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All Journal Journal of Education and Learning (EduLearn) Journal of English Language Studies UICELL Conference Proceeding
Atika Herawati
Universitas Negeri Jakarta
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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EVALUATION OF HIGHER EDUCATION LEARNING MANAGEMENT SYSTEM USABILITY USING SYSTEM USABILITY SCALE Atika Herawati; Muchlas Suseno; Siti Drivoka Sulistyaningrum
UICELL No 5 (2021): UICELL Conference Proceedings 2021
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

During pandemic COVID-19, higher education has made a large shift in turning synchronous learning into asynchronous learning through online learning platforms. It encourages every institution, likewise Universitas Negeri Jakarta, to provide an all-in-one technology-supported learning environment due to face this dynamic change. Therefore, UNJ has finally developed its own Learning Management System (LMS). However, since it is a new brand tool of learning and innovation, it needs to be quickly evaluated for satisfaction and optimization so that there can be proposed for improvements in the future. This research uses System Usability Scale (SUS) as the Usability evaluation methods which is distributed through Google Forms and measured the validity by SPSS software. This evaluation method has been done to 50 participants from undergraduate and graduate students of English Language Education Study Program at UNJ. It was found that the result was valid with 0,702 reliability rate. The evaluation result of LMS owned by UNJ has 83,25 SUS score which can be regarded as "Excellent" rating as well as grade “A” according to Curved Grade Scale (CGS). Despite the score of Net Promoter Scale categorized as “Promoter”, it suggests further research investigated in other departments of UNJ to meet different expectations. Keywords: Evaluation, Learning Management System (LMS), System Usability Scale (SUS), Higher Education
Trends of virtual reality for learning empirical evidence from different fields Siti Drivoka Sulistyaningrum; Rizky Syahra Putri; Atika Herawati; Sugeng Irianto
Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i4.20648

Abstract

Virtual reality (VR) has been shown to be beneficial for educational purposes and has emerged as a prevalent topic for teaching and learning. However, there is very little that is currently known about VR in the context of learning from different fields. This research is a systematic literature review which intends to investigate the future trends of virtual reality for learning by analyzing real-world data obtained from Google Scholar, Crossref, and Google Trends; the first pertinent publication discovered in the database is included as the data of this study. In total, 451 relevant publications from Google Scholar and 999 relevant publications from Crossref have been identified by utilizing content analysis. Based on the findings, VR is an immensely new and emerging worldwide topic that involves authors and connections from various countries. Overall, the significant increase in publications on “virtual reality for learning” (as a source of knowledge) in recent years corresponds to the growing trend of Internet searches on “virtual reality for learning” (as a practical demand). These findings contribute to a reference, to promote, to adjust and re-align VR in workplace learning. This study only covers publication trends, including the number of publications per year and the source types of publications, as well as internet search trends from 2004 to 2022.
Analysing Critical Thinking and Microlearning Based English Speaking Learning Materials for Students with Mild Intellectual Disabilities Siti Drivoka Sulistyaningrum; Rosevinda Nabila Putri; Atika Herawati
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.17249

Abstract

The advancement of the microlearning method has been prevalent and facilitates the pedagogical approach to develop students' critical thinking in 21st-century learning. However, research into English learning materials for speaking, particularly critical thinking and microlearning-based English learning materials for speaking for mildly intellectually disabled students, is limited. Thus, this study reports the existence of microlearning-based learning materials scripts for English-speaking 8th graders for mildly intellectually disabled students, infused with critical thinking skills by employing content analysis. This study uses framework of microlearning from Allela (2021) and critical thinking taxonomy from Anderson & Krathwohl. (2001).  The following are the procedures for analysing critical thinking and microlearning-based English speaking learning materials for students with mild intellectual disabilities: 1) choosing microlearning and critical thinking descriptors; 2) analysing current book content using microlearning and critical thinking skills descriptors; 3) categorizing descriptors that have not covered in existing learning materials.  The findings revealed that the material is not fully infused with critical thinking and microlearning descriptors. The advancement of the microlearning method has been prevalent and facilitates the pedagogical approach to develop students' critical thinking in 21st-century learning. However, research into English learning materials for speaking, particularly critical thinking and microlearning-based English learning materials for speaking for mild intellectually disabled students is limited. Thus, this study reports the existing of microlearning-based learning materials scripts for English-speaking 8th graders for mild intellectually disabled students, infused with critical thinking skills by employing content analysis. The findings revealed that the material is not fully infused with critical thinking and microlearning descriptors.
Co-Authors Muchlas Suseno Rizky Syahra Putri Rosevinda Nabila Putri SITI DRIVOKA SULISTYANINGRUM Sugeng Irianto