Pub Date : 2024-02-05DOI: 10.9734/ajess/2024/v50i31277
Respaty Namruddin, Syahrul, Lu’mu
This research aims to: 1) analyse the development needs of the Project Based-Learning based Entrepreneurial Skills Programming model; 2) design a model that supports the integration of entrepreneurial skills into programming learning; 3) assess the validity of the Project Based-Learning based Entrepreneurial Skills Programming model; 4) pilot the model to evaluate the effectiveness of teaching and developing entrepreneurial skills; 5) examine the effectiveness of the Entrepreneurial Skills Programming model; and 6) identify student responses to the Entrepreneurial Skills Programming model. These skills are important to equip students with relevant and appropriate abilities for the dynamic world of work and rapid technological development. The method used is Research and Development (R&D) with a 4D development model approach: Define, Design, Develop, and Disseminate. Data were collected through literature studies, field surveys, and in-depth interviews with stakeholders. The research stages included needs identification, model design, prototype development, and model dissemination. The validity and reliability of the instruments were tested using the Validity Coefficient (Va) and percentage of agreement (PA). The results showed that the developed entrepreneurship model was effective in improving students' entrepreneurial skills, evidenced by the significant improvement in students' learning outcomes and their positive response to the model. The model is considered to add value and increase students' enthusiasm for learning. This confirms the importance of integrating entrepreneurial skills in programming learning to prepare students for the challenges of today's world of work.
{"title":"An Entrepreneurial Skills Model for Project-Based Learning in Programming","authors":"Respaty Namruddin, Syahrul, Lu’mu","doi":"10.9734/ajess/2024/v50i31277","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31277","url":null,"abstract":"This research aims to: 1) analyse the development needs of the Project Based-Learning based Entrepreneurial Skills Programming model; 2) design a model that supports the integration of entrepreneurial skills into programming learning; 3) assess the validity of the Project Based-Learning based Entrepreneurial Skills Programming model; 4) pilot the model to evaluate the effectiveness of teaching and developing entrepreneurial skills; 5) examine the effectiveness of the Entrepreneurial Skills Programming model; and 6) identify student responses to the Entrepreneurial Skills Programming model. These skills are important to equip students with relevant and appropriate abilities for the dynamic world of work and rapid technological development. The method used is Research and Development (R&D) with a 4D development model approach: Define, Design, Develop, and Disseminate. Data were collected through literature studies, field surveys, and in-depth interviews with stakeholders. The research stages included needs identification, model design, prototype development, and model dissemination. The validity and reliability of the instruments were tested using the Validity Coefficient (Va) and percentage of agreement (PA). The results showed that the developed entrepreneurship model was effective in improving students' entrepreneurial skills, evidenced by the significant improvement in students' learning outcomes and their positive response to the model. The model is considered to add value and increase students' enthusiasm for learning. This confirms the importance of integrating entrepreneurial skills in programming learning to prepare students for the challenges of today's world of work.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"97 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-05DOI: 10.9734/ajess/2024/v50i31275
Nur Idil Fitri Idris, Purnamawati, Y. A. Djawad
This research is to investigate the design, validity, practicality, and effectiveness of the Project Based Learning Model in the context of Object Oriented Programming Learning at Polytechnic. This study is categorised as research and development (R&D), employing a learning methodology that is derived from the ADDIE paradigm (Analysis, Design, Develop, Implementation, and Evaluation). Methods of data collection including the utilisation of observation and questionnaires. The data analysis methodologies employed include validity analysis, reliability analysis, practicality analysis, and effectiveness analysis. The study yielded the following results: (1) the Project Based Learning Model in Object Oriented Programming Learning encompasses the design of a Learning Model, the identification of Course Learning Outcomes (CPMK), the determination of Learning Outcome Indicators, the selection of Learning Materials, the development of Semester Learning Plans (RPS), the creation of Learning Modules, the formulation of Student Task Plans (RTM), and the establishment of Learning Outcome Assessment Rubrics. (2) The Project Based Learning Model in Object Oriented Programming Learning has a validity of 0.84, meeting the criteria for being highly valid. (3) The practicality of implementing the Project Based Learning Model in Object Oriented Programming Learning is rated at 3.38, falling under the very practical category. Additionally, the lecturer's responses to this learning model are also highly practical, with a rating of 3.44. (4) The effectiveness of the Project Based Learning Model in Object Oriented Programming Learning is rated as high based on student learning test results. Furthermore, students' responses to this learning model are highly effective, with a rating of 3.31. Hence, it can be inferred that the Project Based Learning Model in Object Oriented Programming (OOP) Learning fulfils the requirements of being legitimate, practical, and efficacious for usage at the Polytechnic.
