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All Journal AL-ASASIYYA: Journal Of Basic Education International journal of education and learning
Sri Sumarwati
University Tun Hussein Onn Malaysia
Arts Humanities Education Languange, Linguistic, Communication & Media

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The incredible boong gi: Educational game RPG for mathematical understanding ability Setiyani Setiyani; Sri Sumarwati; Laela Sagita; Dzaki Fadhlurrohman
International Journal of Education and Learning Vol 3, No 2: August 2021
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v3i2.217

Abstract

Some of the android-based mobile game genres that are currently very popular such as adventure, first-person shooter, fighting, racing, and others. This development should provide opportunities in the field of education to make games not only for fun but also for education. The purpose of this study was to produce educational games that were valid, practical, and had potential effects to improve the mathematical understanding of the relationship and function of junior high school students. The research method used is RD (research development) using the ADDIE model. The data collection techniques used were documentation, interviews, and tests of mathematical comprehension abilities. The results obtained from the game "The Incredible Boong Gi" are valid with an average of 96.70% of expert validators and media validators. The results of the practicality questionnaire from 9 students averaged 90.32%. The results of data analysis show that educational RPG games have valid, practical criteria and have potential effects. RPG games are valid in terms of relevance, systematics, student-centered compatibility, game design, and compatibility. RPG games get practical results from implementation in small groups. Furthermore, the educational RPG prototype has the potential effect of improving students' mathematical understanding abilities. RPG games provide a fun learning atmosphere, by playing students can also learn. Making RPG games is also not difficult, according to the competence of students to be achieved and challenges the creativity of the teacher.
PEDAGOGICAL DECISIONS AMONG VOCATIONAL COLLEGE TEACHER IN MALAYSIA Jailani Md Yonus; Siti Nur Kamariah Rubani; Faizal Amin Nur Yunus; Hashima Hamid; Sri Sumarwati
AL-ASASIYYA: Journal Of Basic Education Vol 3, No 2 (2019): Januari-Juni
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.017 KB) | DOI: 10.24269/ajbe.v3i2.1851

Abstract

To achieve the objective of vocational education, teachers are required to use a variety of teaching and learning methods to improve student achievement. Cultural differences in a country can influence the pattern of thinking and attitudes in implementing an educational system. This study aims to identify pedagogical decisions based on “theory”, “practical” and “technical drawing”, used by Vocational College teachers in Malaysia. This study is a survey of quantitative studies. This research instrument is a questionnaire which is an adaptation of Lucas (2014). The results of the pilot study found that overall questionnaire items had the Alpha Cronbach value of 0.87 - 0.90. It can be concluded that the questionnaire in this study is valid and reliable. The respondents of this study were selected using a random sampling method consisting of 312 vocational college teachers in Malaysia. The data in this study have been analyzed using the Statistical Packages for Social Science (SPSS) version 21. Based on “theory”, “practical” and “technical drawing”, respondents prefer “facilitative” for “Role of Teacher” element, “authentic” for “Nature of Knowing”, “Bell bound time” for “Content of Curriculum”, limited to specified content “for element” Organization of Space element, “individually” for “Approach to Task” element, “explicit” for “Visibility of Processes” element, “face to face” for “Attitude to Knowledge” element, and “instruction monitor” for “Role of Learner” element. However, based on “theory” and “practical” respondents prefer “questioning” for “Organization of Time” element and “workshop” for “Proximity to Teacher” element. In addition, based on “technical drawing” respondents prefer “certain” for “Organization of Time” element and “classroom” for “Proximity to Teacher” element.
Co-Authors Dzaki Fadhlurrohman Faizal Amin Nur Yunus Hashima Hamid Jailani Md Yonus Laela Sagita Setiyani Siti Nur Kamariah Rubani