Design and Development Performance-based into Mobile Learning for TVET

Mahazir, I Irwan; Norazah, M.N.; Rosseni, D.; Arif, Abdul; Ridzwan, C.R.

doi:10.1016/j.sbspro.2015.01.835

Cited by 11 publications

(6 citation statements)

References 13 publications

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“…I s TVET (or engineering based) students have same learning attitude or require same pedagogical approach in comparison to normal (non-engineering based) students? TVET student usually have good ability in 'learning by doing' (Mahazir, Norazah, Rosseni, Arif & Ridzwan, 2015). Learning by doing term shows that TVET students have a greater potential in skill.…”

Section: Technical and Vocational Education Training (Tvet) In Highermentioning

confidence: 99%

The Acceptance of Mooc Among Tvet Students in Higher Education: An Observation

Ismail

Hamzah

Ariffin

et al. 2018

j. pendidik. teknologi. kejuruan.

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Teaching traditionally through the use of textbooks and lecture makes the decline in learning desirability among technical & vocational education and training (TVET) students. In the 21st century learning, the technology changes in learning such as e-learning have led to the use of technology in the field of TVET. Most TVET educators have started using the Massive Open Online Course (MOOC) as a learning medium. The purpose of this study to enhance the quality of teaching and learning for TVET students in higher education. Teaching and learning in TVET lack of using blended learning approach. This study examine students’ acceptance and specify the criteria that make Massive Open Online Courses (MOOC) suitable for TVET in learning environment. The respondent are 60 students randomly selected from Creativity and Innovation courses. This study employed the quantitative methodology which include the use of questionnaire with Likert scale. The questionnaire consist four construct to examine the criteria of MOOC for teaching and learning in TVET. The reliability test of Cronbach Alpha is 0.813. Data were analyzed using descriptive analysis. The findings show that the constructs of perceived of usefulness (mean=1.85), perceived ease of use (mean=1.90), user attitude toward use (mean=1.86) and actual system use (mean=1.83) towards the acceptance of MOOC in teaching and learning among TVET students. In general, these finding also showed positive respond to implement MOOC for TVET in higher education. Thus, in making the learning process more interesting, the educators should improving existing teaching style.

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Section: Technical and Vocational Education Training (Tvet) In Highermentioning

confidence: 99%

The Acceptance of Mooc Among Tvet Students in Higher Education: An Observation

Ismail

Hamzah

Ariffin

et al. 2018

j. pendidik. teknologi. kejuruan.

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“…According to Trifonova and Ronchetti (2004), three things need to be considered consist of context finding, material management, content, and operational support. Development models that have been used previously include the Rudric and Cluric Problem Solving model (Mahazir, Norazah, Rosseni, Arif, & Ridzwan, 2015), then the R2D2 model (Jumaat & Tasir. 2013), the ADES model (Kim & Jin.…”

Section: Introductionmentioning

confidence: 99%

The Prototype of ACCDR Model: M-Learning Multimedia Development Design Model Stem-Based for the Online Science Learning

Sari¹,

Muhaimin

Sukmono

2022

EJPP

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Online learning is learning carried out without face-to-face but supports the development of virtual academic mobility. It can be integrated with multimedia either in e-learning or m-learning. M-learning is a learning paradigm that takes advantage of developments in wireless and mobile technology. It is flexible, independent, and accessible anywhere and anytime. Integration of science and technology in multimedia m-learning becomes more comprehensive when combined with the principles of Science, Technology, Engineering, and Mathematics. STEM-based multimedia m-learning is developed using a specific development design model. The multimedia m-learning development design model is a structured framework or reference for developing multimedia m-learning. Some of the existing m-learning multimedia development design models do not fully cover the criteria for a suitable model for developing STEM-based multimedia m-learning. One solution that can be given is to develop a new model concept using the F2-O1-S1-A2 type model development procedure through literature studies. The instrument consisted of the model development matrices. Afterward, a STEM-based multimedia m-learning development design model for science learning consisted of five syntaxes, namely: analysis, concepting, design, development, and review. The ACDDR model is a linear diagrammatic-narrative procedural model which is then shortened to the ACDDR model and presented in a prototype form. The ACDDR prototype model is expected to be able to be used for the development of STEM-based multimedia m-learning in the 21st century learning.

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“…The primary function of such a module in learning geometry is as an independent learning mediator for students to learn according to their abilities (Suastika & Wahyuningtyas, 2020). The geometry module is also believed to foster a planned, independent, complete, and transparent output, especially in geometry (Mahazir & Arif, 2015).…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics Based Geometry Module Development With a Scientific Approach to Improve Students' Metacognition Ability

2021

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This study aims to develop a geometry module based on ethnomathematics with a scientific approach, test the module's validity and feasibility, and determine the effect of using modules in learning on students' metacognitive abilities. This study uses a research and development (R&D) approach with a 4D model (define, design, develop, and disseminate). The research subjects were students of 8rd Junior High School in Malang. Data analysis of the effect of the use of modules on metacognition abilities using the paired sample t-test. The research results showed the ethnomathematics based geomery module with a scientific approach is valid, developed by with a 4D model. The module is also categorized as effective for use in learning activities. The ethnomathematics based geometry modules with a scientific approach has an effect on metacognition abilities.

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Design and Development Performance-based into Mobile Learning for TVET

Cited by 11 publications

References 13 publications

The Acceptance of Mooc Among Tvet Students in Higher Education: An Observation

The Acceptance of Mooc Among Tvet Students in Higher Education: An Observation

The Prototype of ACCDR Model: M-Learning Multimedia Development Design Model Stem-Based for the Online Science Learning

Ethnomathematics Based Geometry Module Development With a Scientific Approach to Improve Students' Metacognition Ability

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