temanggong县伊斯兰学校游戏图书馆(GATEL)的需求和概况:初步研究

Hamidulloh Ibda, Shevia Putri Maharani, Kuni Milata Zakia
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引用次数: 0

摘要

本研究性社区服务旨在运用横断面调查与深度访谈相结合的调查方法,分析天芒宫县伊比提达耶伊斯兰学校Game Temanggung Library (GATEL)的概况与媒体需求。本文的研究结果参考了十个标准。首先,100%的伊斯兰学校Ibtidaiyah在辅助科目中没有学习游戏。其次,没有游戏是因为没有训练、无知和不熟悉游戏。第三,在所有伊斯兰学校的辅助科目中,从未有过制作游戏的培训。第四,在辅助实验对象的条件下,伊斯兰学校学生玩游戏的数据得到60%的伊斯兰学校学生经常玩游戏,40%的伊斯兰学校学生曾经玩游戏,0%的伊斯兰学校学生从不玩游戏。第五,辅助科目学生玩的游戏名称/类型的情况非常多样化,分别是LoL游戏、Jigsaw Puzzles游戏、E-Sport游戏、LEGO Nijago游戏和Once Upon a Tower游戏。第六,学生在辅助科目中所玩的游戏融入学习的情况下获得的数据非常多为0%,相当多为0%,很少达到100%。第七,学生玩游戏不被引导、不融入学习的原因是教师无法引导、没有规划、没有帮助、缺乏关心、没有家长和老师的陪伴、没有被老师注意到。第八,辅助科目中教师对教育游戏知识的掌握情况得到了80%知道、20%不知道的数据。第九,Madrasah Ibtidaiyah教师对Homer、Prodigy Math、Buzzmath、Robot School、PBS Kids、the Time Tribe、One Globe Kids游戏辅助科目的了解情况,得到20%的教师知道,80%的教师不知道的数据。最后一个方面是,所有辅助对象都提供了培训需求,因为很少有关于制作游戏的培训或培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Needs and Profile of Game Temanggung Library (GATEL) for Madrasah Ibtidaiyah in Temanggung Regency: A Preliminary Study
This research-based community service aims to analyze the overview and media needs of Game Temanggung Library (GATEL) in Madrasah Ibtidaiyah in Temanggung Regency by applying a survey method with a cross-sectional survey type and in-depth interviews. The findings in this article refer to ten criteria. First, 100% of Madrasah Ibtidaiyah in the assisted subjects have no games for learning. Second, not having games is because there is no training, ignorance, and unfamiliarity with games. Third, there has never been training on making games in all Madrasah Ibtidaiyah in the assisted subjects. Fourth, the condition of Madrasah Ibtidaiyah students in the assisted subjects in playing games, data obtained 60% Madrasah Ibtidaiyah often, 40% Madrasah Ibtidaiyah ever, and 0% Madrasah Ibtidaiyah never. Fifth, the condition of the names of games/types played by students in the assisted subjects is very diverse, namely LoL games, Jigsaw Puzzles games, E-Sport, LEGO Nijago, and Once Upon a Tower. Sixth, the condition of the games played by students in the assisted subjects integrated into learning obtained data very often 0%, quite often 0%, and less often as much as 100%. Seventh, the causes of students playing games without being directed and not integrated into learning is obtained because the teacher cannot direct and there is no planning, no assistance, lack of concern, not accompanied by parents and teachers, and not noticed by the teacher. Eighth, the condition of teacher knowledge in the assisted subjects on educational games obtained data that 80% know and 20% do not. Ninth, the condition of Madrasah Ibtidaiyah teachers' knowledge on the assisted subjects of Homer, Prodigy Math, Buzzmath, Robot School, PBS Kids, The Time Tribe, and One Globe Kids games obtained data of 20% of teachers know, and 80% of teachers do not know. The last aspect is that all assisted subjects provided input on the need for training because there has rarely been training or training in making games.
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