Pengembangan Multimedia Pembelajaran Berbasis Komputer

This study aims to determine the effect of learning media and learning styles on learning outcomes in the cognitive domain of students in basic physiology subjects. This study used a quasi-experimental method using a 2X2 factorial design. The findings indicate that: (1) the learning outcomes of students who use model learning media are higher than those of students who use image learning media (2) the learning outcomes of students who have a kinesthetic learning style are higher than the learning outcomes of students who have visual learning styles. (3) there is an influence of the interaction between learning media and learning styles on student cognitive learning outcomes in Basic Physiology courses. (4) cognitive learning outcomes of students who have a kinesthetic learning style who learn using model learning media are higher than realm learning outcomes. cognitive students who have a kinesthetic learning style who learn using image learning media. (5) cognitive learning outcomes of students who have visual learning styles who learn using learning media models are lower than those of students who have visual learning styles who learn using image learning media. (6) the cognitive learning outcomes of students who have a kinesthetic learning style who learn using model learning media are higher than the cognitive learning outcomes of students who have a visual learning style who learn using model learning media. (7) the cognitive learning outcomes of students who have a kinesthetic learning style who learn using image learning media are lower than the cognitive learning outcomes of students who have a visual learning style who learn using image learning media.

This study was aimed to analyze the student’s misconception on human circulatory system topic and also to determine the effectivity of interactive multimedia to reduce students misconception that experienced by students of XII IPA grade in SMA Negeri 1 Berastagi. The study consisted of two parts. Firstly is descriptive to investigate student’s misconception on human circulatory system topic. Secondly quasi experimental research used after learning process. Quasi experimental research used to determine the effectivity of interactive multimedia in reducing student’s misconception. The experimental used one group pretest and posttest design. Instrument that used for detecting students misconception were two dimensional diagnostic test and essay test, for reducing students misconception by using interactive multimedia as learning media. Student’s misconception reduce 42.46% in group that using interactive multimedia as learning media and reduce 14.8% in group without interactive multimedia. Based on the calculation, it was got 0.57 as gain index value in group that using interactive multimedia and 0.30 as gain index value in group without interactive multimedia. The ttest result was tcount (6.598) and ttable (1.699), so tcount (6.598) > ttable (1.699). It was conclude that interactive multimedia is effective to reduce student’s misconception on human circulatory system in SMA Negeri 1 Berastagi Class XII IPA A.Y. 2016/2017. Keywords: Misconception, Students’ Misconception, Human Circulatory System

DESCRIPTION The communication demands expected of today’s engineers and information technology professionals immersed in multicultural global enterprises are unsurpassed. New Media Communication Skills for Engineers and IT Professionals: Trans-National and Trans-Cultural Demands provides new and experienced practitioners, academics, employers, researchers, and students with international examples of best practices in new, as well as traditional, communication skills in increasingly trans-cultural, digitalized, hypertext environments. This book will be a valuable addition to the existing literature and resources in communication skills in both organizational and higher educational settings, giving readers comprehensive insights into the proficient use of a broad range of communication critical for effective professional participation in the globalized and digitized communication environments that characterize current engineering and IT workplaces. The communication demands expected of today’s engineers and information technology (IT) professionals immersed in multicultural global enterprises are unsurpassed. Effective workplace and professional participation does not merely ask but demands proficiency in varied multi-media rich communication skills. Global industries, markets, and professional organisations require graduates who, in order to be work ready, need to be equipped with excellent written and oral communications skills, to be multi-literate in various digital, verbal and written modes of communication, as a baseline rather than optional extra capability. Trans-cultural multi-modal communication skills, now imbued with immense significance, are allied as a powerful and crucial determinant capability highly sought in trans-national and trans-cultural workplaces and professional communities. In the highly multicultural universities and colleges, the development of these skills among both faculty and students also has a direct impact on student learning outcomes as well as on the overall quality and content of educational programs. The acquisition of expertise in transcultural, multi-modal communication skills will greatly enhance the ability of students to apply and transfer their learning into their professional practices in increasingly globalised and demanding workplace settings. However, research indicates a paucity of literature on the types of communication skills increasingly demanded and practiced in 21st century engineering and technology workplaces. Moreover, most of the literature on communication skills that is available is generic in nature, and by aiming at the higher education sector in general, ignores the specific requirements and contexts of the engineering and IT communities of practice. These points to the urgent need to close the performance gap in basic, let alone more sophisticated and technologically enabled communication skills for the engineering and IT professions. Therefore, current evidence points to a distinct need for a comprehensive resource for the learning of traditional as well as new 21st Century, new paradigm digital and trans-cultural communication skills in both workplace and educational settings in engineering and Information Technology. PREFACE The overall objective of this book is to provide a comprehensive resource for new and experienced professionals, as well as students and faculties/academics. All are stakeholders who have to come to grips with new communicative practices in increasingly trans-national, trans-cultural, and digitally-rich contexts. In doing so, the book aims to provide new and experienced practitioners, academics, employers, researchers, and students with international examples of best practices in new as well as traditional communication skills in increasingly trans-cultural, digitalised, hypertext environments. The book consists of 11 scholarly chapter contributions on diverse issues and trends in new media communication skills for engineers and IT professionals. This book will be a valuable addition to the existing literature and resources in communication skills in both organizational and higher educational settings. The book intends to incorporate the views of a wide range of stakeholders: practitioners, professionals, academics, and students. The intention is to give readers comprehensive insights into the proficient use of a broad range of communication skills and tools critical for effective professional participation in the globalised and digitised communication environments that characterise current engineering and IT workplaces.

