IJSTR

International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
0.2
2019CiteScore
 
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020

CALL FOR PAPERS
AUTHORS
DOWNLOADS
CONTACT

IJSTR >> Volume 9 - Issue 3, March 2020 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Contribution Of Edmodo Smartphone Application To Support Assessment Activities In The Social Science Learning Process; Students Review

[Full Text]

 

AUTHOR(S)

Gustina, Azwar Ananda, Ahmad Kosasih, Zakirman, Ardimen, Padang, Indonesia

 

KEYWORDS

Edmodo, Assessment, Learning Process, Technology, Students

 

ABSTRACT

Teachers in the school today have problems in the assessment process during learning activities. Printable techniques and task methods create obstacles in the form of slow task correction and take a long time to provide feedback to students. To address this, an edmodo based task assessment was developed. This study aims to see the extent of edmodo's contribution in helping assessment activities in the learning process according to student perspectives. This type of research is descriptive qualitative, with research instruments in the form of questionnaires distributed to 34 respondents who in the learning process and assessment of their duties have used the Edmodo smartphone application. From the results of the questionnaire analysis it can be concluded that edmodo: is flexible, can be downloaded by all types of smartphones, free / free, has main features that make it easier for students to upload tasks, has a reminder feature, and features accumulated values that make it easier for teachers to evaluate.

 

REFERENCES

[1] Khaleel, M. (2015). Students' Perceptions of Edmodo and Mobile Learning and their Real Barriers towards them. Turkish: The Turkish Online Journal of Educational Technology, 14 (2), 167-180.
[2] Sugito, et al., (2017). The Learning Syntax Through Edmodo in the Beginners Class. IJERE: International Journal of Evaluation and Research in Education, 6 (4), 299-305.
[3] Is’haq Al-Naibi, Maryem Al-Jabri & Iman Al-Kalbani. (2018). Promoting Students’ Paragraph Writing Using Edmodo: An Action Research. TOJET: The Turkish Online Journal of Educational Technology, 17 (1), 130-143.
[4] Serkan, Cankaya & Eyup Yunkul. (2018). Learner Views about Cooperative Learning in Social Learning Networks. Canada: Canadian Centre of Science and Education, 11 (1), 52-63.
[5] Eyup Yunkul, et al. (2017). Students’ Attitudes Towards Edmodo, A Social Learning Network: A Scale Development Study. TOJDE: Turkish Online Journal of Distance Education, 18 (2), 16-29.
[6] Didem, Ekici. (2017). The Use of Edmodo In Creating An Online Learning Community of Practice For Learning To Teach Science. MOJES: Malaysian Online Journal of Educational Sciences, 5 (2), 91-106.
[7] Fatimah Al-Katiri. (2015). Beyond The Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges. Canada: Canadian Centre of Science and Education, 8 (1), 189-204.
[8] Farha Aliya Mokhtar. (2016). Rethinking Conventional Teaching In Language Learning and Proposing Edmodo As Intervention: A Qualitative Analysis. MOJET: Malaysian Online Journal of Educational Technology, 4 (2), 22-37.
[9] Zakirman, Z., & Hidayati, H. (2017). Praktikalitas Media Video dan Animasi dalam Pembelajaran Fisika di SMP. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(1), 85-93.
[10] Tahsin Yagci. (2015). Blended Learning via Mobile Social Media & Implementation of EDMODO in Reading Classes. Australia: Australian International Academic Centre, 6 (4), 41-47.
[11] Zakirman, Z., & Rahayu, C. (2018). Popularitas WhatsApp sebagai media komunikasi dan berbagi informasi akademik mahasiswa. Shaut Al-Maktabah: Jurnal Perpustakaan, Arsip dan Dokumentasi, 10(1), 27-38.
[12] Manal Mohammad Khodary. (2017). Edmodo Use to Develop Saudi EFL Students’ Self-Directed Learning. Canada: Canadian Centre of Science and Education, 10 (2), 123-135.
[13] Zakirman, Z. Z. (2017). Pengelompokkan Gaya Belajar Mahasiswa Menurut Teori Honey Mumford Berdasarkan Intensitas Kunjungan Pustaka. RISTEKDIK: Jurnal Bimbingan dan Konseling, 2(2).
[14] Okumura Shinji. (2016). The Use of an Educational Social Networking Site For English Language Learning Beyond The Classroom In a Japanese University Setting. Mokugawa Women’s University: Research Buletin of Education, 11 (-), 39-45.
[15] Zakirman, Z. (2019). Peningkatan Minat Baca Siswa Melalui Penerapan Model Pembelajaran Play-Think-Pair-Share Di SDN 19 Nan Sabaris. Shaut Al-Maktabah: Jurnal Perpustakaan, Arsip dan Dokumentasi, 11(1), 41-51.