scholarly journals 21ĀM NŪṞṞĀṆṬU KAṞṞAL KAṞPITTAL CINTAṈAIT TIṞAṈ VARAIPAṬATTIṈ VAḺI VAḺIKĀṬṬIK KAṬṬURAI EḺUTUM MUṞAI [21ST CENTURY TEACHING EFFECTIVENESS OF USE (I-THINK MAP) IN WRITING TAMIL LANGUAGE]

2021 ◽  
pp. 96-103
Author(s):  
LETCHUMI PERUMAL ◽  
B.VITTYAVATHY
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching Effectiveness ◽  
Energy Strategy ◽  
Teaching Session ◽  
Graphic System ◽  
Problem Solving Skills ◽  
Learning Instruction

This article explores the benefits of using the I-Think map to enhance student performance in the Tamil alphabet. Understanding, cognition, and problem-solving skills using the I-Think graphic system will be taught in the form of essays at the end of a teaching session or test for Tamil language lessons. This study looks at how increased training for students' achievement in the essay subject using the I-Think map. Furthermore, this study examines the extent to which students' acceptance towards the I-Think map of the teaching and language learning process and the implications of the use of the map enhance student achievement in fourth year Tamil subjects. 28 students were sampled for the study. The findings of this study show that students can also improve their scores in Tamil by learning the algorithm for using I-Think graphic learning strategies. The writing energy strategy at the end of the study was a useful keyword. Not only the teacher but also the students can get a better learning instruction if used in the lesson in the classroom.

Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance

2020 ◽  
pp. 073563312096731
Author(s):  
Nadia Parsazadeh ◽  
Pei-Yu Cheng ◽  
Ting-Ting Wu ◽  
Yueh-Min Huang
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
English Language ◽  
Digital Storytelling ◽  
Computational Thinking ◽  
Two Dimensions ◽  
Learning Activity ◽  
English Language Learning ◽  
Problem Solving Skills ◽  
And Performance

This paper examines a method which can be used by instructors pursuing innovative methods for language teaching, which expands learners’ motivation in second language learning. Computational thinking (CT) is a problem-solving skill which can motivate students’ English language learning. Designing a learning activity which integrates CT into English language learning has been considered in only a few academic studies. This study aimed to explore whether integrating CT into English language learning can be useful for improving learners’ motivation and performance. The method of “present, practice, and produce” was applied as a method of presenting computational thinking in the English language learning classroom. Fifty-two elementary school students (52) participated in the experimental study. Following an experimental design, data were collected and analyzed from a combination of knowledge test scores, storytelling, motivation, and anxiety surveys. The experimental results indicate that the CT strategy improves students’ language learning and raises their motivation in the two dimensions of extrinsic and intrinsic goal orientation. These results imply the positive effect of CT strategy on strengthening problem-solving skills of students participating in digital storytelling and increases their motivation and performance in English language learning.

scholarly journals Student Performance Prediction Using Case Based Reasoning Knowledge Base System (CBR-KBS) Based Data Mining

2022 ◽  
Vol 12 (1) ◽  
pp. 30-35
Author(s):  
Prashant Dixit ◽  
◽  
Harish Nagar ◽  
Sarvottam Dixit
Keyword(s):  
Problem Solving ◽  
Student Performance ◽  
Machine Learning Algorithms ◽  
Case Based Reasoning ◽  
Base System ◽  
Type I ◽  
University Management ◽  
K Nearest Neighbor ◽  
Higher Education Management ◽  
Problem Solving Skills

Higher education management problems in delivering 100% of graduates who can satisfy business demands. In industry it is often difficult for qualified graduates to identify the appropriate means to evaluate problem - solving abilities as well as shortcomings in the evaluation of problem solving skills. This is partially due to the lack of an adequate methodology. The purpose of this paper is to provide the appropriate CBR-KBS model for predicting and evaluating the characteristics of the student's dataset so as to comply with the parameters of selection required by the university industry. Machine learning algorithms have been used in these study areas under supervision, uncompleted and uncontrolled; K-Nearest neighbor, Naïve Bayes, Decision Tree, Neural Network, Logistic Regression and Vector Support Machines. The proposed model would allow university management to make easier, more professional, experienced and industry-specific plans for the manufacturing of graduates and graduates who passed the type I and II examinations held by the employment opportunities.

scholarly journals Penerapan Model Pembelajaran Team Assisted Individualization dengan Strategi Pembelajaran Tugas dan Paksa Terhadap Kemampuan Pemecahan Masalah Matematika

