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"Pandemi COVID-19 telah mengubah kehidupan kita sehari-hari yang dulu kita anggap membosankan dan biasa saja menjadi sesuatu yang kita rindukan. Aktivitas duniawi seperti bekerja di kantor dan belajar di sekolah telah dipindahkan ke lingkungan online sesuai dengan aturan social distancing. Namun, dengan keterbatasan infrastruktur dan sumber daya, pembelajaran daring memiliki keterbatasan dan kekurangan. Sementara banyak guru telah mengadopsi alat pengajaran dan pembelajaran yang bersifat gamified ke dalam pelajaran mereka, masih ada beberapa yang belum dan masih mengajar dengan cara tradisional. Sementara itu, pembelajaran daring hadir dengan banyak gangguan dan sebagian besar dilakukan dalam penyampaian satu arah. Hal ini kemudian menciptakan lingkungan belajar yang tidak efektif. Oleh karena itu, analisis pengaruh gamifikasi pada siswa SMA dilakukan dalam penelitian ini dengan menggunakan metode structural equation modeling (SEM). Studi ini secara khusus dianalisis berdasarkan platform Quizizz dan Kahoot, yang merupakan beberapa alat dan wadah yang bersifat gamified yang umum digunakan oleh guru untuk menilai siswa mereka. Sebanyak 286 tanggapan diperoleh. Berdasarkan hasil pengolahan data, faktor motivasi belajar, kecemasan belajar, beban kognitif, dan prestasi akademik dipengaruhi oleh gamifikasi. Berdasarkan analisis lebih lanjut atas hasil tersebut, maka dirumuskan seperangkat strategi dengan menggunakan metode why how laddering kemudian divalidasi dengan ahli dengan menggunakan strategy to mission matrix, sehingga diperoleh seperangkat strategi yang diprioritaskan untuk dijadikan rekomendasi bagi sekolah-sekolah dan lembaga pendidikan.

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The COVID-19 pandemic has altered our daily lives that we once consider as normal have become something that we take for granted. Mundane activities such as working in the office and studying in school has been moved to online environments in accordance with the social distancing regulation. However, with limited infrastructure and resources, online learning had its limitations and shortcomings. While many teachers have adopted gamified teaching and learning tools into their lessons, there are still some that have not and are still teaching the traditional way. Meanwhile, online learning comes with many distractions and is mostly carried out in a one-way delivery. This then creates an ineffective learning environment. Thus, analysis on the effects of gamification on senior high school students is conducted in this study by using the structural equation modeling (SEM) method. The study was specifically analysed based on the platforms Quizizz and Kahoot, which are some of the commonly used gamified tools and platforms by teachers to assess their students. A total of 286 responses were obtained. Based on the results of the data processing, factors learning motivation, learning anxiety, cognitive load, and academic performance were affected and influenced by gamification. Based on further analyses on the results, a set of strategies were formulated using the why how laddering and then validated with experts using the strategy to mission matrix, eventually obtaining the set of prioritised strategies to be used as recommendations to schools and educational institutes."

"Experiential E-Learning of Sanata Dharma University (Exelsa) adalah sebuah Learning Management System (LMS) berbasis web yang dikembangkan oleh Universitas Sanata Dharma untuk meningkatkan efektivitas dan kualitas pembelajaran. Exelsa memiliki sejumlah fasilitas seperti tugas online, tes online, bahan kuliah, chating, menjawab kuesioner, melihat pengumuman, forum mata kuliah, kalender kegiatan, dan sebagainya. Makalah ini menjelaskan tentang hasil penelitian mengenai hubungan faktor-faktor yang mempengaruhi penerimaan dan penggunaan Exelsa dengan menggunakan Unified Theory of Acceptance and Use of Technology (UTAUT). Data dikumpulkan dari responden (mahasiswa) yang menggunakan Exelsa melalui pengambilan data dari basis data dan penyebaran kuesioner sejumlah 281 buah. Hasil analisis deskriptif memperlihatkan bahwa sebagian besar responden memiliki tingkat performance expectancy, effort expectancy, social influence, facilitating conditions, dan use behavior yang tergolong tinggi, sementara tingkat behavioral intention sebagian besar responden tergolong sedang. Hasil pengujian dengan korelasi Spearman menunjukkan bahwa performance expectancy, effort expectancy, social influence, dan facilitating condition masing-masing memiliki korelasi positif dan signifikan (p-value"

