scholarly journals The Adoption of an Open Textbook in a Large Physics Course: An Analysis of Cost, Outcomes, Use, and Perceptions

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Christina Hendricks ◽  
Stefan A. Reinsberg ◽  
Georg W Rieger
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research University ◽  
Student Learning Outcomes ◽  
Final Exam ◽  
College And University ◽  
Learning Attitudes ◽  
And Shifts ◽  
Physics Course ◽  
Cost Outcomes

<p class="3">Assigning open textbooks in college and university courses can help students save money on increasingly expensive commercial textbooks, and recent research shows that this savings can often be achieved with little to no sacrifice in textbook quality or student learning outcomes. We add to this body of research by examining the use of an open textbook in an introductory physics course at a large research university in Canada that enrols approximately 800-900 students per year. In this course, the instructors revised an open textbook and combined it with other learning resources onto a single website, whereas more than one source of learning materials was used previously. We used the COUP framework to structure our analysis, focusing on cost, outcomes, use, and perceptions in relation to the open textbook assigned in the course. Through the use of a survey of students and data about student learning outcomes in the form of final exam and course grades, and shifts on the pre-/post- Colorado Learning Attitudes about Science Survey, we show that student savings by moving to an open textbook were accompanied by little change in learning outcomes. We also show that the vast majority of survey respondents perceived the open textbook to be of the same or better quality than commercial textbooks used in their other courses. Further, many of them appreciated the fact that the textbook was customized to this particular course—which is made possible by the use of a textbook with an open license.</p>

scholarly journals Contribution of Learning Motivation and Learning Attitude to Student Learning Outcomes in Digital Simulation Courses

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Mulya Melda ◽  
Hasan Maksum ◽  
Eko Indrawan ◽  
Dori Yuvenda
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Correlation Coefficient ◽  
Significant Relationship ◽  
Digital Simulation ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Study Program ◽  
Learning Attitudes ◽  
Motivation And Learning

The background of this research is the low value of students in digital simulation courses of Informatics Engineering education and Computer Education FKIP UBH. Based on the data of the last three years, that the value of students under 70 reached 50%. The purpose of this study is to find out how much contribution: (1) motivation to learn on student learning outcomes in digital simulation courses ptik study program FKIP UBH Padang City, (2) attitude of learning to the results of learning in digital simulation courses ptik study program FKIP UBH Padang City, and (3) learning motivation and attitude of learning together to the results of learning students in the course Digital Simulation study program PTIK FKIP UBH Padang City. This research is quantitative research with correlational type. The research population was 39 students. The sampling technique uses the Total Samplingtechnique, which means that the sample has the same number as the population. Data on learning motivation and learning attitudes were obtained through questionnaires using the  Likertscale, while data on student learning outcomes in Digital Simulation courses were obtained from the final score of the even semester of FY 2019/2020. The data in the analysis uses statistical methods with the help of SPSS software  version 17. The results of the data analysis showed that (1) there was a positive and significant relationship of learning motivation to student learning outcomes with a correlation coefficient of 0.531, thus contributing 28.20%. (2) Then, there is a positive and significant relationship between the attitude of learning towards student learning outcomes with a correlation coefficient of 0.559, thus contributing 31.25%. (3) Furthermore, there is a positive and significant relationship between learning motivation and learning attitudes together with student learning outcomes with a correlation coefficient of 0.657 thus contributing 43.16%. This proves that learning motivation and learning attitudes contribute strongly in improving student learning outcomes in the Digital Simulation course of PTIK FKIP UBH study program in Padang City.

scholarly journals RANCANG BANGUN MEDIA ANIMASI PICTORIAL RIDDLE SEBAGAI MEDIA PEMBELAJARAN FISIKA BANGUNAN MAHASISWA TEKNIK SIPIL

2018 ◽  
Vol 8 (2) ◽  
pp. 53-61
Author(s):  
Hazairin Nikmatul Lukma
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Study Program ◽  
Software Application ◽  
Adobe Flash ◽  
Quasi Experimental ◽  
Building Physics ◽  
Physics Course ◽  
Improve Student Learning

