Journal articles: 'Instructional modules'

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Stasz, Clarice. "Self-Instructional Modules." Teaching Sociology 17, no. 1 (January 1989): 140. http://dx.doi.org/10.2307/1317981.

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Nugent, Gwen, Amy Kohmetscher, Deana M. Namuth-Covert, John Guretzky Guretzky, Patrick Murphy, and DoKyoung Lee. "Learning from Online Modules in Diverse Instructional Contexts." Interdisciplinary Journal of e-Skills and Lifelong Learning 12 (2016): 113–21. http://dx.doi.org/10.28945/3511.

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Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate), student levels (undergraduate and graduate), and instructional goals (i.e., replacement for lecture, remediation). A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

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Hamora, Lovina, Merline Rabaya, Jupeth Pentang, Aylene Pizaña, and Mary Jane Gamozo. "Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision." Journal of Education, Management and Development Studies 2, no. 2 (June 29, 2022): 20–29. http://dx.doi.org/10.52631/jemds.v2i2.109.

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Academic institutions migrated to modular teaching-learning amid the COVID-19 pandemic. To ensure the quality of the pedagogical innovations employed, the study determined the students’ evaluation of the faculty prepared instructional modules for the courses they enrolled in during the first and second semesters of Academic Year 2020-2021. Employing a descriptive-correlational research design, the study was participated by 644 students from three colleges who were then available during the data gathering. Data gathered through online surveys were then analyzed using descriptive statistics and Spearman's rank correlation coefficient utilizing jamovi software. Results revealed that the faculty-prepared instructional modules were acceptable and satisfactory to the students. Besides, the students' evaluation of the instructional modules was positively related to their level of satisfaction. Still, the students recommended that a review of the modules be done before sending the modules; a more extended time allotment is considered, and sufficient concrete examples are given in the modules. With this, the faculty concerned are encouraged to review the phases involved in the design, development, and distribution of the instructional modules to make them highly acceptable and very satisfactory to the students while maintaining the quality of both the content and aesthetics of the learning materials. Considering the study’s limitations, further endeavors may be carried out to validate this pedagogical innovation.

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Vázquez, José. "Standards-Based Instructional Modules." American Biology Teacher 65, no. 4 (April 1, 2003): 304–5. http://dx.doi.org/10.2307/4451499.

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Moradi, Moein, Lin Liu, Carl Luchies, Meagan Patterson, and Behnaz Darban. "Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics." Education Sciences 8, no. 3 (August 2, 2018): 109. http://dx.doi.org/10.3390/educsci8030109.

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This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials. Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules. Survey results also were indicative of students’ approval of using the modules as a supplemental material to classroom lectures.

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Silverthorn, Dee U., Patti M. Thorn, and Marilla D. Svinicki. "It's difficult to change the way we teach: lessons from the Integrative Themes in Physiology curriculum module project." Advances in Physiology Education 30, no. 4 (December 2006): 204–14. http://dx.doi.org/10.1152/advan.00064.2006.

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The Integrative Themes in Physiology (ITIP) project was a National Science Foundation-funded collaboration between the American Physiological Society (APS) and the Human Anatomy and Physiology Society (HAPS). The project goal was to create instructional resources that emphasized active learning in undergraduate anatomy and physiology classrooms. The resources (activity modules and professional development) addressed two factors thought to be limiting science education reform: instructors' knowledge of how to implement active learning instruction and time to design innovative curricula. Volunteer instructors with a strong interest in using active learning in their classrooms were recruited to use the ITIP modules and provide ease-of-use feedback and student assessment data. As the study unfolded, instructor attrition was higher than had been anticipated, with 17 of 36 instructors withdrawing. More surprisingly, instructors remaining with the project failed to use the modules and reported specific obstacles that precluded module use, including lack of support from academic leadership, unplanned class size increases and heavy teaching loads, a union strike, insufficient time to develop a mindset for change, inadequate technology/funding, an adverse human subjects ruling, incompatibility of modules with instructors' established content and expectations, and personal factors. Despite the lack of module use and obstacles, 8 of 19 site testers began independently to introduce new active learning instruction into their classrooms. In the larger picture, however, it is important to note that only 8 of the initial 36 volunteers (22%) actually ended up changing their instruction to include opportunities for student active learning. These findings underscore the difficulty of implementing instructional change in college classrooms.

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Basagre, Rey-Mark, Juan Miguel Alpaño, Joven Barquilla, Joy Bongalos, August Christopher De La Torre, and John Carlo Nares. "Projectile Horizontal and Vertical Motion Independence Demonstrator." SEAQIS Journal of Science Education 2, no. 02 (December 2, 2022): 12–17. http://dx.doi.org/10.58249/sjse.v2i02.68.

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This paper developed an instructional tool called Projectile Horizontal and Vertical Component of Motion Independence Demonstrator, user manual, and learning module to physically demonstrate the projectile motions’ abstract concept. Specifically, it was pursued to develop an instructional tool, user manual, and learning modules on projectile motion, determine its evaluation results from the experts, and determine recommendations drawn from the evaluators for the improvement, utilization, and dissemination of developed instructional tools and learning modules. Quantitative and qualitative data were gathered using a four-rating Likert scale evaluation sheet. Results showed that instructional tool and user manual are "very satisfactory" and suggestions for improvement, utilization, and dissemination of the instructional materials are forwarded. Further, it is recommended for replication and use in secondary school as instructional material.

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Skalny, Jan P. "Instructional modules in cement science." Cement and Concrete Research 15, no. 6 (November 1985): 1087–88. http://dx.doi.org/10.1016/0008-8846(85)90102-4.

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Schloss, Patrick J., Paul T. Sindelar, G. Phillip Cartwright, and Cynthia N. Schloss. "The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction." Journal of Educational Technology Systems 16, no. 1 (September 1987): 17–27. http://dx.doi.org/10.2190/vb2c-lwcx-gpap-fptn.

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Recent research investigating the effectiveness of computer assisted instructional modules with varying ratios of higher cognitive and factual questions has shown that the ratio of higher cognitive to factual questions in and of itself may not influence student achievement. Whether higher cognitive and factual questions interact with error correction procedures to enhance achievement remains unanswered. In the present investigation, 2 (question type, Le., higher cognitive vs. factual) X 2 (error response, i.e., re-presentation of instruction vs. instructions to try again) X 4 (test, i.e., higher cognitive items included in module, novel higher cognitive items, factual questions included in module, and novel factual items) split plot factorial (two within and one between factor) analyses of variance were used to determine whether question type and/or error response differentially affected subsequent responses to factual and higher cognitive questions. The results indicated that simply allowing a student to try again was superior to re-presenting content for the factual question modules. This finding is discussed with reference to the cognitive demands of the tasks, both anticipated and observed.