{"title":"Development of Project Based Learning Model in Object Oriented Programming (OOP) Learning in Polytechnic","authors":"Nur Idil Fitri Idris, Purnamawati, Y. A. Djawad","doi":"10.9734/ajess/2024/v50i31275","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31275","url":null,"abstract":"This research is to investigate the design, validity, practicality, and effectiveness of the Project Based Learning Model in the context of Object Oriented Programming Learning at Polytechnic. This study is categorised as research and development (R&D), employing a learning methodology that is derived from the ADDIE paradigm (Analysis, Design, Develop, Implementation, and Evaluation). Methods of data collection including the utilisation of observation and questionnaires. The data analysis methodologies employed include validity analysis, reliability analysis, practicality analysis, and effectiveness analysis. The study yielded the following results: (1) the Project Based Learning Model in Object Oriented Programming Learning encompasses the design of a Learning Model, the identification of Course Learning Outcomes (CPMK), the determination of Learning Outcome Indicators, the selection of Learning Materials, the development of Semester Learning Plans (RPS), the creation of Learning Modules, the formulation of Student Task Plans (RTM), and the establishment of Learning Outcome Assessment Rubrics. (2) The Project Based Learning Model in Object Oriented Programming Learning has a validity of 0.84, meeting the criteria for being highly valid. (3) The practicality of implementing the Project Based Learning Model in Object Oriented Programming Learning is rated at 3.38, falling under the very practical category. Additionally, the lecturer's responses to this learning model are also highly practical, with a rating of 3.44. (4) The effectiveness of the Project Based Learning Model in Object Oriented Programming Learning is rated as high based on student learning test results. Furthermore, students' responses to this learning model are highly effective, with a rating of 3.31. Hence, it can be inferred that the Project Based Learning Model in Object Oriented Programming (OOP) Learning fulfils the requirements of being legitimate, practical, and efficacious for usage at the Polytechnic.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"10 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139805660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-05DOI: 10.9734/ajess/2024/v50i31276
Maksud Hakim
This study aims to determine the process of changing the function of a coffee shop as a facility and pattern of social interaction and determine the change in the meaning of a coffee shop as a social intervention. This type of research is a case study research because this research is specific by using a qualitative descriptive approach. The purposive sampling technique carries out the determination of informants. This type of research also uses a naturalistic (qualitative) paradigm approach to analyze and construct changes in the meaning of coffee shops as a means of social interaction and intervention patterns in Jeneponto Regency, South Sulawesi. The writer chose this location with the consideration that Jeneponto Regency has a heterogeneous population. Data analysis was carried out by data reduction, which focused on the selection, simplification, abstraction and transformation of rough data from field notes, followed by data presentation and concluding. The results of this study indicate that the change in the function of a coffee shop into a means and pattern of social interaction and intervention is marked by the development of simple facilities into public spaces equipped with facilities and information such as television, newspapers, and the internet networks. To meet the needs and satisfaction of visitors. As facilities, pattern of interaction and social intervention as a unifier in association without distinction of race, religion and so on, in solving problems, both formally and informally.
