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iLearning Plus, Solusi untuk pelajar masa kini

Proses belajar mengajar merupakan hal yang sangat penting. Belajar adalah proses memperoleh pengetahuan baru, sedangkan gaya belajar adalah pola/gaya alami yang di miliki individu dalam memperoleh suatu pengetahuan yang baru. Setiap orang memiliki gaya belajar yang berbeda. Setiap orang memiliki berbagai cara untuk merasa nyaman dalam proses pembelajaran tersebut. Rasa nyaman harus di miliki jika memang ingin dinyatakan sukses dalam kegiatan belajar mengajar tersebut. Bagaimana tidak, persaan sangat berpengaruh dengan daya tangkap manusia. Bayangkan betapa dengan mudahnya kita menghafal sebuah lirik lagu daripada rumus matematika, itu terjadi kepada sebagian besar orang.

Cara  memproses rangsangan sosial, emosional atau fisik disebut “gaya belajar”. Para ahli telah mengidentifikasi tiga gaya belajar dasar:

Auditory learners

Orang yang dengan gaya belajar seperti ini lebih cendrung mudah menghafal atau mengingat hal-hal dengan cara mendengar, dalam arti lain, semakin banyak/sering mendengar atau membicarakan hal yang sama berulang-ulang, maka akan semakin mengingat hal tersebut. Maka tidak heran, untuk yang lebih cenderung dengan gaya belajar seperti ini akan lebih memilih berbicara dengan diri sendiri untuk mengingat hal-hal yang baru.

Tools yang menunjang gaya pembelajaran ini adalah :


Prizmo is a very useful app for those students who prefer to learn by listening than by reading. It is a universal photo-based scanner app that lets you scan and recognize text documents, business cards, and images, and then export them as PDF/Text, vCard, or JPEG/PNG. It provides voice guidance to help position your iPhone while taking pictures of documents, and will find the text orientation automatically if it’s turned left, right or upside down. It has an highly accurate OCR technology with 40+ languages to read the imported photo documents.

Speak it!:

Speak it! is a good solution for listening based learners. It’s an easily operated app; just enter the text you want to speak and press the “Speak it” button. You can copy emails, documents, web pages, PDF files, and more; paste them into Speak it!, and have the text spoken back to you with the highest quality text to speech engine available anywhere. You can even create the same quality audio files by text to speech conversion, which can then be e-mailed to anyone you like.

Visual learners

Nah untuk gaya belajar yang seperti ini, mereka akan lebih mudah mengingat segala sesuatu jika mereka melihat secara langsung tentang hal tersebut. Mereka akan lebih memilih untuk melihat tayangan video tentang pembelajaran yang mereka ingin pelajari, karena dengan secara visual lah yang bisa membantu dalam mengingat.

Tools pembelajaran yang menunjang untuk gaya belajar visual seperti :


Pinterest is a pin-board style photo sharing web platform. This site allows users to create and manage theme based image collections such as events, interests and hobbies. Pinterest has numerous categories like Art, Design, Humor, Education, Science and Nature, Technology, Photography, Products, Quotes, Travel, Fashion and many more themes. For people who focus more on images and graphics instead of words , Pinterest turns out to be a great visual learning tool. For more information on Pinterest, you may refer our previous articles “Pinterest: A Great Visual Learning Tool” & “How Can Educators Use Pinterest?


VariQuest provides many visual learning tools such as, the Poster Maker, Perfecta, Cutout Maker, Awards Maker, Cold Laminator, Design Center and VariQuest Software – featuring thousands of curriculum-aligned templates, eDies and graphics designed specifically for schools. These tools provide students and teachers with the ability to quickly and easily create visual supports that help differentiate instructions and personalize learning for all students.

Dragonfly visual learning:

Dragonfly visual learning provides visual spatial learners a way of learning next to other than with the regular learning material available in schools. Often, the regular learning materials for visual spatial learners are insufficient. They need a more visual explanation and a bigger picture so they can understand better, where all the pieces of learning material belong  within the big picture. It contains several schooling subjects; compatible with iPad. This app requires iOS 4.0 or later.

Kinesthetic or tactile learners

Untuk yang satu ini bisa di bilang gaya belajar yang ingin terjun langsung ke lapangan untuk mempelajari hal-hal baru. Dengan menyentuh secara langsung, atau dengan mengerjakannya secara langsung, hal tersebut sangat membantu dalam proses belajar.

Tools yang menunjang gaya pembelajaran ini adalah :

Nayi Disha:

Nayi Disha’s motto behind creating computer games for pre-school children is to make their learning fun and more engaging. These games are mainly based on motion-sensing technology. Nayi Disha is trying to make the entire process much more natural for a learning child. Instead of drawing the numbered lines on the notebook, a child physically jumps through the numbered lines. Instead of using a mouse or a keyboard to fly a spaceship, a child flies it as if he was there, in imagination; he just extends his hands, turns left or right to fly it. They just try to make the entire process much more fun, intuitive and very natural for children. This is how kids get the practical experience to learn concepts through Nayi Disha games. For more info, you may refer our previous article “Nayi Disha Studios | Educational Computer Games for Preschool Children”.

