Contextual inquiry

This paper discusses the professional roles of information systems analysts and users, focusing on a perspective of human intensive, rather than software intensive information systems. The concept of 'meaningful use' is discussed in relation to measures of success/failure in IS development. The authors consider how a number of different aspects of reductionism may distort analyses, so that processes of inquiry cannot support organizational actors to explore and shape their requirements in relation to meaningful use. Approaches which attempt to simplify complex problem spaces, to render them more susceptible to 'solution' are problematized. Alternative perspectives which attempt a systematic, holistic complexification, by supporting contextual dependencies to emerge, are advocated as a way forward.

Much research has been published which attests to desire felt by educators to improve the quality of student reflection, and engagement with learning, through processes of assessment. This paper describes how research in Systems Analysis is being transformed and applied to educational practice. Staff considered that methods were needed to stimulate students to reflect and engage in higher orders of learning in order to help them to experience 'success' in their assessments. The paper describes the background to a Systems Analysis approach and its specific adaptation for support in student learning in the field of creative technologies.

Introduction: In educational settings, autistic children often encounter barriers to engaging in collaborative play. Notably, play is an important component of a child's development, and its pedagogical significance has been rigorously researched. This study endeavored to understand the dynamics of collaborative play among autistic children across various learning contexts, examining usual methodologies, associated challenges, and potential technological constraints influencing the collaborative play among autistic children. The study was conducted in two diverse environments, an inclusive international school and a center for children with disabilities, both located in Qatar, and both with a significant population of autistic children. The data was gathered through a series of 45 interviews with a diverse group of proxies, including therapists, teachers, and parents. Furthermore, 48 observation sessions were conducted with the autistic children in both settings. The data from the interviews and observation sessions were analyzed using inductive reasoning to perform a thematic analysis. The study elicited six key themes from the interviews, coined as '5 W-H', which encompassed the aspects of who (Actor), where (Location), what (Tool), why (Purpose), which (Sense), and how (Process) in terms of how collaborative play was conducted. From the observation sessions, another four themes were derived, which centered on collaborative play, potential for collaboration, coordinated activity, and collaborative activity. Discussion: The findings of this study provide valuable insights into the practice of collaborative play among autistic children, serving as a useful resource to guide future research agenda and educational practices. Understanding these dynamics can aid in developing more effective educational strategies and technologies to enhance the collaborative learning experiences of autistic children.

This study aims to conduct research on the Effect of Learning Video Media on Science Learning Outcomes of Third Grade Students of State Elementary School 6 Malacca. Learning video media will be useful to make it easier for students to understand the subject matter and determine the success of a learning process. The research method used is a quantitative method. The form of research used is experimental research. This research was carried out at SDN 6 Malaka. The variables used in this study were independent variables and research variables. The independent variable in this case is learning video media, while the other variables are learning outcomes. The population in this study were students of class III A and B, totaling 44 students. Based on the data from the t test, the data obtained are sig > 0.05, and sig = 0.00. So it can be said that there is a very important difference in the results of learning science class III SDN 6 Malaka, between students who learn to use learning video media and those who do not use learning video media.

The present study investigated professional designers' practices in context, the role of their design tools and materials, the organization of their daily work and social connections related to their ongoing design projects. We examined the feasibility of using contextual event sampling as a method of studying professional design practices; this method involves repeated sampling of design events and actions in their social and cultural context. The data were collected electronically with Contextual Activity Sampling System (CASS), the rationale and usage of which are described in detail. The data analysis provided a view of the basic features of designers' work; their activity, social interaction, and changes in location as well as the emotional dimensions of their experiences. Results indicated that designers' work was multilayered, but they were not disturbed by the fluid and varying nature of the work and found satisfaction in it. We found the CASS-technology suitable for design research as it captures multimodal data and is applicable to variety of design interests and fields. Methodological implications regarding the contextual study of design practices and ideas of the tool development are discussed.

