Quiz Feature Research Articles

IMPLEMENTATION OF AUGMENTED REALITY IN MOTORCYCLES INTRODUCTION LEARNING

Augmented reality technology in the field of education can be used as an interactive learning media that can minimize boredom during the conventional teaching and learning process, namely by using books containing text and pictures.The advantages of augmented reality technology, it can be used to explain basic motorcycle introduction materials, which usually require a complete explanation not only from writing and pictures. Therefore, this study aims to create an interactive learning media for motorcycle engine introduction based on augmented reality. The method used in this learning media is Research and Development consisting of needs analysis, design design, design implementation, testing, expert validation, media revision, feasibility test, media improvement, and product. The results of this study are interactive learning media applications that display 3-dimensional objects regarding motorcycle engines using audio explanations for each of the existing 3-dimensional objects, as well as adding a quiz feature to increase interactivity in the teaching and learning process.

Implementation of the Fisher-Yates Shuffle Game Algorithm in Learning Hijaiyah Letters

In 2020 the Indonesian government and the world health agency (WHO) declared the Covid-19 virus a pandemic. As a result, some activities cannot be carried out offline, especially in learning activities. The government requires that learning activities be carried out online or online. The number of children who really need help to understand the learning material provided, for example, is a game which is one of the media in learning for children to make it more interesting in its delivery. With the aim of providing basic Koran education for early childhood with interactive and fun games and the application of the Fisher-Yates Shuffle algorithm in the quiz feature that is used to randomize hijaiyah letter questions. Stages of research 1). Collecting data using library studies, namely Iqra books and related research papers. 2). Game design using story board. 3). Application of the Fisher-Yates Shuffle algorithm. 4). Testing the Fisher-Yates algorithm, black box and question. The results obtained from 10 question and 96 respondents resulted in 89.5% concluding that the hijaiyah letter game uses the Android-based Construct 2 game engine. implementation of the Fisher-Yates Shuffle algorithm on the quiz feature is feasible to use.

Development of Historical Learning Media Based on Virtual Reality of The National Awakening Museum

In history learning, visits to locations such as museums or other historical places in the pandemic Covid-19 situation are minimal. However, learning activities must be continued, and the existing conventional learning media in the pandemic scenario are deemed less to provide the experience. Based on previous learning experiences, an obligation to transfer knowledge from museum managers, and technological developments related to virtual reality, supports an idea to develop a museum national awakening virtual reality. This VR application is expected to become an alternative historical learning medium. This study aims to create a museum national awakening VR based on 360-degree images of the museum location. The multimedia development life cycle (MDLC) is chosen as the method used in developing the proposed VR application. The procedure consists of six steps: defining the concept based on on-site observation and interviews with the manager, creating the design, collecting the material, assembling materials and interactions with code, testing the proposed application, and distributing the system. The proposed virtual tour application has been successfully developed following the methodological principles chosen. It is also supported by a series of observations in the field using a cognitive walkthrough approach. The application was then reviewed by five experts: historians, multimedia, and learning experts. The location detailing is perfectly captured, including all the objects shown in each museum room. The quiz feature also strengthens the VR application as the learning medium, but it needs to be developed further in the evaluation section.

Qualitative direction questions in online assessment using a compass clock face

The ability to interpret, select, use and construct appropriate diagrams is fundamental for the study of physics and other science, technology, engineering, and mathematics (STEM) disciplines. Despite the importance of using and constructing appropriate diagrams in STEM, the ability to incorporate freehand drawing, or similar capabilities, into online formative and summative assessment is largely unavailable to educators. This paper reports on a new compass clock face question type that can be easily implemented within the quiz feature of any learning management system. This question type has many features of a freehand drawing response for testing particular concepts. Online examination questions from a first-year undergraduate unit at the author’s home institution are presented as examples.

A Novel Immersive Anatomy Education System (Anat_Hub): Redefining Blended Learning for the Musculoskeletal System

Immersive technologies are redefining ways of interacting with 3D objects and their environments. Moreover, efforts in blended learning have presented several advantages of incorporating educational technology into the learning space. The advances in educational technology have in turn helped to widen the choice of different pedagogies for improving learner engagement and levels of understanding. However, there is limited research in anatomy education that has considered the use and adoption of immersive technologies for the musculoskeletal system, despite its immense advantage. This research presents a practical immersive anatomy education system (coined Anat_Hub) developed using the agile scrum and participatory design method at a selected tertiary institution in Cape Town, South Africa, which promotes learner engagement through an asynchronous technological means using augmented reality (AR). The aim of the study was to develop an immersive AR mobile application that will assist learners and educators in studying and teaching the names, attachments, and actions of muscles of the human musculoskeletal system (upper and lower limbs). The Anat_Hub application offers a wide range of useful features for promoting active and self-regulated learning, such as 3D and AR modes, glossary, and quiz features. The application was tested with potential users, and on a variety of mobile device specifications. Very few volunteers have used AR prior to this study (13.2%). On a scale of 1 to 5, the majority of volunteers scored the application a 4 or 5. Overall, results and feedback obtained from users show that the proposed immersive anatomy system could effectively improve learner engagement and retention of anatomy concepts.

