The study aims to determine the effect of integration of educational robotics in STEM learning to promote students’ collaborative skills. Collaborative skills can be developed by implementing learning strategies that lead to learning activities as hands-on activities, technology engagement, and teamwork between students. These learning activities can be covered by integrated educational robotics in STEM learning. The descriptive method with a quantitative approach was applied in this research with 36 ten-grade students as subject research. The teacher team observed students’ collaborative skills before and after the implementation of STEM-Robotic learning. The observation using the instrument that developed based on indicators of collaborative skills activities. Collaborative skills activities consist of participation, perspective-taking, and social regulation. The results showed that STEM-Robotic learning can promote students’ collaborative skills in participation aspects by 55.93%, perspective-taking aspects by 56.03%, and social regulation aspects by 67.34%. The results indicate that STEM-Robotic learning is an alternative learning strategy that can be implemented to develop 21st-century skills, especially collaborative skills.
This paper aimed to empower Karang Taruna to participate in Peuyeum Cimenyan business management in order to increase the economic productivity of peuyeum industry in Bandung. This paper uses participatory techniques through counseling and training methods. The participants in the counseling and training program were the member of Karang Taruna in Cimenyan District, Bandung City, which were spread in several areas, including: Babakan as many as 53 people, Lebak Gede as many as 80 people, and Cipaheut as many as 103 people. The results of this paper includes (1) increasing levels of Karang Taruna participation in Peuyeum Cimenyan business management; (2) establishing Peuyeum Cimenyan's business service center managed by Karang Taruna that helped MSMEs especially in online marketing and logistic areas.
Penelitian ini bertujuan untuk menganalisis kemampuan Pedagogical Content Knowledge (PCK) guru MI pada konsep IPA dalam rangka menghadapi pendidikan abad 21. Enam orang orang mahasiswa yang mengikuti mata kuliah Pendidikan IPA dijadikan sebagai partisipan. Data kemampuan PCK subjek diperoleh berdasarkan hasil observasi saat partisipan melaksanakan simulasi pembelajaran. Hasil analisis kemampuan PCK partisipan saat simulasi pembelajaran menunjukkan bahwa kemampuan pedagogi dan konten secara terpisah sudah cukup baik, namun integrasi antara kemampuan pedagogi dengan kemampuan kontent belum terlihat baik. Dengan demikian kemampuan PCK partisipan dalam menghadapi pendidikan abad 21 belum maksimal.
The aim of this research in the long term is to develop training patterns that are suitable for migrant workers' needs in order to have cultural competencies that are suitable for the country where they are the base country. The unit of analysis of this study was conducted on the number of fisheries sector PMI with E9 and E10 visas as many as 11,000 who are members of the Indonesian fisheries workers union or SPPI representatives of South Korea as many as 3,173 people [1]. The observation unit or respondents in this study were 10% of SPPI members representing South Korea, namely 3,173, so the number of samples in this study were 317 people. Primary data were obtained from the field results through a questionnaire to measure the effectiveness of the training and development model of cultural competence. Meanwhile, to determine the effect of these two variables, namely the training and development models on cultural competence were analyzed using MANOVA. The result that training variables are measured with 5 dimensions including: (i) instructor, (ii) participant, (iii) method, (iv) material, (v) and training objectives. Meanwhile for development variables measured through 4 dimensions including: (i) financial perspective, (ii) internal business process perspective, (iii) customer & stakeholder perspective, and (iv) learning & growth perspective. And cultural competency variables measured in 3 dimensions include: Cultural Awareness, Cultural Sensitivity, and Cultural Adroitness.
Pembelajaran di masa pandemi Covid 19 mengharuskan guru memiliki kemampuan dalam teknologi untuk mendukung pembelajaran. Pembelajaran model ini menjadi new normal dalam pendidikan. Oleh karena itu, calon guru harus memiliki kemampuan mengintegrasikan teknologi dalam pembelajaran. Penelitian ini bertujuan untuk menganalisis kemampuan calon guru IPA dalam mengintergasikan teknologi dalam pembelajaran IPA. Metode penelitian yang digunakan adalah deskriptif. Sampel pada penelitian ini adalah mahasiswa yang mengikuti perkuliahan microteaching semster ganjil 2021/2022 sebanyak 6 orang. Pofil kemampuan calon guru IPA dalam mengintegrasikan teknologi diperoleh dari observasi pembelajaran yang disimulasikan. Tingkatan integrasi teknologi dalam pembelajaran dikelompokan menggunakan SAMR. Hasilnya diperoleh bahwa mahasiswa calon guru IPA dalam mengintegrasikan pembelajaran masih berada pada tingkat subtitution. Pada tingkat ini, teknologi digunakan pada pembelajaran hanya sebatas pengganti dan tidak ada peningkatan fungsional teknologi di pembelajaran.
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