Mobile Robot Design in an Introductory Engineering Course

2007 ◽  
Author(s):  
Georg F. Mauer
Keyword(s):  
Learning Outcomes ◽  
Engineering Students ◽  
Student Learning Outcomes ◽  
Engineering Practice ◽  
Engineering Profession ◽  
Course Structure ◽  
Freshmen Students ◽  
Student Teams ◽  
Hands On ◽  
Team Assignment

The course ‘Introduction to Engineering Design’ is aimed at freshmen students entering Mechanical and Aerospace engineering. The course was restructured from its previous 3-credit lecture format to a 2 credit lecture coupled with a new 1 credit design laboratory. The laboratory project aims at giving the students experience in professional design, engineering practice, and teamwork. While the lecture presents an overview of the engineering profession and its practices, small student teams conduct a structured hands-on design project in the lab. The team assignment is the design, programming, and testing of autonomous mobile ‘Sumo’ robots. Each team develops and builds an autonomous robot, which will compete against the other teams’ robots at the end of the semester. Students find the robot project highly motivating and spend voluntarily several afternoons weekly working in the lab. Student enrollment has increased more than five-fold since course inception six years ago. The course is also being taught regularly to seniors at local high schools through distance education, further broadening the pool of future engineering students. The paper describes the lab course structure, organization, and student learning outcomes.

scholarly journals Penerapan Model Student Teams Achievement Divission Untuk Meningkatkan Hasil Belajar IPS Pada Siswa Kelas V SD Inpres 4/82 Walian

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Silvani Montol
Keyword(s):  
Student Achievement ◽  
Social Studies ◽  
Learning Outcomes ◽  
Research Method ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
Student Teams ◽  
The Social

This study aims to improve social studies learning outcomes in fifth grade students of Inpres 4/82 elementary school Walian through the Implementation of the Student Teams Achievement Divission Model. This study uses a classroom action research method consisting of 4 stages: planning, implementing / acting, observing and reflecting. Then to determine student learning outcomes can be calculated using the mastery learning formula. The results obtained in the first cycle reached 65.4% while in the second cycle the results obtained reached 87.8%. Thus it can be concluded that by applying the Student Achievement Achievement Divission model can improve the social learning outcomes of fifth grade students of SD Inpres 4/82 Walian..

scholarly journals Hubungan Minat Belajar dengan Hasil Belajar dalam Mata Pelajaran SMAW di SMK Negeri 1 Sumatera Barat

2019 ◽  
Vol 2 (2) ◽  
pp. 53-60
Author(s):  
Damrizal Damrizal ◽  
Jasman Jasman
Keyword(s):  
Learning Outcomes ◽  
Arc Welding ◽  
Engineering Students ◽  
Student Learning Outcomes ◽  
Solid Metal ◽  
Higher Learning ◽  
Correlational Research ◽  
Metal Arc Welding ◽  
Engineering Department ◽  
West Sumatra

The problem in this study is that students are less interested in learning and seen from the daily results obtained from SMAW subject teachers that the learning outcomes of SMAW subjects in the Welding Engineering department are still low. The purpose of this study is to determine whether there is a relationship between interest in learning and learning outcomes in SMAW subjects. This type of research is descriptive correlational research. The sample stated in this study were all students of class XI of the Welding Engineering Department who participated in the 48 Solid Metal Arc Welding subjects. The results of the study revealed a contribution of a positive relationship between interest in learning with student learning outcomes in the field of study SMAW Class XI Welding Engineering students of SMK Negeri 1 West Sumatra 2018/2019 learning year. This gives the meaning of the higher interest in learning, the higher learning outcomes of SMAW learning outcomes.

An Evaluation of Students’ Practical Intelligence and Ability to Diagnose Equipment Faults

2012 ◽  
pp. 328-349 ◽  
Author(s):  
Zol Bahri Razali ◽  
James Trevelyan
Keyword(s):  
Engineering Students ◽  
Practical Knowledge ◽  
Empirical Studies ◽  
Engineering Practice ◽  
Practical Intelligence ◽  
Laboratory Equipment ◽  
Outcome Based Education ◽  
Hands On ◽  
Laboratory Experiences ◽  
Intelligence Scores

Empirical studies suggest that practical intelligence acquired in engineering laboratories is valuable in engineering practice and could also be a useful learning outcome that is a result from a laboratory experience. To prove this, the author started a project to understand further about the practical learning outcomes from traditional laboratory classes. When tools used by psychologists were applied to measure practical intelligence in an electronics laboratory class, not only could a significant gain in hands-on practical intelligence be measured, but students’ ability to diagnose equipment faults could also be predicted. For the first time, therefore, the author can demonstrate that there are real advantages inherent in hands-on laboratory classes, and supported by Outcome Based Education (OBE) method, it is possible to measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge. The results firstly demonstrate the ability to devise effective ways to assess the outcomes of practical intelligence acquired by engineering students from their laboratory experiences. The results from the study show that the score on practical intelligence outcomes is proportional with the outcomes of the ability in diagnosing equipment faults. Therefore, the novel results suggest that practical intelligence scores predict the ability to diagnose experiment faults for similar laboratory equipment.

