This document describes the development of Android-based teaching materials to improve physics problem-solving skills. It discusses:
1. Conducting a needs analysis which found students had low interest in traditional learning and limited teaching materials.
2. Designing the materials which included creating learning objectives, content, examples, exercises, and media scripts.
3. Validating the materials with media and content experts who found the display, programming, content, and language to be valid.
4. Testing the materials on students which found their problem-solving abilities improved from an average pretest score of 40.24 to a posttest score of 70.16, showing the materials were effective.
The Implementation Of Concept Main Map In Basic Calculation Of Engineering Su...IJERD Editor
This research began from problem in spacious about teaching and learning by doing where is the method learning is not effective because used descriptive subject mater with writing on black board or descriptive by essay. In order that is not efficient and effective in used teaching and the student can not comprenship understand? With this method will hope can handle it. The used method in this research is classroom action and focus at pump and compressor subject mater in Basic Calculation of Engineering subject. This research was doing in Makassar State University with subject 15 students at machine department. The instrument is used test, interview, observation, and spacious writed. In this learning method is development 5 concept, they are congcrete concept, abstract concept with example kongret concept, abstract concept, concept that process basic and concept with principle. The result of this research showing with mapping concept method in pump and compressor subject, that have improvement competition students at the last siklus II is 7,0 – 10 or 86,67% is mean the students can said that they are competent in learning.
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
This research aimed to developed an evaluation instrument based on Kahoot!
valid, practical, and reliable in evaluating student learning. This research is a
model of development that use Borg and Gall. There were seven stages
performed, starting with research and data collection, planning, product
design development, initial field trials, review of initial trial results, main
field trials, and refinement of field trial results. This research was conducted
at Muhammadiyah 1 Pontianak Senior High School. As nine samples for the
initial field trial and 29 samples involved for the main field trial. Three
instruments developed by the researcher were validity, practicality, and
reliability. The research data was obtained from the instrument as a result of
the validation of materials experts and media experts, as well as
questionnaires for teacher and student responses to the Kahoot! based
evaluation instrument. The percentage of teachers and student responses to
the instrument were 97.22% and 83.33%, respectively (very practical).
Validation of materials experts and media experts with the respective
percentages of 81.73% and 80.47% (very valid) and the obtained confidence
value is 0.89 (very reliable). The results of this study indicated the
instrument can be used in the evaluation of learning about acid-base
materials.
The Implementation Of Concept Main Map In Basic Calculation Of Engineering Su...IJERD Editor
This research began from problem in spacious about teaching and learning by doing where is the method learning is not effective because used descriptive subject mater with writing on black board or descriptive by essay. In order that is not efficient and effective in used teaching and the student can not comprenship understand? With this method will hope can handle it. The used method in this research is classroom action and focus at pump and compressor subject mater in Basic Calculation of Engineering subject. This research was doing in Makassar State University with subject 15 students at machine department. The instrument is used test, interview, observation, and spacious writed. In this learning method is development 5 concept, they are congcrete concept, abstract concept with example kongret concept, abstract concept, concept that process basic and concept with principle. The result of this research showing with mapping concept method in pump and compressor subject, that have improvement competition students at the last siklus II is 7,0 – 10 or 86,67% is mean the students can said that they are competent in learning.
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
This research aimed to developed an evaluation instrument based on Kahoot!
valid, practical, and reliable in evaluating student learning. This research is a
model of development that use Borg and Gall. There were seven stages
performed, starting with research and data collection, planning, product
design development, initial field trials, review of initial trial results, main
field trials, and refinement of field trial results. This research was conducted
at Muhammadiyah 1 Pontianak Senior High School. As nine samples for the
initial field trial and 29 samples involved for the main field trial. Three
instruments developed by the researcher were validity, practicality, and
reliability. The research data was obtained from the instrument as a result of
the validation of materials experts and media experts, as well as
questionnaires for teacher and student responses to the Kahoot! based
evaluation instrument. The percentage of teachers and student responses to
the instrument were 97.22% and 83.33%, respectively (very practical).
Validation of materials experts and media experts with the respective
percentages of 81.73% and 80.47% (very valid) and the obtained confidence
value is 0.89 (very reliable). The results of this study indicated the
instrument can be used in the evaluation of learning about acid-base
materials.
RESEARCH ON VIRTUAL REALITY MEDIA
Research to develop the character of elementary school students through the use of interactive multimedia virtual reality in Bandung Indonesia
DEVELOPING THE APPLICATION FOR LEARNING PLACE VALUE ijma
The objectives of this research were 1) to develop the application for learning place value, 2) to determine
the efficiency of developed application, 3) to compare academic achievement to compare academic achievement between pre-lesson and post-lesson of students who learned with the developed application about place value, 4) to compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, 5) to compare retention of
academic achievement of application for learning place value after 2 weeks, and 6) to find satisfactory of student who learned the application for learning place value. The sample group selected through purposive sampling was 5 content specialists and 400 pratomsuksa 1 students. The result of the study showed the qualitative assessment of the application for learning place value that was developed had overall highest
level of efficiency ( ̅= 4.73, S.D. =0.47) of the application for learning place value. Pratomsuksa 1 students showed with overall qualitative assessment equivalent to 89.07/91.84 that was higher than anticipated as 80/80. The academic achievement between pre-lesson and post-lesson by the application for learning place value appeared an average of 31.71 in pre lesson and an average of 53.49 in post-lesson.