{"title":"The Coffee Shop Functions as Facilities, Pattern of Interaction and Social Intervention in Jeneponto Regency, South Sulawesi, Indonesia","authors":"Maksud Hakim","doi":"10.9734/ajess/2024/v50i31276","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i31276","url":null,"abstract":"This study aims to determine the process of changing the function of a coffee shop as a facility and pattern of social interaction and determine the change in the meaning of a coffee shop as a social intervention.\u0000This type of research is a case study research because this research is specific by using a qualitative descriptive approach. The purposive sampling technique carries out the determination of informants. This type of research also uses a naturalistic (qualitative) paradigm approach to analyze and construct changes in the meaning of coffee shops as a means of social interaction and intervention patterns in Jeneponto Regency, South Sulawesi. The writer chose this location with the consideration that Jeneponto Regency has a heterogeneous population.\u0000Data analysis was carried out by data reduction, which focused on the selection, simplification, abstraction and transformation of rough data from field notes, followed by data presentation and concluding.\u0000The results of this study indicate that the change in the function of a coffee shop into a means and pattern of social interaction and intervention is marked by the development of simple facilities into public spaces equipped with facilities and information such as television, newspapers, and the internet networks. To meet the needs and satisfaction of visitors. As facilities, pattern of interaction and social intervention as a unifier in association without distinction of race, religion and so on, in solving problems, both formally and informally.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"20 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139863376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-05DOI: 10.9734/ajess/2024/v50i21273
A. Perera, H. Jayasinghe
Aims: Inter-professional education (IPE) is important in developing good working relationships between different health professionals. The key elements of IPE have entitled as clinical situations, skills expected in IPE and teaching / learning methods. Health professional students in Sri Lanka experience informal inter-professional learning opportunities during clinical years. The aim of this research was to explore student perceptions on these key elements of IPE. Study Design: A cross sectional study. Place and Duration of Study: The study was conducted with the students who have had prior clinical training for a period of 1 year, from 8 health professional groups (Medical, Physiotherapy, Nursing Diploma, Nursing Degree, Medical Laboratory Science, Pharmacy, Audiology, Speech & Language Therapy) at different health educational institutions. Methodology: A total of 686 students were invited to complete a self-administered questionnaire. The data was entered and analyzed using SPSS. The part of the data was analyzed using descriptive statistics. The response rate for the survey was 84.8%. Results: The findings suggest that the key elements of IPE are important to improve the aims of IPE. Most health care students agree that management of an acute situation, community based care and rehabilitative care are the most important clinical situations where students can learn to work as a team, one of the main aims of inter-professional learning. Respect for each other and communication skills were identified as the most imperative skills that can be improved through interprofessional learning. Most students strongly agree that demonstration and work based tasks in wards are key teaching methods for achieving the aims of IPE. Conclusion: This study suggests some focused approaches for IPE in Sri Lanka and students may need more clarity on the aim of IPE.
{"title":"Key Elements of the Inter-professional Education (IPE): Perceptions amongst Pre-Registration Students in the Different Health Professions in Sri Lanka","authors":"A. Perera, H. Jayasinghe","doi":"10.9734/ajess/2024/v50i21273","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21273","url":null,"abstract":"Aims: Inter-professional education (IPE) is important in developing good working relationships between different health professionals. The key elements of IPE have entitled as clinical situations, skills expected in IPE and teaching / learning methods. Health professional students in Sri Lanka experience informal inter-professional learning opportunities during clinical years. The aim of this research was to explore student perceptions on these key elements of IPE. \u0000Study Design: A cross sectional study. \u0000Place and Duration of Study: The study was conducted with the students who have had prior clinical training for a period of 1 year, from 8 health professional groups (Medical, Physiotherapy, Nursing Diploma, Nursing Degree, Medical Laboratory Science, Pharmacy, Audiology, Speech & Language Therapy) at different health educational institutions. \u0000Methodology: A total of 686 students were invited to complete a self-administered questionnaire. The data was entered and analyzed using SPSS. The part of the data was analyzed using descriptive statistics. The response rate for the survey was 84.8%. \u0000Results: The findings suggest that the key elements of IPE are important to improve the aims of IPE. Most health care students agree that management of an acute situation, community based care and rehabilitative care are the most important clinical situations where students can learn to work as a team, one of the main aims of inter-professional learning. Respect for each other and communication skills were identified as the most imperative skills that can be improved through interprofessional learning. Most students strongly agree that demonstration and work based tasks in wards are key teaching methods for achieving the aims of IPE. \u0000Conclusion: This study suggests some focused approaches for IPE in Sri Lanka and students may need more clarity on the aim of IPE.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"20 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139804563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-02DOI: 10.9734/ajess/2024/v50i21272
Shawn Marcel A. Medina, Rae Katherine D. Adona, Edna A. Cenita, Siverlyn M. Camposano
Aims: To determine the Development Communication students' preference in teaching-learning during the new normal. Study Design: Quantitative-descriptive approach. Place and Duration of Study: Davao del Sur State College (DSSC), Matti, Digos City, Davao del Sur, throughout the Academic Year 2020-2021. Methodology: Complete enumeration was utilized to collect data from 133 respondents enrolled in the Bachelor of Science in Development Communication (BSDC) program. A conjoint analysis was used to analyze the 25 combinations of factors and attributes generated through orthogonal design. Results: Most students reside in rural areas, and the majority are female. In terms of students’ technological profile, the students’ years of internet usage belong to 5 years or more of accessing the internet. For students’ device ownership, the students are using their smartphones. While the students' primary device used for internet connection was their mobile phones. In terms of students' primary type of internet access, cellular was the source for internet access. Further, the study revealed that the respondents’ preferred type of instruction was through synchronous discussion (utility=0.294), combination of Google Classroom and Facebook application (utility=0.551) as the preferred teaching strategy/platform, and late in the afternoon (utility=1.170) as the preferred time variable in learning program core subjects. Conclusion: The program may design a teaching-learning strategy that encourages the application of these major study findings. This is an opportunity to efficiently deliver instruction and assess the learning of students. Although the combination of Google Classroom and Facebook Application was pointed out, synchronous discussions were still preferred, particularly for courses that involve laboratories. Additionally, it is to arrange the core subjects in the late afternoon, particularly those subjects with laboratory work, for both teachers and students to cope with the adjustment set-up in holistic aspects. Future researchers are recommended to explore other factors and attributes, especially in learning under the new normal.
