Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

scholarly journals THE EFFECT OF COOPERATIVE LEARNING ASSISTED WITH MODULE AND STUDENTS LEARNING MOTIVATION TOWARD THE STUDY RESULT ON STUDENTS SENIOR HIGH SCHOOL

2014 ◽  
Vol 3 (2) ◽  
pp. 8
Author(s):  
Hotman Sitanggang
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Learning Motivation ◽  
School Students ◽  
Student Activities ◽  
Study Results ◽  
Significant Difference ◽  
Post Test ◽  
Samples Selection

The aim of this research is to improve learning quality of high school students in grade ten (X) to the study material is about the vector. This research is a quasiexperimental study. Samples selection is random, using the control class from the adjacent class to avoid the large bias. The results of samples selection are the students of class X-H as the control class and the students of class X-I as the experimental class. The motivation variable was distinguished from the observations of student activities at the pre-study and at current research. Highly motivated students are the students who actively ask the questions and give answers to problems. While the low-motivated students are the students whose learning activities are the less. This research was designed using 2x2 factorial ANOVA, namely the effects of cooperative learning between learning without module and module-assisted learning on students’ learning results; and the effects of students’ learning motivation between highly motivated students and low motivated students. After given the treatment, those are: the same pre-test, cooperative learning without modules in control class, module-assisted cooperative learning in experimental class, the same post-test, questionnaires distribution, collection and tabulation of the data. The data were analyzed using qualitative-descriptive technique and percentage. The data analysis results using SPSS 17.0 conclude that: (1) There is a significant difference of study results in cooperative learning without module against module-assisted cooperative learning. (2) There is a significant difference of study results between highly motivated students and low motivated students. (3) There is a significant difference of study results between the group of cooperative learning and the group of student motivation at the significance value of = 0.05.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA BERBASIS STRATEGI METAKOGNITIF UNTUK MENINGKATKAN HASIL BELAJAR SISWA SMA

2019 ◽  
Vol 8 (2) ◽  
pp. 216
Author(s):  
Haratua Tiur Maria Silitonga ◽  
Masti Panjaitan
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Physics Education ◽  
Learning Strategy ◽  
School Students ◽  
Physics Learning ◽  
Study Results ◽  
Learning Competencies ◽  
Learning Plans

<p><em>The study aims to examine the feasibility of a learning device using a metacognitive strategy for use in physics learning for XI-grade high school students. The development of the device is based on the study of the physics learning competencies referring to the 2013 curriculum based on the study of physical learning competencies that refer to the 2013 curriculum. The learning devices that are organized include learning plans and physics study results tests. The method used is Research and Development (R &amp; D) refers to the step developed by the simplified Borg &amp; Gall. The test instrument of learning results consists of 31 questions of multiple choice and has been validated by evaluation experts, physicists, physics education, expert and practitioners. The validation test was tested in 176 high school students in Pontianak City. Expert analysis using the validity of the content of Aiken's V provides a 0.77 validity index. The reliability test using SPSS 17.0 provides a reliability index of 0.71. Analysis of the device's effectiveness of metacognitive learning plans developed to improve student learning outcomes through learning trials in class XI students. The results showed that there were significant differences in the learning outcomes of students using the Learning Strategy tool that using the learning devices used in the school is obtained T<sub>hitung</sub> = 2.055 (α = 0.044; df = 59). As such, learning devices are developed worthy of use in physics learning in the XI class.</em></p>

scholarly journals Uma abordagem baseada no ambiente Robocode para ensino de programação no Ensino Médio

2017 ◽  
Vol 25 (03) ◽  
pp. 95 ◽  
Author(s):  
Eliana Pantaleão ◽  
Laurence Rodrigues Amaral ◽  
Gláucia Braga e Silva
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Programming Language ◽  
Undergraduate Students ◽  
Computer Programming ◽  
Learning Strategy ◽  
School Students ◽  
Support Tool ◽  
Java Programming

