Integrate Handheld Device and RFID to Support Context Awareness Environment for Outdoor Inquiry Learning Activity

2010 ◽  
Author(s):  
Ah-Fur Lai ◽  
Chien-Hsun Wu ◽  
Kuan-Chih Chou ◽  
Horng-Yih Lai
Keyword(s):  
Context Awareness ◽  
Inquiry Learning ◽  
Learning Activity ◽  
Handheld Device

Using Notification Systems to Create Social Places for Online Learning

2011 ◽  
pp. 1040-1050
Author(s):  
James M. Laffey ◽  
Christopher J. Amelung
Keyword(s):  
Online Learning ◽  
Context Awareness ◽  
Contextual Information ◽  
Learning Activity ◽  
Course Management Systems ◽  
Context Aware ◽  
Learning Context ◽  
Notification System ◽  
The Social ◽  
Critical Components

Context-aware activity notification systems have potential to improve and support the social experience of online learning. The authors of this chapter have developed a Context-aware Activity Notification System (CANS) that monitors online learning activities and represents relevant contextual information by providing notification and making the learning activity salient to other participants. The chapter describes previous efforts to develop and support online learning context awareness systems; it also defines the critical components and features of such a system. It is argued that notification systems can provide methods for using the context of activity to support members’ understanding of the meaning of activity. When designed and implemented effectively, CANS can turn course management systems (CMS) into technologies of social interaction to support the social requirements of learning.

scholarly journals PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING PADA KONSEP PERMASALAHAN LINGKUNGAN HIDUP DAN PENANGGULANGANNYA MATA PELAJARAN IPS TERPADU KELAS VIIIB DI SMP NEGERI 2 ANGSANA TAHUN PELAJARAN 2014-2015

Jurnal Socius ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Rabiatu Adawiyah
Keyword(s):  
Action Research ◽  
Social Science ◽  
Learning Outcomes ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Inquiry Learning ◽  
Learning Activity ◽  
Guided Inquiry ◽  
Standard Score ◽  
Environment Problem

The aim of this research is to reveal the implication of guided inquiry learning in improving the VIIIB of SMP Negeri 2 Angsana students activities and learning outcomes and learning Integrated Social Science on concepts of the environment problem and the solution to VIIIB of SMP Negeri 2 Angsana in the year of 2014-2015. This classroom action research was conducted in two cycles. Every cycle consisted of two meetings. The qualitative data were analyzed descriptively, whereas the quantitative data were analyzed in the form of percentage.The result of this research showed that there were 23 students (71,87%) who reached the standard score in the first cycle, and 29 students (90,63%) who reached the standard score in the second cycle. It can be concluded that the implication of guided inquiry learning can improve the activities, learning outcomes, and positive responses of the VIIIB students of SMP Negeri 2 Angsana, Tanah Bumbu Regency in learning Integrated Social Science. Furthermore, it is suggested for teachers to make fixed regulations towards the teaching process, and give rewards to the students with highest scores. Basides, since the studentsunderstandings are fifferent, so it is suggested for the teachers to explain the materials clearly and not too fast so that the students can reach the standard score and their responses become positive.Key words: Guided inquiry learning, Learning activity, Study result Umumnya, proses belajar mengajar Ilmu Sosial Terpadu di SMP Negeri 2 Angsana Kabupaten Tanah Bumbu masih monoton dan konvensional. Kondisi ini membuat siswa tidak termotivasi dalam belajar IPS. Akibatnya, kegiatan belajar siswa dan hasil belajar adalah tujuan memuaskan. penelitian ini mengungkapkan implikasi dari inkuiri terbimbing pembelajaran dalam meningkatkan kegiatan siswa VIIIB SMP Negeri 2 Angsana. Penelitian ini menggunakan penelitian tindakan kelas yang dilakukan dalam dua siklus. Setiap siklus terdiri dari dua pertemuan. Data kualitatif dianalisis secara deskriptif, sedangkan data kuantitatif dianalisis dalam bentuk persentase. Hasil penelitian ini menunjukkan bahwa ada 23 siswa (71,87%) yang mencapai skor standar dalam siklus pertama, dan 29 siswa (90,63%) yang mencapai skor standar dalam siklus kedua. Dapat disimpulkan bahwa implikasi pembelajaran inquiri dapat meningkatkan aktivitas, hasil, dan tanggapan positif dari siswa VIIIB SMP Negeri 2 Angsana, Kabupaten Tanah Bumbu dalam belajar IPS Terpadu belajar. Selain itu, disarankan bagi guru untuk membuat peraturan tetap terhadap proses mengajar, dan memberikan penghargaan kepada siswa dengan nilai tertinggi.Kata kunci:Pembelajaran inkuiri terbimbing, kegiatan Belajar, hasil studi