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Tarigan, Wenny Pinta Litna, Herbert Sipahutar, and Fauziyah Harahap. "The Effect of Interactive Digital Learning Module on Student’s Learning Activity and Autonomy." Bioedukasi: Jurnal Pendidikan Biologi 14, no. 2 (August 31, 2021): 196. http://dx.doi.org/10.20961/bioedukasi-uns.v14i2.49366.

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<p class="AuthorInfo">In the modern society, the internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. Interactive learning modules could be used in the classroom environment for effective learning. This study explored the effect of instructional modules for providing supplementary instruction in biology concepts. Interactive digital learning module was developed in order to assist students in biology learning. Interactive activities were considered in this study, include teacher – student interaction, student - student interaction, student - content interaction, and student - technology interaction. 180 students of Grade 11 in 6 classes at SMAN 2 Balige were selected as the research subjects. Three groups of students participated in biology learning course, (2 classes) using different modules were interactive digital module, digital module and text module. Goal of this research was to determine the impact of interactive digital learning module on students’ learning activity and autonomy. Quantitative results obtained by using questionnaire to understand the student’s learning activity and autonomy. Results showed student’s activities and autonomy who learned with interactive digital learning modules significantly different with students who learned using text learning modules. The use of interactive features increased the activity and autonomy of learners and created the student-centered learning environment. Students under interactive multimedia instruction performed better than text module class. These findings suggested that learning activity and autonomy of students in biology could be enhanced by multimedia instruction.</p>

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González, Gerardo M., and Marc A. Birch. "Evaluating the Instructional Efficacy of Computer-Mediated Interactive Multimedia: Comparing Three Elementary Statistics Tutorial Modules." Journal of Educational Computing Research 22, no. 4 (June 2000): 411–36. http://dx.doi.org/10.2190/x8pq-k0gq-t2dr-xy1a.

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This study evaluated three tutorial modules, equivalent in content but different in mode of presentation, for introducing elementary statistics concepts. In a single session, fifty-seven college students participated in one of four randomly assigned conditions: paper-and-pencil, basic computerized, computerized multimedia, or control group. Participants completed a demographic questionnaire, a survey of attitudes toward math and computers, the Personal Need for Structure (PNS) scale, a basic math proficiency test, an evaluation of assigned module, and a post test statistical comprehension test. The results suggested that participant evaluations of the modules were comparably positive. Although participants in the modules performed significantly better on the statistical comprehension posttest than those in the control group, there were no significant differences between the modules. The basic computerized module took significantly less time to complete than the other modules.

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Henderson, Ronald W., and Edward M. Landesman. "The Interactive Videodisc System in the Zone of Proximal Development: Academic Motivation and Learning Outcomes in Precalculus." Journal of Educational Computing Research 9, no. 1 (February 1993): 29–43. http://dx.doi.org/10.2190/j53a-v7vt-22d0-vgek.

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High school students enrolled in precalculus/trigonometry classes were randomly assigned to receive instruction either by a master teacher in a regular classroom or via interactive videodisc instructional modules. The interactive modules were designed to help students understand mathematical concepts by means of real-world video exemplars of the concepts, and by modeling problem-solving strategies and metacognitive processes. Evaluation results showed that students who learned solely by means of the interactive videodisc materials achieved as well or better than students who received traditional instruction organized around the same objectives. The relation of student goal orientations and self-perceptions to learning outcomes was also investigated. The results of multiple regression analyses for each of eight instructional topics revealed a pattern supportive of Dweck's theory regarding the role of goal orientations in academic motivation.

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Aviles, Glenn, Melisa Maloloy-on, Amyll Josielou Olano, Jeobelen Arnibal, and Alvic Arnado. "Teachers’ Critical Challenges and Opportunities in Modular Distance Delivery." International Journal for Innovation Education and Research 9, no. 9 (September 1, 2021): 274–87. http://dx.doi.org/10.31686/ijier.vol9.iss9.3338.

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This paper explores the challenges and opportunities in Modular Distance Delivery. Data was collected from elementary schools of Bayugan City Division, Philippines. This research applied descriptive-quantitative-correlational method. The subject of this research are the Elementary teachers in Bayugan City Division Philippines. The study revealed that, support from the school in crafting modules for modular distance learning is very important to make an effective and efficient material for effective instructional delivery. It further explains that there is no significant difference among teachers’ critical challenges and opportunities in modular distance learning delivery. This means that the participants profile does not define their effectivity. No matter what the challenges in terms of modular distance learning delivery they do not back out they pass through it. The result of the study recommends to the DepEd School heads and administrators to support on crafting educational modules to create a well-crafted instructional material to address the needs of the learners especially in modular distance learning. Aside from that, teachers also ensure that the modules created suits to the needs of the learners.

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Alban, Honey Thane A., and Ericson O. Alieto. "Instructional Material Development for Modular Learning: Voices from Inexperienced English Language Teachers." Basic and Applied Education Research Journal 3, no. 1 (June 22, 2022): 56–67. http://dx.doi.org/10.11594/baerj.03.01.05.

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The spread of the Coronavirus pandemic had affected every sector in our community including the sector of education. Educational institutions all over the world were forced to temporarily close. The COVID-19 pandemic is continuously arising yet learners should continue to learn. Thus, the Department of Education together with other educational institutions in the Philippines decided to devise a learning continuity plan. The authorities and the stakeholders decided to utilize distance learning as an alternative to face-to-face classes. Specifically, public elementary and secondary schools used distance modular learning. The modules used in modular distance learning. Hence, this qualitative research study utilized the thematic analysis method to unveil the challenges and coping mechanisms of English language teachers in developing the modules. This study primarily aimed to present the challenges encountered by inexperienced English language teachers in developing the materials for the modular learning of English. Moreover, the coping mechanisms of the English language teachers against the challenges they faced while developing the modules are discussed herein.

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Husna, Itsna Yunida Al, Mohammad Masykuri, and Muzzazinah Muzzazinah. "Development of Instructional Module Based on Inquiry-Interactive Demonstration to Improve Students’ Critical Thinking Skill." JIPF (Jurnal Ilmu Pendidikan Fisika) 6, no. 1 (January 4, 2021): 66. http://dx.doi.org/10.26737/jipf.v6i1.1840.

