Volume 3-Issue 3

July 2018

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Need Assessment of Interactive Multimedia Based on Game in Elementary School: A Challenge into Learning in 21st Century

Dwi Yuniasih SAPUTRI RUKAYAH Mintasih INDRIAYU
Pages: 1-8

This study aimed to describe the existence of learning media and analyzed the need assessments of interactive multimedia based on game for 5th grade students of primary school. The method of this study was descriptive qualitative. It described the phenomena based on the situation. The method used to choose the sample was purposive sampling which chose the sample based on certain consideration. The sample of this study consisted of 147 students and 5 primary school teachers. The techniques used to collect the data were interview, questionnaire, and observation. To analyze the data, interactive analysis was used. It consisted of: data collection, data condensation, data display, and conclusion. The result of this study showed that: (1) Primary school teacher had used learning media, such as book, picture, real object, and environment; (2) Teachers and students needed interactive multimedia based on game to support learning activity at primary school. Thus, the teachers were suggested to develop interactive multimedia based on game by involving experts to produce attractive multimedia and improve learning quality

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The Development of Problem-Based Quantum Learning Model in Elementary School

Elisabet Dyah KUSUMA Gunarhadi Riyadi
Pages: 9-16

The aim of this study is to develop Quantum Learning problem based model in elementary school. The method of this research is a research and development method by Borg and Gall simplified by Sukmadinata. The steps of development processes are preliminary research, developing, and testing. The instruments used are interview guide, observation guide and test. The steps are arranging the first draft, limited trials, and extensive trials. The steps of model testing are pre-test treatment post-test. The technique is simple random sampling. The result it can enhance the ability to solve the problem. Based on the result of the research and discussion, it can be concluded that (1) this model is able to increase the students problem solving skill,(2) this model is one of learning innovation which improve students activeness in learning activity. The result of this development could be used as an alternative learning innovation through learning model to improve students cognitive and noncognitive skills

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Students' Responses towards D-PBL Learning Model in the Material of Payment System and Means of Economic Exchange

Noviyana SARI Sigit SANTOSO Wiedy MURTINI
Pages: 17-22

This study aims to determine the student's response to the D-PBL learning model on the material of payment system and the means of economic exchange. The research method used was pre-experimental design using one-shot case study design. The sample of this research were 21 tenth grade students of high schools in Indonesia. The data collection methods used in this study were interviews, observations and questionnaires. Observations were used to assess the syntax implementation of the D-PBL learning model in the classroom learning process, and the questionnaire was used to find out the students' responses to the D-PBL model covering the display aspect, material relevance aspects, contextual learning aspects, and advantage aspects. The observation data were analysed using Guttman scale while the students' responses were analysed using five-point Likert scale. The results showed that the syntaxes implementation of the D-PBL model in the classroom learning process was 100%, and the average score of the students' responses to the D-PBL model was categorized as very good with a score of 91.9%. This study also showed that the students responded very positively to the D-PBL learning model. This indicates that the D-PBL learning model aims to construct the knowledge of the students through meaningful problem solving as well as to assist them in understanding the material of the payment system and the means of economic exchange.

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Investigation of Factors Affecting Field Selection of 11th Grade in High School Students

Yasin Bayraktar
Pages: 23-31

In this study, the factors affecting the field selection process of the 11th grade high school students who have made the field selection, the awareness of their interests and abilities, whether they have done enough research in this process and their thoughts about the choice they made were investigated. The factors affecting the field selection of the students are investigated in terms of the following variables: 1-Interests and abilities, 2-The effect of the course success, 3-The expectation of family members, 4-Economic level, 5-Selection of the close friends, 6-Teacher guidance. This study was conducted with a "retrospective survey study model". In the study, the "Factors Affecting Field Selection (FAFS)" questionnaire developed by the researcher in accordance with the expert opinion was used as a data collection tool. The sample of the study consists of a total of 30 students, 12 of whom are girls and 18 of whom are boys, who have selected the field in the 11th grade in private and state high schools in Kocaeli, Istanbul and Manisa provinces. Research data were obtained by content analysis by making frequency and percentage calculations. In the survey, it was seen that the field selection was directly influenced by the future goals of the students, the courses they were successful, family expectations and their interests and skills. It was observed that the gender and age variables of the students did not make a significant difference on the results. In addition, it has been determined that the economic level of the students' families and the preferences of the closest friends do not have the effect that is expected in the field selection, but rather that the individual expectations have a guiding function.

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The Effectiveness of Microlearning to Improve Students’ Learning Ability

Gona Sirwan Mohammed Karzan Wakil Sarkhell Sirwan Nawroly
Pages: 32-38

One of the most important requirements for successful learning experiences is learning activity on a regular basis. The problem with today’s learning system is that the learners often get stuck while using traditional learning systems because they can’t motivate them to fast learning and make a creative mind. Successful learning requires getting knowledge on regular bases and keeping it memorable as long as possible. The problem with traditional learning methods is that the learner's mind glued in its state and it does not provide any motivation to them to get new knowledge and improve their skills. Microlearning provides a new teaching paradigm which can allow knowledge and information to divided into small chunks and deliver it to the learners. Microlearning can make the learning subjects easy to understand and memorable for a longer period. In this work, we tested microlearning teaching methods for ICT subject in the Primary school. We chose two groups from a Primary school in Sulaimani city. Then we teach the class using microlearning methods in one of them and traditional methods in the other for six weeks. After testing both groups getting the results, Microlearning group showed around 18% better learning than traditional group. We can conclude that using microlearning techniques, the effectiveness, and efficiency of learning can be improved. Also, the knowledge can stay memorable for longer periods.

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