Christine E. Tulley. How Writing Faculty Write: Strategies for Process, Product, and Productivity.

2019 ◽  
Vol 50 (2) ◽  
pp. 152-157
Author(s):  
Steven E. Gump
Keyword(s):  
Process Product

EVALUASI PROGRAM PEMODELAN DAN SIMULASI LABORATORIUM KIMIA PADA MAHASISWA CALON GURU

EDUSAINS ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 201-211
Author(s):  
Yenni Kurniawati ◽  
Yuni Fatisa
Keyword(s):  
Mixed Method ◽  
Random Sampling ◽  
Sample Selection ◽  
Product Evaluation ◽  
Thinking Skills ◽  
Laboratory Simulation ◽  
Input Process ◽  
Improvement Program ◽  
Chemistry Students ◽  
Process Product

Abstract Modeling and laboratory simulation can help overcome of cost obstacle, time, safety and other constraints in laboratory experiments. Many skills also had the opportunity to be fostered and promoted, especially in connection with the construction of thinking skills. However, the implementation of this program required an evaluation, in order to decided whether the program will be continuing or not, in addition its needed to found the focused of on overall quality of learning in order to make a recommendation in the decision making. This research was conducted by the mixed-method approached with triangulation design, in order to evaluate the effectiveness, problems or any obstacles of the implementation of the program. The population in this study was the third semester of pre-service chemistry students at UIN Syarif Kasim Sultan Riau, which was supported by lecturers, assistant laboratory and staf. The sample selection was done using random sampling techniques. Program evaluation in this study was conducted by the CIPP model (Context, Input, Process, Product). The results showed that the program was running quite effective when viewed from the overall average grades. The evaluation about context, inputs, processes and products had the good and very good score, in which the evaluation score of context and input, get the better score than process and product evaluation. This study recommends to be a continuing improvement program of modeling and simulation laboratories, both as an exercise before the experiments or replace the real experiments. Keywords: modeling; simulation lab; chemistry experiment Abstrak Pemodelan dan simulasi laboratorium dapat membantu mengatasi kendala biaya, waktu, alasan keselamatan dan kendala lainnya dalam praktikum di laboratorium kimia. Beragam kemampuan lain juga berkesempatan untuk ditumbuh-kembangkan terutama dalam kaitannya dengan konstruksi berfikir. Meskipun demikian, implementasi pelaksanaan program ini memerlukan evaluasi, guna memutuskan apakah program ini layak dilanjutkan ataukah tidak, selain karena diperlukannya penemuan terhadap fokus peningkatan kualitas pembelajaran secara menyeluruh guna menghasilkan rekomendasi dalam menentukan keputusan. Penelitian ini dilakukan dengan menggunakan pendekatan mixed-method desain triangulasi, guna mengevaluasi sebab-sebab efektifitas, kendala ataupun kegagalan pelaksanaan program. Populasi dalam penelitian ini adalah mahasiswa semester III jurusan Pendidikan Kimia UIN Sultan Syarif Kasim Riau, yang didukung oleh dosen, asisten laboratorium dan laboran dan pemilihan sampel dilakukan menggunakan teknik random sampling. Evaluasi program dalam penelitian ini dilakukan menggunakan model CIPP (Context, Input, Process, Product). Hasil penelitian menunjukkan bahwa program ini berjalan cukup efektif jika dilihat dari rata-rata keseluruhan nilai, mulai dari context, input, proses dan produk yang berada pada skor baik dan sangat baik, di mana skor evaluasi context dan input, lebih baik dibanding proses dan produk. Penelitian ini memberikan rekomendasi untuk terus meningkatkan penggunaan pemodelan dan simulasi laboratorium kimia, baik sebagai latihan sebelum praktikum maupun menggantikan praktikum yang sesungguhnya. Kata Kunci: pemodelan; simulasi laboratorium; praktikum kimia  Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.4394  

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

EVALUASI PROGRAM PRAKTEK KERJA INDUSTRI SISWA SMK NEGERI 1 TAPUNG

2018 ◽  
Vol 2 (2) ◽  
pp. 160
Author(s):  
Nasrul Amri Batubara
Keyword(s):  
Mixed Methods ◽  
Monitoring Program ◽  
Input Process ◽  
Sequential Explanatory ◽  
Model Context ◽  
Process Product

