Page 3 (data 61 to 72 of 72) | Displayed ini 30 data/page
<< PREV 1 2 3

61	Technology in Education	ABS-45
The Influence of Virtual Reality Learning Media on Elementary School Students^ Creative Thinking Skills Asnawi (a), Ary Kiswanto Kenedi (b), Tengku Muhammad Sahudra (c), Dini Ramadhani (d), Hamimah (e) (a,b,d) Department of Primary School Teacher Education, Universitas Samudra, Indonesia (c)Department of Geography Education, Universitas Samudra, Indonesia (e) Department of Primary School Teacher Education, Universitas Negeri Padang, Indonesia Abstract This study aims to examine the impact of using virtual reality (VR)-based learning media on the creative thinking skills of elementary school students. The use of VR media in education is expected to enhance students^ imagination and creative thinking skills, which are crucial components of the learning process. The research employs a quasi-experimental method with a nonequivalent control group design. A total of 80 elementary school students participated in the study, divided into two groups: an experimental group that used VR media and a control group that followed traditional teaching methods. Data analysis was conducted using the independent sample t-test, revealing a significance value of 0.000, which is below the threshold of 0.05. This finding indicates a significant difference in creative thinking skills between students using VR media and those taught using conventional methods. Additionally, the average creative thinking skills of students using VR media were higher than those in the control group. These results suggest that VR-based learning media is effective in improving the creative thinking skills of elementary school students. The implications of this study offer insights for the development of innovative educational media to support creative learning in elementary schools. Keywords: Virtual Reality, Creative Thinking Skills, Learning Media, Elementary School Students, Educational Innovation Share Link | Plain Format | Corresponding Author (Asnawi Asnawi)

62	Technology in Education	ABS-46
The Need to Develop Performance Assessment Technology in Science Classes for Measuring Integrated Science Process Skills Coryna Oktaviani (a*), Mentari Darma Putri (b), Mauliza (a), Rahmiati (c) (a) Chemistry Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia (b) Physics Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia (c) English Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia *coryna.oktaviani[at]unsam.ac.id Abstract Enhancing students integrated science process skills by using technology in performance assessment in science classess can improve the quality of teacher assessment. This study aims to analyze the needs of teachers for the development of performance assessment technology in science classes for measuring integrated science process skills. Employed a descriptive research design with qualitative methods, the study involved 21 science teachers from 6 junior high schools across Aceh Tamiang and Langsa city. The participant responded questionnaires containing 21 questions related to three main aspects including: (1) Their previous Science Performance Assessment- (2) Forms of Science Performance Assessment Technology used in Schools- and (3) Forms of Science Performance Assessment used to measure Integrated Science Process Skills (ISPS). The obtained data were analyzed using descriptive analysis. In the first aspect, the results showed that 52.4% of teachers conducted performance assessments every time they carried out science practicums, 81% used presentation results, 76.2% used observation sheets and process assessments as methods in assessing science performance. In the second aspect, the use of technology in assessing science performance, it was found that 47.6% of teachers never used technology in assessments, only 14.3% of teachers answered often and 38.1% answered sometimes. The form of technology used by teachers in assessments was 81% answered using Spreadsheets (Excel, Google Sheets). In the third aspect, it was found that the type of SPS most often used by teachers in assessing science performance was basic SPS, only 14.3% of teachers used integrated SPS. Based on the results, it can be concluded that it is important to develop performance assessment technology for measuring integrated SPS. Keywords: Performance Assessment- Technology- Integrated Science Process Skills- Scientific Inquiry Share Link | Plain Format | Corresponding Author (Coryna Oktaviani)

63	Technology in Education	ABS-48
Student Perception of the Effectiveness of Web and AI Media in Chemistry Learning Nurhafidhah, Hasby, Ahmad Fauzi Syahputra Yani Universitas Samudra Abstract This study aims to examine students^ perceptions of the effectiveness of Web and AI media in chemistry learning. The study population consists of all chemistry education students from two universities in Aceh. The respondents are chemistry education students from Samudra University and Syiah Kuala University for the 2024/2025 academic year, with a total of 73 respondents. Data analysis was conducted using a descriptive method, with both quantitative and qualitative analyses. Research data were collected through a survey distributed to all study samples via Google Forms. The results show that, in general, students perceive the combination of web and AI media in chemistry learning as providing a better and more efficient learning experience. Students believe that using AI helps them solve complex chemistry problems more effectively than studying independently. Students expressed a desire for more chemistry courses to incorporate web and AI media. Some limitations and challenges identified by students in using web and AI include internet connectivity issues, students^ understanding of AI features and types, and a need among some students for further introduction to web and AI resources that could aid in learning chemistry. Keywords: Chemistry- AI- Web- Learning Share Link | Plain Format | Corresponding Author (Nurhafidhah Nurhafidhah)

