scholarly journals Learning Activity Effectiveness based on Web towards Students’ Change of Cognitive Level

2019 ◽  
Vol 9 (2) ◽  
pp. 4620-4625
Keyword(s):  
Evaluation Studies ◽  
Learning Activities ◽  
Learning Activity ◽  
Cognitive Level ◽  
Web Based ◽  
Web Based Learning ◽  
Multimedia Development ◽  
Bachelor Of Education ◽  
Post Test ◽  
Education Degree

This study aims to assess the effectiveness of web-based learning activities in increasing students’ cognitive level. This study uses pre-test and post-test to evaluate the effectiveness of web-based learning activities students’ cognitive level based on Bloom’s taxonomy which proposes the following six levels of cognitive thinking: knowledge, understanding, application, analysis, synthesis and evaluation. Studies on preand post-test achievement were conducted (Campbell & Stanley, 1963). The respondents of the study consisted of 34 students undertaking the subject SPM 4342 (Web Based Multimedia Development) for the Bachelor of Education degree programme at Universiti Teknologi Malaysia. The findings show that the students’ cognitive level after the web-based learning activities incresed as demonstrated in their improved test scores.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p>0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals PENINGKATAN AKTIVITAS DAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH ANATOMI TUMBUHAN MELALUI MODEL PEMBELAJARAN KOMPARASI YANG BERBASIS LESSON STUDY

2016 ◽  
Vol 7 (2) ◽  
pp. 25
Author(s):  
Nur Rokhimah Hanik
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Model Comparison ◽  
Activity Cycle ◽  
Learning Activities ◽  
Learning Activity ◽  
Test Results ◽  
Study Results ◽  
Post Test ◽  
Education Courses

This study aims to improve the activity and results of student learning in the subject of Anatomy Plant through a comparative study  model based lesson study. The method used is classroom action research with 4 cycles. Samples used  in this study is the third semester students of regular education courses Biology FKIP Veteran Bangun Nusantara University Sukoharjo force 2012/2013 as many as 24 people. The study began in November 2013 and April 2014. The learning activities were observed in the form of discussion and presentation activities, while learning outcomes measured were the post-test results after completion of the learning process of each cycle. Data analysis techniques with comparative descriptive, comparing the results of learning and learning activity cycle with the cycle I to IV. From the  results of this study concluded that the average post-test or study results from Cycle I to IV increased starting 3.47, 3.72, 3.73 and 3.85, though in terms of learning activities is still not satisfactory because it only categorized quite active for the first cycle to the active cycle III and cycle IV. Keywords: Model Comparison learning, learning activities, learning outcomes.

scholarly journals MODEL PEMBELAJARAN PRODUCTION BASED TRAINING (PBT) PADA PEMBELAJARAN PRAKARYA DAN KEWIRAUSAHAAN

2019 ◽  
Vol 7 (3) ◽  
pp. 992-1009
Author(s):  
Lilis Mitasari ◽  
Rusdarti Rusdarti
Keyword(s):  
Data Analysis ◽  
Learning Activities ◽  
Learning Activity ◽  
Homogeneity Test ◽  
Normality Test ◽  
Post Test ◽  
Spss Software ◽  
Level Of Motivation ◽  
Test Table ◽  
Very High

