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<![CDATA[PENGGUNAAN MEDIA ADAPTIVE AND ENGAGING E-LEARNING TERHADAP KETERAMPILAN MAHASISWA DALAM MEMBUAT MEDIA E-LEARNING ]]>
<![CDATA[Verawardina, Unung]]>
<![CDATA[ Jurnal Pendidikan Informatika dan Sains Vol 6, No 1 (2017): Jurnal Pendidikan Informatika dan Sains ]]>
Publisher : <![CDATA[IKIP PGRI Pontianak ]]>
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DOI: 10.31571/saintek.v6i1.492
<![CDATA[Penelitian bertujuan untuk mengetahui keterampilan mahasiswa dalam membuat media e-learning menggunakan media adaptive and engaging e-learning dan mengetahui apakah terdapat perbedaan hasil keterampilan mahasiswa menggunakan media adaptive and engaging e-learning dengan mahasiswa menggunakan media e-learning konvensional. Metode penelitian yang digunakan adalah quasi experimental design. Pengambilan sampel dengan teknik simple random sampling. Instrumen pengumpulan data menggunakan tes keterampilan melalui performance yang melibatkan aktivitas fisik dengan membuat media e-learning. Hasil penelitian menunjukkan bahwa dengan diterapkannya media adaptive and engaging e-learning dapat menunjang keterampilan mahasiswa dalam membuat media e-learning. Hal tersebut dibuktikan dengan diperolehnya hasil nilai rata-rata sebesar 80,40 kategori sangat baik. Sedangkan untuk kelompok pembanding menggunakan e-learning konvensional menunjukan nilai keterampilan rata-rata sebesar 74,60 kategori baik. Sehingga disimpulkan bahwa terdapat perbedaan nilai keterampilan antara kelas eksperimen dan kelas kontrol.Kata Kunci: media adaptive and engaging e-learning, keterampilan membuat media e-learning.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN INKUIRI PADA MATA PELAJARAN KKPI TERHADAP KEMAMPUAN PSIKOMOTORIK SISWA ]]>
<![CDATA[Sii, Petrus]]>;
<![CDATA[Verawardina, Unung]]>;
<![CDATA[Arpan, Muhamad]]>;
<![CDATA[Sulistiyarini, Dewi]]>
<![CDATA[ Jurnal Pendidikan Informatika dan Sains Vol 6, No 2 (2017): Jurnal Pendidikan Informatika dan Sains ]]>
Publisher : <![CDATA[IKIP PGRI Pontianak ]]>
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DOI: 10.31571/saintek.v6i2.642
<![CDATA[Penelitian bertujuan untuk mengetahui: (1) Kemampuan psikomotorik siswa pada mata pelajaran KKPI; dan (2) Apakah model pembelajaran inkuiri menghasilkan kemampuan psikomotorik siswa lebih baik dari pada model pembelajaran konvensional. Metode penelitian yang digunakan adalah quasi experimental design dengan rancangan posttest-only control group design. Lokasi penelitian di SMK Negeri 1 Ende, Kabupaten Ende Nusa Tenggara Timur. Sampel yang digunakan adalah kelas X(B) sebagai kelompok eksperimen dan kelas X(C) kelompok kontrol. Instrumen pengumpulan data menggunakan tes psikomotorik. Hasil penelitian menunjukkan bahwa kemampuan psikomotorik siswa yang diterapkan model pembelajaran inkuiri nilai rata-rata sebesar 83,78 kategori sangat baik, sedangkan kemampuan psikomotorik siswa yang diterapkan pembelajaran konvensional nilai rata-rata sebesar 74,71 kategori baik. Kesimpulan dari hasil penelitian terbukti bahwa hasil kemampuan psikomotorik siswa yang diterapkan model pembelajaran inkuiri lebih tinggi maka hasilnya lebih baik dari pada siswa yang diterapkan dengan pembelajaran konvensional. Kata Kunci: model pembelajaran inkuiri, kemampuan psikomotorik.]]>
<![CDATA[NEED ASSESSMENT PENERAPAN MEDIA PEMBELAJARAN PENGENALAN HARDWARE JARINGAN KOMPUTER BERBASIS AUGMENTED REALITY ]]>
<![CDATA[Arpan, Muhamad]]>;
<![CDATA[Budiman, Ridho Dedy Arief]]>;
<![CDATA[Verawardina, Unung]]>
<![CDATA[ Edukasi: Jurnal Pendidikan Vol 16, No 1 (2018): Edukasi: Jurnal Pendidikan ]]>
Publisher : <![CDATA[LPPM IKIP PGRI Pontianak ]]>
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DOI: 10.31571/edukasi.v16i1.834