Advances in information and communication technologies, especially in Multimedia, Networking and Software Engineering allow the appearance of a new generation of computer-based training systems. Despite its obvious advantages in terms of reduced costs, simplified training programs and flexibility, e-learning was not always the miracle solution. Conceived as a powerful educational tool, e-learning was destined to change the face of learning but unfortunately, this change wasn’t exactly the intended one. The constant interest in researching and testing the use of Information and Communication Technologies (ICT), eLearning and multimedia in the learning process led to educational imperatives about the indicators that can reveal the level of quality for teaching and management of the course. Modern eLearning solutions now recognize the importance of learning as a social process and offer possibilities for collaboration with other learners, for interaction with the learning content and for guidance from teachers, trainers and tutors. Our aim is to analyze the importance of using ICT in a “learning society”. The present paper focuses on the strong potential that ICT provides, in order to develop the learning possibilities among students. The great challenge is to draw up a quality indicators framework which can represent an instrument for teachers on how to organize their online course – including ways of developing the teaching methods.

Edited by Dr. Clare Delany and Dr. Elizabeth Molloy, Clinical Education in the Health Professions is a well-constructed resource that recognizes the complexity of teaching and learning in the clinical environment. It provides theory, context, and examples that demonstrate why the role of the clinical educator should be “recognised and promoted as one that empowers students to be active, engaged and mature learners” (p. vii). The book is well organized; tables and diagrams summarizing information within the text are supplemented by practical examples in a user-friendly format. Each chapter begins with theories relevant to the content in that chapter, followed by guidance on using theory in curriculum design and research, and then uses theory to drive practical examples in clinical education. The text is organized into three parts: “Examining Knowledge—Theoretical Perspectives about Knowledge Construction”; “Sharing Knowledge—Communities and Culture in Education”; and “Applying Knowledge—Teaching and Learning Practices.” Part 1 includes an important chapter on critical reflection (Delany and Molloy), which sets the tone by describing clinical educators' valuable role in fostering the development of reflective health care professionals. The authors' use of examples and discussion on modelling iterative critical reflection is key in clinical education. Part 2 includes a chapter on inter-professional education (IPE) (Davidson, Smith, and Stone), now a focus of many health professional education programmes. Davidson and colleagues describe the history of IPE and present definitions contrasting IPE with multi-professional education in a clear, succinct, and very useful matrix on the various degrees of “inter-professionality.” This chapter also includes case examples of IPE in practice. Part 3 includes several useful chapters; in my opinion, the chapters on clinical reasoning (chapter 7, by Ajjawi and colleagues) and on giving and receiving feedback (chapter 8, by Molloy) are particularly useful to clinical educators and administrators of clinical education, as both are challenging concepts for clinical educators. Chapter 7's description of a stage theory of expertise development and of different models of clinical reasoning, reinforced with examples, help to clarify a complex concept. In chapter 8, I found the tips and resources on how clinical education can foster clinical reasoning very pertinent, and particularly enjoyed the component on reconceptualization of feedback as well as the authors' recommendations, which I believe will inspire clinical educators to take a positive view of giving and receiving feedback and encourage them to empower students to be active, engaged, and mature learners. Overall, Clinical Education in the Health Professions provides a comprehensive review of educational and other relevant theories, demonstrates how theory can inform curriculum design, and provides practical examples to show how readers can apply the concepts to their own clinical education practice. This is a valuable reference for any health professional involved in clinical education, and especially for those who lead and design clinical education in health professional curricula.

