Interactive Learning Applications Research Articles

The Impact of Interactive Learning Applications on EFL Students' Preferences and Academic Achievement

The Impact of Interactive Learning Applications on EFL Students' Preferences and Academic Achievement

Revitalizing Religious Learning in Madrasah Through the Use of Technology

In today's digital age, the use of information technology (IT) has become commonplace in many aspects of life, including in education. This study deals with the use of IT as a tool for revitalizing religious learning in madrasah with the aim of improving the effectiveness and quality of teaching learning processes. In the context of the madrasah, religious learning is often considered monotonous and less attractive, so the use of IT is expected to enrich teaching methods and expand students' access to diverse learning resources. This research uses literary methods by searching for references in accordance with the context of the research. Research results show that IT has great potential in supporting more interactive and enjoyable learning. Some examples of successful IT implementations include the use of interactive learning applications, social media for learning discussions, the creation of digital content such as educational videos and podcasts, and the implementation of Learning Management System (LMS) to facilitate student progress tracking. However, the study also identified barriers, such as infrastructure constraints, lack of training for teachers, and resistance to change on some sides. To overcome these obstacles, joint efforts between educational institutions, governments, and communities are needed to improve the availability of facilities, as well as conduct a comprehensive teacher training programme in the use of IT. Therefore, with adequate support and mature planning, IT can be a powerful tool in revitalizing religious learning in the madrasah, thereby producing a more dynamic, interactive, and adapted learning process

Towards Islamic Pedagogy By Exploring The Applications Of Educational Technology

Islamic education has long been an integral part of the Muslim intellectual tradition. However, new challenges and opportunities emerge in strengthening Islamic pedagogy in the current digital era. This article aims to explore how integrating technology in the context of Islamic education can enrich learning experiences and develop pedagogy connected to Islamic values. Through a literature review, we explore various educational technology applications that can be used to improve Islamic-based learning. We highlight the implementation of technology, such as interactive learning applications, e-learning platforms, and social media, that can facilitate discussion and collaboration between students and educators. In addition, we analyze Islamic pedagogical principles that can be integrated into developing and using educational technology. Concepts such as active participation, collaborative learning, and student-centered learning experiences are considered in the context of Islamic values such as justice, compassion, and example. Through this approach, technology in Islamic education will increase the efficiency and effectiveness of learning and respect and strengthen the spiritual and moral values that underlie Islamic education. Future research can explore the practical implementation of Islamic pedagogy connected to technology in formal and non-formal educational contexts and evaluate its impact on achieving the goals of Islamic education.

Usability testing for learning media application Al-Qur’an Hadith

The ever-developing technology has an impact on all aspects of life, including education. One of the innovations in the field of education is the adoption of multimedia concepts in the teaching and learning process. Why multimedia? because with multimedia we can combine several elements at once including text, images, sound, video, and animation. An interactive multimedia-based learning application has been developed for Al-Qur'an Hadith subjects. Applications are made to attract interest in learning and make the learning process of teaching fun. The objective of this study is to get evaluations from users in terms of user satisfaction using the application with a usability test. Usability testing is carried out using the SUS (System Usability Scale) approach. The results of this study show that an interactive multimedia learning media application for learning the Al-Qur'an Hadith based on usability testing by 20 respondents, using the SUS approach, got an SUS Score is 81. The grade scale application is “A” and also application gets “acceptable” in acceptability ranges.

Development Of Interactive Learning Applications For English Subjects

The use of technology in learning is used as a means of learning. Learning media is anything that is used in the process of learning activities and can stimulate students' thoughts, feelings, interests and attention when learning, so that the process of interaction, communication and education between teachers and students can take place in accordance with the learning objectives. This research aims to produce a product in the form of a web-based interactive multimedia learning application, which is of good quality and highly suitable for use as a learning medium for students in English subjects. The research location was conducted at UPT SMP Negeri. 35 Medan. This multimedia learning product has gone through a strict review and revision process, based on suggestions from teachers and supervisors. This product was tested in a class with 31 students. The results show that learning management at UPT SMP Negeri 35 Medan using this interactive application has achieved learning management well, this can be seen from the acquisition section to the retrieval system of existing information/learning. Thus, this product can be used in the learning process to provide new, more meaningful experiences to students. In addition to this multimedia product, the teaching materials can be studied anywhere and at any time, which can increase students' learning motivation.

