Presentation Of Learning Material Research Articles

Pemanfaatan Sarana Macromedia Flash Dalam Pembelajaran Fiqih Di Kelas V Madrasah Ibtidaiyah Ainul Huda Juwet Ngronggot Nganjuk

Multimedia-based learning can certainly present learning material that is more interesting, not monotonous, and facilitates delivery. Students can learn a certain subject matter independently with a computer equipped with multimedia programs. This research method is qualitative. As with the direction of qualitative research, the collected data is analyzed with the provision of intellectual weapons in the form of theory as presented in chapter II to obtain various interpretative descriptions in accordance with the rules of scientific research that are logical and rational. The results of this study are: (1) Utilization of Macromedia Flash as a medium for fiqh learning in Class V Ibtidaiyah Ainul Huda Juwet Nggruk Nganjuk based on the Alessi and Trollip model, which is broadly divided into several stages of use including determining needs and goals, gathering resources, study material, generate ideas, design learning, create material that supports, evaluates and reviews. (2) The effectiveness of using Macromedia Flash in fiqh learning in Class V Madrasah Ibtidaiyah Ainul Huda Juwet Ngronggot Nganjuk is effective enough to support learning in madrasas because it is supported by a very good display quality and easily accepted by students, presenting clear material and displaying concrete things. so students easily understand the material, user interactions and good program interactions so the teacher and students can be active in learning.

The Effect of Think Pair Share (TPS) Learning Model With Problem Solving Approach on the Student's Math Communication in MA DA Jarowaru "

The purpose of this study was to determine the effect of Think Pair Share (TPS) learning models with problem solving approaches. The approach used in this research is a qualitative approach with the type of experimental research "The effect of Think Pair Share (TPS) learning model with problem solving approach to students' mathematical communication in MA DA Jerowaru. Model Pair Pair Share (TPS), as the name "Thinking" learning begins with the teacher asking questions or issues related to the lesson for students to think about, "pairing", at this stage the teacher asks students to pair up pairs. Give the couple a chance to discuss. It is hoped that this discussion will be able to deepen the meaning of the answers they have thought through intersubjectives with their partners. The results of intersubjective discussions in each pair of results are discussed with the whole class pair. This stage is known as "sharing" in this activity. It is expected that question and answer will occur which encourages the integrative management of knowledge. Added to this is the emphasis on problem solving, namely the Problem Solving approach. Problem Solving is an approach that teaches students how to solve a problem. Meanwhile, according to Heriawan (in Istiqoma and Rusdi, 2012: 92). Problem Solving is a way of presenting learning material by making problems as a starting point for discussion to be analyzed in an effort to find solutions or answers by students.

Comparison of active learning models in schools in increasing the cognitive value of students

The term learning model is distinguished from the term learning strategy, method learning or learning procedure. The term learning model has broader meaning than a strategy, approach, method or procedure. Learning models are patterns of interaction between students, teachers, and material learning that includes strategies, approaches, methods and techniques learning. Elaborate that learning strategies are tactics or tips planned by the teacher related to the whole preparation of learning can be achieved effectively. While the approach is the way taken by the teacher in the implementation of learning so that the active ideas presented can be adapted to then be understood by students. There are two types of active learning, namely: a methodological approach and material approach. Methodological approach concerns the way students Adapting the active ideas presented into their cognitive structures that are in line in the way taken by the teacher in presenting learning materials the. Examples of methodological approaches are intuitive, analytic, synthetic, spiral, inductive, deductive, thematic, realistic and heuristic. The result of this research is the material approach able to present an active concept through other active concepts already owned by students. The example presents the concept of addition with using the number line or set approach.