The aim of this study was to investigate the effect of adopting a Massive Open Online Courses (MOOC) as primary supplementary material in blended learning classroom on Taiwanese university EFL learners’ English proficiency levels. The study utilized pre- and post-tests of English proficiency, specifically the Test of English for International Communication (TOEIC) by Educational Testing Service (ETS), learners’ learning experience and learners’ satisfaction. In this study, thirty EFL learners at a private university in Northern Taiwan participated in a year-long paired-group study, first under blended learning environment while adopting a MOOC as primary supplementary material and followed by traditional face-to-face learning, with each learning mode lasting one semester. All participants were computer science and information engineering majors with intermediate English proficiency based on university placement exams. During the first semester (Fall 2013), consists of EFL learning via the blended mode of teaching, which partially incorporates student-centered learning utilizing Coursera education platform. While The second semester (Spring 2014), traditional learning mode the course is comprised of EFL instruction in the traditional way, i.e., teacher-fronted instruction and in-class assignments with textbook materials. Several scholars have suggested that instead of replacing courses at higher education institutions, blended learning with the asynchronous distance learning capabilities of MOOCs could enhance the course content and increase learning proficiency. This paper investigated on such exploration, wherein implementing the online learning experience into English for specific purposes (ESP) course at a private university in Northern Taiwan. This research explained to further understand the implications of blended learning at the tertiary education level in Taiwan. The investigator sought a comprehensive approach to the examination of the blended learning model by utilizing three different sections: students’ learning progress, student’s’ learning satisfaction and students’ learning perspectives. Within-group comparison of the students’ mean scores of the pre- and post-test examinations provided the quantitative assessment of learning progress, while open-ended questionnaire responses and interviews provided the qualitative data comprising the students’ perspective. This research provided a blended learning approach whereby there was a mixture of face-to-face and online learning activities where students would integrate the information and data gathered from both platforms to improve on their learning techniques. The result revealed that the improvement of academic performance and learning satisfaction was attributed to the fact that with the MOOCs assistance, students could study their course materials at their own pace and designated time either at home or in their dormitory rooms. Blending MOOC technology integrates synchronous and asynchronous learning tools that transform and improve the education system and provide room for enforcing learners’ active, autonomous, collaborative, interactive and effective learning techniques.

At the time of teaching, the teacher has several methods used to support the learning program that has been made. One method used to train techniques is the method of distribution practice. The method of distribution practice is the principle of regulating the turnover of material in learning that is carried out through alternating arrangements of rest periods. Building knowledge has focused on distributed practices to make learning and remembering something new, easier for the brain. This paper aims to describe the steps for deciding to study time to improve the learning environment by learning distributed practice. From the discussion concluded: 1) Subjectively and comparatively there are types of distributed practice learning, namely distributed practice itself and mass practice. to show the two extremes of the break-to-work continuum, involving longer periods of rest and shorter periods of active practice (that is, work), and mass practices that involve less time in rest and longer in active practice (working) . Objectively to define both distribution schedules, especially when distributive effects on skills are continuously different from one training session. In this situation, the practice distributed can be defined as a training session in which the amount of rest time equals or greater than the amount of time in work, while a shared practice is then defined as a practice schedule where there is a greater amount of time in work than rest. 2) in general, most students learn a lot before and during the exam and ultimately are unable to remember most of the texts learned during the exam. 3) The act of learning in school is aimless, while activities that give rise to learning in the real world are goals. When the learning environment has an appropriate design, student attitudes and motivation increase. In addition to the academic success of students, he found that learning makes students happy during the learning process by giving them a rich learning experience, on the other hand psychological transformation is based on prerequisite skills, knowledge, and motives. When these prerequisites have not been developed in students, generic contradictions arise. The act of learning [not an activity] is a prerequisite for obtaining certain material, but they cannot be formed (obtained, learned) without being involved in the appropriate material. It is impossible to learn the appropriate learning actions first and then study the material. The actions, content, structure, and course are determined by the object; there is no formal action without content or aimlessly to be transferred to different materials. 4) Today The way to deliver academic information can only be understood by students when they join several new features of the academic learning environment that characterize the digital age. Without knowing how to take advantage of these new features, scholars and graduates will experience successful difficulties in the global economy characterized by three main features: competition and cost, globalization, and information intimacy.