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA SMP BERBASIS PENDEKATAN SAINTIFIK DENGAN MODEL PEMBELAJARAN INKUIRI TERBIMBING

2017 ◽  
Vol 5 (2) ◽  
pp. 903
Author(s):  
Rohmatus Syafi’ah ◽  
Tukiran Tukiran ◽  
Fida Rachmadiarti
Keyword(s):  
Learning Outcomes ◽  
Positive Response ◽  
Lesson Plan ◽  
Inquiry Learning ◽  
Average Frequency ◽  
Learning Model ◽  
Learning Activity ◽  
Average Score ◽  
Guided Inquiry ◽  
Scientific Approach

This research aimed to describe the teaching material’s feasibility of IPA based on scientific approach with guided inquiry learning model. This research had been done in three phases, that are creating the teaching material’s, validating and doing  revision, and verifying them at learning activity in class with one group pretest-posttest design. Techniques for collecting data was conducted through questionnaires, validation, observation, and test. Techniques for analyzing data used descriptive qualitative. The result of research showed that (1) the feasibility of teaching material’s based on scientific approach with guided inquiry learning model of IPA that consist of syllabus,  lesson plan, student book, student worksheet and  the learning outcome test gained 4.89; 4.72; 4.81; 4.79; and 4.51 respectively that are categorized as valid. (2) The implementation of this lesson plan at two meetings in VII-A and VII-B class is categorized as good with average minimal scores 4.00 and got 94% in minimal percentage of agreement aspect; (3) Working in a group was the most dominant student activity at two meetings at VII-A and VII-B classes with average frequency of two meetings, observed are 19 and 10 times (VII-A class), and 18 and 10 times (VII-B class); (4) The learning outcomes that can be analyzed by calculating classical masteries at the first and second meetings on multiple choice and essay are 95.5%; 100%; 91%; 95% (VII-A class); and 91%; 86%; 91%; and 91% (VII-B class) respectively, and (5) Students gave the positive response to the learning process using teaching material’s of IPA based on scientific approach with guided inquiry model with average score to be 3.3 (VII-A class) and 3.4 (VII-B class). Based on the result of the analyzed data, it can be concluded that the teaching material’s of IPA based on scientific approach with guided inquiry model which had been developed was feasible to be used. Tujuan penelitian ini untuk mendeskripsikan kelayakan perangkat pembelajaran IPA SMP berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing. Penelitian ini dilaksanakan dalam tiga tahap, yaitu tahap mengembangkan perangkat pembelajaran, tahap validasi dan revisi, dan tahap uji coba dalam pembelajaran di kelas dengan menggunakan rancangan one group pretest-posttest design. Teknik pengumpulan data dengan angket, validasi, pengamatan, dan tes. Teknik analisis data menggunakan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa: (1) Kelayakan perangkat pembelajaran yang terdiri dari silabus, RPP, buku siswa, LKS, dan tes hasil belajar masing-masing diperoleh hasil 4,89; 4,72; 4,81; 4,79; dan 4,51 dengan kriteria valid. (2) Keterlaksanaan RPP pada dua pertemuan di kelas VII-A dan VII-B mendapatkan kriteria baik dengan skor rata-rata minimal 4,00 dan rata-rata persentase kesepakatan antara dua pengamat minimal 94%; (3) Frekuensi aktivitas siswa yang paling dominan pada dua pertemuan di kelas VII-A dan VII-B adalah bekerja dalam kelompok dengan frekuensi pengamatan rata-rata pada kedua pertemuan berturut-turut 19 dan 10 kali (kelas VII-A), dan 18 dan 10 kali (kelas VII-B) (4) Hasil belajar siswa yang dilihat dari  ketuntasan klasikal pada pertemuan pertama dan kedua pada soal PG dan uraian berturut-turut sebesar 95,5%; 100%; 91%; 95% (kelas VII-A); dan 91%; 86%; 91%; dan 91% (kelas VII-B), dan (5) Respon positif siswa terhadap pembelajaran IPA berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing dengan nilai rata-rata 3,3 (kelas VII-A) dan 3,4 (kelas VII-B). Berdasarkan hasil analisis data, diperoleh kesimpulan bahwa perangkat pembelajaran IPA berbasis pendekatan saintifik dengan model pembelajaran inkuiri terbimbing yang telah dikembangkan layak untuk digunakan.