This paper introduces PoliCultura, a project created by Politecnico di Milano for the Italian schools, which has just completed three years of deployment. Participating classes (with pupils aged between 4 and 18 years) are required to create their own multimedia story, using an authoring-delivery environment (1001stories) provided by Politecnico di Milano. PoliCultura has offered us the opportunity to investigate the prolonged use of digital storytelling authoring tools as a whole-class educational activity in a wide number of real educational settings: approximately 7,620 pupils from 381 classes have been involved in this project since its birth in 2006. From the overall PoliCultura experience and from the wide amount of qualitative and quantitative data collected from participants though online surveys, focus groups, interviews and contextual inquiry activities, we have learned a number of lessons that we discuss in the paper.

A prototype assistive technology for traumatic brain injury has been developed using a combination of formative experiments and contextual design. Both approaches have proved to be essential to the development of a simple communication program using a brain-body interface device. We describe the combination of these methods and their separate and joint contributions to the evolution and evaluation of an assistive technology. Our experience suggests that failure to use either research method in assistive technology development would result in critical oversights in design and evaluation.

Contextual Inquiry is a synthesis of ethnographic, field research, and participatory design [8] methods that provide designers with grounded and detailed knowledge of user work as a basis for their design. The tutorial provides an understanding of the fimdarnental principles behind Contextual Inquiry and practical experiences with methods for data gathering and data analysis.

Field Methods are a collection of tools and techniques for conducting studies of users, their tasks, and their work environments in the actual context of those environments. The promise of such methods is that they help teams design products that are both useful and usable by providing data about what people really do.

Contextual Inquiry [4] is a synthesis of ethnographic, field research and participatory design [8] methods that provide designers with detailed knowledge of user work which establishes a basis for design. The tutorial provides an understanding of the fundamental principles of Contextual Inquiry and practicat experiences with methods for data gathering and analysis,

Contextual Inquiry [4] is a synthesis of ethnographic, field research and participatory design [8] methods that provide designers with detailed knowledge of user work which establishes a basis for design. The tutorial provides an understanding of the fundamental principles of Contextual Inquiry and practicat experiences with methods for data gathering and analysis,

User-Centred Design is extremely useful for improving existing tasks and technologies, however it is less useful for innovation. This paper documents User-Centred Innovation and how it was implemented in the Air Traffic Control domain. Keywords-User-Centred Innovation, Air Traffic Control, Augmented Reality

The purpose of this research is to apply the character education model in the 5.0 era, find out the obstacles faced, and solutions that can be implemented in character education for fifth grade students at SDN Vidya Qasana. This research is a descriptive qualitative research case study method. The research subjects were school principals, fifth grade teachers, fifth grade students and gardeners. Sources of research data, researchers obtained from observation, interviews, and documentation. Data collection techniques through interview techniques, observation, and documentation. The validity of the data in this study were technical triangulation and peer discussion. Data analysis was carried out through the process of data reduction, data presentation and drawing conclusions. The results showed that (1) The application of character education in Civics learning in class V era 5.0 in K13 learning was carried out by the teacher by giving concrete examples to students, respecting differen...

Introduction: In educational settings, autistic children often encounter barriers to engaging in collaborative play. Notably, play is an important component of a child's development, and its pedagogical significance has been rigorously researched. This study endeavored to understand the dynamics of collaborative play among autistic children across various learning contexts, examining usual methodologies, associated challenges, and potential technological constraints influencing the collaborative play among autistic children. The study was conducted in two diverse environments, an inclusive international school and a center for children with disabilities, both located in Qatar, and both with a significant population of autistic children. The data was gathered through a series of 45 interviews with a diverse group of proxies, including therapists, teachers, and parents. Furthermore, 48 observation sessions were conducted with the autistic children in both settings. The data from the interviews and observation sessions were analyzed using inductive reasoning to perform a thematic analysis. The study elicited six key themes from the interviews, coined as '5 W-H', which encompassed the aspects of who (Actor), where (Location), what (Tool), why (Purpose), which (Sense), and how (Process) in terms of how collaborative play was conducted. From the observation sessions, another four themes were derived, which centered on collaborative play, potential for collaboration, coordinated activity, and collaborative activity. Discussion: The findings of this study provide valuable insights into the practice of collaborative play among autistic children, serving as a useful resource to guide future research agenda and educational practices. Understanding these dynamics can aid in developing more effective educational strategies and technologies to enhance the collaborative learning experiences of autistic children.

