With two key objectives, this study delves into the impact of play-based learning programs on the socio-emotional development of early childhood children in Afijio Local Government Area, Oyo State, Nigeria. Firstly, it examines whether these programs affect socio-emotional development differently based on gender. Secondly, it investigates how school type, whether private or public, influences the effectiveness of play-based learning on socio-emotional development within this region. This study employs a non-randomized quasi-experimental design. The study engaged 132 early childhood children aged 3-5 years from two schools in the area. An Emotional Regulatory Skill Test (ERST) was designed and demonstrated strong reliability (α = 0.84) and content validity. Results revealed that play-based learning programs are intentionally designed for gender-neutral effectiveness, promoting inclusivity and equality. A significant effect of play-based learning programs on socio-emotional development based on school type was found, with private schools providing enriched environments and public schools leveraging diversity for growth. These findings underscore the transformative potential of play-based learning in fostering inclusive socio-emotional development among early childhood children, advocating for gender-equitable programs, and suggesting allocating additional resources to public schools for enriched play-based experiences. Ultimately, the study offers a vision of a harmonious future where socio-emotional development knows no gender boundaries, and every child thrives, regardless of school type.
{"title":"Influence of play-based learning on socio-emotional development among early childhood children in Afijio Local Government Area of Oyo State, Nigeria","authors":"Elizabeth Olaoluwa Adubuola, Taofeek Akolade Gbadeyanka, Baniyaminu Opeyemi Hamzat, Nasimot Opeyemi Oyewumi","doi":"10.21831/jitp.v10i4.66352","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.66352","url":null,"abstract":"With two key objectives, this study delves into the impact of play-based learning programs on the socio-emotional development of early childhood children in Afijio Local Government Area, Oyo State, Nigeria. Firstly, it examines whether these programs affect socio-emotional development differently based on gender. Secondly, it investigates how school type, whether private or public, influences the effectiveness of play-based learning on socio-emotional development within this region. This study employs a non-randomized quasi-experimental design. The study engaged 132 early childhood children aged 3-5 years from two schools in the area. An Emotional Regulatory Skill Test (ERST) was designed and demonstrated strong reliability (α = 0.84) and content validity. Results revealed that play-based learning programs are intentionally designed for gender-neutral effectiveness, promoting inclusivity and equality. A significant effect of play-based learning programs on socio-emotional development based on school type was found, with private schools providing enriched environments and public schools leveraging diversity for growth. These findings underscore the transformative potential of play-based learning in fostering inclusive socio-emotional development among early childhood children, advocating for gender-equitable programs, and suggesting allocating additional resources to public schools for enriched play-based experiences. Ultimately, the study offers a vision of a harmonious future where socio-emotional development knows no gender boundaries, and every child thrives, regardless of school type.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726729","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 : 2023-11-05DOI: 10.21831/jitp.v10i4.63849
Abdul Khair, Murtadlo Pahrurrozi, Endang Purbaningrum, Ahmad Yudi Saputra
This study aims to help kids with Attention Hyperactivity disorder (ADHD) in inclusive classrooms become better readers. The ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation, is used in this study's RD (Research and Development) research. The study was conducted between 11 February and 12 April 2023. Eight kids with ADHD from 4 primary school classes at UNESA 2 Labschool participated in this study. Of these, two were in class 3, two were in fourth grade, two were in fifth grade, and two were in sixth grade. Ways for gathering data via a questionnaire. It is claimed that the outcomes of enhancing students' reading abilities with digital literacy media built on Android applications are reliable, applicable, and efficient. This study used a questionnaire as the data collection tool to assess its validity, usefulness, and efficacy. The Aiken's V validation result for digital literacy media was 0.89, deemed legitimate and highly acceptable for usage by material specialists. Experts in the media estimate Aiken's V average to be 0.93. The average percentage result for Android application-based digital literacy media is 89%, making it extremely practical. 91% of the time, it works. Media promoting digital literacy is therefore deemed effective. It is legitimate, practical, and efficient to use Android applications-based digital literacy media to help ADHD pupils with their reading abilities in inclusive schools.
