1,720,974 research outputs found
Revealing The Advantages of the Best Cooking Oil Brand: A Case Study of Weighted Aggregated Sum Assessment (WASPAS) Method in Decision Support System
Full text linkThe purpose of this research is to implement the Weighted Aggregated Sum Product Assessment (WASPAS) method in determining the best cooking oil brand. The research method used is the Weighted Aggregated Sum Product Assessment (WASPAS) method with the stages of determining criteria, weights, and alternatives, creating a decision matrix, calculating the normalization value of the matrix and WASPAS weights in decision making Calculating the Qi value of normalization and weights makes ranking from the highest Qi value. From the research it is known that alternative A4 with the description Bimoli has the highest Qi value of 0.9162, so it is concluded that alternative A4 or Bimoli was chosen as the best cooking oil among the eight alternatives or other cooking oil brands. The result of this study is that the WASPAS method is able to recommend the selection of the best cooking oil for consumers
Persepsi Mahasiswa Terhadap Penggunaan E-Learning dalam Pembelajaran Bahasa Pemrograman di Fakultas Teknik UNP
No full textThis study aims to determine students' perceptions of the use of e-learning as a supplement or replacement for face-to-face lectures. The method was conducted by distributing questionnaires to student about the use of e-learning. The questionnaire consists of two instruments, namely : (1) the instrument about student opinion on the Programming Language subject which is taught using elearning, which consists of 33 items ; and (2) general perceptions of students about e-learning which consists of a 30 items. In the first questionnaire, after using e-learning for one semester on Programming Languages course, the students considered that the use of e-learning in terms of learning objectives, learning materials, the rules of the role, interactive aspects, and supporting systems were adequate; whereas in terms of social system of e-learning that was used is still not enough. In the second questionnaire, students should be consulted on e-learning in terms of motivation, ease of use, benefits, efficiency, attractiveness, and a must. The result is that students considered that the use of e-learning as a supplement or as a substitute for face-to-face classroom lectures were motivating, easy to use, useful, efficient, attractive and is a must
The Development of Interactive Blended Problem Based Learning Model for Programming Subject
No full textThis article discusses the results of research on the conceptual model and hypothetical model development of Interactive Blended Problem Based Learning (IBPBL) in Programming Language subject for Electrical Engineering students of Universitas Negeri Padang. The model is a blended learning model which mix between face-to-face learning in the classroom and moodle-based online learning with problem-based learning syntax in the field of Electrical Engineering. The study was conducted in three stages: (1) literature review, (2) conceptual model formulation, and (3) hypothetical model formulation. The IBPBL conceptual model includes: (1) a philosophical component: pragmatism; (2) theoretical components: cognitivism, behaviorism, constructivism, and connectivism; (3) methodological components: problem-based learning; and (4) technical components: problem solving, collaboration, critical thinking, innovative, creative, and systematic. While the hypothetical model is based on the ability of students in solving problems critically, creatively, collaboratively, systematically by utilizing various advantages possessed by face-to-face and online learning in programming language course in Electrical Engineering
PENGEMBANGAN MODEL BLENDED LEARNING INTERAKTIF DENGAN PROSEDUR BORG AND GALL
No full textThere is no one model of learning that is suitable for all learning situations, therefore a lot of learning models were developed. This article discusses steps of developing a learning model, namely the model of Blended Learning Interactive (BLI) using the procedure Borg & Gall. Some of the issues discussed in this article is about the model BLI, the nature, characteristics and procedures of research and development, as well as an explanation of each step in the development model of BLI. The result is that by following these steps will produce the model BLI which is valid, effective, and practical
Mobile Learning sebagai Alternatif Pengembangan Keprofesian Berkelanjutan Guru Profesional
No full textThe purpose of this article is to discuss the use of information and communication technologies in the Continuous Professional Development (CPD) for Teachers. CPD simply means learning to help someone fulfill its role in the present or the future more effective, to maintain standards of professional competence, and keep up-to-date with the increasingly competitive job market. This is a form of individual responsibility towards lifelong learning, increasing the level of employability and professional practices, identify and plan to acquire further skills required, planning a career change, and ensure that the professional work standards can be maintained. Mobile learning (m-learning) is a model of learning that utilize information and communication technologies that can be accessed at any time using information technology tools handheld and mobile, such as PDAs, mobile phones, laptops and tablet PCs, is expected to facilitate teachers in carrying out a series of reflective activities designed to increase knowledge, understanding and skills. The learning model is also expected to maintain, improve, and expand the knowledge and skills of teachers and develop their qualities required in their professional lives beyond what they get in basic training they received when they work for the first time. CPD is an absolute need to be done by each individual so that he can work optimally in the profession. In the end, it must also be supported by the institution where he/she works, because ideally CPD is an integral part of a person's work and the results will not only benefit the individuals themselves, but also beneficial to the institution where he/she worked. Furthermore, it need to considered about the application of this Agreement that both parties are aware of and try to think of effective ways to increase professionalism in the workplace