The information era has witnessed an unprecedented high speed of knowledge dissemination. Mobile learning based on smartphone is ubiquitous and commonly used. It has potential to revolutionize anesthesia education and medical practice. This article focuses on the domestic smartphone applications (APP) related to anesthesiology and has a detailed review including academic forums, anesthesia knowledge, common medical knowledge, anatomy, literature management, medical English and medicine application. In addition, the advantages and disadvantages of APP and mobile learning in continuing medical education are well discussed. We try to provide a reference for those who need to choose and use APP for their anesthesia continuing education. Key words: APP; Mobile learning; Anesthesiology; Smartphone; Academic forum

The ability to formulate a plan of action learning and learning as well as the use of methods and utilization of various resources / media in learning aimed at achieving the maximum in an education. This means that in the drafting of a new strategy to the learning process of preparing an action plan to achieve specific goals, learning strategies must be directed to facilitate the achievement of competencies in the curriculum document has been designed so that each individual is able to become independent lifelong learners, and which in their turn an essential component to realize a learning society. The process of teaching and learning can not be separated from the support of a media in this media-based interactive multimedia. Utilization of interactive media is used as a means to deliver material for a teacher to the learner. Keyword: Strategy, Learning and Learning, Interactive Multimedia

This qualitative phenomenological study was designed to gain an in-depth understanding of the perceptions and lived experiences of information and communications technology teaching faculty and engineering teaching faculty in higher education institutions (all participant and institutional names herein are pseudonyms) who adopt and implement Mobile Technology Enhanced Learning. The theoretical framework was based upon innovation research and informed by applying Rogers’s Diffusion of Innovation and Wenger’s Communities of Practice theories. Purposeful sampling was used to target twelve information and communications technology and engineering teachers in Ireland and the United Kingdom who utilised a variety of mobile devices across multiple platforms to enhance teaching and learning. Using phenomenological reduction to analyse data gathered through in-depth, semi-structured interviews, observations, and an online focus group, the study revealed several overarching lessons. Participants experienced feelings of frustration, anxiety and uncertainty due to inadequate and obsolete mobile tools, issues with unreliable technical infrastructure and wireless networking connectivity, and time constraints arising from a sharp learning curve. Participants felt many higher education institute executives need to consult teachers when formulating and implementing an adoption strategy as they perceived a lack of appreciation by many higher education institute executives of their needs for successful adoption and implementation. Participants clearly required significantly more mobile Technology Enhanced Learning focused pedagogies. Learning about mobile Technology Enhanced Learning was mostly personal, predominantly through informal discussions but also professional learning communities of practice. Participants also required more collaboration and networked learning and practically focused continuing professional development and the associated time to acquire it. Participants perceived increased learner collaboration, global communication, motivation, engagement and achievement, and larger number of resources and improved teaching. Most significantly, teachers recognised the superior ability of mobile Technology Enhanced Learning to convey information and communications technology and engineering concepts to learners and consequently improved attrition rates. Keywords: Communities of Practice, CPD, Diffusion of Innovations, learner, mobile learning, mobile technologies, mobile TEL, PLC, teacher, technology adoption, technology enhanced learning, technology implementation, TEL.

This study was carried out at a nursing college in Taiwan. The main purpose of the study was to examine affective learning in an English curriculum for English as foreign language (EFL) learners in Taiwan. For affective learning to take place it is crucial that the contents and skills that students acquire are directly or in directly relevant to their life experiences (Hsu, 2002:2). This project therefore that is being discussed in this paper mainly hope to investigate the impact of a meaningful learning environment through modern technology. By building up an interactive learning classroom via multimedia technology, the students' learning motivation and English proficiency were expected to be improved.According to the European perspectives of affective education, learning could be efficient if teaching materials are relevant to students' beliefs, attitudes, and faith of life (Lang, 1998). Hence to develop an affective curriculum of the English language, the project was carried out in a sequence of teaching in a language laboratory within a formal curriculum. The study was undertaken in the periods of 2009-2010. This English curriculum was developed to provide students with new learning experiences. For example, the students could communicate with English native speakers through English learning websites. The approach of case study was adopted as the main methodology (Yin, 1994). Classroom observation, students' workbooks, and a questionnaire survey were employed to investigate their learning outcomes and to validate the findings for generalization (Robson, 2000). 120 Students aged 15 to 16 were the main research group. The findings showed that students' attitudes were positive and it appeared that students were no longer afraid of using English as a communicative tool.This study showed the evidence of the data that the study concluded: the EFL learners can improve their learning interests and proficiency through multimedia learning within an affective environment. Students learnt English not only by using textbooks but also through real experiences of their use of English websites. This study showed that the adoption of modern technology indeed offered students more opportunities to use English.

