scholarly journals Web-based ionic liquids learning media to measure the competence of the Polytechnic student

2021 ◽  
Vol 11 (2) ◽  
pp. 284
Author(s):  
Ina Yulianti ◽  
Ida Hamidah ◽  
Mumu Komaro ◽  
Ahmad Mudzakir ◽  
Maizam Alias
Keyword(s):  
Ionic Liquid ◽  
Learning Styles ◽  
Information Seeking ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Rapid Development ◽  
Sampling Technique ◽  
Web Based ◽  
Liquid Material ◽  
Chemical Engineering Education

The rapid development of technology and information has influenced students' learning styles and has led to a shift in information seeking from paper books to e-books. The purpose of this study is to measure the competence of students on the ionic liquid material, including ionic liquid knowledge, attitude, and skills, as well as website knowledge. The research sample is Chemical Engineering students in a private polytechnic in Indonesia and taken through a purposive sampling technique. This website-based learning is tested on students through the experiential learning model. Data collection was carried out by filling out a Likert scale competency test at the beginning and the end of the study. The results revealed that website-based ionic liquid learning attracted the attention of students, but not all students can do it independently yet. The learning still has to be combined with lecturers' explanations as reinforcing concepts. The implications of this research are expected to be used as recommendations in enriching the Chemical Engineering education curriculum by adding website-based ionic liquid material.

Food Engineering as an Advancing Branch of Chemical Engineering

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Xiao Dong Chen ◽  
Ji Yeon Yoo
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Technology Development ◽  
New Technology ◽  
Essential Element ◽  
Human Consumption ◽  
Engineering Research ◽  
Food Engineering ◽  
Food And Nutrition ◽  
Chemical Engineering Education

During the past two decades, application of established chemical engineering principles in food industry has rapidly become an important branch of chemical engineering. Challenges faced by engineers and technologists have been in the areas of preserving the original food quality, creating new food structures in large quantities and at high rates. Active ingredients within foods that are good for human consumption must be kept within acceptable limits. Collaborations with food and nutrition scientists and microbiologists, microelectronic engineers etc. are an essential element for success. Studies have been conducted at all scales (from molecular (nano scale), macromolecular, to macroscopic and large scales such as packaged foods). In the area of chemical engineering education, there is an increasing amount of interest in introducing chemical engineering students to food related concepts. Both Australia and New Zealand have very large agri-food businesses. The challenges due to the specific materials (food materials) concerned in R & D have led to many inventions that have great potentials in new food development. In this lecture, the advances made in food engineering research and new technology development will be highlighted.

scholarly journals PERSEPSI MAHASISWA TEKNIK TERHADAP PENGGUNAAN MEDIA ANIMASI FLASH DALAM PERKULIAHAN KIMIA DASAR

2021 ◽  
Vol 11 (2) ◽  
pp. 83-94
Author(s):  
Eliyarti ◽  
C. Rahayu
Keyword(s):  
Engineering Students ◽  
Rapid Development ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Average Score ◽  
Abstract Concepts ◽  
Test Technique ◽  
Chemical Concepts ◽  
Level I ◽  
Data Collection Technique

Learning media is a support for teaching activities to be effective. The rapid development of technology today has prompted many applications to emerge that can be used as a learning media, one of which is Macromedia Flash. The reality in the field shows that the average score of basic chemistry final semester FT Unes classically is still low, namely 65 with the percentage of students who pass 42.85% and those who do not pass 57.15%. As a solution to this problem, research was carried out using Macromedia Flash as a learning media. The purpose of this study was to describe the perceptions of engineering students towards the use of animation media in basic chemistry lectures. This type of research is descriptive quantitative with the research sample being students at level I of the Faculty of Engineering and Planning, Ekasakti University in the basic chemistry lectures in the odd semester of 2020/2021 totaling 80 people who were selected by simple random sampling technique. The data collection technique used was a non-test technique in the form of a questionnaire. Based on the research results, it was found that engineering students who agreed that flash animation media could accelerate understanding of basic chemistry by 56.25% while 43.75% disagreed, engineering students who agreed that flash animation media could lead to solving problems based on basic chemical concepts were 60 % while 40% disagreed, engineering students who agreed that flash animation media was interesting to use in basic chemistry lectures were 75% while 25% disagreed, engineering students who agreed that flash animation media could facilitate understanding of abstract concepts in basic chemistry lectures were as much as 68.75% while 31.25% disagree, and engineering students who agree that flash animation media can increase motivation for basic chemistry lectures by 62.50% while 37.50% disagree. It is hoped that the use of flash animation in learning activities will be more effective in the future.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

