The media producer must be able to design the message and then simultaneously visualize the idea of the message before continuing it at the next production stage of various media formats that may be developed for learning. As for seeing the needs of the Education Technology study program students related to the production of learning media, the researcher determined the purpose of this study was to produce a variety of storyboards for the production of instructional media. The ADDIE development framework is used in this development research, while the procedures in this model are carried out linearly or a work process will occur continuously. The following are the steps that will be carried out in this research: Analysis (Analyze.), Design (Design), Development (Implementation), Implementation (Implementation), Evaluation (Evaluation). The output in the form of a storyboard for digital media production is the result of this development, which consists of two storyboard template formats based on linear and non-linear presentation flows. Mahasiswa sebagai media developer harus mampu mendesain pesan kemudian secara simultan melakukan visualisasi ide dari pesan tersebut sebelum melanjutkannya pada tahap produksi selanjutnya dari beragam format media yang mungkin dikembangkan untuk pembelajaran. Adapun melihat kebutuhan dari para mahasiswa terkait produksi media-media pembelajaran, maka dengan ini peneliti menentukan tujuan dari penelitian ini adalah menghasilkan ragam storyboard untuk produksi media pembelajaran. Model pengembangan yang digunakan pada penelitian pengembangan ini adalah dengan menggunakan framework ADDIE, adapun pada ADDIE ini dilakukan secara linear atau akan terjadi proses kerja yang dilakukan secara kontinyu prosesnya. Berikut langkah-langkah yang akan dilakukan dalam penelitian ini: Analisis (Analyze.), Desain (Design), Pengembangan (Development), Implementasi (Implementation), Evaluasi (Evaluation). Hasil dari penelitian pengembangan ini adalah produk berupa storyboard untuk produksi media digital berdasarkan alur penyajian yang terdiri dari dua format template storyboard linear dan non-linear.

Gamification is a method that is currently slowly but surely starting to be looked at to be developed together with the e-learning Learning Management System (LMS). However, the nature of gamification in learning is still not widely known by many parties. This article will try to explain some important things you need to know to develop Gamification. Some of the things that will be discussed in this article are the definition of gamification, the basic elements of gamification, the types of gamification, and the implementation of Gamification and LMS E-learning.

Education is a place to introduce culture and micro, small and medium enterprises in areas far from the capital. In Technology Education Study Program, Universitas Negeri Jakarta has the vision to produce educators and education personnel in the field of learning to engineer based on academic principles and ethics. Engineering new media learning through augmented reality becomes a tool for lectures introducing SMEs. For this reason, researchers collaborated with material expert lecturers,  design experts,  media experts, and 30 students in developing augmented reality as a new learning application. The results of the review obtained from the instructional design experts were 3.20, material expert 3,30, and media experts 3.14. Based on the test results obtained from students in the one-to-one stage of 3.55; and at the small group stage of 3.23. Based on the results of the evaluation, it can be concluded that Augmented Reality can be implemented and used to introduce SMEs to college students. Students can use this product as material strengthening in engineering learning using new media applications

Gamification is one of the interventions for delivery of material that is abstract into concrete, one of which is in the material of the Solar System. As for the characteristics of 6th grade elementary school students, their cognitive level is at the concrete operational stage, so the delivery of  Solar System material needs to be packaged in a concrete and fun way. This development research aims to produce a product in the form of Gamification Learning Media for 6th grade elementary school materials. This gamification learning media product refers to the Rapid Prototyping model which has 5 stages, namely Assess Needs and Analyze Content, Set Objectives, Construct Prototype, Utilization Prototype, and Installing the Final System. The gamification learning media product has gone through an expert review using a Likert scale with the results of material experts of 3.75 (very good), media experts of 4.00 (very good) and learning design experts of 3.70 (very good). As well as user trials using the Guttman scale obtained from 15 indicators there are 2 indicators that get a disagreeable response, so that gamification learning media is attractive to users.   Abstrak Gamifikasi menjadi salah satu intervensi dalam penyampaian materi yang bersifat abstrak menjadi konkret, salah satunya pada materi Tata Surya. Karakteristik siswa kelas VI sekolah dasar tingkat kognitifnya pada tahap operasional konkret, sehingga penyampaian materi Tata Surya perlu dikemas menjadi konkret dan menyenangkan. Penelitian pengembangan ini bertujuan untuk menghasilkan produk berupa Media Pembelajaran Gamifikasi materi Tata Surya kelas VI sekolah dasar. Produk media pembelajaran gamifikasi ini mengacu pada model Rapid Prototyping yang memiliki 5 tahap, yaitu Asses Needs and Analyze Content, Set Objectives, Construct Prototype, Utilization Prototype, dan Installing the Final System. Produk media pembelajaran gamifikasi telah melalui expert review menggunakan skala Likert dengan hasil ahli materi sebesar 3,75 (sangat baik), ahli media 4,00 (sangat baik) dan ahli desain pembelajaran 3,70 (sangat baik). Serta uji coba pengguna menggunakan skala Guttman diperoleh dari 15 indikator terdapat 2 indikator yang mendapatkan respon tidak setuju, sehingga media pembelajaran gamifikasi menarik bagi pengguna.

Perkembangan jaman menuntut seseorang untuk terus aktif belajar. Proses pembelajaran yang terjadi bukan hanya milik peserta didik pada usia produktif melainkan juga dilakukan oleh peserta didik yang berasal dari orang dewasa. Salah satu pembelajaran yang dilakukan adalah proses pembelajaran berbasis Teknologi Informasi dan Komunikasi (TIK). Tujuan dari pembelajaran berbasis TIK terhadap orang dewasa adalah agar peserta didik mampu belajar menggunakan TIK sebagai media dan sumber belajar. Namun dikarenakan karakteristik orang dewasa dan kesalahan dalam proses pembelajaran yang dilakukan terkadang mengakibatkan pembelajaran berbasis TIK justru tidak mencapai tujuan karena peserta didik melakukan defence terhadap perangkat teknologi yang dipakai.