Main Article Content

Abstract

Interactive learning is one of the most challenging studio design class lecturers, especially in virtual learning classes. Interactive learning could activate the student’s participation during the studio class activity. This action research class aims to examine the effectiveness of an online design studio class with a Studio Oriented Learning Environment (S.O.L.E) module introduced in Malaysia in 2018. This research methods use the spiral model action research approach initiated by Kemmis & McTaggart. This article results from action research conducted in an online studio class, Industrial Product Design, Telkom University. The subject of this experiment was students in a required course in the design curriculum, Basic Studio Design class. The lecturer’s creativity is a fundamental requirement to lead this studio class success. The author found that the Studio Oriented Learning Environment (S.O.L.E) module successfully raised the students’ participation and understanding during a virtual class activity. This method could elevate the online learning effectiveness up to 51.8% in the School of Creative Industries, Telkom University.

Keywords

Studiogogi Peeragogi Modul S.O.LE Kuliah Daring Studio Desain

Article Details

References

  1. Arikunto, S., Suhardjono, & Supardi. (2015). Penelitian Tindakan Kelas (Suryani (ed.)). PT Bumi Aksara.
  2. Cicuto, C. (2016). Implementing an Active Learning Environment to Influence Students’ Motivation in Biochemistry. Journal of Chemical Education, 93(6), 1020–1026. https://doi.org/10.1021/acs.jchemed.5b00965
  3. Corkin, D. M. (2017). The effects of an active learning intervention in biology on college students’ Clasroom motivational climate perceptions, motivation, and achievement. Educational Psychology, 37(9), 1106–1124. https://doi.org/10.1080/01443410.2017.1324128
  4. Fuadi, E. H. (2020). Penggunaan Metode Tutor Sebaya Untuk Meningkatkan Aktivitas dan Hasil Belajar Materi Resistor. Cakrawala: Jurnal Pendidikan, 14(1), 72–79. https://doi.org/10.24905/CAKRAWALA.V14I1.999
  5. Ghulamudin, M., Jurnal, B. H.-C., & 2020, undefined. (2020). Penggunaan Aplikasi Google Clasroom Sebagai Metode Pembelajaran Daring Selama Pandemi Covid-19. E-Journal.Upstegal.Ac.Id, 14(2). http://e-journal.upstegal.ac.id/index.php/Cakrawala/article/view/1710
  6. Hannafin, M. J., Hill, J. R., Land, S. M., & Lee, E. (2014). Student-centered, open learning environments: Research, theory, and practice. Handbook of Research on Educational Communications and Technology: Fourth Edition, 641–651. https://doi.org/10.1007/978-1-4614-3185-5_51
  7. Kemdikbud. (2020). Kemendikbud Dorong Pembelajaran Daring Bagi Kampus Di Wilayah Terdampak Covid-19. https://www.kemdikbud.go.id/main/blog/2020/03/kemendikbud-dorong-pembelajaran-daring-bagi-kampus-di-wilayah-terdampak-covid19
  8. Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. In The Action Research Planner: Doing Critical Participatory Action Research. https://doi.org/10.1007/978-981-4560-67-2
  9. Lonsdale, C. (2013). A cluster randomized controlled trial of strategies to increase adolescents’ physical activity and motivation in physical education: Results of the Motivating Active Learning in Physical Education (MALP) trial. Preventive Medicine, 57(5), 696–702. https://doi.org/10.1016/j.ypmed.2013.09.003
  10. Matthew B, M., & Huberman, M. (1994). Qualitative Data Analysis (2nd ed.). SAGE Publications.
  11. Mikalayeva, L. (2016). Motivation, ownership, and the role of the instructor in active learning. International Studies Perspectives, 17(2), 214–229. https://doi.org/10.1093/isp/ekv001
  12. Mills, & E, G. (2000). Action Research: A Guide for the Teacher Researcher. Pearson.
  13. Owens, D. C. (2020). Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices. Research in Science Education, 50(1), 253–277. https://doi.org/10.1007/s11165-017-9688-1
  14. Rosenkranz, R. R. (2012). A cluster-randomized controlled trial of strategies to increase adolescents physical activity and motivation during physical education lessons: The Motivating Active Learning in Physical Education (MALP) trial. BMC Public Health, 12(1). https://doi.org/10.1186/1471-2458-12-834
  15. Santi, T., Pendidikan, A. F.-C. J., & 2021, undefined. (2021). Validitas Pengembangan Mobile Learning Berbasis Moodle di Sekolah Menengah Kejuruan Pariwisata Aisyiyah Pada Mata Pelajaran Pengetahuan Bahan. E-Journal.Upstegal.Ac.Id, 15(1). https://doi.org/10.24905/cakra
  16. Sugiyono. (2008). Metode Penelitian Pendidikan:(Pendekatan, Kuantitatif, Kualitatif, dan R&D). Alfabeta. Alfabeta.
  17. Wina, S. (2019). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan.
  18. Zairul, M. (2018). Introducing Studio Oriented Learning Environment (S.O.L.E) in UPM, Serdang: Accessing Student-Centered Learning (SCL) in The Architectural Studio. Archnet-IJAR: International Journal of Architectural Research, 12(1), 241–250. https://doi.org/10.26687/archnet-ijar.v12i1.1275
  19. Zairul, M. (2020). A thematic review on student-centred learning in the studio education. Journal of Critical Reviews, 7(2), 504–511. https://doi.org/10.31838/jcr.07.02.95