scholarly journals Kontribusi Penggunaan Model Discovery Learning terhadap Peningkatkan Kemampuan Koneksi dan Komunikasi Matematik pada Mahasiswa Program Studi Pendidikan Matematika Angkatan 2015-2016.

2017 ◽  
Vol 8 (1) ◽  
pp. 43 ◽  
Author(s):  
Yeni Haryani
Keyword(s):  
Discovery Learning ◽  
Mathematics Students ◽  
Student Groups ◽  
Class D ◽  
Hands On ◽  
Hands On Learning ◽  
Mathematics Student ◽  
The Difference ◽  
And Control ◽  
Better Than

This study aims to determine the increase in the ability of connection and communication mathematics students better among the following study with the model of Discovery Learningdengan that follow the direct instruction, as well as to know the difference increased capacity connections and communication mathematics student groups of high, medium and low following study with the model Discovery Learning. The population in this study were all students of class 2015-2016. Samples were students of class D and E as an experimental class as the control class. The instrument used in this study includes test questions mathematical abilities and communication connections. Analysis of data using two different test average to better determine the increase between the experimental class and control class and one-way ANOVA with Scheffe test to determine the increase is better between groups of high, medium and low. Based on the research results, it can be concluded that the increase of connection and communication mathematical ability students who attend the learning model of Discovery Learninglebih better than students who attend hands-on learning. Improving the ability of connection and communication mathematics student groups are better than high and low groups that follow the model of learning with Discovery Learning.

Formative Assessment in Hands-On STEM Education

2020 ◽  
pp. 165-193
Author(s):  
Bryanne Peterson ◽  
Britton T. Hipple
Keyword(s):  
Formative Assessment ◽  
Stem Education ◽  
Learning Opportunities ◽  
Qualitative Assessment ◽  
Elementary Level ◽  
Hands On ◽  
Hands On Learning ◽  
Competency Based ◽  
Development Of Students ◽  
Better Than

This chapter serves as an introduction to transdisciplinary learning, Integrative STEM Education, and current methods for infusing formative assessment into hands-on instruction at the elementary level. Subscribing to the approach that formative assessment is a process that takes place in the classroom to enable learning, the chapter discusses the use of engineering notebooks, competency-based assessment, and qualitative assessment (rubrics and portfolios) in the context of formative assessment while facilitating hands-on learning opportunities. In addition to introducing each of these topics from a research and literature perspective, examples are provided and discussed from a practical perspective. No one formative assessment is better than another, however, one type may be more practical due to the teacher's willingness to try new things, development of students, standards teacher is measuring, type of lesson/unit, time, available resources, and associated costs.

Development of Hands-on Educational Tool for Control Based on ARCS Model and Emotions

2011 ◽  
Vol 23 (5) ◽  
pp. 676-683
Author(s):  
Takao Tasaki ◽  
◽  
Shinichi Watanabe ◽  
Yoshihito Shikanai ◽  
Koichi Ozaki ◽  
...  
Keyword(s):  
High School Students ◽  
Teaching Material ◽  
Control Parameters ◽  
School Students ◽  
Arcs Model ◽  
Control Techniques ◽  
Technical High School ◽  
Hands On ◽  
The Difference ◽  
And Control

In this study, we have developed teaching material for helping technical high-school students understand control techniques. Students understand control techniques through the emotion obtained from the experience of riding a robot. We have considered the correspondence of the teaching material with the ARCS Model. Therefore, the material is aimed at improving student’s interest and willingness to learn mechatronics and control techniques by experience the difference of the response by the change in the control parameters. By performing an experiment, we have verified the educative effect of the teachingmaterial, which can improve the willingness of students to learn and their interest in mechatronics and control techniques.

Incorporating Practical Laboratory Experiments to Reinforce Dynamic Systems and Control Concepts

2009 ◽  
Author(s):  
Melody L. Baglione
Keyword(s):  
Dynamic Systems ◽  
Laboratory Experiments ◽  
Pressure Control ◽  
Lessons Learned ◽  
Student Groups ◽  
Modeling And Control ◽  
Faculty Interaction ◽  
Hands On ◽  
Systems And Control ◽  
And Control