Effective Adaptive E-Learning Systems According to Learning Style and Knowledge Level

Aim/Purpose: Effective e-learning systems need to incorporate student characteristics such as learning style and knowledge level in order to provide a more personalized and adaptive learning experience. However, there is a need to investigate how and when to provide adaptivity based on student characteristics, and more importantly, to evaluate its value in learning enhancement. This study aims to bridge that gap by examining the effect of different modes of learning material adaptation and their sequences to the learning style and knowledge level of students in e-learning systems. Background: E-learning systems aim to provide acceptability and interactivity between students, instructors, and learning content anytime and anywhere. However, traditional systems are typically designed for generic students irrespective of individual requirements. Successful e-learning systems usually consider student characteristics such as learning style and knowledge level to provide more personalized and adaptive student-system interaction. Methodology: A controlled experiment was conducted in a learning context with 174 subjects to evaluate the learning effectiveness of adaptivity in e-learning systems. Contribution: The main contributions of the paper are threefold. First, a novel adaptive approach is proposed based on a specific learning style model and knowledge level. Second, the approach is implemented in an e-learning system to teach computer security, the application domain. Third, a rigorous experimental evaluation of the learning effect of the adaptive approach is offered. Findings: The results indicate that adaptation according to the combination of learning style and knowledge level produces significantly better learning gains, both in the short-term and medium-term, than adaptation according to either trait individually. Recommendations for Practitioners: Practitioners should consider the combination of learning style and knowledge level when delivering and presenting learning material to their students. Recommendation for Researchers: Researchers should consider sound educational models when designing adaptive e-learning systems. Also, rigorous and carful experimental design evaluations should be taken into account. Impact on Society: Universities and e-learning industries can benefit from the proposed adaptive approach and the findings in designing and developing more personalized and adaptive e-learning systems. The incorporation of student characteristics, especially learning style and knowledge level, may be used to enhance learning. Future Research: The experiment might be duplicated with a focus on longer-term learning gains by including more subjects and more learning resources. Also, the study might be expanded to application domains other than computer security. Moreover, other variables such as student satisfaction, motivation, and affective state might be explored to further the understanding of the effect of adaptivity on learning gains.

Development of computer-based interactive multimedia : study on learning in elementary education

Computer-based learning media is the use of a computer to help present learning materials to students, monitor the progress of learning or choose additional learning materials in accordance with student learning needs individually or is a form of application and use of computers that are applied in student learning directly to convey the content of the lesson, providing student learning exercises. The purpose of this study is the development of interactive multimedia computer-based on the subject of civic education in elementary education. This research method using an approach of research and development with stages: requirement analysis, design, and validation expert. The results of this study found that interactive multimedia applications based on computer valid and suitable for use in teaching and learning activities in primary schools.

Aplikasi Pembelajaran Algoritma Affine Cipher Dan Vigenere Cipher Menggunakan Metode Computer Assisted Instruction

Learning is a process of communication between teachers and students. Cryptographic learning is very important for computer students to know the ways to secure data. Then learning is needed about data security, namely using cryptographic methods with the Affine Cipher algorithm and vigenere cipher. The Affine Cipher algorithm is a form of classical cryptography that uses the nature of substitution in the process of encoding data where the process is done by multiplying each plaintext value by a value and adding it with a shift. Vigenere Cipher algorithm is one form of classical cryptography with substitution techniques. Computer Assisted Instruction (CAI) is a computer for presenting learning material that aims to make students more active in learning material in the use of computer media. In its development Computer Assisted Instruction (CAI) has five learning system models namely tutorial models, practice models and exercises, problem solving models, simulation models, and game models, the advantages of Computer Assisted Instruction (CAI) in education can increase student motivation in learning, improve student understanding in the material presented.

Formative evaluation of an adaptive game for engaging learners of programming concepts in K-12

As the global demand for programmers is soaring, several countries have integrated programming into their K-12 curricula. Finding effective ways to engage children in programming education is an important objective. One effective method for this can be presenting learning materials via games, which are known to increase engagement and motivation. Current programming education games often focus on a single genre and offer one-size-fits-all experience to heterogeneous learners. In this study, we presented Minerva, a multi-genre (adventure, action, puzzle) game to engage elementary school students in learning programming concepts. The game content is adapted to play and learning styles of the player to personalize the gameplay. We conducted a formative mixed-method evaluation of Minerva with 32 Korean 6th grade students who played the game and compared their learning outcomes with 32 6th grade students who studied the same concepts using handouts. The results indicated that, in terms of retention, learning was equally effective in both groups. Furthermore, the game was shown to facilitate engagement among the students. These results, together with uncovered issues, will guide Minerva’s further development.