Spy Tools:

Spy tool is an awesome app to improve creativity in Kids. It has several existing functional tools like a disguise kit, identification kit, fingerprint scanner, voice changer, and night vision goggles. All these tools help children to learn the application easily and have lots of fun too.

It’s a known fact that technology is making learning very effective. These are the few examples and tools to describe how students nowadays are able to adopt their own learning styles with the help of technology. Share your views in the comment box.


Konsep belajar

Table 1. Table captions should be placed above the table

NOAcronymDescriptionConcept FocusAuthors
Institutional driven, use of the computer to facilitate and test learning.J. Kemeny & T. Kurtz,[8]
T. Anderson
2ALEArtificial Learning
Use of an artifact as a mediator in learningM. Fiol & M. Lyles
Focused on individuals rather than tasks.R. Hart [6] M. Levy [11]
4REALRich Environments for Active LearningStudent responsibility and initiative. Generative learning activities. Authentic learning contexts. Authentic assessment strategies.
Co-operative support
R. Grabinger & J. Dunlap [5]
5CFLComputer- Facilitated LearningEmulates teacher-driven learning episodes, contrasts with the constructivist approach.
Environments is to group applications into functionally similar categories and highlight the learning processes and outcomes which are likely to be ‘afforded’ by each category
J. Bain et al. [1]
6SRESelf-Regulatory EfficacyLearner’s independent assessment of self-regulatory learning abilityM. Bong [2]
7CAEComputer-Assisted EducationComputer uses Materials Production Students` use of the computerK. Zinn [17]
Variety of computer usesK. Zinn [17]
9CMIComputer- Managed InstructionFocused on teacher tasksK. Zinn [17]
10e-LearningElectronic LearningUse of a Web System that makes information available, disregarding time and space.M. Rosenberg [14]
11LMSLearning Management SystemRegistration, tracking and deliver content to learners Reports learner progress, assessment results and skill gaps for instructors.; “Includes learning contents and teacher interactions”J. Ismail [7]

J. Lee & W. Lee [23]
12LCMSLearning Content Management SystemContent Management launch pads for third party content that the organization would purchase or outsourceJ. Ismail [7]
13SDLSelf Directed LearningFocus on the teaching–learning method. “Learner attends lectures only to register time, place, subject, and to alter the order of attending lectures”; “the core of learning is the students and every service offered by e-Learning”A. Rovai [15]

J. Lee & W. Lee [9]
14ILMInternet-based learning medium“Primary goals of using an ILM is to support and improve student learning.”M. Lee et al [10]
15CSCLComputer Support for Collaborative LearningComputers facilitate, augment and redefine support learning in groups.G. Sthal et al [16] S. Ludvigsen & A. Mørch [12], A. Mørch [13]
16MOOCMassive Open
Online Course
Free diffusion of content courses to a global usage through the Web. Integrates the connectivity of social networking, the Facilitation of an acknowledged expert in a field of study, and a collection of freely accessible online resources.A. McAuley, et al. [30]
R. Godwin-Jones
17iLPiLearning PlusThrough the use of the ten pillar IT iLearning that makes information available, learners deliver content to other learners, not only in the same institution but also all over the world by putting it online. Learners report their own progress, assessment result, and their skills online through responsibility and initiative. Learner’s independent assessment of self-regulatory learning ability will occur. Learners need to make studying not such a competition and instead help each other gain the same knowledge. iLP learners believe that if you give more, you get more.Graha, Yuliana Isma


iLearning Plus mengkombinasikan semua gaya belajar dan memberikan ke-fleksibel-an bagi pelajar

iLearning plus menawarkan sistem pembelajaran yang flexible untuk siapa saja. Konsep belajar yang di rancang untuk memenuhi kebutuhan sesuai dengan perkembangan jaman yang ada. Tidak dapat di pungkiri bahwa semakin berkembangnya jaman maka akan semakin berkembang pula konsep belajar. iLearning membuat kegiatan belajar mengajar jadi lebih tepat dengan sejalan dengan kondisi yang ada saat ini.

Auditory learners and Visual learners

Untuk pelajar yang masuk dalam tipe Auditory learners, iLeaning plus memiliki Ten Pillar IT iLearning, yang salah satunya adalah magics. Tools penyimpanan media penunjang pembelajaran ini dapat dimanfaatkan oleh pelajar dan juga pengajar dalam menunjang pembelajaran yang lebih baik. Bukan hanya untuk Auditory learners tapi juga untuk Visual learners, magics berguna sebagai media untuk penyimpanan segala media yang berbentuk video atau audio tentang pembelajaran. MCI (Multiple Choice Item)  adalah salah satu kelas yang memiliki konten lengkap seputar pembelajarannya.