{"title":"Students’ Preference in Teaching-Learning Using New Technologies: A Conjoint Analysis","authors":"Shawn Marcel A. Medina, Rae Katherine D. Adona, Edna A. Cenita, Siverlyn M. Camposano","doi":"10.9734/ajess/2024/v50i21272","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21272","url":null,"abstract":"Aims: To determine the Development Communication students' preference in teaching-learning during the new normal. \u0000Study Design: Quantitative-descriptive approach. \u0000Place and Duration of Study: Davao del Sur State College (DSSC), Matti, Digos City, Davao del Sur, throughout the Academic Year 2020-2021. \u0000Methodology: Complete enumeration was utilized to collect data from 133 respondents enrolled in the Bachelor of Science in Development Communication (BSDC) program. A conjoint analysis was used to analyze the 25 combinations of factors and attributes generated through orthogonal design. \u0000Results: Most students reside in rural areas, and the majority are female. In terms of students’ technological profile, the students’ years of internet usage belong to 5 years or more of accessing the internet. For students’ device ownership, the students are using their smartphones. While the students' primary device used for internet connection was their mobile phones. In terms of students' primary type of internet access, cellular was the source for internet access. Further, the study revealed that the respondents’ preferred type of instruction was through synchronous discussion (utility=0.294), combination of Google Classroom and Facebook application (utility=0.551) as the preferred teaching strategy/platform, and late in the afternoon (utility=1.170) as the preferred time variable in learning program core subjects. \u0000Conclusion: The program may design a teaching-learning strategy that encourages the application of these major study findings. This is an opportunity to efficiently deliver instruction and assess the learning of students. Although the combination of Google Classroom and Facebook Application was pointed out, synchronous discussions were still preferred, particularly for courses that involve laboratories. Additionally, it is to arrange the core subjects in the late afternoon, particularly those subjects with laboratory work, for both teachers and students to cope with the adjustment set-up in holistic aspects. Future researchers are recommended to explore other factors and attributes, especially in learning under the new normal.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"13 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139868998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-02DOI: 10.9734/ajess/2024/v50i21272
Shawn Marcel A. Medina, Rae Katherine D. Adona, Edna A. Cenita, Siverlyn M. Camposano
Aims: To determine the Development Communication students' preference in teaching-learning during the new normal. Study Design: Quantitative-descriptive approach. Place and Duration of Study: Davao del Sur State College (DSSC), Matti, Digos City, Davao del Sur, throughout the Academic Year 2020-2021. Methodology: Complete enumeration was utilized to collect data from 133 respondents enrolled in the Bachelor of Science in Development Communication (BSDC) program. A conjoint analysis was used to analyze the 25 combinations of factors and attributes generated through orthogonal design. Results: Most students reside in rural areas, and the majority are female. In terms of students’ technological profile, the students’ years of internet usage belong to 5 years or more of accessing the internet. For students’ device ownership, the students are using their smartphones. While the students' primary device used for internet connection was their mobile phones. In terms of students' primary type of internet access, cellular was the source for internet access. Further, the study revealed that the respondents’ preferred type of instruction was through synchronous discussion (utility=0.294), combination of Google Classroom and Facebook application (utility=0.551) as the preferred teaching strategy/platform, and late in the afternoon (utility=1.170) as the preferred time variable in learning program core subjects. Conclusion: The program may design a teaching-learning strategy that encourages the application of these major study findings. This is an opportunity to efficiently deliver instruction and assess the learning of students. Although the combination of Google Classroom and Facebook Application was pointed out, synchronous discussions were still preferred, particularly for courses that involve laboratories. Additionally, it is to arrange the core subjects in the late afternoon, particularly those subjects with laboratory work, for both teachers and students to cope with the adjustment set-up in holistic aspects. Future researchers are recommended to explore other factors and attributes, especially in learning under the new normal.
