scholarly journals ENTREPRENEURSHIP-ORIENTED PROJECT-BASED LEARNING TO IMPROVE STUDENTS' ENTREPRENEURSHIP ATTITUDES

2021 ◽  
Vol 8 (2) ◽  
pp. 94-101
Author(s):  
Rina Rahayu ◽  
◽  
Riva Ismawati ◽  
Din Azwar Uswatun ◽  
◽  
...  
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Project Based Learning ◽  
Good Effect ◽  
Questionnaire Data ◽  
Scientific Attitude ◽  
Entrepreneurial Spirit ◽  
Research Population ◽  
Quasi Experimental ◽  
Random Method

Science learning has potential in the nation's development efforts in terms of process. Applicative science materials can be used to develop the entrepreneurial spirit of students. However, the lack of student awareness in the application of science science has resulted in science education being only seen as science learning materials for junior high schools. Students lack the ability to have a scientific attitude that affects their entrepreneurial abilities. The purpose of this study is to determine the entrepreneurial ability of students by applying the PjBL learning model. This research is a quasi-experimental study with one group pretest-posttest design. The research population is the students of Science Education, Tidar University. Sampling by random method. The instrument used is a student entrepreneur response questionnaire. Data collection techniques through questionnaires. The results showed that the students' pretest results in the very low category were the highest at 43%. However, the posttest results showed progress with the highest percentage, namely the high category with a percentage of 38%. Thus, project-based learning (PjBL) has a good effect on students' interest in entrepreneurship

scholarly journals Perbandingan keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah ditinjau dari ketercapaian tujuan pembelajaran

2018 ◽  
Vol 13 (2) ◽  
pp. 181-188
Author(s):  
Raoda Ismail
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
T Test ◽  
Problem Solving Skills ◽  
Learning Mathematics ◽  
Research Population ◽  
Quasi Experimental ◽  
Comparison Of Effectiveness ◽  
Mathematics Problem

Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah, dan perbandingan keefektifan pembelajaran berbasis proyek dengan pembelajaran berbasis masalah ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah. Penelitian ini adalah penelitian eksperimen semu dengan desain kelompok pretes-postes beracak. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 9 Yogyakarta. Sampel penelitian sebanyak dua kelas yang dipilih secara acak. Data hasi penelitian dianalisis dengan MANOVA, dan untuk mengetahui keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah menggunakan uji one sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis proyek efektif ditinjau dari sikap percaya diri dan keterampilan pemecahan masalah namun tidak efektif ditinjau dari pencapaian belajar matematika; model pembelajaran berbasis masalah efektif ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah; dan pembelajaran berbasis masalah lebih efektif dari pembelajaran berbasis proyek ditinjau dari pencapaian belajar matematika. The comparison of effectiveness of project-based learning and problem-based learning in terms of achievement of student’s learning objectives AbstractThis study aims to describe: the effectiveness of teaching mathematics using project-based learning and problem-based learning; and the comparison in the effectiveness between project-based learning and problem-based learning in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills. This study is a quasi-experimental study employing the pretest-posttest nonequivalent group design. The research population comprised all year VIII students of SMPN 9 Yogyakarta. The sample consisted of two classes that were randomly established. The data were analysed by means of MANOVA, and to test the effectiveness of project-based learning and problem-based learning using one sample t-test. The result of this study shows that: project-based learning is effective in terms of the attitude of confidence and problem solving skills but not effective in learning based on achievement of learning mathematics; problem-based learning is effective in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills; and problem-based learning more effective than project-based learning based on achievement of learning mathematics.

scholarly journals Integration of Science learning Apps based on Inquiry Based Science Education (IBSE) in enhancing Students Science Process Skills (SPS)

2020 ◽  
Vol 14 (09) ◽  
pp. 95
Author(s):  
Mohd Munir Baharom ◽  
Noor Azean Atan ◽  
Mohd Shafie Rosli ◽  
Sanitah Yusof ◽  
Mohd Zolkifli Abd Hamid
Keyword(s):  
Science Education ◽  
Repeated Measures ◽  
Teaching And Learning ◽  
Science Learning ◽  
School Achievement ◽  
Process Skills ◽  
Science Process Skills ◽  
Paired Samples ◽  
Quasi Experimental ◽  
The Mean

The teaching and learning process no longer has its focus on the classroom. There are various teaching methods which teachers can use these days. However, the traditional, passive and teacher-oriented methods of teaching Science are still being widely used and this has led to the deterioration of students’ interest in Science. Thus, this study was conducted to examine the effectiveness of Inquiry Based Science Education (IBSE) learning through apps in improving the level of students' mastery and achievement in the Science Process Skills (SPS). The study involved a total of 30 Year-6 students from a school in the district of Johor Bahru selected based on the their achievement in the Primary School Achievement Test. It took 5 weeks to complete the study which used quasi-experimental design of time series design followed by multiple repetitions of assessments before the post-test was given to the students. The results of the paired-samples t-test were found to be significant (t = - 11.119, df = 29, p <.05) which showed that, there was a difference in the level of the students’ performance in the pre- and post-tests. The quasi-experimental study of this series of time design used recurring measurements carried out on dependent variables and one-way ANOVA tests for repeated measures were used for the data analysis. The test results of Mauchly's Test of Sphericity showed that, there were significant differences in the three test scores F(1.63,47.4)=344, p<.05. The mean score values for test 2, test 3 and test 4 outweighed the mean of test 1. In addition, the graphical shape of plots profile shows that, teaching activities through apps enhanced students’ Science Process Skills (SPS). Therefore, it can be concluded that, the integration of Inquiry-Based Science Education (IBSE) in Science learning through Apps is capable of improving students’ mastery and achievement in their Science Process Skills (SPS).