Rancang Bangun Aplikasi Media Pembelajaran Interaktif Pengenalan Komputer Dan Kuis Pilihan Ganda Berbasis Web

This study aims to design and build the application of flash-based learning media on ICT subjects with the topic of computer introduction. This application was created as a learning medium for students of class XI MTs Al Ma'Mur Ciawigajah. Flash-based learning media applications can be used as an alternative learning media for students. The method used in designing and building applications using the waterfall method consists of five stages, namely Requirement Analysis, System Design, Implementation, Integration, Testing, and Operation Maintenance. Based on the results of implementation and application testing, the application can run well in accordance with the required specifications and can be used as a medium for student learning. The quiz feature found in the learning application can be used as an evaluation material for teachers in providing an assessment of student learning outcomes.Keywords: Media, Learning, Flash, Computer, Application

PENGEMBANGAN MEDIA PEMBELAJARAN KIMIA BERBASIS ANDROID UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA (Studi pada Siswa Kelas X Teknik Komputer dan Jaringan SMK N 2 Lahat)

Research on the development of an Android-based chemistry learning media to improve student achievement is developed using Appy Pie which is an online builder available on the internet. Appy Pie is a website that provides templates in making android applications. This chemical bond android application media contains five main features namely E-Material features, Video features, Quiz features, Forum Features, and About Us features. This development research was conducted in several stages, namely preliminary studies, prototype development, field testing, and dissemination and socialization. The population of the study was grade X students majoring in TKJ SMK N 2 Lahat. Data collection in this study uses observation, questionnaires, documentation and tests (pretest and posttest) using multiple choice questions of chemical bonding material. The stage of content assessment and media content from the media obtained an assessment with a very good category. The number of respondents in this study were 25 people in the experimental class and 25 people in the control class. The results of this development study indicate that: The use of android-based learning media in learning chemistry in class X TKJ SMKN 2 Lahat is good. There is a significant difference between the learning achievement of the control class and the experimental class.PENGEMBANGAN MEDIA PEMBELAJARAN KIMIA BERBASIS ANDROID UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA(Studi pada Siswa Kelas X Teknik Komputer dan Jaringan SMK N 2 Lahat)

Assessment of Contemporary Virtual Reality Programs and 3D Atlases in Neuroanatomical and Neurosurgical Education

Statement of Significance The utilization of innovative technologies in medical education has received increasing attention in both undergraduate and graduate medical curricula. Understanding spatial, physiological, and pathological aspects of neuroanatomy are important for medical students and residents, alike. As virtual reality applications and platforms become more accessible to educators, learners, and the general public, such technology now represents a feasible modality of neuroanatomical education. This qualitative observational study compares and evaluates five programs based on the accessibility, breadth of content, and utility for various learner populations. Objective: Virtual reality (VR) is a growing technology of interest in medical education, particularly as the millennial generation has become the primary learners. We sought to compare the five available and affordable neuroanatomical programs with objective comparisons of the neuroanatomy, format, and target audience. Methods: The following programs were included: Sharecare VR, Organon VR, The Neurosurgical Atlas 3D Operative Neuroanatomy, BioDigital 3D Human Anatomy, 3D Brain. These programs were selected based on their price ($0-30) and platform (HTC Vive, Oculus Rift, iOS, Google Chrome). The following neuroanatomical categories were assessed: CNS, Cranial Nerves, PNS Skull, and Spine. Neuroanatomical level of detail was scored from 0 (absence of structure) to 3 (operative anatomy). Points were provided if programs included explanations of neuroanatomical relevance, models of pathology & physiology, references, and quiz features. These scores were tallied and compared. Results: The Neurosurgical Atlas and BioDigital scored highest (22 points each), followed by Organon VR (11), 3D Brain (9), and Sharecare VR (6). The Neurosurgical Atlas had the most detail with a score of 3 in each neuroanatomical category. BioDigital included more, but simpler, models. 3D Brain included simple CNS models, but useful explanations and references. Disappointingly, the VR-exclusive programs had entertainment-only models (Score = 1). Conclusions: The Neurosurgical Atlas is the most relevant and detailed model of neuroanatomy and is most appropriate for resident- or attending-level anatomic review. The remaining programs lacked detailed neuroanatomy limiting their potential for a neurosurgical audience.

