Pembangunan dan Penilaian Portal IPBL di Politeknik Brunei (Development and Evaluation of IPBL Portal in Brunei Polytechnic)

Nawi, Aliff; Zakaria, Gamal Abdul Nasir

doi:10.17576/jkmjc-2016-3201-20

Cited by 9 publications

(7 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The multimedia integrating various elements as mentioned has not been utilized by lecturers because they still do conventional teaching. The elements of multimedia such as video, sound, picture, animation, and text are strongly important in designing teaching media as stated by Nawi and Zakaria in creating the portal design of IPBL (Islamic Problem Based-Learning) [33]. Nawi and Zakaria said that the selection of media elements such as video, text, picture and supporting materials based on teaching strategy are given emphasis in the creation phases of this form.…”

Section: Disscussionmentioning

confidence: 99%

Students Need of Interactive Multimedia to Learn Language Skill

Praheto¹,

Andayani²,

Rohmadi³

et al. 2019

Proceedings of the Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Hum

View full text Add to dashboard Cite

This research aims to know students need of interactive multimedia to learn Indonesian language skill. It was conducted in the Department of Primary School Teacher Education during the even semester of 2016/2017 academic year. Data collection techniques were observation, interview and literature study. The data were then analyzed qualitatively descriptive by the stages of data reduction, data presentation, and conclusion. The result of this research shows that lecturers still implement conventional teaching by using power point and modules as well as dominating the speech method. In other hand, both students and lecturers state there needs to be interactive multimedia to help students during the learning process. Students need attractive multimedia to avoid boredom. Based on the result of observation, 98.62% of students state interactive multimedia should be given learning objective, 71.72% of them desire short and brief lesson, 27.59% desire detail explanation of material, 99.31% desire inclusion of language implementation example, 97.24% desire learning evaluation, 82.07% desire bright colors appearance, 12.41% desire dark colors appearance, 90.34% desire the inclusion of back sound and sound effect, 96.55% desire the inclusion of animation and picture, and 100% students desire for menu button on interactive media for Indonesian language skill.

show abstract

Section: Disscussionmentioning

confidence: 99%

Students Need of Interactive Multimedia to Learn Language Skill

Praheto¹,

Andayani²,

Rohmadi³

et al. 2019

Proceedings of the Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Hum

View full text Add to dashboard Cite

show abstract

“…The application of value should not only focus on certain subjects but also be absorbed through the contents of all subjects (curriculum) and co-curriculum activities performed directly or indirectly in or out of the classroom (Rashid, 2001;Pa, 1996;Ya, 2007;Noordin, 1998). In the in National Education System for the 21 st Century (SPN21), the application of religious values is emphasized in two subjects which are Islamic Religious Education and Islamic Monarchy which is based on the national philosophy (Nawi & Zakaria, 2016;Ministry of Education, 2009). As known, the process of applying value in the schools depends on the practice of the teachers.…”

Section: Problem Statementmentioning

confidence: 99%

The Impact of Applying Religious Values through Online Problem-Based Learning among Undergraduate Students: A Quasi-Experimental Study

Nawi

Zakaria

2019

IJLTER

Self Cite

View full text Add to dashboard Cite

Implementing religious value can develop good attitude and behaviour. It can be implemented in various ways such as in speech, behaviour, gesturing, comprehension and assessment. This study aimed to be establish the impact of applying religious values through online Problem-Based Learning among undergraduate students. A total of 81 students were involved in the study and were divided into treatment and control groups. In order to identify the effectiveness of the module in applying values, the quasi-experimental method was used through questionnaires. The results showed that there was a significant effect on the applying all religious value in the treatment group. The finding also revealed that learning through Problem-Based Learning (PBL) can provide a different learning environment as compared to regular learning sessions. The implications of this study can directly provide an alternative in applying values to students in the higher learning institution.

show abstract

“…To develop interactive modules, researchers chose to use the ADDIE model. This model is the basis model compare with other instructional design that has advantages of its own (Nawi, Abdul & Zakaria, 2016). Among its advantages are ADDIE model consists of five basic phases of instructional design.…”

Section: The Module Interactive Development Process Using Instructionmentioning

confidence: 99%

“…The design phase is carried out after completing the process of needs analysis. It explains the whole view about the shape, structure, teaching approaches, learning theory, types of media and technology to be used (Nawi, Abdul & Zakaria, 2016). Some of the other things to be determined in this phase include the formation of specific objectives for teaching and Richey and Klein (2007) Design Research 1 (Review Product and Hardware)…”

Section: The Module Interactive Development Process Using Instructionmentioning

confidence: 99%

“…When all these sources combined, it will make teaching and learning to be more engaging and effective for students. According to Nawi, Abdul and Zakaria (2016), educational technology involves using hardware, software and delivery methods. All three of these components must be implemented systematically to achieve effective delivery of instruction.…”

Section: Development Of Interactive Module As Learning Materialsmentioning

confidence: 99%

See 1 more Smart Citation

The Development of (ArtHis) Interactive Module in Teaching and Learning Art History

Maaruf¹,

Salleh²,

Othman³

2019

Soc. & Manage. Res. J.

View full text Add to dashboard Cite

The publishing material of art history pedagogy is known to have too many facts and students need to digest lots of information. The alternative methods of teaching and learning have become more reliable when technology-based methods have been found to be an effective pedagogical material. This study aims to design and develop an ArtHis Interactive Module for teaching and learning art history in Visual Art Education. For this reason, this study also investigates the impact of its usability in classroom and assesses the learning motivation of Visual Art students simultaneously. In this study, the Design and Developmental Research (DDR) method was used. For the most part, the ArtHis Interactive Module is developed by using ADDIE Model by considering the elements of design, technical, pedagogical, and the content which is appropriate to achieve the objectives stated in Visual Art Education syllabus. Specifically, the development process was guided and supported by Dual Coding Theory and Flow Theory for information processing. For this purpose, the research focused on Form 5 Visual Art students. Microsoft PowerPoint was used to produce the interactive module with the aim of enhancing the students’ motivation in learning Art History. The finding shows that the impact of learning art history using ArtHis Interactive Module has improved students’ conceptual understanding. It is also determined that 93.9 percent students agree that the exercises in the ArtHis Interactive Module help them to gauge their level of understanding and knowledge on the topics in Art History. In conclusion, ArtHis Interactive Module is used for the purpose of improving teaching methods and increasing the motivation of students in Visual Art Education especially Art History topics.

show abstract

Pembangunan dan Penilaian Portal IPBL di Politeknik Brunei (Development and Evaluation of IPBL Portal in Brunei Polytechnic)

Cited by 9 publications

References 2 publications

Students Need of Interactive Multimedia to Learn Language Skill

Students Need of Interactive Multimedia to Learn Language Skill

The Impact of Applying Religious Values through Online Problem-Based Learning among Undergraduate Students: A Quasi-Experimental Study

The Development of (ArtHis) Interactive Module in Teaching and Learning Art History

Contact Info

Product

Resources

About