The Cooper Union is developing a new simultaneous lecture and laboratory approach to address the pedagogical challenge of finding the appropriate balance between theory and hands-on experimentation in teaching dynamic systems and control concepts. The new approach dedicates one hour each week to laboratory experiments with the class subdivided into small student groups having greater faculty interaction. Bench top experiments from National Instruments and Quanser include DC motor and inverted pendulum modeling and control workstations. Process control test rigs from Feedback Inc. include level, flow, temperature, and pressure control trainers. Devoting significant time to laboratory experiments gives students the opportunities to fully appreciate feedback control concepts and to acquire valuable practical skills. This paper discusses the new instructional approach, preliminary results, lessons learned, and future plans for improving the systems and control curriculum.

scholarly journals PENGARUH PEMBELAJARAN KOOPERTIF TIPE STAD TERHADAP KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR

2015 ◽  
Vol 1 (1) ◽  
pp. 128-141
Author(s):  
Rayi Siti Fitriani
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Direct Instruction ◽  
Mathematical Understanding ◽  
Mathematical Ability ◽  
Mathematical Communication ◽  
Hands On ◽  
Hands On Learning ◽  
Class Iv ◽  
Better Than

Examined the differences in mathematical ability of understanding and communication between students and Cooperative Learning STAD and students in hands-on learning. The subjects were students of class IV SDN Sarimulya II Cikampek. The study concluded: 1) The ability of the final mathematical understanding of students who received different STAD cooperative learning with the ability of students who received direct instruction. 2) The ability of mathematical communications students getting the same STAD cooperative learning with students getting hands-on learning. 3) Increased understanding of the mathematical ability of students who received STAD cooperative learning does not differ greatly from the ability of the students who received direct instruction. 4) Improving students' mathematical communication skills that got STAD cooperative learning significantly better than students who received direct instruction.

scholarly journals The effectiveness of discovery learning module classification of materials and its changes to enhance critical thinking skills

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Siti Rahmawati ◽  
Mohammad Masykuri ◽  
Sarwanto Sarwanto
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Learning Module ◽  
Quasi Experimental ◽  
The Difference ◽  
And Control

This study aims to determine the effectiveness of natural science modules with discovery learning to enhance students' critical thinking skills in the topic of material classification and its changes. Critical thinking skills are one of the important skills of the 21st century and are needed in various fields. Students with high critical thinking skills in general also have the ability to calculate various possibilities so that they can make decisions by applying logical thinking. Discovery learning trains students to independently build knowledge and develop student competencies. The research method was a quasi-experimental with pretest and posttest control groups design. The sampling technique employed was purposive sampling. The research instrument used a test of critical thinking skills. Data analysis was carried out with a different power test (t-test) to determine the difference between the experimental and control classes, and an N-Gain calculation was done to find out the effectiveness of discovery learning module. The results showed that there was a difference critical thinking skills between the experimental class and the control class. The N-Gain result of the experimental class was 0.59, with a moderate category, and the control class was 0.31, with a moderate category

Structure and Delivery for Mobile Learning Experiences

2020 ◽  
Vol 10 (1) ◽  
pp. 15-33 ◽  
Author(s):  
Hugh Kellam
Keyword(s):  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Design Stage ◽  
Learning Context ◽  
Effective Feedback ◽  
Hands On ◽  
Hands On Learning ◽  
Informal Structure ◽  
And Control

The purpose of this article was to identify, implement, and evaluate the effectiveness of best practices from the mobile learning literature for the structure and delivery of mobile learning. Mobile learning activities were deployed in a videoconference equipment training course which was accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. With regards to mobile learning delivery, user flexibility and control were identified as critical when utilizing a mobile learning experience to apply knowledge in a specific learning context. Avatar hosts were also identified as effective feedback and guidance mechanisms. The informal structure of mobile learning proved to be ideal for contextual, hands-on learning of specific workplace skills, supported by the baseline and summative knowledge provided by the online learning course. This study found that the structure and delivery of mobile learning must be considered during the instructional design stage in order to provide practical learning experiences and reliable learning outcomes.

Designing and 3D Printing Lab Equipment for Mechanical Vibrations Course and Laboratory: Work in Progress

2021 ◽  
Author(s):  
Josh Lewis ◽  
Benjamin Estrada ◽  
Paul Pena ◽  
Martin Garcia ◽  
Ayse Tekes
Keyword(s):  
Engineering Students ◽  
Control Laboratory ◽  
Design Development ◽  
Mechanical Vibrations ◽  
Hands On ◽  
Hands On Learning ◽  
3D Printed ◽  
Support Mechanisms ◽  
Salient Factor ◽  
And Control