本研究旨在帮助有注意力过动障碍(ADHD)的儿童在包容性课堂中成为更好的阅读者。ADDIE (Analysis, Design, Development, Implementation, and Evaluation)模型被用于本研究的RD (Research and Development)研究。该研究于2023年2月11日至4月12日进行。来自UNESA 2实验室学校4个小学班的8名ADHD儿童参与了这项研究。其中两个在三班，两个在四年级，两个在五年级，两个在六年级。通过问卷收集数据的方法。本文认为，利用基于Android应用程序的数字读写媒体提高学生阅读能力的效果是可靠、适用和高效的。本研究以问卷作为资料收集工具，评估其效度、有用性及疗效。数字素养媒体的艾肯V验证结果为0.89，被材料专家认为是合法的，并且高度可接受。媒体专家估计艾肯的平均V值为0.93。基于Android应用程序的数字读写媒体的平均百分比是89%，这使得它非常实用。91%的情况下，它是有效的。因此，促进数字素养的媒体被认为是有效的。在全纳学校中，使用基于Android应用程序的数字读写媒体来帮助ADHD学生提高阅读能力是合法、实用和高效的。
{"title":"Development of Android application-based digital literacy media to improve the reading ability of ADHD students","authors":"Abdul Khair, Murtadlo Pahrurrozi, Endang Purbaningrum, Ahmad Yudi Saputra","doi":"10.21831/jitp.v10i4.63849","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.63849","url":null,"abstract":"This study aims to help kids with Attention Hyperactivity disorder (ADHD) in inclusive classrooms become better readers. The ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation, is used in this study's RD (Research and Development) research. The study was conducted between 11 February and 12 April 2023. Eight kids with ADHD from 4 primary school classes at UNESA 2 Labschool participated in this study. Of these, two were in class 3, two were in fourth grade, two were in fifth grade, and two were in sixth grade. Ways for gathering data via a questionnaire. It is claimed that the outcomes of enhancing students' reading abilities with digital literacy media built on Android applications are reliable, applicable, and efficient. This study used a questionnaire as the data collection tool to assess its validity, usefulness, and efficacy. The Aiken's V validation result for digital literacy media was 0.89, deemed legitimate and highly acceptable for usage by material specialists. Experts in the media estimate Aiken's V average to be 0.93. The average percentage result for Android application-based digital literacy media is 89%, making it extremely practical. 91% of the time, it works. Media promoting digital literacy is therefore deemed effective. It is legitimate, practical, and efficient to use Android applications-based digital literacy media to help ADHD pupils with their reading abilities in inclusive schools.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726731","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 : 2023-11-05DOI: 10.21831/jitp.v10i4.63299
Indira Putri, Jumardi Jumardi
This study aims to discover the use of the Canva Education Application as a learning medium accessed through web learning. id for teachers at SMK Bina Nusa Mandiri Jakarta. This research is a type of qualitative research with a literature study approach. Literature study qualitative research consists of 4 stages: making interview instruments, looking for reading material, recording, and analyzing research material obtained. The results of interviews conducted with teachers at SMK Bina Nusa Mandiri show that the Canva Education application is handy because it can help teachers create engaging learning media for students. The Canva Education application has various features teachers can use to create learning media, such as PPTs, learning videos, infographics, etc. The research results show that the Education Canva Application facilitated by the Ministry of Education and Culture allows teachers at Bina N`usa Mandiri Vocational School to create learning media using only the learn quickly. Id website and can already get the Canva Application for free. The meaning of using the Canva application on learning.id website for history teachers at Bina Nusa Mandiri Vocational School is to be an exciting learning medium because history lessons are famous for lessons that only focus on books. The Canva application learning media has various templates and can also be used to make history-learning videos look interesting. The Canva App can vary in history lessons.