Tujuan penelitian mendeskripsikan dan menganalisis keefektifan model pembelajaran PBT terhadap hasil belajar Prakarya dan Kewirausahaan di kelas XI IPS SMAN 1 Ungaran. Penelitian ini mengambil kelas XI IPS 2 berjumlah 34 peserta didikdengan perlakuan menggunakan model pembelajaran PBT serta dilakukan pre testdan post test untuk mengetahui keefektifan model PBT. Metode analisis menggunakan uji normalitas, uji homogenitas, dan uji T.Hasil analisis menunjukkan bahwa rata-rata hasil belajar peserta didik meningkat setelah adanya perlakuan model pembelajaran PBT yaitu sebesar 18,7%. Tingkat motivasi dan keaktifan peserta didik dalam pembelajaran PKWU juga mengalami peningkatan dengan rata-rata kriteria sangat tinggi sebesar 70,6% dan keaktifan sangat baik sebesar 55,9%. Dari hasil perhitungan uji T hasil belajar PKWU peserta didik dengan software SPSS diperoleh nilai Sig. (2-tailed) pada tabel independent samples test sebesar 0.000. Disimpulkan bahwa model pembelajaran PBT efektif terhadap hasil belajar PKWU di kelas XI IPS. Saran dalam penelitian ini, guru mata pelajaran PKWU dapat mempertimbangkan model pembelajaran PBT untuk meteri yang membutuhkan kegiatan pembelajaran dengan metode penugasan project, karena efektif terhadap keaktifan, motivasi, dan hasil belajar peserta didik.   The purpose of this study was to describe and analyze the effectiveness of PBT model on the results of learning Workshop and Entrepreneurship in grade XI IPS SMAN 1 Ungaran. This research took a class of XI IPS 2, total of 34 studentsusing PBT model’s treatment and conducted pre-test and post-test. The method of data analysis used in this study were normality test, homogeneity test, and T test.The analysisthat the result’s average of the learners increased after the existence of PBT model’s treatment that is equal to 18,7%. The level of motivation and activeness of learners in learning PKWU also increased to a very high average criteria of 70.6% and excellent activeness of 55.9%. Based on the result of T test calculationfrom students’ outcomes in learning PKWUwith SPSS software obtained Sig value. (2-tailed) on the independent samples test table of 0.000. Concluded that PBT modelwas effective on the results of learning Workshop and Entrepreneurship in grade XI IPS. The suggestions were PKWU teachers may consider Production Based Training (PBT) model for the materials which require learning activities with a project task, as they were effective onactiveness, motivation, and students’outcomesin learning activity.

Towards Mobile Learning Applications Integration with Learning Management Systems

2010 ◽  
pp. 182-194 ◽  
Author(s):  
Marc Alier Forment ◽  
María José Casany Guerrero ◽  
Jordi Piguillem Poch
Keyword(s):  
Mobile Learning ◽  
New Technologies ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Learning Activities ◽  
Management Systems ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management ◽  
Learning Software

ICT in education innovators are creating new kinds of learning applications using all sorts of new technologies available: Web 2.0, Mobile, Gaming platforms and even Virtual Worlds. Mobile learning applications (m-learning) take advantage of the ubiquitousness of the mobile devices to explore new kinds of ways of learning. Learning Management Systems (LMS) are a consolidated kind of Web based learning software that over the last 15 years have evolved to meet the needs of the learning institution to basic, common online educational platforms. The LMS creates a Web based space for every course (Virtual classroom) that can be used to complement the presence learning activities (Blended Learning) or to fully deliver the course contents (Online Learning). Nowadays most learning organizations have integrated a LMS with their information systems (back-office, academic management, etc.) to a point where all learning activities (virtual and non virtual) have a counterpart (syllabus, assessments, scheduling, etc.) in the LMS virtual classrooms. M-learning is not destined to replace the current Web based learning applications, but to extend it, that is why Mobile Applications will need to be able to integrate with the LMS. It also makes sense to be able to access some of the services of the LMS Virtual Classroom from the mobile device. But, to accomplish this goal might not be a simple task. This chapter analyzes the complexities involved to achieve that goal, and describes some standard interoperability architectures and related research and development projects that will allow this kind of interaction between the LMS and the m-learning applications.

A Toolkit to Guide the Design of Effective Learning Activities

2010 ◽  
pp. 156-169 ◽  
Author(s):  
Karen Fill ◽  
Gráinne Conole ◽  
Chris Bailey
Keyword(s):  
Online Learning ◽  
Software Design ◽  
Assessment Methods ◽  
Teaching Approach ◽  
Learning Activities ◽  
Learning Activity ◽  
Design Development ◽  
Web Based ◽  
Learning And Teaching ◽  
Effective Learning

The DialogPLUS Toolkit is a web-based application that guides the design of learning activities. Developed to support the project’s geographers, it incorporates well-researched pedagogic taxonomies that are presented as drop-down lists with associated ‘help’ pages. Toolkit users are encouraged to consider and specify factors including learning and teaching approach, environment, aims and outcomes, assessment methods, learner and tutor roles and requisite skills as they design any number of tasks within a learning activity and select the tools and resources needed to undertake them. The output from the toolkit is a design template that can then be used to guide the instantiation and implementation of online learning activities. The designs are saved within the toolkit, forming a database of designs, which other toolkit users can view. This chapter will present the rationale for the toolkit and the detailed taxonomies. It will describe and illustrate the software design, development and implementation, including the approach to contextual ‘help’, provide examples of learning activity designs created using the toolkit; and present and discuss feedback from users.