The comparison of the academic achievement during pre-lesson and post-lesson of when students learned place value with the developed application showed 0.5 statistical significance. The academic achievement between the students with the application for learning place value an average of 53.49 during and an average of 41.33 during post-lesson. From the compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, the student learning with the application for learning place value had higher academic achievement than those learning in the traditional method at 0.5 statistical significance. The retention of the students learning in post-lesson with the application for learning place value after 2 weeks did not have any differences. The satisfaction of the students learning with the application for learning place value was found at the highest level in overall after lesson.
Ucisa presentation spotlight on digital capabilities - may 2017Chris Rowell
Slides form my session on Digital Capabilities in action; shared experiences of implementing DigiCap programmes at two London Universities
(Palmerston Lecture Theatre - Facilitator: Grazyna Whalley)
Lorraine Barclay, IT Systems Trainer, St George's University of London and Christopher Rowell, Learning Technology Manager, Regent's University, London
The Effectiveness of Problem based learning Model to improve the understandin...AI Publications
The aim of the study is to find out the ability to understand mathematical concepts of teachers prospective in Mathematics Education Program FKIP University Nommensen in the fractional count operations material. This research is a descriptive study with the aim of the study describing the effectiveness of the Problem Based Learning Model. The results of the second trial described that the effectiveness of the Problem Based Learning Model was concluded: (i) the percentage of the students who understood the concept at least 85.29% or 29 students out of 34 students who took the test. (ii) the achievement of the ideal percentage of time for each category of student activity, (iii) the average of the lecturer ability to manage learning is 3.54, including the good category, (iv) student responses to the components and learning activities are positive is 90%.
Project based leaning a toolkit for teachersSTEPHEN ANDREW
Project Based Learning is a teaching approach that applies Project management skills and knowledge in a classroom ( teaching –learning environment)
A powerful approach to learning that provides;
- opportunity to build essential 21stC skills
- deeper knowledge and expertise needed for life and carrier
A proven methodology for achieving students higher success
RESEARCH ON VIRTUAL REALITY MEDIA
Research to develop the character of elementary school students through the use of interactive multimedia virtual reality in Bandung Indonesia
DEVELOPING THE APPLICATION FOR LEARNING PLACE VALUE ijma
The objectives of this research were 1) to develop the application for learning place value, 2) to determine
the efficiency of developed application, 3) to compare academic achievement to compare academic achievement between pre-lesson and post-lesson of students who learned with the developed application about place value, 4) to compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, 5) to compare retention of
academic achievement of application for learning place value after 2 weeks, and 6) to find satisfactory of student who learned the application for learning place value. The sample group selected through purposive sampling was 5 content specialists and 400 pratomsuksa 1 students. The result of the study showed the qualitative assessment of the application for learning place value that was developed had overall highest
level of efficiency ( ̅= 4.73, S.D. =0.47) of the application for learning place value. Pratomsuksa 1 students showed with overall qualitative assessment equivalent to 89.07/91.84 that was higher than anticipated as 80/80. The academic achievement between pre-lesson and post-lesson by the application for learning place value appeared an average of 31.71 in pre lesson and an average of 53.49 in post-lesson.
The comparison of the academic achievement during pre-lesson and post-lesson of when students learned place value with the developed application showed 0.5 statistical significance. The academic achievement between the students with the application for learning place value an average of 53.49 during and an average of 41.33 during post-lesson. From the compare academic achievement between students who learned place value by the developed application and through traditional method during post-lesson, the student learning with the application for learning place value had higher academic achievement than those learning in the traditional method at 0.5 statistical significance. The retention of the students learning in post-lesson with the application for learning place value after 2 weeks did not have any differences. The satisfaction of the students learning with the application for learning place value was found at the highest level in overall after lesson.
Ucisa presentation spotlight on digital capabilities - may 2017Chris Rowell
Slides form my session on Digital Capabilities in action; shared experiences of implementing DigiCap programmes at two London Universities
(Palmerston Lecture Theatre - Facilitator: Grazyna Whalley)
Lorraine Barclay, IT Systems Trainer, St George's University of London and Christopher Rowell, Learning Technology Manager, Regent's University, London
The Effectiveness of Problem based learning Model to improve the understandin...AI Publications
The aim of the study is to find out the ability to understand mathematical concepts of teachers prospective in Mathematics Education Program FKIP University Nommensen in the fractional count operations material. This research is a descriptive study with the aim of the study describing the effectiveness of the Problem Based Learning Model. The results of the second trial described that the effectiveness of the Problem Based Learning Model was concluded: (i) the percentage of the students who understood the concept at least 85.29% or 29 students out of 34 students who took the test. (ii) the achievement of the ideal percentage of time for each category of student activity, (iii) the average of the lecturer ability to manage learning is 3.54, including the good category, (iv) student responses to the components and learning activities are positive is 90%.