本研究旨在发现使用Canva教育应用程序作为一种学习媒介，通过网络学习访问。雅加达比纳努萨曼迪里SMK的教师。本研究采用文献研究法进行定性研究。文献研究定性研究包括制作访谈工具、寻找阅读材料、记录和分析获得的研究材料四个阶段。对SMK Bina Nusa Mandiri的教师进行的采访结果表明，Canva教育应用程序很方便，因为它可以帮助教师为学生创建引人入胜的学习媒体。Canva教育应用程序有各种功能，教师可以使用它来创建学习媒体，如ppt，学习视频，信息图表等。研究结果表明，教育和文化部推动的教育Canva应用程序允许比纳恩萨曼迪里职业学校的教师仅使用“快速学习”创建学习媒体。Id网站，已经可以免费获得Canva应用程序。使用Canva应用程序对学习的意义。Bina Nusa Mandiri职业学校历史教师的id网站将成为一个令人兴奋的学习媒介，因为历史课程以只关注书本而闻名。Canva应用程序学习媒体有各种模板，也可以用来制作有趣的历史学习视频。Canva应用程序在历史教训方面可能有所不同。
{"title":"Utilization of the Canva application on the Belajar.Id site as a learning media at SMK Bina Nusa Mandiri Jakarta","authors":"Indira Putri, Jumardi Jumardi","doi":"10.21831/jitp.v10i4.63299","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.63299","url":null,"abstract":"This study aims to discover the use of the Canva Education Application as a learning medium accessed through web learning. id for teachers at SMK Bina Nusa Mandiri Jakarta. This research is a type of qualitative research with a literature study approach. Literature study qualitative research consists of 4 stages: making interview instruments, looking for reading material, recording, and analyzing research material obtained. The results of interviews conducted with teachers at SMK Bina Nusa Mandiri show that the Canva Education application is handy because it can help teachers create engaging learning media for students. The Canva Education application has various features teachers can use to create learning media, such as PPTs, learning videos, infographics, etc. The research results show that the Education Canva Application facilitated by the Ministry of Education and Culture allows teachers at Bina N`usa Mandiri Vocational School to create learning media using only the learn quickly. Id website and can already get the Canva Application for free. The meaning of using the Canva application on learning.id website for history teachers at Bina Nusa Mandiri Vocational School is to be an exciting learning medium because history lessons are famous for lessons that only focus on books. The Canva application learning media has various templates and can also be used to make history-learning videos look interesting. The Canva App can vary in history lessons.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725634","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 : 2023-11-05DOI: 10.21831/jitp.v10i4.60376
Muh. Putra Pratama, Simon Ruruk, Perdy Karuru
This study aims to determine the validity and practicality of interactive media in computer basics courses in the educational technology study program at Universitas Kristen Indonesia Toraja. This type of development research uses the ADDIE research model (Analysis, Design, Development, Implementation, and Evaluation). The results of the validity and practicality tests can be used as a reference for assessing the media that has been developed. This research has conducted a content validity test; the quality of interactive media based on the assessment by teaching material expert lecturers shows an average of 3.77 from a maximum average score of 4.00. Thus, interactive media shows criteria worth using. The results of the media validity test that the quality of interactive media based on the assessment by media expert lecturers shows an average of 3.58 from a maximum average score of 4.00; thus, the module indicates very feasible criteria. The interactive media practicality test results showed that the interactive media developed an average of 3.46 from an average score of 4.00. Thus, the module showed efficient criteria.