"This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners in joint work with shared objects and artefacts mediated by collaboration technology. The theoretical underpinnings stem from different origins, including Bereiter and Scardamalia’s theory on knowledge building and Engeström’s activity theory. The authors in this collection introduce key concepts and techniques, explain tools designed and developed to support knowledge creation, and report results from case studies in specific contexts. The book chapters integrate theoretical, methodological, empirical and technological research, to elaborate the empirical findings and to explain the design of the knowledge creation tools. "

"This book constitutes the refereed proceedings of the 5th International Conference on Hybrid Learning, ICHL 2012, held in Guangzhou, China, in August 2012. The 32 contributions presented in this volume were carefully reviewed and selected from numerous submissions. In addition two keynote talks are included in this book. The topics covered are computer supported collaborative learning, experiences in hybrid learning, electronic learning, pedagogical and psychological issues, hybrid learning systems, and organizational frameworks for hybrid learning."

"The School Buddy System shows you how to dive in headfirst and come out with a truly collaborative learning environment where the goal is student success."

"Politeknik Negeri Jakarta (PNJ) dalam menghadapai tantangan globalisasi dan perkembangan teknologi informasi telah merespon melalui proses penyelenggaraan Tri Dharma Perguruan Tinggi dengan visi PNJ menjadi politeknik berkelas dunia pada tahun 2029. Faktanya, PNJ melakukan inovasi melalui kurikulum berbasis KKNI dan kebutuhan industri, penelitian berorientasi pada HAKI dan paten, pengabdian berbasis pada pemberdayaan masyarakat serta penyelenggaraan pendidikan inklusi untuk siswa berkebutuhan khusus. Collaborative knowledge creation (CKC) yang terjadi dalam organisasi digunakan dalam menjawab “the right knowledge” untuk “the right people” pada “the right time”. Merujuk pada Alvarez (2012) penerapan CKC di dalam organisasi merupakan syarat agar bertahan di dalam persaingan global. Sedangkan Du Chatenier et.al., (2009) menggambarkan empat tahapan implementasi CKC, yaitu : (1) externalizing and sharing, (2) interpreting and analyzing, (3) negotiating and revising dan (4) combining and creating. Tujuan penelitian ini adalah untuk menganalisis proses pembelajaran yang partisipatif berdasarkan budaya di dalam kerangka suatu sistem terbuka yang rumit dan kompleks berbentuk human activity systems (HAS) pada organisasi Politeknik melalui konsep CKC dengan pendekatan dual imperative systems yang menggunakan soft systems methodology (SSM) serta meminjam PNJ sebagai laboratorium untuk kepentingan research interest dan problem solving. Dalam research interest, SSM hanya dilakukan sampai tahap keenam dan penerapan CKC di PNJ memiliki karakteristik yang sama dengan ciri dan keunggulan Politeknik sebagai pendidikan tinggi vokasi. Hasil penelitian menunjukkan bahwa keseluruhan empat tahapan dalam CKC (externalizing and sharing, interpreting and analyzing, negotiating and revising, dan combining and creating) digunakan dalam proses penyusunan dan pengembangan model pendidikan tinggi vokasi dan mendukung peningkatan kualitas pelaksanaan Tri Dharma PT. Penelitian ini melibatkan aktor yang berwenang dan berkompeten, dimulai dari tingkat individu, kelompok, organisasi dan antar organisasi Politeknik. Penerapan setiap tahapan CKC dalam proses penyusunan dan pengembangan model pendidikan tinggi vokasi memerlukan kontribusi peran dari setiap individu (Direktur, Pudir, Kajur, KPS, Kepala Unit dan dosen), kelompok (Pimpinan PNJ, Pimpinan Jurusan, Pimpinan Unit), organisasi (PNJ) dan antar organisasi (Forum Direktur Politeknik, wakil dari Dikti, dunia industri serta asosiasi profesi). PNJ memainkan peran penting melalui penyempurnaan kelembagaan yang didukung kebijakan pemerintah, meningkatkan kualitas lulusan dan mutu pembelajaran, memperkuat daya inovasi, kerja sama dengan dunia industri, pemerintah dan institusi lainnya.

