa pendekatan online berbasis web, kombinasi media dan alat pembelajaran dalam lingkungan e�learning, dan kombinasi beberapa pendekatan dalam pendidikan dengan pembelajaran menggunakan teknologi. E-LKPD merupakan lembar kerja peserta didik yang dikemas dengan menggunakan kemajuan teknologi elektronik. Metode peenlitian yaitu Quasi Eksperimen dengan desain pretest-posttest control group desain. Sampel penelitian yaitu kelas XI mipa 5 sebagai kelas control dan kelas XI mipa 6 sebagai kelas eksperimen yang dipilih dengan menggunakan teknik Cluster Random Sampling. Kelas eksperimen mengguankan model Blended Learning berbantu E-LKPD sedangkan kelas control menggunakan model Discovery Learning. Uji prasyarat normalitas denganmenggunakan uji Liliefors dan uji homogenitas dengan menggunakan uji Fisher. Kelas eksperiment terjadi peningkatan nilai kemampuan pemecahan masalah dari pretest dan postest > 42 poin dengan perhitungan nilai N_gain sebesar 0,70. Sementara pada kelas control, terjadi peningkatan nilai kemampuan pemecahan masalah dari pretest dan posttest < 42 poin dengan perhitungan nilaiN_gain sebesar 0,40. Kata Kunci: Blended Learning; E-LKPD; Kemampuan Pemecahan Masalah; dan Motivasi Belajar ABSTRACT Blended Learning is a learning method that combines two or more approaches to learning to achieve the goals of the learning process. According to Whitelock and Jelfs there are three definitions for blended learning, namely: a combination of integrated traditional learning with web-based online approaches, a combination of media and learning tools in an e-learning environment, and a combination of several web-based online approaches, a combination of media and learning tools in an e-learning environment. e-learning, and a combination of several approaches in education with learning using technology. E-LKPD is a student worksheet packaged using advances in electronic technology. The research method is Quasi Experiment with pretest�posttest control group design. The research samples were class XI mipa 5 as the control class and class XI mipa 6 as the experimental class which were selected using the Cluster Random Sampling technique. The experimental class uses the Blended Learning model assisted by the E-LKPD while the control class uses the Discovery Learning model. Test the prerequisites for normality using the Liliefors test and homogeneity test using the Fisher test. In the experimental class, there was an increase in the value of problem solving ability from the pretest and posttest > 42 points with a calculation of the N_gain value of 0.70. While in the control class, there was an increase in the value of problem solving abilities from the pretest and posttest <42 points with a calculation of the N_gain value of 0.40. Keywords: Blended Learning Model; E-LKPD; Problem Solving Ability; and Learning Motivatio

Teaching methodologies for new professional profiles in the translation market: Web locators

Constant changes in the economic environment, where globalisation and the development of the knowledge economy act as drivers, are systematically pushing companies towards the challenge of accessing external markets. Web localization constitutes a new field of study and professional intervention. From the translation perspective, localization equates to the website being adjusted to the typological, discursive and genre conventions of the target culture, adapting that website to a different language and culture. This entails much more than simply translating the content of the pages. The content of a webpage is made up of text, images and other multimedia elements, all of which have to be translated and subjected to cultural adaptation. The user must never notice that the site was originally created in another language. In addition, commercial and business translation have certain particularities which must be studied and borne in mind so as to achieve the desired communication goals. The translation process entails that a language professional will perform various roles, completing each stage on time and undertaking multiple tasks in order to meet the conditions for delivery of the translation in accordance with certain quality parameters (Olvera-Lobo et al., 2007a, 2007b, 2008a, 2008b, 2009, 2011, 2014, 2015; Robinson et al., 2011, 2013, 2016). For its part, localization involves different agents in the localization process although their number may vary from a sole person responsible of the entire process to a multiplicity of agents in large organisations: managers of businesses, localization managers, localization engineers, terminologists, locators, quality control operators and freelance translators, among others. The process also varies considerably depending on the nature of the project (marketing website, web-based application, e-commerce site, and so on), the technologies involved, the resources available and even the type of translation process employed. This contribution presents the application of a new teaching methodology to the teaching/learning of localization in the undergraduate training of Translation and Interpreting, applying the didactic model PATT (Professional Approach to Translation Training), widely extended in the teaching of Translation, that has been adapted to the new characteristics of this new professional profile. In the context of localization we have revised and redesigned the model to integrate knowledge and skills required in localization. The revision of PATT has involved modifications to enhance the quality of the learning experience of localization students and make the assessment process more transparent. These changes entailed more detailed scaffolding to incorporate a range of tasks enabling learners to further exercise higher order thinking skills. In this contribution we present a new didactic model adapted to the localization learners and their application in the localization process.The authors are grateful to the Spanish "Ministry of Science and Innovation" for supporting this study, in the framework of the research Project CSO2015-64532-R, partially funded by the FEDER program of the European Union