64	Technology in Education	ABS-52
Navigating Mathematical Proofs with AI: Investigating ChatGPT^s Contribution to Comprehension and Engagement Guntur Maulana Muhammad (a*), Ramdhan Fazrianto Suwarman (b), and Iden Rainal Ihsan (a) a) Faculty of Teacher Training and Education, Universitas Samudra, Langsa 24416, Indonesia b) Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, Malang 65145, Indonesia Abstract This study explores the integration of ChatGPT, a generative artificial intelligence tool, into the learning of mathematical proofs in Group Theory among undergraduate mathematics education students. The research employs a qualitative methodology, incorporating task-based interviews, classroom observations, and artifact analysis to assess how ChatGPT supports students^ comprehension of proof structures and enhances engagement with complex mathematical concepts.Findings reveal that students who interacted with ChatGPT demonstrated increased confidence in their ability to analyze and construct proofs, highlighting the AI^s role in creating a nonjudgmental environment for inquiry. Participants reported that ChatGPT effectively clarified difficult concepts, broke down complex logical sequences, and provided immediate feedback, which significantly aided their understanding. Additionally, the study identified a notable improvement in students^ critical evaluation skills concerning AI-generated content. Students were able to engage in metacognitive reflection, comparing their own reasoning processes with the explanations provided by ChatGPT. This research contributes to the evolving body of literature on the role of AI in education, showcasing its potential to transform pedagogical practices in mathematics. By addressing diverse learning needs and fostering critical thinking skills, ChatGPT serves as a valuable cognitive scaffold, facilitating richer discussions and deeper reflections on mathematical proofs. The implications for mathematics education are profound, as this study not only demonstrates the benefits of AI integration but also lays the groundwork for future research on AI^s impact on learning outcomes in mathematics. Keywords: ChatGPT- cognitive scaffolding- generative AI- mathematical proof- reading comprehension Share Link | Plain Format | Corresponding Author (Guntur Maulana Muhammad)

65	Technology in Education	ABS-53
Geography Content Reinforcement in Teacher Candidates: A TPACK-Approached E-Learning Development Study Rima Meilita Sari1*, Cahaya Indah Ujung2, Zukya Rona Islami3, Ridhwan4, Ravinesh Rohit Prasad5 1Geography Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia *rima.melita.sari[at]unsam.ac.id 2Geography Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia 3Geography Education Program, Faculty of Teacher Training and Education, Universitas Samudra, Aceh, Indonesia 4Geography Education Program, Universitas Alwashliyah Darussalam Banda Aceh, Aceh, Indonesia 5Social Science Department, College of Humanities and Education, Fiji National University, Fiji Abstract Geography learning in the 21st century requires the use of technology. This research aims to develop and test the practicality of TPACK-based Google Sites e-learning media in geography learning strategy courses. This research uses the R&D (Research and Development) model A.D.D.I.E. (Analysis, Design, Development, Implementation, and Evaluation) as a development guide. The object used as a reference for developing TPACK-based e-learning media is the Semester Learning Plan, with the research target being second-year geography education students. This research assessment uses a data collection questionnaire to see the practicality of implementing TPACK-based Google Sites e-learning media as a distributor of geography learning strategy course needs. Based on the results obtained from the validation results from material experts of 93.8%, then the validation results from media experts of 85%, then the validation results from linguists who obtained a score of 93.3% with a very valid category and declared feasible to use. The questionnaire results on student responses are also very feasible, with a percentage of 90.36%, so using TPACK-based e-learning as a learning companion is feasible. This research has implications for geography learning strategy and other courses. Keywords: E-Learning Media- TPACK- Geography Learning Strategy Share Link | Plain Format | Corresponding Author (Rima Meilita Sari)

66	Technology in Education	ABS-59
The effect of Smart Bioplastic Technology as a Contextual Based Learning Media on learning motivation of biology education students Ayu Wahyuni, Khairul muttaqin, Nishbah Fadhelina Universitas Samudra Abstract Please Just Try to Submit This Sample Abstract You Can Edit It Again Later Learning will be more contextualized if students can directly see insects in the environment and can observe the characteristics of insects directly. Usually insects are preserved by making an insectarium. So far, learning about insects is only based on learning sources in the form of books or articles so that students cannot interact directly with insects. This method has long been done by preserving animals with the dry preservation method. The author innovates with the aim of research to develop new learning media that can help the learning process by making dry preserves in the form of bioplastic using AR technology to recognize its classification. The method in this research is a type of experimental research. The research subjects were 25 biology education students in semester 3. The results of the study were on student motivation, 90% of students were motivated in learning based on AR technology media. Translated with DeepL.com (free version) Keywords: Please Just Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Ayu Wahyuni Wahyuni)