Pengembangan Aplikasi Augmented Reality sebagai Media Pembelajaran Anatomi Tubuh Manusia Berbasis Android

Augmented reality (AR) provides intriguing opportunities to enhance the learning experience by merging the real world with interactive virtual elements. This research aims to develop an interactive learning application using augmented reality technology to introduce human body anatomy in a more engaging manner. The development method follows the waterfall system with stages of needs analysis, design, implementation, and testing. The researcher employs UML models, flowcharts, and wireframes in the system analysis and design. The application is built on the Unity platform with AR plugins such as Vuforia and ARCore. The AR model utilized in this development involves marker-based tracking and markerless tracking. Testing is conducted to measure the success level of the application, employing black box testing methods to ensure the application's usability without issues. The outcome of this research is an Android-based human body anatomy learning application utilizing augmented reality technology, with the expectation that it will facilitate a better understanding of the human anatomy system.

Aplikasi Pembelajaran Interaktif berbasis Android pada Mata Pelajaran Informatika

The use of smartphone technology among students has not been utilized properly, because it is only used for entertainment. This is one of the factors inhibiting learning due to excessive use of smartphones so that it consumes learning time, especially in informatics subjects, so a learning media is needed in the form of an android-based interactive learning application. This study aims to develop interactive learning media and determine the feasibility level of the application. The research method used is research and development (RD) with the R2D2 development model (Reflective, Recurcive, Design and Development) which has 3 main focuses, namely the focus of determination, the focus of determining design and development, and the focus of dissemination. The data collection methods used are interviews and distributing questionnaires which are then analyzed by calculating percentages based on the level of media feasibility which will be converted to a feasibility scale. The results of the first data analysis were carried out to media experts who got a result of 78% and entered the feasible category, the second test was carried out by material experts and got a percentage of 90% and entered the very feasible category, the third test was carried out to a small group and got a percentage of 92% and entered the very feasible category, and the last test carried out to a large group got a percentage of 92.5% with conversion to a feasible scale.

Web-Based Virtual Laboratory Design in Class XI Chemistry Subject

Practicum activities are crucial for supporting students’ success in the teaching and learning process. To conduct the practicum, several factors are required, which vary depending on the field of practice. Adequate facilities and equipment are also necessary. The purpose of this research is to develop a web-based interactive virtual learning application for chemistry lab experiments. The stages involved in creating an application using the multimedia development life cycle (MDLC) method include planning, designing, collecting material, manufacturing, testing, and distribution. Creating applications using Unity software and designing assets with Adobe Illustrator. Virtual labs can help overcome the lack of costs associated with procuring laboratory equipment and materials, reduce the risk of work accidents, and can be accessed from anywhere.

Evaluation and Design Recommendation of Interactive Mobile Learning Application for Individuals with Intellectual Disabilities

This study evaluates the usability of an app designed to improve literacy skills in individuals with intellectual disabilities named "Baca Yuk". The qualitative field usability studies engaged teachers specializing in working with individuals with disabilities, totaling twelve participants from two special needs schools. Usability issues were categorized into two groups: accessing learning materials and learning practice. These issues included challenges in recognizing speaker button status, forming syllables, pairing letters, dealing with multiple-choice questions, managing small text and touch areas, and comprehending complex image illustrations. From these issues, design recommendations were formulated to enhance the user interface and user experience for individuals with intellectual disabilities. Recommendations emphasized providing clear visual feedback, introducing tutorial screens for unfamiliar actions, simplifying complex processes, enlarging clickable areas and text, prioritizing simplicity in image illustrations, and reducing the number of answer options in multiple-choice questions. Additionally, valuable participant suggestions were considered, such as incorporating audio instructions, avoiding scrolling interfaces, and integrating audio feedback for quizzes. These suggestions aim to enhance accessibility and user-friendliness for individuals with intellectual disabilities which hold practical value for developers and designers striving to create inclusive and effective learning experiences for this unique user group.

