The characteristic of the Direct-Instruction system, which depends on the ability of the teacher's reflection, only provides little opportunity for students to be actively involved in the learning process. This process contrasts with the characteristics of the Software Modeling course which ideally emphasizes student-centered learning. The impact of the learning process becomes ineffective, and students cannot reach the minimum competency standards planned in the learning design. We propose a model of integrating Problem-Based Learning (PBL) into the Learning Modeling Software design on three elements of the learning system namely Elementary Curriculum, emphasizing the use of problems as the starting point of student learning; Element Group, emphasizing collaboration systems (group discussion based learning); and Student Elements, emphasizing the Student-Directed-Learning (SDL) system. We tested the effectiveness of the PBL model in small group trials in learning situations that resembled the actual situation and found PBL effectively increased student mastery of a particular topic. However, further discussions regarding 1) how many guidelines are needed in PBL; 2) potential student experience confusion if there is not enough initial learning framework; 3) students who do not have adequate initial knowledge and tend to experience underdevelopment, are still needed to find PBL models that are genuinely effective in learning the field of Software Engineering.

The Conventional instructional design methods using teacher-centered learning approaches provide few opportunities for students to be actively involved during the learning process. This process is not relevant to the characteristics of the Software Modeling course which ideally emphasizes student-centered learning. As a result, instructors cannot control the learning system efficiently, so students cannot reach the minimum competency standards planned in the learning design. In this work, we propose an instructional design model that integrates Problem-Based Learning (PBL) into the instructional deign of Software Modeling course. Three main elements of the PBL learning system model are proposed, namely: Elementary Curriculum that emphasizes the use of problems as the starting point of student learning; Element Group that emphasizes collaboration systems (group discussion-based learning); and Student Elements that emphasizes the Student-Directed Learning (SDL) system. The three main elements of PBL are applied thoroughly and proportionally to each particular learning topic in Software Modeling course. This concept is different from PBL concepts which have been widely applied as learning models, which do not apply the three main PBL elements to each learning topic. This concept is also designed to improve the weaknesses of the PBL model which only places individual learning in small portions, or even none at all. This research uses the Research and Development (R&D) method which consists of three main stages, namely: analysis of system requirements, system development, and formative evaluation. In formative evaluation we do the expert validation, one-to-one student evaluations, and small group evaluation to test the effectiveness of the system. The result of expert validation (related to content, instructional design, and media design) shows that the instructional media product based on PBL that is developed is very suitable to be used as a learning resource, with an average validation percentage of 83.2%. The students' responses to the one-to-one student evaluation and small group trials show that the instructional design products that are developed are feasible to make student actively involved during the learning process, with an average value (related to product display, Usability, and benefits aspects) reach 82.6%. The average level of mastery of students on certain topics reaches more than 96%.

The learning process is experiencing development and improvement. Various offers and choices of teachers appeared to carry out the learning process. One of them is by carrying out the learning process virtually. Every learning process certainly shapes the character of students. In this study, researchers wanted to reveal the character that was formed in students through a virtual learning process. The research method used is descriptive research. The results show that the virtual learning process can be carried out efficiently, but it is less effective in building character in students. The decrease in good character and the increase in bad character is the conclusion of this study.

Di dalam tahapan desain sistem multimedia dalam pembelajaran, ada 2 (dua) tahap yang sangat penting untuk diperhatikan yaitu tahap pengembangan multimedia dan tahap implementasi multimedia. Tahap pengembangan multimedia sendiri dapat mengacu pada metode Multimedia Development Life Cycle (MDLC) yang dikemukakan oleh Luther atau pengembangan multimedia menggunakan desain sistem pembelajaran secara sistematis yang dikemukakan Dick & Carey. Dalam pengembangan multimedia, ada beberapa hal yang harus diperhatikan yaitu pembuatan storyboard, desain navigasi, desain layout, resolusi dan kualitas gambar serta video. Impementasi multimedia sendiri dapat dilakukan dalam layanan bisnis, di rumah, di sekolah maupun di tempat layanan umum. Implementasi multimedia dalam pembelajaran hendaknya memperhatikan hal-hal yang terkait prinsip-prinsip pengembangan sistem sesuai prinsip teknologi pendidikan dan pengembangan sistem informasi.

There are many obstacles faced by teachers in making maximum use of time to deliver lessons in class so that learning time becomes ineffective, resulting in not conveying all teaching materials. Thus the learning objectives are not maximally achieved. Various attempts have been made to enrich the learning material to improve students understanding of post-learning elementary school in the classroom outside of formal learning time, such as the use of various types of learning media to study independently. The use of Information Technology such as e-learning, e-module, Interactive Learning CD has been used to help students in the learning process independently, but these media have their advantages and disadvantages. This paper offers a Mobile Technology model as a medium that can be used by teachers to assist in enriching Teaching Materials to improve understanding of Post-Learning Elementary School students in the classroom. This proposed model is expected to cover the weaknesses of each existing media : e-module, elearning, and Interactive Learning CD, because it provides a very interactive, practical facility whenever and wherever students can use it, as well as presenting interesting learning materials and practice questions, so as to motivate students in learning.