<![CDATA[Tujuan penelitian untuk menganalisis kebutuhan dalam penerapan media pembelajaran Pengenalan Hardware Jaringan Komputer berbasis augmented reality. Metode penelitian menggunakan survei. Subjek penelitian mahasiswa semester IV Program Studi Pendidikan Teknologi Informasi dan Komputer IKIP PGRI Pontianak. Teknik pengumpul data menggunakan komunikasi tidak langsung. Alat pengumpul data menggunakan angket. Teknik analisis data menggunakan analisis deskriptif. Hasil penelitian adalah: (1) Dari 65 responden, hanya 1 (satu) orang yang tidak memiliki smartphone dengan sistem operasi Android; (2) Sebanyak 65 responden (100%) setuju apabila materi Pengenalan Hardware Jaringan Komputer menggunakan media pembelajaran berbasis augmented reality dengan berbagai alasan. Alasan yang paling banyak adalah karena tampilan 2-dimensi atau 3-dimensi dari media augmented reality sebesar 23,1%; dan (3) Kendala yang mungkin dihadapi jika media pembelajaran berbasis augmented reality diterapkan adalah responden belum memahami penggunaan media berbasis augmented reality sebesar 69,2% dan responden memiliki spesifikasi smartphone yang tidak mendukung sebesar 24,6%.Kata Kunci: analisis kebutuhan, media pembelajaran, augmented reality.]]>
<![CDATA[PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN BERBASIS ANIMASI DI SMP NEGERI 2 SIANTAN KABUPATEN MEMPAWAH ]]>
<![CDATA[Feladi, Vindo]]>;
<![CDATA[Arpan, Muhamad]]>;
<![CDATA[Verawardina, Unung]]>
<![CDATA[ GERVASI: Jurnal Pengabdian kepada Masyarakat Vol 1, No 1 (2017): GERVASI: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[IKIP PGRI Pontianak ]]>
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<![CDATA[Tujuan kegiatan pengabdian adalah untuk memberikan pelatihan pembuatan media pembelajaran berbasis animasi. Sasaran kegiatan adalah guru-guru SMP Negeri 2 Siantan Kabupaten Mempawah sebanyak 30 guru. Pelaksanaan pengabdian di Aula SMP Negeri 2 Siantan. Metode pengabdian yang digunakan adalah demonstrasi. Kegiatan pengabdian mulai dari tahap persiapan yakni observasi dan sosialisasi, sedangkan untuk pelaksanaan mulai dari penyajian materi, praktik, refleksi dan evaluasi. Hasil kegiatan pengabdian adalah: (1) Pelaksanaan kegitan pengabdian terselenggara dengan baik, berjalan lancar, dan guru-guru memiliki antusias yang luar biasa sepanjang kegiatan berlangsung; (2) Guru-guru aktif dalam membuat media pembelajaran berbasis animasi dan mengikuti dengan motivasi yang tinggi; dan (3) Guru-guru mendapatkan keterampilan baru dalam pembuatan media pembelajaran berbasis animasi, sehingga dapat diimplementasikan selama proses pembelajaran yang dapat memudahkan guru dalam mengajar, serta dapat meningkatkan kualitas pembelajaran di kelas. Kata Kunci: media pembelajaran, animasi, keterampilan. ]]>
<![CDATA[READINESS ASSESSMENT PENERAPAN MEDIA PEMBELAJARAN PENGENALAN HARDWARE JARINGAN KOMPUTER BERBASIS AUGMENTED REALITY ]]>
<![CDATA[Budiman, Ridho Dedy Arief]]>;
<![CDATA[Arpan, Muhamad]]>;
<![CDATA[Verawardina, Unung]]>
<![CDATA[ Jurnal Pendidikan Informatika dan Sains Vol. 7 No. 1 (2018): Jurnal Pendidikan Informatika dan Sains ]]>
Publisher : <![CDATA[IKIP PGRI Pontianak ]]>
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DOI: 10.31571/saintek.v7i1.776
<![CDATA[Penelitian bertujuan untuk menganalisis kesiapan mahasiswa dalam penerapan media pembelajaran berbasis augmented reality materi Pengenalan Hardware Jaringan Komputer. Metode penelitian menggunakan survey. Subjek penelitian adalah mahasiswa semester IV Program Studi Pendidikan Teknologi Informasi dan Komputer IKIP PGRI Pontianak. Teknik pengumpulan data menggunakan komunikasi tidak langsung. Alat pengumpul data menggunakan angket. Teknik analisis data menggunakan analisis deskriptif dengan mengadaptasi modelElectronic Learning Readinessdari Aydin dan Tasci. Berdasarkan hasil analisis, disimpulkan bahwa: (1) Model ELR Aydin dan Tasci yang diterapkan memberikan hasil kesiapan penerapan media pembelajaran berbasis augmented realitytermasuk pada kategori siap, tetapi membutuhkan sedikit peningkatan pada beberapa faktor, dengan skor ELR = 3,63 > 3,4;dan (2) Peningkatan perlu dilakukan pada faktor yang memiliki nilai skor ELR rendah, yaitufaktor manusia dan pengembangan diri yang masing-masing memiliki nilai skor ELR = 3,13 dan = 3,22.Kata Kunci: readiness assessment, media pembelajaran, augmented reality.]]>
<![CDATA[Analisis Perbedaan Peformance dan Quality Of Service (Qos) Antara Eigrp dengan Ospf (Studi Kasus Menggunakan 6 Router Melalui GNS 3 dan Wireshark) ]]>
<![CDATA[Verawardina, Unung]]>
<![CDATA[ International Journal of Natural Science and Engineering Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[International Journal of Natural Science and Engineering ]]>
