Some Effects of Culture, Gender and Time on Task of Student Teams Participating in the Botball Educational Robotics Program

The article describes the prerequisites for the use of educational robotics in the school course of informatics, the history of the development of its directions and the normative basis for its use in modern school education. A typical model of an educational robotic project for the organization of research and project activities of students has been proposed. The technological chart of the lesson as an example of the implementation of a robotic project in the framework of the research activities on informatics is considered. Approaches to the organization of educational activities, teaching tools and ways of evaluation in informatics class on the theme “Information processes. Information transmission” when using the project approach are described.

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EDUCATIONAL ROBOTICS: THE BASICS OF INTERACTION BETWEEN THE COACH AND THE TEAM

Informatics in school ◽

10.32517/2221-1993-2019-18-4-8-16 ◽

2019 ◽

pp. 8-16

Author(s):

V. Slinkina ◽

D. A. Slinkin

Keyword(s):

Educational Robotics ◽

Winning Team

The article discusses the effective mechanisms of interaction between the coach and the team in preparing for robotic competitions. The theoretical aspects of such interaction are analyzed, a specific example of the preparation of the winning team to one of the robotic competitions and the interaction of the author of this article as a coach with a co-author — the team captain is given.

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IMPACT OF STUDENT TEAMS ACHIEVEMENT DIVISION BASED ON HYBRID LEARNING AND JIGSAW TOWARD HIGH ORDER THINKING SKILL VOCATIONAL HIGH SCHOOL

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v4i3.7971 ◽

2020 ◽

Vol 4 (3) ◽

pp. 560

Author(s):

Arief Rahman Yusuf ◽

Sandi Kurniawan ◽

Eddy Sutadji ◽

Imam Sudjono

Keyword(s):

High School ◽

Student Learning ◽

Hybrid Learning ◽

Thinking Skills ◽

High Order ◽

Learning Activities ◽

Vocational High School ◽

Average Value ◽

Student Teams ◽

High Order Thinking

The background of the research is the low assessment of high order thinking skills of students due to the conventional methods used by the school. The aims of this study are: (1) how student learning activities when using hybrid learning Student Teams Achievement Division (STAD) and jigsaw, (2) how student learning activities when taught using the direct learning model, and (3) the effect of hybrid learning Student Teams Achievement Division (STAD) and jigsaw towards high order thinking skills. This study used a quasi experimental nonequivalent control group design with the sample of 50 students from a population of vocational high school students in Ponorogo. Data collection techniques used instruments in the form of high order tests and non-test instruments in the form of observation sheets. Data analysis used was independent sample t-test. The results showed: (1) the use of Student Teams Achievement Division (STAD) based on hybrid learning and jigsaw made 28% of students were very active, 28% of students active, and 44% of students quite active in the learning process, this was evidenced by an average value of 70.56, (2) the use of direct learning models in learning made 24% of students quite active, 36% of students less active, and 40% of students passive in the learning process, which can be seen from the acquisition of an average value of 51.52, and (3) there was a significant effect of Student Learning Achievement Division (STAD) based on hybrid learning and jigsaw on students' high order thinking skills.

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PENGGUNAAN MODEL PEMBELAJARAN STAD (STUDENT TEAMS-ACHIEVMENT DIVISIONS) DALAM PEMBELAJARAN MENULIS SURAT DINAS SISWA KELAS VIII DI SMP NEGERI SE-KECAMATAN PANYINGKIRAN KABUPATEN MAJALENGKA TAHUN AJARAN 2013/2014

Jurnal Tuturan ◽

10.33603/jt.v3i1.810 ◽

2017 ◽

Vol 3 (1) ◽

pp. 447

Author(s):

Iyay Robia Khoerudin ◽

Neneng Titin ◽

Eki Kiyamudin

Keyword(s):

Random Sampling ◽

Simple Random Sampling ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Student Teams ◽