Multimedia based student-teacher smart interaction framework using multi-agents in eLearning

Multimedia content comprises the graphics, audio & video clips, animation and text to present learning materials in a style, which improves learner expectation in eLearning paradigm. Electronic learning gained the popularity due to its immense coverage of students and subjects all over the world. The aim of this study is enhancements using agent-based framework through multimedia data in eLearning paradigm. Analysis of multimedia contents and eLearning data are helpful for the course designers, teachers, and administrators of eLearning environments to hunt for undetected patterns and underlying data in learning processes. This research improves the learning curves for the students. It also needs to improve the overall processes in eLearning paradigm. Information and Communication Technologies supported education, and virtual classrooms environments are mandatory. In eLearning data is evolving day by day that includes the semi-structured data, unstructured data, and structured data which is also collectively marked as multimedia big data. Multimedia data has the potential to mining for the analytics and learning. The learning outcomes for the students are very important to find the facts that what impacts the input data on the student. There are 1108 students posted questions in online Learning Management System (LMS) and instructors reply these queries. Sensor data is also gathered by the mobile GPS to find the student location. The system has analyzed the relevance of the replied answers. The student satisfaction is achieved by providing the multimedia-based student-teacher interaction. This can lead to synchronous communication and multimedia content conversation in eLearning paradigm. Machine learning techniques are applied to that data to discover the patterns and behavioral trends. It can also be used in the eLearning environments for the teacher to assist and enhance the pedagogical skills and for student’s learning curve enhancements.

Designing and Implementing of Dynamic Technique for Detecting Learning Style Using Literature Based Approach

This paper is a part of ongoing research that tries to approve our hypothesis about adaptive personalization in web-based learning systems; we are debating that building online learning environments with the ability to detect learners learning style dynamically by observing their behaviour and then presenting learning material based on the detected learning style is more effective than using ILS questionnaire. In an earlier work, we provided a dynamic technique that identifies learners VAK learning styles according to their behaviour in the learning environment influenced by literature approach, in this paper we have modified our technique and re-proposed it. First, we connected behavioural patterns (time, visits and answer patterns) to the features (contents, outlines, group forums, examples, case studies, exercises and assessments), then we defined the effect each VAK learning style will have on each pattern. Next, we described three general rules and three algorithms that should detect the learning style. Now we are in the process of building two online learning environments to test and confirm the differences between dynamic learning style detection _ based on our technique _ and the traditional ILS questionnaire environments; we choose a course called ‘Computer Skills for medicine faculty students’, which is provided from the faculty of Information Technology at the University of Jordan; the results of the planed experiment will be saved and analysed using SPSS.

Application of Computer Based Learning Model Tutorial as Medium of Learning

This study aimed to describe the application of computer-based learning tutorial models in presenting learning materials. The approach used in this study is a qualitative approach in the form of assignment to students about the application of computer-based learning tutorial model as a medium of learning by using portfolio assessment. This research was conducted on students of Islamic religious education (PAI) in class III A, B and C odd semester 2014/2015 who take courses learning media. Assessment used in this study is an assessment portfolio because of: 1) the assessment should be based on the work / student work, 3) assessment include cognitive, affective and psychomotor student. Provides an overview of research results by applying a computer-based learning tutorial models are more motivated students in receiving and delivering the material because it is more varied and not monotonous at a lecture course, in addition to the students to be more creative in the presentation of the material. With the tutorial models are abstract concepts that can visualized more concrete so that learning becomes more meaningful.

Assessing the application of three-dimensional collaborative technologies within an e-learning environment

Today, the Internet plays a major role in distributing learning material within third level education. Multiple online facilities provide access to educational resources. While early systems relied on webpages, which acted as repositories for learning material, nowadays sophisticated online applications manage and deliver learning resources. Courses that use solely traditional e-learning methods have high attrition rates, which are often attributed to boredom and lack of interaction with others. Indeed static text-based interfaces, where communication with others is often asynchronous, fail to stimulate students. In this article, we present a system which uses stimulating three-dimensional environments to present learning material to students, combined with multi-user and real-time technologies to permit interaction and collaboration between them. The article focuses on presenting results from a user study which indicate that these technologies can be used effectively to resolve several of the issues with existing e-learning systems. The results show that students enjoy interacting in the environment and appreciate the benefits the paradigm brings to e-learning.