COMPARATIVE STUDY OF USE OF E-CLASS APPLICATIONS AND ZOOM CLOUD MEETING ON LEARNING MOTIVATION AND STUDENT LEARNING OUTCOMES

Due to the pandemic, learning activities in schools must be carried out based on E-learning. The use of E-learning-based learning media is an alternative in online learning. One of them is the use of E-class and Zoom Cloud Meetings, which are expected to improve students’ motivation and students’ learning outcomes. This study aims to determine the comparison between E-class and Zoom Cloud Meetings on students’ learning motivation and students’ learning outcomes. This study uses an experimental method which uses quasi-experimental and non-equivalent control group design. This study took a sample using purposive sampling, with 2 experimental groups and 1 control group. This study also uses two applications, namely E-Class and Zoom Cloud Meetings, by comparing two variables: learning motivation and learning outcomes. Learning motivation and learning outcomes were analysed by descriptive statistical analysis and infertile statistical analysis. The findings of this study showed that there were significant differences in learning motivation and learning outcomes between the two experimental classes, both using Zoom Cloud Meetings application and E-class as indicated by the t-test. Meanwhile, the difference between learning motivation of participants in using E-class and Zoom Cloud Meetings proven by the characteristics of the categories of increasing learning motivation. Quiz features and main characteristics on E-class can increased students’ persistence as their motivation in doing tasks. Meanwhile the use of zoom cloud meetings application can increased learning motivation in terms of giving opinion in a discussion when online learning occurred, because it has a feature which teacher can see students directly. So that teachers can direct their students to be able to discuss with each other and can discuss with each other about the material being taught during the learning process.

Utilization of the Cube as a Medium for the Introduction of the English Alphabet for Preschoolers

Awareness of the importance of mastering English now raises efforts to introduce and teach children about English as early as possible, such as preschool education or children aged 3-6 years. Constraints that are often faced are usually in the form of lack of enthusiasm of children to learn this. This is evidenced by the difficulty of children in memorizing and pronouncing letters in English. The choice of instructional media also greatly influences the level of students’ understanding of the material. Considering that preschool age is a time when children will be very interested in interactive multimedia content, this problem can be applied augmented reality technology. The learning concept used is based on student centers. So that the affective and psychomotor scope of students can be achieved. This instructional media in the form of a cube which contains a letter marker forming pieces. Students will scan from the cube containing letter markers. The scan results are a 3D view of the object marker. 3D objects will display the basic words beginning with the selected alphabet. Besides that, the application will also display the way of spelling the word accompanied by sound. The aim is to make it easier for children to remember words and letters in English. There is also a quiz feature as a material for evaluating students’ understanding of the material. From the results of the trial regarding the appropriateness of the application conducted at TK Dharma Wanita Unity the data obtained were obtained from the questionnaire given to the accompanying teacher, as many as 5.71% said the application was quite helpful, then as much as 42.86% said they agreed, and as much as 51.43% said strongly agreed that the application can help students’ level of understanding of the alphabet in English.

Optimizing Learning Management System to Teach English Grammar

This study aimed to investigate the use of the Learning Management System (LMS) to teach English Grammar subject in online learning during a covid-19 outbreak. This study was descriptive qualitative research with second-semester students as the subjects of the study. They were students from the English department taking Structure 2 as the compulsory subject. The data were collected by conducting a survey to 71 students who were purposely selected to know the optimization of using LMS in teaching English Grammar during the covid -19 outbreak. The questionnaire was used to do a survey. The results show that the materials uploaded in the LMS are useful to help students understand English Grammar, especially for the topic taught in the second semester. Furthermore, the use of quiz features in LMS can motivate them to learn since they can know the results and the correct answer directly from the LMS. It also can increase students' confidence when doing the same test. However, it was found that the use of LMS cannot replace the direct explanation method from the teacher which is still stated as an effective way of teaching English Grammar subjects.