The Effect of Instructional Approaches and Learning Styles on Students’ Achievement of Grammar

2014 ◽  
Vol 11 (1) ◽  
Author(s):  
Rista Damesari Saragih ◽  
Lince Sihombing ◽  
Eddi Setia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Interaction ◽  
Visual Learning ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Instructional Approaches ◽  
Vocational High School ◽  
Instructional Approach ◽  
Auditory Learning

The objectives of this research are to investigate whether: (1) students’ achievement of grammar taught by applying inductive approach higher than taught by applying deductive approach, (2) achievement of grammar of visual learning style students higher than achievement of grammar of auditory learning style students, and (3) there is an interaction between instructional approaches and learning styles on the students’ achievement of grammar. The population was students of Grade X of Vocational High School 1 Beringin Deli Serdang. Based on Cluster Sampling technique, two classes were chosen, namely Grades X1 and X3. The data were analyzed using a two-way ANOVA with 2 × 2 factorial design. The result reveals that (1) Students` grammar achievement taught by using inductive instructional approach is higher than that taught by using deductive instructional Approach (81,20 > 72,10), (2) Students with visual learning style have higher achievement in grammar than students with auditory learning style (81,90 > 72) and (3) there is significant interaction between instructional approaches and learning styles on students` achievement of grammar (4.906 > 3.96). Thus, it can be concluded that the application of instructional approaches and learning styles can affect students` achievement in grammar.   Keywords: Grammar; Instructional Approach; Learning Styles

The Synergy between CRISPR and Chemical Engineering

2019 ◽  
Vol 19 (3) ◽  
pp. 147-171
Author(s):  
Cia-Hin Lau ◽  
Chung Tin
Keyword(s):  
Viral Vectors ◽  
Chemical Engineering ◽  
Target Genes ◽  
New Technologies ◽  
Rapid Development ◽  
Genetic Circuits ◽  
Viral Packaging ◽  
Conditional Control ◽  
Logic Operations

Gene therapy and transgenic research have advanced quickly in recent years due to the development of CRISPR technology. The rapid development of CRISPR technology has been largely benefited by chemical engineering. Firstly, chemical or synthetic substance enables spatiotemporal and conditional control of Cas9 or dCas9 activities. It prevents the leaky expression of CRISPR components, as well as minimizes toxicity and off-target effects. Multi-input logic operations and complex genetic circuits can also be implemented via multiplexed and orthogonal regulation of target genes. Secondly, rational chemical modifications to the sgRNA enhance gene editing efficiency and specificity by improving sgRNA stability and binding affinity to on-target genomic loci, and hence reducing off-target mismatches and systemic immunogenicity. Chemically-modified Cas9 mRNA is also more active and less immunogenic than the native mRNA. Thirdly, nonviral vehicles can circumvent the challenges associated with viral packaging and production through the delivery of Cas9-sgRNA ribonucleoprotein complex or large Cas9 expression plasmids. Multi-functional nanovectors enhance genome editing in vivo by overcoming multiple physiological barriers, enabling ligand-targeted cellular uptake, and blood-brain barrier crossing. Chemical engineering can also facilitate viral-based delivery by improving vector internalization, allowing tissue-specific transgene expression, and preventing inactivation of the viral vectors in vivo. This review aims to discuss how chemical engineering has helped improve existing CRISPR applications and enable new technologies for biomedical research. The usefulness, advantages, and molecular action for each chemical engineering approach are also highlighted.

scholarly journals Development and Validation of Learning Style Scale for E-Learners

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110223
Author(s):  
Nabia Luqman Siddiquei ◽  
Ruhi Khalid
Keyword(s):  
Factor Analysis ◽  
Learning Styles ◽  
Psychometric Properties ◽  
Learning Style ◽  
Structural Equation ◽  
Sampling Technique ◽  
Equation Modeling ◽  
Scale Scores ◽  
Significant Addition ◽  
Development And Validation