Tujuan penelitian ini adalah untuk mengevaluasi pelaksanaan prakerin yang telah dilaksanakan sebagai pedoman perencanaan program prakerin berikutnya.Penelitian ini menggunakan metode kombinasi (mixed methods) dengan desain urutan pembuktian (sequential explanatory). Jenis penelitian ini adalah penelitian evaluasi dengan model Context, Input, Process, Product (CIPP). Informan dalam penelitian ini adalah orang-orang yang terlibat langsung dalam program prakerin dengan responden kelas XI siswa SMK Negeri 1 Tapung, waka humas, panitia prakerin, ketua program keahlian, guru pembimbing dan instruktur dunia usaha/dunia industri. Data penelitian ini dikumpulkan melalui kuesioner berbentuk skala Likert, wawancara, observasi dan studi dokumentasi.Berdasarkan analisis data ditemukan bahwa tingkat ketercapaian pada subvariabel konteks dari program sebesar 80,08% dengan kategori baik, sedangkan pada masing-masing indikator: tujuan program sebesar 85,91%, lingkungan tempat program sebesar 77,45%, kebutuhan program sebesar 76,23%. Pencapaian untuk subvariabel masukan program sebesar 80,45% dengan kategori baik, sedangkan pada masing-masing indikator: sarana prasarana sebesar 79,08%, sumber dana sebesar 75,37%, kurikulum dan relevansi program sebesar 81,25%, tata tertib program sebesar 84,31%, sumber daya manusia sebesar 82,84%. Pencapaian untuk subvariabel proses dari program sebesar 82,00% dengan kategori baik, sedangkan pada masing-masing indikator: persiapan program sebesar 84,68%, pelaksanaan program sebesar 81,76%, monitoring program sebesar 80,19%, penjemputan sebesar 86,27%, kondisi pelaksanaan program sebesar 78,67%. Pencapaian untuk subvariabel hasil program sebesar 85,45% dengan kategori baik, sedangkan pada masing-masing indikator: nilai prakerin sebesar 87,52%, nilai uji kompetensi sebesar 87,94%.

scholarly journals EVALUATING PROTOTYPING SUPPORT IN EARLY TRANSFORMATIVE PSS DESIGN

2021 ◽  
Vol 1 ◽  
pp. 1411-1420
Author(s):  
Ryan Michael Ruvald ◽  
Andreas Larsson ◽  
Christian Johansson Askling ◽  
Alessandro Bertoni ◽  
Tobias Larsson
Keyword(s):  
Service System ◽  
Product Service System ◽  
Product Service ◽  
Support Tools ◽  
Innovative Solutions ◽  
Service System Design ◽  
Efficient Planning ◽  
Design Projects ◽  
Planning And Construction ◽  
Process Product

AbstractPrototypes are an established tool for rapidly increasing learning, communication and decision making rationale for design projects. The proven success has spawned a litany of approaches and methods for building and planning the efficient planning and construction of prototypes. Translating these methods into simple usable tools to assist novice designers has generated broadly applicable canvases to support prototyping across the design process. Product Service System design has similarly introduced prototyping methods and tools into the process. Presently there is a lack of support for generating early phase tangible prototypes for functional PSS design aimed at more radically innovative solutions instead of currently dominant traditional products with traditional add-on services. This work explores the viability of utilizing existing prototyping support tools in the context of early PSS design through workshops with student designers and practitioners. The data from these workshops illuminates the alignments and misalignment gaps presented as guidelines to enable better support for early PSS designers.

scholarly journals Testing a Process-Product Framework for Conceptualizing Motivation

2019 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
David Palmer
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Personal Characteristics ◽  
Active State ◽  
Individual Interest ◽  
Personal Factors ◽  
Product Phase ◽  
Motivation For Learning ◽  
Teacher Enthusiasm ◽  
Process Product

This study explored the idea that motivation for learning can be a process as well as a product: the product being an active state of motivation whereas the process would include the antecedents that created that state. This hypothesis was tested by interviewing 47 university students immediately after normal lectures. Results showed that 89% had experienced an active state of motivation (the product phase) that was influenced by antecedents that included personal characteristics (e.g., self-efficacy, individual interest), temporal personal factors (mood, fatigue), and contextual factors (teacher enthusiasm and “interestingness”). It was concluded that process-product is a potentially useful framework for conceptualizing motivation.

Submarine channel flow processes and deposits: A process-product perspective

Geomorphology ◽  
2015 ◽  
Vol 244 ◽  
pp. 95-120 ◽  
Author(s):  
Jeff Peakall ◽  
Esther J. Sumner
Keyword(s):  
Channel Flow ◽  
Submarine Channel ◽  
Flow Processes ◽  
Process Product

Problems in Analyzing Process-Product Relationships in Studies of Teacher Effectiveness

1978 ◽  
Vol 160 (3) ◽  
pp. 96-116 ◽  
Author(s):  
R. S. Soar
Keyword(s):  
Factor Analysis ◽  
Multiple Regression ◽  
Teacher Effectiveness ◽  
Classroom Behavior ◽  
Stage Model ◽  
Two Stage ◽  
Unit Of Analysis ◽  
Process Product

Problems of analysis are discussed in the three areas of estimating pupil gain, grouping observation items into measures, and relating gain to classroom behavior. Procedures deemed most hopeful are that gain estimates should be based on at least two covariates; that observation items should be aggregated using factor analysis, a combination of logical and factor analysis, or clustering or factoring teachers; that process-product relations should be analyzed by multiple regression, with at least a two-stage model that uses both classrooms and individual pupils as the unit of analysis.

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