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This research was a research and development (R&D) that produced products in the form of learning modules. The purpose of this research are to find out: (1) The characteristics of the material classification and its changes instructional module; (2) The feasibility of the material classification and its changes instructional module; (3) The instructional module effectiveness in increasing critical thinking skills. The procedure of this research are: (1) preliminary research & information gathering; (2) planning (3) initial product development; (4) initial field trial; (5) major product revisions; (6) main field test; (7) operational product revisions; (8) operational field test;(9) final product revision. The results of research and development show: (1) the characteristics of the instructional module as learning objects in accordance with the inquiry-interactive demonstration learning on the classification material and its changes; (2) instructional module eligibility based on experts assessment, education practitioners, and students produces 81.74% achievement with very good qualifications; (3) module as learning objects resulting from the development are effective in improving students' critical thinking skills with an N-Gain score of 0.561.

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Abiyyu, Muhammad Fatih, Robinson Situmorang, and Murti kusuma Wirasti. "Pengembangan Strategi Pembelajaran Kontekstual Mata Kuliah Fotografi Pendidikan Program Studi Teknologi Pendidikan Universitas Negeri Jakarta." Jurnal Pembelajaran Inovatif 4, no. 1 (February 1, 2021): 62–69. http://dx.doi.org/10.21009/jpi.041.08.

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This development research aims to produce a product in the form of Rencana Perkuliahan Semester (RPS) by implementing contextual learning strategies and learning unit modules in the Education Technology Study Program at the State University of Jakarta. In this research development refers to the Dick & Carey model which consists of: identifying Instructional Goal (s), Conduct Instructional Analysis, Analyze Learners and Context, Write Performance Objective, Develop Instrument Assessment, Develop Instructional Strategy, Develop and Select Instructional Materials, Design and Conduct Formative Materials Evaluation of Instruction, and Revise Instruction. This development research product has gone through the formative evaluation stage, namely expert review and one to one. The results of the Expert Review from the learning design expert obtained a value of 3.75 (very good). material expert of 2.9 (good), and from media expert got a score of 3.85 (very good). Then the user evaluation (one to one) was conducted to users namely lecturers and students. One to one evaluation by lecturers received a score of 3.57 (very good) and evaluations conducted by students get a value of 3.7 (very good) .Based on these results, it can be concluded that the Rencana Perkuliahan Semester product in Education photography courses and learning unit modules is very good.

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Schober, Barbara, Petra Wagner, Ralph Reimann, Moira Atria, and Christiane Spiel. "Teaching Research Methods in an Internet-Based Blended-Learning Setting." Methodology 2, no. 2 (January 2006): 73–82. http://dx.doi.org/10.1027/1614-2241.2.2.73.

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This article gives a survey of a blended learning approach called Vienna E-Lecturing (VEL), implemented in the course Research Methods and Evaluation, which is required by the psychology program at the University of Vienna, Austria. VEL replaces a main lecture and has been designed to teach methodological issues more effectively as well as to strengthen students' learning competences in this field. The program's conceptualization is based on instructional and motivational findings yielding the program's two main teaching principles: (1) networking and (2) optimal instructions. The Internet-based course lasts two semesters and is composed of 10 online learning modules and 11 face-to-face meetings (including tutorials). The modules, which are available successively via a learning platform, systematically instruct students to learn more effectively by cooperating and fulfilling different tasks within small groups. The current article describes the program's principles and theoretical background and outlines the 10 online modules. In addition, some module examples are given for illustration.

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Suhendra, Suhendra, Agus Halim, and Soeharsono G. "PENGENDALIAN MODUL PROCESSING BEBASIS SEQUENTIAL FUNCTION CHART (SFC)." POROS 12, no. 2 (November 1, 2014): 153. http://dx.doi.org/10.24912/poros.v12i2.568.

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Abstract: Automation is a technology that can be used to implement an instructional process or an automatic procedures. In this framework that has been using an instructional program that combined with a control system to process an instruction or commands. This processing module is a part of the automation engine which checking a process simulation of hollow and not hollow objects, then a PLC is to be needed to control all of the working processing modules systems which system works as you want. To control a working system, a programming language that easily to be understood is needed such as functional block diagram (FBD) which functional block diagram (FBD) is a method that can describe a function between input and output variable, in FBD there is a Sequential Function Chart method (SFC) which control the program sequential activity. So this research discusses the control of processing module which using FBD programming language by using the SFC method.

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Tandinata, Moergen, Didi Widya Utama, and Gatot Soeharsono. "SISTEM OTOMASI PADA MODUL PROCESSING DENGAN MENGGUNAKAN SEQUENTIAL FUNCTIONAL CHART." POROS 13, no. 2 (September 2, 2017): 46. http://dx.doi.org/10.24912/poros.v13i2.818.

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Abstract: Automation is a technology that can be used to implement an instructional process or an automatic procedure. In this framework that has been using an instructional program that combined with a control system to process an instruction or commands. This processing module is a part of the automation which checking a process simulation of hollow and not hollow objects, then a PLC is use to control the process as designed be needed to control all of the working processing modules systems works. working system, a programming language that easily to be understood is needed such as functional block diagram (FBD) is use to program a plc system which functional block diagram (FBD) is a method that can describe a function between input and output variable, in FBD there is a Sequential Function Chart method (SFC ) which control the program sequential activity. So this research discusses the control of processing module which based on FBD programming language by using the SFC method.

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Kaplovitch, Eric, Mirek Otremba, Matthew Morgan, and Luke A. Devine. "Cost-Efficient Medical Education: An Innovative Approach to Creating Educational Products." Journal of Graduate Medical Education 11, no. 6 (December 1, 2019): 713–16. http://dx.doi.org/10.4300/jgme-d-19-00155.1.

