Microprocessor Practicum Module Development Using ASSURE Model

Affandi, Marwan; Dalimunthe, Amirhud; Suryanto, Eka

doi:10.4108/eai.21-12-2021.2317341

Cited by 2 publications

(2 citation statements)

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“…(Hakim et al, 2020). The ASSURE model has a constructivist philosophical approach, namely behaviourism and cognitivism, therefore it is relatively easy to implement and can be easily developed by every educator in the R&D process (Affandi et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

Hakim

Serasi

Revola

et al. 2023

IJLTER

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The aim of this research was to construct a teaching model that was intended as a standardization and benchmark for lecturers in the online class teaching and learning process during the COVID-19 pandemic in the English Education Department of Islamic religious universities in Indonesia. This problem was identified from the results of pre-observation research which indicated that in Indonesian Islamic religious university institutions, especially in the English Language Education study program, there was not yet clear standardization for conducting full online learning. The product of this research study is in the form of a teaching model developed using the ASSURE method that consists of analyzing the participants’ needs, stating the objectives, selecting appropriate strategies, utilizing a technological approach, requiring learners' participation, and evaluating the final product of this study. In developing this research product, the researchers also conducted a validation process with experts in the field of English teaching strategies. The validation is related to the teaching model, model design, and contextualization. The product of this research has been revised and improved based on the advice from the experts. Furthermore, at the stage of requiring students’ participation, the product also underwent trials involving 10 lecturers and 100 students from five different English Education Departments. The results obtained from the trial process were also used by the researchers for perfecting the model so that the teaching model based on blended learning would be an appropriate educational tool to be used in teaching and learning during online learning in the English Education Departments of Islamic religious universities in the future.

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Section: Methodsmentioning

confidence: 99%

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

Hakim

Serasi

Revola

et al. 2023

IJLTER

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“…The instructional design method selected for the strength-based program is the ASSURE model, acronym for Analyze, State objectives, Select methods/media/materials, Utilize the media/materials, Require learner participation and Evaluation (Ariefiani et al, 2016). This instructional design approach has proven successful in developing programs, especially in the form of modules, as demonstrated by various studies (Ramadhani and Fitri, 2020;Batir and Sadi, 2021;Affandi et al, 2022). In the current study, the researcher aimed to structure the proposed strength-based program as learning modules.…”

Section: Instructional Design Framework Influencing the Strength-base...mentioning

confidence: 99%

Examining the impact of a strength-based program to enhance teacher-trainees’ critical thinking abilities: a pilot study

Nair,

Bhandare

2024

QEA

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Purpose The purpose of this study was to examine how well a strength-based program grounded in positive psychology principles can advance the practical critical thinking skills of those pursuing the teacher training course. Design/methodology/approach This study used a single-group pre-test post-test design with 35 teacher-trainees from the Bachelor of Education course. The two-and-a-half-week strength-based program used the values in action survey to identify strengths. Pre- and post-test scores, measured with the Cornell Critical Thinking Test – Level Z, underwent Statistical Package for Social Sciences analysis including paired samples t-test for subcomponent and overall composite analysis. Findings Analysis of the pre- and post-test scores demonstrated a statistical significance in the critical thinking scores obtained by the teacher-trainees. Post-test scores were consistently significant. Out of the elements of critical thinking, induction, meaning, observation and credibility were more prominent. Deduction and assumption identification were also having a significant effect. Originality/value Most critical thinking programs focus on evaluating specific teaching methods for improving critical thinking skills. In education, positive psychology studies often center on students’ well-being, attention spans and academic success, aligning with wellness programs. Despite the importance of strengths in positive psychology, there is a lack of research on using a strength-based approach to boost critical thinking skills. This study aims to enhance teacher-trainees’ critical thinking by leveraging their individual strengths, moving away from traditional instructional strategies.

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Microprocessor Practicum Module Development Using ASSURE Model

Cited by 2 publications

References 0 publications

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

The Reconstruction of Blended Learning Teaching Model for Full Online Learning System: A Study on English Education Department in Islamic Universities in Indonesia

Examining the impact of a strength-based program to enhance teacher-trainees’ critical thinking abilities: a pilot study

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