Abstract: Research development of LectoraInspire Interactive Multimediafor Salt Hydrolysisand Rate of Reactiontopics aims to getavalidand practical learning media. The researchmethodwas ResearchandDevelopment withPlompmodel in LectoraInspire Interactive Multimediafor Salt Hydrolysistopic and Four-D model forReaction Ratetopic. Both Media werevalidated bythree validators andthelimitedtrialbypractitioners (users).The results showed an average score of 96.05% validator ratings for Lectora Inspire interactive multimedia on the topic of salt hydrolysis and 95.63% for interactive multimedia on the topic of reaction rate.The data analysis is based on questionnaire responses of teachers and students each earned an average score of 96.67% and 97.3% for Lectora Inspire on the topic reaction rate, 98.3% and 96.5% for Lectora Inspire on the topic Hydrolysis Salt. From the results of the average overall score of validation and testing of media-based learning Lectora Inspire on the topic of reaction rate and hydrolysis Salt were valid and can be used as a learning media. Keywords: interactivemultimedia, lectorainspire, salthydrolysis, rate reaction

Multimedia technology can be a valuable resource for health promotion and patient education initiatives because it allows messages to be presented within an environment that is both sensory-rich and interactive (i.e., the user can explore the information according to his or her particular needs and interests). Using clinic waiting time as an opportunity for breast cancer education, this investigation examined whether an educational intervention promoting breast cancer screening would be more effective when using interactive multimedia than when using written materials. Over a five-month period, 108 women (40-70 years of age) from two clinics (a family practice clinic and a free clinic for the poor) participated in the study. Participants initially completed measures assessing perceptions of the personal importance of breast cancer, knowledge, and anxiety about screening procedures. They then were randomly assigned to receive breast cancer education by using an interactive multimedia program or by reading a brochure. Following the intervention, the participants once again completed the perceived importance, knowledge, and anxiety measures, and evaluated the educational materials. These women perceived breast cancer to be a more personally important health issue, learned more, and reported less anxiety about cancer screening following the intervention regardless of method. Younger women learned more from the educational materials than did older women. Although the multimedia program received more favorable evaluations than the brochure, this effect was mediated by the message recipient's age, as younger women responded more favorably to the multimedia materials than did older women. Preconsultation education is a valuable but rarely used opportunity to promote breast cancer screening. If well constructed, educational materials using a variety of media can be effective. While preferences for media may in part depend on the audience's age, considerably more research is needed to better understand how the interplay of media, message, and audience characteristics can help accomplish health-promotion objectives.

This study discusses the effect of the use of audio-visual media on students' learning achievement in the subject of Islamic Religious Education. This is interesting to discuss because an educator is required to have various skills that support their duties in teaching. One of these skills is how an educator uses learning media. This research uses quantitative methods. Based on the data analysis that the researchers conducted, it was concluded that, there was a significant positive effect between the use of audio-visual media and the learning achievement of Islamic Religious Education of grade VI students at SD Negeri Kragilan Purworejo.

Introduction: Academic success requires students to evolve good study skills, time management and reducing distractions. As students in medical education are adult learners, it is expected that students need to be effective learners and should use self-directed strategy to find out the necessary information. Therefore, the teaching learning process in medical schools should encourage and motivate students to improve their self-directed capabilities. This body of research was conducted to identify the different study habits among students from five undergraduate health disciplines. Method: The Approaches and Study Skills Inventory for Students (ASSIST) questionnaire was administered to 367 students from five undergraduate health disciplines selected through convenient sampling. Results: The most popular definition of learning picked up by the respondents (73.3%) was ‘able to use the information’. Majority of the students were found to be strategic/deep learners. Male (vs. female students) and nursing students (vs. others) opted deep approach of learning. Students who are staying at home mainly used strategic/deep approach. Deep style was adopted least by the dentistry students, whereas the strategic style was used least by the veterinary students. One way ANOVA reveals that types of school in which the students are enrolled has significant effect on all the subscales of approach to studying either at 0.05 or 0.01 levels except ‘interest in ideas’ and ‘organised studying’. Conclusion: Students from different schools used varied approaches to their study and understanding of learning and as a whole student mainly adopted strategic and deep approaches, Students with a deep approach usually achieve a higher academic performance and motivating students towards a deep approach should be main aim of the medical science curricula. Further studies of learning styles in other medical schools in the Caribbean are required to examine whether there are specific benefits to particular styles for certain disciplines.