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2022 ◽  
Vol 22 (2) ◽  
pp. 1-25
Peter J. Clarke ◽  
Debra L. Davis ◽  
Ingrid A. Buckley ◽  
Geoff Potvin ◽  
Mandayam Thirunarayanan ◽  

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

2028 ◽  
Vol 4 (2) ◽  
pp. 10-14
Abdul Kabir Aineka ◽  
Muhammad Rusdi Rasyid

This research is motivated by the low learning outcomes of students of class VIII MTs Al-Akbar Sorong City on Jurisprudence subjects caused by Jurisprudence teachers in presenting subject matter which is sometimes monotonous. Teachers are more likely to use the lecture method in learning so as to make students bored. Therefore the researcher chose one of the Articulation learning methods to improve student learning outcomes. This method uses a chain message delivery system, which is from the teacher to students and is passed from one student to another student. This study aims to improve student learning outcomes in Jurisprudence subjects using Articating learning methods for students of class VIII MTs Al-Akbar Sorong City. This type of research is classroom action research (CAR). The subject was students in class VIII MTs Al-Akbar Sorong City in the odd semester of 2016/2017 academic year totaling 38 people. This research was conducted in 2 cycles, namely the first cycle and the second cycle carried out as many as 4 meetings. Data retrieval is done by using test results of learning and observation. The collected data is analyzed quantitatively and qualitatively. Quantitative data is calculated using the SPSS 16.0 formula. The results obtained after the action are given, namely: (1) the activeness of students during the learning process in class has increased, (2) in the first cycle the average score of student learning outcomes tests on Jurisprudence subjects between the first and second meetings in the first cycle is 62, 89% and 74.47% and in the second cycle, the average test score of student learning outcomes in fiqh subjects has increased ie, 80.79% and 94.34%. From the results of this study, in general, it can be concluded that an increase in student learning outcomes in the subjects of Jurisprudence VIII MTs Al-Akbar Sorong after applying the Articulation method

Sensors ◽  
2022 ◽  
Vol 22 (2) ◽  
pp. 654
Dan Komosny ◽  
Saeed Ur Rehman

COVID-19 has disrupted every field of life and education is not immune to it. Student learning and examinations moved on-line on a few weeks notice, which has created a large workload for academics to grade the assessments and manually detect students’ dishonesty. In this paper, we propose a method to automatically indicate cheating in unproctored on-line exams, when somebody else other than the legitimate student takes the exam. The method is based on the analysis of the student’s on-line traces, which are logged by distance education systems. We work with customized IP geolocation and other data to derive the student’s cheating risk score. We apply the method to approx. 3600 students in 22 courses, where the partial or final on-line exams were unproctored. The found cheating risk scores are presented along with examples of indicated cheatings. The method can be used to select students for knowledge re-validation, or to compare student cheating across courses, age groups, countries, and universities. We compared student cheating risk scores between four academic terms, including two terms of university closure due to COVID-19.

2022 ◽  
Vol 1 (1) ◽  
pp. 89-99
Nor Syahirah Abu Bakar ◽  
Mohd Aderi Che Noh

The method of conversation is one of the mediums used by teachers in achieving their teaching objectives. The results of the discussion sessions made by students in the group succeeded in achieving student understanding of the lessons being taught. At the same time, this discussion method can be used for all subjects based on the teacher's creativity. This study will focus on conversation methods in the teaching of Islamic education in low schools. This study aims to identify the concept of the discussion method, how to apply the conversation method in teaching Islamic education in ordinary schools, and review the effectiveness of the conversation method. This study was carried out using a qualitative approach based on library studies and informal interviews with bright teachers of low school Islamic education. Document analysis and independent studies are also used as references. The study results found that this discussion method was suitable for use in teaching Islamic education at the low school level. The teacher's use of correct conversational methods gives the impression of understanding, motivation, and academic improvement in student learning.

