فاعلية نموذج التعلم البنائي في تعديل التصورات الخاطئة نحو مفاهيم الويب الدلالي و تنمية دافع حب الاستطلاع لدى طلاب كلية التربية = The Effectiveness of Constructivist Learning Model Changing Misconceptions about the Semantic Web Concepts and Development of Curiosity among Students of the Faculty of Education

2015 ◽  
pp. 15-72
Author(s):  
مصطفى عبد الرحمن طه ◽  
صفاء عبد العزيز سلطان
Keyword(s):  
Semantic Web ◽  
Learning Model ◽  
Constructivist Learning ◽  
Faculty Of Education

scholarly journals Critical Collaboration-Oriented Constructivist Learning Model Development to Improve Social and Spiritual Skills

2021 ◽  
Vol 56 (3) ◽  
pp. 436-445
Author(s):  
Ismail Thoib
Keyword(s):  
Small Group ◽  
Model Development ◽  
Research Process ◽  
Field Trials ◽  
Learning Model ◽  
Constructivist Learning ◽  
Learning Activities ◽  
Learning Design ◽  
Content Expert ◽  
Feasibility Test

This study aims to develop a critical collaboration-oriented constructivist learning model to improve students' social-spiritual skills. It boosts the urgency that most educators currently believe the online learning model does not improve students' social and spiritual skills. The development is carried out using the Assure model developed by Smaldino, Russell, Heinich, and Molenda. The developed model followed six steps, namely: (1) analyzing the characteristics of students, (2) setting learning objectives, (3) selecting media, methods, and materials, (4) utilizing teaching materials, (5) involving students in learning activities, and (6) evaluation and revision. The research process was carried out at UIN Mataram, involving one content expert, one design expert, five students in individual trials, nine students in small group trials, and 40 students in field trials. The results show that the developed learning model had theoretical feasibility of 96.4% for the material and 96% for the learning design. At the same time, the results of the empirical feasibility test showed that the product was empirically feasible with a feasibility level of 85.87% in individual trials, 90.12% in small group trials, and 94.25% in field trials. This study ends with the suggestions to implement the developed learning model in different fields of studies as the discussion of this model is rare while the impacts are beneficial. The discussion on its application and effects on learning achievements and attitudes in different fields of studies will contribute to a broader understanding of the same topic.

scholarly journals Implementing E-Learning Ontology to Scale For Provenance

2019 ◽  
Vol 8 (9) ◽  
pp. 670-675
Keyword(s):  
Semantic Web ◽  
Learning Model ◽  
Model Data ◽  
Web Based ◽  
Semantic Data ◽  
Web Based Learning ◽  
Proposed Model ◽  
E Learning ◽  
Academic Resource ◽  
Future Work

This paper explores the aspects of providing education through E-learning model evaluating its relevance to distance education and for ICT systems. A subset of E-learning is a Web based learning that makes the learning -easier, impressive, structured and properly managed. The paper defines an university ontology describing how e-learning provides resources which are available online and designated cloud that can be delivered anywhere any time among the users. In the proposed model data is stored in designated cloud and users are able to share efficiently the same as it provides services to learner. Provenance or trust with respect to the academic resource is a major concern in these types of models, users accessing data must be trustable which help learners, researchers, developers, and users in future work also. This paper proposes an e-learning model which is well organized and structured, such that the machine responds with the accurate, trustable, desired information and results. The paper defines an ontology for semantic structuring, semantic rendering and applies provenance on suggested ontology to achieve authentic results. It is also desired to establish trust of the source contents of the Semantic Web, with the result that a user receiving data will need to verify whether the received data from source is in fact trustable or not. The defined ontogoly is suitable for consumption of both man and machine in the context of the e-learning and Semantic data rendering Web Keywords

scholarly journals The Influence of Blended Learning to Understanding Concept

2021 ◽  
Vol 12 (3) ◽  
pp. 3756-3761
Author(s):  
Walib Abdullah Et.al
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Future Research ◽  
The Difference ◽  
Faculty Of Education ◽  
Level Of Significance ◽  
And Control ◽  
Department Faculty

This study aims to explain blended learning and learning styles towards students' conceptual understanding. This study was designed as a quasi-experiment involving 84 students of the IslamicsEducation Department, Faculty of Education of Islamics Institute of Al-KhairatPamekasan, Indonesia. The research data were collected using a test. Before the study, tests were carried out for the experimental and control groups. Data were analyzed using descriptive statistics and ANOVA test with pre-test scores as covariates. The level of significance was determined at α = 0.05. The results showed that (1) there were differences in learning outcomes between those taught with the blended learning model and those taught with the conventional learning model. (2) The difference in learning outcomes between groups of students who had to learn styles and groups of students with low learning discipline. Student learning discipline had an essential role in the learning process. These findings indicated that blended learning could dominate the learning outcomes of students' conceptual mastery. Future research might be able to discuss the results of tests conducted to determine the effectiveness of mastery of learning concepts with other learning models.