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ABSTRACT Background Cost is a barrier to creating educational resources, and new educational initiatives are often limited in distribution. Medical training programs must develop strategies to create and implement cost-effective educational programming. Objective We developed high-quality medical programming in procedural instruction with efficient economics, reaching the most trainees at the lowest cost. Methods The Just-In-Time online procedural program was developed at the University of Toronto in Canada, aiming to teach thoracentesis, paracentesis, and lumbar puncture skills to internal medicine trainees. Commercial vendors quoted between CAD $50,000 and $100,000 to create 3 comprehensive e-learning procedural modules—a cost that was prohibitive. Modules were therefore developed internally, utilizing 4 principles aimed at decreasing costs while creating efficiencies: targeting talent, finding value abroad, open source expansion, and extrapolating efficiency. Results Procedural modules for thoracentesis, paracentesis, and lumbar puncture were created for a total cost of CAD $1,200, less than 3% of the anticipated cost in utilizing traditional commercial vendors. From November 2016 until October 2018, 1800 online instructional sessions have occurred, with over 3600 pageviews of content utilized. While half of the instructional sessions occurred within the city of Toronto, utilization was documented in 10 other cities across Canada. Conclusions The Just-in-Time online instructional program successfully created 3 procedural modules at a fraction of the anticipated cost and appeared acceptable to residents based on website utilization.

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Leach, Anna K., and Beverly S. Raff. "A Methodology for Evaluating Self-Instructional Modules." Journal of Continuing Education in Nursing 16, no. 6 (November 1985): 197–99. http://dx.doi.org/10.3928/0022-0124-19851101-06.

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Darty, Mark, and James Brophy. "Instructional modules: A paradigm shift in teaching." TechTrends 43, no. 6 (December 1999): 26–28. http://dx.doi.org/10.1007/bf02818218.

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Nisrokhah, Nisrokhah. "Pengembangan Modul Mata Kuliah Sejarah Pendidikan Islam Di Sekolah Tinggi Ilmu Tarbiyah Pemalang." JTP - Jurnal Teknologi Pendidikan 18, no. 1 (May 8, 2017): 43. http://dx.doi.org/10.21009/jtp1801.5.

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This research is the development of research is a study to produce a product in theform of modules History of Islamic Education . The purpose of this research is to developa module that is suitable for studying the subjects history of Islamic education in improvingthe quality of learning outcomes . The module is designed to be able to learn independentlyand conventional. In developing this module uses Instructional Development Modelin starting to identify instructional needs in preparing the design and carry out formativeevaluation and summative evaluation to determine learning outcomes in using the module .Results of this study found that the modules developed fit the needs of students of the Schoolof PemalangKeywords: conventional,self of contained, modules, development. Penelitian ini berupa penelitian pengembangan yaitu suatu penelitian untukmenghasilkan suatu produk dalam bentuk modul Sejarah Pendidikan Islam. Tujuan penelitianini adalah mengembangkan modul yang sesuai untuk mempelajari mata kuliah sejarahpendidikan islam dalam meningkatkan mutu hasil belajar. Modul dirancang untuk dapatmempelajarinya secara mandiri dan konvensional. Dalam mengembangkan modul inimenggunakan Model Pengembangan Instruksional di mulai dari Mengidentifikasi kebutuhaninstruksional sampai pada menyusun desain dan melaksanakan evaluasi formatif sertadilakukan evaluasi sumatif untuk mengetahui hasil belajar dalam menggunakan modul .Dari penelitian ini didapati hasil bahwa modul yang dikembangkan cocok atau sesuai dengankebutuhan mahasiswa Sekolah Tinggi Ilmu Tarbiyah Pemalang.Kata kunci: Konvensional, Mandiri, Modul, Pengembangan.

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Assink, Egbert, and Jan Van Der Linden. "Computer Controlled Spelling Instruction: A Case Study in Courseware Design." Journal of Educational Computing Research 9, no. 1 (February 1993): 17–28. http://dx.doi.org/10.2190/ct2y-q5c9-02h5-vw7q.

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The research project “Feedback Processes in Computer Managed Spelling Instruction” was aimed at developing and testing an instructional software program for teaching the orthography of Dutch verbs. The main focus of this article is on how to design an optimal learning environment. The design of human-computer interaction is highlighted from a number of respects: the sequencing of the learning content, the presentation of information on the screen, and the format of student input and feedback. The program consists of seven instructional modules. In each module, a specific grammatical operation, such as grammatical tense, person, number or voice, is highlighted. The effectiveness of the courseware was tested in a field experiment. Two versions of the program, a Standard Version and a Flexible Version, were compared, taking account of individual differences in spelling ability and motivation variables. Results with both versions are reported.

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Sharma, Sharad, Sri Teja Bodempudi, and Aishwarya Reehl. "Virtual Reality Instructional (VRI) module for Training and Patient Safety." Electronic Imaging 2021, no. 13 (January 18, 2021): 178–1. http://dx.doi.org/10.2352/issn.2470-1173.2021.13.ervr-178.

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Healthcare practitioners, social workers, and care coordinators must work together seamlessly, safely and efficiently. Within the context of the COVID-19 pandemic, understanding relevant evidence-based and best practices as well as identification of barriers and facilitators of care for vulnerable populations are of crucial importance. A current gap exists in the lack of specific training for these specialized personnel to facilitate care for socially vulnerable populations, particularly racial and ethnic minorities. With continuing advancements in technology, VR based training incorporates real-life experience and creates a "sense of presence" in the environment. Furthermore, immersive virtual environments offer considerable advantages over traditional training exercises such as reduction in the time and cost for different what-if scenarios and opportunities for more frequent practice. This paper proposes the development of Virtual Reality Instructional (VRI) training modules geared for COVID-19 testing. The VRI modules are developed for immersive, non-immersive, and mobile environment. This paper describes the development and testing of the VRI module using the Unity gaming engine These VRI modules are developed to help increase safety preparedness and mitigate the social distancing related risks for safety management.

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Ganesan, Nanda. "A Survey of Hardware and Software Technologies for the Rapid Development of Multimedia Instructional Modules." Journal of Educational Technology Systems 36, no. 1 (September 2007): 63–77. http://dx.doi.org/10.2190/et.36.1.e.

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A survey of hardware and software technologies was conducted to identify suitable technologies for the development of instructional modules representing various instructional approaches. The approaches modeled were short PowerPoint presentations, chalk-and-talk type of lectures and software tutorials. The survey focused on identifying application development technologies that would help simulate the in-class learning experience in the modules. The scope of the survey was limited to those technologies that would facilitate the rapid development of multimedia modules by being simple to learn, use, and adopt. This article describes the survey in three fronts. First, the hardware components that are critical to the production of the multimedia modules are discussed. Second, different input devices are reviewed with a view of selecting a suitable device for simulating the chalk-and-talk type of lectures. Third, the authoring software currently available for producing software tutorials is discussed. The survey indicated that there are now powerful and affordable hardware and software that could be used effectively for the rapid development of multimedia modules. As a result, the use of instructional multimedia in classrooms is anticipated to grow as instructors become familiar with the emerging and maturing tools for instructional multimedia development.