Sarwahita ◽  
2022 ◽  
Vol 19 (01) ◽  
pp. 234-250
Mujahidawati ◽  
Novferma ◽  
Gugun M. Simatupang ◽  
Febbry Romundza ◽  
Ari Frianto ◽  

ABSTRACT During the COVID-19 pandemic, the government implemented bold learning at various levels of education, from kindergarten to university. There is a possibility that the applied learning can result in low student interest in learning. This is because the learning process carried out only transfers recordings of learning patterns to WhatsApp text messages, so there is no other innovation to help students' interest in learning become better. As teachers we must be able to make interesting learning media according to the characteristics of students, where one of the learning media is to make animated films that students can see and do while studying at home. The purpose of this activity is to help and train junior high school teachers in making animated film learning media using the Toontastic 3D application so that it can support students' interest in learning. The method used in the implementation of this service activity is to use the method of discussion and question and answer, demo, and expository. Participants in this service activity are partners of MGMP SMP in Muaro Jambi in the field of mathematics as many as 35 teachers and 20 students. The instrument used in this service is a teacher motivation response questionnaire after training and a student interest response questionnaire after learning with learning media in the form of animated films. Based on the results of the training, it was obtained that most of the teachers who participated were very satisfied and happy with this training, this can be seen from the teacher's motivation, most of the teachers answered on average the statements given agreed and strongly agreed agree category. Furthermore, student learning interest can also be said to be good, this can be seen based on the results of the student learning interest questionnaire where the average student on a positive statement is in the agree and strongly agree category, while in the negative statement questionnaire on average are in the category of strongly disagree and disagree. . Therefore, it can be said that this training in making animated films as a learning medium can provide good motivation for teachers and good learning interest for students during the covid-19 pandemic.     ABSTRAK Masa pandemic covid-19, pemerintah menerapkan pembelajaran secara daring di berbagai jenjang Pendidikan mulai dari TK sampai perguruan tinggi. Tidak menutup kemungkinan selama pembelajaran daring diterapkan dapat mengakibatkan minat belajar siswa rendah. Hal tersebut dikarenakan proses pembelajaran yang dilakukan hanya memindahkan pola pembelajaran yang dibuku ke pesan teks WhatsApp saja, sehingga tidak adanya inovasi lain untuk membantu minat belajar siswa menjadi lebih baik. Sebagai pengajar kita harus bisa membuat media pembelajaran yang menarik sesuai dengan karakteristik siswa, dimana salah satu media pembelajaran tersebut adalam pembuatan film animasi yang dapat dilihat dan di toton oleh siswa selama belajar dirumah. Tujuan kegiatan pengabdian ini adalah untuk membantu dan melatih guru SMP dalam pembuatan media pembelajaran berbentuk film animasi menggunakan aplikasi toontastic 3D sehingga dapat mendukung minat belajar siswa. Metode yang digunakan dalam pelaksanaan kegiatan pengabdian ini adalah menggunakan metode diskusi dan tanya jawab, demonstrasi, dan ekspositori. Peserta kegiatan dalam pengabdian ini adalah mitra MGMP SMP di Muaro Jambi pada matapelajaran matematika sebanyak 35 orang guru dan 20 orang siswa. Instrumen yang digunakan dalam pengabdian ini adalah angket respon motivasi guru setelah pelatihan dan angket respon minat siswa setelah belajar dengan media pembelajaran berbentuk film animasi tersebut. Berdasar hasil pelatihan diperoleh bahwa kebanyakan guru-guru yang ikut merasa sangat puas dan senang dengan adanya pelatihan ini, hal tersebut dilihat dari angket respon (motivasi) guru menunjukkan bahwa kebanyakan guru rata-rata menjawab pernyataan yang diberikan pada kategori Setuju dan Sangat Setuju. Selanjutnya minat belajar siswa juga dapat dikatakan baik, hal tersebut dilihat berdasarkan hasil angket minat belajar siswa dimana rata-rata siswa pada pernyataan positif berada pada kategori setuju dan sangar setuju, sedangkan pada angket pernyataan negatif rata-rata pada kategori sangat tidak setuju dan tidak setuju. Oleh karena itu dapat disimpulkan bahwa pelatihan pembuatan film animasi sebagai media pembelajaran ini dapat memberikan motivasi yang baik bagi guru dan minat belajar yang baik bagi siswa dimasa pandemic covid-19.  

