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The purpose of this study was to develop a learning device based on local wisdom of sound wave material for SMA class XI. This study uses a 4D development model (Define, Design, Develop, Disseminate). The learning tools that have been developed are validated by material experts, media experts, and teachers to determine their feasibility. The research instrument used is a validation sheet. Data were analyzed descriptively. The result of the development of this research is a learning device based on local wisdom of sound wave material for SMA class XI. The feasibility level of the product developed got 94% results in the very good category for material experts, 97% in the very good category for media experts, and 94% in the very good category for teachers. Based on the results of this study, it can be concluded that the product of learning devices based on local wisdom of sound wave material for SMA class XI is feasible to use., Tujuan penelitian ini adalah untuk mengembangkan perangkat pembelajaran berbasis kearifan lokal materi gelombang bunyi untuk SMA kelas XI. Penelitian ini menggunakan model pengembangan 4 D (Define, Design, Develop, Disseminate). Perangkat pembelajaran yang telah dikembangkan divalidasi oleh ahli materi, ahli media, dan guru untuk mengetahui kelayakannya. Instrumen penelitian yang digunakan yaitu lembar validasi. Data dianalisis secara deskriptif. Hasil pengembangan penelitian ini berupa perangkat pembelajaran berbasis kearifan lokal materi gelombang bunyi untuk SMA kelas XI. Adapun tingkat kelayakan dari produk yang dikembangkan mendapatkan hasil 94% dengan kategori sangat baik pada ahli materi, 97% dengan kategori sangat baik pada ahli media, dan 94% dengan kategori sangat baik pada guru. Berdasarkan hasil penelitian tersebut, maka dapat disimpulkan bahwa produk perangkat pembelajaran berbasis kearifan lokal materi gelombang bunyi untuk SMA kelas XI layak untuk digunakan.

Learning devices are tools designed by teachers to facilitate teachers in carrying out the learning process so that they can support the achievement of the expected success of learning activities. The purpose of this development research is to produce learning device products in the form of Learning Implementation Plans (RPP) and Student Worksheets (LKPD) on valid flat-sided geometric shapes using the Realistic Mathematics Education (RME) approach. This type of research is development research with the ADDIE model, which has been modified into three stages (Analysis, Design, and Development) without the Evaluation and Implementation stages. The instrument for collecting research data is in the form of learning device validation sheets in the form of lesson plans and worksheets. The data analysis used is descriptive data analysis which describes the level of validity of the product with data obtained from the validation results by four experts. Validation activities were carried out in Pekanbaru City from August 5, 2020, to September 2, 2020, with the research results obtained in the form of an RPP validation result of 96.09 with very valid criteria and an LKPD validation result of 90.52 with a very valid criteria. &nbsp

Fire events can occur suddenly, so community empowerment is needed to minimize the factors that cause fires. The security guard is one part of the community that serves as a security unit. So that security guards must also have insight into dealing with fires in their surroundings, including the Jakarta State University campus environment. One way to make security guards able to cope with fire prevention when a fire occurs at the Jakarta State University is to provide education and training for firefighters. Study this aim to develop learning tools for security guards at the State University of Jakarta on countermeasures fire. Population in study this is security Jakarta State University has 10 security guards. This research uses the type of descriptive research with a qualitative approach with a case study method with the ADDIE research model . The assessment of learning devices in this study was declared feasible from the results of the validation of the experts and it is stated that this research has a very high reliability value. And test the validity using the Pearson Moment correlation technique to get results above the value of 0.3 and it is stated that this research is valid. Keywords: Learning Devices, Fire Fighting, ADDIE, Security Guard.

