Analisis Kebutuhan Pengembangan Bahan Ajar Digital Matakuliah Geofisika Berbasis Platform LMS Moodle Untuk Menunjang Implementasi Kurikulum MBKM

Purwanto, Andik; Sumartono, Eko

doi:10.33369/jkf.5.1.7-14

Cited by 10 publications

(8 citation statements)

References 11 publications

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“…The Merdeka curriculum is the idea of updating the curriculum in response to advances in technology and information in the era of the industrial revolution 4.0. In line with the opinion of Purwanto & Risdianto (2022) merdeka learning education is the answer to the needs of the industrial revolution 4.0. The impact of the industrial revolution 4.0 can be seen in changes in learning aspects such as changes in curriculum, technology and media (Rahayu et al, 2022).…”

Section: Introductionmentioning

confidence: 83%

The Development of Augmented Reality (AR) Based Learning Modules in Office Technology and Correspondence Subjects

Ramadhani,

Rosy

2023

JPAP

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This study aims to describe the development of learning modules based on Augmented Reality (AR), determine the feasibility of modules for office technology and correspondence subjects, and determine student responses to the development of learning modules. This research is a Research and Development (R&D) type of research with a 4-D development model from Thiagarajan which consists of 4 stages of development namely define, design, develop, and disseminate. The advantages of learning modules have been adapted to an Merdeka curriculum based on Augmented Reality (AR) technology. The research instrument used was a closed questionnaire. Research on the development of this learning module uses two data analysis techniques, namely descriptive analysis techniques and quantitative analysis techniques. The results of the development of Augmented Reality (AR) based office and correspondence technology learning modules are in accordance with the Alur Tujuan Pembelajaran (ATP) and BNSP criteria. The results of the validation of learning modules from material experts, linguists, and graphics experts amounted to 95% with the proper category. The results of the trial were limited to 20 students obtaining a percentage of 85.9% in the very good category. Based on this explanation, the learning module for class X MPLB office technology and correspondence subjects that has been developed is feasible and very good for use in learning activities.

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Section: Introductionmentioning

confidence: 83%

The Development of Augmented Reality (AR) Based Learning Modules in Office Technology and Correspondence Subjects

Ramadhani,

Rosy

2023

JPAP

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“…Based on the findings above, several solutions need to be taken, including there need to be concrete steps taken by lecturers to prepare microteaching lessons so that students can master TPACK competencies well. There are no TPACK teaching materials in digital form yet, so it is necessary to develop TPACK teaching materials in digital form, so it is required to create digital teaching materials that allow students to learn anywhere and anytime (Purwanto & Risdianto, 2022). Digital teaching materials allow students to study independently and interact longer with teaching materials so that students can understand the material well and completely (Setiawardani et al, 2021;Siahaan, 2021;Widya et al, 2022).…”

Section: Review Related Documentsmentioning

confidence: 99%

Analysis of the Need for Development of Virtual Reality-Based Learning Media to Build Technological Pedagogical and Content Knowledge (TPACK) Competencies for Prospective Physics Teachers

Ginting,

Sakdiah,

Widya

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Technological Pedagogical and Content Knowledge (TPACK) is a conceptual framework used to describe the knowledge needed by a teacher to integrate technology into the learning process. In the context of developing Virtual Reality (VR) based learning media, physics education students as prospective teachers need to have a strong understanding of how VR technology can be used as a medium for teaching specific topics (TK), how to actively involve students in the VR environment ( PK), and a deep understanding of the lesson topics taught (CK). This research aims to produce Virtual Reality-Based Learning Media to build the TPACK competency of Physics Teacher Candidates that is feasible, practical, and effective. The development research method used is EDR (Educational Design Research) with the following stages: analysis and exploration; design and construction; and evaluation and reflection. Based on the questionnaire given to students, interviews conducted with lecturers, and literature review studies that have been carried out, it was concluded that it is necessary to develop Virtual Reality-based Learning Media Development to Build the Technological Pedagogical and Content Knowledge (TPACK) Competencies of Prospective Physics Teachers.

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“…Teaching materials are divided into two, namely printed teaching materials including handouts, modules, books, and LKS and nonprinted teaching materials including audio, audio visual, and interactive multimedia (Kelana & Pratama, 2019). Another example of non-printed teaching materials is digital teaching materials in which virtual technology is produced (Purwanto & Risdianto, 2022). According to Rahmawati et al (2022) digital teaching materials are a new innovation in the world of education that integrates technology, information and communication in the learning process to present learning materials packaged in unique and practical teaching materials.…”

Section: Introductionmentioning

confidence: 99%

Development of Ethno-STEM-Loaded Digital Science Teaching Materials the Process of Making Traditional Sidoarjo Snacks Material of Force and Object Motion to Train Science Literacy in Elementary School Students

Juniawan,

Sumarni,

Prasetya

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to develop digital science teaching materials with Ethno-STEM content to train elementary students' scientific literacy. The research method used is the ADDIE Research and Development (R&D) model (Analyze, Design, Development, Implementation and Evaluation). The results of the feasibility of digital science teaching materials obtained a percentage of 92.42% with very feasible criteria. The effectiveness of digital science teaching materials was declared effective by the results of the paired t-test which showed that there was an average difference in the pretest and posttest data, and the n-gain results scored 0.40 with the criteria of being effective. The results of the student response questionnaire after the learning process obtained a percentage of 90.35%; as well as the results of the teacher's response questionnaire after the learning process obtained a percentage of 90.62%. The results of student and teacher responses obtained very positive criteria. The conclusions of this study are that digital science teaching materials with Ethno-STEM content are effective in training scientific literacy for grade IV elementary school students.

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Analisis Kebutuhan Pengembangan Bahan Ajar Digital Matakuliah Geofisika Berbasis Platform LMS Moodle Untuk Menunjang Implementasi Kurikulum MBKM

Cited by 10 publications

References 11 publications

The Development of Augmented Reality (AR) Based Learning Modules in Office Technology and Correspondence Subjects

The Development of Augmented Reality (AR) Based Learning Modules in Office Technology and Correspondence Subjects

Analysis of the Need for Development of Virtual Reality-Based Learning Media to Build Technological Pedagogical and Content Knowledge (TPACK) Competencies for Prospective Physics Teachers

Development of Ethno-STEM-Loaded Digital Science Teaching Materials the Process of Making Traditional Sidoarjo Snacks Material of Force and Object Motion to Train Science Literacy in Elementary School Students

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