Introduction: In educational settings, autistic children often encounter barriers to engaging in collaborative play. Notably, play is an important component of a child's development, and its pedagogical significance has been rigorously researched. This study endeavored to understand the dynamics of collaborative play among autistic children across various learning contexts, examining usual methodologies, associated challenges, and potential technological constraints influencing the collaborative play among autistic children. The study was conducted in two diverse environments, an inclusive international school and a center for children with disabilities, both located in Qatar, and both with a significant population of autistic children. The data was gathered through a series of 45 interviews with a diverse group of proxies, including therapists, teachers, and parents. Furthermore, 48 observation sessions were conducted with the autistic children in both settings. The data from the interviews and observation sessions were analyzed using inductive reasoning to perform a thematic analysis. The study elicited six key themes from the interviews, coined as '5 W-H', which encompassed the aspects of who (Actor), where (Location), what (Tool), why (Purpose), which (Sense), and how (Process) in terms of how collaborative play was conducted. From the observation sessions, another four themes were derived, which centered on collaborative play, potential for collaboration, coordinated activity, and collaborative activity. Discussion: The findings of this study provide valuable insights into the practice of collaborative play among autistic children, serving as a useful resource to guide future research agenda and educational practices. Understanding these dynamics can aid in developing more effective educational strategies and technologies to enhance the collaborative learning experiences of autistic children.

Transitioning a Very Low Birth Weight (VLBW) premature infant from the Neonatal Intensive Care Unit (NICU) to home is stressful for parents. Few studies, however, examined the needs of parents of VLBW infants during the transition from the clinical setting of the NICU to the non-clinical home setting. Moreover, even less is known about information and communication technology strategies to support parents during the transition period. To address this knowledge gap, we are conducting a study that aims to develop a mobile application to support the parents of VLBW infants during this vulnerable period. We present preliminary findings from our ongoing research involving 25 mothers and fathers of VLBW NICU infants transitioning home.

This study aims to improve social studies learning outcomes for the fifth-grade students of SDN 15 Cakranegara in the 2018-2019 school year, totaling 28 people, consisting of 12 boys and 16 girls. The research method used is: Cooperative Learning Model Type Student Team Achievement Division (STAD) with data collection techniques in the form of observation and evaluation tests, then analyzed qualitatively by comparing the success rates between cycles. The results of this study indicate an increase in the number of students who complete learning or get a score of 70, namely 22 students in the first cycle to 25 students in the second cycle. An increase also occurred in the average value of the evaluation test given after the learning process was over, namely: 75 in the first cycle, to 83 in the second cycle. While the percentage of student learning completeness in each cycle, which is 79% in the first cycle, increased to 89% in the second cycle. In addition, the application of this met...

Schön's contribution is significant in defining and understanding design inquiry, though he wrote little about its socio-cultural aspects, as Dewey initially intended. While ethnographic research has provided insight into the socio-cultural aspects of designers' inquiry, it poses several methodological challenges for observing designers in action in real-world contexts. In reference to pragmatist theories of design and professional action, this article proposes a theoretical model for qualitatively observing and analyzing designers' inquiry in real-world contexts. The model aims to capture design inquiry in a richer and more holistic way, by including its socio-cultural aspects. The model serves as a collection and analysis tool compatible with the shadowing investigative approach. It emerges from a previous study of video game artists. The discussion addresses the contributions and limitations of the model and points out the value for the enrichment of Schön's thinking, and for the research and teaching of design practice.

A prototype assistive technology for traumatic brain injury has been developed using a combination of formative experiments and contextual design. Both approaches have proved to be essential to the development of a simple communication program using a brain-body interface device. We describe the combination of these methods and their separate and joint contributions to the evolution and evaluation of an assistive technology. Our experience suggests that failure to use either research method in assistive technology development would result in critical oversights in design and evaluation.

