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Mobile Learning Support with TELD to Facilitate in Learning Environments

Oleh: Juhaidatur Rahmi, Basuki Wibawa, Khaerudin

Abstract
Mobile learning application is learning trends that integrate mobile technology advances the benefits of education by utilizing internet access as a communication tool to disseminate information. Mobile learning applications in general are able to improve the results of the learning process by changing students learning habits and learning methods. Through a pedagogical approach to methodology of Teaching by Example and Learning by Doing (TELD) has present to reinforce dynamic interactions and provide instruction how to time integrate and harneesteaching for students. This emerging 21st century conception the principle that learning can be done from anywhere, anytime and anyhow-learning in formal education can be held effectively and efficiently should it, is done in a systematic and holistic way. This article purposes a strategic design mobile learning for effective mobile learning implementation. A courseware approach is being selected as vehicle to conduct learning activities within m-learning environment.

Keywords: Mobile Learning, TELD, Learning Environment

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Model Pembelajaran Blended Learning Berbasis Pendekatan Konstruktivistik

Dr. Khaerudin, M.Pd.
Dosen Teknologi Pendidikan UNJ

Tujuan penelitian ini adalah menghasilkan model pembelajaran blended learning dengan pendekatan konstruktivistik. Penelitian ini dilakukan menggunakan metode R & D, dengan model Gall and Borg. Penelitian menghasilkan perangkat model pembelajaran yang terdiri dari model konseptual dan model fisik. Model telah teruji sebagai model yang efektif dalam mencapai tujuan pembelajaran.

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LANDASAN ORGANISATORIS PENGEMBANGAN KURIKULUM

Dr. Khaerudin, M.Pd.
Dosen Teknologi Pendidikan UNJ

Konsep Dasar
Kurikulum diartikan sebagai kumpulan pengalaman belajar yang harus dipelajari oleh siswa untuk menguasai kompetensi tertentu, yang diperlukannya untuk menumbuhkan dan mengembangkan potensi dirinya, serta yang dibutuhkan untuk bisa hidup, berkembang, dan berkontribusi dalam masyarakatnya. Merujuk pada pengertian kurikulum tersebut, maka apabila kita mengembangkan suatu kurikulum untuk suatu lembaga pendidikan pada satu jenjang dengan rentang waktu bertahun-tahun (6 tahun untuk SD, misalnya) berarti kita menata dan mengelola kumpulan pengalaman belajar tersebut agar menjadi fungsional, dan mudah dipelajari. Dengan kata lain kita harus mengorganisir pengalaman belajar tersebut dan mendesainnya menjadi suatu rangkaian kegiatan belajar yang bermakna, baik dilihat dari aspek keluasan (horisontal) maupun tata urutan dan kedalaman (vertikal) pengalaman belajar yang harus dikuasai siswa sesuai dengan tingkat perkembangan dan kebutuhannya. Continue reading LANDASAN ORGANISATORIS PENGEMBANGAN KURIKULUM

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LANDASAN SOSIOLOGIS PENGEMBANGAN KURIKULUM

Oleh: Dr. Khaerudin, M.Pd.
Dosen Teknologi Pendidikan UNJ

Untuk membahas topik di atas, kita perlu mengkaji dan menjawab pertanyaan berikut: Apa yang dimaksud dengan landasan sosiologis dalam pengembangan kurikulum? Mengapa kurikulum harus memiliki landasan sosiologis? Masyarakat yang mana dan seperti apa yang harus dijadikan landasan pengembangan kurikulum?
Pertanyaan-pertanyaan tersebut merupakan pertanyaan mendasar yang harus dipahami dan disadari oleh para pengembang kurikulum. Baiklah kita bahas satu per satu. Yang dimaksud dengan landasan sosiologis dalam pengembangan kurikulum adalah bahwa dalam proses pengembangan kurikulum harus memperhatikan dan mempertimbangkan karakteristik masyarakat dimana kurikulum itu akan dilaksanakan. Setiap sistem sosial masyarakat pasti memiliki karakteristik yang berbeda. Karakteristik suatu masyarakat bisa dilihat dari berbagai kondisi, seperti kondisi sosial ekonomi, kondisi geografi, kondisi lingkungan sosial budaya, adat istiadat, dan lain-lain. Dengan kata lain, kurikulum yang dikembangkan harus berisi sejumlah kompetensi seperti kemampuan akademik, nilai, sikap perilaku, kepercayaan, adat istiadat yang dibutuhkan siswa untuk dapat berdaptasi, berkembang, berkontribusi, dan minimal untuk mempertahankan diri (survive) dalam kondisi masyarakat dimana mereka tinggal.
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PENILAIAN KEBUTUHAN PEMANFAATAN E-LEARNING

Khaerudin*

Abstract
This research aims to get a description of State University of Jakarta (UNJ) readiness to take advantage of e-learning in implementation of lecture viewed from some aspects both institutional, technological, and pedagogical. The research carried out by using a mixed method implemented at the State University of Jakarta. The result showed that from the institutional dimension, UNJ can be expressed is not fully ready to take advantage of e-learning, the commitment and positive attitude of the heads to e-learning, and the readiness of human resources. the availability of hardware and software. most of lecturers overall have made the analysis of purpose before conducting lectures.

