Analisis Kebutuhan Pengembangan Vidio Konten Materi Biologi pada Mata Kuliah Dasar-Dasar Sains

The lack of availability of learning media in the form of video content on biology material that is valid and easily accessible to students. The research aimed to find student responses regarding the development of video content on biology material in basic science courses. The research method is descriptive quantitative with survey techniques. The research sample consisted of 10 students who were selected by random sampling technique. The research instrument was a questionnaire containing 10 questions distributed via WhatsApp. The data analysis technique used is descriptive quantitative. The results showed that students needed learning media with relevant biological material content and avoided misconceptions (90%) and students needed learning media in the form of videos because they make it easier to understand biology concepts in basic science courses (90%). The conclusion of the research is that learning media is needed in the basics of science course in the form of valid biology video content material

EARLY CHILDHOOD MOBILE PUZLE GAME FOR LEARNING HIJAIYAH LETTERS

The main worship activities of Muslims are praying and reading the Qur'an. Activities are carried out in Arabic which are presented in Hijaiyah letters. The ability to read Hijaiyah letters is very mandatory for Muslims, so this activity needs to be taught to children from an early age. Through learning and playing activities, TK Salman al Farisi I Yogyakarta has taught its students to learn to read Hijaiyah letters. One of the learning activities to recognize hijaiyah letters is a puzzle game. This study aims to develop a multimedia application for learning Hijaiyah letters. How applications are developed according to the needs of early childhood with the concept of a learning and playing environment through smartphone devices The method used in this study is the User-Centered Design (UCD) method, which consists of six steps: Identify Needs, Determine Context of Use, Determine Needs, Generate Solution Design, Design Evaluation, and Implementation. This research produces applications that suit the system needs and user needs with good multimedia quality. The results of the multimedia quality test show that the application gets a score of 4.53 out of a scale of 5. This score indicates that the application has a very good predicate

Analisis Kebutuhan Pengembangan Materi Biologi Umum Multimedia Interaktif Berbasis Web dan Android

The many sources of general biology material on the internet that are difficult to distinguish between authenticity and validity cause students to be confused. Students are confused about which source to use and which one to start with, so this case causes big problems for the learning process and student learning outcomes. The purpose of the study was to determine student responses to the development of general biology materials interactive multimedia based on web and android. The research method is descriptive quantitative through survey techniques with a sample of 100 students from IKIP Budi Utomo, Universitas PGRI Madiun, and Nusantara Universitas Nusantara PGRI Kediri. The research instrument was an electronic questionnaire consisting of eleven questions and was given to students. The research data were analyzed descriptively. The results showed that students had difficulty finding valid and accountable general biology materials on the internet (40.2%), students agree if the lecturer prepares general biology material that meets the valid criteria (94.1%), students agree that general biology material is in the form of interactive multimedia based on web and android for present and future learning (79.4%), and students agree that general biology material interactive multimedia based on web and android can help students understand general biology material anywhere and anytime (70.6%). The conclusion of this study is that students need general biology materials interactive multimedia based on the web and android for present and future learning

The Effectiveness of Using Interactive Multimedia on the Learning Process for Enhancing the Connection between Education and Practice

Interactive multimedia technology enhances the educational process by increasing interaction between teachers and students at universities, especially in the practical subjects. The use of multimedia technology in the educational field has a role-play to enhance the quality of teaching and outcomes for students. In this vein, the educational institutions are using multimedia tools such as video, sound, and animated presentations and simulations to advance their teaching strategies. This benefits college students. The interactive multimedia learning has become a popular teaching strategy that uses visual and audio annotations to help students understand lessons easily and quickly. Therefore, this study aims to examine the effectiveness of using multimedia tools in teaching compared to the traditional methods of teaching practical subjects. This study is an experimental one based on questionnaires that are distributed to 238 students from various colleges at Tikrit University. Finally, the results reveal significant differences among students. Those who use multimedia tools to support their learning in the practical subjects show better results compared to those who are taught by the traditional methods. This study recommends using the multimedia instructional tool as an effective tool to enhance the outcomes of students in practicing skills in the practical subjects

Multimedia Mobile Application of National Heroes History Learning for Children's Character Education