67	Technology in Education	ABS-63
Augmented Reality-Based Renewable Energy Concept Learning to Improve Students^ Mental Model Hendri Saputra, Dona Mustika, Emmi Vorience Universitas Samudra Abstract The objective of this study was to investigate students^ mental models through augmented reality-based learning on renewable energy concepts. The study employed a quasi-experimental method with a nonequivalent control group design. The sample consisted of 46 tenth-grade students, divided into an experimental group of 23 students and a control group of 23 students at a high school in Langsa, Aceh. The instrument used was a cognitive test comprising 6 essay questions designed to assess the level of students^ understanding of their mental models. Data analysis on students^ mental models utilized an Independent Sample T-Test, normalized N-Gain, and descriptive analysis for students^ response data.The results of the data analysis, using normalized Gain percentages, revealed that (1) changes in students^ mental models in the experimental class predominantly shifted from a synthetic mental model level before the intervention to a more dominant scientific mental model level after the intervention. This finding demonstrates that augmented reality-based learning positively impacts students^ mental models. (2) Augmented reality-based learning significantly enhances students^ mental models. This is evident from the comparison of the average N-Gain scores between the experimental and control classes. The average N-Gain score for the experimental class was 0.82, categorized as high, while the control class scored 0.38, categorized as moderate. After the intervention, students in the experimental class exhibited a higher level of scientific mental models compared to students in the control class, whose mental models remained at the synthetic level after the intervention. Keywords: Augmented Reality, N-Gain, Model Mental, Renewable Energy Share Link | Plain Format | Corresponding Author (Hendri Saputra)

68	Technology in Education	ABS-64
Team-based STEM Projcet to Improve Advance Digital Skill of Pre-service Physics Teacher Dona Mustika (a*)- Hasby (b) (a) Physics Education Department, FKIP, Universitas Samudra *dona.phys[at]unsam.ac.id (b) Chemistry Education Departmen, FKIP, Universitas Samudra Abstract Based on national digital literacy index data, Indonesia^s digital skills data is still in the medium category. Aceh^s digital skills data actually decreased from 2021 to 2022. From the initial study, it was specifically obtained that the skill profile of pre service teachers at Universitas Samudra was in the medium category for basic and intermediate levels, and in the low category for advanced levels. From Digital skills are one of the skills demanded in the 21st century, therefore attention is needed in improving digital skills. Digital skills are one of the skills demanded in the 21st century, therefore attention is needed in improving digital skills. STEM education is considered an appropriate approach, but the application of STEM in Indonesia does not yet have a clear concept, especially in the technological aspect of STEM. Augmented Reality is one of the innovative technologies in STEM learning. Furthermore, universities are also required to implement team-based project. Therefore, this study developed a Team-based STEM Project model to improve students^ digital knowledge and skills. The development method in this research is the ADDIE instructional model which consists of analysis, design, develop, implementation and evaluation stages. The research sample in the implementation of team-based STEM project is physics education students. The implementation of team-based STEM projects in this study focuses on improving advanced level digital skills. From the results, it was found that there was an increase in digital skills of physics education students at the advanced level, with details on the aspects of Sourcing 86.36%- Searching and Finding 81.09- Planning 81.82%- Creating 82.32- and Evaluating 82.34%. Keywords: Team-based Project- STEM Learning- Augmented Reality- Advance Digital Skill Share Link | Plain Format | Corresponding Author (Dona Mustika)

69	Technology in Education	ABS-67
GeoGebra Augmented Reality in Mathematics Learning Design: An Approach to Facilitate Students^ Concept Visualization Anwar (a*), Saiman (a), Muhammad Zaki (a) a) Mathematic Education Department of Universitas Samudra, Aceh, Indonesia anwarmath[at]unsam.ac.id Abstract This study aims to examine the effectiveness of using GeoGebra Augmented Reality (GAR) in mathematics learning design to facilitate concept visualization for junior high school students. Good concept visualization in mathematics learning is crucial to enhance students^ visual thinking skills, which contributes to understanding abstract mathematical concepts. This study uses a quasi-experimental method with a pretest-posttest design, involving two classes as the experimental and control groups. The experimental class used GAR-assisted mathematics learning, while the control class used a conventional approach. The results indicate that using GAR significantly improves students^ concept visualization skills compared to conventional methods. Students learning with GAR demonstrated a deeper understanding of geometric concepts and were able to solve problems more visually and creatively. GAR facilitates direct interaction with mathematical objects in three-dimensional form, providing a more interactive and intuitive learning experience. Additionally, students reported that AR-based learning increased their motivation and engagement in learning mathematics. This study concludes that the implementation of GAR in junior high school mathematics learning design is effective in facilitating students^ concept visualization and could be a promising alternative to improve students^ understanding of mathematics. Further implementation is recommended to explore various other mathematical concepts and to test its impact on students^ critical thinking skills Keywords: GeoGebra, Augmented Reality, Concept Visualization, Mathematics Learning, Visual Thinking Share Link | Plain Format | Corresponding Author (Anwar Anwar)