ANALISIS RESPON MAHASISWA PENDIDIKAN FISIKA TERHADAP COMPUTER BASED TESTING PADA MATA KULIAH MANAJEMEN LAB

Abstract: The using of technology in the field of education especially in college is the using of e-learning. E-learning is a way of teaching and learning activities assisted by information and communication technology. One example of e-learning implementation is test. This type of exam is referred to as an online test or computer based testing (CBT). University of Jember has an e-learning called Media Manajemen Pembelajaran (MMP) and one of the features in it is a quiz feature that can be used by lecturers in giving quizzes, tests, or examinations to students. . The research that has been carried out aims to determine the response of Physics Education students to the implementation of online examinations in Lab Management courses. The question model used in this exam is in the form of multiple choices. After students finish working on the questions, students fill in the questionnaire responses which are then processed and presented in tabular forms, then analyzed descriptively. The results obtained from this study give good results. Students give positive responses to representations about using the online system for exams, the interest of students in taking online exams, easy use of web access, online system test displays and questions, and responses to the methods used in the online system.
 Keywords: guided inquiry, decision making, physics learning.

Pelatihan e-Learning bagi Para Guru SMAIT Al-Ukhuwah Pagaden Subang Jawa Barat Berbasis Edmodo

One of the learning management system l earning is Edmodo. Edmodo was developed based on the principles of group-based classroom management and social media. E-learning is expected to be able to reduce obstacles in the implementation of teaching and learning activities that are no longer limited by distance and time. Teachers and students no longer need to come face to face and interact through the e-learning application. Edmodo learning media is used by students, teachers and parents to monitor their children's learning development. Students who use Edmodo can discuss with each other whenever and wherever subjects with other students related, increase the interaction of lecturers with students, they can be more independent in learning, and material that has been uploaded by lecturers can be downloaded by students and used as a learning reference source. In addition, assignments are given through the assignment and quiz features that have a time limit so that they can train discipline in doing the task. The service team empowered the teachers and students in the teaching and learning process using the e-learning system in the form of Edmodo training at Al-Ukhuwah Subang High School. How to cite: Cholis, N., & Rhakasywi, D. (2020). Pelatihan e-Learning bagi Para Guru SMAIT Al-Ukhuwah Pagaden Subang Jawa Barat Berbasis Edmodo. Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang,5 (1), 79-84. DOI: https://doi.org/10.26905/abdimas.v5i1.3641

Blended Learning; Integrating Moodle to Facilitate Reading Comprehension Activities

This article examines the integration of Moodle to support face-to-face reading class learning activities since the management of learning reading comprehension as a single activity in the classroom is not sufficient. Students need to read outside the classroom and the teacher monitors students' reading comprehension activities. This can be realized by integrating Moodle in teaching and learning activities as a form of blended learning. More specifically, this best practice article illustrates three things, namely: (1) learning planning, (2) implementation strategies for integrating Moodle into face-to-face learning reading comprehension activities, and (3) The results of utilizing moodle to facilitate students’ reading comprehension activities in blended learning context. Students at one of senior high schools in Pangkalpinang are participants in this study. Furthermore, in this best practice, there are two data sources; document analysis and interview. The document analysis is taken from the learning activities where Moodle is used to visualize the picture of reading comprehension narrative text activities. Data from interviews are used to describe students' attitude in integrating Moodle in learning reading comprehension of narrative texts. It was described that Moodle, forum and quiz feature, were developed to support reading comprehension activities. It is also illustrated that students' attitude on the use of Moodle is positive; Moodle motivated students to work on Moodle questions so that they learn more actively, effectively, and reflectively.

Investigating the Awareness and Usage of Moodle Features at Hashemite University

E-learning plays a vital role in the educational process. Learning management systems are being essential component of e-learning. Moodle learning management system is being widely used in Higher Education Institutions due to the rich features it provides that support the learning process. Standard Moodle comprises 21 features (14 activities and 7 resources). Little research has been carried out to examine these features in particular. In this research, the awareness and usage of Moodle features among faculty members at Hashemite University, Jordan are investigated. A sample of 140 instructors were surveyed. Then, the responses were analyzed to find the overall awareness and usage of each feature. Furthermore, the correlation between awareness and usage and how the awareness of Moodle features is associated with their usage were analyzed through correlation and regression analysis. The study revealed that instructors expressed highest awareness towards File, Folder, Assignment, URL and Quiz features whilst the least awareness was towards SCORM package and IMS content package features. Regarding usage, the study identified the File, Folder, Assignment and URL features as the most heavily used features whereas the least commonly used features have been IMS Content Package, SCORM package, Wiki, Glossary, Workshop, Database, Survey, External tool and Choice. Moreover, the study statistically demonstrated a strong correlation between the awareness and usage of features and that changes in the awareness of Moodle features are significantly associated with changes in their usage. In other words, the study revealed that features with low awareness tend to have low usage and that the usage would increase as the awareness increases. The study would help Moodle administrators in Higher Education Institutions decide about the most important features that should be installed in their customized instance of Moodle. Furthermore, the study would help Hashemite University responsible parties in identifying the least commonly used and the least well-known features, allowing them to focus on increasing the levels of awareness and usage of those features in a way that might reflect positively on the learning process.