Purpose: develope a multimedia application about the history of national heroes from Indonesia.Design/methodology/approach: the method used is the UCD (User Centered Design) method.Findings/result: this multimedia mobile application of national heroes history learning for children's character education has succeeded in meeting user needs.Originality/value/state of the art: a multimedia application about the history of national heroes from Indonesia

Pengukuran Kelayakan Simulator Forensik Digital Menggunakan Metode Multimedia Mania

Pengujian kelayakan suatu media pembelajaran merupakan hal yang penting dilakukan untuk menjamin keberlangsungan, keberlanjutan dan keterikatan (engagement) antara aplikasi dengan penggunanya. Tujuan dari penelitian ini adalah menguji kelayakan dari aplikasi simulator forensik digital sebagai media ajar untuk menginvestigasi keamanan sistem pada lingkungan jaringan komputer menggunakan metode multimedia mania. Bidang jaringan komputer dan internet merupakan lingkungan yang memiliki kerentanan yang sangat tinggi, dimana berbagai macam jenis eksploitasi terhadap lingkungan ini sering terjadi dan menyebabkan kerugian yang besar, sehingga pembelajaran pada bidang ini menjadi suatu hal yang penting dilingkungan sekolah, khususnya pada Sekolah Menengah Kejuruan bidang teknik dan jaringan komputer serta informatika. Multimedia mania merupakan suatu metode pengukuran kelayakan berupa rubrik yang menilai aspek-aspek teknis pada aplikasi multimedia. Rubrik ini digunakan untuk menggali lebih banyak informasi terkait keselarasan media pembelajaran dengan kebutuhan dan kenyamanan pengguna. Penilaian pada rubrik ini terdiri dari 5 aspek penting, yaitu mekanisme, elemen multimedia, struktur informasi, dokumentasi, dan kualitas konten multimedia. Hasil pengujian kelayakan simulator forensik digital di 4 sekolah menegah kejuruan mendapatkan nilai kelayakan sebesar 89,22% dari ahli media dan 96,55% dari penilaian siswa.   Hasil ini menunjukkan bahwa simulator forensik digital layak untuk dijadikan sebagai media pembelajaran dan bahan ajar multimedia pada bidang investigasi keamanan jaringan komputer

The Impact of Audio-Visual Aids on Learning English among MSU Third-Year Students

This study investigates the efficacy of audio-visual technologies in assisting MSU third-year students in learning English vocabulary. The interplay of audio-visual aids in educational conversations has been researched from a variety of perspectives (Tuovinen, 2000). Multimedia is a multimodal experience in which information is communicated through text, graphics, pictures, audio, and video. It has been demonstrated that a combination of words and images always carries a substantial quantity of information (Mayer, 2018: 55). The use of multimedia in teaching and learning. The goal of this research is to determine the efficiency of audiovisual aids in the learning of English vocabulary among MSU third-year students. The use of multimedia in instruction and learning threatens the foundations of higher education. The current study investigates how third-year students at Malaysia's Management and Science University use multimedia in their English studies (MSU). To fulfill the study's aims, the researchers used both a qualitative and quantitative approach. An online poll of 200 students enrolled in the Bachelor of English as a second language program was used to construct the study corpus (BTESL). In addition, 150 MSU students from the same program were polled. The study's findings indicate that multimedia inspires BTESL students to learn English creatively and engagingly. It also aroused students' attention and compelled them to learn new terms. Multimedia, according to the study, is an excellent tool for third-year English students. It also helps students enhance their understanding of correct terminology and language