{"title":"Students’ Preference in Teaching-Learning Using New Technologies: A Conjoint Analysis","authors":"Shawn Marcel A. Medina, Rae Katherine D. Adona, Edna A. Cenita, Siverlyn M. Camposano","doi":"10.9734/ajess/2024/v50i21272","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21272","url":null,"abstract":"Aims: To determine the Development Communication students' preference in teaching-learning during the new normal. \u0000Study Design: Quantitative-descriptive approach. \u0000Place and Duration of Study: Davao del Sur State College (DSSC), Matti, Digos City, Davao del Sur, throughout the Academic Year 2020-2021. \u0000Methodology: Complete enumeration was utilized to collect data from 133 respondents enrolled in the Bachelor of Science in Development Communication (BSDC) program. A conjoint analysis was used to analyze the 25 combinations of factors and attributes generated through orthogonal design. \u0000Results: Most students reside in rural areas, and the majority are female. In terms of students’ technological profile, the students’ years of internet usage belong to 5 years or more of accessing the internet. For students’ device ownership, the students are using their smartphones. While the students' primary device used for internet connection was their mobile phones. In terms of students' primary type of internet access, cellular was the source for internet access. Further, the study revealed that the respondents’ preferred type of instruction was through synchronous discussion (utility=0.294), combination of Google Classroom and Facebook application (utility=0.551) as the preferred teaching strategy/platform, and late in the afternoon (utility=1.170) as the preferred time variable in learning program core subjects. \u0000Conclusion: The program may design a teaching-learning strategy that encourages the application of these major study findings. This is an opportunity to efficiently deliver instruction and assess the learning of students. Although the combination of Google Classroom and Facebook Application was pointed out, synchronous discussions were still preferred, particularly for courses that involve laboratories. Additionally, it is to arrange the core subjects in the late afternoon, particularly those subjects with laboratory work, for both teachers and students to cope with the adjustment set-up in holistic aspects. Future researchers are recommended to explore other factors and attributes, especially in learning under the new normal.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"4 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-02DOI: 10.9734/ajess/2024/v50i21271
Muh. Nadzirin Anshari Nur, Purnamawati, Amiruddin
The development of the internet today has been very developed including for the world of education, one of the technologies is the application of the Internet of Things (IoT) which should be accompanied by an increase in student competence in higher education but is currently still constrained by laboratory facilities, The purpose of this study is to produce an IoT virtual laboratory architecture design, which will then be developed into an IoT virtual lab system. The method used in this research is the waterfall method in the design and design aspects, testing is done using an expert validation instrument to determine the validity level of the virtual laboratory design before entering the implementation or system creation stage. The research has produced an IoT virtual laboratory architecture consisting of three main components, namely (1) virtualab information system, (2) virtual lab manager and (3) system integration through SCORM (Sharable Content Object Reference Model) which is used for integration into the LMS (Learning Management System) system, the results of validation from experts on the design of the IoT virtual laboratory architecture show an average score of 3.56, within the value range of 3.26 to 4.00. This indicates a very good level of quality. This indicates a very good level of quality. However, there are still areas that need to be improved, especially in criterion V2 related to the system development flow diagram which gets an average score of 3.33, so the results of this research design can be used for the system development stage.
{"title":"Architecture Design of Internet of things Virtual Laboratory","authors":"Muh. Nadzirin Anshari Nur, Purnamawati, Amiruddin","doi":"10.9734/ajess/2024/v50i21271","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21271","url":null,"abstract":"The development of the internet today has been very developed including for the world of education, one of the technologies is the application of the Internet of Things (IoT) which should be accompanied by an increase in student competence in higher education but is currently still constrained by laboratory facilities, The purpose of this study is to produce an IoT virtual laboratory architecture design, which will then be developed into an IoT virtual lab system. The method used in this research is the waterfall method in the design and design aspects, testing is done using an expert validation instrument to determine the validity level of the virtual laboratory design before entering the implementation or system creation stage. The research has produced an IoT virtual laboratory architecture consisting of three main components, namely (1) virtualab information system, (2) virtual lab manager and (3) system integration through SCORM (Sharable Content Object Reference Model) which is used for integration into the LMS (Learning Management System) system, the results of validation from experts on the design of the IoT virtual laboratory architecture show an average score of 3.56, within the value range of 3.26 to 4.00. This indicates a very good level of quality. This indicates a very good level of quality. However, there are still areas that need to be improved, especially in criterion V2 related to the system development flow diagram which gets an average score of 3.33, so the results of this research design can be used for the system development stage.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"98 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139809518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-02DOI: 10.9734/ajess/2024/v50i21271
Muh. Nadzirin Anshari Nur, Purnamawati, Amiruddin
The development of the internet today has been very developed including for the world of education, one of the technologies is the application of the Internet of Things (IoT) which should be accompanied by an increase in student competence in higher education but is currently still constrained by laboratory facilities, The purpose of this study is to produce an IoT virtual laboratory architecture design, which will then be developed into an IoT virtual lab system. The method used in this research is the waterfall method in the design and design aspects, testing is done using an expert validation instrument to determine the validity level of the virtual laboratory design before entering the implementation or system creation stage. The research has produced an IoT virtual laboratory architecture consisting of three main components, namely (1) virtualab information system, (2) virtual lab manager and (3) system integration through SCORM (Sharable Content Object Reference Model) which is used for integration into the LMS (Learning Management System) system, the results of validation from experts on the design of the IoT virtual laboratory architecture show an average score of 3.56, within the value range of 3.26 to 4.00. This indicates a very good level of quality. This indicates a very good level of quality. However, there are still areas that need to be improved, especially in criterion V2 related to the system development flow diagram which gets an average score of 3.33, so the results of this research design can be used for the system development stage.
