Development of Material Economics Modules That Experience Misconceptions in Students of the Economics Study Program Medan State University (Published)
The online learning system has an impact on limited access to information. As educators in universities, we are required to be more creative in improving the quality of learning. For this reason, it is necessary to compile module that are feasible to support learning, especially economics courses on material that has experienced misconceptions. Misconception means the existence of a model of thinking, understanding or wrong ideas formed by students and contrary to theories and concepts used in economic terms. Some students do not have a correct understanding of each concept listed in economic learning, misconceptions also occur when students make a general view based on observations, lack of understanding of concepts, namely unclear and very vague, less tactful, narrow, less exposed, and there are conflicts in the meaning of language between everyday language and terms used in economics. This research uses the research and development (R&D) method with the concept of Borg and Gall. This research was conducted in the economics study program of Medan State University with a total population of all students taking economics courses in the 2021/2022 academic year. Samples are determined by purposive random sampling and sample classes are used to test individual, small group, and limited field samples To see whether or not this module is feasible is first validated by expert lecturers in economics, as well as to see whether or not this module is effective is first tested on students. This research at the same time produced a decent module, effectively having an ISBN. After all the revision notes were corrected as recommended by the validator, then this module was tested on an individual group of 3 people, a small group of 6 field groups consisting of 33 students. From the results of the effectiveness trial, it can be concluded that the average student learning outcomes by using modules are better than the learning outcomes of students who do not use modules. Hopefully this research can further motivate student learning and can also increase student learning independence.
Citation: Arwansyah, Joko Suharianto, Munzir Phonna, M. Ikhsan (2022) Development of Material Economics Modules That Experience Misconceptions in Students of the Economics Study Program Medan State University, British Journal of Education, Vol.10., Issue 8, pp. 44-54
Keywords: Development, Economics, Modules, and misconceptions
Comparing the Technologies Used For the Application of Artificial Neural Networks (Published)
In the past few years, artificial neural networks (ANNs) have become a practice wherever it is necessary to solve problems of forecasting, classification, or control. ANNs are intuitively attractive because they are based on a primitive biological model of nervous systems. In the future, the development of such neurobiological models may lead to the creation of truly thinking computers. The areas of application of neural networks are very diverse – these are text and speech recognition, semantic search, expert systems, and decision support systems, prediction of stock prices, security systems, text analysis, etc. Based on the wide application of artificial neural networks, the application of numerous and diverse technologies can be inferred. In this research paper, a comparative approach towards the above-mentioned technologies will be undertaken in order to identify the optimal technology for each problem area in accordance with their respective advantages and disadvantages.
Keywords: Applications, Artificial Neural Networks, Modules
The Development of Teaching Material of Writing Exposition Text Based Problem on X Grade Student of State Vocational School 7 Medan, Indonesia (Published)
This study aims to determine the results of the development of teaching materials of writing esksposition text based problems on X grade students State Vocational School 7 Medan. The research method used is research and development (R & D) method proposed by Sugiyono to refer to Borg & Gall model. The trial subjects consisted of 3 students with individual trials, 9 students with small group trials, and 32 students with limited field trials. Data collection techniques use observation, interviews, questionnaires and exposition writing test. The results show that: (1) validation of material experts includes the expediency of the content with an average of 85.93% on very good criteria, the expediency of presentation with an average of 84.61 % on very good criteria, and language aspects with an average of 88.46% on very good criteria, (2) design expert validation is with an average of 84.58% on very good criteria, (3) teacher’s response is with average 83.82% on very good criteria, (4) individual trial is with an average of 76.39% on good criterion, (5) small group trials is with an average of 81.25% on very good criteria, and (6) ) limited field test is with an average of 87.04% on very good criteria. The writing test result of the exposition text of the students before using the module is 70, while the writing test result of exposition text of the students after using the module increases 84.68. The difference is 14.68 from before to after. This proves that the teaching materials of writing exposition text developed to improve student learning outcomes by using problem-based learning methods.
Keywords: Exposition Text, Modules, Problem-Based Learning, Teaching Materials
