A series of case-based learning modules that encourgae reuable interactive multimedia development, team-oriented learning and problem solving with real-world challenges are demonstrated. The principles of educational methods and solution are also introduced. The advanced learning environment case-based/problem-based learning (PBL) is performed using web-enabled, 3D virtual reality (3DVR) ... [Show full abstract]Read more
KALO MASIH BILANG BELAJAR BACA BIKIN STRES BERARTI GA KENAL ABACA. Coba cek situs The American Institute of Stress (Stress.org) ditemukan 50 tanda stres, bbrp di antaranya sakit kepala, badan gemetar tak terkendali, keluar keringan dingin, gugup, dll. Bandingkan dg gejala anak yg bermain abaca, seperti putra bunda Widi. Sebelumnya putra Bunda Widi ini kalo diminta belajar jagonya ngeles, dikit2 bilang, "adek capek Bu." Tapi lain ceritanya setelah kenal abaca, Bunda Widi kerasa kena karma nih. Sekarang, gantian deh yg bilang capek. Putra Bunda Widi nagih terus main abaca ga kenal lelah, sampe capek bunda Widi karena diminta main abaca melulu. Selain putra Bunda Widi ada lagi, Andro, yg bangun tidur, bukannya cuci muka, malah langsung nyari abaca dan main *tepok jidat :p Itu baru 2 contoh Bunda, ada sekitar seribuan testimoni spt ini yg bikin anak cepat nyantol dan bersemangat belajar. Bandingkan gejala anak yg kecanduan belajar pake abaca dg orang stres, tak ada satu pun ditemukan gejala spt yg disebutkan dalam situs American Institute of Stress. Anak2 malah hepi, dan nodong bundanya main abaca terus sampe capek. Sama sekali tidak menunjukkan gejala stres. Kalo Plato masih hidup, beliau akan merekomendasikan abaca deh. Pendidikan paling efektif adalah jika anak2 bermain dg hal2 yg benar2 dia sukai. (Plato). Kenapa abaca ajaib? Karena huruf2nya diklasifikasikan sedemikian rupa ke dalam box2nya. Shg materi huruf yg kompleks dan abstrak, menjadi sederhana dan mudah. Ditambah lagi dg gamenya yg beragam dan tingkat kesulitannya terukur. Tapi tetap ya bunda, tes dl kesiapan anak sebelum belajar membaca agar hasilnya maksimal. ABACA FLASHCARD TIDAK DIJUAL DI TOKO BUKU / MAINAN. Copas by FB Bunda Halimah Masjhur Info Abaca silahkan hubungi Marketer Resmi Abaca Flashcard Harlina 085878491586
Media ini juga merupakan media belajar yang interaktif, ananda dan orang tua akan menikmati proses belajar dengan cara yang menyenangkan, ananda akan ditanya huruf dan akan mendapatkan reward jika bisa menghafal/menyebutkannya. Proses "fun learning" ini yang akan menumbuhkan semangat dan minat belajar anak. proses belajarpun menjadi lengkap krn anak turut ikut serta dlm belajar dg menggunakan semua indra yg dimilikinya, mereka akan ditanggapi&menanggapi materi yg dipelajarinya, sehingga dapat menumbuhkan minat belajar dlm diri anak.
Temani dan tuntun anak untuk belajar di web site http://www.starfall.com. This is a really amazing educational site, and it’s free! Semua bahan pelajaran bisa di download gratis. Web site ini sangat menyenangkan bagi anak-anak, karena masing-masing runtunan belajar diakhiri dengan game yang asyik-asyik. Tanpa sadar anak-anak akan belajar dan terus bertahan belajar. Juga, karena berupa mulitmedia interaktif, kita hanya perlu menemani dan memastikan anak mengikuti sequence belajar yang telah di sarankan, anak-anak tinggal melihat, menirukan, mengulangi bahan pelajaran multimedia tersebut. Spelling dan Pronounciation dijamin benar dong…nggak seperti kita jika mengajarinya sendiri. Selain itu, download saja bahan-bahan yang bisa dicetak sehingga anak tidak harus membuka komputer+internet untuk belajar. Mereka juga bisa melakukan aktifitas asyik dengan worksheet yang tersedia. Dan…tanpa menyadarinya mereka juga belajar MENULIS!

Ara contohnya, yg imajinasinya langsung "on" ketika membuka paket hijaiyah seri 2 permen pizza. Saking larutnya dalam game pesta permen pizza, Ara tidak mau acara gamenya diinterupsi dg cerita, jadi setiap melewati 'buku ajaib', Ara langsung lanjut jalan tanpa mau berhenti di kotak itu. Dia terobsesi dg rumah beratap melengkung yg dapat mengeluarkan soal2 hijaiyah yg lucu2. Iya soalnya lucu2, makanya yg main abaca jadi suka dan ketagihan. Ara baru terhenti di kotak 55 setelah berpetualang dg asyiknya non stop selama 2 jam. Emaknya ikut ngos2an sampe nggak sempat packing. Asyik ya? Pernahkah Anda melihat seorang anak yg energinya terfokus pada belajar? Dan jika ada banyak anak seperti Ara, Indonesia akan menjadi negara yg maju karena generasi mudanya cinta belajar. Inilah misi abaca. Menyulap anak Indonesia cinta belajar dg metode yg ramah otak dan sesuai psikologi anak.