Exploring interactive video learning: Techniques, applications, and pedagogical insights

Multimedia, interaction, and customized content make interactive video learning a popular and effective teaching tool. This pedagogical technique uses movies, animations, and graphics to create engaging and attractive instructional materials. Interactive aspects such as quizzes, simulations, and decision-making encourage active learning and critical thinking. Personalization is critical because it allows the educational process to be tailored to individual needs and preferences. This is done through adaptive learning systems and AI algorithms. This review examines interactive video-based learning methods, applications, and educational effects. This study examines how interactive video learning is impacting education in many sectors and locations. This technique allows students to view interactive videos at their convenience, accommodating different learning styles and schedules. The study also examines how interactive video-based learning affects knowledge, motivation, and participation in formal education and corporate training. This review analyzes existing studies and trends to assess the usefulness and future of interactive video learning in modern education. Interactivity, personalization, and multimedia help provide effective, learner-centered instruction. This study shows that interactive video learning can improve pedagogy and educational outcomes.

Application of Multimedia Interactive Learning Based on Problem-Based Learning to Improve Students' Cognitive Learning Outcomes and Critical Thinking Skills

The purpose of the study is to determine how applying multimedia interactive learning based on problem-based learning affects students in the XI IPA grade at Senior High School’s cognitive learning outcomes and critical thinking skills. Purposive sampling and a nonrandomized control group pretest-posttest design are employed in this quasi-experimental study design. Students from class XI IPA 5 (the experimental class) and class XI IPA 6 (the control class) were the samples used; each was assigned a pretest and a posttest. The study's instruments comprise non-tests such as observation sheets for syntax execution, double-choice tests for cognitive learning outcomes, and essays for critical thinking skills. The treatment instruments include learning gadgets and measurement instruments. The findings of the cognitive learning exam yielded an Fcount of 18,375 with a p-value of 0.000 < α (α = 0.05) when analyzed, whereas the results of the critical thinking skills test yielded an Fcount of 18,648 with a p-value of 0.000 < α (α = 0.05). The test results of the hypothesis showed that H0 was rejected and the research hypotheses were accepted. In order to draw the conclusion that the application of multimedia interactive learning based on problem-based learning improved the cognitive learning outcomes and critical thinking skills of eleventh grade students at Senior High School.

PERANCANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF TEMA SELAMATKAN MAKHLUK HIDUP PADA MATA PELAJARAN IPA KELAS VI BERBASIS ANDROID

Technology is growing rapidly and has covered almost all areas of life, one of which is education. The learning process at Yaperna Tuamese Elementary School is still experiencing problems in providing learning media and dealing with students who are left behind in material due to illness or activities outside of school. The learning process only uses textbooks in front of the classroom with so few book packages, so students feel bored and lazy to study. So while the concentration on students must be directed specifically at science subjects. Through an Android-based interactive multimedia learning application, students can explore the material independently. The designed media includes text, images, audio, and video to help teachers prepare learning media and maintain students' attention and concentration on lessons. Rapid Application Development (RAD) with 4D mode is the configuration method used. Through the results that have been tested, users feel more interested and more easily understand material with interactive multimedia than those who are used to using textbooks.