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Cheon, Jongpil, Sungwon Shin, and Steven M. Crooks. "Design and Implementation of the Sex and Gender Specific Health Multimedia Case-Based Learning Modules." International Journal of Designs for Learning 10, no. 1 (July 11, 2019): 166–76. http://dx.doi.org/10.14434/ijdl.v10i1.25706.

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This case presents the design and implementation process of multimedia case-based learning modules for a Sex and Gender Specific Health (SGSH) education curriculum. The learning modules were designed to advance understanding of sex and gender differences, increase awareness of gender-specific health issues, and improve clinical knowledge of sex and gender evidence-based medicine. This paper describes the three phases of the project. In the first phase of planning, five diseases actively examined in the medical field were chosen to address sex and gender differences, and the instructional development team specifically adapted a case-based learning framework to provide more authentic and interprofessional learning op-portunities for health science trainees. In the second phase, learning modules were structured with multiple revisions incorporating multimedia case-based learning strategies, such as case movie trailers, expert guides, and case solutions. In the third phase, a number of decisions regarding module interface, case videos, and server management were made. Throughout the phases, the instructional designers resolved a number of issues, such as communication with subject matter experts (SMEs), consistency of learning materials, copyright, case movie production tool, closed captioning, server configuration, and dissemination. The design process and challenges described in this paper would be useful for others developing similar instructional materials in a healthcare environment.

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Koneru, Indira. "ADDIE: Designing Web-enabled Information Literacy Instructional Modules." DESIDOC Journal of Library & Information Technology 30, no. 3 (May 1, 2010): 23–34. http://dx.doi.org/10.14429/djlit.30.388.

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Richards, Larry G., Michael Gorman, William T. Scherer, and Robert D. Landel. "Promoting Active Learning with Cases and Instructional Modules." Journal of Engineering Education 84, no. 4 (October 1995): 375–81. http://dx.doi.org/10.1002/j.2168-9830.1995.tb00193.x.

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Talikan, Allen I. "Exploring Instructional Competencies of Mindanao State University-Sulu Teachers in The Age of COVID-19 Pandemic." Open Access Indonesia Journal of Social Sciences 4, no. 2 (June 14, 2021): 294–311. http://dx.doi.org/10.37275/oaijss.v4i2.54.

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This study investigated the instructional competencies of teachers in Mindanao State University-Sulu in the transition to alternative learning delivery methods in the age of COVID-19 pandemic. The descriptive survey method was used in this study. The researcher used two sets of standardized questionnaires to obtain the necessary data including the respondents’ profiles. The profile of the teacher-respondents was determined using frequency count and percentage. Mean was used to analyze research questions. T-test for independent samples and analysis of variance were used to test the stated hypotheses at 0.05 level of significance. The following were the highlights of the study: (1) The common alternative learning delivery methods used by teachers were modules, Facebook and Messenger; (2) The common instructional strategies of teachers were using Messenger for sending additional instructions of the lessons and other activities; entertaining questions from students through phone calls and text messages; and distributing printed module to students; (3) The level of instructional competencies of teachers is satisfactory; (4) There is no significant difference on teachers’ instructional strategies when they are classified according to their profile; (5) There is no significant difference on the level of teachers’ instructional competencies when they are classified according to gender and the college or high school where they teach; and (6) There is a significant difference on the level of teachers’ instructional competencies when they are classified according age. The study recommended that the school administration should conduct intervention programs and policies on improving teachers’ competencies especially in times of pandemic.

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Wu, Shenghua, Shenghua Zha, Julie Estis, and Xiaojun Li. "Advancing Engineering Students’ Technical Writing Skills by Implementing Team-Based Learning Instructional Modules in an Existing Laboratory Curriculum." Education Sciences 12, no. 8 (July 30, 2022): 520. http://dx.doi.org/10.3390/educsci12080520.

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Technical writing is a crucial skill for engineering students’ effective written communication, which shapes and affects their professional careers. This study designs team-based learning (TBL) instructional modules that are integrated into an existing engineering laboratory curriculum and evaluates their feasibility and effectiveness in improving engineering students’ technical writing skills. The data were collected from structured survey questions distributed to student participants and from the instructor’s independent evaluation of students’ lab reports. The effect of assigning a team leader on students’ writing performances was also evaluated. Our results indicated that students who have received TBL modules perceive a greater improvement in their technical writing skills than those who did not. A strong correlation was found between students’ perception and the instructor’s evaluation of the students’ technical writing skills. Assigning a team leader in TBL instructional modules has not played a significant role in improving engineering students’ technical writing skills. The same happens with gender. Overall, utilization of TBL instructional modules can advance engineering students’ technical writing skills.

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Rungwaraphong, Piyawan. "Inductive teaching approaches in business English writing in an EFL context: Paper-based and product-based instructions." English Language Teaching Educational Journal 4, no. 1 (April 30, 2021): 34. http://dx.doi.org/10.12928/eltej.v4i1.3227.

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The study reported in this article compared two different inductive instructional methods implemented in a Business English writing training, including paper-based instruction (PPI) and product-based instruction (PDI). It assessed the effectiveness and examined practical issues of the implementation of each method. A total of 46 Thai students majoring Business English program in a Thai university took part in this study. The students were randomly divided into two groups and put into either PPI or PDI training module. Data were collected from direct observations, focused-group discussions, and students’ writing scores. Qualitative data from the focused-group discussions and observation field notes were analyzed thematically using the grounded theory while students’ writing scores were cross-examined. Results of the study indicate that the fundamental dichotomies between both approaches include the tangibility, authenticity and contextuality. Students’ difficulties in formulating grammar and rules in writing on their own, and students’ perception of learning as a burden were found as the challenges occurred in both modules. The findings also indicate that both PPI and PDI modules trigger the dynamics and positive atmosphere; however, PDI resulted in more vigorous dynamics as student movements and interactions were relatively higher. Finally The findings of this study are beneficial instructors who are seeking innovative instructional methodology to improve their teaching of business English writing. Based on the findings of this study, PDI will enable instructors to create chances for students to learn in authentic professional environments, contexts and culture that are casted in the real-life business situations.

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Raske, Martha P., and Wayne C. Evens. "Infusing Feminist Empowerment Content into Undergraduate Social Work Courses." Journal of Baccalaureate Social Work 5, no. 2 (March 1, 2000): 15–26. http://dx.doi.org/10.18084/1084-7219.5.2.15.

