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All Journal Jurnal Bidang Pendidikan Dasar Studies in Learning and Teaching Jurnal Pengabdian Kepada Masyarakat
Randle, Oluwarotimi
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Humanities Education Social Sciences Other

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Technology mediated bilingual participatory culture framework for delivery of education for students: in disrupted or war zones Randle, Oluwarotimi
Jurnal Bidang Pendidikan Dasar Vol 8 No 1 (2024): January
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jbpd.v8i1.9307

Abstract

This paper aims to provides a perspective and framework for the utilization of technology mediated education as a tool for providing education to individuals whose education have been disrupted by civil war and unrest as a platform for participatory culture education through bilingualism. The study utilized an inductive content analysis through transformative paradigm to elicit critical points which would constitute as components of this conceptual article. The systematic review of literature was adopted through databases such as Google Scholar and ProQuest, this led to the development of categories and subcategories which were organized and identified through the utilization of thematic methods. The utilization of participatory culture through bilingualism will promote inclusive education and promote the acceptance of various forms of learning and various languages. A technology mediated bilingual participation culture policy will help students and learners in war affected zones.
An indigenized framework for game design curriculum for African Universities Randle, Oluwarotimi
Jurnal Bidang Pendidikan Dasar Vol 8 No 1 (2024): January
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jbpd.v8i1.9316

Abstract

The aim of this paper is to reposition game design studies curriculum in Africa by modelling the African Ubuntu philosophy. This study utilized an inductive content analysis via transformative paradigm to identify relevant tenants that contribute to this conceptual paper. Furthermore, thematic approach was utilized to organize the are identified points int categories and subcategories. The utilization and introduction of the African ubuntu philosophy to game design curriculum follows 9 vital stages will be actualized. Researchers are motivated to conduct empirical and qualitative experiments on the African ubuntu philosophy for indigenized game curriculum. Utilizing indigenization as the game design curriculum will increase enrolment, programs easily accessible and help African content become global, as well as help African economies to grow. An indigenized policy will help many local talents and grow the south African economy.
Pelatihan Penyunsunan Desain Pembelajaran Ilmu Pengetahuan Alam dan Sosial dengan Menggunakan Pendekatan Culture Responsive Teaching Yasa, Arnelia Dwi; Kumala, Farida Nur; Utama, Dana Marsetiya; Randle, Oluwarotimi; Santoso, Heri
Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 1 (2024): Juni
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/jpkm.v4i1.2242

Abstract

Menurunnya pengetahuan budaya lokal membuat siswa Sekolah Dasar lebih tertarik pada budaya Barat. Oleh karena itu, mahasiswa Pendidikan Guru Sekolah Dasar Universitas PGRI Kanjuruhan Malang perlu pelatihan mendesain pembelajaran Ilmu Pengetahuan Alam dan Sosial dengan pendekatan Culture Responsive Teaching. Meskipun mereka sering menggunakan pendekatan Technological Pedagogical Content Knowledge, implementasi desain berbasis Culture Responsive Teaching masih minim. Pendekatan Culture Responsive Teaching membekali siswa dengan pemahaman terkait keragaman budaya. Pelatihan ini bertujuan untuk mengajarkan mahasiswa Pendidikan Guru Sekolah Dasar merancang pembelajaran Ilmu Pengetahuan Alam dan Sosial dengan Culture Responsive Teaching. Subjek kegiatan adalah 20 mahasiswa S1 Pendidikan Guru Sekolah Dasar Universitas PGRI Kanjuruhan Malang. Kegiatan dilakukan dalam tiga tahap: persiapan, pelaksanaan, serta evaluasi dan pelaporan, menggunakan metode ceramah, diskusi, dan tanya jawab. Efektivitas diukur dari N-Gain Score pretest dan posttest. Hasilnya, kegiatan berjalan lancar dalam dua pertemuan. Pertemuan pertama membahas konsep dan desain Culture Responsive Teaching, sedangkan pertemuan kedua fokus pada simulasi desain. Kegiatan ini efektif, terbukti dari N-Gain Score mahasiswa yang berada pada kategori sedang dan tinggi.
Understanding the Competency Levels of Art-Based Students in Utilising Technological Tools for Learning: A Case of a Digital Art Students Randle, Oluwarotimi
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.563

Abstract

Using technology as a pedagogical teaching tool is a well-established concept, with numerous studies demonstrating its effectiveness in enhancing learning outcomes. However, few studies have explored the connection between technology and the proficiency of art-based students utilising technology for the purpose of designing and creating digital media, such as video games, comics, and animations. This study explored how facilitating conditions, prior access, and technology usage influenced the competency level of students. A quantitative descriptive approach was used to collect data from 119 students who voluntarily participated by completing an online questionnaire. Structural equation modelling was utilised to process the data obtained from the questionnaire results. The findings indicated that both computer self-efficacy and facilitating conditions had a positive effect on the perceived ease of use within a technological learning environment. This, in turn, influenced the competency of digital art students in utilising technology. Past exposure to technology influenced digital art students’ openness to experimenting with new game design and animation technologies in the technology playroom.
Co-Authors Dana Marsetya Utama Farida Nur Kumala Heri Santoso Yasa, Arnelia Dwi