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<![CDATA[In a dynamic routing setting a routing protocol is required to perform the settings to find the shortest and best path. Routing protocols are of two types: vector distance and link state. Use of EIGRP routing that includes long-range vectors and link state OSPF Link link state coverage, peg well to be implemented in complex network because it can adapt well. In this research is the method used for routing and speed of time available EIGRP routing and OSPF routing through simulator GNS3 and wireshark application, then analyze the difference of peformance with speed of routing table and speed of time. While for Quality of Service (QoS) compare network service quality from EIGRP and OSPF routing which include delay, packet loss, and throughput. Based on the results of the research shows the EIGRP routing table is better in the selection path, EIGRP smaller time tansfer data then its data transfer faster than the OSPF. Overall Quality Of Service (Qos) delay, packetloss and throughput on EIGRP and OSPF are well balanced and good.]]>
<![CDATA[The Effectiveness of Instructional Video Media in Coffee Knowledge Courses (Baristas) ]]>
<![CDATA[Rais, Syafruddin]]>;
<![CDATA[Verawardina, Unung]]>;
<![CDATA[Ambiyar, Ambiyar]]>;
<![CDATA[Wakhinuddin, Wakhinuddin]]>;
<![CDATA[Ramadhani, Dochi]]>
<![CDATA[ JPI (Jurnal Pendidikan Indonesia) Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v9i2.24378
<![CDATA[This study aims to determine the effectiveness of the use of instructional video media in coffee knowledge course (barista). In design, this was a quasi-experimental study that implemented learning methods in experimental class and control class. The sample in this study was students taking the coffee knowledge course, consisting of 22 students in the experimental class and 22 students in the control class. Instruments used were learning outcome test and learning activity sheet. The findings showed that video media learning resulted in good learning outcomes, while conventional learning resulted in fair learning outcomes. In terms of activity, students who learnt using video media were more active that those who learnt in conventional setting. It was concluded that the learning outcomes and activity of students in the experimental class were better than those in control class, in other words, instructional video media was more effective than conventional learning for the coffee knowledge course. The novelty observed was compared to conventional learning and it showed that videos containing elements of texts, images, illustrations led instructors or lecturers to teach in a more practical way that facilitated material understanding, unlike conventional learning in which media were rarely used.]]>
<![CDATA[Perencanaan Enterprise Architecture Pelayanan Informasi Meteorologi Klimatologi dan Geofisika ]]>
<![CDATA[Krismadinata, Krismadinata]]>;
<![CDATA[Minangsih, Maya]]>;
<![CDATA[Yahfizham, Yahfizham]]>;
<![CDATA[Verawardina, Unung]]>
<![CDATA[ JSINBIS (Jurnal Sistem Informasi Bisnis) Vol 10, No 2 (2020): Volume 10 Nomor 2 Tahun 2020 ]]>
Publisher : <![CDATA[Universitas Diponegoro ]]>
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DOI: 10.21456/vol10iss2pp145-154
<![CDATA[The importance of the research was carried out because of the increasing public demand for Information and Communication Technology (ICT) assisted information system services at the Meteorology, Climatology and Geophysics Agency (BMKG). The expansion aims to be done with the concept of Enterprise Architecture (EA) which includes the pattern of The Open Group Architecture Framework (TOGAF) which has provided Architecture Development Method (ADM). The method approach used is design research which includes service concepts, architectural design, and the feasibility blueprint for computer-aided information systems in the future. The instrument used was through observation sheets, interview guides and documentation to gather planning information, and using a product questionnaire involving 5 experts consisting of 3 ICT lecturers and 2 business managers, while the practicality test involved 5 respondents. The study took place in BMKG Padang Panjang, West Sumatra Province, from June to September 2019. The data analysis technique in this study used descriptive analysis techniques. This study has produced a design that meets the criteria set out by the standard validity and practicality tests. Based on the results of tests conducted by experts (validator), it was found that the information system service blueprint was feasible to be built with 92% and 82% acceptance of the very valid category in the very practical category. because it is proven valid and practical.]]>