{"title":"Architecture Design of Internet of things Virtual Laboratory","authors":"Muh. Nadzirin Anshari Nur, Purnamawati, Amiruddin","doi":"10.9734/ajess/2024/v50i21271","DOIUrl":"https://doi.org/10.9734/ajess/2024/v50i21271","url":null,"abstract":"The development of the internet today has been very developed including for the world of education, one of the technologies is the application of the Internet of Things (IoT) which should be accompanied by an increase in student competence in higher education but is currently still constrained by laboratory facilities, The purpose of this study is to produce an IoT virtual laboratory architecture design, which will then be developed into an IoT virtual lab system. The method used in this research is the waterfall method in the design and design aspects, testing is done using an expert validation instrument to determine the validity level of the virtual laboratory design before entering the implementation or system creation stage. The research has produced an IoT virtual laboratory architecture consisting of three main components, namely (1) virtualab information system, (2) virtual lab manager and (3) system integration through SCORM (Sharable Content Object Reference Model) which is used for integration into the LMS (Learning Management System) system, the results of validation from experts on the design of the IoT virtual laboratory architecture show an average score of 3.56, within the value range of 3.26 to 4.00. This indicates a very good level of quality. This indicates a very good level of quality. However, there are still areas that need to be improved, especially in criterion V2 related to the system development flow diagram which gets an average score of 3.33, so the results of this research design can be used for the system development stage.","PeriodicalId":262869,"journal":{"name":"Asian Journal of Education and Social Studies","volume":"14 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139869279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.9734/ajess/2024/v50i21270
Quanli Sha, Shasha Zheng
In the process of senior high school mathematics learning, improving students' intuitive imagination core literacy can enhance their ability to combine numbers and shapes. It also plays an important role in developing geometric intuition, spatial imagination, and understanding the essence of things. We first summarize the current strategies for cultivating the core literacy of intuitive imagination, then provide an overview of the intuitive imagination in core literacy. The author interviewed 12 senior high school mathematics teachers who were teaching locally in various cities in Shandong province with a large population and balanced education levels. Through interviews, it is learned that, students always lack numerical evidence when doing exercises, and most student s only look at questions without sketching. During teaching, teachers closely follow the textbook but lack explanation of flexible problem-solving methods using geometry, and they may experience improper use of teaching aids or incoherent explanations. Finally, corresponding strategies are provided.
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Pub Date : 2024-02-01DOI: 10.9734/ajess/2024/v50i21270
Quanli Sha, Shasha Zheng
In the process of senior high school mathematics learning, improving students' intuitive imagination core literacy can enhance their ability to combine numbers and shapes. It also plays an important role in developing geometric intuition, spatial imagination, and understanding the essence of things. We first summarize the current strategies for cultivating the core literacy of intuitive imagination, then provide an overview of the intuitive imagination in core literacy. The author interviewed 12 senior high school mathematics teachers who were teaching locally in various cities in Shandong province with a large population and balanced education levels. Through interviews, it is learned that, students always lack numerical evidence when doing exercises, and most student s only look at questions without sketching. During teaching, teachers closely follow the textbook but lack explanation of flexible problem-solving methods using geometry, and they may experience improper use of teaching aids or incoherent explanations. Finally, corresponding strategies are provided.
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