{"title":"Validity of interactive learning media in computer basics course","authors":"Muh. Putra Pratama, Simon Ruruk, Perdy Karuru","doi":"10.21831/jitp.v10i4.60376","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.60376","url":null,"abstract":"This study aims to determine the validity and practicality of interactive media in computer basics courses in the educational technology study program at Universitas Kristen Indonesia Toraja. This type of development research uses the ADDIE research model (Analysis, Design, Development, Implementation, and Evaluation). The results of the validity and practicality tests can be used as a reference for assessing the media that has been developed. This research has conducted a content validity test; the quality of interactive media based on the assessment by teaching material expert lecturers shows an average of 3.77 from a maximum average score of 4.00. Thus, interactive media shows criteria worth using. The results of the media validity test that the quality of interactive media based on the assessment by media expert lecturers shows an average of 3.58 from a maximum average score of 4.00; thus, the module indicates very feasible criteria. The interactive media practicality test results showed that the interactive media developed an average of 3.46 from an average score of 4.00. Thus, the module showed efficient criteria.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725636","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 : 2023-11-05DOI: 10.21831/jitp.v10i4.65246
Hajar Khoirunisa, Tri Wahyuni Floriasti
Incorporating augmented reality (AR) into education is increasingly vital for fostering engagement and interactivity, particularly in language learning, where narrative text plays a central role. The objectives of this study were to (1) ascertain the participants' target demands, (2) analyze their English-language learning needs, and (3) create an augmented reality novel game as a teaching tool for narrative text. This research and development project (RD) was conducted. Junior high schoolers were the subjects; they were 15 males and 17 females. This study was done using a 4-D model. Participants were given questionnaires to complete, and an English teacher was interviewed as part of the need analysis. The instruments used to collect the data were the needs analysis questionnaire, interview guidelines, expert judgment rating scale, and student review questionnaire. The result of this study is an augmented reality novel game as English learning media, which was created after taking into account the findings of the needs analysis, professional opinion, and student evaluation. It consists of narrative texts in general and augmented reality books that serve as instances of narrative texts. The developed media's overall average score was 3.65. The created interactive learning multimedia was therefore categorized as suitable. According to the students' review findings, most augmented reality novel games are excellent and appropriate.
{"title":"Developing augmented reality novel games as English learning media for reading narrative texts","authors":"Hajar Khoirunisa, Tri Wahyuni Floriasti","doi":"10.21831/jitp.v10i4.65246","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.65246","url":null,"abstract":"Incorporating augmented reality (AR) into education is increasingly vital for fostering engagement and interactivity, particularly in language learning, where narrative text plays a central role. The objectives of this study were to (1) ascertain the participants' target demands, (2) analyze their English-language learning needs, and (3) create an augmented reality novel game as a teaching tool for narrative text. This research and development project (RD) was conducted. Junior high schoolers were the subjects; they were 15 males and 17 females. This study was done using a 4-D model. Participants were given questionnaires to complete, and an English teacher was interviewed as part of the need analysis. The instruments used to collect the data were the needs analysis questionnaire, interview guidelines, expert judgment rating scale, and student review questionnaire. The result of this study is an augmented reality novel game as English learning media, which was created after taking into account the findings of the needs analysis, professional opinion, and student evaluation. It consists of narrative texts in general and augmented reality books that serve as instances of narrative texts. The developed media's overall average score was 3.65. The created interactive learning multimedia was therefore categorized as suitable. According to the students' review findings, most augmented reality novel games are excellent and appropriate.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726728","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}
Motion graphic-based learning videos are a digital learning medium that clarifies material, increases student learning independence, can be accessed quickly, and is not limited in time. This study aimed to determine the implementation and feasibility of motion graphic-based learning videos on the material 'Communication Technology' for third-grade students of Luqmanul Hakim Integrated Islamic Elementary School, Bandung City. This research uses the Design and Development (DD) model. This research went through five stages, namely (1) problem identification, (2) Determining goals and solutions, (3) Product design and development, (4) Trials, and (5) Communication. Data collection techniques used were interviews and questionnaires. Two experts are involved in this study: material and media experts. The sampling technique used is saturated sampling. Namely, the total number of grade 3 students is 24 students. The validation results by the material experts showed a percentage of 100% with the qualification "Very Good." In comparison, the results of the confirmation by the media experts showed a rate of 98%, and the effects of student assessments showed that the percentage showed 92.4% with the qualification "Very Good." Based on the results of validation by experts and reviews by teachers and students, it can be concluded that motion graphic-based learning videos are appropriate for use as learning media.
