The Influence of Teamwork Using a Multimedia Interactive Courseware in Learning Pre-Algebra

Khalid, Mohd Sazali; Alias, Maizam; Razally, Wahid; Yamin, Sulaiman; Herawan, Tutut

doi:10.1016/j.sbspro.2010.12.091

“…Some examples are the works by Luthfi & Nafi' (Lutfi, et.al, 2011), and Safitri et al (Safitri, et.al, 2013). Interactive learning media are not only developed by using Macromedia Flash but also by using any other computer software, some example works are by (Korakakis et al, 2009) who develop an interactive computer application to support the learning process for students in the 8th grade (Khalid et al, 2010) committed a study to know the effect of work group method and interactive learning media in algebra learning of engineering students, another work was also done by Lee et al that made interactive multimedia modules in electrochemistry learning and it was aimed to see the effect of the developed modules toward the students' understanding and learning motivation (Lee, T, et.al, 2012).…”

Section: Results Of Learning Outcomes Assessmentmentioning

confidence: 99%

The Effect of Mordan on The Color Depth of Silk Fabric Dyed with Rambutan (Nephelium Lappaceum) Peel Extract

Prasetyaningtyas¹,

Listiani²

2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

0

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The purpose of this research was 1) to measure the feasibility of developing interactive media based on flash player and video on napkin folding material and 2) to analyze the effectiveness through increasing student learning outcomes towards the use of interactive media. The research subjects were students of culinary art -FT -UNJ. Data analysis used two ways, namely qualitative analysis and quantitative analysis (t-test). The field group trial obtained was 84.38% and entered into the "eligible" criteria. Media is declared "feasible" based on the student's ability to use interactive media about napkin folding as a learning medium for basic courses on field administration. The results of the analysis of t count and t table (8,849> 1,697) means that the value of student learning outcomes using interactive learning media based on flash player and video on napkin folding material is greater than student learning outcomes using power point media. The calculation of the effectiveness of the experimental group using interactive media about napkin folding resulted in 88% of the high product effectiveness criteria. So, it can be concluded that interactive multimedia based on flash player and video has a positive effect on its use.

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“…Some examples are the works by Luthfi & Nafi' (Lutfi, et.al, 2011), and Safitri et al (Safitri, et.al, 2013). Interactive learning media are not only developed by using Macromedia Flash but also by using any other computer software, some example works are by (Korakakis et al, 2009) who develop an interactive computer application to support the learning process for students in the 8th grade (Khalid et al, 2010) committed a study to know the effect of work group method and interactive learning media in algebra learning of engineering students, another work was also done by Lee et al that made interactive multimedia modules in electrochemistry learning and it was aimed to see the effect of the developed modules toward the students' understanding and learning motivation (Lee, T, et.al, 2012).…”

Section: Results Of Learning Outcomes Assessmentmentioning

confidence: 99%

Effectiveness of Interactive Media Based on Flash Player and Video on Napkin Folding Material

Yulianti¹,

Kandriasari²,

Riska³

2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

0

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The purpose of this research was 1) to measure the feasibility of developing interactive media based on flash player and video on napkin folding material and 2) to analyze the effectiveness through increasing student learning outcomes towards the use of interactive media. The research subjects were students of culinary art -FT -UNJ. Data analysis used two ways, namely qualitative analysis and quantitative analysis (t-test). The field group trial obtained was 84.38% and entered into the "eligible" criteria. Media is declared "feasible" based on the student's ability to use interactive media about napkin folding as a learning medium for basic courses on field administration. The results of the analysis of t count and t table (8,849> 1,697) means that the value of student learning outcomes using interactive learning media based on flash player and video on napkin folding material is greater than student learning outcomes using power point media. The calculation of the effectiveness of the experimental group using interactive media about napkin folding resulted in 88% of the high product effectiveness criteria. So, it can be concluded that interactive multimedia based on flash player and video has a positive effect on its use.

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“…They lack experience of solving mathematical problems by themselves for days [14,15,16]. Now all problems could be solved with the click of a mouse if they work collaboratively with their peers using e-mails [17,18,19].…”

Section: Shallow Learning Versus Deep Learning Amentioning

confidence: 99%

“…This happened when their product failed to catch the attention of their own students. An example is CDiCL courseware which has to compete with other courseware plus learning management system [19].…”

Section: Lessons Learnt From the Experience Amentioning

confidence: 99%

Teaching and Learning using Computers: How should We Tread on Its’ Changing Technology?

Khalid

¹

,

Sutoyo²,

Mungad³

et al. 2014

Int. J. Emerg. Technol. Learn.

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Children learn quickly from their own parents and as they grow up computers offer more learning options. However they would learn better if the lessons are properly constructed using cognitive, constructivist, collaborative and technical education principles i.e., incorporating mathematics lessons on the computers. This paper reports an ‘experience’ gained by a veteran mathematics teacher in building a courseware called CDiCL using ADDIE principles. The quasi-experimental research was run in Polytechnic Kota Bharu PKB, Kelantan under Ministry of Higher Education (MoHE) Malaysia among 137 students at Certificate Engineering students in March 2006 among 4 different groups within 8 weeks. It was discovered CD only group scored the highest gain score of 6 points (difference in Post Test and Pre Test) while CL (Collaborative Learning) only group scored the least 2 points. From clinical interview, many students failed to understand mathematics from the courseware because of English and behavior problems among participants but some leaders in CL group gained leadership experience demanding soft skills in understanding peers’ limited skills and anxiety at presenting mathematics problem solving. The study concluded with a framework / rubrics for teachers to be effective dealing with mixed ability group of students learning mathematics on computers.

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The Influence of Teamwork Using a Multimedia Interactive Courseware in Learning Pre-Algebra

Cited by 5 publications

References 7 publications

The Effect of Mordan on The Color Depth of Silk Fabric Dyed with Rambutan (Nephelium Lappaceum) Peel Extract

The Effect of Mordan on The Color Depth of Silk Fabric Dyed with Rambutan (Nephelium Lappaceum) Peel Extract

Effectiveness of Interactive Media Based on Flash Player and Video on Napkin Folding Material

Teaching and Learning using Computers: How should We Tread on Its’ Changing Technology?

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