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Using the feminist framework, six instructional modules were developed to teach empowerment practice to undergraduate social work students. The instructional modules, designed for 50 or 90 minute class sessions, used feminist strategies and materials on gender, race, oppression, and privilege to infuse content about women in poverty and women of color in six core social work courses. The modules built onto what was already being taught in each course and made no major changes to the undergraduate curriculum. A follow-up study examined whether feminist and nonfeminist faculty used the modules and if standardized modules were effective in infusing empowerment content. Survey findings from sixteen faculty and 481 students showed the modules were used by faculty regardless of their experience with feminism. Students reported improved understanding of empowerment and demonstrated the ability to define empowerment and name disempowered groups. Implications for social work education are discussed.

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Pebriantika, Leni. "NEEDS ANALYSIS FOR THE DEVELOPMENT OF E-MODULES AS TEACHING MATERIALS." Asia Proceedings of Social Sciences 4, no. 3 (May 4, 2019): 49–51. http://dx.doi.org/10.31580/apss.v4i3.843.

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Modules are media or means of learning designed systematically and interestingly to achieve the competencies expected and used independently (Hamdani, 2011). There are several characteristics of the module including 1) Self Instructional; 2) Self Contained; 3) Standalone; 4) Adaptive, and 5) User-Friendly. (Depdiknas, 2008). However, the modules that have used so far are still textbook. Utilization of information technology in learning will create an interesting and meaningful learning process for students. (Maki.B, 2012). Need analysis is needed to find out what teaching materials are needed by students to assist in the learning process. So, teaching materials that will be developed must be by the characteristics of students. (Smaldino.S, 2008). One of the information technology-based teaching materials is E-Module. Based on the results of several studies explaining positive student respondents to the E-Module because E-Modules are considered more attractive, there are multimedia elements which will make learning more interesting. (Johnson Lim Soon Chong, 2005).

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Szabo, Dan Alexandru. "Adapting the Addie Instructional Design Model in Online Education." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 67, no. 1 (June 30, 2022): 126–40. http://dx.doi.org/10.24193/subbpsyped.2022.1.08.

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"The instructional design approach should begin with requirements evaluation to evaluate the necessities of the online learning event, such as what the learner should understand and be capable of doing as an outcome of the education or understanding solution and what learners immediately understand and can perform. Instructional designers widely use ADDIE to create modules, models, software, and courses for instruction and learning. It is also used as a design model. It presents a series of repetitive steps to build effective education and training in five phases, giving rise to the acronym: A-D-D-I-E, which stands for analysis, design, development, implementation, and evaluation."

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Purwati, Heni, Aryo Andri Nugroho, Lilik Ariyanto, and Ahmad Nashir Tsalatsa. "Pengembangan Bahan Ajar Mata Kuliah Pengembangan Media Pembelajaran Menggunakan Macro Media Flash Professional 8." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 3, no. 1 (February 14, 2020): 15–24. http://dx.doi.org/10.31316/j.derivat.v3i1.625.

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The research objective is to produce a module by using a Macromedia Flash both content and presentation material, which is able to contribute comprehension of concept of students in the subject of development of instructional media. This refers to the development of research Thiagarajan there are four phases, definition (define), design (design), development (develop), and dissemination (dessiminate). The development phase of module of the 4-D (Four D Device) Thiagarajan Semmel and Semmel to design a module on the course development of instructional media. The process of developing this module starts from the stage of defining or analysis. The process of designing a module that was developed based on information obtained from the analysis phase of the open-ended, students, materials, tasks that support and then do the design stage or the design. And then the last stage is the stage of development. Development of modules on the course development of instructional media developed proven valid content with the results of assessment for an average of 85.5%. The results are based on votes of validator to provides good value and can be used with minimal revision. Keywords: development, module, macromedia flash

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Sagge, Roberto Jr, and Evarose E. Espiritu. "Project DESMOS: Development and Evaluation of Self-directed Module in Statistics and Probability." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 1 (January 16, 2023): 48–56. http://dx.doi.org/10.11594/ijmaber.04.01.06.

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Learning is weak not because learning is weak. Learning becomes weak because the modules were not prepared to become self-directed. The goal of this design and development project was to create a self-directed statistics and probability instructional module. Data were gathered from teachers, learners, and experts. The data-gathering instruments were Competency Checklist, Students’ and Experts’ Evaluation Checklist, and Reflection Guide. According on teacher perceptions, a survey of the learners' five least-mastered competencies served as the foundation for the development of the module. This module was pilot tested on a group of Grade 11 learners. Learners utilized the module at home and were asked to answer the exercises. Learners took pictures and short videos while they were answering the module. Afterward, learners evaluated the module. In order to assess the module's level of acceptability, experts were requested to complete the Expert's Evaluation Checklist. Thematic analysis, rank, the mean, and standard deviation were all used as data analysis tools. The results show that the following were the five least-mastered competencies: solving problems involving confidence interval of the population mean, solving problems involving regression analysis, solving problems involving sample size determination, solving problems that require population proportion test of hypothesis, and solving problems involving correlation analysis. Additionally, the experts rated the produced module's acceptability as "highly acceptable." While the learners gave the module a "highly acceptable" rating. As a result, the developed module is appropriate for assisting learners in performing the competencies in the area of Statistics and Probability. It is recommended that teachers should use the Self-directed instructional module for whatever mode of learning their school will have.

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KLOMKARN, KITDAKORN, and PITIKHATE SOORAKSA. "SIMPLE SELF-INSTRUCTIONAL MODULES BASED ON CHAOTIC OSCILLATORS: FEW BLOCKS GENERATING MANY PATTERNS." International Journal of Bifurcation and Chaos 21, no. 05 (May 2011): 1469–91. http://dx.doi.org/10.1142/s021812741102915x.

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Chaotic circuits have been widely used in the teaching of nonlinear dynamics disciplines, where a common practice is pedagogically based on the circuit point of view. Chua's circuit is the most popular platform for the demonstration of its components with rich dynamical patterns. However, engineering students majoring in control systems are more familiar with feedback systems rather than physical electronics with nonlinear components. This may lead to some difficulty in understanding the nonlinear properties of Chua's circuit, at least on first sight. This paper provides an alternative approach to teaching and learning chaotic oscillators by using the inherent understanding of feedback systems with simple modules at the undergraduate level. Utilizing the idea of chaotification, which means to make a nonchaotic module chaotic, the modules consist of only four blocks yet can generate more than thirty types of chaotic patterns via their various combinations. Conceptually, the blocks can be assembled as various mixed-mode chaotic circuits. Functionally, the blocks are easy-to-use in a Simulink-like fashion. Structurally, they are a LEGO-like educational kit. With low-cost implementation employing a few op-amps for each block, the newly proposed modules are simple, self-instructional and suitable for teaching and training students in school laboratories and in experimental environments.

