scholarly journals Validation of Rubric Evaluation for Programming Education

2021 ◽  
Vol 11 (10) ◽  
pp. 656
Author(s):  
Daisuke Saito ◽  
Risei Yajima ◽  
Hironori Washizaki ◽  
Yoshiaki Fukazawa
Keyword(s):  
Statistical Method ◽  
Thinking Skills ◽  
Learning Achievement ◽  
Programming Education ◽  
Goal Question Metric

In evaluating the learning achievement of programming-thinking skills, the method of using a rubric that describes evaluation items and evaluation stages is widely employed. However, few studies have evaluated the reliability, validity, and consistency of the rubrics themselves. In this study, we introduced a statistical method for evaluating the characteristics of rubrics using the goal question metric (GQM) method. Furthermore, we proposed a method for measuring four evaluation results and characteristics obtained from rubrics developed using this statistical method. Moreover, we showed and confirmed the consistency and validity of the statistical method using the GQM method of the resulting developed rubrics. We show how to verify the consistency and validity of the rubric using the GQM method.

scholarly journals Implementasi Media Pembelajaran Komik Islam Untuk Meningkatkan Prestasi belajar dalam berpikir Kritis Siswa di Sekolah

2016 ◽  
Vol 17 (1) ◽  
pp. 110 ◽  
Author(s):  
Anip Dwi Saputro
Keyword(s):  
Student Achievement ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
P Value ◽  
Learning Achievement ◽  
Critical Thought ◽  
Post Test ◽  
Student Questionnaire ◽  
Research Experiment

The goals of this research are : determine learning achievement in students' critical thinking during the learning using the medium of comics Islam. This research is a research experiment using two classes; kontrol one class and one class treatment. In this study using respondents 72 students to test experimental comic learning media Islam. This research aims to improve student achievement in students' critical thinking about the use of pre test, post test and student questionnaire responses. Data from these assessments were analyzed using SPSS. 18.0 with Anacova test. The results showed that: (1) there is a relationship between learning achievement with the critical thinking skills of students because the p value (Sig.) Of <0.05, (2) there is a relationship between the media with critical thinking skills of students because the p value (Sig.) <0:05 and (3) there is influence student achievement and learning media to the critical thinking skills of students because the p value (Sig. Corrected Model) <0.05. Keywords : Islamic comics as learning resources, student testing grades, and critical thought.

scholarly journals LEARNERS' CONFESSION FOR BIDIRECTIONAL TRANSCRIPTION EFFECTIVENESS FOR BEGINNERS IN THE PROGRAMMING COURSE

2021 ◽  
Vol 3 (10) ◽  
pp. 32-47
Author(s):  
Tatsuhiro Tamaki ◽  
Harumi Hashimoto ◽  
Atsushi Onishi ◽  
Yasuo Uchida
Keyword(s):  
Human Resources ◽  
Thinking Skills ◽  
Human Resources Development ◽  
Educational Method ◽  
Programming Education ◽  
Primary And Secondary Education ◽  
Bidirectional Transcription ◽  
Global Trend ◽  
College Of Technology ◽  
Economic Revitalization

The Adoption of programming education has become a global trend. In Japan, the Japan Revitalization Strategy 2016, announced by the Headquarters for Japan's Economic Revitalization in 2016, set forth the aim of making programming education compulsory in primary and secondary education. The purpose of this is to cultivate basic logical thinking skills through programming education, as part of efforts to develop and secure human resources for sparking economic growth. On the other hand, it will likely be necessary to review previously existing programming education in ICT human resources development courses at various types of schools. In the programming education for beginners that we are implementing at a college of technology, there is a considerable percentage of students who feel they are not up to programming. Thus, this study proposes "bidirectional transcription learning" for beginner programmers as an educational method to help strengthen programming education. It focuses on the process of converting a natural language to a programming language in the final stage of unplugged to code writing. Based on experience, transcription learning is regarded as effective for mastering programming, but we have conducted a trial to further improve efficiency and deepen understanding, and here we provide an overview and report on our results.

scholarly journals PERBANDINGAN KEEFEKTIFAN ANTARA PROBLEM-BASED LEARNING SETTING NUMBERED HEAD TOGETHER DAN SETTING JIGSAW

2015 ◽  
Vol 2 (1) ◽  
pp. 63 ◽  
Author(s):  
Miftakhus Sholikhah ◽  
Hartono Hartono
Keyword(s):  
Critical Thinking ◽  
Math Achievement ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Learning Achievement ◽  
Group Design ◽  
Multiple Group ◽  
And Mathematics