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In facing the challenges of globalization and information technology, State Polytechnic of Jakarta ( PNJ ) has responded by implementation of the Tri Dharma of Higher Education with PNJ vision become a world-class polytechnic in 2029. In fact, PNJ innovation is done through standard curriculum needs of the industry, the number of research oriented, intellectual property rights and patents, devotion based on community development and the implementation of inclusive education for students with special needs. Collaborative knowledge creation ( CKC ) is happening in the organization used to answer "the right knowledge" to "the right people" at "the right time". Referring to Alvarez ( 2012) application of the CKC in the organization is a requirement in order to survive in the global competition. While Du Chaternier et al, (2009 ) describes four stages of implementation CKC: (1) externalizing and sharing, (2) analyzing and interpreting, (3) negotiating and revising, and (4) combining and creating.

The purpose of this study is aimed to analyze the learning process in a participatory of CKC and based culture within the framework of an open complicated and complex form of human activity systems (HAS) at the Polytechnic organization with dual imperative systems approach that use soft systems methodology (SSM) and borrow PNJ as a laboratory for the benefit of research interests and problem solving. In the research of interest, SSM only done until the sixth stage and the application of the CKC in PNJ has the same characteristics with the characteristics and advantages of the Polytechnic as higher vocational education.

The results showed that all four stages in CKC (externalizing and sharing, analyzing and interpreting, negotiating and revising, and combining and creating) used in the formulation and development of higher vocational education models and support the implementation of quality improvement “Tri Dharma” of higher education. Research involving actors and competent authorities, starting from the level of the individual, group, organizational and inter-organizational Polytechnic. CKC application of each stage in the process of drafting and development of higher vocational education model requires the contribution of each individual role ( Director, Vice Director , Head of Department, Head of Unit and Lecturer ), group (Director and Vice Director, Head of Department, Head of Unit), organization (PNJ) and inter organizational ( Polytechnic Director 's Forum, representatives of Higher Education: Ministry of Education and Culture, industries and professional associations ). In the face of globalization and helping to improve the nation's competitiveness, PNJ have an important role through institutional improvements and supported by government policies, improve the quality of the graduates, the quality of learning and teaching process, strengthen innovation and do collaboration with industries, gevernment and other institutions."

"Penelitian ini membahas peran diskusi online (dalam jaringan/daring) asinkronus yang menerapkan kerangka kerja community of inquiry (CoI) pada keterampilan berpikir kritis mahasiswa. Tujuan dari penelitian ini adalah menguji kerangka kerja CoI dalam peningkatan keterampilan berpikir kritis mahasiswa, serta melihat hubungan social presence, cognitive presence, dan teaching presence dengan keterampilan berpikir kritis mahasiswa. Penelitian kuasi eksperimental yang menggabungkan pendekatan kuantitatif dan kualitatif ini dilakukan pada 45 mahasiswa angkatan 2014 dan 2 pengajar dari Fakultas Farmasi Universitas Indonesia yang mengikuti Mata Ajar Pengembangan Kepribadian Terintegrasi (MPKT B). Proses pembelajaran MPKT sendiri diselenggarakan secara tatap muka dan daring. Dari hasil penelitian ditemukan bahwa kelompok eksperimen yang diajarkan CoI tidak mendapatkan skor berpikir kritis yang lebih besar dari kelompok kontrol yang tidak diajarkan CoI. Penelitian juga menunjukkan bahwa skor berpikir kritis memiliki hubungan dengan elemen-elemen dalam CoI meski tidak signifikan.

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The focus of this study is to test the community of inquiry (CoI) framework on critical thinking skill development and investigates the relation between social presence, cognitive presence, and teaching presence and critical thinking. The study is conducted using quasi experimental design, which combines quantitative and qualitative approach. The participants are 45 first year students (2014) from the Faculty of Pharmacy in Universitas Indonesia, enrolled in character building course (MPKT B). The courses itself is delivered through blended mode, between face to face and online environment. is The participants are grouped into experimental group of 23 students and the control group of 22 students. The study also involed facilitators in each classes. The study exhibit the fact that the students in the experimental group do not have higher critical thinking score compared to the students of the control group. In addition to that, the critical thinking scores are related to the CoI elements, although these results are not significant."