Project based leaning a toolkit for teachersSTEPHEN ANDREW
Project Based Learning is a teaching approach that applies Project management skills and knowledge in a classroom ( teaching –learning environment)
A powerful approach to learning that provides;
- opportunity to build essential 21stC skills
- deeper knowledge and expertise needed for life and carrier
A proven methodology for achieving students higher success
WRI’s brand new “Food Service Playbook for Promoting Sustainable Food Choices” gives food service operators the very latest strategies for creating dining environments that empower consumers to choose sustainable, plant-rich dishes. This research builds off our first guide for food service, now with industry experience and insights from nearly 350 academic trials.
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
Characterization and the Kinetics of drying at the drying oven and with micro...Open Access Research Paper
The objective of this work is to contribute to valorization de Nephelium lappaceum by the characterization of kinetics of drying of seeds of Nephelium lappaceum. The seeds were dehydrated until a constant mass respectively in a drying oven and a microwawe oven. The temperatures and the powers of drying are respectively: 50, 60 and 70°C and 140, 280 and 420 W. The results show that the curves of drying of seeds of Nephelium lappaceum do not present a phase of constant kinetics. The coefficients of diffusion vary between 2.09.10-8 to 2.98. 10-8m-2/s in the interval of 50°C at 70°C and between 4.83×10-07 at 9.04×10-07 m-8/s for the powers going of 140 W with 420 W the relation between Arrhenius and a value of energy of activation of 16.49 kJ. mol-1 expressed the effect of the temperature on effective diffusivity.
Natural farming @ Dr. Siddhartha S. Jena.pptxsidjena70
A brief about organic farming/ Natural farming/ Zero budget natural farming/ Subash Palekar Natural farming which keeps us and environment safe and healthy. Next gen Agricultural practices of chemical free farming.
5. 5
Problem Solving
problem solving method is not just a
teaching method but also a method of
thinking, because in solving problems
using a method that starts from looking for
data to drawing conclusions
problem-solving activities can help
students to construct new knowledge and
facilitate learning physics
6. 6
Research and Development (R&D) method that develop by Robert Maribe
Branch with the ADDIE development model
2.
Methods
8. Analysis
a. Needs Analysis
The results of
observations made by
researchers stated that
students' interest in
learning was quite low
The quality of teaching
materials is still limited to
power point slides and
videos through infocus
b. Curicculum Analysis
This analysis aims to
formulate indicators and
learning objectives
c. Student Characteristics
Analysis
students follow the
learning activities
quite well. Learning
that uses the lecture
method makes students
less active. To activate
students, the teacher's
efforts are to provide
questions from the
interactive teaching
materials
9. 9
a.
• Create Learning Objectives
b.
• Create the material
c.
• Create example and exercise
d.
• Creating media scripts
Design
10. 10
Development
The result of the design
stage is a flowchart that
describes the sequence
and structure of teaching
materials, a storyboard
that includes a template
design plan, and also an
interface design.
The main activity in this
stage is validating
android-based
interactive teaching
materials and media.
12. 12
No Aspect Score Maximum Score Percentage Category
1 Display 32 36 90% Valid
2 Programming 11 12 92% Valid
3 Language 16 20 80% Valid
Table 1 Results of Validation by Media Experts
13. 13
Aspect Score Score
Maximun
Percenta
ge
Category
1 Display 18 20 90% Valid
2 Learning
Materials
23 28 82% Valid
3 Content 24 28 86% Valid
4 Usefullness 10 12 83% Valid
5 Language 19 20 95% Valid
Table 2 Results of Validation by Material Experts
14. Implementation
N
o
Aspect Percentage Category
1 Content 92% Practice
2 Graphic 85% Practice
N
o
Aspect Percentage Information
1 Content 87% Practice
2 Graphic 83% Practice
No Aspect Percentage Category
1 Usefullnes 92% Practice
2 Design and Display 96% Practice
15. Evaluation
15
No Treatment Students
1 Average Pretest Score 40,24
2 Average Posstest Score 70,16
3 Maximum Score 100
4 N-Gain 0,49
5 Conclusion Medium
Table 6. Result of Measurement of Problem-Solving Ability with Test-Gain
16. The obtained results show that the android based
teaching material is valid, practice, effective in
improving problem solving based on the results of
data processing with N-gain analysis showed that
teaching materials were able to improve students'
problem solving skills with an N-gain calculation of
0.49 (medium N-gain category).
16
4.
Conclusion