Penelitian ini bertujuan untuk mendesain sebuah media pembelajaran yang bersifat menarik, kreatif, serta interaktif dalam sebuah proses pembelajaran, pada Mata Kuliah Fisika Bangunan Program Studi Teknik Sipil Fakultas Teknik Universitas Islam Balitar Blitar. Desain Media Pembelajaran merupakan tampilan animasi, dengan aplikasi Software Adobe Flash Player 8, dengan metode pembelajaran yang diterapkan adalah Pictorial Riddle. Penelitian menggunakan metode kuasi eksperimen dengan desain one group pretest-posttest design. Sampel penelitian diambil secara acak dari seluruh mahasiswa yang memprogram mata kuliah Fisika Bangunan, sebanyak 20 orang. Peningkatan tes hasil belajar mahasiswa dianalisis menggunakan N-gain. Hasil penelitian menunjukkan bahwa penerapan media animasi Pictorial Riddle dapat meningkatkan hasil belajar mahasiswa pada mata kuliah Fisika Bangunan, pada pertemuan pertama sebesar 17 % dengan N-gain sebesar 0,40 dan masuk dalam kategori sedang. Sedangkan pada pertemuan kedua terjadi peningkatan sebesar 11 % dengan N-gain sebesar 0,35, masuk dalam kategori sedang.This research aims to design a learning media that is interesting, creative, and interactive in a learning process, in the Building Physics Course in the Civil Engineering Study Program, Faculty of Engineering, Blitar Balitar Islamic University. Learning Media Design is an animated display, with Adobe Flash Player 8 Software application, with the learning method applied is Pictorial Riddle. The study used a quasi-experimental method with the design of one group pretest-posttest design. The research sample was taken randomly from all students who programed the Building Physics course, as many as 20 people. Improved student learning outcomes tests were analyzed using N-gain. The results showed that the application of Pictorial Riddle animation media can improve student learning outcomes in the Building Physics course, at the first meeting of 18% with N-gain of 0.40 and in the medium category. While in the second meeting there was an increase of 12% with N-gain of 0.35, included in the medium category.

scholarly journals Design of Learning Media: Modeling & Simulation of Building Thermal Comfort Optimization System in Building Physics Course

2020 ◽  
Vol 9 (2) ◽  
pp. 257-266
Author(s):  
E. K. Wati ◽  
N. Widiansyah
Keyword(s):  
Thermal Comfort ◽  
Student Learning ◽  
Learning Outcomes ◽  
Hypothesis Test ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Building Energy Efficiency ◽  
Building Physics ◽  
Physics Course ◽  
Improve Student Learning

The use of instructional media is something that can support the teaching and learning process; therefore, a lecturer must have the ability to create and develop learning media. This study aims to improve student learning outcomes in building physics course by using simulation learning media and models to help students understand thermal comfort material. Making modelling and simulation media is done using MATLAB software. The subjects of this study were physics engineering students who took Building Physics course. At the beginning of the study, students are given material and then in groups discuss thermal contents and then given a pretest test with an average score of 70.27, and for an average grade of 71.3 assignments. At the meeting next week, using the Student-Centered Learning (SCL) method and using problem-based learning in groups, students take temperature measurements in several rooms in the Building at the UNAS Physical Engineering Laboratory. The measurement results show that the room does not have thermal requirements (PERGUB No. 38/2012), so students have the task of conducting experiments using models that have been created by researchers to create learning media to improve comfort in using thermal buildings. Simulation results carried out by students, that is, can produce rooms with thermal conditions at 21-25°C (PERGUB No. 38/2012). This simulation is also able to provide the score of building energy efficiency. After students succeed in conducting the test, the assessment test or posttest is carried out with an average score obtained 80.55, and an average score of 80 assignments. The results of the pretest, assignment 1, assignment 2, and posttest show an increase in students’ scores of 14.6% for the Test and Task Score of 12.20%. Based on the hypothesis test, for both variables showed t-count < t-table and significance < 0.05. It shows there are significant differences in student learning outcomes both test scores and assignment scores before and after using a simulated media. Thus, the system and simulation model designed can be used as learning media that can improve student learning outcomes.

scholarly journals Blended-flipped classroom learning for physics students with the topic of the photoelectric effect

