PENGEMBANGAN BAHAN AJAR DIGITAL INTERAKTIF INTEGRATIF PEMBELAJARAN MENULIS TEKS EKSPOSISI KELAS X SMA

The competence of the 21st century in the era of the industrial revolution requires the integration of information and communication technology in the world of education so that the selection of teaching materials must also be adjusted to the demands of changing times. The purpose of this study is to develop product design, teaching material products, and the feasibility of interactive digital teaching materials integrative learning to write exposition texts for grade X high school. This development research uses the R2D2 model (Reflective, Recursive, Design, and Development). The product resulting from this development research is in the form of a book called BUDESI (Exposition Digital Book) which is the development of interactive digital teaching materials integrative learning to write exposition texts for grade X high school and user manuals. Based on the results of product tests conducted by technology experts, material experts, practitioners, and respondents (field tests) show that the integrative interactive digital teaching materials packaged in BUDESI are very feasible and can be applied to learning to write exposition texts for grade X high school students

IMPROVING THE STUDENTS’ LEARNING ACHIEVEMENT ON FLUID MECHANICS COURSE THROUGH THE USE OF INTERACTIVE MEDIA

This research aims at improving the quality of teaching and learning process in Fluid Mechanics course through the use of teaching media. The teaching of Fluid Mechanics needs communicative and authentic media. Interactive media which is made by using software is one of media that give chance to the students to learn, practice, and analyze the materials of mechanic and fluid dynamic outside the class independently and interactively. This study is categorized as an Action Research. The participants of this study were the semester three students of Diploma III of Civil Engineering Study Program of Yogyakarta State University who join Fluid Mechanics class. This research was conducted in 4 months. There were 2 cycles in this study. Each cycle consisted of planning, conducting, and controlling then the final stage was reflection. Data were analyzed using quantitative method and simple descriptive qualitative. The result of research shows that the implementation of interactive media can improve the quality of teaching and learning process on Fluid Mechanics course. The scores of the students had increased from the mean score of 68.41 on the first cycle into 75.37 on the second cycle. Moreover, 94.85% of the students responded well to the use of interactive teaching media as a medium of learning. Keywords: Fluid mechanics, learning media, action researc

A hybrid method for the analysis of learner behaviour in active learning environments

Software-mediated learning requires adjustments in the teaching and learning process. In particular active learning facilitated through interactive learning software differs from traditional instructor-oriented, classroom-based teaching. We present behaviour analysis techniques for Web-mediated learning. Motivation, acceptance of the learning approach and technology, learning organisation and actual tool usage are aspects of behaviour that require different analysis techniques to be used. A hybrid method based on a combination of survey methods and Web usage mining techniques can provide accurate and comprehensive analysis results. These techniques allow us to evaluate active learning approaches implemented in form of Web tutorials

Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn't, and why

We give an overview of the Physics Educational Technology (PhET) project to research and develop web-based interactive simulations for teaching and learning physics. The design philosophy, simulation development and testing process, and range of available simulations are described. The highlights of PhET research on simulation design and effectiveness in a variety of educational settings are provided. This work has shown that a well-designed interactive simulation can be an engaging and effective tool for learning physics

Use interactive multimedia to improve your programming course

This paper reports first year students’ experiences with multimedia-based learning for programming and its influence on students obtained from two case studies at Napier and Brunel universities. Engineering students at the universities have taken programming courses from their first year and many have showed difficulties in their learning. The main reason is that it is a very abstract domain, which means that both lecturers and students can have difficulties in explaining and understanding abstract concepts verbally. Considering the strengths of Interactive Multimedia(IMM), i.e. interactivity and visualisation, we decided to use it to improve students’ learning. An empirical study was planned and IMM materials were designed for this. A trial and two case studies were carried out from December 2000 to June 2001. The designed materials were integrated into the curriculum as a teaching aid and self-guided learning materials. The data gathered from the case studies indicated that many students felt the multimedia-based learning helped their understanding of the programming concepts, and some became very motivated in programming. Also, using the interactive multimedia materials for both teaching and learning enhanced students’ learning experience. At last, we found educating both lecturers and students on what is multimedia-based learning prior to a course can increase its effectiveness

Lecturer--student views on successful online learning environments.

