Comparing the effects of robots and IoT objects on STEM learning outcomes and computational thinking skills between programming-experienced learners and programming-novice learners

2020 ◽  
Author(s):  
Chih-Chien Hu ◽  
Hsiao-Ting Tseng ◽  
Ming-Hsien Chen ◽  
Alexis Goh Phaik Imm ◽  
Nian-Shing Chen
Keyword(s):  
Learning Outcomes ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Stem Learning ◽  
Novice Learners

scholarly journals BLENDED LEARNING IN TEACHING MATHEMATICS

2021 ◽  
Vol 10 (2) ◽  
pp. 733
Author(s):  
Yullys Helsa ◽  
Darhim Darhim ◽  
Dadang Juandi ◽  
Turmudi Turmudi
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Mathematical Thinking ◽  
Self Regulation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Process ◽  
Teaching Mathematics ◽  
Problem Solving Skills

The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes:  to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning. 

scholarly journals Meta Analysis Study: Effect of STEM (Science Technology Engineering and Mathematic) towards Achievement

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Ahmad Khoiri
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
Thinking Skills ◽  
Project Based Learning ◽  
P Value ◽  
Stem Learning ◽  
Chi Square ◽  
Analysis Study ◽  
Global Issues

<p>Research on the effect of STEM integration on learning outcomes is determined through Effect Size (ES). The ability of researchers to summarize articles on statistical domains (Mean, SD, Pre Test, Post Test, Chi Square, Coefficient r, t-Value, P-value) that are reviewed to place research positions as consideration in the needs analysis and introduction. Literature research results obtained from 42 articles sourced from Google Scholar, Science Direct and Elvesier relating STEM and learning outcomes. Meta analysis study based on the form of STEM learning outcomes, Integration Type, Publication Year, Education Level and ES value. The results of data analysis show the greatest use of STEM in the integration of Project Based Learning (PjBL) from the 8 integrations formed. Most of the research conducted at the level of Higher Education 47.6% had an effect on the learning outcomes of S-T-E-M. The ES value obtained ranges from 0.684 to 4.44 with an average of 0.93 high categories and ES determination R2 = 0.7458 or 74.58% contributing to the influence of STEM on learning outcomes. Based on data analysis, the learning outcomes are in the form of conceptual understanding, 21st century students' motivation and skills which include critical thinking skills, creative and problem solving as a provision for career skills preparedness in the future by solving global issues.</p>

Incorporating Touch-Based Tablets into Classroom Activities

2016 ◽  
pp. 378-406
Author(s):  
Woonhee Sung ◽  
Junghyun Ahn ◽  
Shi Ming Kai ◽  
Ahram Choi ◽  
John B. Black
Keyword(s):  
Computational Thinking ◽  
Thinking Skills ◽  
Physical Activities ◽  
After School ◽  
Stem Learning ◽  
Classroom Activities ◽  
Positive Effects ◽  
After School Program ◽  
And Mathematics

This chapter explores the role of computational thinking in Science, Technology, Engineering, and Mathematics (STEM) learning and proposes effective classroom strategies that foster computational thinking. In a study conducted in an elementary after school classroom, the authors found that incorporating Computational Perspective Practice (CPP) to STEM subjects fosters higher-level cognitive thinking skills as well as learning in STEM domain. The 10 week-long after school program demonstrates positive effects of incorporating CPP to embodied activities in mathematic units prior to programming practice on learning coding as well as mathematics. The chapter concludes with recommendations for interweaving physical activities and a tablet-based programming application into elementary-level STEM classrooms.

UPAYA MENINGKATKAN KOMPETENSI GURU SMP DALAM MENYUSUN TES HASIL BELAJAR BERBASIS KETERAMPILAN BERPIKIR KRITIS MELALUI SUPERVISI AKADEMIK

2019 ◽  
Vol 3 (4) ◽  
pp. 772
Author(s):  
Leni Suryani
Keyword(s):  
Critical Thinking ◽  
Data Collection ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Competence ◽  
Collection Data ◽  
High Level ◽  
Teacher Data

This research is motivated by the competence of teachers in preparing poor learning outcomes tests and has not been able to measure high-level thinking skills, especially critical thinking skills. Therefore the researcher seeks to improve teacher competence in compiling tests on student learning outcomes based on critical thinking skills through academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, and reflection. This research was conducted for 2 months starting April 9 to May 17, 2019 for Physics teachers in the 7 target schools. Data is sourced from interviews with teachers and test documents prepared by the teacher. Data collection techniques include observation, interviews and documentation. Data analysis through the stages of data collection, data simplification, data presentation, conclusion drawing. Data were analyzed using assessment rubrics adjusted to indicators of critical thinking skills. The results of this study conclude that teacher competence in preparing tests of learning outcomes based on critical thinking skills has increased from the first cycle with a percentage of 61% with sufficient categories to 76% with good categories in cycle II.

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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