SDN Poris Pelawad 1 is a school located in one of the areas in Tangerang City, precisely in Poris Pelawad Village. Since the covid-19 outbreak, which requires all Indonesian citizens and even all over the world to apply WFH (Work Form Home) where the continuity of teaching and learning is also carried out online (In the Network) using media that we already recognize with the term zoom meeting or other media that saves usage. internet package, so that students in the learning process will produce a good ending. Learning is basically a process of interaction between educators and students, both direct (face-to-face) and indirect (learning activities using learning media in web applications). In the midst of the COVID-19 pandemic, teaching and learning activities are recommended to use an online learning model. The government has also provided assistance to students and educators in an effort to provide a free quota of 50GB every month, the level of the amount of the quota depends on t...

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers’ abilities in implementing CTL, and to improve students’ problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learni...

Human-centered HCI systems can result if developers pay heed to the orientations, expectations, and u n derstanding of the (end-)users. Contextual inquiry has emerged as one way since it can reveal what (compute r ized) work means to the practitioners who do it, but it needs to make the jump from the description and analysis of current working practice to a design language tar geted at the future. In this paper we use three examples from studies into the use of flight strips in air traffic co ntrol for their ability to make this jump, extracting the les sons we still need to learn if we want to employ conte xtual inquiry as a tool in creating HCI sys tems. Contextual Inquiry in HCI Human-centered HCI systems may result when at least equal weighting is given to the orientations, expectations, and understandings of the (end-)users as to those of the software engineers or developers. This is not unproblematic. Quite apart from the normal design pressures that seem to perpetually turn user-centered intentions into technology-centered systems (Anderson, 1994; Forsythe, 1999), the question of what the orientations, expectations and understandings of the (end-)user actually are is non-trivial. Involving (end-) users in the design process is not the panacea (Giddens, 1991; Singer & Dekker, 2000), nor is an overdose of verification and validation (Woods & Dekker, 2001), nor is "getting human factors in early" in the design process. "Newell's catch" describes the basic paradox of designing human-machine systems: The designer makes predictions about the impact of new technology on an operating world. Testing this prediction ultimately requires fielding the system, but this means that the system must be realized at a variety of levels (specific interfaces, software, training for users, etc.). By this time so much commitment and cost (psychological, organizational, political, financial) has become involved, that the potential for changing the design given the information and feedback is minimized. Dis

This Classroom Action Research (CAR) aims to determine the improvement in social studies learning achievement of the fifth grade students of SDN 15 Cakranegara in the 2018-2019 school year, totaling 23 people, consisting of 14 boys and 9 girls. The research method used is: Cooperative Learning Model Jigsaw technique, with data collection techniques in the form of observation and evaluation tests, then analyzed qualitatively by comparing the success rates between cycles. The results of this study indicate an increase in the number of students who complete learning or get a score of 63, namely 15 students in the first cycle to 18 students in the second cycle. An increase also occurred in the average value of the evaluation test given after the learning process was over, namely: 70.21 in the first cycle, to 72.39 in the second cycle. While the percentage of student learning completeness in each cycle, which is 66.67% in the first cycle, increased to 80.00% in the second cycle. In addition, the application of this method can also increase the activities of teachers and students which increase from cycle I to cycle II. This is evidenced by the percentage of teacher activity which increased from 69.10% in the first cycle with a fairly good category, to 87.85% in the second cycle with a good category. The increased student activity was marked by 68.74% in the first cycle with a fairly good category, to 82.71% in the second cycle with a good category. The Jigsaw Cooperative Learning Model has been able to improve the social studies learning achievement of fifth graders at SDN 15 Cakranegara for the 2018-2019 school year. This is an open access article under the CC BY-SA license.