2020 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Leonard Leonard ◽  
Kurnia Khaerul Nisa
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Average Value ◽  
Direct Learning

Kemampuan pemecahan masalah matematika merupakan salah satu tujuan pendidikan nasional di Indonesia, tetapi pencapaiannya masih tergolong rendah. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain penelitian posstest-only. Pengambilan sampel pada penelitian ini menggunakan teknik purpose sampling. Sampel penelitian sebanyak 60 peserta didik yang terbagi dalam dua kelas (30 kelas eksperimen dan 30 kelas kontrol). Penelitian ini dilakukan di sekolah SMP N 10 Bekasi dan SMP N 26 Bekasi. Kelas eksperimen menggunakan model pembelajaran teamdengan strategi pembelajaran tugas dan paksa, sedangkan kelas kontrol menggunakan pembelajaran . Data yang terkumpul kemudian dianalisis dengan menggunakan uji beda rata-rata sampel bebas. Hasil analisis data menunjukan bahwa rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran team assisted individualization dengan strategi tugas dan paksa lebih tinggi dibandingkan dengan rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran langsung. Kata kunci: Model pembelajaran team assisted individualization, Strategi pembelajaran tugas dan paksa, kemampuan pemecahan masalah matematika   ABSTRACT This research was conducted to determine the effect of team assisted individualization learning models with task learning strategies and forced to the ability to solve mathematical problems. Mathematical problem solving ability is an ability that belongs to the national education goals, but its achievement is still relatively low. The method used in this study is a quasi-experimental method with a poststest-only research design. Sampling in this study uses purpose sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMP N 10 Bekasi and SMP N 26 Bekasi. The experimental class uses team individualization learning models with task and forced learning strategies, while the control class uses direct learning. The collected data is then analyzed using independent sample t-test. The results of data analysis showed that the average value of students who learned using the team assisted individualization learning model with higher task and forced strategies compared to the average value of students who learned using direct learning models. Keywords: Team assisted individualization learning model, task and forced learning strategies, mathematical problem solving skills                

scholarly journals Application of Mathematical Problem Solving Sheets in Polya's Learning Strategy in Social Arithmetic Material

2021 ◽  
Vol 13 (2) ◽  
pp. 707-717
Author(s):  
Hastri Rosiyanti ◽  
Dyah Ayu Ratnaningsih ◽  
Herwina Bahar ◽  
Is wan ◽  
Fai sal
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Better Than

This research is motivated by the students 'mathematical problem solving ability is still low, because mathematics learning in the classroom is not built to hone problem solving skills and the student worksheets used do not help students in honing students' mathematical problem solving skills, so the writer applies Polya's learning strategy with the help of problem solving sheet on social arithmetic material. This study aims to describe the steps of implementing Polya's learning strategy with the help of problem solving sheets in solving mathematical problems in social arithmetic material and to test mathematical problem solving skills by applying Polya's learning strategies with the help of problem solving sheets is it better than not implementing learning strategies Polya. This research was conducted using a quasi experimental method, with a population of all students of class VII Junior High School 3 Cisauk, Indonesia. The sample was selected using purposive sampling technique, namely students of class VII-6 and grade VII-7. Collecting data on students' mathematical problem-solving abilities using the final test (posttest). The results showed that Polya's learning strategy with the help of problem solving sheets on social arithmetic material was implemented properly and in accordance with Polya's steps. Based on the statistical test, it shows that the mathematical problem solving ability of students whose learning applies Polya's learning strategy with the help of problem-solving sheets is better than students whose learning does not apply Polya's learning strategy on class VII social arithmetic material at SMP Negeri 3 Cisauk, Indonesia.

scholarly journals KETERAMPILAN PEMECAHAN MASALAH, BERPIKIR KREATIF, DAN PENALARAN PADA PEMBELAJARAN MATEMATIKA MENGGUNAKAN MEDIA VISUAL [PROBLEM SOLVING, CREATIVE THINKING, AND REASONING SKILLS IN LEARNING MATHEMATICS USING VISUAL LEARNING MEDIA]

2021 ◽  
Vol 17 (1) ◽  
pp. 101
Author(s):  
Dhesy Adhalia ◽  
Nancy Susianna
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Visual Learning ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Third Grade Students ◽  
Learning Mathematics ◽  
Before And After ◽  
Reasoning Skills