scholarly journals Effectiveness of Project Based Learning (PjBL) to Improve Natural Science Learning Outcomes Of Grade IV Students

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Turyati Turyati ◽  
Sri Hartati ◽  
Nursiwi Nugraheni
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Science Learning ◽  
Sampling Technique ◽  
Fourth Grade ◽  
Project Based Learning ◽  
Control Group ◽  
Control Group Design ◽  
Fourth Grade Students ◽  
Quasi Experimental

This research aimed to determine the effectiveness of Project Based Learning (PjBL) with the model in control class towards science learning outcomes on Elementary School fourth grade students in Cluster Ikan Lodan Semarang. The research is a quasi-experimental design with pretest posttest nonequivalen control group design. The population is all students of SDN in Cluster Ikan Lodan. Sampling technique is purposive sampling. The Data collection techniques are observation, testing and documentation. The results showed that thitung > t table is 3,22> 2,00 it means ho rejected and ha accepted. The conclusions of this study is the experimental class that implements the Project Based Learning (PjBL) model is more effective than applying the model on class control with Contextual Teaching and Learning (CTL) on material changes the physical environment in the fourth grade students of SDN in cluster Ikan Lodan North Semarang districts.

scholarly journals The Influence of The Question Box Media Assisted Teams Games Tournament Model on Science Learning Outcomes at Elementary School

2021 ◽  
pp. 88
Author(s):  
Zulherman Zulherman ◽  
Khairil Iba ◽  
Andhini Ayu Paramita ◽  
Supriansyah Supriansyah ◽  
Galih Baskoro Aji
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Research Population ◽  
Quasi Experimental ◽  
Academic Year

This study aims to provide an empirical picture of whether or not the Teams Games-Tournament (TGT) learning model aided by Question Box media has an impact on the fourth-grade science learning outcomes at SDN Cengkareng Barat 16 Pagi West Jakarta in the second semester of the 2018/2019 academic year. The research population consisted of 55 students consisting of 28 students of class IV A and 27 students of IV B. The sampling technique used is saturated sampling. This study used a quantitative approach, and the research method used was a quasi-experimental design with a Nonequivalent Posttest-Only Control Group Design. The result showed an effect of the Teams Games-Tournament (TGT) learning model assisted by the question box media on student learning outcomes in science.

scholarly journals Promoting deep learning through project-based learning: a design problem

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Emily C. Miller ◽  
Joseph S. Krajcik
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Science Learning ◽  
National Research Council ◽  
Project Based Learning ◽  
Design Solution ◽  
Knowledge And Skills ◽  
Usable Knowledge ◽  
Curricular Design ◽  
K 12

AbstractIn this paper, we present a design solution that involves the bringing together of Project-based Learning (PBL) with the theory of usable knowledge (Pellegrino & Hilton, Developing transferable knowledge and skills in the 21st century, 2012). Usable knowledge is the ability to use ideas to solve problems and explain phenomena, an approach to science learning put forth by the Framework for K-12 Science Education (National Research Council (NRC), A framework for K–12 science education: Practices, crosscutting concepts, and core ideas, 2012) to optimize science learning environments. We offer a process for designing a curricular system that enhances how students learn science as a progression toward sophisticated practice of usable knowledge by focusing on coherence, depth, and motivation. We saw the potential of these distinct approaches for informing one another, and we extrapolate on 4 years of research that involves the process of iterating on our curricular design to best integrate the two approaches to support student learning.

scholarly journals Pengaruh Model Pembelajaran Terhadap Hasil Belajar Siswa pada Materi Pencemaran Lingkungan di SMA Negeri 1 Bendahara Aceh Tamiang

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Fauzi Fauzi ◽  
Binari Manurung ◽  
Syahmi Edi
Keyword(s):  
Design Research ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
Learning Models ◽  
Control Group Design ◽  
Analysis Technique ◽  
Research Population ◽  
Quasi Experimental

This research aim to investigate the effect of learning model to students learning outcomes in environmental pollution subject matter. This research method was quasi experimental design with pretest and posttest control group design. Research population in this research was the whole Grade X students in SMA Negeri 1 Bendahara academic year 2015/2016 as much as 120 students. Samples of this research were 3 regular classes of Grade X with total 90 students. Samples of this research were choosen based on special criteria (purpossive sampling). Data were collected using test instrument. Data analysis technique was using analysis of covarians. The result of study showed that there was a significant effect of learning models (project and problem based learning) to students outcome. (Fcount = 16,46; P = 0,00). Based on this study result, it can be concluded that students outcome which taught using project based learning model was higher than problem based learning and convensional learning models.

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

Autonomy in Science Education: A Practical Approach in Attitude Shifting Towards Science Learning

2009 ◽  
Vol 18 (6) ◽  
pp. 476-486 ◽  
Author(s):  
Pasl A. Jalil ◽  
M. Z. Abu Sbeih ◽  
M. Boujettif ◽  
R. Barakat
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Practical Approach

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

Creativity in CS1: A Literature Review

2022 ◽  
Vol 22 (2) ◽  
pp. 1-26
Author(s):  
Sadia Sharmin
Keyword(s):  
Science Education ◽  
Literature Review ◽  
Computer Science ◽  
Creative Thinking ◽  
Computer Science Education ◽  
Project Based Learning ◽  
Retention Rates ◽  
Introductory Programming ◽  
Introductory Programming Courses ◽  
Programming Courses

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

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