This Classroom Action Research (CAR) aims to determine the improvement in social studies learning achievement of the fifth grade students of SDN 15 Cakranegara in the 2018-2019 school year, totaling 23 people, consisting of 14 boys and 9 girls. The research method used is: Cooperative Learning Model Jigsaw technique, with data collection techniques in the form of observation and evaluation tests, then analyzed qualitatively by comparing the success rates between cycles. The results of this study indicate an increase in the number of students who complete learning or get a score of 63, namely 15 students in the first cycle to 18 students in the second cycle. An increase also occurred in the average value of the evaluation test given after the learning process was over, namely: 70.21 in the first cycle, to 72.39 in the second cycle. While the percentage of student learning completeness in each cycle, which is 66.67% in the first cycle, increased to 80.00% in the second cycle. In addit...

The present study investigated professional designers' practices in context, the role of their design tools and materials, the organization of their daily work and social connections related to their ongoing design projects. We examined the feasibility of using contextual event sampling as a method of studying professional design practices; this method involves repeated sampling of design events and actions in their social and cultural context. The data were collected electronically with Contextual Activity Sampling System (CASS), the rationale and usage of which are described in detail. The data analysis provided a view of the basic features of designers' work; their activity, social interaction, and changes in location as well as the emotional dimensions of their experiences. Results indicated that designers' work was multilayered, but they were not disturbed by the fluid and varying nature of the work and found satisfaction in it. We found the CASS-technology suitable for design research as it captures multimodal data and is applicable to variety of design interests and fields. Methodological implications regarding the contextual study of design practices and ideas of the tool development are discussed.

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers’ abilities in implementing CTL, and to improve students’ problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learni...

In this study, we aim to examine the phases of inquiry-based learning and how to best prepare future teachers for inquiry-based teaching. While preservice teachers may leave teacher preparation with an understanding of the tenets of inquiry, their experiences in methods courses and experiences teaching in the field do not adequately prepare them to implement inquiry-based learning in classroom instruction. Part of this problem of practice relates to how the process of inquiry is ill-defined and muddy. We use a literature review methodology to investigate this problem by examining and comparing how teacher candidates are prepared with inquiry-based methods. We used Banchi and Bell's (2008) Levels of Inquiry model as a lens for reporting on different levels of inquiry-based preparation of teacher candidates. This lens was informative, though ultimately too restricting. We found that the types and degrees of inquiry-based teacher preparation vary greatly from context to context. This variation inspired our design of the Flexible Phases of Inquiry model. This model is a framework to support educators' understanding of how the levels of inquiry are not fixed, but rather overlapping and dynamic.

In this study, we aim to examine the phases of inquiry-based learning and how to best prepare future teachers for inquiry-based teaching. While preservice teachers may leave teacher preparation with an understanding of the tenets of inquiry, their experiences in methods courses and experiences teaching in the field do not adequately prepare them to implement inquiry-based learning in classroom instruction. Part of this problem of practice relates to how the process of inquiry is ill-defined and muddy. We use a literature review methodology to investigate this problem by examining and comparing how teacher candidates are prepared with inquiry-based methods. We used Banchi and Bell's (2008) Levels of Inquiry model as a lens for reporting on different levels of inquiry-based preparation of teacher candidates. This lens was informative, though ultimately too restricting. We found that the types and degrees of inquiry-based teacher preparation vary greatly from context to context. This variation inspired our design of the Flexible Phases of Inquiry model. This model is a framework to support educators' understanding of how the levels of inquiry are not fixed, but rather overlapping and dynamic.

This paper discusses the professional roles of information systems analysts and users, focusing on a perspective of human intensive, rather than software intensive information systems. The concept of 'meaningful use' is discussed in relation to measures of success/failure in IS development. The authors consider how a number of different aspects of reductionism may distort analyses, so that processes of inquiry cannot support organizational actors to explore and shape their requirements in relation to meaningful use. Approaches which attempt to simplify complex problem spaces, to render them more susceptible to 'solution' are problematized. Alternative perspectives which attempt a systematic, holistic complexification, by supporting contextual dependencies to emerge, are advocated as a way forward.