Online education, proven very efficient in the recent years, has two main components, namely Online learning, and Online teaching, which, in order to be successful to the optimum level, require appropriate resources. The root source playing a vital role in online education is none other than Information Technology, having rapidly developed over the years with number of applications such as google class, WhatsApp, zoom, MS Teams and other information media, helping us lecturers to stay in touch with the students (Viner et al., 2020). It is obvious that Computer Hardware Configuration, Computer Operating System, Internet Browser, Software Applications, Internet connection and Internet speed take leading roles in online learning and teaching. At University, robust wired and wireless networks are available almost anywhere and computer labs have specialized software required for the students’ majors. But when the students moving off from the traditional way of learning to online learning remotely appeared challenging as the access to technologies dropped significantly, especially for the ICT classes. To access the success of online learning based on available technological resources, this study evaluated the (i) student’s internet connection capability, (ii) the availability of learning devices and software, and (iii) the student’s interest in online learning because of various online activities provided. Data is collected using a cross-sectional research methodology, mainly the online record survey method. Keywords: Online Learning, Bandwidth, Learning Devices, A’Sharqiyah University, Oman. Title: A study on availability of technological resources for Online Learning during the pandemic period, A’Sharqiyah University, Oman Author: Ms. Jeyarani Milton, Dr. Godwin John International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 9, Issue 4, July 2022 - August 2022 Page No: 10-17 Novelty Journals Website: www.noveltyjournals.com Published Date: 07-July-2022 DOI: https://doi.org/10.5281/zenodo.6806382, International Journal of Novel Research in Education and Learning, ISSN 2394-9686, Novelty Journals, Website: www.noveltyjournals.com, {"references":["[1]\tViner, R., Russell, S., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child https://doi.org/10.1016/s2352-4642(20)30095-x & Adolescent Health, 4(5), 397-404.","[2]\tLokanath, M., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1(2020), 100012. https://doi.org/ 10.1016/j.ijedro.2020.100012","[3]\tMuthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students' perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), 100101. https://doi.org/ 10.1016/j.ssaho.2020.100101 Pappas, C. (2021).","[4]\tFree educational technology for teachers. Retrieved 6 April 2021 from https://elearningindustry.com/321-free-tools-for-teachers-free-educational-technology Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal https://doi.org/10.46328/ijonse.32 on Studies in Education, 3(2), 70-85.","[5]\tDannenbring, G. L. (1984). System response time and user performance. 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Distance education: A systems view. Belmont : Wadsworth Publishing Company.","[12]\tThadhani, A. J. (1981). Interactive user productivity. IBM Systems Journal, 20 (4), 407-423.","[13]\tLazarus, R. S., & Folkman, S. (Eds.) (1984). Stress, appraisal, and coping . New York : Springer-Verlag.","[14]\tDennis, A. R., & Kinney, S. T. (1998). Testing media richness theory in the new media: the effects of cues, feedback, and task equivocality. Information Systems Research, 9 (3), 256-274","[15]\tNewman, H. (2001). Survey shows high speed Internet connection as vital as coffee. Detroit Free Press (MI).","[16]\tNielsen, J. (2000). Designing Web Usability . New Riders, Indianapolis .","[17]\tRappoport, P. N., Kridel, D. J., & Taylor, L. D. (2002). Alternative approaches to analysis and modeling of residential broadband demand. In Robert Crandall, editor, Broadband Communication: Overcoming the Barriers. Brookings Institution, Washington , DC .","[18]\tBerchtold, J., Dengler, V. V., Johnson, B. M., & Prakash, S. (2001). What do broadband consumers want? McKinsey Quarterly , 4.","[19]\tTelecom Review (2020). The evolution of Oman's telecom industry. Retrieved from https://www.telecomreview. com/index.php/articles/reports-and-coverage/3795-the-evolution-of-oman-s-telecom-industry?tmpl=component&print=1&layout=default&page=","[20]\tGlobalData (2021). Oman Telecom Operators Country Intelligence Report Retrieved from https://www.market research.com/GlobalData-v3648/Oman-Telecom-Operators-Country-Intelligence-14344863/"]}

The purpose of this study is to find out what problems are faced by teachers when developing a Problem based learning (PBL) model of learning tools to improve student's critical thinking skills. This research was conducted at SMAIT Daarul Hikmah Bontang class X 1 and X 2. The sample of this study was 25 teachers in the school, the sample of this study was 5 teachers who taught exact subjects. Primary data collection using observation sheets related to Problem based learning (PBL) Model learning devices containing 25 questions. The results of the study show problems related to compiling learning tools through a problem-based learning model(PBL) it was found that some teachers had problems with references and did not understand learning models that were relevant to learning materials in schools, assessment instruments as supporters related to the problems faced when compiling a problem-based learning (PBL) model of learning tools. 80% of student learning outcomes experienced a more significant increase after using the problem-based learning (PBL) model.

