Aplikasi E-Test “That Quiz” sebagai Digitalisasi Keterampilan Pembelajaran  Abad 21 di Sekolah Indonesia Bangkok

Kuncahyono, Kuncahyono; Suwandayani, Beti Istanti; Muzakki, Abdurrohman

doi:10.31849/lectura.v11i2.4687

Cited by 15 publications

(13 citation statements)

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“…Using videos, packaging procedural and conceptual knowledge can also provide accurate information to students (Mayarnimar & Taufina, 2017). A quiz menu also accompanies mobile learning to measure student understanding in the form of practice questions regarding the material studied to evaluate and measure understanding of student learning outcomes (Kuncahyono, Suwandayani, & Muzakki, 2020). Validation instruments are also created in this phase to be used as an assessment of the product.…”

Section: Discussionmentioning

confidence: 99%

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Andriah

Amir

2021

j. ilm. sekol. dasar

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As the impact of the Covid-19 pandemic, distance learning requires teachers to make learning more interesting yet achieve learning outcomes. This study aims to produce a valid, practical, and effective product in mobile learning based on procedural and conceptual knowledge for elementary school students. This study uses Research and Development with the ADDIE model. The subjects of this study were 11 elementary school fifth-grade students. The material and media expert is a lecturer in mathematics education and information technology education, respectively. The validity test was carried out using the expert judgment method. Eleven fifth-grade elementary school students assessed the practicality and effectiveness tests to determine the responses and results in fractional mathematics after using the developed mobile learning. This study uses both quantitative and qualitative data, which were collected using questionnaires and learning outcomes tests. The validity of mobile learning produces an average of 3.59 or is in the interval 2.50 ≤ Rv ≤ 4.00 with valid criteria. The effectiveness of mobile learning is obtained from the pretest and posttest data. The practicality of mobile learning obtained an average of 3.82 or is in the interval 2.50 ≤ Rk ≤ 4.00 with practical criteria. The effectiveness of mobile learning shows a significance value of 0.0010 or < 0.0050, which means that there are differences in student learning outcomes before and after using mobile learning. Thus, the development of procedural and conceptual-based mobile learning on fractional material in fifth-grade elementary school can be categorized as valid, practical, and effective.

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Section: Discussionmentioning

confidence: 99%

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Andriah

Amir

2021

j. ilm. sekol. dasar

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“…A teacher who has technological literacy skills can develop technology-based assessments. The development of technology-based assessments can be done by using Hot Potatoes [40], e-test, quizzes [41], [42], and so on. Assessment and evaluation tools based on technology have several advantages, including making assessment easier for teachers to evaluate the learning process that suits the characteristics of students, the student environment, and developing student intelligence.…”

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confidence: 99%

Technology Literacy in the Development of Mathematics Learning in Indonesia During the Covid-19 Pandemic

Sabon¹,

Istiyono²,

Salamah³

2022

Advances in Social Science, Education and Humanities Research

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Mastering technology makes life easier. The ability to use technology or technology literacy in learning has an impact on the development of high-quality learning. This study is a scoping review to investigate the role of technology literacy in the development of mathematics learning during the Covid-19 pandemic in Indonesia. The study was carried out using Arskey and O'Malley's five-stage framework: identifying the research, identifying relevant studies, study selection, charting data, summarizing, and reporting the result. The literature was gathered through Google Scholar. There were 36 articles included through inclusion and exclusion criteria. The finding describes that literacy technology in the pandemic through various uses of technology in mathematics learning activities is classified into four mainframes: the use of digital-based learning media, the use of electronic-based assessment and evaluation tools (e-evaluation), the use of online learning modes that support learning both synchronously and asynchronously, and the design of learning models. The outcome could serve as a model for future learning development in mathematics education and other subjects.

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“…Telah banyak penelitian yang melakukan kajian tentang teknologi dalam bidang pendidikan (Wan, 2015). Penelitian terkait pemanfaatan mobile seamless learning untuk mendukung pembelajaran kapanpun dan dimanapun (Murphy et al, 2014), MSL untuk mendukung keterampilan mengajar guru (Kearney & Maher, 2019), desain dan evaluasi mobile seamless learning (Mouri, 2018), pengembangan permainan digital dalam pembelajaran (Hussein, 2019), inovasi evaluasi digital (Kuncahyono et al, 2020), inovasi bahan ajar berbasis elektronik (Dobler, 2015), pemanfaatan mobile learning (Tillmann et al, 2012).…”

Section: Pendahuluanunclassified

Self Regulated Learning: Integrasi Pembelajaran Kelas Awal melalui Aplikasi Mobile Seamless Learning

Kuncahyono

Zutiasari²

2022

J. Obs. J. Pendidik. Anak Usia Dini

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Kompetensi dan keterampilan abad 21 sejalan dengan integrasi teknologi digital dalam pembelajaran. Tujuan dari penelitian ini adalah untuk menilai kemandirian pembelajaran teknologi digital melalui penerapan mobile seamless learning selama masa pandemi covid-19. Penelitian ini menggunakan desain kuantitatif deskriptif. Subyek penelitian terdiri dari 46 siswa kelas 2 sekolah dasar yang melaksanakan pembelajaran online pada tahun ajaran ganjil-2021/2022. Teknik pengumpulan data menggunakan kuesioner. disebarkan secara online pada platform formulir Microsoft. Fokus penelitian adalah pada empat aspek utama motivasi belajar (keinginan belajar), manajemen diri, belajar mandiri, dan kemampuan pemecahan masalah. Hasil penelitian menunjukkan bahwa dengan mengintegrasikan teknologi pembelajaran digital melalui aplikasi mobile seamless learning, siswa memiliki kemampuan motivasi yang sangat tinggi, keterampilan kemandirian belajarnya sangat baik, kemampuan pengelolaan dirinya cukup baik, dan kemampuan pemecahan masalah yang baik. Dari keempat aspek yang ditemukan terdapat aspek kemandirian belajar yang paling dominan dalam pembelajaran.

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Aplikasi E-Test “That Quiz” sebagai Digitalisasi Keterampilan Pembelajaran Abad 21 di Sekolah Indonesia Bangkok

Cited by 15 publications

References 0 publications

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Technology Literacy in the Development of Mathematics Learning in Indonesia During the Covid-19 Pandemic

Self Regulated Learning: Integrasi Pembelajaran Kelas Awal melalui Aplikasi Mobile Seamless Learning

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