방글라데시 중등학교 맥락에서의 ICT 활용을 위한 교수설계원리 개발연구

학위논문(박사) -- 서울대학교대학원 : 사범대학 협동과정 글로벌교육협력전공, 2021.8. 정승은.Since early 2000, there have been an increasing amount of ODA projects and academic discussions regarding “Information and Communications Technology (ICT) in education” particularly in developing countries. Indeed, integration of ICT into education has been one of the significant issues in the field of educational development and cooperation. This is a crucial discourse to understand as many developing countries have been trying to reform their educational systems using ICT. In the case of Bangladesh, the integration of ICT into education related to an important policy agenda to achieve a “Digital Bangladesh,” in order to improve their education system with the use of ICT. However, a lack of teachers’ pedagogical use of ICT in the classroom has been raised as one of the challenges that impede the successful integration of ICT in education in Bangladesh. Although the current government of Bangladesh has committed to providing teachers’ professional development for using digital content, teachers’ use of technology in the classroom remains basic, with PPT presentations and teacher-led learning without instructional strategies. Under these circumstances, this research aims to develop an instructional design principle for using ICT in the context of secondary schools in Bangladesh. By employing the “development research” method from the field of educational technology, this research developed a first version of instructional design principles based on conducting a literature review and field research in Dhaka, Bangladesh. The first version of instructional design principles was verified three times via internal validation tests by expert reviews. Then the instructional design principles were consistently elaborated on by modifying them based on the feedback from the experts. The revised version from the internal validation results was again re-verified to determine if it could work in the research context of secondary school in Bangladesh through conducting a usability test with the help of Bangladesh secondary school teachers. Through an individual in-depth interview with secondary school teachers in Bangladesh via ZOOM, teachers commented on the applicability and usability of the principles in a real classroom environment in Bangladesh. As a result of the usability test, strengths, weaknesses, and improvement of each principle and specific guideline were confirmed, and teachers made several suggestions for improving the final version of the principles. While most of the principles and specific guidelines were applicable in the actual classroom in Bangladesh, some principles such as “organizing an appropriate environment for multimedia class,” “provision of guideline to the learner before starting the class with digital content,” and “facilitating participatory approach with digital content” were noted as difficult to apply in the context of Bangladesh and needed more improvement. Based on the usability test result, the final instructional design principles were made up of five components, ten principles, and 22 specific guidelines. The final principles constitute mainly two parts: (1) teacher’s preparation for using ICT in the classroom (principle 1 - 5) and (2) teacher’s use of ICT during the teaching and learning activities (principle 6 - 10). Also, two distinctive factors were noted to be critically considered for developing the instructional design principles in the context of developing countries: (1) the role of ICT expert teachers and (2) students’ participation in utilizing ICT for learning. Lastly, based on the results of this research, some implications were raised for the discussion on developing and applying the instructional design principles in the context of developing countries