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Turgeon, A. J. "DEVELOPING ONLINE INSTRUCTIONAL MODULES FOR A DIVERSE STUDENT POPULATION." Acta Horticulturae, no. 783 (February 2008): 583–88. http://dx.doi.org/10.17660/actahortic.2008.783.60.

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PEARSON, JOANNE M. "Teaching computer-aided nutrition assessment via self-instructional modules." Journal of the American Dietetic Association 92, no. 2 (February 1992): 223–24. http://dx.doi.org/10.1016/s0002-8223(21)00599-x.

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이영남, Ji-Beom Yoo, 황성호, Daewook Kim, and Hyun Soo Kim. "Implementing Instructional Modules for Engineering Ethics into Engineering Curricula." Journal of Engineering Education Research 10, no. 4 (December 2007): 78–92. http://dx.doi.org/10.18108/jeer.2007.10.4.78.

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Arthur, Riyan, Riza Nur Dwi, and Lenggogeni Lenggogeni. "E-Module of Cost Estimating Course in Building Construction Vocational Undergraduate Program Faculty of Engineering Universitas Negeri Jakarta." Jurnal Ilmu Pendidikan 25, no. 2 (May 27, 2020): 88. http://dx.doi.org/10.17977/um048v25i2p88-96.

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This R&D aims to develop e-modules based on blended learning in the cost esti-mating course. The research used the R&D method with the 4D (four-D) model carried out through four main stages, namely define, design, development, and dissemination. The e-module development was limited only to the assessment and limited dissemination to experts or the development stage. This study used a questionnaire as a tool to test the feasibility of the instructional through expert validation and student assessment. The results obtained from Instructional experts, material, and students showed that this electronic module is suitable for use in cost estimating subject in Building Construction Vocational Undergraduate Program, Faculty of Engineering, Universitas Negeri Jakarta. However, further research is needed on the fourth stage (disseminate).

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Kalra, Anika, Nidhi Subramaniam, Ojungsangla Longkumer, Manju Siju, Liya Susan Jose, Rohit Srivastava, Sunny Lin, et al. "Super Divya, an Interactive Digital Storytelling Instructional Comic Series to Sustain Facilitation Skills of Labor and Delivery Nurse Mentors in Bihar, India—A Pilot Study." International Journal of Environmental Research and Public Health 19, no. 5 (February 25, 2022): 2675. http://dx.doi.org/10.3390/ijerph19052675.

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To improve the quality of intrapartum care in public health facilities of Bihar, India, a statewide quality improvement program was implemented. Nurses participated in simulation sessions to improve their clinical, teamwork, and communication skills. Nurse mentors, tasked with facilitating these sessions, received training in best practices. To support the mentors in the on-going facilitation of these trainings, we developed a digital, interactive, comic series starring “Super Divya”, a simulation facilitation superhero. The objective of these modules was to reinforce key concepts of simulation facilitation in a less formal and more engaging way than traditional didactic lessons. This virtual platform offers the flexibility to watch modules frequently and at preferred times. This pilot study involved 205 simulation educators who were sent one module at a time. Shortly before sending the first module, nurses completed a baseline knowledge survey, followed by brief surveys after each module to assess change in knowledge. Significant improvements in knowledge were observed across individual scores from baseline to post-survey. A majority found Super Divya modules to be acceptable and feasible to use as a learning tool. However, a few abstract concepts in the modules were not well-understood, suggesting that more needs to be done to communicate their core meaning of these concepts.

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Rangkuti, Ahmad Nizar, Latifa Annum Dalimunthe, and Ali Asrun Lubis. "The Development of Statistics Modules for the Students of Islamic Colleges and Universities in South Tapanuli." Al-Ta lim Journal 27, no. 1 (February 27, 2020): 30–40. http://dx.doi.org/10.15548/jt.v27i1.604.

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This study aims to develop a statistical module for the students of Islamic colleges and universities in South Tapanuli. Research and Development (RD) with Instructional Development Institute (IDI) model was implemented. This research consists of three stages, namely, the front-end analysis stage, the prototype stage, and the assessment stage. The results of the study showed that the statistical module that was designed was valid including content validity and construct. The result also showed the use of statistical modules in the learning process does not experience significant obstacles, in the practical sense of their use according to the assessments of observers and students and lecturers. It indicated that the statistical module has been effective which is shown from the results of observations on the implementation of the learning process, the results of interviews with lecturers and students, as well as higher student learning outcomes using modules in learning.

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Henderson, Ronald W., Edward M. Landesman, and Iris Kachuck. "Computer-Video Instruction in Mathematics: Field Test of an Interactive Approach." Journal for Research in Mathematics Education 16, no. 3 (May 1985): 207–24. http://dx.doi.org/10.5951/jresematheduc.16.3.0207.

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Field tests were conducted to evaluate theory-based computer-video instructional modules designed to teach or review concepts and operations for factors, prime numbers, and fractions. Task analysis and demand specification procedures were used to sequence instructional objectives within and across topics. Cognitive social learning theory provided a framework for the incorporation of attentional, retentional, and motivational features into the video sequences. Field testing of the factors and prime numbers modules with ninth graders from five mathematics classes revealed statistically and practically significant effects on achievement and on the attribution of outcomes to effort. More limited testing of the fractions modules with a small group of high school students who had failed a basic skills competency test required for graduation also provided evidence supporting the efficacy of the approach.

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Rampisela, Nicolaas Saul, Christiana Demaja Sahertian, and Yance Zadrak Rumahuru. "High Order Thinking Skill (HOTS) based Learning Module Design: Study at Youth Sub-Level I Sunday School/Evangelism Shoots." Journal of Educational Analytics 1, no. 3 (November 30, 2022): 297–310. http://dx.doi.org/10.55927/jeda.v1i3.1837.

