Pub Date : 2019-02-01DOI: 10.2991/ICTVET-18.2019.31
R. Refdinal, A. Ambiyar, Waskito Waskito, H. Nurdin
The assessment with gradations of answers methods on e-Learning was developed, could be referable to the vocational courses especially in Department of Mechanical Engineering, Faculty of Engineering, State University of Padang. The research that was adapting the Gall & Borg procedures, simplified into five phases, namely: (1) identification of problems and needs analysis; (2) the preparation of a conceptual model; (3) expert validation and verification; (4) testing and revision; and (5) the implementation of the final product. Validation was done through expert judgment of lecturer from the State University of Padang and State University of Yogyakarta. The validity, effectiveness, and practicality models were analyzed qualitatively and quantitatively. The results obtained indicate that: (1) the model developed has met the criteria of a valid, practical, and effective way; (2) assessment model with gradations of answers on learning through e-learning this, especially the learning of vocational courses worthy of use.
{"title":"Assessment Methods with Gradations of Answers on Learning through E-Learning","authors":"R. Refdinal, A. Ambiyar, Waskito Waskito, H. Nurdin","doi":"10.2991/ICTVET-18.2019.31","DOIUrl":"https://doi.org/10.2991/ICTVET-18.2019.31","url":null,"abstract":"The assessment with gradations of answers \u0000methods on e-Learning was developed, could be referable to the \u0000vocational courses especially in Department of Mechanical \u0000Engineering, Faculty of Engineering, State University of Padang. \u0000The research that was adapting the Gall & Borg procedures, \u0000simplified into five phases, namely: (1) identification of problems \u0000and needs analysis; (2) the preparation of a conceptual model; (3) \u0000expert validation and verification; (4) testing and revision; and \u0000(5) the implementation of the final product. Validation was done \u0000through expert judgment of lecturer from the State University of \u0000Padang and State University of Yogyakarta. The validity, \u0000effectiveness, and practicality models were analyzed qualitatively \u0000and quantitatively. The results obtained indicate that: (1) the \u0000model developed has met the criteria of a valid, practical, and \u0000effective way; (2) assessment model with gradations of answers \u0000on learning through e-learning this, especially the learning of \u0000vocational courses worthy of use.","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124383430","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 : 2019-02-01DOI: 10.2991/ICTVET-18.2019.44
R. O. Firmansyah, R. Hamdani, D. Kuswardhana, Inu Hardi Kusuma
Smartphones are communication tools equipped with technology so that they can carry out various activities, such as internet, multimedia players, and cellular instant messaging, mobile phones can be used as learning facilities. The purpose of this study is to examine the use of smartphone technology in making motorcycle chassis learning videos in vocational high schools and the behavior of students' smartphone usage habits. The sample used was 26 Vocational High School students by collecting data in a questionnaire / questionnaire. The results of the research on the implementation of smartphone-based learning show a low value for learning needs, but after implementing the method in a good direction. Keywords—smartphone; technology; students; learning; multimedi; vocational high school; evaluation; motorcycle training; vocational
{"title":"Utilization of Smartphone Technology of Students in Making Videos On Motorcycle Chassis Learning","authors":"R. O. Firmansyah, R. Hamdani, D. Kuswardhana, Inu Hardi Kusuma","doi":"10.2991/ICTVET-18.2019.44","DOIUrl":"https://doi.org/10.2991/ICTVET-18.2019.44","url":null,"abstract":"Smartphones are communication tools equipped with technology so that they can carry out various activities, such as internet, multimedia players, and cellular instant messaging, mobile phones can be used as learning facilities. The purpose of this study is to examine the use of smartphone technology in making motorcycle chassis learning videos in vocational high schools and the behavior of students' smartphone usage habits. The sample used was 26 Vocational High School students by collecting data in a questionnaire / questionnaire. The results of the research on the implementation of smartphone-based learning show a low value for learning needs, but after implementing the method in a good direction. Keywords—smartphone; technology; students; learning; multimedi; vocational high school; evaluation; motorcycle training; vocational","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116478824","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 : 2019-02-01DOI: 10.2991/ICTVET-18.2019.50
M. Komaro, Ariyano Ariyano, Amay Suherman, A. Herdiansyah