Data mining technology for the evaluation of learning content interaction

Interactivity is central for the success of learning. In e-learning and other educational multimedia environments, the evaluation of interaction and behaviour is particularly crucial. Data mining – a non-intrusive, objective analysis technology – shall be proposed as the central evaluation technology for the analysis of the usage of computer-based educational environments and in particular of the interaction with educational content. Basic mining techniques are reviewed and their application in a Web-based third-level course environment is illustrated. Analytic models capturing interaction aspects from the application domain (learning) and the software infrastructure (interactive multimedia) are required for the meaningful interpretation of mining results

Load flow studies on stand alone microgrid system in Ranau, Sabah

This paper presents the power flow or load flow analysis of Ranau microgrid, a standalone microgrid in the district of Ranau,West Coast Division of Sabah. Power flow for IEEE 9 bus also performed and analyzed. Power flow is define as an important tool involving numerical analysis applied to power system. Power flow uses simplified notation such as one line diagram and per-unit system focusing on voltages, voltage angles, real power and reactive power. To achieved that purpose, this research is done by analyzing the power flow analysis and calculation of all the elements in the microgrid such as generators, buses, loads, transformers, transmission lines using the Power Factory DIGSilent 14 software to calculate the power flow. After the analysis and calculations, the results were analysed and compared

A collective intelligence approach for building student's trustworthiness profile in online learning

(c) 2014 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.Information and communication technologies have been widely adopted in most of educational institutions to support e-Learning through different learning methodologies such as computer supported collaborative learning, which has become one of the most influencing learning paradigms. In this context, e-Learning stakeholders, are increasingly demanding new requirements, among them, information security is considered as a critical factor involved in on-line collaborative processes. Information security determines the accurate development of learning activities, especially when a group of students carries out on-line assessment, which conducts to grades or certificates, in these cases, IS is an essential issue that has to be considered. To date, even most advances security technological solutions have drawbacks that impede the development of overall security e-Learning frameworks. For this reason, this paper suggests enhancing technological security models with functional approaches, namely, we propose a functional security model based on trustworthiness and collective intelligence. Both of these topics are closely related to on-line collaborative learning and on-line assessment models. Therefore, the main goal of this paper is to discover how security can be enhanced with trustworthiness in an on-line collaborative learning scenario through the study of the collective intelligence processes that occur on on-line assessment activities. To this end, a peer-to-peer public student's profile model, based on trustworthiness is proposed, and the main collective intelligence processes involved in the collaborative on-line assessments activities, are presented.Peer ReviewedPostprint (author's final draft

Application of a virtual scientific experiment model in different educational contexts

E-learning practice is continuously using experimentation in order to enhance the basic information transfer model where knowledge is passed from the system/ tutors to the students. Boosting student productivity through on-line experimentation is not simple since many organizational, educational and technological issues need to be dealt with. This work describes the application of a Learning Model for Virtual Scientific Experiments (VSEs) in two different scenarios: Information and Communication Technologies and Physics. As part of the first, a VSE for Wireless Sensor Networks was specified and deployed while the second involved the specification and design of a collaborative VSE for physics experiments. Preliminary implementation and deployment results are also discussed

Development and evaluation of a web-based learning system based on learning object design and generative learning to improve higher-order thinking skills and learning

This research aims to design, develop and evaluate the effectiveness of a Webbased learning system prototype called Generative Object Oriented Design (GOOD) learning system. Result from the preliminary study conducted showed most of the students were at lower order thinking skills (LOTS) compared to higher order thinking skills (HOTS) based on Bloom’s Taxonomy. Based on such concern, GOOD learning system was designed and developed based on learning object design and generative learning to improve HOTS and learning. A conceptual model design of GOOD learning system, called Generative Learning Object Organizer and Thinking Tasks (GLOOTT) model, has been proposed from the theoretical framework of this research. The topic selected for this research was Computer System (CS) which focused on the hardware concepts from the first year Diploma of Computer Science subjects. GOOD learning system acts as a mindtool to improve HOTS and learning in CS. A pre-experimental research design of one group pretest and posttest was used in this research. The samples of this research were 30 students and 12 lecturers. Data was collected from the pretest, posttest, portfolio, interview and Web-based learning system evaluation form. The paired-samples T test analysis was used to analyze the achievement of the pretest and posttest and the result showed that there was significance difference between the mean scores of pretest and posttest at the significant level a = 0.05 (p=0.000). In addition, the paired-samples T test analysis of the cognitive operations from Bloom’s Taxonomy showed that there was significance difference for each of the cognitive operation of the students before and after using GOOD learning system. Results from the study showed improvement of HOTS and learning among the students. Besides, analysis of portfolio showed that the students engaged HOTS during the use of the system. Most of the students and lecturers gave positive comments about the effectiveness of the system in improving HOTS and learning in CS. From the findings in this research, GOOD learning system has the potential to improve students’ HOTS and learning