Enhancing Practicality of Web-Based Mobile Learning in Operating System Course: A Developmental Study

Hakiki, Muhammad; Surjono, Herman Dwi; Wagiran,; Fadli, Radinal; Budiman, Ridho Dedy Arief; Ramadhani, Witri; Habibie, Zulqoidi R.; Suhardiman, Sani; Hidayah, Yayuk

doi:10.3991/ijim.v17i19.42389

Cited by 6 publications

(6 citation statements)

References 46 publications

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“…The 4D Model, also known as the Four-Dimensional Model of Research and Development, is a systematic framework commonly used in developmental studies. It consists of four iterative phases, namely Define, Design, Develop, and Disseminate [14]. Define, During the Define stage, two primary tasks are executed, specifically observing and evaluating the attributes of the research population.…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of Mobile Virtual Laboratory Based on Project-Based Learning to Build Constructivism Thinking

Fadli,

Surjono,

Sari

et al. 2024

Int. J. Interact. Mob. Technol.

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Constructivism as a theoretical basis in education is key, considering that this approach views learning as an active process where students play a role in constructing their own knowledge. Apart from that, the development of mobile and virtual technology is increasingly growing in the educational environment. This research explores the effectiveness of this approach in building constructivist thinking in learning electrical installation practices. The method used in this research is the 4D Define, Design, Develop and Disseminate model. The research instruments include an expert review validity questionnaire and an evaluation instrument for students’ perceptions of the effectiveness of the Mobile Virtual Laboratory Based on Project-Based Learning in building constructivism. The research results show that the Mobile Virtual Laboratory is valid based on expert assessment, in addition there has been a significant increase in students’ understanding of concepts and practical skills, with a high level of satisfaction with the use of the Mobile Virtual Laboratory. So, it can be concluded that the Mobile Virtual Laboratory based on Project-Based Learning can be an effective tool to support constructivist learning in electrical measurement practice. The results of this research open opportunities for further research on how Artificial Intelligence can build constructive thinking.

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Section: Methodsmentioning

confidence: 99%

Effectiveness of Mobile Virtual Laboratory Based on Project-Based Learning to Build Constructivism Thinking

Fadli,

Surjono,

Sari

et al. 2024

Int. J. Interact. Mob. Technol.

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“…Additionally, recent studies recognize that adaptive learning, despite its technological basis, is closely intertwined with educational practices. Similar to technological advancements such as Massive Open Online Courses (MOOCs) and mobile learning, adaptive learning is inherently grounded in technology and includes other relevant elements like instructional design, which profoundly influence the teaching and learning landscape [20,21].…”

Section: Related Workmentioning

confidence: 99%

Big Data Analytics in Higher Education: A New Adaptive Learning Analytics Model Integrating Traditional Approaches

Bellaj,

Ben Dahmane,

Boudra

et al. 2024

Int. J. Interact. Mob. Technol.

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Despite the explosion of interest in adaptive learning and learning analytics (LA) for higher education (HE), there has been relatively little research integrating educational approaches’ indicators to build an adaptive learning analytics model. Adaptive learning analytics (ALA) models have grown in favor of HE due to their claims of enhancing student learning outcomes, providing personalized learning paths, and allowing students to interact with course material at their own pace. With focus on using data to personalize the learning experience and the environment in which the experience of learning occurs, LA centers on enhancing education through meticulous data analysis, while big data (BD) in education addresses the overarching challenges and opportunities arising from extensive and varied datasets. These concepts are interconnected, where LA and ALA specifically apply BD principles within the educational context. In this paper, we explain some BD concepts used in HE, define the essential perceptions related to LA, and analyze educational approaches to define the fundamental implications. Besides, we try to connect some LA model with educational approaches based on the big educational data collected in order to establish an efficient educational model. We include all steps cited before we try to build an ALA model in HE that resolves the limitations of the oldest models, thus improving the learner’s learning process by adding and treating additional indicators.

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“…Technology learning has become a major option in education, especially with the development of technology in the digital era (Park, Li, and Luo 2021). One of the challenges faced in technology learning is maintaining good student learning outcomes (Sriadhi et al 2022), (Hakiki et al 2023). Learning outcomes are a major factor in learning to be categorized as successful, which involves active participation, motivation, and student interaction with learning materials and peers (Widodo et al 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment

Hakiki,

Fadli,

Samala

et al. 2023

Adv. Mobile Learn. Educ. Res.

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This experimental study investigates the impact of integrating Chat GPT (Generative Pre-trained Transformer) on student learning outcomes in technology education at Universitas Muhammadiyah Muara Bungo. The research involves an experimental group using Chat GPT and a control group with conventional methods. Data from 31 participants in each group were collected, assessing learning outcomes through final test scores. Analyzing the results with a t-test, the experimental group displayed significantly higher achievements than the control group, highlighting the positive effect of incorporating GPT Chat into educational technology. The study illuminates the potential of AI-powered chatbots like Chat GPT to enhance student learning outcomes. Further exploration is required to gauge its adaptability across diverse educational contexts for more enhanced learning results. T-test results, conducted at a 95% confidence level with α 0.05, and degrees of freedom dk = n1 + n2 - 2 = 60, showed tcount of 5.424 against ttable of 2.000, firmly establishing tcount > ttable (5.424 > 2.000). Consequently, the null hypothesis (H0) proposing no significant impact of Chat GPT utilization is refuted. Conversely, the alternative hypothesis (H1), signifying a significant influence from Chat GPT usage, is upheld, affirming its substantial role in students' technological education.

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Enhancing Practicality of Web-Based Mobile Learning in Operating System Course: A Developmental Study

Cited by 6 publications

References 46 publications

Effectiveness of Mobile Virtual Laboratory Based on Project-Based Learning to Build Constructivism Thinking

Effectiveness of Mobile Virtual Laboratory Based on Project-Based Learning to Build Constructivism Thinking

Big Data Analytics in Higher Education: A New Adaptive Learning Analytics Model Integrating Traditional Approaches

Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment

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