scholarly journals The Development of Video on Pickled Fruit Production for Flipped Classroom

2021 ◽  
Vol 15 (19) ◽  
pp. 118
Author(s):  
Andian Ari Anggraeni ◽  
Sumaryana Sumaryana ◽  
Wika Rinawati ◽  
Dewi Eka Murniati
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
Flipped Classroom ◽  
Field Testing ◽  
Fruit Production ◽  
Food Preservation ◽  
Dissemination And Implementation ◽  
Preservation Technology ◽  
Post Test ◽  
Feasibility Test

Undergraduate students are categorized as Generation Z. They prefer learning using video rather than the book. Demonstration videos are suitable for productive courses because they show step by step of product making.  This study aimed to 1) develop a video of pickled fruit production for the Food Preservation Technology course, Universitas Negeri Yogyakarta (UNY), Indonesia and 2) determine the video's feasibility. This study was a research and development (R&D) performed by ten steps, namely information collecting, planning, developing initial products, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, as well as dissemination and implementation. Data analysis was performed descriptively. The video feasibility analysis was conducted by one material expert, one media expert, two teachers, two peer reviewers, four students in one-on-one testing, and 36 students in classroom testing. Based on the feasibility test, the video was declared very feasible as learning media. Text, images, animations, and effects appeared in several parts of the video, making it easier for the students to understand the content. This video can be embedded in the learning management system (LMS) such as Google Classroom, Moodle, and others to facilitate mobile learning, and implemented in a flipped classroom design. Pre-test and post-test were then performed on 29 students in operational field testing. The post-test was significantly higher than the pre-test (p<0.05), so the video was able to improve the students' cognitive skills.

scholarly journals DEVELOPMENT MODEL TRAINING BALL HANDLING FOR BASKETBALL ATHLETE SENIOR HIGH SCHOOL (NDONESIA)

2020 ◽  
Vol 6 (02) ◽  
pp. 01-10
Author(s):  
Fakhri Fajrin Kurniawan
Keyword(s):  
High School ◽  
Research And Development ◽  
Field Testing ◽  
Senior High School ◽  
Development Model ◽  
Dissemination And Implementation ◽  
Test Model ◽  
Development Research ◽  
Post Test ◽  
Model Training

The goal of this research and development is to produce development model training ball handling basketball for basketball athlete Senior High School. This research and development also done to find out in depth about: increased mobility in basketball athlete Senior High School and know the success rate development model training ball handling basketball reviewed from : effective, efficient, traction, productivity of the athlete in doing ball handling basketball for basketball athlete Senior High School. This research and development uses qualitative and uses development research methods Research and Development (R & D) Borg W. R and Gall. M. D. which uses 10 stages of development. The steps in this development research start from the following : (1) Research and information collecting, (2) Planning, (3) Develop preliminary form of product, (4) Preliminary field testing, (5) Main product revision, (6) Main field testing, (7) Operational product revision, (8) Operational field testing, (9) Final product revision, (10) Dissemination and implementation. Subjects in research and development is basketball athlete Senior High School. The results of this effectiveness test model training are uses statistical test with formula before-after (pre-test and post-test). The result of the pre-test calculation resulted in 781 with average 50,39 while the post-test resulted in 818 with average 52,77. Thus it can be concluded that the use of development model training ball handling basketball athlete Senior High School is effective in improving the individual skills of basketball athlete Senior High School.

scholarly journals MODEL PERMAINAN KESEIMBANGAN UNTUK ANAK BERKEBUTUHAN KHUSUS (AUTISME) USIA 6-10 TAHUN

Jurnal Segar ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 48-55
Author(s):  
Yohanis Padafani ◽  
Novi Marlina Siregar ◽  
Fatah Nurdin ◽  
Widiastuti Widiastuti
Keyword(s):  
Field Test ◽  
Main Product ◽  
Field Testing ◽  
Standing Balance ◽  
Test Design ◽  
Dissemination And Implementation ◽  
Main Field ◽  
Balance Test ◽  
Post Test ◽  
Information Collecting