Learning media is one medium that can help students understand the subject matter. No file system in the course material on how to put the data in a table. The material is the use of hashing technique in the search for the relative address of the data. In applying the hash function to find the relative address is probable some data have the same hash function results. This causes a collision (collision) at the time of placement data. Collision (collision) can be addressed by using multiple strategies, among others, Resolution Linear (Linear Resolution), and Double Hashing Overflow. The design of this simulation was organized which begins with the concept, design, material collecting, and assembly. At the design stage is divided into four stages, namely stages of the application process flowchart design, design app menu hierarchy, the design of the main menu display and design process flow aplikasi.Aplikasi calculation aims to assist lecturers in teaching so that students can easily understand and comprehend the material on the hash function particularly the division remainder method to find the relative address.

El proyecto de investigación titulado “El juego como estrategia didáctica para fortalecer el proceso de lectura y escritura en el grado primero” se llevó a cabo en la Institución Educativa Provenza Sede B, con la participación de 21 estudiantes del grado primero. Se realizó desde un enfoque cualitativo con diseño de investigación-acción dentro de la cual se aplicaron como instrumentos de recolección de información una prueba diagnóstica y observación participante en el aula por medio de los diarios de campo. En la fase diagnóstica del proyecto se identificaron dificultades en el proceso lecto – escritor, ante esta situación problemática se diseñó una secuencia didáctica como propuesta de intervención, la cual, mediada por el juego fue desarrollada a través de diez sesiones pedagógicas, cuatro en el aula de clases y seis en los hogares de los estudiantes bajo la orientación de los padres de familia, debido a la emergencia sanitaria por la pandemia del coronavirus. Implementada la propuesta de intervención se observó que los estudiantes mejoraron en su desempeño desde la práctica de la lectura y la escritura, mostraron motivación y protagonismo en la construcción de conocimiento y fortalecieron los dispositivos básicos de aprendizaje. Se concluye que el juego es una herramienta facilitadora en la construcción de conocimiento que causa empatía y gusto en los estudiantes, motiva el aprendizaje, permite avanzar en las habilidades lectoras y escritoras con el acompañamiento y apoyo de cualquier agente facilitador. 1. Capítulo 1 ................................................................................................................ 1 Planteamiento del Problema .......................................................................................... 1 1.1. Introducción ...................................................................................................... 1 1.2 Descripción del problema ........................................................................................ 5 1.3 Objetivos ................................................................................................................ 10 1.3.1 Objetivo general .......................................................................................... 11 1.3.2 Objetivos específicos ................................................................................... 11 1.4 Supuestos cualitativos ........................................................................................ 11 Justificación ................................................................................................................. 12 2. Capítulo 2 .............................................................................................................. 15 Marco Referencial ................................................................................................. 15 2.1 Antecedentes de la Investigación........................................................................... 15 2.1.1 Antecedentes internacionales ...................................................................... 16 2.1.2 Antecedentes nacionales .............................................................................. 21 2.1.3 Antecedentes regionales .............................................................................. 26 2.2 Marco Teórico ....................................................................................................... 30 2.3 Marco Legal ........................................................................................................... 50 3. Capítulo 3 .............................................................................................................. 56 3.1 Método de Investigación........................................................................................ 56 3.2 Diseño Metodológico............................................................................................. 58 3.3 Fases de la investigación - acción .......................................................................... 61 3.3.1 Fase de Diagnóstico y Diseño…………………………………………….61 3.3.2 Fase de Intervención .................................................................................... 62 3.3.3 Fase de Evaluación ...................................................................................... 88 3.4 Población ............................................................................................................... 88 3.4.1 Población Muestra .............................................................................................. 90 3.5 Técnicas e instrumentos de recolección de datos .................................................. 93 3.6 Principios Éticos .................................................................................................... 95 3.7 Validación de los instrumentos .............................................................................. 96 4. Capítulo 4 .............................................................................................................. 97 4.1 Análisis de Datos ................................................................................................... 97 4.1.1 Análisis de Prueba Diagnóstica ................................................................... 97 4.1.2 Análisis de observación participante ........................................................... 98 4.2 Confiabilidad de los resultados ............................................................................ 130 5. Capítulo 5 ............................................................................................................ 132 5.1 Conclusiones ........................................................................................................ 132 5.2 Recomendaciones ................................................................................................ 135 6. Anexos ................................................................................................................ 137 7. Referencias .......................................................................................................... 189 Maestría The research project entitled "The game as a didactic strategy to strengthen the reading and writing process in the first grade" was carried out at the Provenza Sede B Educational Institution, with the participation of 21 first grade students. It was carried out from a qualitative approach with an action-research design within which a diagnostic test and participant observation in the classroom were applied as instruments for collecting information through field diaries. In the diagnostic phase of the project, difficulties were identified in the reading-writing process, faced with this problematic situation, a didactic sequence was designed as an intervention proposal, which, mediated by the game, was developed through ten pedagogical sessions, four in the classroom of classes and six in the students' homes under the guidance of parents, due to the health emergency due to the coronavirus pandemic. Once the intervention proposal was implemented, it was observed that the students improved in their performance from the practice of reading and writing, showed motivation and protagonism in the construction of knowledge and strengthened the basic learning devices. It is concluded that the game is a facilitating tool in the construction of knowledge that causes empathy and liking in students, motivates learning, allows progress in reading and writing skills with the accompaniment and support of any facilitating agent.