{"title":"The implementation of graphic motion-based communication technology material learning videos for 3rd grade elementary students","authors":"Azmi Fauziah Hamidah, Feri Hidayatullah Firmansyah, Fahmi Candra Permana, Ahamad Tarmizi Azizan","doi":"10.21831/jitp.v10i4.51908","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.51908","url":null,"abstract":"Motion graphic-based learning videos are a digital learning medium that clarifies material, increases student learning independence, can be accessed quickly, and is not limited in time. This study aimed to determine the implementation and feasibility of motion graphic-based learning videos on the material 'Communication Technology' for third-grade students of Luqmanul Hakim Integrated Islamic Elementary School, Bandung City. This research uses the Design and Development (DD) model. This research went through five stages, namely (1) problem identification, (2) Determining goals and solutions, (3) Product design and development, (4) Trials, and (5) Communication. Data collection techniques used were interviews and questionnaires. Two experts are involved in this study: material and media experts. The sampling technique used is saturated sampling. Namely, the total number of grade 3 students is 24 students. The validation results by the material experts showed a percentage of 100% with the qualification \"Very Good.\" In comparison, the results of the confirmation by the media experts showed a rate of 98%, and the effects of student assessments showed that the percentage showed 92.4% with the qualification \"Very Good.\" Based on the results of validation by experts and reviews by teachers and students, it can be concluded that motion graphic-based learning videos are appropriate for use as learning media.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725635","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 : 2023-11-05DOI: 10.21831/jitp.v10i4.63607
Alvian Nur Jamil, Muhammad Thohir
The role of technology in the education sector is increasing and has impacted the realm of learning activities. Technology-integrated learning is highly needed to facilitate both teachers and students in their activities. Using asynchronous learning models provides flexibility with easy and efficient access in terms of time. The research aims to describe the implementation of the asynchronous learning model assisted by videos in the subject of akidah akhlak, as well as the learning outcomes of the experimental and control groups, and the effectiveness of the asynchronous learning model assisted by videos in improving student learning outcomes. The research method used is quantitative with a proper experimental design. The experiment takes the form of a pretest-posttest control group design, with an experimental class receiving treatment in the form of asynchronous learning assisted by videos, and a control class implementing conventional methods. The research results show that the questionnaire on video implementation obtained a TCR score of 82.95% for variable X and 81.79% for variable Y, both falling within the 81-100% interval scale, indicating a "Very Good" category. The post-test results of the experimental class yielded a score of 86.43, while the control class scored 76.57. The paired sample t-test showed an average difference of 15.29 for the experimental class, while the control class had an average difference of 8.71, with a n-gain value of 0.27 for the control class, indicating a "low" category, whereas the experimental class had a n-gain value of 0.53, falling within the "middle" category. The implementation of engaging video learning media creates a non-monotonous learning atmosphere, and the questionnaire on video implementation received a "Very Good" rating. The use of the asynchronous learning model assisted by videos effectively improves student learning outcomes in Islamic creed and ethics, as evidenced by a larger difference in the experimental class compared to the control class.
{"title":"The effectiveness of video-assisted asynchronous learning on students' learning outcomes in the subject of akidah akhlak","authors":"Alvian Nur Jamil, Muhammad Thohir","doi":"10.21831/jitp.v10i4.63607","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.63607","url":null,"abstract":"The role of technology in the education sector is increasing and has impacted the realm of learning activities. Technology-integrated learning is highly needed to facilitate both teachers and students in their activities. Using asynchronous learning models provides flexibility with easy and efficient access in terms of time. The research aims to describe the implementation of the asynchronous learning model assisted by videos in the subject of akidah akhlak, as well as the learning outcomes of the experimental and control groups, and the effectiveness of the asynchronous learning model assisted by videos in improving student learning outcomes. The research method used is quantitative with a proper experimental design. The experiment takes the form of a pretest-posttest control group design, with an experimental class receiving treatment in the form of asynchronous learning assisted by videos, and a control class implementing conventional methods. The research results show that the questionnaire on video implementation obtained a TCR score of 82.95% for variable X and 81.79% for variable Y, both falling within the 81-100% interval scale, indicating a \"Very Good\" category. The post-test results of the experimental class yielded a score of 86.43, while the control class scored 76.57. The paired sample t-test showed an average difference of 15.29 for the experimental class, while the control class had an average difference of 8.71, with a n-gain value of 0.27 for the control class, indicating a \"low\" category, whereas the experimental class had a n-gain value of 0.53, falling within the \"middle\" category. The implementation of engaging video learning media creates a non-monotonous learning atmosphere, and the questionnaire on video implementation received a \"Very Good\" rating. The use of the asynchronous learning model assisted by videos effectively improves student learning outcomes in Islamic creed and ethics, as evidenced by a larger difference in the experimental class compared to the control class.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725637","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 : 2023-11-05DOI: 10.21831/jitp.v10i4.66343
