Hasil Pencarian  ::  Simpan CSV :: Kembali

"This book constitutes the refereed proceedings of the 7th International Conference on E-Learning and Games, Edutainment 2012, held in conjunction with the 3rd International Conference on Serious Games for Training, Education, Health and Sports, GameDays 2012, held in Darmstadt, Germany, in September 2012. The 21 full papers presented were carefully reviewed and selected for inclusion in this book. They are organized in topical sections named: game-based training; game-based teaching and learning; emerging learning and gaming technologies; authoring tools and mechanisms; and serious games for health."

"This book constitutes the refereed proceedings of the 5th International Conference on Hybrid Learning, ICHL 2012, held in Guangzhou, China, in August 2012. The 32 contributions presented in this volume were carefully reviewed and selected from numerous submissions. In addition two keynote talks are included in this book. The topics covered are computer supported collaborative learning, experiences in hybrid learning, electronic learning, pedagogical and psychological issues, hybrid learning systems, and organizational frameworks for hybrid learning."

"This book constitutes the refereed proceedings of the Joint Conference of the Interdisciplinary Research Group on Technology, Education, Communication, and the Scientific Network on Critical and Flexible Thinking, held in Ghent, Belgium, in October 2011. The 12 papers in this volume represent extended versions of the 20 papers presented at the conference and selected from numerous submissions. The conference brought together scholars and researchers who study the use of serious games in educational settings from different perspectives, such as instructional design, domain specific didactics, cognitive and computer science."

"This book constitutes the refereed proceedings of the 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, held in Saarbrücken, Germany, in September 2012. The 26 revised full papers presented were carefully reviewed and selected from 130 submissions. The book also includes 12 short papers, 16 demonstration papers, 11 poster papers, and 1 invited paper. Specifically, the programme and organizing structure was formed through the themes : mobile learning and context; serious and educational games; collaborative learning; organisational and workplace learning; learning analytics and retrieval; personalised and adaptive learning; learning environments; academic learning and context; and, learning facilitation by semantic means."

"Letter-Naming Knowledge merupakan kemampuan dasar yang perlu dikuasai oleh anak usia prasekolah yang dikembangkan dengan pengalaman literasi formal di rumah. Penyediaan pengalaman literasi formal dapat dilakukan oleh orangtua sebagai pemberi instruksi dengan metode direct instruction (DI) maupun oleh media elektronik dengan metode computer-assisted instruction (CAI). DI dan CAI memiliki persamaan berupa perspektif yang mendasari, namun juga perbedaan berupa kualitas pemberian instruksi. Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh metode DI, CAI, dan kombinasi keduanya untuk meningkatkan letter-naming knowledge. Untuk mengetahui perbedaan pengauh ketiga metode tersebut, dilakukan penelitian kuasi-eksperimental pada anak usia prasekolah beserta ibu sebagai pemberi intruksi (N=24). Hasil perbandingan Kruskal-wallis menunjukkan bahwa tidak ada perbedaan peningkatan yang signifikan antara ketiga metode instruksi (chi-square 2.583, sig=0.275) Akan tetapi, hasil analisis tambahan terhadap skor pre-test dan post-test pada masing-masing kelompok menunjukkan bahwa kelompok anak yang diberikan metode DI dan kombinasi DI-CAI mengalami peningkatan skor letter-naming knowledge yang signifikan. Hasil perbandingan antar ketiga metode yang tidak signifikan diduga disebabkan oleh tidak adanya perbedaan dalam kualitas pemberian instruksi baik dalam metode DI maupun CAI.

---

Letter-naming knowledge is a basic skill that needed to be developed in preschool through formal literacy experience at home with parents as provider or instructor. As the advancement of technlogy, not only human, computer is also able to be instructor to develop letter-naming knowledge. these two type of instructors refer to different instructional method, direct instruction (DI) and Computer-Assisted Instruction (CAI). Both of the instructional method have behavioral and cognitivismn perspective.

This reaserch aims to investigate the difference of effect of instructional method (direct instruction only, computer-assisted instruction only, and combination of both) toward development of letter-naming knowledge in preschool, by conducting a quasi-experimental research with preschool children and mothers as participants (N=24). The data would be analyzed using Kruskal-Wallis.

Result shows that there are no difference of effect of instructional method toward development of letter-naming knowledge (chi-square=2.583, sig=0.275). However, additional analysis of development in each group shows that among the children in three groups differing in instructional methods, only children instructed with computer-assisted instruction method only does not experience inprovement in letter-naming knowledge score significantly. The result was presumably caused by the minimum difference of quality of instructions given in DI and CAI."