Developing E-module based on mobile learning as a preparation media

Sirwan, Sirwan; Kamal,; Nurkhamid,

doi:10.1088/1742-6596/1833/1/012049

Cited by 5 publications

(6 citation statements)

References 4 publications

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“…E-module learning media makes it easier for students to understand material concepts, analyze arguments, or answer questions according to relevant sources, and facilitate the learning process anywhere at any time with efficient technology (Serevina et al, 2022). Electronic modules are a potential alternative to be developed because they do not require expensive printing costs, are easily accessible anywhere and anytime, are efficient, and are environmentally friendly (Sirwan et al, 2021). The use of electronic media for learning influences learner attitudes related to information seeking (Sari & Auliya, 2021).…”

Section: Project-based Flipped Learning (Pjbfl) Mediamentioning

confidence: 99%

“…The project is considered suitable, especially for educational institutions that emphasize independence in learning and building a more comprehensive understanding. Electronic modules are a potential alternative to be developed because they do not require expensive printing costs, are easily accessible anywhere and anytime, are efficient, and are environmentally friendly (Sirwan et al, 2021). Online learning videos also have positive effects apart from supporting students, video-based learning has also proven to be a powerful reflection tool for educators and has a significant influence in professional development contexts (Sablić & Mirosavljević, 2020).…”

Section: The Feasibility and Effectiveness Of Pjbfl Mediamentioning

confidence: 99%

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Development of Project-Based Flipped Learning Media to Achieve Nurse’s Critical Thinking, Creative, and Spiritual Attitude

Sudarmika,

Santyasa,

Tegeh

et al. 2024

INT J INSTRUCTION

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Learning media development plays an important role in nursing training. This study aims to: 1) evaluate the feasibility of project-based flipped learning media in nursing training, and 2) analyze differences in critical thinking ability (CTA), creative thinking (CT), and spiritual attitudes (SA) of nurses between those who practice using project-based flipped learning (PjBFL) media and those who practice with conventional online media. This research uses a mixed-method approach. The first phase is developing learning media and conducting interviews with research subjects, then conducting experiments with a quasi-experimental pretest and posttest control group design. The learning media developed are electronic modules and learning videos. Learning media has been validated by 5 learning media experts and 5 learning content experts. The results of the expert validation were then carried out in one-to-one trials involving 3 nurses, small group trials involving 9 nurses, and one-class trials. The results of the implementation showed that the posttest scores for CTA, CT, and SA of nurses were higher than the pretest scores. The results of multivariate testing showed that there were differences in the results of CTA, CT, and SA between those who practiced PjBFL media and conventional online nursing training. As a conclusion, this research has produced learning media products based on PjBFL that are feasible, effective, and have advantages as learning media for use in nursing training. The superiority of PjBFL media is proven by the experimental results that PjBFL media has a higher effect on the CTA, CT, and SA of nurses.

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Section: Project-based Flipped Learning (Pjbfl) Mediamentioning

confidence: 99%

Section: The Feasibility and Effectiveness Of Pjbfl Mediamentioning

confidence: 99%

Development of Project-Based Flipped Learning Media to Achieve Nurse’s Critical Thinking, Creative, and Spiritual Attitude

Sudarmika,

Santyasa,

Tegeh

et al. 2024

INT J INSTRUCTION

View full text Add to dashboard Cite

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“…(2) learning is more varied; and (3) increases student motivation with a variety of multimedia resources that make learning enjoyable (Sirwan & Nurkhamid, 2021). Using interactive teaching materials generates interest in students.…”

Section: Figure 3 Examples Of Questions That Ask Students To Conclude...mentioning

confidence: 99%

Climate Change Interactive Teaching Materials to Enhance Students' Critical Thinking Skills and Science Attitude

Pursitasari

Rubini

Suriansyah

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The skills needed in the 21st century are basic literacy, competence, and character. Critical thinking skills are one of the competencies and attitudes of science which is part of the character. The research aims to enhance students' critical thinking skills and science attitudes using interactive teaching materials on Climate Change. This quasi-experimental research was conducted in one of the junior high schools in Bogor involving 42 students in the experimental class and 41 students in the control class. Data collection uses critical thinking skills tests in the form of essays, science attitude questionnaires, and student response questionnaires. The data collected were analyzed descriptively and inferentially. The results showed that students who used interactive teaching materials had a higher average N-gain than the control class. The results of the t-test show that there are significant differences in critical thinking skills. The students' scientific attitude showed a meaning that was not much difference between students who used interactive teaching materials and those without them. Students gave a positive response to climate change interactive teaching materials in science learning.

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“…The E-module can be filled with materials in the form of pdf, videos, and animations, thus enabling users to learn more actively. The electronic module is a medium intended to gain knowledge about material that can be systematically designed based on a unique curriculum and packaged in units of time, which is displayed in the use of digital gadgets such as computers or androids (Sirwan et al, 2021). Pradana et al (2020) explain that the electronic module is a non-printed digital-based module and is able to apply multimedia principles that can support the learning process and improve student understanding in the learning process.…”

Section: Literature Review 1 Electronic Module (E-module)mentioning

confidence: 99%

The Implementation of E-Module in Semantic Class at English Study Program: Students’ Perception

Sumandiyah

Purwanti

Eliwarti

2023

PJR

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E-module as a learning tool is a new experience for English students. Therefore, it is important to know how they perceive the implementation of an electronic module in the Semantic class in the English Study Program. This study aims to investigate English students’ perception of the implementation of the E-module in Semantic class at the English Study Program. The design of this research is mixed methods (quantitative and qualitative research). The data were gathered using questionnaire and interview. Cluster random sampling was used to select the sample of this study that involved one class consisting of 40 students. Ten of the students were interviewed for the qualitative data. The findings showed that the students had a high perception of the implementation of e-module in the Semantic class. They also hope that e-module can be further developed and applied in other courses because most of them perceived that e-module is a fun, complete, and total innovation in learning media that can facilitate them learning anytime and anywhere.

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Developing E-module based on mobile learning as a preparation media

Cited by 5 publications

References 4 publications

Development of Project-Based Flipped Learning Media to Achieve Nurse’s Critical Thinking, Creative, and Spiritual Attitude

Development of Project-Based Flipped Learning Media to Achieve Nurse’s Critical Thinking, Creative, and Spiritual Attitude

Climate Change Interactive Teaching Materials to Enhance Students' Critical Thinking Skills and Science Attitude

The Implementation of E-Module in Semantic Class at English Study Program: Students’ Perception

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