Developed Mobile Applications for Anatomy Education

Amaç: Anatomi eğitimini desteklemek için tablet ve akıllı telefonları kapsayan mobil cihazların potansiyel kullanımlarını tanımak ve mobil öğrenmeyi anatomi alanında teşvik etmektir.Gereç ve Yöntem: Araştırma ''Anatomy'', ''Anatomi'', ''İnsan'' ve ''Human'' ana kelimelerinin kombinasyonları kullanılarak, insan anatomisi hakkında bilgi içeren aplikasyonlar 13 Haziran-13 Ağustos 2018 tarihleri arasında gerçekleştirildi. Araştırma alanları olarak çevrimiçi iOS ve Android işletim sisteminin dahil olduğu App Store ve Google Play uygulama mağazaları (Application Stores) kullanıldı. Veri toplama formu araştırmacı tarafından geliştirildi.Bulgular: Arama algoritması kullanılarak toplam 298 anatomi uygulaması tespit edildi. Uygulamaların %19.4’ü (58) iOS mobil işletim sisteminde bulunurken, %80.6’sı (240) ise Android mobil işletim sisteminde bulundu. Uygulamaların %9.3’ünün (28) birden fazla dili desteklediği, %3.7’sinde (11) Türkçe dil desteğinin bulunduğu, %28,8’unda (86) quiz özelliğinin mevcut olduğu ve %37.6’sinin (112) ücretli olduğu tespit edildi. Sonuç: Bu analizin, anatomistlerin ve sağlık profesyonellerinin temel uygulamaları tanımlamasına, işlevsellik kazandırmasına ve gelecekteki mobil uygulamaların geliştirilmesine ve entegrasyonuna rehberlik etmesine yardımcı olabileceği düşünülmektedir.

Learn Hangeul: An Android Korean Language Learning Application for Indonesian

South Korea is a country that has been the center of world's attention because of its music and drama progress. The Korean language is a language that Korean people use to communicate with each other. Hangeul is an alphabet used to write the Korean language. Learning application is a way to introduce the Korean Language to people who want to learn the language; therefore, we built an application called Learn Hangeul. It contains an introduction to the alphabet and basic words, and also equipped with a quiz feature. Fisher-Yates Shuffle method is used for shuffling the questions in the application’s Quiz feature. User satisfaction after using the application be measured using a Likert scale, and the result in usefulness, satisfaction, and ease of learning are satisfied.

Applying User Centered design to Mobile Application for Children

Smartphone technology is growing rapidly. Children are one of the active smartphone users. This encourages the development of language applications for children. Child Centered Design (CCD) is a methodology used in this development. This methodology involves the child in every stage of development from the data collection stage to testing. The steps contained in the CCD methodology are determining the end user, collecting data or needs. Data obtained through observation and interviews with children and parents. The data were analyzed and the results of the analysis were designed according to the children needs. Designs are evaluated directly by the children. This activity is done in several iterations for usability to be achieved. Usability testing is used to measure application usability. The results of this research is the application of Batak, Indonesian and English language introduction for children. The application has four main content: animals, plants, family, and organs. In addition, there are picture and sound quiz features. Applications have met the children needs, both content and interface design.

Recurrent Polyuria

Recurrent Polyuria

A Model to Investigate Preference for Use of Gamification in a Learning Activity

Applying the engaging and motivating aspects of video games in non-game contexts is known as gamification. Education can benefit from gamification by improving the learning environment to make it more enjoyable and engaging for students. Factors that influence students’ preference for use of gamification are identified. Students are surveyed on their experiences of playing a gamified quiz, named Quick Quiz, during class. Quick Quiz features several gamification elements such as points, progress bars, leader boards, timers, and charts. Data collected from the survey is analysed using Partial Least Squares. Factors including ‘usefulness’, ‘preference for use’, ‘knowledge improvement’, ‘engagement’, ‘immersion’ and ‘enjoyment’ were found to be significant determinants. Students were found to have a preference for use for gamification in their learning environment.