scholarly journals PENGARUH MODEL PEMBELAJARAN INQUIRY TRAINING TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK KALOR DI KELAS VII SEMESTER II SMP SWASTA AN-NIZAM MEDAN

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Khairunnisa Padang ◽  
Ratna Tanjung
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Posttest Score ◽  
Learning Activity ◽  
Control Group ◽  
Average Value ◽  
The Mean

This study aims to determine: 1) physics student learning outcomes 2) students during the learning activity 3) differences due to the effect of the application of inquiry learning model of training on student learning outcomes. This research is a quasi experimental research design with two group pretest-posttest design. The study population was all students of class VII Semester II Private SMP An-Nizam field consisting of 3 classes. Sampling was done by cluster random sampling by taking two classes, namely class VII-A class of experimental class and control class VII-C. The instrument used in this study is twofold: 1) achievement test 2) the observation sheet. Observation sheet consists of assessment activity, affective and skills. Hypothesis testing using t-test. The results were obtained an average value of the experimental class pretest 34.65 with SD = 13.1 and the mean posttest score 76.48 with SD = 8.6. In the control group pretest value rearata 31.74 with SD = 11.8 and the mean posttest score 68.34 with SD = 8.6. Learning activities in the classroom experiment is 70.94% and 60.87% in the control class, so the class concluded the experiment had increased activity higher than in the control class. Increased affective experimental class students 62.20% and 57.60% control class, so that concluded increased affective experimental class higher than the control class. The development of an experimental class students' skills increase, 69.05% at the first meeting, the second meeting of 70.94%, 72.84% III meeting. So the average value during the learning skills of the students 70.94% (active). Data obtained from testing the hypothesis that the post-test t = 36.50 at significance level α = 0.05 and price table = 1.669. So tcount> t table (3.960> 1.668) then Ho is rejected and Ha accepted. It can be concluded that there is no influence of the application of inquiry learning model of training in the heat of the material in class VII Semester II Private SMP An-Nizam TP 2013/2014. Keyword : Inquiry Training, Hasil Belajar, Kalor

Using Notification Systems to Create Social Places for Online Learning

2010 ◽  
pp. 885-895 ◽  
Author(s):  
James M. Laffey ◽  
Christopher J. Amelung
Keyword(s):  
Online Learning ◽  
Context Awareness ◽  
Contextual Information ◽  
Learning Activity ◽  
Course Management Systems ◽  
Context Aware ◽  
Learning Context ◽  
Notification System ◽  
The Social ◽  
Critical Components

Context-aware activity notification systems have potential to improve and support the social experience of online learning. The authors of this chapter have developed a context-aware activity notification system (CANS) that monitors online learning activities and represents relevant contextual information by providing notification and making the learning activity salient to other participants. The chapter describes previous efforts to develop and support online learning context awareness systems; it also defines the critical components and features of such a system. It is argued that notification systems can provide methods for using the context of activity to support members’ understanding of the meaning of activity. When designed and implemented effectively, CANS can turn course management systems (CMS) into technologies of social interaction to support the social requirements of learning.

Using Notification Systems to Create Social Places for Online Learning

2010 ◽  
pp. 170-180 ◽  
Author(s):  
James M. Laffey ◽  
Christopher J. Amelung
Keyword(s):  
Online Learning ◽  
Context Awareness ◽  
Contextual Information ◽  
Learning Activity ◽  
Course Management Systems ◽  
Context Aware ◽  
Learning Context ◽  
Notification System ◽  
The Social ◽  
Critical Components

Context-aware activity notification systems have potential to improve and support the social experience of online learning. The authors of this chapter have developed a Context-aware Activity Notification System (CANS) that monitors online learning activities and represents relevant contextual information by providing notification and making the learning activity salient to other participants. The chapter describes previous efforts to develop and support online learning context awareness systems; it also defines the critical components and features of such a system. It is argued that notification systems can provide methods for using the context of activity to support members’ understanding of the meaning of activity. When designed and implemented effectively, CANS can turn course management systems (CMS) into technologies of social interaction to support the social requirements of learning.

