The Effect of Integrated Project based Learning MOOCs on Student Result of Vocational High School Students

Nidhom, Ahmad Mursyidun; Mukhadis, Amat; Kustiandi, Januar; Putra, Andika Bagus Nur Rahma; Smaragdina, Azhar Ahmad; Herdiani, Aulia; Putro, Setiadi Cahyono

doi:10.5220/0008783401230127

Cited by 2 publications

(1 citation statement)

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“…In the first test, it resulted in the Development of MOOC's integrated Augmented Reality by developing an E-Module that will be used in MOOC's learner content, [17] this module was developed based on the needs of the Computer Graphics course, consisting of 9 Main Modules whose Development is based on basic competencies and already validated by a material expert who has been teaching the material for more than 10 years, the selection of the sub-instrument Development is related to the basic competencies that must be achieved by students to be able to pass graduation in the course. The following is a description of the module that was developed into a sub-instrument development which can be seen in Table 1.…”

Section: Sub Instrument Developmentmentioning

confidence: 99%

Integration of Augmented Reality into MOOC’s in Vocational Education to Support Education 3.0

Nidhom

Putra

Smaragdina

et al. 2022

Int. J. Interact. Mob. Technol.

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This research discoverable (1) the development of a MOOC (Massive Open Course Online) learning innovation that incorporates Augmented Reality; (2). The use of the concept of AI Injected e-Learning (The Future of Online Education) in Vocational High Schools, which supports the idea of Education 3.0. This study employs a quantitative method to educational research and development, with research sample vocational students. The findings of this research lead to the following conclusions: (1) The efficacy and efficiency of MOOC's learning innovation integrated Augmented Reality was evaluated to be 87.3 percent in a usability test; (2). The application of the concept of Education 3.0 proved to have a significant impact on learning comfort, as evidenced by a questionnaire instrument that revealed that around 85.4% of users believed that online and face-to-face learning provided flexibility in learning, 12.2% felt that learning was normal, and 10% felt that learning was not required; (3). The results of the correct hypothesis are acquired from the quantitative data with a significance value of greater than 0.5, indicating that MOCC's integrated learning utilizing Augmented Reality has resulted in a significant increase in the learning outcomes of vocational high school students by 38 percent

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Section: Sub Instrument Developmentmentioning

confidence: 99%