In l4enrsay-.I ciivcrsc sources of kt~owledpc can be represented as cooj~ernting independcat par:~llel processes which help i n the decodil~g of the utterssces using lllc hypotl~esize-r~ld-test pur;ldigol. , 'the system is discussed by collsiderillg a specific esn~iiple of its ol~eratiotl in the realm of voice chess. ~Gpics: feature extraction and sqnle~lt:ition, the recognition process, speaker-and environment-dcpaldent knowledge. sy~itnctic nnd semantic knowl6dge.
The Project Based Laboratory Learning (PjBLL) model is designed to improve the process skills and creativity of physics teacher candidates who meet practical and effective criteria. The model was developed using the Plomp design through the preliminary study, prototype stage, and assessment phase. The study design used one-group pretest-posttest design. The research subjects were 64 grade B and C physics students who were programmers in Unesa’s laboratory. Data is collected through assessment of expert validity, observation, tests, documentation, interviews, and questionnaires. Data is analysed using qualitative and quantitative descriptive statistics, N-gain and paired t-test. The results of the study show that: (1) the PjBLL model developed is included in practical category because the component model can be implemented in learning activities well, without significant constraints. (2) The PjBLL model developed is included in the effective category because the student’s process skills are improving in the medium criteria with an average N-gain of 0.58, students are able to produce creative products with a mean N-gain of 0.56, and students respond positively to the device and learning process. The implementation of the PjBLL model needs to be expanded to provide greater support for the practicality and effectiveness of the model. Based on the above, it can be concluded that the PjBLL model developed is practical and effective to improve the process skills and creativity of physics teacher candidates.
The adoption of blended learning at university levels is pervasive. This learning approach is deemed to be more effective compared to face-to-face or online learning. To prove the claim, this study aimed to investigate a gap that may be existed between students’ expectations and perceptions of blended learning implementation at the Science Department in a university in Surabaya, Indonesia. A questionnaire and semi-structured interviews were utilized to gather relevant information from 79 preservice science teachers who have experienced blended learning in science subjects. The gaps between expectations and perceptions were measured using Cohen’s effect size. Overall, the effect size of students’ expectations and perceptions of the blended learning implementation exceeded 0.5 and is categorized as large. The aspects with large effect size values included the number of interactions between students and teachers. These findings indicated that the implementations of blended learning in science subjects were not run well.Implications of this study are discussed.
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