Go- Lab Initiative- Shaping the Future of Learning

2020 ◽  
Author(s):  
Svetla Mavrodieva
Keyword(s):  
Inquiry Learning ◽  
Learning Technologies ◽  
Learning Activity ◽  
Data Sets ◽  
Learning Spaces ◽  
Virtual Experiments ◽  
Country Level ◽  
Scientific Institutions ◽  
Innovative Learning ◽  
Media Channels

<p>The aim of the Go-Lab Initiative is to facilitate the use of innovative learning technologies in STE(A)M education, with a particular focus on online laboratories (Labs) and inquiry learning applications (Apps). Using the Go-Lab ecosystem, teachers can find various Labs and Apps, and create customized Inquiry Learning Spaces (ILSs). Furthermore, the Go-Lab Initiative conducts training for teachers on the topics of Inquiry-Based Science Education (IBSE), development of 21st-century skills, and the use of ICT and the Go-Lab ecosystem in the classroom.</p><p>Go-Lab supports inquiry based learning and provides the possibility for STUDENTS to conduct scientific experiments in a virtual environment. http://www.golabz.eu</p><p>Apps: support your students while conducting experiments. For instance, some apps can help students create hypothesis, design experiments, make predictions, and formulate interpretations of the data. Other apps, such as calculator app or a notepad app, support basic but useful tasks.</p><p>Online labs: these can be remote laboratories, virtual experiments or data sets directly accessible from your browser. Your students can use online labs to simulate or control real experiments hosted by university laboratories or large scientific institutions , e.g. CERN</p><p>Inquiry learning Spaces(ILS): these provide a structure for inquiry learning activity. Such spaces can contain labs, apps and instructions. Through inquiry learning, students get a first experience of a proper scientific methodology.</p><p>Graasp: Toolset for TEACHERS to create, test, store, share and publish their online lessons. http://www.graasp.eu</p><p>Lesson planning: Authoring tool to create an ILS. These can be created from scratch or by modifying existing published lessons. Users can choose from a range of pre-built pedagogical scenarios.</p><p>The Go-Lab ecosystem is a free platform that can be used by any teacher from any country. https://premium.golabz.eu/about/go-lab-ecosystem</p><p>The online campaign “Meet and greet Go-Lab Ambassadors” is taking place in the social media channels of the Go-Lab community – in Facebook and Twitter. Go-Lab Ambassadors support implementation of the Go-Lab Ecosystem and outreach on their country level. Go-Lab Ambassadors (supported by Next-Lab) tasks include: informing their peers about Next-Lab project and Go-Lab Ecosystem– STEM teachers in their respective countries- extending project’s coverage throughout Europe, presenting and promoting Next-Lab and Go-Lab for schools and national teachers associations, on conferences and workshops, and will advise teachers how to get involved and use the Go-Lab Ecosystem in their teaching. Keep in touch: Go Lab in your country: https://support.golabz.eu/support/go-lab-in-your-country</p>

scholarly journals Enhancing the Social Problem Solving Skill by Implementing the Social Inquiry Learning Model in Primary School

2019 ◽  
Vol 1 (2) ◽  
pp. 95-114
Author(s):  
Slamet Widodo ◽  
Achmad Anang Darmawan
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Inquiry Learning ◽  
Learning Model ◽  
Social Problem Solving ◽  
Class Action ◽  
Learning Activity ◽  
Problem Solving Skills ◽  
Social Inquiry ◽  
The Social

The research was conducted on the basis of skills that must be mastered by students still limited to the low-level thinking. It was because the learning process conducted not to develop and to improve the skill of solving the problem. The purpose of this study was to describe the increase in the social problem-solving skills of students. The method of the research was class action research with instruments of the observation sheet, test and questionnaire sheet.There are 24 students of the 5th graders of elementary as the subjects of this research. The data analysis techniques were quantitative and qualitative descriptions. The conclusion of the research was that the social inquiry learning model could improve social problem-solving skills students. In the learning activity, the teacher was the facilitator by observing, guiding, and assessing the students’ activities in solving the problems. The activities of the students in solving the students were defining the problems, finding the alternative in solving the problems, choosing the most appropriate way, predicting the solution and evaluating. After the lesson was over, the students were happy and giving positive response because they were involved directly in solving the problems.

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