Educational Technology Journal

AI-GENERATED CONTENT: GUIDELINES, HIGHER-ORDER THINKING SKILLS, AND COPYRIGHTS

Taylor Allen — 2024-05-01

Artificial Intelligence (AI) technology has progressed in leaps and bounds and has taken the world by storm with its seemingly endless potential applications that can have both positive and negative effects on society at large. Regulating a powerful and ever-evolving tool, however, is a slippery slope with no consensus on how laws are applied to specific AI applications and how these will work in diverse contexts (Chauhan, 2022). The implications of regulations for generative AI are about as vast as its potential, and the lack of a comprehensive framework all the more highlights the difficulty in applying policies to varying contexts. It is essential, therefore, for higher education institutions to form a task force of faculty, faculty developers, and instructional designers to develop up-to-date guidelines and best practices through a Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis and warrant regulations that are aligned with their contexts while promoting higher order thinking and an understanding of copyright principles. Strategies and collaborations can be developed, thereby providing a range of perspectives on effective and responsible use of AI technology in education, fostering cooperation and educational opportunities, and ensuring ethical use and awareness of data privacy for educators and users alike.

ENHANCING STUDENTS’ PROBLEM SOLVING THROUGH A FLIPPED CASED-BASED LEARNING

Syaiputra W.M. Diningrat — 2024-05-01

The implementation of flipped classroom has become popular in higher education. However, few studies have conducted on how to expand various instructional strategies into a flipped classroom practice, which is important to learning. Meanwhile, prior studies have examined the effect of case-based learning (CBL) on improving student problem solving ability. The present study thus proposed a flipped classroom combined with CBL, an extension of the classic flipped classroom model. The present study also examined the effect of flipped classroom combined with CBL on students’ problem-solving ability. To compare the effect of CBL on student problem solving in a flipped classroom, we conducted a quasi-experimental design study with three classes involving 94 students in a private university in Indonesia. Across 7 weeks, where one experimental group received Flipped classroom combined with CBL and a second experimental group received the flipped classroom model, while the control group received regular classroom activities. The results indicated that learning through the flipped classroom combined with CBL resulted in better problem-solving ability compared to the flipped classroom model and conventional method. The findings imply that a flipped classroom combined with CBL is effective in cultivating students’ problem-solving ability and need to be replicated that involve larger groups of participants

THE INFLUENCE OF COOPERATIVE LEARNING MODELS TO INCREASE LEARNING MOTIVATION ON OBJECT-ORIENTED PROGRAMMING MATERIALS

Imanuel Zega — 2024-05-01

The world of education requires an interesting learning process for students, with the aim that the students being taught do not feel bored in following the learning process. Learning methods that use conventional methods are one of the causes of students feeling bored in the learning process. The research carried out was Classroom Action Research (PTK) with a cooperative learning model applied to third-semester students in the Information Systems study program at Unversitas Pignatelli Triputra. Cooperative learning is a teaching method that involves students studying in small groups to achieve common goals when completing assignments. It is based on the idea that when students work together and exchange knowledge, they learn more effectively. Based on the results of the data analysis that has been carried out, it is known that the initial reflection scores achieved by students were only 22.2% of students who achieved completeness, 55.5% in cycle I and cycle II, and as much as 83.3%. This shows that the use of appropriate teaching strategies can produce real improvements and help students learn enthusiastically and achieve the desired goals.

THE IMPLEMENTATION OF THE NUMBERED HEAD TOGETHER (NHT) COOPERATIVE LEARNING MODEL TO ENHANCE STUDENT LEARNING OUTCOMES IN THE TOPIC OF MECHANICAL MEASURING INSTRUMENTS AT SMKN 1 TUNJUNG TEJA

Nova Triani — 2024-05-01

In this study, the researchers want to find out how much better students learn mechanical measuring instruments when they use the NHT type of joint learning model compared to when they use the traditional model of learning at SMKN 1 Tunjung Teja. A non-equivalent control group approach is used in this kind of study, which is kind of like an experiment. The people who took part in this study were students in class X at TKRO SMKN 1 Tunjung Teja. A learning outcome test was used as a study tool, and the T-test and N-gain test were used to analyze the results. The results showed that the experimental class that used the NHT learning method learned a lot. They got an average score of 22.80 on the pretest and 90.80 on the posttest. The control class had an average score of 21.47 on the pre-test and 49.26 on the post-test for learning results. A significant value of 0.00 ≤ 0.05 was found when the independent sample t-test test was used to test the claim. The N-gain number for the experimental class was 88.10% with high criteria, while it was 35.71% for the control class with intermediate criteria. This shows that the students learned more. What this means is that using the NHT type group learning model makes learning about mechanical measuring tools much more effective.

EXPLORATION OF THE POTENTIAL OF BLOCKCHAIN TECHNOLOGY IN SECURING DATA AND EDUCATIONAL CREDENTIALS

Suci Rizkiah Azahra — 2024-05-01

Blockchain technology has emerged as a potential solution for ensuring data security and integrity in various fields, including education. In this publication, we explore the potential of blockchain technology in securing educational data and credentials. We start by providing an introduction to the basic concepts and principles of blockchain technology. Next, we explain how blockchain technology can be used to create a secure and trusted system for storing educational data, including academic history, certificates, and transcripts. We also discuss the use of blockchain in securing educational credentials, such as degrees and certificates, as well as concepts such as credential tokenization and decentralized verification. We identified possible advantages to be gained from the application of blockchain technology in education, including increased security, transparency, and reduced administrative costs. However, we also acknowledge challenges, such as scalability, privacy, and legal and regulatory barriers. Through case studies and existing implementation projects, we provide real-life examples of how blockchain technology has been tested and applied in educational contexts. In conclusion, blockchain technology has great potential for securing data and educational credentials. In an educational context, blockchain can improve security, transparency, and efficiency. However, challenges and barriers need to be overcome for the application of blockchain in education to become more widespread and successful.

DEVELOPMENT OF ARTICULATE STORYLINE INTERACTIVE MEDIA BASED ON PROBLEM BASED LEARNING IN SCIENCE LEARNING IN CLASS

Frisya Alvita Muthiah Wandani — 2024-05-01

This research and development aims to deliver products, determine the feasibility, and effectiveness of the interactive media Articulate Storyline based on Problem-Based Learning in science learning for grade IV elementary school students. This research uses the ADDIE development model which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluate. Product validation trials were carried out by involving material experts, media experts, linguists, and fourth grade students of SDIT Cendekia Islamic School Bekasi City. Information collection was obtained from observations, interviews with fourth grade teachers, and questionnaires. The results of the material expert validation were 95%, media experts 96.6%, and linguists 97.9%. Thus obtaining the average overall result of the experts validation is 96.5%. The results of the one to one product trial were 82.1%, small group 88.5%, and field test 92.5%. As well as getting an increase in learning outcomes from the pre-test 72.76 and post-test 93.72. Thus, this shows that the interactive media Articulate Storyline based on problem-based learning is feasible and effective to be used as an alternative or additional learning media for grade IV elementary school students.