This study aims to theoretically review the characteristics of the deep learning approach and its relation to the constructivism approach in higher education. This paper is a literature study that discusses the relevance of social constructivism theory as the theoretical basis of the learning approach practiced by lecturers and the deep learning approach as a learning orientation practiced by students. In this article, the authors believe that the learning process can rely on instructional design and student commitment in achieving valuable knowledge and skills. Because the people who are prepared to compete as superior human resources are students themselves, this study provides a theoretical view that can enrich the repertoire of knowledge in higher education learning and learning literature in higher education. Several practical recommendations were also submitted to be a concern by stakeholders and educators in implementing learning in higher education.

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The emergence of a reflective paradigm in higher education in the last two decades, has been emphasised as a necessary skill both for future business professionals and researchers. The development of these skills should therefore be included in business school curricula. The ability to critically reflect has been identified as a crucial part of employability. This calls for developing pedagogical approaches that will stimulate students’ critical thinking skills, encourage self-review as well as convey practice realities. This paper presents an application of such pedagogical methods applied in a set of course activities aimed specifically at developing reflexivity and self-efficacy of undergraduate business students, within the context of a university of applied sciences. It also demonstrates that the pedagogical solutions applied not only resulted in the desired learning outcomes, but also produced additional benefits to the students. A pedagogical approach was created and incorpor...

Collaborative control is a teleoperation system model based on human-robot dialogue. With this model, the robot asks questions to the human in order to obtain assistance with cognition and perception. This enables the human to function as a resource for the robot and help to compensate for limitations of autonomy. To understand how collaborative control influences human-robot interaction, we performed a user study based on contextual inquiry (CI). The study revealed that: (1) dialogue helps users understand problems encountered by the robot and (2) human assistance is a limited resource that must be carefully managed.

This paper presents the design process of a desk-set tangible user interface for the navigation and manipulation of media content organized by content-based similarity with offthe-shelf/flea market devices. For intra-media navigation, a refurbished portable vinyl player has its inside mechanics replaced by a webcam monitoring circular gray code analyzed through computer vision for position/speed tracking. For inter-media navigation, a 3D force-feedback controller is mounted in upright position on a truss with cell clamps, repurposed as trackpad. For media recomposition, motorized faders recall the effect presets of the closest/last selected media item.

In this paper we elucidate the patterns of behavior of home movie makers through a study of 12 families and a separate focus group of 7 teenagers. Analogous to a similar study of photowork [13], the goal is to provide a deeper understanding of what people currently do with video technologies, balancing the preponderence of techno-centric work in the area with appropriate user-centric insight. From our analysis, we derive a videowork lifecycle to frame the practices users engage in when working with video technologies in the home, and uncover two broad types of video usage therein. This has implications for how we conceive of and devise tools to support these practices, as we discuss.

The implementation of Contextual Teaching and Learning (CTL) based on lesson study aimed to determine its effect on the biology learning achievement of high school students. This referred to a quasi experimental research by applying CTL learning based on lesson study to the experimental class and conventional learning in the control class. The population in this study amounted to 286 students (Science X class students of SMA Negeri 2 Jember). The sample in this study was determined through homogeneity test, normality test, and random sampling to determine the control class and the experimental class. The students' affective learning achievement were analyzed by using the independent sample ttest, while their cognitive learning achievement was analyzed by using ANAKOVA test. Based on the test results of the independent sample t-test, it was found that the students' affective learning achievement differed significantly between the students in experimental class and control class. Based on the results of ANAKOVA test, it was known that the application of CTL learning based on Lesson Study has a significant effect on students' cognitive learning achievement.

This meta-analysis is the result of preliminary research which aims to describe the effectiveness of inquiri-based science learning in effort to improve students' inquiry skills. The study of meta-analysis with observation method and analyzed of fifteen journals, literature review using Google search engine in Journal of Baltic data base, ERIC journals (Education Resources Information Center and Google Scholar). Calculation of analysis used average Effect Size (ES) , analyzed the articles as research samples, then categorized based on Cohen's criteria The results of the data analysis obtained average Effect Size of 0.45, with the category "medium". Variations between levels of education and the country of researchers in the journals, the highest effect was on the state of America with a score was 0.88, with the category "high" in elementary school level. Based on the analysis of all samples of this study concluded that inquiry-based learning can be used in the development of science learning and improving of students inquiry skills on each level of education.