Learning Vocabulary via Mobile Phone: Persian EFL Learners in Focus

With encompassing power of cell phones and potentials of mobile learning for language teaching/learning, employing cell phones in language learning seems indispensable. Through exploiting the inherent capabilities of such devices this study investigated the efficacy of multimodal representation of L2 vocabularies for 158 pre-intermediate level L2 learners aged 18-23. Since short-term memory plays an important role in vocabulary learning, they were placed into four different short-term memory (STM) ability groups using visual and verbal STM Tests. Also, cell phone-based vocabulary presentations with different annotations, i.e. pictorial vs. written, were adapted to the cell phone screen to render on learners' cell phones via Bluetooth. Finally, the participants took English vocabulary recognition and recall tests. The statistical analysis of the results showed that presenting learning materials with pictorial or written annotations rather than without annotations to learners with high-visual and high-verbal abilities resulted in better learning. Also, presenting learning materials with pictorial annotation to learners with high-visual ability as well as presenting the materials with written annotation to learners with high-verbal ability resulted in better learning. Low-visual and low-verbal ability groups showed better results under no annotation condition. The findings can provide an appropriate model for designing learning materials for L2 learners.

Guest Editorial: Special Section on Game-Based Learning

DUTAINMENT and serious games introduced an ew important marketing direction for practical technologies such as multimedia communication, computer-humaninteraction, and ubiquitous computing. This exciting outcome also pointed out the educational potential using computer games. Several commercially succeeded games, although not intentionally designed, have interesting learning, socializing, and interacting strategies embedded in them. These fundamental and intrinsic learning aspects of successful games must be investigated. How to explore pedagogical principles for serious games, to design and implement systems for Game-Based Learning (GBL), and to assess student learning achievement are essential. GBL, according to Wikipedia (http://en.wikipedia.org/ wiki/Game_based_learning), is a branch of Serious Games. GBL uses game technologies, while presenting learning materials in a game story, to attract and encourage students

Sleep states and memory processes in humans: procedural versus declarative memory systems

The present paper focuses on human studies attempting to relate sleep states to memory processes. These studies typically present learning material to participants and then examine their ability to recall this material after intervening post-training sleep or sleep deprivation. Most experiments utilize either sleep recording or sleep deprivation following task acquisition to reach their conclusions, although cueing and position emission tomography (PET) scan studies have also been done. Results strongly suggest that REM sleep is involved with the efficient memory processing of cognitive procedural material but not declarative material. Although there are some data to suggest that stage 3/4 or NREM sleep is necessary for declarative memory consolidation, NREM may in fact simply be occurring at the same time as another factor that is actually involved in the memory processing. Preliminary results suggest that the length of the NREM-REM sleep cycle may be important for declarative memory. Preliminary data also suggest that stage 2 sleep may be involved with the memory for motor procedural but not cognitive procedural tasks. Sleep researchers would do well to capitalize on the latest advancements in memory research by choosing tasks that represent special memory systems and examining their relationships to sleep states.

An intelligent distributed environment for active learning

Active learning is an effective learning approach. In this article we present an intelligent agent-assisted environment for active learning to better support the student-centered, selfpaced, and highly interactive learning approach. The environment uses the students learningrelated profile such as learning style and background knowledge in selecting, organizing, and presenting learning material, and it adopts a new approach to course content organization and delivery based on smart instructional components that can be integrated into a wide range of courses. The environment is being implemented using the prevalent Internet, Web, digital library, and multiagent technologies.

6. Open Learning — An Opportunity for Growth or a Case of Paradigm Lost?

The ways in which the Manpower Services Commission (MSC) intends to move towards “an organismic commonality of value directions” (i.e. once people open themselves up to an experience, they discover others of like mind who are able both to support and reinforce them in their own development) are outlined. The MSC needs to ask their students the kind of questions that help them make their experience explicit and thereby make it accessible and open to others. A model is presented that can give a clue as to how to present open learning material to potential students to evaluate what is an offer and what is possible. Quality can only be appreciated and not experienced. It is a function of what is best for an individual in a particular context. It is a unique interaction between what is best from the provider's point of view, what is best from the learner's point of view and what is best in the particular context in which the material will be used.

The Relative Value of Three Methods of Presenting Learning Material

The Relative Value of Three Methods of Presenting Learning Material