Building the Entrepreneurial Mindset Through Cross-Functional Innovation Teams

2019 ◽  
Vol 3 (1) ◽  
pp. 41-59 ◽  
Author(s):  
Mary Schoonmaker ◽  
Robert Gettens ◽  
Glenn Vallee
Keyword(s):  
Learning Outcomes ◽  
Student Outcomes ◽  
Engineering Students ◽  
Assessment Tool ◽  
Student Learning Outcomes ◽  
Engineering Student ◽  
Course Assessment ◽  
Course Changes ◽  
Functional Teams ◽  
Development Course

This learning innovation article’s purpose is to provide educators with a course assessment tool that can be used to improve student outcomes in an undergraduate, production innovation, and development course, comprised of cross-functional teams (business and engineering students). We demonstrate how over a period of three years, we used the assessment tool to help make course changes that would influence student learning outcomes. In addition, we illustrate how the tool helped us to focus on particular student skills, make specific changes targeted at selected skills, and measure if these course changes were effective with engineering student outcomes.

scholarly journals Implementation of the STAD Type Cooperative Learning Model to Improve Students' Motivation and Civics Learning Outcomes

2021 ◽  
Vol 5 (5) ◽  
pp. 3043-3049
Author(s):  
Sepriandison Saragih
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Average Value ◽  
Student Teams ◽  
Motivation And Learning

This study aims to increase the motivation and learning outcomes of Civics in class X-4 SMA Negeri 3 Pematangsiantar by applying the STAD type cooperative learning model. This research is a classroom action research conducted at SMA Negeri 3 Pematangsiantar, the subjects of this research are students of class X-4 with a total of 30 students. The results showed that student learning outcomes at the basic score of the average value of 48.61 increased by 16.95 points to 65.56 in the first cycle. In the second cycle the average score was 71.67 increase from the first cycle of 6.11 points. Classical completeness on a base score of 33% (13 students). In the first cycle test, the completeness increased to 72.5% (19 students). In the second cycle, classical completeness increased to 87.5% (25 students). From the results of the study, it can be concluded that the application of the cooperative learning model of the student teams achievement division (STAD) type can increase the motivation and learning outcomes of Civics in class X-4 SMA Negeri 3 Pematangsiantar

scholarly journals Penerapan Model Pembelajaran Kooperatif Berbasis Hands on Activity untuk Meningkatkan Keterampilan Proses Sains

2019 ◽  
Vol 3 (3) ◽  
pp. 94
Author(s):  
Nanda Avisya ◽  
Sarah Miriam ◽  
Suyidno Suyidno
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Process Skills ◽  
Science Process Skills ◽  
Hands On ◽  
Complete Category ◽  
Class Viii

Keterampilan proses sains peserta didik khususnya dalam hal memprediksi, menyimpulkan dan mengomunikasikan data hasil percobaan masih rendah. Oleh karena itu, diterapkan model pembelajaran kooperatif berbasis hands on activity untuk meningkatkan keterampilan proses sains peserta didik. Tujuan penelitian ini adalah untuk mendeskripsikan peningkatan keterampilan proses sains peserta didik setelah diterapkan model pembelajaran kooperatif berbasis hands on activity. Adapun tujuan secara khusus, yaitu untuk mendeskripsikan: 1) keterlaksanaan rencana pelaksanaan pembelajaran, 2) keterampilan proses sains dan, 3) hasil belajar siswa. Jenis penelitian ini adalah penelitian tindakan kelas model Hopkins yang terdiri atas 3 siklus. Teknik pengumpulan data diperoleh melalui observasi dan tes. Hasil penelitian menunjukkan: 1) keterlaksanaan RPP pada siklus I, II, dan III terlaksana dengan baik, 2) keterampilan proses sains pada siklus I dengan kriteria baik (mengobservasi), kriteria cukup (menyimpulkan dan mengomunikasikan) dan kriteria kurang baik (memprediksi) mengalami peningkatan pada siklus II dan III menjadi kriteria baik dan sangat baik, 3) hasil belajar siswa meningkat dari siklus I (18,75%) dan siklus II (56,25%) dengan kategori tidak tuntas menjadi (87,50%) dengan kategori tuntas pada siklus III. Diperoleh simpulan bahwa keterampilan proses sains siswa di kelas VIII-E SMPN 25 Banjarmasin meningkat setelah penerapan model pembelajaran kooperatif berbasis hands on activity Science process skills of students, especially in terms of predicting, concluding and communicating experimental results data is still low. Therefore, a hands-on-based cooperative learning model is applied to improve students' science process skills. The purpose of this study is to describe the improvement of science process skills of students after applying a cooperative learning model based on hands on activity. The specific objectives, namely to describe: 1) the implementation of the learning implementation plan, 2) science process skills and, 3) student learning outcomes. This type of research is a Hopkins model action research consisting of 3 cycles. Data collection techniques obtained through observation and tests. The results showed: 1) the implementation of lesson plans in cycles I, II, and III were carried out well, 2) science process skills in cycle I with good criteria (observing), sufficient criteria (inferring and communicating) and unfavorable criteria (predicting ) experienced an increase in the second and third cycles into good and very good criteria, 3) student learning outcomes improved from cycle I (18.75%) and cycle II (56.25%) with the incomplete category being (87.50%) with complete category in cycle III. It was concluded that the science process skills of students in class VIII-E SMPN 25 Banjarmasin increased after the application of hands-on-based cooperative learning models.

