scholarly journals Function Design for Inquiry-Based Learning Platform Based on a Computer Network

2017 ◽  
Vol 12 (02) ◽  
pp. 40
Author(s):  
Fang Ji ◽  
Hang Bo
Keyword(s):  
Computer Network ◽  
Learning Activities ◽  
Independent Research ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Cooperative Inquiry ◽  
Learning Platform ◽  
Function Design ◽  
Learning Modes ◽  
Depth Learning

This platform emphasizes the design of inquiry-based learning’s function and interaction and organization of information. In this platform, students can adopt independent research and cooperative learning modes and teachers can carry out remote guidance in the students’ learning activities, which improves the students’ innovation capabilities and the practical capabilities. This platform embodies the concept of inquiry-based learning and emphasizes the establishment of an ideal environment for in-depth learning, cooperative inquiry and announcing achievements. However, it cannot replace the teachers’ functions nor can it replace the students’ dominant positions, but it embodies student-centered and teacher-directed inquiry-based learning.

Pengembangan Kerangka Kerja TPACK pada Materi Koloid untuk Meningkatkan Aktivitas Pembelajaran dalam Mencapai HOTS Siswa

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Dwi Kurnia Hayati ◽  
Sutrisno Sutrisno ◽  
Aprizal Lukman
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Activities ◽  
Student Centered ◽  
Student Centered Learning ◽  
Higher Order Thinking Skills ◽  
Inquiry Based Learning ◽  
Chemistry Learning ◽  
Innovative Learning ◽  
Scientific Topic

Chemistry learning particularly colloid material has a scientific topic that measuring up to abstract and emphasizes the mastery of concepts until the microscopic level (molecular) symbolic. Thus, the implementation of learning need to be completed. Up till now, chemistry learning process is still dominantly conventional in teacher-centered, so that the students tend to be passive and less interested in learning.   Therefore, it is necessary to develop an innovative learning to improve student’s learning activities, by integrating Technology, Pedagogy, and Content Knowledge (TPACK). Through the integration of TPACK, abstract material can be concrete with the use of simulation, as well as the learning will be student-centered learning by means of Inquiry Based Learning (IBL) model, so that students are more active in their learning and students’ Higher Order Thinking Skills (HOTS) will be achieved. The results indicating that learning activities at the meeting I 96.25%, meeting II 92.98%, meeting III 95.29%, and meeting IV 91.18% , all of them belong to the category of "highly optimized". Student test scores on average 64.6 which belong to the category of "quite".

scholarly journals Study on Constructing Inquiry-Based Learning Environment through Web 2.0

2021 ◽  
Author(s):  
Huang-Chao Lai ◽  
Yi-Tan Tsai
Keyword(s):  
Learning Environment ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Inquiry Learning ◽  
Inquiry Based Learning ◽  
Learning Platform ◽  
Learning Tasks ◽  
Significant Difference ◽  
Depth Learning

The purpose of the study is to construct an Inquiry Learning Platform by combining relevant concepts of Blog, Wiki,Tag and so on within Web 2.0. It intends to assess how the Platform works on teaching and learning by facilitating the Theme-Inquiry learning for students and using mutual-assess sheet, questionnaires, Self- efficiency and learning tasks scales. The study reveals that students get some progress after a trial for it on self- efficiency and learning tasks scales; but shows no significant difference. From the questionnaires, it reveals students recognize the value of Platform that brings them an in-depth learning.

scholarly journals Peningkatan Kemampuan Menulis Surat Lamaran Pekerjaan Melalui Model Pembelajaran Think-Pair-Share

2021 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Turmi Ngestiningsih
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Computer Network ◽  
Learning Activities ◽  
Average Score ◽  
Subjective Test ◽  
Share Model ◽  
Job Application

  The purpose of the study was to find out how the ability to write job application letters for class XII students of SMK Negeri 2 Depok City in 2019-2020 and to find out whether cooperative learning with the Think-Pair-Share model could improve the ability to write cover letters for class XII students of SMK Negeri 2 Depok City. This study uses classroom action research (action research) in two rounds (cycles). Each round consists of four stages, namely: planning, activities and observations, reflection, and revision. The target of this research is Class XII Computer Network Engineering (TKJ) SMK Negeri 2 Depok City in 2019-2020. The data obtained in the form of subjective test results and observation sheets of teaching and learning activities. The results show, class XII students of TKJ SMK Negeri 2 Depok City in 2019-2020 are able to write job applications. This can be seen from the average score of students' ability to write job application letters and student learning completeness in cycle I and cycle II has increased. The average score of students' ability to write job application letters in the first cycle was 72.77 and learning completeness reached 64.70%. The average score of students' ability to write job application letters in cycle II was 78.38 and learning completeness reached 85.29%. The application of the Think-Pair-Share model of cooperative learning has a positive influence on Teaching and Learning Activities (KBM). Think-Pair-Share model of cooperative learning can improve student learning outcomes. This is indicated by the average student answers stating that students are interested and interested in the Think-Pair-Share cooperative learning method so that they become motivated to learn. Keywords: Writing Ability, Cooperative Learning, Think-Pair-Share Learning Model