The present study aimed to develop an indigenous measure of learning styles for e-learners in Pakistan and to establish its psychometric properties. The objectives of the study were attained via three studies. First, the items for the development of the Learning Style Scale for e-Learners (e-LSS) were generated empirically based on a 5-point Likert-type scale. In Study I, the internal consistency and dimensionality of the measure were determined by sampling 360 e-learners aged from 20 to 40 years through a convenient sampling technique, whereas other demographic characteristics were kept in close consideration. For this purpose, exploratory factor analysis was utilized. In Study II of scale development, the factor structure that emerged in Study I was confirmed via confirmatory factor analysis using structural equation modeling. In Study III, the convergent and divergent validities of the newly constructed scale were established by correlating scores with preestablished scale scores that assess the similar construct (i.e., LSS) and with scores on the discriminant construct (i.e., Solving Problems Survey). The sample for this study consisted of 80 e-learners aged from 20 to 40 years. A total of 29 items were confirmed in the final scale with 8 distinctive factors (namely, visual, auditory, kinesthetic, global, analytical, individual, collaborative, and technological type) with sound psychometric properties. To conclude, the newly constructed scale was a significant addition to assess learning styles particularly of e-learners in the context of Pakistan.

scholarly journals Compartmental Learning versus Joint Learning in Engineering Education

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 662
Author(s):  
María Jesús Santos ◽  
Alejandro Medina ◽  
José Miguel Mateos Roco ◽  
Araceli Queiruga-Dios
Keyword(s):  
Engineering Students ◽  
Chemical Engineering ◽  
Linear Equations ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Joint Learning ◽  
The University ◽  
Academic Year ◽  
Non Linear Equations ◽  
Mathematics And Physics

Sophomore students from the Chemical Engineering undergraduate Degree at the University of Salamanca are involved in a Mathematics course during the third semester and in an Engineering Thermodynamics course during the fourth one. When they participate in the latter they are already familiar with mathematical software and mathematical concepts about numerical methods, including non-linear equations, interpolation or differential equations. We have focused this study on the way engineering students learn Mathematics and Engineering Thermodynamics. As students use to learn each matter separately and do not associate Mathematics and Physics, they separate each matter into different and independent compartments. We have proposed an experience to increase the interrelationship between different subjects, to promote transversal skills, and to make the subjects closer to real work. The satisfactory results of the experience are exposed in this work. Moreover, we have analyzed the results obtained in both courses during the academic year 2018–2019. We found that there is a relation between both courses and student’s final marks do not depend on the course.

scholarly journals What Can Students’ Bibliographies Tell Us?- Evidence Based Information Skills Teaching for Engineering Students

2006 ◽  
Vol 1 (2) ◽  
pp. 12 ◽  
Author(s):  
Fei Yu ◽  
Jan Sullivan ◽  
Leith Woodall
Keyword(s):  
Web Sites ◽  
Engineering Students ◽  
Chemical Engineering ◽  
First Year ◽  
Journal Articles ◽  
First Year Students ◽  
Internet Resources ◽  
Information Skills ◽  
Upper Level ◽  
Department Faculty

Objective - This project sought to identify students’ strengths and weaknesses in locating, retrieving, and citing information in order to deliver information skills workshops more effectively. Methods - Bibliographies submitted from first-year engineering and second- and fourth-year chemical engineering students’ project reports were analysed for the number of items cited, the variety of items cited, and the correct use of citation style. The topics of the project reports were also reviewed to see the relationships between the topics and the items cited. Results - The results show that upper level students cited more items in total than did lower level students in their bibliographies. Second- and fourth-year engineering students cited more books and journal articles than first-year students cited. Web sites were used extensively by all three groups of students, and for some first-year students these were the most frequently used sources. Students from all three groups had difficulties with citation style. Conclusion - There was a clear difference in citation frequency between upper and lower level engineering students. Different strategies of information skills instruction are needed for different levels of students. Librarians and department faculty members need to include good quality Internet resources in their teaching and to change the emphasis from finding information to finding, interpreting, and citing accurately.

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