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan problem-based learning dengan setting model pembelajaran kooperatif tipe Numbered Head Together (PBL-NHT) dan problem-based learning dengan setting model pembelajaran kooperatif tipe jigsaw; dan (2) pembelajaran yang lebih efektif antara PBL-NHT dan PBL-Jigsaw ditinjau dari prestasi belajar matematika, kemampuan berpikir kritis, dan disposisi matematis siswa kelas X SMA. Penelitian ini merupakan penelitian eksperimen semu (quasi eksperimen), yang menggunakan rancangan pretest-postest non-equivalen multiple-group design. Instrumen yang digunakan adalah tes prestasi belajar matematika, tes kemampuan berpikir kritis, dan angket disposisi matematis. Data dianalisis menggunakan uji multivariat (MANOVA) dan independent sample t-test. Hasil penelitian menunjukkan bahwa kedua model pembelajaran ini efektif ditinjau dari kemampuan berpikir kritis dan disposisi matematis, tetapi tidak efektif ditinjau dari prestasi belajar matematika. PBL-Jigsaw lebih efektif dibandingkan PBL-NHT ditinjau dari disposisi matematis, tetapi tidak berbeda jika ditinjau dari kemampuan berpikir kritis matematis dan prestasi belajar matematika. Kata Kunci: problem-based learning, numbered head together, jigsaw, prestasi belajar matematika, kemampuan berpikir kritis, disposisi matematis   THE COMPARISON OF THE EFFECTIVENESS OF PROBLEM-BASED LEARNING OF NUMBERED HEAD TOGETHER AND THAT OF THE JIGSAW Abstract This study aims to describe: (1) the effectiveness of problem-based learning of the numbered head together (PBL-NHT) type and that of jigsaw (PBL-Jigsaw) type, and (2) the more effective teaching between PBL-NHT and PBL-Jigsaw in terms of learning achievement, critical thinking skills, and mathematics dispositions of class X students. This study was a quasi-experiment using a pretest-posttest with the non-equivalent multiple-group design. The instruments used were a math achievement test, critical thinking test, and mathematics disposition questionnaire. The data were analyzed using the multivariate (MANOVA) and independent sample t test. The results of this study show both the models are effective in terms of critical thinking skills and mathematics dispositions, but they are not effective in their learning achievement. The PBL-Jigsaw is more effective than PBL-NHT in mathematics dispositions, but does not differ in terms of the critical thinking skills and learning achievement. Keywords: problem-based learning, numbered head together, jigsaw, learning achievement, critical thinking skills, mathematics dispositions

Programming with Scratch in primary school, indicators related to effectiveness of education process and analysis of these indicators in terms of various variables

2019 ◽  
Vol 35 (3) ◽  
pp. 237-258
Author(s):  
Hatice Yildiz Durak ◽  
Tolga Guyer
Keyword(s):  
21St Century ◽  
Computer Technology ◽  
Primary Schools ◽  
Gifted Students ◽  
Internet Access ◽  
Thinking Skills ◽  
Age Group ◽  
Programming Education ◽  
Individual Project ◽  
Education Process

Since programming processes involve different thinking skills and different fields of knowledge, it is especially important for children to acquire 21st-century skills. Even though the programming education activities are being intensively applied, it can be said that there is a gap in quantitative researches supporting the effort to reveal the direct or indirect effectiveness of the learning–teaching processes for the programming education. This study, which was done to fill this gap, aims to examine the degree to which students learn programming concepts (PC) and to identify effective variables in that process with a developed curriculum for gifted students studying in the second–third–fourth grade in primary schools. For this purpose, a 15-week application was carried out and each student developed an individual project. In the study, a criterion list, observation forms and peer evaluations were used based on PC to examine projects and learning process. The scores obtained from these tools were used to examine the application of each participant, to comment on the effective variables and the adequacy of the teaching process. The evidence from this study intimates that female participants obtained higher scores than male ones in programming education. Those scores are higher in 9 and 10 age group of students than others. Those who haven’t had Internet access, who have never used computer or have had access to Internet as well as who haven’t had any computer courses had lower scores than others. The upshot of this is that previous computer technology experiences of students may have affected the scores obtained programming education process.

scholarly journals Keefektifan pembelajaran berbasis proyek ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 233-243
Author(s):  
Isnaini Nur Azizah ◽  
Djamilah Bondan Widjajanti
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Seventh Grade ◽  
Learning Achievement ◽  
Ability Test ◽  
Self Confidence