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Alvama Pattiserlihun ◽  
Stephanie Jessy James Setiadi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Physics Education ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Photoelectric Effect ◽  
Classroom Learning ◽  
Modern Physics ◽  
Physics Course ◽  
Very High

Blended-Flipped Classroom Learning is a learning method that combines blended learning with flipped classroom learning. This study aims to: (1). Design and implement Blended-Flipped Classroom Learning with the topic of Photoelectric Effect for Physics and Physics Education students in Modern Physics course; (2). Determine how the effect of Blended-Flipped Classroom Learning on student learning outcomes for the topic of Photoelectric Effect; (3). Determine students’ responses toward Blended-Flipped Classroom Learning for the topic of Photoelectric Effect. This research was descriptive and conducted at the Physics and Physics Education Department, Universitas Kristen Satya Wacana in the Modern Physics course. From the results of the research conducted it can be concluded that student learning outcomes after Blended-Flipped Classroom Learning were in the “high” and “very high” category, where most students (85.7%) were in the very high category. This result indicates that learning using Blended-Flipped Classroom Learning helps students to achieve optimal learning outcomes. Student responses to Blended-Flipped Classroom Learning were in the “good” category. It also shows that students' positive responses to the learning process can influence the optimization of their learning outcomes. This kind of learning model requires the teacher who acts as a facilitator, dynamist, evaluator and also justifier.

scholarly journals Analisis Validitas Prediksibilitas Ujian Masuk Terhadap Hasil Belajar Satu Tahun Kedepan Di Mts Ali Maksum

2016 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Laelatul Badriah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
First Year ◽  
Final Exam ◽  
First Year Students ◽  
Final Exams ◽  
Improving Student Learning ◽  
Entrance Test

<p>Improving student learning outcomes can be known through examination or evaluation of student learning outcomes, as well as to improve the quality of education at a particular Islamic Junior Secondary School (MTs) Ali Maksum that can be seen through the entrance test the institution itself. Entrance test could be determine the quality of student learning outcomes, therefore it is very important be re-examined or entrance test kits that is used to determine the graduation of new students. Entrance tests can also determine the outcome of the first year students in the first and second semester. In this case retesting can be done by looking at the results of the entrance test, the results of the 1st semester final exam, and the results of the final exams 2 that is analyzed using multiple regression. This analysis is used to predict the results of the entrance test and see how much influence the results of the 1st semester final exams and final exams 2. From the discussion, it is a result of its high predictive significance between entrance exams, final exams 1, 2 and semester exams in the first year in MTs Ali Maksum.</p><p> </p><p><strong><em>Keywords</em></strong> : <em>Entrance test, predictabilities, validity</em></p>

You Can’t Always Get What You Want and It Hurts: Learning During the Pandemic

2020 ◽  
Author(s):  
Regan A. R. Gurung ◽  
Arianna Stone
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Student Learning Outcomes ◽  
Introductory Psychology ◽  
Online Assessment ◽  
Science Student ◽  
Final Exam ◽  
Student Preferences ◽  
The World

Colleges and universities around the world switched to remote teaching in early 2020. In this study we assessed the experiences of students who experienced different operationalizations of remote teaching during the first full term of instruction during the COVID pandemic. Students (N = 649) in 11 sections of Introductory Psychology participated in an online assessment of their learning after completing their final exam. We examined the level of alignment between student preferences (e.g., for synchronous lectures) with the format of the classes they were in (e.g., featuring synchronous lectures) and used this measure of fit (aligned, misaligned, no preference) and students’ modality based self-efficacy as predictors of learning. Self-efficacy predicted final exam scores and students’ ratings of the skills learned, value of science, student learning outcomes, class behaviors, and attitudes toward their class. Fit predicted differences in attitude and class related behaviors (e.g., studying). Self-efficacy also predicted the extent to which students changed their learning behaviors during the pandemic. Our results provide educators with key ways to prepare for additional remote teaching.

scholarly journals EFFECT OF USING ONLINE MODULE ON THE LEARNING RESULTS OF UT STUDENTS AT THE FINAL EXAMINATION GRADUATION LEVEL