scholarly journals Model Pembelajaran Menarik Dengan Menggunakan Aplikasi Kahoot Sebagai Bahan Evaluasi Keberhasilan Belajar Untuk Mahasiswa

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Sinta Elisa Jelita Kaunang
Keyword(s):  
Student Learning ◽  
Learning Model ◽  
Quality Of Education ◽  
Study Program ◽  
Work From Home ◽  
Offline Learning ◽  
Learning Success ◽  
Faculty Of Education ◽  
Interesting Learning

Interesting learning model is a method for transferring knowledge in order to maintained the quality of education and teaching skill, especially during pandemic coronavirus disease 2019 (COVID19) by not reducing the quality of teaching during Work From Home, an interesting form of learning by utilizing learning media in the network is proven to be able to optimize student learning success. This research was carried out on Psychology Study Program Students, Faculty of Education, Manado State University, during the even semester learning period of Abnormal Psychology courses attended by 48 students. The subject begins by attending synchronous offline learning at the beginning of the meeting and proceeding synchronously and asynchronously online using the google classroom (asynchronous) and Zoom Cloud Meeting (synchronous) media. Evaluation of student learning success through the Kahoot game application (gamebased learning) results in a percentage of 80.62% of students' success in answering all the questions given. It can be concluded that the learning model is interesting and fun by using the Kahoot application as an evaluation of learning success for students and also able to maintain the quality of education and teaching significantly.Keywords: knowledge transfer, work from home, learning models, online, kahoot.

scholarly journals The Effect of Using the Constructivist Learning Model in Teaching Science on the Achievement and Scientific Thinking of 8th Grade Students

2016 ◽  
Vol 9 (7) ◽  
pp. 178 ◽  
Author(s):  
Ahmed O. Qarareh
Keyword(s):  
Teaching Method ◽  
Learning Model ◽  
Teaching Science ◽  
Constructivist Learning ◽  
Scientific Thinking ◽  
Validity And Reliability ◽  
Study Results ◽  
Significant Difference ◽  
8Th Grade ◽  
And Gender

<p class="apa">The study aims to investigate the effect of using constructivist learning model in teaching science, especially in the subject of light: its nature, mirrors, lens, and properties, on the achievement of eighth-grade students and their scientific thinking.</p><p class="apa">The study sample consisted of (136) male and female 8<sup>th</sup> graders were chosen from two basic schools in Tafila in the scholastic year 2015/2016. The four-class sample was divided into two groups (controlled &amp; experimental).</p><p class="apa">For achieving the study aims, the researcher prepared lesson plans using constructivist learning model, achievement test and scientific thinking test, which validity and reliability were checked.</p><p class="apa">To answer the questions of the study, means, SD, ANOVA and ANCOVA were used to determine the differences in means of the groups of the study.</p><p class="apa">The results show that there is statistically significant difference at (α= 0.05) for the effect of the constructivist Learning model on the achievement and scientific thinking in favor of experimental group, and there is no statistically significant difference at (α= 0.05) for the constructivist Learning model on the achievement and scientific thinking attributed to gender, and there is no statistically significant difference at (α= 0.05) for the dual interaction between teaching method and gender on the achievement and scientific thinking.</p><p class="apa">In the light of the study results, the researcher presented a number of recommendations including: extra attention should be given to employ constructivist learning model within science courses, and conducting further studies about the effect of the constructivist Learning model on various learning outcomes.</p>

Constructivist Learning During Software Development

2011 ◽  
pp. 292-303 ◽  
Author(s):  
Václav Rajlich ◽  
Shaochun Xu
Keyword(s):  
Software Development ◽  
Program Development ◽  
Learning Process ◽  
Learning Model ◽  
Constructivist Learning ◽  
Documentation Systems ◽  
Cognitive Activities

This article explores the non-monotonic nature of the programmer learning that takes place during incremental program development. It uses a constructivist learning model that consists of four fundamental cognitive activities: absorption that adds new facts to the knowledge, denial that rejects facts that do not fit in, reorganization that reorganizes the knowledge, and expulsion that rejects obsolete knowledge. A case study of an incremental program development illustrates the application of the model and demonstrates that it can explain the learning process with episodes of both increase and decrease in the knowledge. Implications for the documentation systems are discussed in the conclusions.

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