This research aims to describe the application of the model a make a match assisted by ESAPI media to improve student learning outcomes in grade IV SDN Wonoketingal 02. Classroom action research was conducted in class IV SDN Wonoketingal 02 with a research subject of 20 students. This study uses design classroom action research from Kemmis and MC. Taggart and last for 2 cycles. The independent variable of this study is the make a match model and ESAPI media, while the dependent variable in this study is student learning outcomes. Data collection methods used are qualitative and quantitative data. The result showed an increase in mastery learning outcomes aspects of knowledge in the first cycle of 73.3% and an increase in the second cycle of 77.2% in good qualifications. The completeness of both cycles is 3.9% with a good category. This proves that the application of the make a match model assisted by ESAPI media can improve student learning outcomes in grade IV SDN Wonoketingal 02.

This article reports a study on the implementation of contextual teaching and learning approach to teaching English writing to second graders of a Junior High Shool in Bandung. The study aims to investigate the strategies of Contextual Teaching and Learning (CTL) (as adapted from Crawford, 2001) and the advantages of using CTL approach. The study employed a qualitative case study research design. The data were obtained from several instruments, namely class observations, students' interview and students' writing products which were then analyzed using writing assessment criteria taken from Rose (2007, as cited by Emilia, 2011, p. 151). The findings revealed that the teaching writing program was successful to improve students' recount writing skill. Specifically, they showed some improvement on schematic structure, grammar roles, and graphic features. Moreover, the data from observation, interview, and documentation of students' text showed some benefits of CTL. These include: (1) engaging students in the writing activity; (2) increasing students' motivation to participate actively in the writing class; (3) helping students to construct their writing; (4) helping students to solve their problems; (5) providing ways for students to discuss or interact with their friends; and (6) helping the students to summarize and reflect the lesson. Based on these findings, it is recommended that CTL be implemented in teaching writing.

Considering the advances of wireless, mobile and positioning technologies and the high requirement of the mobile marketing world for reaching as many customers as possible in a personalized way, this paper presents a wireless technology solution for sending targeted advertising or information messages on mobile devices. The research and development work presented in this paper has been conducted as part of a European-funded project named mEXPRESS (mobile in-EXhibition PRovision of Electronic Support ...

We investigate the use of Contextual Design, and in particular the process of Contextual Inquiry, for designing complex and innovative systems. Contextual Inquiry is an emerging practice used for investigating behavioural requirements of users in their work environment. The advantage of Contextual Design over other requirements elicitation methodologies, such as Requirements Engineering and User Task Analysis, is the focus on observation and in-work interviews for extracting requirements and designing customer- ...

SDN Poris Pelawad 1 is a school located in one of the areas in Tangerang City, precisely in Poris Pelawad Village. Since the covid-19 outbreak, which requires all Indonesian citizens and even all over the world to apply WFH (Work Form Home) where the continuity of teaching and learning is also carried out online (In the Network) using media that we already recognize with the term zoom meeting or other media that saves usage. internet package, so that students in the learning process will produce a good ending. Learning is basically a process of interaction between educators and students, both direct (face-to-face) and indirect (learning activities using learning media in web applications). In the midst of the COVID-19 pandemic, teaching and learning activities are recommended to use an online learning model. The government has also provided assistance to students and educators in an effort to provide a free quota of 50GB every month, the level of the amount of the quota depends on t...

We recently completed a series of field visits to understand how workers use the Internet in their daily work activities. At each site, the team used traditional field research methods such as work observations, artifact walkthroughs, and contextual inquiry. An innovative debrief process was developed to understand, summarize and document each visit. In addition to a structured debrief questionnaire, the team created graphical summary notes using "mind maps." These mind maps efficiently captured a nonlinear, graphical clustering of key ideas. A "causal loop diagram" was also developed to document the team's understanding of the internal and external driving forces for each organization. Taken together, the debrief questionnaire, the mind maps, and the causal loop diagrams provided a rich multimedia representation of the field data.