scholarly journals PENERAPAN MODEL STAD (STUDENT TEAMS ACHIEVEMENT DIVITION) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS X MA ZAINUL MUSTHAFA NW PENGADANG TAHUN PELAJARAN 2012/2013

2013 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Mirnawati Mirnawati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Student Learning Outcomes ◽  
Multiple Choice Tests ◽  
Lecture Method ◽  
Student Teams ◽  
Choice Tests ◽  
Academic Year ◽  
Improve Student Learning

Mastery of physics concepts of students including low category and application of learning model has not varied, still refers to the old paradigm such as teaching by lecture method. This study aims to determine the application of STAD model (Student Teams Achievement Division) to improve student learning outcomes of grade X MA Zainul Musthafa NW Pengadang academic year 2012/2013. This research is a classroom action research conducted in 2 cycles consisting of planning, implementation, observation, evaluation and reflection. The first cycle consists of three sessions and the second cycle is two sessions. Data on student learning outcomes is obtained from multiple choice tests at the end of the cycle. The results showed that the completeness of classical learning in the first cycle was 64.00% and 91.67% for the second cycle. We conclude that the application of the STAD model has a positive impact on student learning outcomes.

scholarly journals PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA SMP MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION DENGAN METODE EKSPERIMEN

2013 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Muhammad Dian Hadi Kesuma
Keyword(s):  
Student Learning ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Junior High School ◽  
Student Learning Outcomes ◽  
Eighth Grade ◽  
Student Teams ◽  
Result Show ◽  
Eighth Grade Students ◽  
Class Viii

The objectives in these studies are (1) determine the activity of theeighth grade students of SMP 2 Labuan Deli in learning activities using an experimental method of inquiry. (2) Determine the increased student’s activityin class VIII of SMP Negeri 2 Labuan Deli in solving physics problems after applied the experimental method. This study is a classroom action research. Research subject is class VIII SMP 2 Semester 2 Labuan Deli T.P 2012/2013numbered 31 students consisting of 13 men and 18 women. Object of thisresearch is to apply the learning peruses STAD cooperative learning modelthrough experimental methods. This result show (1) There is an increase instudent learning outcomes Junior High School eighth grade 2 Labuan Deli isshown from: (a) the results of tests of student learning in the first cycle,namely: mean = 58.92 with the percentage of completeness = 19.36%; (b)tests of student learning outcomes in the second cycle is the average 75.70,percentage of completeness = 58.92%. Completeness percentage increased by61.24% and 0.41 normalized gain index or criteria being. (2) There is anincrease in the activity of the eighth grade students of SMP Negeri 2 LabuanDeli is shown from the first cycle only average 65.60 and 81.65 in the secondcycle. The results of this study can be used as input for teachers in an effort toincrease the activity and student learning outcomes by applying experimentalmethods.

scholarly journals PERBEDAAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION DAN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENTS PADA MATERI SEGITIGA DAN SEGIEMPAT

2021 ◽  
Vol 1 (2) ◽  
pp. 163-169
Author(s):  
UCI NURHAYATI
Keyword(s):  
Hypothesis Testing ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Student Teams ◽  
Point Correlation ◽  
Standard Deviations ◽  
Academic Year