<p>Problem solving, creative thinking, and reasoning skills are important skills for students to master to solve various problems that they will face in the future. However, there are still many students that have relatively low ability levels performing these three skills. To improve students' abilities in these three skills, teachers can use learning strategies that incorporate visual learning media. The problem identified in a class of third graders at a public elementary school (SDN 01) in Jagakarsa was the lack of use of learning media in the learning process in the classroom so students' ability in all three skills was less developed. A research study was conducted to determine the increase in problem solving skills, creative thinking skills, and reasoning skills of third grade students at SDN 01 Jagakarsa in math subjects after being taught using instructional media. Data sources were obtained from students' test scores before and after being taught using visual learning media. Based on the N-gain calculation and data analysis using inferential statistics, results showed that the use of visual learning media can improve students' ability to solve problems, think creatively, and reason, especially in mathematics subjects.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Keterampilan memecahkan masalah, berpikir kreatif, dan menalar merupakan keterampilan yang penting dikuasai siswa untuk menyelesaikan bermacam persoalan yang akan dijumpainya kelak di masa yang akan datang. Kenyataannya<strong> </strong>masih banyak ditemui siswa dengan kemampuan ketiga keterampilan tersebut yang tergolong rendah. Untuk meningkatkan kemampuan siswa pada ketiga keterampilan tersebut, guru dapat menggunakan strategi pembelajaran menggunakan media pembelajaran.<strong> </strong>Masalah yang teridentifikasi di kelas III SDN 01 Jagakarsa adalah masih kurangnya penggunaan media pembelajaran yang digunakan dalam proses pembelajaran di kelas, sehingga kemampuan siswa dalam ketiga keterampilan tersebut kurang berkembang.<strong> </strong>Oleh karena itu dilakukan penelitian untuk mengetahui peningkatan kemampuan memecahkan masalah, berpikir kreatif, serta menalar siswa kelas III SDN 01 Jagakarsa pada mata pelajaran matematika setelah diajarkan dengan menggunakan media pembelajaran. Sumber data didapat dari nilai siswa sebelum dan sesudah diajarkan dengan menggunakan media pembelajaran visual. Berdasarkan hasil perhitungan <em>N-gain</em> dan analisis data menggunakan statistik inferensial didapat kesimpulan bahwa penggunaan media pembelajaran visual dapat meningkatkan kemampuan siswa dalam memecahkan masalah, berpikir kreatif, dan menalar secara keseluruhan khususnya pada mata pelajaran matematika.</p>

scholarly journals EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRE-SERVICE TEACHERS AT UNIVERSITY LEVEL

2021 ◽  
Vol 8 (18) ◽  
pp. 19-29
Author(s):  
Natalia Dmitrenko ◽  
Liudmyla Melnyk
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Communicative Competence ◽  
Strategy Instruction ◽  
Language Learning Strategies ◽  
Top Down ◽  
Bottom Up ◽  
Learning Instruction ◽  
University Level

The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as “top-down” and “bottom-up” while professionally oriented English communication. The study employed the mixed research design method as quantitative (Likert’s scale, Bespalko’s learning coefficient, Fisher’s criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction “top-down” and “bottom-up” in the process of pre-service teachers’ professionally oriented English communication. Findings. The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants’ knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice. Combining “top-down” and “bottom-up” explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-school teachers at university level.

Deskripsi Kemampuan Berikir Kritis Matematis dan Kemandirian Belajar Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 5 (2) ◽  
pp. 40
Author(s):  
Cici Mursari
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Learner Autonomy ◽  
Learning Resources ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Analytical Skills

The study aimed to describe the mathematical critical thinking skills and learner autonomy of students at SMP Negeri 1 Baturraden viewed from learning style. This study was descriptive qualitative. The subjects of the study were students of grade VII G. The selection of the sample was done through purposive sampling technique obtaining 3 students of visual learning style, 3 students of auditory learning style and 3 students of kinesthetic learning style. Techniques to collect the data were questionnaire, test, and interview. Data analyses were data reduction, data presentation, and drawing conclusions. The validity test of the data was triangulation test of triangulation techniques. The findings obtained that students with visual learning styles mastered the indicators of analytical skills, synthesizing skills, problem solving skills as well as the skills of evaluating and assessing, meanwhile the learner autonomy mastered indicators of learning strategies, planning, evaluating, assignments/exercises, various learning resources and students workbook. Students with auditory learning styles grasped indicators of analytical skills, problem solving skills, as well as evaluating and assessing skills while for learner autonomy understood indicators of learning strategies, planning, evaluating, various learning resources and students workbook. While kinesthetic learning style students grasped the indicators of synthesizing and evaluating skills while for learner autonomy mastered the indicators of using learning strategies and using various learning resources.

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