Difficulty of understanding abstract concepts, complexity and dynamics are some problems faced by students in mastering materials of engineering subject, especially in the materials related to diagram phase. Data from a study conducted by an engineering lecturer indicates that 68.8% of students could solve problems related to engineering materials. Regarding this, research was conducted on the use of animation multimedia on the material diagram phase. This study aims to illustrate the students; ability to master concepts. The research method was pre-experimental design in from of one group pre-test post-test design. Data collection was conducted using pre-test post-test. The results after comparing the pre and post test showed that lower group students perform better in mastering phase diagram materials compared to the higher one by using animation multimedia (MMA). MMA application helped students more easily understand material content and facilitate their learning process. The response from the questionnaire also showed that student has positive attitude to the use of MMA in the learning process. Keywords—animation multimedia (MMA); concept mastery; engineering subject; phase diagram material
{"title":"Benefits of Using Animation Multimedia to Improve Students Ability in Mastering Phase Diagram Material of Engineering Subject between Higher and Lower Group Achievement","authors":"M. Komaro, Ariyano Ariyano, Amay Suherman, A. Herdiansyah","doi":"10.2991/ICTVET-18.2019.50","DOIUrl":"https://doi.org/10.2991/ICTVET-18.2019.50","url":null,"abstract":"Difficulty of understanding abstract concepts, complexity and dynamics are some problems faced by students in mastering materials of engineering subject, especially in the materials related to diagram phase. Data from a study conducted by an engineering lecturer indicates that 68.8% of students could solve problems related to engineering materials. Regarding this, research was conducted on the use of animation multimedia on the material diagram phase. This study aims to illustrate the students; ability to master concepts. The research method was pre-experimental design in from of one group pre-test post-test design. Data collection was conducted using pre-test post-test. The results after comparing the pre and post test showed that lower group students perform better in mastering phase diagram materials compared to the higher one by using animation multimedia (MMA). MMA application helped students more easily understand material content and facilitate their learning process. The response from the questionnaire also showed that student has positive attitude to the use of MMA in the learning process. Keywords—animation multimedia (MMA); concept mastery; engineering subject; phase diagram material","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127218830","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 : 2019-02-01DOI: 10.2991/ictvet-18.2019.78
N. R. Rusalam, W. Munawar, Inu Hardikusumah
Assessment is part of the learning process. Assessment helps students to become more knowledgeable, critical, competent and responsive. Through assessment, the teacher can develop the competencies or talents possessed by each student. The competencies expected and mastered by students after the teaching and learning process are competency, attitudes, skills and knowledge. One emphasis in the 2013 curriculum is authentic assessment, where the assessment carried out is not only the end result but also the process during the learning process. Therefore the teacher must know the mechanisms, procedures and instruments for assessing student learning outcomes in accordance with the competencies to be measured. TVET (Technical and Vocational Education and Training) is education and training that provides knowledge and skills for employment. Ratings in TVET must be valid and reliable. Authentic assessment is one of the assessments that can be used in TVET. Authentic assessment can be stated directly. Keywords—assessment; authentic rating; TVET
{"title":"Development of Authentic Assessment in TVET","authors":"N. R. Rusalam, W. Munawar, Inu Hardikusumah","doi":"10.2991/ictvet-18.2019.78","DOIUrl":"https://doi.org/10.2991/ictvet-18.2019.78","url":null,"abstract":"Assessment is part of the learning process. Assessment helps students to become more knowledgeable, critical, competent and responsive. Through assessment, the teacher can develop the competencies or talents possessed by each student. The competencies expected and mastered by students after the teaching and learning process are competency, attitudes, skills and knowledge. One emphasis in the 2013 curriculum is authentic assessment, where the assessment carried out is not only the end result but also the process during the learning process. Therefore the teacher must know the mechanisms, procedures and instruments for assessing student learning outcomes in accordance with the competencies to be measured. TVET (Technical and Vocational Education and Training) is education and training that provides knowledge and skills for employment. Ratings in TVET must be valid and reliable. Authentic assessment is one of the assessments that can be used in TVET. Authentic assessment can be stated directly. Keywords—assessment; authentic rating; TVET","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121835847","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 : 2019-02-01DOI: 10.2991/ictvet-18.2019.9
D. Nurhadi, E. Purwaningsih, K. Masjkur, Lyau Nyan-Myau