Ketika Anda pertama kali menemukan fosil itu kadang-kadang sulit untuk mengatakan apa jenis hewan itu milik. sekarang biasanya hanya sebagian dari hewan asli. Pada bagian ini Anda akan menemukan gambar fosil berbagai yang Anda juga mungkin suatu hari nanti menemukan. Cukup klik pada gambar dan tidak hanya akan Anda melihat lebih besar foto dari fosil tetapi Anda juga akan melihat apa hewan asli mungkin tampak seperti jutaan tahun yang lalu!
Figure 1: Design of “Bijak Membaca” Figure 2 depicts the contents of the interactive multimedia application that applies learning strategies which are the Phonic Reading Technique and Multisensory Approach. Figure 2. Adaptation of Learning Strategies Researchers incorporate the first module with the Phonic Reading Technique, which involves letters, syllables, words, and sentences. Dyslexics have a few critical letters that they are confused with. These critical letters are b, d, m, n, p, q, u, and w [20]. Dyslexics are usually confused with small letters, and therefore a decision is made to integrate a letter with a picture to ensure that they recognize the letter. In the example of the interface design shown in Figure 3, each letter is provided with the letter-sound using the Phonic Reading Technique and embedded with video that shows the pronunciation technique. By using a pointing device, dyslexics can just move over the lettered object to hear the phonic pronunciation. Besides that, the embedded video of each letter can be repetitively played to practice the pronunciation technique. In some ways, it shows that the Multisensory Approach is also applied with the linking of eyes, ears, voice, and hand movements [6]. Figure 3. Letter-sound using Phonic Reading technique interface design As stated earlier in this section, there are three different types of exercises that apply the Multisensory Approach in the “Aktiviti” Module. Firstly, pronouncing activity page (“Latihan Sebut”), helps the user to differentiate the correct pronunciation of each critical letter. Figure 4 shows the interface designs of different categories in “Latihan Sebut”, which are letter, syllable, and sentence. The user has to click on the letter and it navigates to the next screen with the presence of sound. By doing this activity, dyslexics link their sensory organs such as eyes, ears, and hand movements interactively. The reason for developing this page is because dyslexics have problems with reading and recognizing letters. Figure 4. Interface Designs of “Sebut” Activity Secondly, drag and drop activity is chosen to give different interaction styles to dyslexics. The user needs to pick any letter provided and drag it to a correct place, based on the given picture (Figure 5). Besides drag and drop, the user can also click on the syllables to complete the task. These exercises are implemented by adapting the Multisensory Approach as the user needs to synchronize his hand movements by dragging the object to targeted areas with the coordination of his eyes. 2012 IEEE Colloquium on Humanities, Science & Engineering Research (CHUSER 2012), December 3-4, 2012, Kota Kinabalu,Sabah, Malaysia556
The complexities of letter names in English might lead you to think we should not teach letter names at all, but research suggests that teaching letter names is still worthwhile7—it just needs to be accompanied by lots of attention to the sound or sounds commonly associated with each letter and by a thorough understanding of the challenges posed by English letter names. A teacher with such knowledge would understand, for example, why a young child might spell the word daisy as WAZ. Why? Sometimes children write “W” for the /d/ sound because the letter name for Ww—“double-u”—begins with the /d/ sound. The next sound we hear in daisy is the letter name for Aa (the long a sound), and the third and fourth sounds in daisy are the name of the letter Zz (“zee”).
Untuk memberikan gambaran yang lebih jelas dari proses membaca, Seidenberg dan mantan mahasiswa pascasarjana Michael Harm, sekarang di Stanford University, dirancang sebuah model komputer yang belajar membaca seperti anak-anak. Ini mungkin tidak mensimulasikan segala sesuatu yang terjadi di kelas, kata Seidenberg, tetapi model menggunakan prinsip yang sama dan faktor-faktor yang mengarahkan kemampuan membaca.
Phonics curriculum usually starts with teaching letters, slowly creating a working knowledge of the alphabet. Children learn the sounds of each letter by associating it with the word that starts with that sound. Phonics skills grow through reading activities, and students learn to distinguish between vowels and consonants and understand letter combinations such as blends and digraphs.

Alphabet key words also need to be depicted clearly in a photo or drawing, not easily confused with other items, and they should be words that are known to or can be readily learned by children. We recommend two alphabet key words for the letters c, g, a, e, i, o, and u—one for each of their two common sounds. Caution should be exercised in using children’s names as key words, as some do not make a sound typically associated with the letter in English (e.g., Juan). In these cases, we suggest using the child’s name to show the shape and name of the letter but to focus on a different alphabet key word for the sound.
Embedded phonics is the type of phonics instruction used in whole language programmes. Although phonics skills are de-emphasised in whole language programmes, some teachers include phonics "mini-lessons" in the context of literature. Short lessons are included based on phonics elements that students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the symbols that represent them. Embedded phonics differs from other methods in that the instruction is always in the context of literature rather than in separate lessons, and the skills to be taught are identified opportunistically rather than systematically.
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