Post Test ◽

Test Control

Penelitian ini bertujuan untuk mengetahui kemampuan menulis surat dinas siswa kelas VIII di SMP Negeri Se-Kecamatan Panyingkiran Kabupaten Majalengka, mengetahui kemampuan menulis surat dinas dengan menggunakan model pembelajaran STAD (Student Teams-Achievment Divisions) siswa kelas VIII di SMP Negeri Se-Kecamatan Panyingkiran Kabupaten Majalengka, serta menjelaskan efektifitas model pembelajaran STAD (Student Teams-Achievment Divisions) untuk meningkatkan pengajaran menulis surat dinas siswa Kelas VIII di SMP Negeri Se-Kecamatan Panyingkiran Kabupaten Majalengka.Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif dengan metode eksperimen Pre test-Post test Control Group Design, populasinya yaitu SMP Negeri Se-Kecamatan Panyingkiran Kabupaten Majalengka tahun ajaran 2013/2014, sedangkan sampelnya ditentukan melalui teknik simple random sampling yaitu kelas VIII G SMP Negeri 2 Panyingkiran sebagai kelas eksperimen dan kelas VIII B SMP Negeri 1 Panyingkiran sebagai kelas kontrol. Instrumen pengumpulan data yang digunakan tes tertulis tes awal dan tes akhir, kuesioner, lembar observasi guru dan siswa, setelah data diperoleh maka dilakukan analisis data. Data kuesioner dan observasi dianalisis dalam bentuk uraian sedangkan data tes dianalisis dengan statistik dan di deskripsikan.Berdasarkan perhitungan statistik program SPSS 16.0 diperoleh hasil uji t pretes pada kedua kelas tersebut memiliki nilai t=5.429 derajat kebebasan (df)=n-1=38 nilai probability (sig 2-tailed) sebesar 0,000. Hal ini berarti t hitung <0,005. Artinya 0,000<0,05, pada uji t ini bahwasanya pretes pada kedua kelas terdapat perbedaan yang signifikan antara kelas eksperimen dengan kelas kontrol. Apabila ditinjau dari segi rata-rata pretes eksperimen lebih efektif daripada kelas kontrol. Hal ini terbukti dari rata-ratanya pretes kelas eksperimen 64,8 kelas kontrol 62,3 selisih rata-rata 2,5. Sedangkan rata-rata postes kelas eksperimen 81,2 dan kelas kontrol 69 terjadi selisih postes 12,2.

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

Jurnal Pendidikan ◽

10.33830/jp.v15i1.386.2014 ◽

2017 ◽

Vol 15 (1) ◽

pp. 100

Author(s):

Herlina Herlina

Keyword(s):

Mathematics Achievement ◽

Cooperative Learning ◽

Verbal Ability ◽

Learning Model ◽

Learning Achievement ◽

Guided Discovery ◽

Verbal Skills ◽

Student Teams ◽

And Mathematics ◽

Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

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Is L2 vocabulary learned better via context or via translation?

Instructed Second Language Acquisition ◽

10.1558/isla.34212 ◽

2018 ◽

Vol 2 (1) ◽

pp. 39-60

Author(s):

Michael John Alroe ◽

Heyo Reinders ◽

Punchalee Wasanasomsithi

Keyword(s):

Incidental Learning ◽

Intentional Learning ◽

Time On Task ◽

Translation Group ◽

Gap Filling ◽

Freshmen Students ◽

Context Group ◽

Comprehensible Input ◽

Post Test ◽

L2 Vocabulary

Various studies have shown intentional learning of L2 vocabulary to be more efficient than incidental learning from exposure to comprehensible input. Some have argued that such learning may be further enhanced by recourse to L1 translation, particularly for weaker learners. The present study aims to determine if intentional learning of new vocabulary through L1 does indeed confer an advantage over intentional learning from an L2 context. To this end, 403 Thai freshmen students were pre-tested on thirty vocabulary items set for study on their English course. They were then randomly allocated to either a translation or context group to learn those items. Time on task was controlled. A delayed post-test showed that while the translation group was better at matching the thirty English words with Thai translations, albeit marginally so, there was no benefit conferred on the translation group when it came to using the words in a contextual gap-filling exercise. This finding held for both advanced and weaker learners.

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