from two aspects: “educational technology” and “educational development and cooperation.” First, from the perspective of educational technology, it was discussed how the instructional design principles of this research had been developed in order to enhance the ICT capacity for Bangladeshi teachers. Also, this research provided a practical implication for applying the instructional design principles in the context of developing countries; (1) the system of teachers’ professional development for ICT integration in education should be changed to a more flexible and collaborative teacher training programs by utilizing a teacher community led by expert teachers, and (2) the concept of “ICT in education” should be further extended by encouraging students’ use of ICT for their learning. Second, in the discussion from the perspective of educational development and cooperation, it emphasized that teachers’ pedagogy should be more prioritized than the technology itself. Thus, it addressed a structural contradiction of the government policy for multimedia classroom establishment that has influenced to prioritize more teachers’ technology than pedagogy due to the lack of practical guidelines for “how to use ICT” in the classroom. Lastly, this research contends that providing practical instructional design principles for teachers' capacity development is highly necessary to successfully implement ICT in education developing countries.2000년대 초반부터 ICT의 교육적활용에 대한 효과성 및 중요성이 주목을 받으면서, 개발도상국을 대상으로 한 다양한 ICT 활용교육 관련 ODA 사업 및 연구들이 활발히 이루어지고 있다. 본 연구의 사례국가인 방글라데시 또한 “Digital Bangladesh” 라는 정책 아젠다를 기반으로 ICT를 교육에 적극 도입시키고 학생들의 적극적인 참여와 양질의 교육을 강조하고 있다. 하지만, ICT의 교육적활용에 대한 다양한 논의가 이루어지고 있음에도 불구하고, 교사가 ICT를 효율적으로 활용하고 있지 못하는 문제는 여전히 해결되지 않고 있다. 특히 지금까지 개도국에서의 ICT 활용교육에 대한 논의는 ICT의 역할 및 그 중요성 자체에만 초점이 맞춰져 왔으며, 실제 ICT를 활용하게 될 교사들을 위한 실천적인 교수설계 및 교수법에 대한 논의는 거의 이루어지지 않았다. 방글라데시의 경우에도 정부는 교사의 디지털콘텐츠 활용을 위한 교사연수에 많은 노력을 기울이고 있지만, 대부분의 교사들은 PPT를 활용하여 내용을 전달하는 교사 주도적인 수업방식을 사용하고 있다. 이러한 배경하에 본 연구에서는 방글라데시의 중등교육의 맥락을 반영하여 ICT 활용수업을 위한 교수설계원리를 개발하고자 하였다. 이를 위해 “개발연구방법”을 적용하였으며, 연구는 다음과 같은 절차로 수행되었다. 먼저 현지연구와 문헌연구를 기반으로 하여 1차 교수설계원리를 개발하고, 초기설계원리의 타당성을 검증하기 위해 방글라데시교육, 국제개발협력 전문가, 교육공학 전문가를 대상으로 총 3차례에 걸쳐 전문가타당화 검토를 실시하였다. 이후 전문가타당화 검토의 결과를 반영하여 수정된 설계원리에 대한 사용성평가를 실시하였다. 사용성평가는 현재 코로나사태로 인하여 방글라데시 학교에 방문할 수 없는 점을 감안하여 줌회의를 통해 방글라데시 중등교사들을 대상으로 수정된 설계원리와 상세지침들이 실제 방글라데시 교실에 적용가능한지에 대해 심층면담을 실시하였다. 사용성평가 결과 개발된 설계원리의 강점, 약점, 개선점을 확인할 수 있었다. 대체로 대부분의 설계원리는 ICT 활용교육을 위해 실제 방글라데시 교육현장에 활용가능한 유용한 원리들임을 확인하였으나, “멀티미디어 수업을 위한 적절한 환경 조성,”“디지털콘텐츠 수업 전 학습자 가이드라인 제공,”“디지털 콘텐츠를 활용한 학생들의 참여적 수업 촉진”의 원리들은 방글라데시의 맥락을 반영하여 추가 개선이 필요하고, 일부 상세지침들은 적용하기 어렵다는 점을 확인하였다. 이러한 사용성평가에서 도출된 교사들의 피드백을 반영하여 결과적으로 총 5개의 구성요소, 10개의 설계원리, 그리고 22개의 상세지침을 포함한 최종 교수설계원리를 개발하였다. 최종 설계원리는 크게 “ICT를 활용한 수업을 계획하기 위한 교사의 준비”와 관련한 원리들 (설계원리 1-5번)과, “ICT를 활용한 교수학습활동”과 관련한 원리들 (설계원리 6-10)로 구성되었다. 또한 (1) ICT 선도교사들의 역할을 활용하는 것과 (2) 학생들이 ICT를 학습에 활용할 수 있도록 기회를 제공하는 것이 개발도상국의 맥락에서 교수설계원리를 개발하는 과정에서 고려해야 할 특징적인 요소로 도출되었다. 마지막으로 본 연구의 결과를 기반으로 교육공학 및 교육개발협력의 두 가지 측면에서 개발도상국 맥락에서의 교수설계원리를 개발하고 적용하는 것에 대한 의미와 중요성에 대해 논의하였다. 첫째, 교육공학 측면의 논의에서는 방글라데시 교사들의 ICT 활용역량 강화를 목표로 하는 교수설계원리를 개발하기 위해서는 해당 국가의 맥락적 이해가 가장 중요하며, 교실환경 및 교사연수체제 등과 관련한 독특한 특징들이 설계원리에 잘 드러나도록 반영할 수 있어야 한다. 또한 방글라데시에서 개발된 설계원리를 적용하기 위해서는 (1) ICT 교사연수 시스템이 선도교사를 중심으로 한 교사공동체를 활용할 수 있는 더욱 유연하고 협력적인 연수 체제가 가능하도록 변화해야 하며, (2) 개도국에서의 “ICT in education” 이라는 개념이 학생들의 ICT활용도 포함할 수 있는 방향으로 더욱 확장되어야 한다. 둘째, 교육개발협력 측면의 논의에서는 ICT 활용교육에 있어 테크놀로지 자체 보다 교사의 페다고지에 더욱 중점을 두어야 할 것을 강조하였다. 