Technological Pedagogical and Content Knowledge (TPACK) of teacher candidates for vocational high school is essential to follow the development of industrial revolution 4.0. A teacher is not only to be prepared to have content knowledge and pedagogy, but they also need to collaborate on technologies in their teaching and learning later. All of them need to be integrated to provide an impact on the optimization of teaching and learning outcomes. Therefore, this research was conducted to determine TPACK condition and to map it by its data collection using survey research method with a quantitative approach. The data were analyzed using descriptive statistics. The result showed that generally prospective vocational high school teachers have moderate TPACK. Teacher candidates' educational courses need to be developed based on TPACK condition and its implementation to improve their skills so they will be able to use technologies to maximize in their teaching and learning to follow industrial revolution 4.0. Keywords—TPACK; vocational high school; teachers; learning technology
{"title":"Using TPACK to Map Teaching and Learning Skills for Vocational High School Teacher Candidates in Indonesia","authors":"D. Nurhadi, E. Purwaningsih, K. Masjkur, Lyau Nyan-Myau","doi":"10.2991/ictvet-18.2019.9","DOIUrl":"https://doi.org/10.2991/ictvet-18.2019.9","url":null,"abstract":"Technological Pedagogical and Content Knowledge (TPACK) of teacher candidates for vocational high school is essential to follow the development of industrial revolution 4.0. A teacher is not only to be prepared to have content knowledge and pedagogy, but they also need to collaborate on technologies in their teaching and learning later. All of them need to be integrated to provide an impact on the optimization of teaching and learning outcomes. Therefore, this research was conducted to determine TPACK condition and to map it by its data collection using survey research method with a quantitative approach. The data were analyzed using descriptive statistics. The result showed that generally prospective vocational high school teachers have moderate TPACK. Teacher candidates' educational courses need to be developed based on TPACK condition and its implementation to improve their skills so they will be able to use technologies to maximize in their teaching and learning to follow industrial revolution 4.0. Keywords—TPACK; vocational high school; teachers; learning technology","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127021269","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 : 2019-02-01DOI: 10.2991/ICTVET-18.2019.120
D. Budimansyah, S. Fitriasari, D. Iswandi, Dwi Iman Muthaqin, Riyan Yudistira
These activities are backed by the necessity of devotion at the science based community adjusted in clumps in science (Research and development in the Fields of coaching/PPKBK) specifically to address the practice of bullying among students in The Regency of Pangandaran that was implemented through the application of model guidance AIDA (Attention, Interest, Desire, and Action). The purpose of the extensionwas held to provide knowledge, understanding, experience, and awareness about tackling bullying practices specifically for HIGH SCHOOL students with approach counseling laws directly and indirectly legal counselling. Outreach was conducted at secondary school (HIGH SCHOOL) recently it Purwakarta. Participants who attend counselling as many as six schools which consists of two private schools and four public schools. Results achieved in the activities of this extension are: a) an understanding of the dangers of bullying amongst students Regency of Pangandaran; b) Understanding the regulation on offences acts of bullying amongst students Regency of Pangandaran; c) ability of the learners as a pioneer against the Act of bullying amongst students Regency of Pangandaran. Factor endowments: there is good collaboration between team devotion UPI with MGMP PPKn HIGH SCHOOL District Pangandaran and law enforcement agencies. While the factors constraints include: a) the limitations of time and inadequate schedule accuracy; 2) space extension less conducive; b) facilities and infrastructure extension inadequate awareness movement to practise law, and c) endorsement of the school is very less. This extension needs to be followed up with subsequent service activities, namely: the Mentoring Implementation Model of learning law in the PKn, the integration-based Law School Program, and the Program of the visit Guest Professors/Jurists. Keywords—AIDA; project citizen; bullying; student
{"title":"AIDA Model PC Extension (Attention, Interest, Desire, Action, Based Projectcitizen) to Address the Practice of Bullying among Students in the Regency of Pangandaran","authors":"D. Budimansyah, S. Fitriasari, D. Iswandi, Dwi Iman Muthaqin, Riyan Yudistira","doi":"10.2991/ICTVET-18.2019.120","DOIUrl":"https://doi.org/10.2991/ICTVET-18.2019.120","url":null,"abstract":"These activities are backed by the necessity of devotion at the science based community adjusted in clumps in science (Research and development in the Fields of coaching/PPKBK) specifically to address the practice of bullying among students in The Regency of Pangandaran that was implemented through the application of model guidance AIDA (Attention, Interest, Desire, and Action). The purpose of the extensionwas held to provide knowledge, understanding, experience, and awareness about tackling bullying practices specifically for HIGH SCHOOL students with approach counseling laws directly and indirectly legal counselling. Outreach was conducted at secondary school (HIGH SCHOOL) recently it Purwakarta. Participants who attend counselling as many as six schools which consists of two private schools and four public schools. Results achieved in the activities