<![CDATA[Increasing Critical Thinking Through the Blended Socratic Method of Teaching Model ]]>
<![CDATA[Krismadinata, Krismadinata]]>;
<![CDATA[verawardina, Unung]]>;
<![CDATA[Jlinus, Nizwardi]]>;
<![CDATA[Lubis, Arina Luthfini]]>;
<![CDATA[Ramadhani, Dochi]]>
<![CDATA[ JPI (Jurnal Pendidikan Indonesia) Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v10i2.24377
<![CDATA[This study aims to determine the increase in student critical thinking from the Blended Socratic Method of Teaching (BSMT) model that is applied to visual programming courses, and determine the level of student satisfaction with the BMST model. This study uses the experimental method of choosing 1 class in the Informatics Engineering Education study program to be given a pretest, then applying the BMST model and finally to the posttest. Descriptive method is also used to determine the level of satisfaction with the BMST model. The instrument uses critical thinking skills and questionnaire tests to determine the level of student satisfaction. Collected data was analyzed with descriptive analysis techniques. The results showed a significant increase in students' critical thinking between pretest and posttest significantly. The results of the overall aspects of satisfaction with the BMST model applied showed a very satisfied category. It was concluded that the BMST model could increase student critical thinking and the level of satisfaction with the BMST model was very satisfied in the visual programming course. The renewal of the BMST model compared to other blended learning models is the existence of syntax to conduct case studies and percentage of case analysis, online and offline discussions with the concept of growing student critical thinking, the existence of monitoring discussions and the teacher's reaction to student responses.]]>
<![CDATA[Application of Adaptive Media and Enganging E-learning for Students in E-learning Courses ]]>
<![CDATA[Ambiyar, Ambiyar]]>;
<![CDATA[Verawardina, Unung]]>;
<![CDATA[Lubis, Arina Luthfini]]>;
<![CDATA[Ramadhani, Dochi]]>;
<![CDATA[Wakhinuddin, Wakhinuddin]]>;
<![CDATA[Asnur, Lise]]>
<![CDATA[ JPI (Jurnal Pendidikan Indonesia) Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v10i2.24376
<![CDATA[This study aims to apply adaptive and engaging e-learning media for students who take e-learning courses, and see how the results of learning styles and learning activities while using these media in the learning process. The research method used was an experiment. The instrument uses a learning style questionnaire and an observation sheet of e-learning activities. The findings in the experimental class students have varied learning styles such as visual, auditory and kinesthetic learning styles, from these results the kinesthetic learning styles are classified as higher, and the results of learning activities with a percentage of 73.75% are good categories. The results of the learning activities of the control class students with a percentage of 63.28% both categories. In conclusion, students use adaptive media egangging e-learning where the kinesthetic learning style is more domainic, and the results of student learning activities are higher than the results of activities using conventional e-learning media. The renewal of these findings contributes differently to previous online learning, because through adaptive and engaging e-learning media students are able to learn online according to their learning styles such as visual, kinesthetic and auditory learning styles on the website and accompanied by online learning activities.]]>