Identificar cómo influye el uso del celular en el desempeño escolar de los estudiantes del grado tercero de la IE Camilo Torres en Granada-Meta mediante actividades desarrolladas durante la jornada escolar. Este estudio denominado, influencia del celular en la disposición para el aprendizaje escolar de los estudiantes del grado tercero de la I.E Camilo Torres de Granada-Meta consiste en determinar cómo influye el uso del celular en el desempeño escolar de los estudiantes del grado tercero, este estudio se desarrolla mediante una investigación descriptiva de tipo mixto en la que se usan elementos como encuestas y la observación directa con estudiantes de grado tercero donde el uso del celular en el aula generaba traumatismos en el desarrollo de las clases.Luego de aplicar los instrumentos, se determinó que los estudiantes y docentes son conscientes de los beneficios que tiene el uso adecuado de este recurso en el aula, sin embargo los estudiantes solo tienen facilidad para uso del mismo en el hogar mientras los docentes no ofrecen espacios propicios para su inclusión en el desarrollo de las clases y se ciñen a normativas subjetivas de ámbito institucional, lo que fomenta un carácter restrictivo en torno a este dispositivo, plateándose la necesidad de crear estrategias que fomenten el buen uso del mismo en el mismo en el ámbito pedagógico. This study called, influence of the cell phone in the disposition for the school learning of the students of the third grade of the IE Camilo Torres de Granada-Meta consists in determining how the use of the cell phone influences the school performance of the students of the third grade, this This study is carried out by means of a descriptive investigation of mixed type in which elements such as surveys are used and direct observation with third grade students where the use of the cell phone in the classroom generated trauma in the development of the classes. After applying the instruments, it was determined that students and teachers are aware of the benefits of the proper use of this resource in the classroom, however students only have ease of use in the home while teachers do not offer spaces conducive to their inclusion in the development of the classes and adhere to subjective regulations of an institutional scope, which fosters a restrictive nature around this device, plating the need to create strategies that encourage its proper use in the same in the same pedagogical field

This study aims to describe the effectiveness of the development of outdoor learning method learning tools through miniature outbound activities to develop the physical aspects of motoric early childhood. The design of this research is research and development (R&D). The learning device development model used in this study is to use the 4D instructional development design proposed by Thiagarajan which consists of 4 stages of development namely Define, Design, Develop, and Disseminate. The findings of this research and development are in the form of learning tools that have previously been tested, evaluated, until they meet the desired criteria. Learning tools developed include the Semester Program (Prosem), Weekly Learning Implementation Plan (RPPM) and Daily Learning Implementation Plan (RPPH). The results of hypothesis testing using the paired sample t-test test formula obtained tcount = 4.131 and ttable = 2.045. Because tcount> ttable, Ho was not accepted and Ha was accepted. Based on SPSS results and paired sample t-test test manual formula shows that Ha is accepted, so it can be proven that there are significant differences in learning outcomes between group B children before using an outdoor learning method with group B children after using the outdoor learning method learning device.