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The concept of teaching materials applied to Sunday Schools/Evangelism Buds has not yet adopted the concept of HOTS-based education. The teaching materials used are still based on LOTS (Lower Order Thinking Skills). This is clearly seen from the General Instructional Objectives and Special Instructional Objectives which still use operational words to explain, know and explain. For this reason, this research was conducted, namely to produce HOTS-based learning modules in stimulating interest in learning in Sunday School children, Sub-Level Youth I Congregation of GPM Imanuel OSM Ambon. The researcher developed a learning product in the form of a Sunday School Teen Class learning module with research steps referring to Borg and Gail (1981). In this study, researchers succeeded in producing a product in the form of a HOTS-oriented learning module that can increase students' thinking levels, and produce a learning module product that is used by caregivers in the teaching and learning process for adolescents at SMTPI sub-level 1.

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Sanjaya, L. A., I. Nurkholis, B. H. Iswanto, F. C. Wibowo, N. F. Fidhyallah, R. W. D. Puspa, N. Ilmi, W. A. Pertiwi, L. K. Sianipar, and D. P. Rasmi. "Website of Physics Instructional (WoPI): Learning Physics from Home During COVID-19." Journal of Physics: Conference Series 2019, no. 1 (October 1, 2021): 012038. http://dx.doi.org/10.1088/1742-6596/2019/1/012038.

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Abstract In recent years, the education system, especially in Indonesia, has begun to adapt to distance learning. Technology in the field of education has emerged. Therefore, this research has the aim of producing an E-module based on a STEM with website-assisted in learning Physics on rotational dynamics. This research was conducted by applying the research method of FODEM (Formative Development Method) and was limited to the development phase. The results of this study are E-module learning media assisted by a website that can be used through various electronic devices, with learning material based on the STEM (science, technology, engineering, and mathematics) approach that can help students understand physics subjects in rotational dynamics. Further research is needed regarding the validation of this STEM-based E-modules assisted with website.

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Jefri, Achmad, and Siti Sendari. "Pengembangan Modul dan Trainer Pengemas Barang Untuk Pembelajaran FBD di Jurusan Teknik Elektro Universitas Negeri Malang." Jurnal FORTECH 1, no. 2 (August 24, 2020): 53–60. http://dx.doi.org/10.32492/fortech.v1i2.224.

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The objectives of this research are (1) to design development of instructional media in form of modules and product packaging trainers for Industrial Automation Workshop courses in Department of Electrical Engineering, Faculty of Engineering, State University of Malang, (2) developing product packaging trainers that have been made it can be used for a variety of systems (microcontrollers, smart relays, and PLCs), (3) developing product packaging trainer practicum module based on smart relay for learning FBD (Function Block Diagram) programming in Industrial Automation Workshop course in Department of Electrical Engineering, State University of Malang and, (4) testing feasibility of module and trainer of goods packaging that have been developed for learning courses in Industrial Automation Workshop in the Department of Electrical Engineering, Faculty of Engineering, State University of Malang. This study adopting a development tailored model to needs of module development but still refers to existing development models. Development model in this research uses development model from Sugiyono tailored to needs. Based on results of validation and feasibility testing of practicum modules by experts 1, experts 2, product trials and usage trials can be concluded that practicum modules and product packaging trainers are very suitable used in learning

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Oktavia, Oktavia, Elis Setiawati, and Tiara Anggia Dewi. "PENGEMBANGAN MEDIA PEMBELAJARAN MODUL BERBASIS GAMBAR PADA MATERI IPS TERPADU SISWA KELAS VIII SMP NEGERI 3 BATANGHARI NUBAN LAMPUNG TIMUR." EDUNOMIA: Jurnal Ilmiah Pendidikan Ekonomi 1, no. 2 (May 11, 2021): 153–63. http://dx.doi.org/10.24127/edunomia.v1i2.1568.

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This Integrated Social Media learning media refers to an image based learning media module. The image is a combination of points, lines, fields, and colors that are useful for telling something. This method can also be used by students to arouse their interest in learning, language skills, and help them interpret and memorize the contents of material from textbooks. The results of the pre-survey to teachers and students of class VIII of SMP Negeri 3 Batanghari Nuban East Lampung showed that the learning media used were only limited to worksheets while printed books were already available at school but had not been maximally utilized by teachers. Then the researcher makes the development of a valid and practical image-based learning media module that can be used by students. This study uses research procedures and ADDIE development models. This development model consists of 5 stages of development, namely Analysis, Design, Development, Implementation, and Evaluation. The results showed that the image-based module learning media was appropriate to be used in learning. This is shown by the results of expert tests on the appearance of the design of instructional media based on images included in the criteria of "Very Valid" with a percentage of 90%, the results of expert trials on the presentation of instructional materials based on image learning modules included in the criteria of "Very Valid" with a percentage of 96%, and the results of testing students' responses to the learning media of image-based modules are included in the criteria of "Very Practical" with a percentage of 80.3%, thus it can be concluded that the learning media of image-based modules is a valid and practical learning media used in learning process.

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Saifiyah, Sofi, Ferry Ferdianto, and Setiyani Setiyani. "DESAIN MODUL PEMBELAJARAN BERBASIS KEMAMPUAN KOMUNIKASI MATEMATIS DAN MOTIVASI BELAJAR SISWA." KALAMATIKA Jurnal Pendidikan Matematika 2, no. 2 (November 30, 2017): 177. http://dx.doi.org/10.22236/kalamatika.vol2no2.2017pp177-192.

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This research about an instructional module design for mathematical communication skills and student motivation. This type of research is descriptive qualitative research in the form of a didactic design. Research background by the barriers to learning (learning obstacle) experienced by students regarding the material rectangle and related mathematical communication skills in junior high school students of class VII. One solution to overcome learning obstacles experienced by students is designing learning modules in order to facilitate the students to understand the material rectangular and square and encourage mathematical communication skills. The study aims to: (1) know learning obstacles experienced by students; (2) knowing how to design a learning module that is valid in accordance with learning obstacles experienced by students; (3) describe the intervention of teachers in implementing the learning modules; and (4) determine students' motivation after learning using learning modules. His research interests are students of class VII C SMP Negeri 1 palimanan. The results of this study indicate the existence of two kinds of learning obstacles experienced by students, the learning module valid after being revised in accordance with the advice of the fifth validator validation learning modules percentage reached 86.80% with a very valid criteria or can be used without revision, intervention by teachers during the implementation of the learning modules in the form of anticipation of didactic and pedagogical intervention, and the average student motivation after learning to use the learning module reaches 83.78% which is included in the category of a very strong motivation to learn.

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Journal articles on the topic 'Instructional modules'

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