scholarly journals GOING PAPERLESS CONCEPT IMPLEMENTATION AT SENIOR HIGH SCHOOL IN BEKASI, INDONESIA

2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Lintang Meida Sofia ◽  
FIya Fauha Umaima ◽  
Bruno Rumyaru
Keyword(s):  
High School ◽  
Digital Literacy ◽  
Computer Network ◽  
Environmental Awareness ◽  
Learning Activities ◽  
Coefficient Of Determination ◽  
Scarce Resources ◽  
Descriptive Research ◽  
Network Engineering ◽  
Quantitative Descriptive

An important reason for the rise of the paperless learning environment is that society is moving towards a green direction. At the same time, the advancement of technology and how people’s consumption of scarce resources affects digital generation and the understanding of the environment in the future have attracted more and more attention. The objective of this study is to investigate how capable, and available the students are at implementing paperless classrooms with substitutes such as the digital mode in learning activities. This quantitative descriptive research uses 108 participants as a sample through a questionnaire to collect the data. The student from Computer Network Engineering major is considered as the most suitable and related to one of the variables, namely digital literacy, where students more often use technology as learning media and solutions for reducing paper usage. The data were analysed using SPSS v 22. The results of this study found that there are significant influences from Environmental Awareness, digital literacy, and habits as factors in students’ readiness to apply this concept. The coefficient of determination shows that the Environmental Awareness (X1), Digital Literacy (X2), and Habit (X3) effected the Student’s Readiness (Y) to Implement Paperless Concept of 41.3%. The rest, 58.7% will be explained by other factors that will not be discussed in this study.

scholarly journals UPAYA MENINGKATKAN KOMPETENSI GURU DALAM MEMBUAT MEDIA PEMBELAJARAN DARI LIMBAH ANORGANIK

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Nurmaini Nurmaini
Keyword(s):  
Student Learning ◽  
Inorganic Materials ◽  
Learning Activities ◽  
Teacher Competence ◽  
Instructional Media ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Subject

This research is motivated by the need for learning which demands that the teacher is not only proficient in teaching but also facilitates student learning activities in order to create student-centered learning. This study aims to improve teacher competence in making instructional media, in this case media from inorganic materials. This research was conducted at SDN 11 Bathin Solapan with 18 teachers as the subject. The instrument in this study was an observation sheet. The results showed that in the first cycle the competence of the teacher in making learning media was 67.13%, and the second cycle was 74.54% with good criteria. Based on the results of the study, it can be concluded that providing guidance can improve teacher competence in making learning media from inorganic materials.

scholarly journals Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

2017 ◽  
Vol 5 (9) ◽  
pp. 1 ◽  
Author(s):  
Katja Maass ◽  
Malcolm Swan ◽  
Anna-Maria Aldorf
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Influencing Factor ◽  
International Study ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Study Approach ◽  
Teachers Beliefs ◽  
Development Course

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional development courses are one way to help teachers with this endeavor. Within the discussion of effective professional development, beliefs are often named as an important influencing factor. In this respect, much research has been carried out on how beliefs on mathematics teaching impact the outcomes of the course. However, there has been much less research on what beliefs mathematics teachers develop on inquiry-based learning and how this might impact their (perceived) classroom teaching. Therefore, this paper presents an international research study carried out within the European Project Primas, in which professional development courses on inquiry-based learning were conducted in 12 countries. Using the case-study approach, this paper aims at answering the following questions: 1. What kind of beliefs about IBL do mathematics teachers across Europe develop? 2. How do these beliefs relate to teachers’ perceived enactments of IBL?