Tolak ukur kesuksesan pembelajaran online

The iDu Class Audit and Evaluation (iCAN) identifies and evaluates existing online class in iDu.  The goal of iCAN is to provide the academic community with a criteria-based evaluation tool to assess and compare the quality of online courses. The focus of the evaluation is on the presentation of the content and the pedagogical aspects of online courses, yet iCAN also considers the instructional and communication methods so vital in a successful online learning experience. Read more..

Performance Improvement

Untuk mengukur ke-efektifan kelas iLearning ini tentunya dilakukan dengan banyak cara, salah satunya adalah melihat perubahan/perkembangan aktivitas yang dilakukan oleh pelajar dan juga pengajar.

Berikut adalah penyajian data kesuksesan salah satu dosen iLearning dari Perguruan Tinggi Raharja. Mengubah konsep belajar ternyata dapat mengubah antusias belajar juga.



Higher the education, better the life style

Siapa yang tidak ingin memiliki pendidikan yang tinggi. Tentunya itu adalah impian bagi setiap orang. Namun nyatanya tidak semua orang memiliki kesempatan dan keberuntungan yang sama, terlebih lagi bisa dikatakan bahwa pendidikan di Indonesia cukup mahal.

ssssttttt……..tunggu PART II nya ya ^.^



Official website : http://ilearning.co



[1] Bain, J. D., McNaught, C., Mills, C., & Lueckenhausen, G. (1998). Describing Computer-facilitated Learning Environments in Higher Education. Learning Environments Research, 1(2), 163–180. doi:10.1023/A:1009905832421

[2] Bong, M. M. (1998). Self-efficacy and self-regulated learning: the implication of research related in education engineering. Journal of Educational Technology, 14(1), 97–118.

[3] Fiol, C. M., & Lyles, M. A. (1985). Organizational Learning.

The Academy of Management Review, 10(4), 803–813. doi:10.2307/258048

[4] Godwin-Jones, R. (2012) Emerging Technologies Challenging Hegemonies in Online Learning, in Journal of Comparative and International Education, June 2012, Volume 16, Number 2, 4–13

[5] Grabinger, R. S., & Dunlap, J. C. (1995). Rich environments for active learning: A definition. ALT-J, 3(2), 5–34. doi:10.1080/0968776950030202

[6] Hart, R. (1981) “The PLATO System and Language Study”, special issue of studies in Language Learning, 3/1

[7] Ismail, J. (2001). The design of an e-learning system: Beyond the hype. The Internet and Higher Education, 4(3–

4), 329–336. doi:10.1016/S1096-7516(01)00069-0

[8] Kemeny, J. G., & Kurtz, T. E. (1968). Dartmouth time sharing. Science 162: 223-228.

[9] Lee, J.-K., & Lee, W.-K. (2008). The relationship of e- Learner’s self-regulatory efficacy and perception of e- Learning environmental quality. Computers in Human Behavior, 24(1), 32–47. doi:10.1016/j.chb.2006.12.001

[10] Lee, M. K. O., Cheung, C. M. K., & Chen, Z. (2005).

Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation. Information & Management, 42(8), 1095–1104. doi:10.1016/j.im.2003.10.007

[11] Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization. Oxford University Press.

[12] Ludvigsen, S., and Mørch, A. (2010). Computer-Supported Collaborative Learning: Basic Concepts, Multiple Perspectives, and Emerging Trends, in The International Encyclopedia of Education, Volume 5, edited by B. McGaw, P. Peterson and E. Baker. Oxford, UK: Elsevier, pp. 290-296

[13] Mørch, A.I. (2012). Information Seeking and Collaborative Knowledge Creation: Exploring Collaborative Learning in Customer Service Work and Software Product Development. Paper Submission to CSCL @ work, a book edited by: Goggins, Jahnke, & Wulf. Heidelberg: Springer.

[14] Rosenberg, M. J.,(2001) e-learning, McGraw-Hill,

[15] Rovai, A. P. (2004). A constructivist approach to online college learning. Internet and High Education, 7, 79–93.

[16] Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer- supported collaborative learning. In R. K. Sawyer (Ed.),

Cambridge handbook of the learning sciences. Cambridge, UK: Cambridge University Press

[17] Zinn, K. L. (2000). Computer-assisted learning and teaching.

In Encyclopedia of Computer Science (pp 328–336). Chichester, UK: John Wiley and Sons Ltd. Retrieved from: http://dl.acm.org/citation.cfm?id=1074100.1074248

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