Abstract Undergraduate mechanical engineering students struggle in comprehending the fundamentals presented in an introductory level mechanical vibrations course which eventually affects their performance in the posterior courses such as control theory. One salient factor to this is missing the visualization of the concept with hands-on learning since the vibrations and control laboratory course is offered in the following semester. This study presents the design, development of three portable and 3D-printed compliant vibratory mechanisms actuated by a linear motor and their implementation in vibrations course and vibrations and control laboratory. The proposed setups consist of flexible and compliant springs, sliders, and base support. Mechanisms are utilized to demonstrate free and forced vibrations, resonation, and design of a passive isolator. In addition to the 3D-printed, portable lab equipment, we created the Matlab Simscape GUI program of each setup so instructors can demonstrate the fundamentals in the classroom, assign homework, project, in-class activity or design laboratory.

The Effectiveness of Army Training Extension Course Lessons on Videodisc

1980 ◽  
Vol 8 (3) ◽  
pp. 263-274 ◽  
Author(s):  
J. E. Holmgren ◽  
F. N. Dyer ◽  
R. E. Hilligoss ◽  
F. H. Heller
Keyword(s):  
Performance Test ◽  
Performance Tests ◽  
Army Training ◽  
Significant Difference ◽  
Hands On ◽  
Baseline Group ◽  
Videodisc Player ◽  
The Difference ◽  
Initial Results ◽  
Better Than

Three sets of audiovisual lessons from the Army Training Extension Course (TEC) Program were presented to samples of enlisted soldiers on either a prototype videodisc player or the film and audio cassette player currently used for TEC lessons. The training effectiveness of the lessons was determined by administering validated hands-on performance tests to the trained soldiers and also to a baseline group that had not viewed the TEC lessons. Initial results show that, for all three sets of lessons, both groups of trained soldiers performed significantly better than those in the baseline group. The difference between the two trained groups is not statistically significant for two of the three lesson sets; for the third set, there is a significant difference of ten percent in mean performance test score in favor of the film and audio cassette player.

Spontaneous Elaboration in Mexican-American and Anglo-American High School Seniors

1977 ◽  
Vol 14 (4) ◽  
pp. 383-388 ◽  
Author(s):  
Stephen P. Kennedy ◽  
Nancy S. Suzuki
Keyword(s):  
Mexican American ◽  
Noun Pair ◽  
Control Groups ◽  
Twelfth Graders ◽  
Main Effect ◽  
Low Iq ◽  
Anglo American ◽  
The Difference ◽  
And Control ◽  
Better Than

Noun-pair learning in twelfth-graders from similar socioeconomic backgrounds was assessed as a function of ethnicity (Mexican- vs. Anglo-American), IQ (low vs. average), and instructional conditions (control vs. instructed). Neither the main effect for ethnicity nor any of its interactions was significant. The main effect for IQ however, was significant such that average IQ learners recalled more noun pairs than low IQ learners. Furthermore, learners instructed to generate sentences performed significantly better than learners in the control condition. The interaction of lQ and instructions revealed that the difference between the instructed and control groups was signifinantly greater for low IQ learners than for average IQ learners.

scholarly journals Pembelajaran Penemuan Terbimbing terhadap Kemampuan Generalisasi Matematis Siswa Sekolah Menengah Pertama

2020 ◽  
Vol 1 (1) ◽  
pp. 20-30
Author(s):  
Yatha Yuni ◽  
Lesna Fisa
Keyword(s):  
Discovery Learning ◽  
Homogeneity Test ◽  
Guided Discovery ◽  
Generalization Ability ◽  
Normality Test ◽  
Mathematical Generalization ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
And Control

The purpose of the research for to know the difference mathematical generalization ability of student are taught by use guided discovery learning and expository. The research was held at SMPN 21 Bekasi in second semester academic year 2016-2017. The sample  is class VII.2 and VII.5 (76 students). This research used quasi-experimental with statistic group comparison or post-test-only with nonequivalent groups design. Instrument be used is an essay test to measure mathematical reflective thinking ability. Before tested instrument analyzed by correlation product moment to test the validity, reliability by formula alpha cronbach and an index of the lurch. The data is analyzed firstly be done test regulation is test normality with Lilliefors and also test homogeneity by using Fisher. The result of normality test of class experiment and control can be conclude that both of the sample are from normal distribution. While the result of homogeneity test can be conclude the population of both have a homogeneity variance. The result of research were obtained t result is 5,29 with significance α is 0,05. The result of research showed a difference mathematical generalization ability of student through guided discovery learning and expository.

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