Transformasi Pendidikan Guru SD: Analisis Program TEMA PGSD dalam Meningkatkan Kualitas Pengajaran dan Prestasi Siswa

In response to the imperative need for enhancing primary school education, this study delves into the transformative impact of the TEMA PGSD program on the professional development of elementary school teachers. The article's objective is to analyze how the program contributes to elevating teaching quality and student achievement. Through a mixed-methods approach, combining participant surveys and in-depth classroom observations, this research investigates the practical implications of TEMA PGSD. The findings underscore a notable positive shift in pedagogical practices among participating teachers, leading to observable improvements in student performance across various subjects. With a concise yet comprehensive overview of the program's methodology, which prioritizes interactive learning and practical application, this study provides valuable insights for educators, policymakers, and researchers. The background highlights the pressing need for effective teacher training, setting the stage for the relevance of the TEMA PGSD initiative. The article concludes by emphasizing the program's potential as a transformative model for primary school teacher education. This research not only addresses a critical gap in current educational strategies but also offers practical solutions to enhance the overall quality of primary education, laying the groundwork for future advancements in teacher professional development.

The Interactive Multimedia Learning Application for Visual Communication Classroom

Interactive multimedia is an excellent choice in online learning during the COVID-19 pandemic. Building attractive, interactive multimedia requires special skills and an established framework, so many teachers find it difficult to build it. This study aims to explain the implementation of an integrated interactive multimedia framework in the learning process and the techniques used to build learning media. We explain the integration of the multi-media framework between the components of the learning environment, behavioral activity, cognitive/metacognitive activity. We implemented these three components in visual communication learning and managed to build an interactive multimedia learning media that can truly represent all the components of learning in schools. We conclude that the integration of the three components results in an interactive learning media that has good quality in the learning process.

Application of video-assisted online interactive learning to improve student mathematics learning outcomes

Rapid technological developments should support improving the quality of learning, one of which is online learning. . Online learning is carried out because learning in class is limited by space and time, thus limiting learning interactions. This study aims to describe and analyze student learning outcomes in mathematics by using video-assisted online interactive learning. Classroom Action Research (CAR) is used in this study with some stages namely preparation, action, observation, and reflection. The results of online learning using interactive videos are cycle I on student learning outcomes that obtain scores exceeding the minimum completeness score of 57% and are said to be complete. However, there are still 43% of students who obtain learning outcomes that are less than the minimum standard of completeness or have not been completed. The cause of this is the initial adaptation of students to using media that is packaged interactively. It was continued in the second cycle of learning to produce a learning completeness percentage of 86% for students who had exceeded the minimum standard of mastery scores. This shows an increase from cycle I to cycle II. In cycle II, the process of adaptation and the active participation of students began to have an impact on learning outcomes. Continuing in cycle III shows that the number of students who complete learning reaches 86%, the same as in cycle II, but there are still differences. Cycle II to Cycle III experienced an increase in the average value of learning outcomes, namely cycle II of 76.36; in cycle III, it increased to 78.79. These results indicate that online interactive learning using video can improve student mathematics learning outcomes.

Application of Video-Assisted Online Interactive Learning to Improve Student Mathematics Learning Outcomes

Rapid technological developments should support improving the quality of learning, one of which is online learning. . Online learning is carried out because learning in class is limited by space and time, thus limiting learning interactions. This study aims to describe and analyze student learning outcomes in mathematics by using video-assisted online interactive learning. Classroom Action Research (CAR) is used in this study with some stages namely preparation, action, observation, and reflection. The results of online learning using interactive videos are cycle I on student learning outcomes that obtain scores exceeding the minimum completeness score of 57% and are said to be complete. However, there are still 43% of students who obtain learning outcomes that are less than the minimum standard of completeness or have not been completed. The cause of this is the initial adaptation of students to using media that is packaged interactively. It was continued in the second cycle of learning to produce a learning completeness percentage of 86% for students who had exceeded the minimum standard of mastery scores. This shows an increase from cycle I to cycle II. In cycle II, the process of adaptation and the active participation of students began to have an impact on learning outcomes. Continuing in cycle III shows that the number of students who complete learning reaches 86%, the same as in cycle II, but there are still differences. Cycle II to Cycle III experienced an increase in the average value of learning outcomes, namely cycle II of 76.36; in cycle III, it increased to 78.79. These results indicate that online interactive learning using video can improve student mathematics learning outcomes.