Pengembangan Model Blended Learning Interaktif dengan Prosedur Borg and Gall
No full textThere is no one model of learning that is suitable for all learning situations, therefore a lot of learning models were developed. This article discusses steps of developing a learning model, namely the model of Blended Learning Interactive (BLI) using the procedure Borg & Gall. Some of the issues discussed in this article is about the model BLI, the nature, characteristics and procedures of research and development, as well as an explanation of each step in the development model of BLI. The result is that by following these steps will produce the model BLI which is valid, effective, and practical
PENGEMBANGAN MODEL BLENDED LEARNING INTERAKTIF DENGAN PROSEDUR BORG AND GALL
No full textThere is no one model of learning that is suitable for all learning situations, therefore a lot of learning models were developed. This article discusses steps of developing a learning model, namely the model of Blended Learning Interactive (BLI) using the procedure Borg & Gall. Some of the issues discussed in this article is about the model BLI, the nature, characteristics and procedures of research and development, as well as an explanation of each step in the development model of BLI. The result is that by following these steps will produce the model BLI which is valid, effective, and practical
THE DEVELOMENT OF INTERACTIVE BLENDED PROBLEM BASED LEARNING MODEL FOR PROGRAMMING SUBJECT
No full textThis article discusses the results of research on the conceptual model and hypothetical model development of Interactive Blended Problem Based Learning (IBPBL) in Programming Language subject for Electrical Engineering students of Universitas Negeri Padang. The model is a blended learning model which mix between face-to-face learning in the classroom and moodle-based online learning with problem-based learning syntax in the field of Electrical Engineering. The study was conducted in three stages: (1) literature review, (2) conceptual model formulation, and (3) hypothetical model formulation. The IBPBL conceptual model includes: (1) a philosophical component: pragmatism; (2) theoretical components: cognitivism, behaviorism, constructivism, and connectivism; (3) methodological components: problem-based learning; and (4) technical components: problem solving, collaboration, critical thinking, innovative, creative, and systematic. While the hypothetical model is based on the ability of students in solving problems critically, creatively, collaboratively, systematically by utilizing various advantages possessed by face-to-face and online learning in programming language course in Electrical Engineering
MOBILE LEARNING SEBAGAI ALTERNATIF PENGEMBANGAN KEPROFESIAN BERKELANJUTAN GURU PROFESIONAL
No full textThe purpose of this article is to discuss the use of information and communication technologies in the Continuous Professional Development (CPD) for Teachers. CPD simply means learning to help someone fulfill its role in the present or the future more effective, to maintain standards of professional competence, and keep up-to-date with the increasingly competitive job market. This is a form of individual responsibility towards lifelong learning, increasing the level of employability and professional practices, identify and plan to acquire further skills required, planning a career change, and ensure that the professional work standards can be maintained. Mobile learning (m-learning) is a model of learning that utilize information and communication technologies that can be accessed at any time using information technology tools handheld and mobile, such as PDAs, mobile phones, laptops and tablet PCs, is expected to facilitate teachers in carrying out a series of reflective activities designed to increase knowledge, understanding and skills. The learning model is also expected to maintain, improve, and expand the knowledge and skills of teachers and develop their qualities required in their professional lives beyond what they get in basic training they received when they work for the first time. CPD is an absolute need to be done by each individual so that he can work optimally in the profession. In the end, it must also be supported by the institution where he/she works, because ideally CPD is an integral part of a person's work and the results will not only benefit the individuals themselves, but also beneficial to the institution where he/she worked. Furthermore, it need to considered about the application of this Agreement that both parties are aware of and try to think of effective ways to increase professionalism in the workplace
PERSEPSI MAHASISWA TERHADAP PENGGUNAAN E-LEARNING DALAM PEMBELAJARAN BAHASA PEMOGRAMAN DI FAKULTAS TEKNIK UNP
No full textThis study aims to determine students' perceptions of the use of e-learning as a supplement or replacement for face-to-face lectures. The method was conducted by distributing questionnaires to student about the use of e-learning. The questionnaire consists of two instruments, namely : (1) the instrument about student opinion on the Programming Language subject which is taught using elearning, which consists of 33 items ; and (2) general perceptions of students about e-learning which consists of a 30 items. In the first questionnaire, after using e-learning for one semester on Programming Languages course, the students considered that the use of e-learning in terms of learning objectives, learning materials, the rules of the role, interactive aspects, and supporting systems were adequate; whereas in terms of social system of e-learning that was used is still not enough. In the second questionnaire, students should be consulted on e-learning in terms of motivation, ease of use, benefits, efficiency, attractiveness, and a must. The result is that students considered that the use of e-learning as a supplement or as a substitute for face-to-face classroom lectures were motivating, easy to use, useful, efficient, attractive and is a must
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