Francis Moodu Yakubu, Kayode Ezechael Obafemi
This systematic review of literature investigates the use of multimodal tools and acquisition of multiliteracies skills to facilitate effective learning in early childhood educational settings. The review covered a total of 15 relevant articles obtained from databases such as ERIC, Education Full Text, PsycINFO, and Web of Science. Having analyzed and synthesized the current evidence, the review provides a significant and valuable insight into the use and acquisition of multiliteracies skills and tools to facilitate learning in early childhood settings. The sole purpose of this review is to add to the body of existing literature in multiliteracies. The study also provides answer to the only research question of the review which was what are the most effective ways to implement multiliteracies and multimodal techniques in the classroom and how early childhood education can benefit from the systematic application of multiliteracies and multimodal learning. The result of the review revealed that, teachers are facing greater challenges than ever in choosing and designing a pedagogy that can engage students in meaningful literacy practices due to the changing literacy needs in the multimedia environment, the changing lifeworld’s of the learners, and the changing dimensions of school literacies. Therefore, the review recommended that policymakers must work to incorporate all multimodal tools and technology into the curriculum, especially for early childhood education. Also, schools and learning centers should provide limitless opportunities in early childhood classrooms and environment to assist, direct, and motivate students to learn.
这篇系统的文献综述调查了在幼儿教育环境中使用多模态工具和获得多种读写技能以促进有效学习的情况。本综述共收录了从ERIC、Education Full Text、PsycINFO和Web of Science等数据库中获得的15篇相关文章。通过对现有证据的分析和综合，本综述对多种读写技能和工具的使用和获得提供了重要而有价值的见解，以促进幼儿环境中的学习。这篇综述的唯一目的是增加现有文献的主体。该研究还回答了该综述的唯一研究问题，即在课堂上实施多元读写和多模式技术的最有效方法是什么，以及幼儿教育如何从多元读写和多模式学习的系统应用中受益。回顾的结果显示，由于多媒体环境中不断变化的读写需求、学习者生活世界的变化以及学校素养维度的变化，教师在选择和设计一种能够使学生参与有意义的读写实践的教学法方面面临着比以往任何时候都更大的挑战。因此，审查建议政策制定者必须努力将所有多模式工具和技术纳入课程，特别是幼儿教育课程。此外，学校和学习中心应该在幼儿的教室和环境中提供无限的机会来帮助、指导和激励学生学习。
{"title":"Systematic review of multiliteracies skills, multimodal tools to facilitate learning in early childhood classroom","authors":"Francis Moodu Yakubu, Kayode Ezechael Obafemi","doi":"10.21831/jitp.v10i4.66343","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.66343","url":null,"abstract":"This systematic review of literature investigates the use of multimodal tools and acquisition of multiliteracies skills to facilitate effective learning in early childhood educational settings. The review covered a total of 15 relevant articles obtained from databases such as ERIC, Education Full Text, PsycINFO, and Web of Science. Having analyzed and synthesized the current evidence, the review provides a significant and valuable insight into the use and acquisition of multiliteracies skills and tools to facilitate learning in early childhood settings. The sole purpose of this review is to add to the body of existing literature in multiliteracies. The study also provides answer to the only research question of the review which was what are the most effective ways to implement multiliteracies and multimodal techniques in the classroom and how early childhood education can benefit from the systematic application of multiliteracies and multimodal learning. The result of the review revealed that, teachers are facing greater challenges than ever in choosing and designing a pedagogy that can engage students in meaningful literacy practices due to the changing literacy needs in the multimedia environment, the changing lifeworld’s of the learners, and the changing dimensions of school literacies. Therefore, the review recommended that policymakers must work to incorporate all multimodal tools and technology into the curriculum, especially for early childhood education. Also, schools and learning centers should provide limitless opportunities in early childhood classrooms and environment to assist, direct, and motivate students to learn.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726726","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 : 2023-11-05DOI: 10.21831/jitp.v10i4.62229
Yogi Irdes Putra, Radinal Fadli, Sundahry Dahry
Technological innovation in education is necessary to increase the quality of learning by utilizing specialized media. One of the efforts made by educators is to use e-modules in learning. E-modules are digital media containing text, video, audio, and animation, which are combined according to the learning needs of students/students. This research was conducted to describe the practicality of using e-modules for teachers/lecturers and students/students. In this study, ten articles were sampled regarding the use of e-modules. Based on the research results, it is known that the average practical value of using e-modules for teachers is 90.63 in the convenient category, while the average practical value of students is 87.09 in the applicable category. Based on the results of a review of the use of the developed e-module, it is included in the practical category so that the e-module can be used in learning activities.