While many are enthusiastic about the promises of online learning as a flexible form of learning, others are cautious and concerned with the quality of teaching and learning rendered in such environments. In response, this article reports on the findings of a study conducted to better understand the issues related to the nature of learning in online environments and how learning in such environments can be successfully facilitated. Ten online lecturers and their students were surveyed at the Faculty of Education, University of Waikato. Successful online teaching and learning was characterised as a social interactive process such as that embodied within learning communities. Teaching practices and responsibilities associated with four lecturer roles were crucial to this process-pedagogical, managerial, social and technological. Considering these multiple roles is argued to be a productive framework in enabling online lecturers to understand and act on each role's required responsibility, tasks and practices and adapt them to their particular teaching context

DEVELOPING INTERACTIVE LEARNING MEDIA COMPUTER COMPONENTS AND INSTALATION OF OPERATING SYSTEM BASED ON MULTIMEDIA

This research is aimed to develop learning media, know of performance, find out the proper level of media eligibility and find out the students’ responses toward the use of interactive learning media computer component and installation of operating system based on multimedia in teaching and learning process on the subject matter of Information and Communication Technology at the main material: computer component and installation of operating system. This learning media is expected to be able to use as supporting device in teaching and learning process. The developing of this learning media uses Research and Development (R & D) method which contains of 8 levels of steps. The steps of this media developing process are as follows: analysis, media designing, implementation, testing, first revision, try –out, second revision and production. This learning media was developed by using the software of Macromedia Flash 8. The testing conducted in this research was in the form of alpha testing by using validation from some experts’ judgments; they are software experts, learning media experts and material experts. After conducting alpha testing and the validation result achieved the criteria used as a proper interactive learning media, then, it was conducted beta testing. It was such a testing to find out how the students’ responses toward the use of the media. Beta testing is conducted by using the students. This research was conducted in the tenth grade students of SMA N 1 Bantul, Jl. Wahid Hasyiem, Bantul, Yogyakarta. It involved 30 students for the instrument trial and 115 students taken from 7 classes to find out how the students’ responses toward the use of the learning media. The method used in collecting the data is likert scale questionnaire. The data collected then analyzed by using descriptive analysis technique by modifying average mark into a proper score interval. The research finding shows that the validation level in this interactive learning media from the software engineering experts is 67,5 in feasible category, from the learning media experts is 105,5 in very feasible category and from the material experts is 149,75 in very feasible category, while the students’ responses toward the use of interactive learning media achieves 128,54 in very feasible category. From the testing result shown, it can be concluded that the use of interactive learning media computer component and installation operating system based on multimedia for the tenth grade students is significantly proper to use. Keywords: developing, interactive learning media, prope

Media Culture 2020: collaborative teaching and blended learning using social media and cloud-based technologies

The Media Culture 2020 project was considered to be a great success by all the partners, academics and especially the students who took part. It is a true example of an intercultural, multidisciplinary, blended learning experience in higher education that achieved it goals of breaking down classroom walls and bridging geographical distance and cultural barriers. The students with different skills, coming from different countries and cultures, interacting with other enlarges the possibilities of creativity, collaboration and quality work. The blend of both synchronous and asynchronous teaching methods fostered an open, blended learning environment, one that extended the traditional boundaries of the classroom in time and space. The interactive and decentralized nature of digital tools enabled staff and students to communicate and strengthen social ties, alongside participation in the production of new knowledge and media content. For students and lecturers, the implementation of social media and cloud platforms offered an innovative solution to both teaching and learning in a collaborative manner. By leveraging the interactive and decentralised capabilities of a range of technologies in an educational context, this model of digital scholarship facilitates an open and dynamic working environment. Blended teaching methods allow for expansive collaboration, whereby information and knowledge can be accessed and disseminated across a number of networked devices