2022 ◽  
Vol 1 (3) ◽  
pp. 133-143

The learning process is less effective, the teaching teacher does not use methods that can increase students' curiosity in exploring knowledge, so that the teacher seems to be watching. This can affect student learning outcomes that do not achieve the desired results, especially in learning Geography of the material for the distribution of flora and fauna. This study aims to find out and obtain information from the field on matters relating to improving student learning outcomes on the material Geography of the Distribution of Flora and Fauna through the use of the Picture To Picture model in class XI-SOS 3 students of SMA Negeri 106 East Jakarta. Classroom Action Research (CAR) conducted by collaborating researchers and teachers through 2 cycles. Where each cycle is carried out 2 meetings. Each cycle consists of four activities, namely planning, implementing actions, observing and evaluating, and reflecting. Geography learning outcomes of students can be improved by applying the Picture To Picture method. This can be seen from the value of the results of individual questions in cycles I and II. From the results before the first cycle experienced an increase, also in the second cycle there was an increase. After there was action and reflection on the implementation of cycles I and II using the picture to picture method, there was a very significant change in a very good direction. ABSTRAKProses pembelajaran yang kurang efektif, guru mengajar tidak menggunakan metode yang bisa meningkatkan rasa ingin tahu siswa dalam menggali ilmu, sehingga terkesan guru tersebut menoton. Hal demikian dapat mempengaruhi hasil belajar siswa tidak mencapai hasil yang diinginkan, khususnya dalam pembelajaran Geografi materi Persebaran Flora dan Fauna. Penelitian ini bertujuan untuk mengetahui dan memperoleh informasi dari lapangan tentang hal-hal yang berhubungan dengan peningkatan hasil belajar siswa terhadap Geografi materi Persebaran Flora dan Fauna melalui penggunaan model Picture To Picture pada siswa kelas XI-SOS 3 SMA Negeri 106 Jakarta Timur. Penelitian Tindakan Kelas (PTK) yang dilakukan oleh peneliti dan guru kolaborator melalui 2 siklus. Dimana setiap siklus dilaksanakan 2 kali pertemuan. Setiap siklus terdiri dari empat kegiatan yaitu perencanaan, pelaksanaan tindakan, observasi dan evalusi, serta refleksi. Hasil belajar Geografi siwa dapat ditingkatkan dengan penerapan metode Picture To Picture. Hal ini dapat dilihat dari nilai hasil soal individu pada siklus I dan II . Dari hasil sebelum siklus I mengalami peningkatan, juga pada siklus II mengalami peningkatan.Setelah ada tindakan dan refleksi pada pelaksanaan siklus I dan II dengan menggunakan metode picture to picture maka ada perubahan yang sangat berarti ke arah yang sangat baik.

2022 ◽  
Vol 2022 ◽  
pp. 1-10
Aman Gupta ◽  
Ana Janic ◽  
Joshua Thomson

Objectives. The March 2020 lockdown mandated institution closures and forced educators to provide remote instruction. We intended to gain an in-depth and holistic understanding of dental faculty’s experience and perceptions during this mandatory shift. Insights were gathered in 6 key areas: prior remote instruction experience; magnitude of transition and frequency of instruction methods used; training received; preferred teaching methods based on how they promote student learning, interaction, engagement, and performance; social impact; and future of teaching. Methods. An anonymous QualtricsXM survey was distributed to all dental faculties at University of Detroit Mercy in May 2020. Data was collected over a three-week period and analyzed using Statistical Package for the Social Sciences (SPSS) Statistics 26 (IBM; Armonk, New York, USA). Pearson chi-squared test and Fisher’s exact test were used to evaluate categorical data. Results. Out of the 30 participants who transitioned to online remote instruction, 16 (53.3%) reported an age between 30 and 49 years and 14 (46.7%) reported ≥50 years of age. Our analysis revealed that faculty in 30–49-year age range had no prior online synchronous teaching experience. The transition was described as interesting, useful, time-consuming, and challenging. In-person live teaching received highest number of first place rankings (50%), and online asynchronous method received highest number of last place rankings (42.86%). Faculties in >50 year age range expressed maximum satisfaction with online small-group discussions, and those in 30–49 years age group were more satisfied with one-on-one online discussion. Conclusion. Our study finds that the faculty tends to gravitate to online methods that are similar to or mimic their past in-person teaching environment. Forced remote instruction gave new content delivery experiences to faculties of all ranges of age and experience in teaching. This exposure is likely to result in a more widespread adoption of a variety of instructional methods in future. Our study strongly suggests that traditional in-person instruction is the preferred method for delivery of content and is likely better for student learning. Majority of the faculties believed that the future of dental education would be a mix of both in-class and online instruction. In summer and fall 2021, our institution adopted hybrid, flexible models for didactic instruction to allow students the opportunity to digest content in their preferred method. Careful planning and systematic, continued training will be required to enhance technological skills and to incorporate newer models into didactic and clinical instruction. For the success of blended learning, courses will need redesigning of assessment methods, commitment, and support from administrators.

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