Keywords:
e-learning, technological dimension, and pedagogical dimensions

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*Dosen Teknologi Pendidikan UNJ
email: khaerudin@unj.ac.id

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PEMANFAATAN INTERNET OLEH MAHASISWA UNJ

Khaerudin

Abstract
This research aimed at describing how the students of State University of Jakarta utilize the internet in searching information and instructional materials for their study. Using survey descriptive method, the research was conducted in the State University of Jakarta as from October through December 2006. Samples were determined by cluster random sampling technique and data were collected by using questioners and analyze by using quantitative descriptive statistics. The findings of the research indicate that almost all the student (98,1%) ever uses the internet as a learning resource and the most visited site in science (78,1%). Most of the students (83,41%) admit that they use internet to complete the tasks given by the lectures. But majority of the students (90,48%) use the internet outside of the campus as the find the facilities are not in the campus.

Keywords
utilization, internet, e-learning.

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The Influence of Learning Strategy on Ability Reading Understanding of Students Grade 4 in Basic School

Sri Nurafifah, Khaerudin, Totok Bintoro

Abstract
Purpose of this study is to determine the effect of learning strategies on the ability to read comprehension in terms of the level of mastery of vocabulary grade IV elementary school students. The research was conducted in SD Negeri 2 Kemantren as the experimental class and SDN
1 Perbutulan as the control class with the sample of the fourth graders each of 30 students held in the academic
year 2017/2018. The study used design treatment by level 2 x 2. Data analysis technique used is analysis of two-way variance (ANOVA). The results showed that (1) there was a difference in reading comprehension ability of elementary school students who studied with the strategy of directed reading thinking activity higher than reading comprehension ability of elementary school students studying with expository strategy; (2) there is an
interaction effect between the use of learning strategy and the level of vocabulary mastery of students’ reading
comprehension ability; (3) learning outcomes for reading comprehension of primary school students between
students learning with the Directed Reading Thinking Activity (DRTA) strategy that has a higher level of
vocabulary mastery higher than students learning with expository strategies that have high vocabulary skills; (4) learning outcomes in reading comprehension of elementary school students between students studying with Directed Reading Thinking Activity (DRTA) strategies that have lower vocabulary mastery levels lower than students studying with expository strategies with low vocabulary skills.

Keywords:
LearningStrategy; Vocabulary Mastery; Reading Ability Understanding.

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Exploring Multimedia-Based Active Learning Pedagogy: An Empirical Research

Oleh:
Arsyad Abdul Gani,* Nurdin Ibrahim,* Khaerudin,* Mifedwil Jandra,** Miftachul Huda,*** Andino Maseleno****

* Universitas Negeri Jakarta, Indonesia.
**Universitas Ahmad Dahlan Yogyakarta, Indonesia.
***Universiti Pendidikan Sultan Idris, Malaysia.
****Universiti Tenaga Nasional, Malaysia.

Abstract
This study attempts to examine the learning achievement with multimedia assistance in the process of knowledge transfer, in the sense that implies into the teacher as the instructor becomes the mentor to give the direction among the students to achieve their abilities and skills. This study uses quasi-experiments in the classrooms that are already available without any changes to the classroom situation and learning schedule (intact class). The collected data were analyzed using descriptive and inferential data analyses. The finding reveals that there is a significant difference between the outcomes of learning with multimedia and those with conventional media on integrated social studies. Learning integrated social studies with multimedia provides significant improvement in students’ learning outcomes. This is because multimedia can provide more opportunities for both teachers and students to create better classroom atmosphere, gain effective multi-purpose communication, and have a more interesting and lasting learning experience. In other words, multimedia can provide more spaces for developing creativity and innovation that can elevate students’ spirit and enthusiasm in learning

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Improvement of Learning Achievement in Writing Course: the Self-Regulated Learning Model vs. the Direct Learning Model

La Ode Nggawu, Hartati Muchtar, Khaerudin

Abstract
One language skill that is considered a difficult skill is writing skill. The right learning model is needed to improve the writing skill in learning English. This paper has conducted research on the the effect of The Self-Regulated Learning model and The Direct learning model. Our objective of the study is investigation of effect self-regulated learning model and direct learning model in improvement learning achievement. This research was held out for students of English Education Department, Halu Oleo University, who taken courses of Writing II at the odd semester, 2017/2018. Furthermore, the study used an experimental method as the research method.
Meanwhile, the sampling technique is the random sampling technique. The results showed that the learning achievement of English for course of Writing using the self-regulated learning model were far better than using the direct learning model.

Index Terms: Self-Regulated Learning Method; Direct Learning Method; Learning Achievement; Writing Course

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Implementation Of Self-Regulated Learning Model In E-Learning English Writing

Laode Nggawu, Hartati Muchtar, Khaerudin, M. Syarif Sumantri

Abstract
This Academic article discusses the implementation of self-regulated learning model in e- learning English Writing, especially on enriching writing skill. This study uses a qualitative method. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors’ interpretation, the
discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second / foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to
acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well.
Index Terms: Self Regulated Learning, Writting Skills, eLearning English Writing.

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