Use of Meta-Analysis to Uncover the Critical Issues of Mobile Inquiry-Based Learning

2019 ◽  
Vol 58 (4) ◽  
pp. 715-746
Author(s):  
Je-Ming Yang ◽  
Yao-Ting Sung ◽  
Kuo-En Chang
Keyword(s):  
Learning Outcomes ◽  
Mobile Devices ◽  
Teaching Methods ◽  
Meta Analysis ◽  
Learning Activities ◽  
Future Research ◽  
Control Group ◽  
Journal Articles ◽  
Inquiry Based Learning ◽  
Critical Issues

Using mobile devices to support the process and products of learning activities is a trend in inquiry-based learning, which is culminating in the formation of the subfield of mobile inquiry-based learning (m-IBL). However, even though mobile devices have been widely used in IBL activities in recent years, evaluative evidence for their substantial contributions to IBL is still deficient. Therefore, this study collected and analyzed 40 peer-reviewed journal articles published during 2001 to 2017 involving 3,542 participants and further discovered that m-IBL has produced meaningful improvements for IBL with an overall mean effect size of 0.803, with a 95% confidence interval [0.61, 0.99]. In addition, moderator variables such as control group types, learning outcomes, inquiry types, teaching methods, and domain subjects were related to different effect sizes. Finally, the results of the meta-analysis were discussed along with their implications for future research and practice.

Designing Situated Learning Experiences

2009 ◽  
pp. 255-272 ◽  
Author(s):  
Hokyoung Ryu
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Situated Learning ◽  
Learning Activities ◽  
Learning Support ◽  
Empirical Testing ◽  
Course Materials ◽  
Location Aware ◽  
Early Exploration ◽  
Depth Learning

To ensure the success of future mobile learning environments, it is essential to develop affordable and effective applications that are well matched to the needs of the users. Depending on their unique requirements, effective mobile learning applications should keep up with their learning activities rather than simply providing them with conventional course materials on mobile devices. As an early exploration of this line of study, this chapter designs and evaluates a location-aware learning organizer that helps university students to manage their learning activities on campus. We confirmed that this situated learning support experience could lead to markedly different in-depth learning activities. Empirical testing of the learning organizer also revealed some potential opportunities for the learners to be more engaged in further mobile learning activities.

Development of Problem-Based Learning Modules for Engineering Thermodynamics

2004 ◽  
Author(s):  
Karim J. Nasr ◽  
Bassem Ramadan ◽  
Prashant Ahire
Keyword(s):  
Knowledge Construction ◽  
Real Life ◽  
Problem Based Learning ◽  
Assessment Tools ◽  
Just In Time ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Practical Applications ◽  
Learning Modules ◽  
Curricular Materials

Problem-Based Learning (PBL) is an instructional approach that fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines classroom learning with real-life applications. This approach can be described as student-centered and concept-embedded. This paper presents the development of curricular materials in Engineering Thermodynamics that are founded on PBL, supported by technology through simulations, and target higher levels of Bloom’s Taxonomy of Learning. Thermodynamics is restructured as modules presenting practical applications first whereas principles are introduced just-in-time and as encountered. Theoretical information is presented to support the understanding of knowledge as students apply inquiry-based learning. These modules are carefully designed to reflect traditional concepts but made more exciting as students discover the need for the laws and principles. The classroom format is interactive, cooperative and revolves around students’ needs. Formative and summative assessment tools are designed to examine the effectiveness of created modules.

scholarly journals TEACHING AND LEARNING OF BIOLOGY PRACTICAL COURSES FOR FOUNDATION SCIENCE STUDENTS DURING COVID-19 PANDEMIC

2021 ◽  
Vol 6 (23) ◽  
pp. 128-135
Author(s):  
Fadzilah Awang-Kanak
Keyword(s):  
Teaching And Learning ◽  
Mobile Apps ◽  
Online Discussions ◽  
Learning Activities ◽  
Science Students ◽  
Laboratory Manual ◽  
Face To Face ◽  
Learning Platform ◽  
Intended Learning Outcomes ◽  
Biology Laboratory

This article aims to communicate several teaching and learning activities that were redesigned for biology practical courses for Universiti Malaysia Sabah’s Foundation Science students during the restriction control movement (RMO) due to the Covid-19 outbreak. When RMO has been started the closure of the university campus resulted in postponed of biology practical face-to-face sessions in the laboratory. The teaching and learning activities have been guided by the Foundation Science Biology Laboratory Manual, however, during the pandemic, the delivery approach was modified using online platforms, including video-based blog or vlog, pre-recorded video, using real-time video conferencing i.e. Google Meet, Webex, scheduled online discussions via mobile apps i.e Whatsapp, Telegram, and greater utilization of Universiti Malaysia Sabah online learning platform, SmartV3UMS. The purpose of these redesigned methodologies that are presented in this paper was mainly focusing on delivering the established practical courses’ contents to achieve the intended learning outcomes. A total of 353 students registered for these practical courses. They were divided into 16 groups, with 22 or 23 students per group. All these interventions have facilitated students to sustain their access to Foundation in Science study despite the physical engagement limitation and have opened a pathway to a new normal of science education.

Sign in / Sign up

Export Citation Format

Share Document