Efforts to Improve Problem Solving Skills and Critical Thinking Skills Through Problem-Based Integrated Computer Assisted Instruction (CAI) in Vocational Education

Based on research conducted by PISA, the ability to solve problems and think critically of Indonesian students is still below the average score set by PISA. Problem based learning is one of the learning models recommended by the Ministry of Education and Culture to be applied in improving these abilities. However, the lack of problem-based learning that has been applied so far is the lack of use of media that can be used as support in learning activities, resulting in inconsistencies in the impact of problem-based learning in improving student skills. The importance of these skills for students to have in this era of the industrial revolution 4.0, makes educators have to be more creative and innovative in implementing learning. Therefore, this study aims at seeing efforts to improve problem solving skills and critical thinking skills through problem based integrated computer assisted instruction (CAI). This study used a quasi-experimental pre-test and post-test control group design. The population in this study were undergraduate students of Mechanical Engineering Education, Padang State University. The instrument used in this research is a questionnaire which is used to see students' problem solving and critical thinking skills. The data analysis technique in this study is in accordance with the research hypothesis, where research hypotheses 1 and 2 use independent sample t-test and research hypothesis 3 uses MANCOVA. The research covered by his study is in line with higher education's continuing search for effective SCL approaches

Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity

The Covid-19 pandemic has led millions of students worldwide to intensify their use of digital education. This massive change is not reflected by the scant scientific research on the effectiveness of methods relying on digital learning compared to other innovative and more popular methods involving face-to-face interactions. Here, we tested the effectiveness of computer-assisted instruction (CAI) in Science and Technology compared to inquiry-based learning (IBL), another modern method which, however, requires students to interact with each other in the classroom. Our research also considered socio-cognitive factors–working memory (WM), socioeconomic status (SES), and academic self-concept (ASC)–known to predict academic performance but usually ignored in research on IBL and CAI. Five hundred and nine middle-school students, a fairly high sample size compared with relevant studies, received either IBL or CAI for a period varying from four to ten weeks prior to the Covid-19 events. After controlling for students’ prior knowledge and socio-cognitive factors, multilevel modelling showed that CAI was more effective than IBL. Although CAI-related benefits were stable across students’ SES and ASC, they were particularly pronounced for those with higher WM capacity. While indicating the need to adapt CAI for students with poorer WM, these findings further justify the use of CAI both in normal times (without excluding other methods) and during pandemic episodes.

Changing the Face of Education: Computer-Assisted Instruction in the Secondary Education Classroom

Researched since the early 1990s, computer-assisted instruction (CAI) continues to prove beneficial for learners across the curriculum. While research has been growing greatly with a focus on higher education, its K-12 education counterpart– specifically secondary education where the use of technology is prevalent– remains largely unexplored. Moreover, as technology advances, students are increasingly exposed to CAI. However, with the rapidly increasing speed of technological advancements, it has become difficult for educational research to progress at the same pace. In light of the COVID-19 pandemic advancing the utilization of instructional technology, it is imperative that all educational stakeholders are introduced to the benefits that CAI can provide: an education that caters to students’ learning preferences, equal educational opportunities for all students, and an enhancement of students’ motivation in the classroom. With educators more readily integrating technology to support traditional lesson plans, demonstrating its positive impacts on all educational stakeholders can help to alleviate reservations and foster more effective implementation of CAI.

A Review of Computer-Assisted Instruction for Students With Visual Impairment

Computer-assisted instruction (CAI) is a critical tool for accessing information and instruction among students with visual impairment (VI). This systematic review examined eight CAI intervention studies implemented with 92 school-age children with VI. The interventions were implemented with a diverse group of students across a variety of school types (e.g., neighborhood schools, schools for the blind), grade levels, and content areas (e.g., math, reading). Although some findings were promising, the effects of CAI were inconsistent across studies. This review highlights the need for (a) additional high-quality intervention evaluations, (b) more information on the social validity of CAI interventions, and (c) evaluations of CAI among students with a wider range of needs. Implications for practice and research aimed at enhancing the use of CAI are addressed.

Digital Engineering Learning with Computer Assisted Instruction (CAI) Method

Digital engineering is one of the subjects taught at STMIK Budidarma Medan, where one of the materials discussed is logic gates. The learning process still uses the lecture method, namely delivering the material orally accompanied by the division of tasks and exercises. The absence of simulation is a problem for lecturers in delivering material. Computer Assisted Instruction (CAI) is a learning method that uses computers as a tool to support the teaching and learning process. This method has learning models such as: tutorials, exercises, simulations, and games. With the application of this method, the learning process becomes varied and attracts the attention of students. Based on that.