Discover the world's research25+ million members160+ million publication billion citationsJoin for free A preview of the PDF is not available ResearchGate has not been able to resolve any citations for this publication. I M RajendraI Made SudanaInteractive multimedia technology empowers the educational process by means of increased interaction between teachers and the students. The utilization of technology in the instructional media development has an important role in the increase of the quality of teaching and learning achievements of students. The application of multimedia technology in the instructional media development is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods. The design of the study was quasi-experimental with pre and post. The instrument used is the form of questionnaires and tests This study reports research findings indicated that there is a significance difference between the mean performances of students in the experimental group than those students in the control group. The students in the experimental group performed better in mechanical technology practice and in retention test than those in the control group. The study recommended that multimedia instructional tool is an effective tool to enhance achievement students on practice skills in mechanical Technology. Tung-Ju WuYu-Nan TaiUnder the waves of the Internet and the trend of era, information technology is a door connecting to the world to generate the multiplier effect of learning. Students' learning should not be regarded as the tool to cope with school examinations. The frequent contact with computers, networks, and relevant information allow students enjoying the colorful life. Some knowledge is broad on the Internet or TV media that the attraction of learning environments and teaching materials for students' interests to achieve the teaching effect becomes a primary issue. With the design of experiments, the Quasi-Experimental research is preceded in this study. Total 92 students in two classes in Fuzhou High School in Fujian are preceded the designed teaching program of Multi-Sensory instruction in math for 4 months. The results show significant correlations between motivation and learning outcomes, instruction and learning motivation, and instruction and learning outcomes. This study expects to understand the effects of multimedia information technology integrated Multi-Sensory instruction on students' learning motivation and outcomes as well as provide reference for teachers applying information technology integrated instruction and the promotion of relevant education units. Fui-Theng LeowMai NeoThis research study was conducted at INTI International University, and aimed at enhancing the quality of classroom learning for University students with three important emphases Gagne's instructional model, multimedia, and student-centered learning. An Interactive Learning Module ILM was developed as the core component in forming the multimedia-mediated student-centered learning environment MMSLE to improve the quality of student learning. The impacts on student learning were investigated through pre-test and post-test, questionnaires, open-ended questions and interview. A significant improvement was found in the test results, and shows that this learning environment has enhanced the students' learning achievement. Students also show positive attitude change as they became more active and motivated in the learning process. A framework named MMSLE was proposed to provide a guideline for educators in Malaysian Universities to foster education innovations as alternatives to the conventional classroom teaching and learning KimThe purpose of this study is to use films character education lessons to be enabled. First, this study is a model of teaching character education through film that would be proposed. Second, using film character education lessons will be conducted in a real university. Thus, the satisfaction of students will be examined. Third, using film to demonstrate the effectiveness of character education classes would be. Finally, the use of film in teaching character education curriculum according to the character would be proposed. Jacquelynne S EcclesThe years between 6 and 14-middle childhood and early adolescence-are a time of important developmental advances that establish children's sense of identity. During these years, children make strides toward adulthood by becoming competent, independent, self-aware, and involved in the world beyond their families. Biological and cognitive changes transform children's bodies and minds. Social relationships and roles change dramatically as children enter school, join programs, and become involved with peers and adults outside their families. During middle childhood, children develop a sense of self-esteem and individuality, comparing themselves with their peers. They come to expect they will succeed or fail at different tasks. They may develop an orientation toward achievement that will color their response to school and other challenges for many pars. In early adolescence, the tumultuous physical and social changes that accompany puberty the desire for autonomy and distance from the family, and the transition from elementary school to middle school or junior high can all cause problems for young people. When adolescents are in settings in school, at home, or in community programs that are not attuned to their needs and emerging independence, they can lose