scholarly journals An Artificial Neural Network Based Early Prediction of Failure-Prone Students in Blended Learning Course

2019 ◽  
Vol 14 (19) ◽  
pp. 77 ◽  
Author(s):  
Otgontsetseg Sukhbaatar ◽  
Tsuyoshi Usagawa ◽  
Lodoiravsal Choimaa
Keyword(s):  
Neural Network ◽  
Blended Learning ◽  
Early Identification ◽  
Learning Activities ◽  
Early Prediction ◽  
Students At Risk ◽  
Web Based ◽  
Student Activities ◽  
Web Based Learning ◽  
Prediction Scheme

One of the objectives of the performance measurement of grade-based higher education is to reduce the failure rate of students. To identify and reduce the number of failing students, the learning activities and behaviors of students in the classroom must be continuously monitored; however, monitoring a large number of students is an extremely difficult task. A penetration of web-based learning systems in academic institutions revealed the possibility of evaluating student activities via these systems. In this paper, we propose an early prediction scheme to identify students at risk of failing in a blended learning course. We employ a neural network on the set of prediction variables extracted from the online learning activities of students in a learning management system. The experiments were based on data from 1110 student who attended a compulsory, sophomore-level course. The results indicate that a neural-network-based approach can achieve early identification of students that are likely to fail; 25% of the failing students were correctly identified after the first quiz submission. After the mid-term examination, 65% of the failing students were correctly predicted.

scholarly journals PENGARUH MODEL PEMBELAJARAN LANGSUNG(DIRECTINTRUCTION) BERBASIS MEDIA FLASH PADA MATAPELAJARAN KELISTRIKAN TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA KELAS XI TSM DI SMK NEGERI 3 SINGARAJA

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Sidik Gus Maladi ◽  
Kadek Rihendra Dantes ◽  
Nyoman Arya Wigraha
Keyword(s):  
Standard Deviation ◽  
Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Direct Learning

Penelitian ini bertujuan untuk membuktikan adanya perbedaan hasil belajar antara pembelajaran kelistrikan dengan metode ceramah biasa dan pembelajaran kelistrikan dengan metode pembelajaran langsung dilengkapi media pembelajaran dengan macromedia flash professional 8. Penelitian ini menggunakan rancangan equivalent post test only control group design. Sampel yang digunakan adalah siswa XI TSM 3 SMK Negeri 3 Singaraja yang mengikuti pelajaran kelistrikan sepeda motor semester genap tahun 2017. Data dianalisis menggunakan MANOVA berbantuan SPSS 16.00 for window. Hasil analisis deskriptif dan analisis statistik pada penelitian ini menunjukkan bahwa skor aktivitas siswa dengan pembelajaran menggunakan pembelajaran Langsung dengan media flash memiliki rata-rata 17,89 dan standar deviasi sebesar 1,470. Skor aktifitas belajar siswa yang mengikuti model pembelajaran konvensional memiliki rata-rata 16,39 dan standar deviasi sebesar 1,586. Berdasarkan data hasil analisis multivariat dengan bantuan SPSS 16.00 For windows diperoleh nilai F= 73,536 dan sig= 000 .Nilai sig lebih kecil dari 0,05 (p<0,05).Kata Kunci : Model Pembelajaran Langsung, Aktivitas Belajar, Dan Hasil Belajar Kelistrikan. This study aims to prove the difference in learning outcomes between the study of electricity with regular lectures and learning methods of electricity by direct teaching methods include media with Macromedia Flash Professional 8. This study design was equivalent post test only control group design. The samples used were XI student TSM 3 SMK Negeri 3 Singaraja in learning the electrical motorcycle second semester of 2017. Data were analyzed using SPSS 16.00 for assisted MANOVA window. Descriptive analysis and statistical analysis in this study shows that students with learning activity score using Direct learning with flash media has an average of 17.89 and a standard deviation of 1.470. Scores of student learning activities that follow the conventional learning model has an average of 16.39 and a standard deviation of 1.586. Based on multivariate analysis result data with SPSS 16:00 For windows obtained value F = 73.536 and sig sig = 000 The value less than 0.05 (p <0.05).keyword : direct learning model, learning activities, and learning outcomes electricity.

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