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Designing a Female Hero Educational Game using Adobe Animate and the ADDIE Method Sembiring, Asha; Sagala, Alon Jala Tirta; Yahaya, Wan Ahmad Jaafar Wan
Journal of Computer Science, Information Technology and Telecommunication Engineering Vol 5, No 1 (2024)
Publisher : Universitas Muhammadiyah Sumatera Utara, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jcositte.v5i1.18325

Abstract

Many do not know that heroes in Indonesia are not only men but women who also participate in the struggle and act as heroes in Indonesia. Female heroes are also very instrumental for Nusa and the Nation. Technology development is now increasingly advanced. For example, mobile phones are owned by every group, such as children, teenagers to the elderly. Mobile phones can also be used as entertainment media such as games that can increase children’s interest in learning who tend to like animated images and can increase knowledge, so education is not too saturated. This study aims to develop an educational game that can introduce national female heroes using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) method. This development method focuses on iteration and reflection, so continuous improvement can be made that focuses on feedback. Using a questionnaire, software testing techniques focused on functional specifications and usability testing on a Likert scale. Blackbox testing can provide an overview of the program combined state and perform functional testing. Likert scale questionnaire testing can produce as expected. The result of the research is an educational game introducing the heroine, which is expected to be used to introduce the national heroine to children and students.
Augmented reality learning media for electrical motor: case study in electrical engineering education Mustaqim, Bima; Sibuea, Abdul Muin; Siagian, Sahat; Junaidi, Agus; Amin, Muhammad; Sriadhi, Sriadhi; Yahaya, Wan Ahmad Jaafar Wan; Sitompul, Harun
International Journal of Electrical and Computer Engineering (IJECE) Vol 15, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijece.v15i3.pp2545-2555

Abstract

The impact of augmented reality (AR) learning tools and students' critical thinking abilities on learning outcomes in electrical engineering education is the focus of this study. The study explores the ways in which these factors, both independently and in combination, influence student performance. Findings reveal that AR-based learning materials significantly enhance understanding and retention across self-directed and guided learning models. Critical thinking skills emerge as a key determinant of success, with students exhibiting strong critical thinking consistently outperforming peers with lower-level skills, regardless of the instructional model. The study also highlights variations in AR tools' effectiveness depending on the learning model and students’ critical thinking abilities. Guided learning with AR tools benefits all students, while self-directed AR tools prove most effective for those with advanced critical thinking skills. Students with lower critical thinking abilities face challenges in navigating less structured AR environments. These results underscore the importance of fostering critical thinking and adopting tailored strategies when integrating AR technology into engineering education. By considering both the learning model and critical thinking levels, educators can optimize AR’s potential to enhance student learning outcomes in technical fields.