confidence in themselves and slip into negative behavior patterns such as truancy and school dropout. This article examines the developmental changes that characterize the years from 6 to 14, and it highlights ways in which the organization of programs, schools, and family life can better support positive outcomes for UMJPerkembangan moral Jean Piaget merupakan model teori pendekatan kognitif yang secara intrinsik lebih sesuai dengan hakikat manusia sebagai makhluk yang berpikir. Di Indonesia secara umum teori pendekatan kognitif ini banyak menjadi model dan praktik dalam pembelajaran, walaupun diterapkan kurang utuh; sehingga orientasi pembelajaran difokuskan pada pengembangan kognitif secara sempit. Dari perspektif hakikat manusia di atas model pendekatan kognitif Piaget, pada satu sisi, memiliki titik-titik similarisasinya yang hakiki dalam nilai-nilai Islam. Tetapi pada sisi lain, teori Piaget memiliki titik-titik kelemahan, karena perilaku moral tidak selalu merupakan refleksi pengetahuan moral. Maka Islam menyediakan nilainilai komplementasi yang memberi ruang penerapan moral bagi anak secara konsisten, walaupun memasuki tahap perkembangan moral autonomous yang bercorak subjektif dan SukasniHady EfendyEducation in Indonesia has not fully provide hope for the people through the values and benefits of education. This condition is evident from the low quality of graduates, lack of relevance of education in terms of the substance of the needs of society, and education actually used as the politicization of the district officials. Indonesia's ability to compete in global markets, the use of technology that can increase revenue and productivity, as well as the power to Visit Indonesia to investors, was formed through the existence of resources human. Indonesia must catch up in the standard of education with other countries. For that we need a re-identification of the problems of education in Indonesia and the solution to these problems and points of reform Komalasari Didin SaripudinThis study aims to describe the development of value-based interactive multimedia through integrated practice for the formation of students’ character. This study uses Research and Development Design at the Department of Social Sciences Education at Indonesia University of Education. Conceptually, the design in question is integration of living values and social studies learning materials into interactive multimedia by involving students through an integrated practice in schools university and junior high school. Implementation of the design is realized through several steps negotiation of subject matter and character, presentation of materials, group distribution based on social science topics, exploration of character values according to the topics, integrated practice initial observation to school, multimedia scenario development, multimedia production, multimedia simulations in class, and multimedia utilization in school. Implementation of the interactive multimedia design significantly affects the formation of students’ character. PerinpasingamAt present with the development of interactive social media has a great impact on learning environments. Research in open learning environments is only in its infancy. Researchers have shown more interest in studying massive open online courses MOOCs as a topic of interesting learning environments. This study discloses the results of the development of a module using Massive Open Online Course MOOC in the teaching and learning process in an architecture classroom. The development process was based on Kristof and Satran’s 1995 view that information, interactive and presentation designs form the module development process of this massive learning module. The design model by Hannafin and Peck 1990 describes the evaluation and revision phases which were done concurrently. Two instructional technologists and three content experts participated in evaluating the effectiveness of this module and data were collected through semi-structured interviews. It is established that the module supports interactive learning approaches. The module functions as a pedagogical tool that appears to be a possible solution in heightening the eagerness of learning the Experiencing Malaysian Architecture module and the self-confidence of tertiary students while emphasizing prospective ventures and trials one might face when implementing MOOCs in as related or completely dissimilar using the Web can be viewed nowadays as a new platform for delivery of course materials, there are still many educators who look to the Web as a replacement for their current teaching methods. This paper sought to investigate students' perceptions towards an interactive web-based learning environment, which consisted of using multimedia-mediated web-based learning modules, created based on Mayer's 2001 design guidelines, and the use of weblogs to capture the student learning process. Students were given pre-and posttests, and a survey to ascertain their reactions and attitudes toward this mode of learning. The results obtained were very positive and encouraging. Students generally found the multimedia-mediated web-based learning environment to be enjoyable and motivating, and were able to demonstrate their learning and skills of the subject domain via their weblogs. Results also gave strong support for the use of multimedia in learning modules that followed proper design guidelines which would better engage students in their learning.