The combination of technology Augmented Reality (AR) with educational content aims to create new ideas that can improve the effectiveness and attractiveness of teaching and learning for students in real-life scenarios. The use of AR technology can make theprocess of teaching and learning more enjoyable, in which students' interest in learning can be stimulated. The AR technology has three characteristics. The first feature is that AR technology is a combination of virtual objects with the real world. The second feature is that AR operates in real time and interactively. The last feature is that it has 3 dimensions (3D) for virtual objects. In this study, the ADDIE model includes five phases, namely Analysis, Design, Development, Implementation and Evaluation, which are utilised to develop applications based on AR technology in education for the topic of Current and Voltage Division. To identify the effectiveness of the application of AR technology, a survey using questionnaire was conducted among pre-serviceteachers to know their perceptions of the development of AR applications namely as Voltrent AR. As this is a quantitative study where questionnaires were distributed to 73 students from the class of Bachelor of Technology with Education (Electric and Electronics) with Honours and Bachelor of Technology with Education (Living Skills) with Honours at Universiti Teknologi Malaysia (UTM) Skudai, Johor. Most respondents gave very positive feedback on the use of AR in education, especially for the topic of Current and Voltage Division. AR is viewed as a medium of instruction that is innovative, interesting and effective. Voltrent AR application development is successfully developed based on the ADDIE model, and the application development of the constructivism theory was applied in this AR application. Thus, the AR application development has reached the desired objective of producing application-based Augmented Reality as a teaching aid.
Elemen kemahiran Insaniah pelajar pendidikan TVET semasa menjalani latihan praktikal adalah elemen yang lebih memfokuskan kemahiran generik pelajar serta penguasaan pelbagai elemen lain seperti kemahiran teknikal, kemahiran generik, kemahiran keusahawanan serta kemahiran berfikir. Pelajar adalah merupakan tonggak masa depan negara oleh itu pelajar harus berada di landasan yang betul supaya semua sistem pendidikan dan kemahiran yang mereka perolehi adalah sistematik adalah kekal relevan dengan keperluan majikan di setiap sektor organisasi pekerjaan. Setiap elemen dan aspek kemahiran insaniah yang meliputi kemahiran berkomunikasi, pemikiran kritis dan kemahiran menyelesaikan masalah, kemahiran kerja berpasukan, pembelajaran berterusan dan pengurusan maklumat, kemahiran keusahawanan, kemahiran kepimpinan serta etika dan integriti maka terhasillah kajian penyelidikan ini bertajuk “Elemen Kemahiran Insaniah Pelajar Pendidikan TVET Semasa Menjalani Latihan Praktikal”. Oleh itu kajian ini dijalankan adalah untuk meneroka elemen-elemen pada setiap domain kemahiran insaniah yang ada. Kajian yang digunakan adalah secara kualitatif analisa dokumen digabungkan dengan temu bual bersama 6 responden yang terdiri daripada 3 orang tenaga pengajar yang pakar di dalam bidang TVET dan 3 majikan yang terlibat dengan TVET dalam sektor industri. Data yang diterima dirumuskan dengan pengiraan melalui Nisbah Kesahan Kandungan terhadap 16 elemen di bawah setiap domain kemahiran insaniah pelajar menurut pengkongsian dan pandangan pakar. Berdasarkan analisa daripada temu bual yang dijalankan maka terhasillah elemen-elemen di bawah setiap 7 domain kemahiran insaniah pelajar yang disenaraikan. Data kuantitatif kemudiannya digunakan untuk menghasilkan satu instrumen pengesahan yang telah dinilai dengan menggunakan statistik Kappa. Dapatan di dalam penyelidikan ini diharap dapat dijadikan rujukan dan panduan untuk penambahbaikan di dalam penentuan dan peningkatan elemen-elemen kemahiran insaniah pelajar semasa menjalani latihan praktikal.
School leaders play an important role in leading schools effectively in order to improve the quality of students and teachers, schools performances and to raise the standard of education in the country. This study was conducted to explore the practices of seven habits of highly effective people among school leaders in Riau Islands, Indonesia. This study used a qualitative methodology with a case study design. The key subjects were four school leaders of secondary schools in Riau Islands, Indonesia. There were also four groups of schools informants comprising a senior assistant, teacher, school staff, student and chairman of the Parent Teachers Association from each school of the selected school leaders. Data was collected through interviews, observations and analysis of relevant documents and reports and analyzed through several stages of coding, categorizing, cross-case analysis and interpretation using N-VIVO12. The findings of the study showed that the school leaders practiced seven habits of highly effective people (Covey, 1989).
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