A review of intelligent interactive learning methods

The development of intelligent interactive learning approaches has received a lot of attention in recent years due to the trend of incorporating intelligent algorithms. Intelligent interactive education tools have a significant positive impact on user engagement, motivation, and social outcomes. This study attempts to explore the existing models, methods and technologies of intelligent interactive learning including virtual and augmented reality. The method of the current study was a semi-systematic literature review. This study is expected to make a substantial contribution to research on the use of intelligent interactive learning applications in e-learning. It supports earlier research and suggests a wide range of pertinent subject areas that might be investigated to progress the field. These findings lead to recommendations for future research on intelligent interactive learning techniques in e-learning.

Tashmim Barnamaj Android li Ta’ziz Itqan al-Mufradat lada Thullab al-Madrasah al-‘Aliyah

The mastery of vocabulary is a crucial aspect in Arabic language learning, as language fluency significantly depends on the command of mufradat. After conducting an in-depth analysis of the problems and needs in the field, several issues were identified, including low proficiency in reading Arabic, inadequate mastery of mufradat, and limitations in the use of learning media by teachers. Therefore, this research aims to design an Android application for vocabulary learning among high school students. This study design is a research and development. The applied model in this research is the Borg and Gall model of research and development, as summarized by Sugiyono. The population of this study is the tenth-grade students at MAN 1 in Gorontalo Regency, and the sample consists of 12 students from class X IPA 2 as the control group and 17 students from class X IPA 3 as the experimental group. The data sources for this study are the students, Arabic language teachers, and experts. The data collection methods used in this study are observation, interviews, questionnaires, and tests. The results of this study are as follows: 1) The researcher designed and developed an interactive Android-based learning application for vocabulary learning. The process of designing and developing multimedia goes through several stages, including problem and need analysis, product design, design validation, design improvement, product testing, improvement, and usage testing. 2) The Android application is effective in vocabulary learning for students. The t-test analysis shows that the t-value of 4.273 is greater than the t-table value of 1.7396, indicating that learning vocabulary using the application is more effective than learning without the application. The use of multimedia learning integrated with students' phones provides better learning outcomes.

Designing Interactive Learning Application Using Markerless Augmented Reality on Evolution of Atomic Theory Material

To increase student understanding and enrich the learning experience, research was conducted with the aim of designing a interactive learning application using markerless augmented reality as an interesting solution. This is because learning applications use augmented reality in evolution of atomic theory material into a form of education that combines innovative technology with personalized learning, so that it can help create a generation that is technologically skilled and ready to face future challenges. This research includes educational design research using Plomp development model, including preliminary research stage by doing the needs and context analysis, literature review, and theoretical framework and prototyping stage, including initial plan and self evaluation. For the results based on preliminary research data and the prototyping phase, it can be concluded that the design of learning applications using Plomp development model which produces prototype II that has been successfully run as expected according to the design based on the results of analysis in preliminary research. This application prototype is hoped to be continued to produce learning applications that can be used in schools to support chemistry learning.

Tinker Hunt

With tech taking over most of the life process in recent times, primary education still lacks interactive processes using technology in the process of “Learning by Doing”. Most of the Ed. techs offer visual learning with no or near-to-zero input by children. Tinker Hunt can be a possible and one of its kind of interactive learning application used to tackle the same. A rough sketching input by children can yield results over the internet in the form of pictures, detailed information, etc. Tinker Hunt is created using Google’s QuickDraw Dataset, using hundreds of sketch patterns for multiple categories of icon-level doodles, collected from hundreds of individuals that are recognized by CNN trained model. Also, the app is tested for high accuracy in sketch recognition and categorization. Key Word: Machine Learning; QuickDraw Dataset; Interactive Learning; Convolutional Neural Network; Artificial Neural Network