Development of Learning Media Based on Autoplay Chemistry to Improve Students’ Communicative Characters on Chemistry

Erna, Maria; Irfandi, Irfandi; Rasmiwetti, Rasmiwetti

doi:10.21009/jtp.v22i3.17823

Cited by 13 publications

(15 citation statements)

References 15 publications

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“…Learning in the 21st century is changing very quickly and it is difficult to predict all the changes that occur in various fields of knowledge, economy, transportation, technology, communication, education and others (de Leon-Abao et al, 2015) (Erna et al, 2020). Learning involves adding new information to one's memory.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Learning with the Team Based Project Method in the Decision Making Technique Course by Using the Product Oriented Module

Wijaya

Siregar

Sutrisno

et al. 2021

JTP

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The purpose of this study is (a) to identify learning using the team-based project method implemented in practical courses using product-oriented modules in vocational education. (b) to know the level of effectiveness of learning with the team-based project method implemented in practical courses using a product-oriented module in Vocational Education. This study used research related to this study, which were all students who were taking the Decision-Making Technique course. The number of research samples was 60 people (2 classes) of the 2018 Business Administration study program as a field test, 9 people as a small group test and 3 people for an individual test. The results showed that from the material expert, 4 aspects were assessed in the material expert test, namely the material aspect, the quiz question aspect, the linguistic aspect and the implementation aspect. The material aspect has a higher percentage value than the other three aspects, namely 85.45%, then the questions and quiz aspects and the implementation aspect have 80%, while the linguistic aspect has 60%. With this percentage value, the overall assessment of the material experts assesses that this learning media was considered "Eligible" to be developed. Based on the results of the t-test calculations, data obtained that tcount> ttable or 5,868> 2,0172 or in other words H0 is rejected and Ha is accepted, it can be concluded that the learning outcomes using Learning Methods of Team Based Learning on practice course with Product-Oriented Module was higher than students who were taught without using Learning Method of Team Based Learning In practical courses with Product-Oriented Modules with the effectiveness of using Learning Methods of Team Based Learning In practical courses with Product-Oriented Modules of 88,5667% .

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Learning with the Team Based Project Method in the Decision Making Technique Course by Using the Product Oriented Module

Wijaya

Siregar

Sutrisno

et al. 2021

JTP

View full text Add to dashboard Cite

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“…Harm other people, of course. So to prevent unwanted things, researchers want to contribute by proposing a blockchain technology that is applied in universities [15].…”

Section: Fig 1 Blockchain Genesismentioning

confidence: 99%

The Impact of Blockchain Technology in Higher Education Quality Improvement

Widayanti

Harahap²,

Lutfiani³

et al. 2021

Jurnal Ilmiah Teknik Elektro Komputer Dan Informatika

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“…Some of today's higher education teaching and learning are already online and digitizing. iLearning is learning with the adaptation of an electronic education system that is inseparable from learning activities in everyday life (Erna et al, 2021). iLearning adopts 4B (Learn, Pray, Work and Play) as an iLearning architecture to help the learning process (Sudaryono et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Blockchain Education Concept 4.0: Student-Centered iLearning Blockchain Framework

Prawiyogi

Aini

Santoso³

et al. 2021

JTP

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Technological developments encourage digitization in the learning process. Inversely proportional to the results of competency evaluation which are still centralized. Cause competitiveness and competence of students that are not measured quantitatively. The application of micro-teaching can be an option in solving existing problems. Combining gamification and blockchain makes the learning process more enjoyable with game techniques, where activities such as learning, lecture assignments, and assessments are documented transparently and have reliable security. This student-centered learning process is called GamiChain (Gamification Blockchain). This blockchain gamification-based learning application is also an important activity that can be a brilliant breakthrough in education. This application aims to encourage the student creativity ecosystem, to make students have a more competitive spirit to compete with maximum capabilities. And can display learning outcomes in the form of certificates that are accurate in authenticity and can be used in the industrial world. GamiChain can form an official standard of learning by documenting lectures permanently, transparently, and distributed formally and informally into the Blockchain network with the help of smart contracts. The Gamification method in education is used in this research. Results Evaluation of blockchain application in education through GamiChain (Gamification Blockchain) can benefit universities to create official certifications and increase confidence in student scores transparently and sustainably that they can control.

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Development of Learning Media Based on Autoplay Chemistry to Improve Students’ Communicative Characters on Chemistry

Cited by 13 publications

References 15 publications

The Effectiveness of Learning with the Team Based Project Method in the Decision Making Technique Course by Using the Product Oriented Module

The Effectiveness of Learning with the Team Based Project Method in the Decision Making Technique Course by Using the Product Oriented Module

The Impact of Blockchain Technology in Higher Education Quality Improvement

Blockchain Education Concept 4.0: Student-Centered iLearning Blockchain Framework

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