70	Technology in Education	ABS-68
Development of Physics Learning Media on Augmented Reality (AR)-based Gasing Game to Increase Attitude Toward Learning Physics Students Nur Hanifah(a*), Dona Mustika (a), Hendri Saputra (a) a) Faculty of Teacher Training and Education, Samudra University, Langsa City, Indonesia *nhanifah497[at]gmail.com Abstract This research aims to develop physics learning media on augmented reality-based top game to improve students^ attitude toward learning physics . This development research uses the ADDIE model (Analysis, Design, Development, Implementation and Evaluate). The development stage was carried out at Samudra University and the implementation stage was carried out on 25 students of class X F1 SMA N 1 Langsa. The results of the media expert validator assessment for the display aspect 83% valid category, engineering aspect 90% very valid category, programming aspect 93% very valid category, and learning aspect 83% valid category, overall the average validity of the assessment is 87% with a valid category. After the physics learning media on the top game was declared feasible by experts, a small-scale trial was conducted on students to see an increase in attitude toward learning physics students using an attitude toward learning physics questionnaire containing 15 statements consisting of 6 aspects of assessment. The results of measuring student attitudes show that there is an increase in attitude toward learning physics students from 45.33 to 83, 31 with a high category, a significant increase in student attitudes before and after the use of physics learning media on augmented reality-based top game with an average n-gain value of 0.69 (high category) with a sig. 2-tailed value of 0.000 <0.05. This result shows that physics learning media on augmented reality-based top game can significantly improve students^ attitude toward learning physics. Keywords: Physics Learning Media- Augmented Reality (AR)- Attitude Toward Learning Physics Share Link | Plain Format | Corresponding Author (Nur Hanifah)

71	Technology in Education	ABS-69
Development of Ethnophysics Learning Media (Jeungki) with Augmented Reality (AR) Based STEM Approach to Increase Student^s STEM Interest Siti Khairunnisa (a*), Dona Mustika (a), Hendri Saputra (a) a) Faculty of Teacher Training and Education, Samudra University, Langsa City, Indonesia *khairunn0912[at]gmail.com Abstract This research aims to develop Augmented Reality (AR) based ethnophysics learning media (Jeungki) to increase Student^s STEM Interest. This development research with Research and Development (R&D) method uses ADDIE model (Analysis, Design, Development, Implementation and Evaluate). The development stage was carried out at Samudra University and the implementation stage of this research sample was class XI-D SMA Negeri 2 Langsa as many as 27 students. The results of the assessment of media expert validators for display aspects 90% very feasible category, engineering aspects 80% feasible category, programming aspects 90% very feasible category, and learning aspects 76% feasible category, overall the average validity of the assessment is 84% with a very feasible category. Proven by the results of media validation, the next stage is carried out a small-scale trial on students to see an increase in Student^s STEM Interest using a Likert scale questionnaire Student^s STEM Interest which contains 20 statements consisting of 5 aspects of assessment. The results of measuring student attitudes showed an increase in Student^s STEM Interest from 50.38 to 86.46 with a high category, a significant increase in student attitudes before and after the use of Augmented Reality (AR)-based ethnophysics (Jeungki) learning media with an average n-gain value of 0.73 (high category) with a sig. 2-tailed value of 0.000 <0.05. From these results it is evident that Augmented Reality-based ethnophysics learning media (Jeungki) can significantly increase Student^s STEM Interest. Keywords: Ethnophysics Learning Media- Augmented Reality (AR)- Student^s STEM Interest Share Link | Plain Format | Corresponding Author (Siti Khairunnisa)

72	Technology in Education	ABS-72
WILDLIFE AND HUMAN CONFLICT MANAGEMENT IN THE LEUSER ECOSYSTEM AREA, EAST ACEH DISTRICT AS AN ANDORID BASED CONSERVATION LEARNING MEDIA Fahmy Armanda (a*), Kartika Aprillia Putri (b), Fazrina Saumi (c) a) Biology Education, Faculty Of teacher Training and Education, Samudra University b) Biology, Faculty of Science and Technology, Samudra University c) Mathematics, Faculty of Science and Technology, Samudra university Abstract Keywords: Conflict, Wildlife, Media, Learning, Android Share Link | Plain Format | Corresponding Author (Fahmy Armanda)

Page 3 (data 61 to 72 of 72) | Displayed ini 30 data/page
<< PREV 1 2 3

Powered By Konfrenzi Ultimate 1.832M-Build8 © 2007-2025 All Rights Reserved