2020 ◽  
Vol 1 (2) ◽  
pp. 229-238
Author(s):  
Kuala Ginting ◽  
Gemala Widiyarti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Study Group ◽  
Final Examination ◽  
Final Exam ◽  
Average Value ◽  
Online Module ◽  
Class A ◽  
Registration Period

This research was conducted on students of the UPBJJ UT Medan Open University who focused on the PGSD UT students of the Pandan Tapteng Study group. Based on data analysis and research hypothesis testing carried out in Class A and B semester nine UT students registration period 2020.1 it can be concluded as follows: Student learning outcomes using conventional learning in final semester UT students obtained an average value of 71.43. Student learning outcomes using the online module in the final semester students obtained an average value of 80.24. There is a significant effect of using the online module on UT student learning outcomes at the level of passing the final exam.

scholarly journals RANCANG BANGUN MEDIA ANIMASI PICTORIAL RIDDLE SEBAGAI MEDIA PEMBELAJARAN FISIKA BANGUNAN MAHASISWA TEKNIK SIPIL

2018 ◽  
Vol 8 (2) ◽  
pp. 53-61
Author(s):  
Hazairin Nikmatul Lukma
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Study Program ◽  
Software Application ◽  
Adobe Flash ◽  
Quasi Experimental ◽  
Building Physics ◽  
Physics Course ◽  
Improve Student Learning

Penelitian ini bertujuan untuk mendesain sebuah media pembelajaran yang bersifat menarik, kreatif, serta interaktif dalam sebuah proses pembelajaran, pada Mata Kuliah Fisika Bangunan Program Studi Teknik Sipil Fakultas Teknik Universitas Islam Balitar Blitar. Desain Media Pembelajaran merupakan tampilan animasi, dengan aplikasi Software Adobe Flash Player 8, dengan metode pembelajaran yang diterapkan adalah Pictorial Riddle. Penelitian menggunakan metode kuasi eksperimen dengan desain one group pretest-posttest design. Sampel penelitian diambil secara acak dari seluruh mahasiswa yang memprogram mata kuliah Fisika Bangunan, sebanyak 20 orang. Peningkatan tes hasil belajar mahasiswa dianalisis menggunakan N-gain. Hasil penelitian menunjukkan bahwa penerapan media animasi Pictorial Riddle dapat meningkatkan hasil belajar mahasiswa pada mata kuliah Fisika Bangunan, pada pertemuan pertama sebesar 17 % dengan N-gain sebesar 0,40 dan masuk dalam kategori sedang. Sedangkan pada pertemuan kedua terjadi peningkatan sebesar 11 % dengan N-gain sebesar 0,35, masuk dalam kategori sedang.This research aims to design a learning media that is interesting, creative, and interactive in a learning process, in the Building Physics Course in the Civil Engineering Study Program, Faculty of Engineering, Blitar Balitar Islamic University. Learning Media Design is an animated display, with Adobe Flash Player 8 Software application, with the learning method applied is Pictorial Riddle. The study used a quasi-experimental method with the design of one group pretest-posttest design. The research sample was taken randomly from all students who programed the Building Physics course, as many as 20 people. Improved student learning outcomes tests were analyzed using N-gain. The results showed that the application of Pictorial Riddle animation media can improve student learning outcomes in the Building Physics course, at the first meeting of 18% with N-gain of 0.40 and in the medium category. While in the second meeting there was an increase of 12% with N-gain of 0.35, included in the medium category.

scholarly journals Improved Learning Summarizes Short Stories with Problem-Based Learning Models

2018 ◽  
Vol 1 (2) ◽  
pp. 105
Author(s):  
Herni H
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Short Story ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Attitudes ◽  
Story Problem ◽  
Improved Learning ◽  
Student Observation

This article describes the improvement of learning to summarize short story text with Problem Based Learning (PBM) model. The method used in this research is Classroom Action Research. Sources of data in this study were students of class VII-1 consisting of 18 men and 18 women. The results showed that learning to summarize short story text with PBM model can improve learning attitudes, learning activities, and student learning outcomes. The results of the questionnaire, the value of teacher observation, the value of student observation was categorized high and increased in each cycle, the results support the increase in student learning outcomes in learning to summarize short story text using the PBM model. Keywords: Short story, Problem Based Learning (PBM).

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