Penggunaan Media Photography Essay Di MAN 1 Kota Gorontalo

Hendra, Hendra; Rijal, Ahmad Syamsu

doi:10.34312/lamahu.v1i1.13597

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…Temuan tersebut mengindikasikan bahwa chatbot dapat menjadi salah satu media belajar pada mata kuliah akuntansi karena mampu mendorong minat mahasiswa belajar di luar kelas. Adapun menurut (Hendra & Rijal, 2022) bahwa media pembelajaran yang baik dapat memberikan dampak signifikan terhadap hasil belajar; (b) Bagi masyarakat umum karena mekanisme kerja chatbot menjadi faktor primer untuk diterapkan ke dalam berbagai bidang. Chatbot tidak hanya diterapkan pada lembaga pendidikan tetapi juga dalam kegiatan bisnis.…”

Section: Pendahuluanunclassified

Pendampingan Perancangan Chatbot Sebagai Media Interaktif Dalam Menghadapi Tantangan Era Digitalisasi

Ardiansyah¹

2023

Lamahu J. Pengabdi. Masy. Terintegrasi

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The implementation of this Community Service (PKM) activity is assisting in the design or manufacture of chatbots which is a series of training activities for making chatbots. This PKM is a national activity whose participants come from various districts/cities in Indonesia. The urgency of this PKM for participants is: (a) For teachers and lecturers because the development of educational technology is a necessity in the current digitalization era; (b) For the general public, because the chatbot working mechanism is the primary factor to be applied in various professional fields, chatbots are not only applied to educational institutions but also in business activities. In particular, for participants through this PKM, the aim is for participants to be able to design a chatbot application and can use it according to the instructions given to the system through the Smojo.Ai platform. This PKM method is carried out online using video conference zoom cloud meetings, Google meet, and WhatsAps Group (WAG) which consists of 3 (three) stages starting from the preparation stage to the evaluation stage from September to October 2022. The achievements of this PKM of 90% which is the average value of the tests carried out, namely: (a) Based on the results of the participant chatbot design, the predetermined target is 80%; (b) Based on the results of testing the participant's chatbot accuracy shows a result of 100%. The implication of the results of this PKM is to contribute to literacy and skills for participants in keeping up with the times, especially information technology which currently influences most activities in the education and business sectors. The next stage of development after the PKM has been successfully carried out is that participants are expected to be able to develop their skills to create and design chatbots independently according to their needs, profession, and field of work which can not only be applied to the education sector but can also be applied to various sectors. Chatbots can be developed in the tourism, retail, service, and other sectors that require customer service to answer repeated questions or for other needs.

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Section: Pendahuluanunclassified

Pendampingan Perancangan Chatbot Sebagai Media Interaktif Dalam Menghadapi Tantangan Era Digitalisasi

Ardiansyah¹

2023

Lamahu J. Pengabdi. Masy. Terintegrasi

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“…Pada mata pelajaran yang membutuhkan banyak ilustrasi gambar yang disertai penjelasan, pemanfaatan media photography eassy dapat menjadi alternatif yang interaktif dan menarik. Media ini telah diujikan kepada 32 siswa tingkat akhir dengan hasil materi 100% mudah dipahami dibandingkan dengan metode pembelajaran sebelumnya (Hendra & Rijal, 2022).…”

Section: Pendahuluanunclassified

Peningkatan Kapasitas Guru Dalam Pengembangan Media Pembelajaran Unsynchronous Learning

Yuana,

Rahayu,

Mulyatun

et al. 2023

Lamahu J. Pengabdi. Masy. Terintegrasi

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The pandemic period led to changes in learning methods. One of the learning methods that are effective now is the direct learning method (Synchronous Learning) and the indirect method (Unsynchronous Learning). Perambanan Social Vocational High School 1 has developed the learning system but has yet to maximize learning media development. Therefore, there is a need for training and workshops to increase teachers' knowledge to solve the problems encountered related to making learning media. The service is carried out through several stages: identifying activities, planning and implementing activities, follow-up and evaluation, and preparing reports. The results of the service show that participants not only have the ability to develop learning media but also have a deeper understanding of the benefits of technology in learning. The teachers involved are expected to strengthen their abilities in developing creative and relevant learning content according to the needs of students. This effort can potentially improve the quality of learning, expand accessibility for students to learn flexibly, and present a more interactive and exciting learning experience.

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“…Interactive learning media can create a more engaging learning environment for students. Delivering messages or information, especially complex and spatial-based high school geography materials, to students in the learning process poses its own challenges (Hendra & Rijal, 2022;Wahyuni et al, 2022). Teachers utilize media as a tool to help students become more active in learning (Devega, A.T., & Kom, 2022;Rianto, 2020).…”

Section: Introductionmentioning

confidence: 99%

Geography Interactive Learning Media Based on the Articulate Storyline 3 Application to Improve Learning Outcomes in Senior High School

Norsidi,

Suwarno,

Munna

2024

Jambura Geo Educ. J

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The use of interactive learning media is increasingly demanded in Geography learning. However, the availability of interactive geography learning media that meets eligibility standards is still limited. This research aims to produce interactive Articulate Storyline 3 media that meets feasibility standards and is validated. Media development refers to the Borg and Gall model. The data collection techniques used were observation, interviews, indirect communication and documentary studies. The data collection tools used were observation guides, interview guides, validation sheets, and documentation. Product trials were carried out in class X of SMA Negeri 2 Simpang Hilir. The data analysis techniques in this research are needs analysis techniques, qualitative and quantitative. The results of the research show that, namely, 1) producing interactive learning media based on Articulate Storyline 3 is suitable for use in the learning process in geography subjects regarding geosphere phenomena; 2) Interactive learning media based on Articulate Storyline 3 is included in the criteria of being very valid and very suitable for use in the learning process which is observed through evaluation by media experts and material experts as well as product trials and usage trials; 3) there are differences in learning outcomes for class XA students at SMA Negeri 2 Simpang Hilir before and after being given interactive learning media based on Articulate Storyline 3, so it is very effective in improving student learning outcomes

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Penggunaan Media Photography Essay Di MAN 1 Kota Gorontalo

Cited by 3 publications

References 4 publications

Pendampingan Perancangan Chatbot Sebagai Media Interaktif Dalam Menghadapi Tantangan Era Digitalisasi

Pendampingan Perancangan Chatbot Sebagai Media Interaktif Dalam Menghadapi Tantangan Era Digitalisasi

Peningkatan Kapasitas Guru Dalam Pengembangan Media Pembelajaran Unsynchronous Learning

Geography Interactive Learning Media Based on the Articulate Storyline 3 Application to Improve Learning Outcomes in Senior High School

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