Tujuan penelitian ini untuk mendeskripsikan keefektifan pembelajaran berbasis proyek pada materi statistika ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa SMP kelas VII. Pembelajaran berbasis proyek terdiri dari enam langkah yaitu: (1) penentuan proyek; (2) perancangan langkah-langkah penyelesaian proyek; (3) penyusunan jadwal pelaksanaan proyek; (4) penyelesaian proyek dengan fasilitasi dan monitoring guru; (5) penyusunan laporan dan presentasi/publikasi hasil proyek; dan (6) evaluasi dan hasil proyek. Populasi dalam penelitian ini adalah siswa kelas VII SMPN 1 Yogyakarta. Instrumen yang digunakan adalah tes prestasi belajar, tes kemampuan berpikir kritis, angket kepercayaan diri, dan lembar observasi keterlaksanaan pembelajaran. Uji hipotesis menggunakan uji proporsi Z pada taraf signifikan 95% (α = 5%). Berdasarkan hasil uji hipotesis diperoleh proporsi siswa yang prestasi belajarnya telah mencapai KKM lebih dari 75%. Proporsi siswa yang memiliki kemampuan berpikir kritis dan kepercayaan diri pada kategori minimal “baik” lebih dari 75%. Dengan demikian dapat disimpulkan bahwa pembelajaran berbasis proyek efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa. The effectiveness of project-based learning viewed from students’ learning achievement, critical thinking skill, and self-confidenceAbstractThe purpose of this study was to describe the effectiveness of project-based learning in statistical material viewed from learning achievement, critical thinking skills, and self-confidence of seventh-grade junior high school students. Project-based learning consists of six steps: (1) determining the project; (2) designing project completion steps; (3) preparing the project implementation schedule; (4) completion of the project with facilitation and monitoring from the teacher; (5) preparation of reports and presentation/ publication of project results; and (6) evaluation and results of the project. The population in this study was seventh-grade students of SMP 1 Yogyakarta, Indonesia. The instruments used were a learning achievement test, a critical thinking ability test, a self-confidence questionnaire, and an observation sheet of learning accomplishments. Hypothesis testing uses the proportion Z test at a significant level of 95% (α = 5%). Based on the results of the hypothesis test, the proportion of students who have learning achievement reached KKM was more than 75%. The proportion of students who have critical thinking skills and self-confidence in the minimum category of "good" was more than 75%. Thus it could be concluded that project-based learning was an effective view from students’ learning achievement, critical thinking skills, and self-confidence.

scholarly journals Pengembangan Handout Fisika Berbasis Team Assisted Individualization Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik SMA

2018 ◽  
Vol 11 (1) ◽  
pp. 11-16
Author(s):  
Puji Astuti ◽  
Ashari Ashari ◽  
Eko Setyadi Kurniawan
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Design Development ◽  
Research Subjects ◽  
Learning Achievement ◽  
Student Responses ◽  
Implementation Phase ◽  
Analysis Design

Abstract – Research has been carried out on the development of team assisted individualization-based physics handouts to determine the feasibility of team-assisted individualization-based physics handouts developed, student responses after using the team-assisted individualization-based physics handouts that have been developed, and improvement in students' critical thinking skills. This type of research is a development that refers to the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. This research was conducted at SMA Negeri 4 Purworejo with 32 research subjects. The instruments used in this study were validation sheets, student response questionnaires, learning achievement sheets, and learning achievement tests. Based on the research, the data obtained from the team-assisted individualization-based physics handout validation from three validators, namely two expert lecturers and physics teachers, received an overall score of 3.35, included in the good enough category and feasible to be used in the learning process. Students' responses to the physics-based handout team assisted individualization implementation phase obtained a percentage of 77.7% with a good category. Increased critical thinking skills of the application stage obtained an N-gain of 0.581 and included in the category of moderate improvement. Thus, a team assisted individualization-based physics handout developed in this study is categorized as good and suitable for use in learning and can improve students' critical thinking skills.

scholarly journals PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) DALAM SETTING PEMBELAJARAN KOOPERATIF TIPE TGT DAN GI TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR KIMIA PESERTA DIDIK SMAN 1 AIKMEL

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Baiq Ismayawati ◽  
Agus Abhi Purwoko ◽  
Muntari
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Mean Value ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Skills Learning