Untuk mengetahui model permainan keseimbangan untuk anak berkebutuhan khusus (autisme) usia 6-10 tahun. Metode : Metode yang digunakan dalam penelitian ini, yaitu model pengembangan Borg and Gall terdiri dari 10 (sepuluh) tahapan di antaranya studi pendahuluan (research and Information collecting), merencanakan penelitian (planning), pengembangan desain (develop preliminary of product), preliminary field testing, revisi hasil uji lapangan terbatas (main product revision), main field test, revisi hasi uji lapangan lebih luas (operational product revision), uji kelayakan (operational field testing), revisi final hasil uji kelayakan (final roduct revision), dan desiminasi dan implementasi produk akhir (dissemination and implementation). Instrumen yang digunakan dalam penelitian ini yaitu, melalui quisioner dan pengukuran standing balance test (stork test) untuk mengetahui keefektifan dari pengembangan model permainan yang diberikan kepada anak berkebutuhan khusus (autisme). Instrumen yang digunakan dalam penelitian dan pengembangan ini, yaitu kuisioner dan pengukuran tes keseimbangan standing balance test (stork test). Pengambilan subjek (sampel) dalam penelitian ini dengan teknik purposive sampling, yaitu one group pre test dan post test design. Penelitian ini menyimpulkan model permainan yang dikembangkan,  yaitu sebanyak 34 model permainan yang dinilai valid dan layak, sehingga dapat meningkatkan keseimbangan pada anak berkebutuhan (autisme). Berdasarkan hasil penelitian dengan pengukuran tes keseimbangan menggunakan stork test menunjukkan adanya peningkatan yang signifikan antara sebelum dan sesudah pemberian model permainan.

scholarly journals Learning Model Developing of Basic Technique for Three-Dimensional Table Tennis Punch Drive for Beginner Players

2019 ◽  
Vol 8 (2S9) ◽  
pp. 38-43
Keyword(s):  
Research Result ◽  
Three Dimensional ◽  
Field Testing ◽  
Learning Model ◽  
Dissemination And Implementation ◽  
Table Tennis ◽  
Study Program ◽  
Post Test ◽  
Large Groups ◽  
Group Trial

This study aims to develop a learning model of three-dimensional table tennis-based basic drive punch techniques in beginner players, obtain information on the effectiveness of the three-dimensional basis-based learning drive technique models in improving basic skills of beginner player drive punch techniques. This study is research and development using the Borg and Gall (2007) model which consists of ten steps, namely (1) Research and information collection, (2) Planning, (3) Preliminary from of product, (4) Preliminary field testing, (5 ) Main product revision (6) Main field testing, (7) Operation product revision, (8) Operational field testing, (9) Revision product, (10) Dissemination and implementation. The sample in this study was students of the Physical Education and Recreation Education Study Program. The instruments used questionnaires, documentation, tests and assessment sheets. Then the effectiveness test is carried out using a before-after experimental design (one-group pre-test and post-test design). The research result is the compilation of a book on the basic three-dimensional table tennis drive learning technique for beginner players. This product was developed based on evaluation and advice from experts which included three table tennis learning experts, one media expert and two motor experts. The evaluation results of the experts stated that the model developed was suitable for use by novice players. Then the results of the small group trial stated that the product developed could be applied by students but still being improved and needed to be tested in large groups. The results of a large group trial stated that the product developed was able to be carried out well by students without repeated explanation. The results of the effectiveness test showed that drive learning by using a three-dimensional based learning model was significantly better than learning table tennis by using a conventional model to improve the basic technical skills of beginner player drives.

Musical pantophagy: Is there an effect on changes in preference resulting from repeated exposure?