The purpose of this study was to determine the differences in students' mathematics learning outcomes who were taught using the STAD learning model and the TGT learning model on triangles and quadrilaterals (In Grade VII Even Semester 2014-2015 Academic Year at SMP Muhammadiyah 31 East Jakarta). The method used is the experimental method. The material tested is about triangles and quadrilaterals. Before being used to collect respondent data, a test test was carried out first and the validity was calculated using the Biserial Point Correlation (rpbis). Calculation of the validity of the instrument on triangle and quadrilateral material obtained 26 valid questions and 14 invalid questions, while the reliability was calculated with KR-20 which was 0.948. It means that the reliability is high. Based on the calculations obtained data that the average student learning outcomes through the STAD learning model has an average of 61.70 standard deviations, 11.06 medians, 64.6 and the mode is 61. Furthermore, the TGT learning model has an average of 71.84 standard deviations of 12, 01 median 78 and mode 64. Hypothesis testing using t-test is obtained t = 2.98 at a significant level of 0.05 and dk = 46 t = 1.67 because t t is 2.98 1.67 so it can be concluded that there are differences in the mathematics learning outcomes of students who are taught using the STAD learning model and the TGT learning model in solving problems on triangle and quadrilateral material. ABSTRAKTujuan dari penelitian ini adalah untuk mengetahui adanya Perbedaan hasil belajar matematika peserta didik yang diajarkan menggunakan model pembelajaran STAD dan model pembelajaran TGT pada materi segitiga dan segiempat (Di kelas VII Semester Genap Tahun Pelajaran 2014-2015 Di SMP Muhammadiyah 31 Jakarta Timur). Metode yang digunakan adalah metode eksperimen. Materi yang diujikan tentang materi segitiga dan segiempat. Sebelum dipergunakan untuk mengambil data responden dilakukan terlebih dahulu uji coba soal dan dihitung validitasnya dengan Korelasi Point Biserial (rpbis). Perhitungan validitas instrument pada materi segitiga dan segiempat diperoleh 26 soal yang valid dan 14 soal yang tidak valid sedangkan reliabilitasnya dihitung dengan KR-20 yaitu 0,948. Berarti reliabelitas tergolong tinggi. Berdasarkan perhitungan diperoleh data bahwa rata-rata hasil belajar siswa melalui model pembelajaran STAD memiliki rata-rata 61,70 simpangan baku 11,06 median 64,6 serta modusnya 61. Selanjutnya model pembelajaran TGT memiliki rata-rata 71,84 simpangan baku 12,01 median 78 serta modusnya 64. Uji hipotesis menggunakan uji-t di peroleh t  = 2,98 pada taraf signifikan 0,05 dan dk = 46 t  = 1,67 karena t  ? t  yaitu 2,98 ? 1,67 sehingga dapat disimpulkan bahwa terdapat perbedaan hasil belajar matematika peserta didik yang diajarkan menggunakan model pembelajaran STAD dan model pembelajaran TGT dalam menyelesaikan soal-soal pada materi segitiga dan segiempat.

scholarly journals STUDENT SUBMISSION PATTERNS IN ONLINE HOMEWORK AND RELATIONSHIPS TO LEARNING OUTCOMES: A PILOT STUDY

2019 ◽  
Author(s):  
Gianni Co ◽  
Zuheng Xu ◽  
Giorgio Sgarbi ◽  
Siqi Cheng ◽  
Ziqi Xu ◽  
...  
Keyword(s):  
Pilot Study ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Student Learning Outcomes ◽  
Online Homework ◽  
Science And Engineering ◽  
Significant Difference ◽  
Second Year ◽  
Post Hoc ◽  
Academic Year

Online homework systems are being increasingly used for auto-graded, instant feedback homework and practice for students in math, science and engineering. Students may use these systems, which often allow multiple or unlimited tries, in ways that are different from completing traditional paper-based homework, however research relating online homework system patterns of usage and learning outcomes is limited. This study explores online homework submission patterns and their links to student learning outcomes (weighted individual grades) by analyzing the submission patterns of two second-year engineering courses (~130 students each) from our institution over the 2017-2018 academic year using WeBWorK, an open online homework platform. Students in each of the two courses were clustered into three groups using a K-means algorithm based on when during the homework period they tended to submit attempts. Clusters were used to approximately represent a submission pattern, meaning groups of students that submit attempts mostly early, mostly late, or more evenly over the period. Conducting one-way ANOVAs for each course, we found that there is a significant difference between clusters (submission patterns) in terms of mean individual weighted grades on tests and exams (p < 1.07e-08, p < 2.68e-5). Post-hoc analyses revealed that the best performing cluster (students who submit attempts mostly early) had a mean tests/exams grades that were about 10% higher than worst performing cluster (students who submit attempts mostly late) (p < 2.6e-06, p < 9.9e-05).  

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