This study aims to describe the differences in critical thinking skills and chemistry learning achievement between learners who follow the model of problem-based learning (PBL) in cooperative learning settings TGT and GI at the rate of material reaction. The research is a quasi-experimental research design with pretest-posttest non equivalent control group designe with sample XI IPA 1 and XI IPA 2 are determined by random selection technique based on similarity mean value of daily tests I. Experiential learning and learner response is estimated to affect more significant learning achievement in the classroom PBM setting GI as evidenced by the average N-Gain learning outcomes in the classroom PBM setting GI of 0.43 and the average N-Gain learning achievement in the classroom PBM setting TGT of 0.32. The differences are also evidenced by the results of the hypothesis test showed a significance value of 0.002 (p <0.05). While based on the calculation of the average critical thinking skills in mind that PBM setting TGT has a more significant effect than the PBM GI settings as evidenced by the difference in the value of critical thinking skills after learning process (posttest) and prior to the learning process (pretest) on PBM classroom setting TGT and PBM GI settings are respectively 19.93 and 14.42. While the test is based on differences in critical thinking skills, it is known that there are differences between classes of critical thinking skills PBM settings TGT and PBM settings GI as evidenced by the significant value of 0.018 (p <0.05).Keywords: PBM setting TGT, PBM setting GI, critical thinking skills, learning achievement of chemistry.

scholarly journals Implementasi pendekatan problem posing untuk meningkatkan prestasi belajar Fisika dan keterampilan berpikir siswa

ATTARBIYAH ◽  
2019 ◽  
Vol 28 ◽  
pp. 41
Author(s):  
Erna Risfaula Kusumawati
Keyword(s):  
Thinking Skills ◽  
Problem Posing ◽  
Control Group ◽  
Thinking Skill ◽  
Control Group Design ◽  
Learning Achievement ◽  
Physics Learning ◽  
Group Design ◽  
Lecture Method ◽  
Thinking Ability

Penelitian ini bertujuan untuk mengetahui apakah prestasi belajar dan thinking skill (kemampuan berpikir) siswa dengan pembelajaran menggunakan pendekatan problem posing lebih tinggi daripada pembelajaran konvensional menggunakan metode ceramah. Penelitian ini merupakan penelitian quasi experimentation dengan rancangan randomized posttest control group design. Sampel penelitian terdiri atas siswa kelas XI IPA 1 yang berjumlah 42 siswa sebagai kelas kontrol dan XI IPA 3 yang berjumlah 41 siswa sebagai kelas eksperimen. Hasil penelitian ini membuktikan bahwa pembelajaran fisika dengan pendekatan problem posing dapat meningkatkan prestasi belajar dan thinking skill siswa. Prestasi belajar fisika dan kemampuan berpikir siswa dengan pembelajaran menggunakan pendekatan problem posing lebih tinggi daripada siswa dengan pembelajaran konvensional menggunakan metode ceramah. Siswa kelas sampel dengan pembelajaran menggunakan pendekatan problem posing memiliki rata-rata prestasi belajar 87,4 dan presentase kemampuan berpikir 75% sedangkan siswa kelas sampel dengan pembelajaran konvensional menggunakan metose ceramah rata-rata prestasi belajar 76,3 dan persentase kemampuan berpikir 60%. This study aims to determine whether students' learning and thinking skills (thinking ability) with learning use a problem posing approach higher than conventional learning using the lecture method. This study was a quasi-experimentation study with a randomized posttest control group design. The study sample consisted of students of class XI IPA 1, amounting to 42 students as the control class and XI IPA 3, amounting to 41 students as the experimental class. The results of this study prove that physics learning with a problem posing approach can improve student achievement and thinking skills. Physics learning achievement and students' thinking ability with learning use a problem posing approach higher than students with conventional learning using the lecture method. Sample class students with learning using the problem posing approach have an average learning achievement of 87.4 and a percentage of thinking skills of 75% while students in the sample class with conventional learning use lecture method average learning achievement 76.3 and the percentage of thinking ability 60%.

scholarly journals THE EFFECT OF LEARNING MODELS AND CRITICAL THINKING SKILLS TOWARD MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ NUMERIC APTITUDE

2015 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
NI Nyoman Kawiwati
Keyword(s):  
Critical Thinking ◽  
Mathematics Achievement ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Analysis Of Covariance ◽  
Conventional Model ◽  
Learning Achievement

This research is to determine the effect of learning model and critical thinking skills toward mathematics learning achievement of class XI IPA students in senior high school in Gianyar by controlling students’ numeric aptitude. This research used treatment by level 2x2 design and analysis of covariance. The sample was 80 people using multistage random sampling. The results by controlling numeric aptitude are: students learning achievement taught using PAIKEM model is higher than those taught in conventional model. There is an interaction effect between learning model and critical thinking skills toward students’ mathematics achievement. Given high critical thinking skills, students taught using PAIKEM models displayed higher results compared to those in conventional learning who were best in a lower critical thinking skills. Finally, based on the results, it can be recommended to SMA Mathematics teachers to increase students’ Mathematics achievement by using PAIKEM model accurately and to see of students critical thinking skills.

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