2021 ◽  
pp. 030573562098729
Author(s):  
Rebecca R Johnston ◽  
Gina M Childers
Keyword(s):  
Undergraduate Students ◽  
Classical Music ◽  
Effective Means ◽  
Affective Response ◽  
Repeated Exposure ◽  
Positive Trend ◽  
Preference Rating ◽  
Significant Difference ◽  
Music Consumption ◽  
Post Test

The purpose of this research was to examine the effects of musical pantophagy, classical music consumption, and initial receptivity to select musical examples on changes in preference rating resulting from a program of repeated exposure. Participants included undergraduate students enrolled in a section of music appreciation at a large Southeastern university ( n = 67). Data were collected using a research designed preference rating measure (PRM) administered during a 5-week period within which there were eight test measures. Participants were divided into quartiles. Pre- to post-test measures resulted in a general positive trend for all participants. Comparisons of Q1 (lowest pantophagy) and Q3 (highest pantophagy) on PRMs 1–8 yielded no differences between groups, and PRM 8 was significantly different from PRM 1 for both groups. The same comparisons for Q1 (non-Classical music consumption) indicated significant difference with large effect size and for Q1 (lowest initial receptivity) indicated significant difference. Results suggest that regardless of musical pantophagy, repetition is an effective means by which to increase affective response to music, and that students who do not currently consume formal art music and who have low initial receptivity may report greater increases in affective response to music over time.

scholarly journals A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish

Languages ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 23
Author(s):  
Antoni Fernandez Parera
Keyword(s):  
Language Learners ◽  
Undergraduate Students ◽  
Second Language Learners ◽  
Heritage Language Learners ◽  
Group Feedback ◽  
Feedback Questionnaire ◽  
Spanish Subjunctive ◽  
Post Test ◽  
Based Instruction ◽  
Didactic Models

This article investigates the effects that Mindful Conceptual Engagement (MCE) had on the teaching of the Spanish subjunctive on second (L2) and heritage language learners (HL) of Spanish. A total of 26 university-level undergraduate students participated in the study; 12 were advanced L2 students and 14 were intermediate HL students. The methodology used was MCE, which is based on the principles of Concept-Based Instruction (Negueruela 2003; Negueruela and Lantolf 2006). MCE has its origins in Vygotsky’s sociocultural theory and it proposes that the creation and manipulation of didactic models by students promotes the internalization of complex grammatical concepts that would otherwise require long grammatical explanations. Models need to be generalizable and informative and can include, for example, flowcharts, pictures, or schemas among others. In the present study, the concept of [±EXPERIENCE] (Bull 1965) was used to teach the variable uses of indicative and subjunctive in adjectival relative clauses (Busco unas tijeras que cortan/corten). Students had to create their own models and use them to complete a series of assignments in class and at home. Production and interpretation exercises were used in pre- and post-test questionnaires to gauge their improvement. Feedback questionnaires were administered three weeks after the intervention to measure the attitudes and perceptions towards the use of didactic models. Results indicate that both groups improved their indicative/subjunctive interpretation and production abilities after MCE. However, statistically significant differences exist between HL and L2 students according to type of task and student group. Feedback questionnaire results also show that MCE was regarded as positive and useful by both groups.

Homework questions designed to require higher-order cognitive skills in an undergraduate animal physiology course did not produce desirable difficulties, testing effects, or improvements in information retention

2021 ◽  
Author(s):  
Caitlin N Cadaret ◽  
Dustin T Yates
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
Higher Order ◽  
Information Retention ◽  
Desirable Difficulties ◽  
Animal Physiology ◽  
Initial Learning ◽  
Retention Of Knowledge ◽  
Practical Exam