This paper describes a methodology for teaching algorithms and programming languages teaching in high school with the aid of the Robocode plattform. The experience was developed since 2012 with the help of undergraduate students that had already concluded courses on computer programming and acted as tutors and co-advisors of the younger students. Robocode environment was used as a support tool, using a playful learning strategy, providing an early contact of the high-school students with Java programming language. The obtained results show the interest of high school students to learn computer programming. Furthermore, the Robocode plataform proved to be a playful tool to support the teaching of Java. Finally, with the realization of the Robocode Tournaments, it was possible to observe how the competitiveness influenced the motivation of students to learn and overcome challenges.

scholarly journals Effectiveness of Dual Situated Learning Model in Improving High School Students’ Conceptions of Chemistry Equilibrium and Preventing Their misconceptions

2020 ◽  
Vol 3 (2) ◽  
pp. 99-105
Author(s):  
Muhammad Ali Kurniawan ◽  
Sri Rahayu ◽  
Fauziatul Fajaroh ◽  
Saeed Almuntasheri
Keyword(s):  
High School ◽  
High School Students ◽  
Situated Learning ◽  
Chemical Equilibrium ◽  
Learning Model ◽  
Positive Influence ◽  
School Students ◽  
Significant Difference ◽  
Science Educators ◽  
The Impact

This study aims to compare the impact of the Dual Situated Learning Model (DSLM) and conventional instructions in improving High School Students’ understanding of chemical equilibrium concepts and the prevention of possible misconceptions. The study utilized a quasi-pretest-posttest control and experimental group design with two classes of XI SMAN as the research sample (N=60 students). Pre-posttests consisting of 12 two-tier questions (r = 0.691) used to assess the learners’ understanding of the chemical equilibrium. The results showed a significant difference in favor of the learners who taught using the DSLM model in comparison to those in the conventional approaches (Fount = 4.149; p = 0.003). Students in the experimental class had a better understanding and fewer misconceptions about the concept of chemical equilibrium. Implications for science educators suggest that learning that is designed by considering students' misconceptions or preconceptions and anticipating them through appropriate learning steps will have a positive influence on the learners’ conceptual understanding.

scholarly journals Effectiveness of POGIL with SSI Context on Vocational High School Students’ Chemistry Learning Motivation

2018 ◽  
Vol 7 (1) ◽  
pp. 85-95 ◽  
Author(s):  
I. B. Yuliastini ◽  
S. Rahayu ◽  
F. Fajaroh ◽  
N. Mansour
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Motivation ◽  
Control Group ◽  
Vocational High School ◽  
Research Subjects ◽  
School Students ◽  
Control Group Design ◽  
Significant Difference ◽  
The Difference

This study aimed to examine the difference of Vocational High School students’ learning motivation after they were taught the topic of the electrolyte solution and redox reaction using POGIL model with SSI context, POGIL, and conventional learning. The research design used was quasi-experiment with the model of pre-test and post-test control group design. The research subjects were three classes with the similar initial ability. The data were obtained using SMTSL motivation questionnaire (r = 0.824) and analyzed using ANCOVA. The research results showed a significant difference in learning motivation between students taught using POGIL with SSI context, POGIL, and conventional learning. The students who were taught using POGIL with SSI context had the highest learning motivation compared to those taught using POGIL and conventional learning.

scholarly journals Student’s Science Literacy Skills with Problem Based Learning in Senior High School in Tanjungpinang

2019 ◽  
Vol 3 (2) ◽  
pp. 121-130
Author(s):  
Nevrita Nevrita ◽  
Trisna Amelia ◽  
Desi Rahmatina
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Science Literacy ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Literacy Skills ◽  
School Students ◽  
Significant Difference ◽  
Literacy Ability

The average national exam score of biology subject in high school in Tanjungpinang tends to be the lowest among other subjects. It is assumed that the ability of student science literacy also tends to be weak. The role of teacher is very important to improve student’s science literacy ability. Applying various learning strategies to create meaningful learning processes is one of the teacher's role. The strategy is Problem-based Learning (PBL) model. This research was conducted to determine science literacy ability of high school students in Tanjungpinang using PBL learning strategy. Research was conducted in SMA 4 and SMA 6 in Tanjungpinang. It is a quantitative approach with Quasi Experiment. PBL is free variable and science literacy skills as bound variable. Researcher uses tests, observation sheets and interviews as research instruments. Based on the results of this research can be concluded that implementation of PBL gives significant difference for student’s science literacy in tenth grade in SMA 4 and SMA 6.

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