International audience; The aim of this paper is to question the issues and possible ways of using co-assessment practices in higher education. Taking support on learning environments used in the field of "Information and Communication", we try to identify the patterns and guidelines for these activities.; L'objectif de cette communication est de questionner les enjeux et les modalités possibles de la mobilisation de situations de co-évaluation à l'université. Prenant appui sur différents scénarios utilisés dans un cursus de formation de licence et de master en « Information-Communication », nous tenterons d'identifier les objectifs d'apprentissage spécifiquement reliés à l'introduction de ces activités.

La mise en place de cours qui alternent le face-à-face et la distance sont loin d'être monnaie courante. Si l'on en croit (Charlier et al., 2004), les premiers dispositifs de ce type seraient apparus en France aux alentours de 1997, alors qu'ils étaient pressentis comme une réponse possible au tout à distance. Les potentialités de ces dispositifs en termes d'innovation pédagogique commencent cependant à être mises en avant, notamment dans un ouvrage récent paru aux Etats-Unis (Graham, 2006). Deux questions se posent alors : quels avantages présente chacune des modalités de formation et comment faire en sorte qu'elles soient complémentaires. C'est à ces questions que j'essaie de répondre dans cet article à partir d'une expérience d'hybridation d'un cours de première année de master de sciences du langage intitulé : "technologies de l'information et de la communication pour l'enseignement / apprentissage du FLE". Classes combining face to face and distance teaching are far from being widespread. According to (Charlier et al., 2004), the first environments of this kind have appeared in France around 1997, as they were perceived as a possible alternative to distance teaching exclusively. In terms of pedagogic innovation however, the potentialities of these environments begin to be emphasised, in particular in a recent book published in the United States (Graham, 2006). Two issues must then be considered: what are the respective advantages of these two training modes and how can we make them complementary. In this article, I will try to answer these questions, through the analysis of an experimental hybrid module being offered on the first year of the Masters: "Information technology and communication for teaching/learning of French as a foreign language".

The main purpose of this book is to define applied linguistics in its historical context - mentionning specifically french as a foreign language. It describes how that field of research was progressively built up, and which problems had to be addressed as research was progressing.This book also focuses on the question of how digital technologies are integrated in the process of training, drawing proposals based on actual conception and experiment of multimedia tools.The final objective of this book is to establish a strong link between learning strategies and multimedia tools, so that technical know-how can be efficiently monitored to fit the needs of the students., Cet ouvrage a pour objectif de situer la didactique des langues, et plus spécifiquement du FLE dans sa dimension historique, en évoquant la constitution du champ et les problèmes rencontrés au long de ce parcours. Il voudrait également proposer un éclairage particulier sur l'utilisation des technologies de l'information et de la communication pour l'éducation (TICE), éclairage fondé sur l'expérience de la création de matériel multimédia et sur les résultats des expérimentations menées par la suite. Enfin, il voudrait créer un lien fort entre multimédia et dispositifs d'apprentissage de façon à exploiter au mieux les potentialités techniques en les adaptant aux intérêts des apprenants dans une synergie intelligente et efficace.

One of the trends in mathematics has been the introduction of educational games as learning devices . A student's attitude toward mathematics is recognized to be very high when games are used. Walter Cronkite, on CBS television, summed up the promise of educational gaming when he said, "By participating, by playing a game , an other - wise dull subject becomes fascinating and unforgettable to the student." (Nesbitt, 1971, p. 2) Bradfield states it in this manner: Many teachers of mathematics are unbelievably boring in their approach to teaching. Consequently , many potentially strong students never develop any great liking for mathematics. This loss of interest is an educational waste ... Therefore , a more stimulating atmosphere is needed in most mathematics classrooms . One way of stimulating the atmosphere is to use recreational mathematics material. (Bradfield, 1970, p . 239) Stark sums up the idea of using games as an aid to learning: The "Games Theory" is not a panacea for all educational ills, but possibly another important teaching-learning tool to prepare children for life. It could serve as an inspirational force, providing the human striving for greatness with a playground . (Stark, 1968, p . 44) Many questions need to be answered for the teacher wanting to use mathematical games in his classroom. It will be the purpose of this paper to summarize the literature concerning the effectiveness of mathematical games in the secondary classroom. In addition, an experiment will be conducted involving the use of mathematical games in the secondary classroom and to survey the changes in attitude of the students , involved in the study, toward mathematics.