of this extension are: a) an understanding of the dangers of bullying amongst students Regency of Pangandaran; b) Understanding the regulation on offences acts of bullying amongst students Regency of Pangandaran; c) ability of the learners as a pioneer against the Act of bullying amongst students Regency of Pangandaran. Factor endowments: there is good collaboration between team devotion UPI with MGMP PPKn HIGH SCHOOL District Pangandaran and law enforcement agencies. While the factors constraints include: a) the limitations of time and inadequate schedule accuracy; 2) space extension less conducive; b) facilities and infrastructure extension inadequate awareness movement to practise law, and c) endorsement of the school is very less. This extension needs to be followed up with subsequent service activities, namely: the Mentoring Implementation Model of learning law in the PKn, the integration-based Law School Program, and the Program of the visit Guest Professors/Jurists. Keywords—AIDA; project citizen; bullying; student","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"63 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132513010","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 : 2019-02-01DOI: 10.2991/ICTVET-18.2019.41
H. Nugraha, A. Djohar, M. Komaro
Industrial Revolution 4.0 is an age of digitalization in the production process using digital system. The figure of an ideal mechanical engineering of the industry 4.0 should be able to response all the changing needs of the employability skills according to the market power of the manufacturing industry. Employability skills could be identified as a necessity of graduates in order to compete of competition in the era of the industrial revolution 4.0. The purpose of this study is exploring employability skills from an industry that is considered as the most appropriate for graduates of engineering. Every graduate should have the feasibility of work to identify the concept of theoretical and feasibility models of work, minimizing the skills gap by academics. The literature review found out that the manufacturing industry requires employability skills that suitable for mechanical engineering graduates, including technical skills and generic skills. Technical skills included: mechanical engineering drawing, conventional machining, computer numerical controlled, metal fabrication and welding. Generic skills are: social skills, teamwork, communication, critical thinking, ICT skills, and self-management. The implications of this study is helping mechanical engineering graduates for standardizing and improving their skills by industry and academics. Keywords—employability skills; mechanical engineering; manufacturing industry
{"title":"Employability Skills Framework for Mechanical Engineering","authors":"H. Nugraha, A. Djohar, M. Komaro","doi":"10.2991/ICTVET-18.2019.41","DOIUrl":"https://doi.org/10.2991/ICTVET-18.2019.41","url":null,"abstract":"Industrial Revolution 4.0 is an age of digitalization in the production process using digital system. The figure of an ideal mechanical engineering of the industry 4.0 should be able to response all the changing needs of the employability skills according to the market power of the manufacturing industry. Employability skills could be identified as a necessity of graduates in order to compete of competition in the era of the industrial revolution 4.0. The purpose of this study is exploring employability skills from an industry that is considered as the most appropriate for graduates of engineering. Every graduate should have the feasibility of work to identify the concept of theoretical and feasibility models of work, minimizing the skills gap by academics. The literature review found out that the manufacturing industry requires employability skills that suitable for mechanical engineering graduates, including technical skills and generic skills. Technical skills included: mechanical engineering drawing, conventional machining, computer numerical controlled, metal fabrication and welding. Generic skills are: social skills, teamwork, communication, critical thinking, ICT skills, and self-management. The implications of this study is helping mechanical engineering graduates for standardizing and improving their skills by industry and academics. Keywords—employability skills; mechanical engineering; manufacturing industry","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133432042","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 : 2019-02-01DOI: 10.2991/ICTVET-18.2019.26
Adi Dharma
The approach of hybrid learning or blended learning is seen as effective and has a positive impact on the learning process. The ability of teachers to utilize blended learning is expected to create an interactive learning environment and increase student learning participation. This blended learning approach applies the concept of learning collaboration between teachers and students who create a positive climate for f2f (Workshop) learning, on-line and off-line learning. The vocational teacher professional education program uses the Brightspace SPADA (Sistem Pembelajaran Dalam Jaringan) elearning platform which can be used by teachers (as students) to study and do assignments online. The aim of this program is to produce competent and certified vocational teachers in accordance with the mandate of the law (Undang-undang Guru dan Dosen) in Indonesia. It is expected that after participating in this program teachers have better competence by developing 21st century learning. Keywords—blended learning; PPG-daljab; brightspace SPADA, UNY