Abstract Studies show that retrieval practices such as homework assignments that are completed during the encoding phase of learning benefit knowledge acquisition and retention. In addition, desirable difficulties, which are strategies that intentionally create a greater challenge during initial learning to enhance encoding and retrieval pathways, also benefit learning long term. Our objective was to determine whether weekly homework questions intended to create desirable difficulties by requiring higher-order cognitive skills (HOCS) benefited students’ long-term retention of physiology concepts compared to questions designed to require lower-order cognitive skills (LOCS). Undergraduate students in a junior-level animal physiology course were presented information during weekly laboratory periods, and then required to complete retrieval practices in the form of online homework assignments 5 d after each lab. Homework questions were formatted per Bloom’s Taxonomy to require HOCS (i.e. level 4 or 5) or LOCS (i.e. level 1 or 2). Information retention was assessed the next week via performance on an in-class quiz and again at semesters’ end via performance on a final practical exam. We observed no differences in performance on the in-class quiz or final practical exam between students randomly assigned to complete homework with HOCS questions compared to LOCS questions. However, students that received homework with HOCS questions had decreased (P < 0.05) performance scores on 9 out of the 11 homework assignments compared to those receiving homework with LOCS questions. These findings indicate that desirable difficulties were not created by our HOCS homework questions because students receiving these more difficult retrieval practices did not achieve equal success on them. As a result, this attempt to create variations in cognitive demand did not enhance retention of knowledge in this study.

Using a Strengths-Based Perspective to Change Perceptions: An Exploratory Study

2010 ◽  
Vol 15 (2) ◽  
pp. 1-16
Author(s):  
Karen Rice ◽  
Heather Girvin
Keyword(s):  
Social Work ◽  
Child Welfare ◽  
Undergraduate Students ◽  
Social Work Students ◽  
Work Practice ◽  
Social Work Practice ◽  
Positive Influence ◽  
Change Perceptions ◽  
Post Test ◽  
Negative Perceptions

Child welfare is a field plagued with negative perceptions, which have the potential to influence how caseworkers approach their practice with families. As a result, a child welfare course emphasizing the strengths-based approach to practice with families was developed to better prepare students for engaging families and building a helping alliance. The researchers sought to examine whether this new course exerted a positive influence on undergraduate social work students' perception of the parent/caseworker relationship. Compared to undergraduate students not enrolled in this course, at post-test students enrolled in the Child Welfare course more positively perceived the parent/caseworker relationship than they did at pretest. Implications for social work practice and pedagogy are discussed.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eman Adil Jaafar ◽  
Fatimah Khudair Hassoon
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Literary Texts ◽  
Literary Language ◽  
Teaching Literature ◽  
Post Test ◽  
Second Year ◽  
Literary Awareness ◽  
Academic Year

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL TO INCREASE SELF-CONFIDENCE AND UNDERGRADUATE STUDENTS UNDERSTANDING OF THE ELECTROCHEMISTRY CONCEPT IN CHEMICAL EDUCATION

2020 ◽  
Vol 17 (35) ◽  
pp. 216-226
Author(s):  
Ratu Betta RUDIBYANI
Keyword(s):  
Undergraduate Students ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Chemistry Teaching ◽  
Class A ◽  
Self Confidence ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental

Chemistry is one of the scientific disciplines considered difficult for students to understand its microscopic and macroscopic concepts. Students also claim that this discipline is tedious and complicated. They are unable to connect what is shown in the visual structure to the process and phenomenon. In the context of self-motivation among university students, there is a higher chance of expanding the stimulation of learning. This study aimed to improve self-confidence and the mastery of concepts of chemistry teaching students using problem-based learning. The quasi-experimental method was used with the design of the non-equivalent pre-test-post-test control group. The population included all students in the electrochemistry class at Lampung University in 2019. The purposeful sampling technique employed divided the sample into two groups. The first group was called Class A and was considered as the experimental class - using problem-based learning -. The second group, Class B, was recognized as the control class - using the conventional model in which the teacher applied the speech method in the delivery of materials during the class -. Class A's self-confidence and mastery of concepts have a higher nGain value than class B, and the result of the effect size is that class B has a more significant effect than class A. Based on the outcome, one can conclude that problem-based learning has a significant influence on improving self-confidence and mastery of concepts on the electrochemical theme.

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