The objective of this research is to describe the implementation of project-based learning (PJBL) in improving computer programming competency in a higher education setting. The method applied in this study is action research with a one-cycle framework with four phases of development: a) planning, b) action, c) observing, and d) reflection phases. This research tries to answer two questions: how to implement PJBL in a programming course to improve programming competency and how to ensure students’ satisfaction in the learning process. The PJBL applied in this research consists of seven steps, including a) a challenging problem or question; b) sustained inquiry; c) authenticity; d) student voice & choice; e) reflection; f) critique and revision; and g) public product. We found that the PJBL implementation for the course, Introduction to Programming, supports the attainment of programming competence. We found that PJBL helps students retain programming knowledge and transfer the programming skills into real-life projects. The research also found that with the implementation of PJBL in Introduction to Programming, students’ satisfaction with the learning experience increases. The result shows that PJBL is not only effective in improving computer programming competency, but also in increasing the student’s engagement and passion for lifelong learning.
This research was aimed to develop transformative learning model for Character Building: Pancasila course and analyse the effectivity of transformative learning to support the achievement of intended learning outcomes in Pancasila course. The research was conducted by research and development methodology, while the learning model was developed based on transformative learning development framework for higher education. The learning model was tested feasible through several feasibility tests. The assessment result of learning shows that transformative learning model was effective to be applied in character building course to support peace, justice, and strong institution in Indonesia. The data shows that 90% of students were passed this course, and the effectivity test result shows that there was a significant difference between students learning result in experiment class compare with nonexperimental class.
This research was aimed to develop Hypermedia as an alternative learning resources that support self-regulated learning implementation for English Debating Training in Highschool. The product was developed by the framework of web-based learning environment development model. To ensure the effectivity of the product, hypermedia was tested on formative and sumative evaluation involving expert, teacher, and students as participants. At the end of the study, the product was found effective which is indicated by (1) 80% of students often use this hypermedia at their home as self-regulated learning resources, (2) the improvement of students debating knowledge which indicated by the improvement test result by 3.3 poin, and (3) outstanding the students’ achievement of debating competencies that 50% of the students have above average debating skills after learning with hypermedia “Enjoy Your Debate!”
Negara menjamin sepenuhnya anak berkebutuhan khusus memperoleh pelayanan pendidikan yang bermutu. Penelitian ini bertujuan untuk mengetahui kebijakan pendidikan nasional terhadap pendidikan anak berkebutuhan khusus agar lebih mendapat perhatian. Metode yang digunakan pada penulisan ini menggunakan kajian literature, yaitu dengan mengambil data-data berasal dari beberapa jurnal terkait (online) maupun literature manual. Berdasarkan uraian di atas dapat disimpulkan, bahwa: Semua warga Negara berhak mendapatkan pendidikan baik anak normal maupun anak berkebutuhan khusus seperti yang tertuang dalam Undang-undang Nomor 20 Tahun 2003 dan dipertegas dalam Permendiknas nomor 70 Tahun 2009 dengan memberi peluang kepada anak berkebutuhan khusus untuk sekolah di sekolah regular terutama pendidikan yang di berikan sejak dini. Pendekatan secara personal dilakukan untuk mengatasi kendala dalam pendidikan inklusifse seperti masalah rendahnya motivasi peserta didik dan ekonomi. Jadi untuk keberhasilan penyelenggaraan pendidikan inklusif bergantung pada pekerjaan guru dan orang tua secara berama-sama.
<em>Research in transformative learning has flourished in educational research in the latest decades. Among the research on transformative learning, the specific topic of how to develop instruction based on transformative learning is still very rarely found. The purpose of this study w</em><em>as</em><em> to review the epistemology of transformative learning by introducing a systematic ID framework for transformative learning. </em><em>The method of this study w</em><em>as</em><em> the systematic literature review with three review stages: planning the review, conducting the review, and reporting the review. The review was focused on the academic paper in the research scope of transformative learning. As the result, we concluded the 3 main components of designing a transformative learning model: (1) transformative outcomes, (2) transformative scaffolding, and (3) transformative learning experience. The study also proposed 7 stages of systematic ID framework in designing transformative learning.</em>
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