{"title":"Meta analyzing the ease of use of e-modules in learning","authors":"Yogi Irdes Putra, Radinal Fadli, Sundahry Dahry","doi":"10.21831/jitp.v10i4.62229","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.62229","url":null,"abstract":"Technological innovation in education is necessary to increase the quality of learning by utilizing specialized media. One of the efforts made by educators is to use e-modules in learning. E-modules are digital media containing text, video, audio, and animation, which are combined according to the learning needs of students/students. This research was conducted to describe the practicality of using e-modules for teachers/lecturers and students/students. In this study, ten articles were sampled regarding the use of e-modules. Based on the research results, it is known that the average practical value of using e-modules for teachers is 90.63 in the convenient category, while the average practical value of students is 87.09 in the applicable category. Based on the results of a review of the use of the developed e-module, it is included in the practical category so that the e-module can be used in learning activities.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726727","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}
This research was conducted as a sort of classroom action research with two learning cycles to examine whether flipped learning aided by flipbook media may enhance students' cognitive learning outcomes and critical thinking skills. This research's population consisted of tenth-grade Madrasah Aliyah Al Misri Curahmalang students for the academic year 2021-2022. Methods for collecting data include interviews, tests, observations, and documentation. The classical completeness of cognitive learning outcomes increased from 19% in the first cycle to 97% in the second cycle, according to the research findings. Whereas critical thinking abilities were acquired in the first cycle, just one student met critical criteria. In contrast, six students exceeded crucial criteria, and twenty students exceeded critical criteria in the second cycle. Based on the analyzed research findings, it is possible to conclude that flipped learning aided by flipbook media can enhance students' cognitive learning outcomes and critical thinking skills.
{"title":"Implementation of flipped learning with flipbook media assistance on learning outcomes and critical thinking abilities","authors":"Diah Sudiarti, Nashlul Muflihatul Ashilah, Umi Nurjanah","doi":"10.21831/jitp.v10i4.58191","DOIUrl":"https://doi.org/10.21831/jitp.v10i4.58191","url":null,"abstract":"This research was conducted as a sort of classroom action research with two learning cycles to examine whether flipped learning aided by flipbook media may enhance students' cognitive learning outcomes and critical thinking skills. This research's population consisted of tenth-grade Madrasah Aliyah Al Misri Curahmalang students for the academic year 2021-2022. Methods for collecting data include interviews, tests, observations, and documentation. The classical completeness of cognitive learning outcomes increased from 19% in the first cycle to 97% in the second cycle, according to the research findings. Whereas critical thinking abilities were acquired in the first cycle, just one student met critical criteria. In contrast, six students exceeded crucial criteria, and twenty students exceeded critical criteria in the second cycle. Based on the analyzed research findings, it is possible to conclude that flipped learning aided by flipbook media can enhance students' cognitive learning outcomes and critical thinking skills.","PeriodicalId":497614,"journal":{"name":"Jurnal Inovasi Teknologi Pendidikan","volume":"11 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726730","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：