이를 설명하기 위하여 현재 방글라데시에서 ICT활용교육에 필요한 실질적인 지침의 부족으로 인해 발생하는 멀티미디어 교실 구축정책과 실행의 구조적 간극을 비판하고, 개도국에서 ICT를 교육에 효과적으로 활용하기 위해서는 교사들의 실질적인 역량개발을 위한 실천적이고 적용가능한 교수설계원리가 제공되어야 함을 주장하였다.CHAPTER I. INTRODUCTION 1 1.1 Research Background 1 1.2 Research Purpose and Questions 4 1.3 Significance of the Study 5 1.4 Terminology 8 CHAPTER II. LITERATURE REVIEW 10 2.1 Contextual Background: ICT in Education in Bangladesh 10 2.1.1 Policies and Initiatives for ICT Integration in Education in Bangladesh 12 2.1.2 Teacher Training for ICT in Education in Bangladesh 16 2.1.3 Challenges and Opportunity of ICT in Education in Bangladesh 21 2.2 Instructional Design Theory and Model 28 2.2.1 Instructional Design (ID) Theory 28 2.2.2 Instructional Design (ID) Model for Using ICT: The ASSURE Model 33 2.3 Application of Instructional Design Principles in Developing Countries 35 2.3.1 Changing Pedagogy with ICT in Education in Developing Countries 36 2.3.2 Instructional Design Principles in Developing Countries 40 2.4 Summary of the Literature Review 46 CHAPTER III. METHODOLOGY 49 3.1 Methodological Consideration 50 3.2 Development of the First Version of the Principles 52 3.2.1 Field Research at Dhaka 52 3.2.2 Review of the Previous Research 55 3.3 Internal Validation 56 3.3.1 Participants in the Internal Validation 57 3.3.2 Tools and Procedure for Internal Validation 59 3.4 Usability Test 62 3.4.1 Participants in the Usability Test 63 3.4.2 Tools and Procedure for Usability Test 65 CHAPTER IV. RESEARCH FINDINGS 68 4.1 The First Version of Instructional Design Principle 68 4.1.1 Development of Initial Components through Fieldwork 68 4.1.2 Development of Initial Principles and Specific Guidelines through the Literature Review and Field Research 71 4.2 Results of the Internal Validation 72 4.2.1 Results of the First Internal Validation 73 4.2.2 Procedure to Develop the Revised Version of Principles 74 4.3 Result of the Usability Test 75 4.3.1 Strength of the Principles 76 4.3.2 Weakness of the principles 87 4.3.3 Suggestion by Teachers for Improving the Principles 92 4.3.4 Revision of the Final Principles 95 4.4. Final Instructional Design Principles and Specific Guidelines 97 4.4.1 Conditions and Characteristic of the Final Principles 98 4.4.2 Overview of the Final Principles and Specific Guidelines 100 4.5. Factors to be Considered for Developing Instructional Design Principles in Developing Countries 105 4.5.1 The Role of ICT Expert Teachers 105 4.5.2 Students’ Participation in Utilizing ICT for Learning 114 CHAPTER V. DISCUSSION 121 5.1 Instructional Design Principles for Using ICT in Developing Countries 121 5.1.1 Developing the Instructional Design Principles from the Perspective of Developing Countries 122 5.1.2 Implications for Applying the Instructional Design Principles in Developing Countries 125 5.2 Teachers’ Pedagogy before Technology 130 5.2.1 Structural Contradiction of ICT in Education: A Gap between Policy and Implementation 130 5.2.2 Provision of Practical Guidelines for Teachers’ Capacity Development 137 CHAPTER VI. CONCLUSION 140 6.1 Summary of the Research 140 6.2 Limitations and Suggestion for Further Studies 143 BIBLIOGRAPHY 145 APPENDIX 154 국문초록 220박

Study on Effective Using of Multimedia Teaching System and Enhancing Teaching Effect

Through the method of questionnaire survey about multimedia teaching form, some ubiquitous problems have been reflected such as cognitive deviation, blind using, the poor quality of courseware, the poor activity of classroom, etc. The expected effect of multimedia teaching cannot be achieved, and the effectiveness of multimedia teaching is faced with some suspicions. The effectiveness of multimedia teaching contains two aspects: effective using of multimedia teaching system and the effectiveness of teaching effect. We should enhance management and direction, correctly understand and reasonably treat multimedia teaching, avoid the blindness of multimedia construction and use, increase the quality of courseware, promote teacher’s professional level and classroom dynamics, organically combine traditional and multimedia teaching, and take a series of measures to improve the effectiveness of multimedia teaching