混合学习或混合学习的方法被认为是有效的，对学习过程有积极的影响。教师利用混合式学习的能力有望创造一个互动的学习环境，增加学生的学习参与。这种混合式学习方法应用了师生之间学习协作的概念，师生之间为f2f(工作坊)学习、在线和离线学习创造了积极的氛围。职业教师专业教育项目使用Brightspace SPADA (system Pembelajaran Dalam Jaringan)电子学习平台，教师(作为学生)可以使用该平台在线学习和完成作业。该计划的目的是根据印度尼西亚法律(Undang-undang Guru dan Dosen)的授权，培养合格的职业教师。希望通过参与该项目，教师能够通过发展21世纪的学习来提高自己的能力。Keywords-blended学习;PPG-daljab;brightspace，纽约州斯帕达市
{"title":"Implementation of Blended Learning in Vocational Teacher Professional Education","authors":"Adi Dharma","doi":"10.2991/ICTVET-18.2019.26","DOIUrl":"https://doi.org/10.2991/ICTVET-18.2019.26","url":null,"abstract":"The approach of hybrid learning or blended learning is seen as effective and has a positive impact on the learning process. The ability of teachers to utilize blended learning is expected to create an interactive learning environment and increase student learning participation. This blended learning approach applies the concept of learning collaboration between teachers and students who create a positive climate for f2f (Workshop) learning, on-line and off-line learning. The vocational teacher professional education program uses the Brightspace SPADA (Sistem Pembelajaran Dalam Jaringan) elearning platform which can be used by teachers (as students) to study and do assignments online. The aim of this program is to produce competent and certified vocational teachers in accordance with the mandate of the law (Undang-undang Guru dan Dosen) in Indonesia. It is expected that after participating in this program teachers have better competence by developing 21st century learning. Keywords—blended learning; PPG-daljab; brightspace SPADA, UNY","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134154127","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 : 2019-02-01DOI: 10.2991/ICTVET-18.2019.114
S. Malik, D. Rohendi, I. Widiaty
{"title":"Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) Integration: A Literature Review","authors":"S. Malik, D. Rohendi, I. Widiaty","doi":"10.2991/ICTVET-18.2019.114","DOIUrl":"https://doi.org/10.2991/ICTVET-18.2019.114","url":null,"abstract":"","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134570962","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 : 2019-02-01DOI: 10.2991/ICTVET-18.2019.80
A. Dapa, H. Muchtar, Zulfiati Syahrial
The purpose of this study was to describe the effectiveness of the SAVI learning model for students with reading difficulties. There were 7-9% of students from populations in grades 4 and 5, who had difficulty reading comprehension. Teachers also do not know of any specific learning models for students with reading difficulties. The research method used is action research. Learning SAVI (Somatic, Audio, Visual, Intellectual) is implemented using John Elliot's model [1]. The research subjects were teachers and grade 4-5 students at SD Negeri II Tomohon. The action is carried out in three cycles. The results showed that out of the 3 cycles carried out, the teacher could be systematically guided from planning, implementing and evaluating learning, able to understand and guide students in overcoming reading difficulties. Likewise students with difficulty reading, with the SAVI learning model, students can be guided in stages by empowering sensory abilities to understand the reading they are learning, and their learning outcomes increase on average 10-15% in each cycle. The classroom climate is more pleasant because students are helped by clear learning stages, and are able to build teacher and student relationships towards educative interpersonal
{"title":"SAVI Learning Model for Students with Reading Difficulties","authors":"A. Dapa, H. Muchtar, Zulfiati Syahrial","doi":"10.2991/ICTVET-18.2019.80","DOIUrl":"https://doi.org/10.2991/ICTVET-18.2019.80","url":null,"abstract":"The purpose of this study was to describe the effectiveness of the SAVI learning model for students with reading difficulties. There were 7-9% of students from populations in grades 4 and 5, who had difficulty reading comprehension. Teachers also do not know of any specific learning models for students with reading difficulties. The research method used is action research. Learning SAVI (Somatic, Audio, Visual, Intellectual) is implemented using John Elliot's model [1]. The research subjects were teachers and grade 4-5 students at SD Negeri II Tomohon. The action is carried out in three cycles. The results showed that out of the 3 cycles carried out, the teacher could be systematically guided from planning, implementing and evaluating learning, able to understand and guide students in overcoming reading difficulties. Likewise students with difficulty reading, with the SAVI learning model, students can be guided in stages by empowering sensory abilities to understand the reading they are learning, and their learning outcomes increase on average 10-15% in each cycle. The classroom climate is more pleasant because students are helped by clear learning stages, and are able to build teacher and student relationships towards educative interpersonal","PeriodicalId":339218,"journal":{"name":"Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128882812","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}
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