Research Methods and Statistics

There is the fact that the students' learning outcome in Applied Physics course related to the application of the mining industry is unsatisfactory. Based on the results of the final score, the rate of successful students was only around 40%. Moreover, students' understanding application is also not by the desired competencies. In this research, a learning model was developed from the Contextual Teaching and Learning Model (CTL), i.e., DILA model which consists of four syntaxes (Display, Inquiry, Learning Community, and Authentic Assessment). The effectiveness of the DILA learning model was investigated to improve students' learning outcomes in the Applied Physics course. This research employed the quasi-experimental design where the experimental class was treated by DILA model based on Contextual Teaching and Learning; whereas control class was not treated by the model. Data were obtained from the results of the pre-test and post-test scores; then it was analyzed by a parametric with an independent t-test, related t-test, and the effect size. The results indicate that there was a significant increase in students' learning outcomes in the experimental class compared to the control class. In conclusion, DILA model can improve students' learning outcomes in the Applied Physics course effectively. ABSTRAKHasil belajar Fisika Terapan yang diperoleh mahasiswa yang terlihat dari nilai akhir semester dan penerapan pada industri pertambangan pada umumnya tidak memuaskan. Tingkat kelulusan mahasiswa hanya sekitar 40%. Sehingga pemahaman mahasiswa dalam penerapannya juga tidak sesuai dengan kompetensi yang diinginkan. Model DILA merupakan salah satu model pembelajaran yang dikembangkan dari Model Contextual Teaching and Learning (CTL). Model DILA terdiri atas empat sintaks yaitu: Display, Inquiry, Learning Community, dan Authenthic Assessment. Penelitian ini ditujukan untuk mengukur efektifitas Model Pembelajaran DILA guna meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan. Penelitian ini merupakan quasi eksperiment dimana kelas eksperimen diberikan pembelajaran dengan Model DILA berbasis Contextual Teaching and Learning. Data diperoleh dari hasil pre-test dan post-test dan diolah secara parametric dengan t test sample independent dan t test related serta effect sizenya. Hasil penelitian ini menunjukkan bahwa model pembelajaran DILA yang diterapkan pada matakuliah Fisika Terapan di Jurusan Teknik Pertambangan adalah efektif. Ini berarti model Pembelajaran DILA dapat meningkatkan hasil belajar mahasiswa pada matakuliah Fisika Terapan.

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“…The homogeneous requirements can be fulfilled if F value < F table . The t-test performed an independent sample t-test (Beins & Carthy. 2012).…”

Section: Methodsmentioning

confidence: 99%

Effectiveness of DILA Learning Model Application on Applied Physics Course in The Department of Mining Engineering

Fadhilah

Effendi

Ridwan

et al. 2019

JPFI

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“…The study population consisted of: 62 teachers belonging to the University of Guajira Fonseca headquarters for the year 2016. Because the population is finite and accessible, it will not be necessary to carry out sampling, for which a census was applied [12].…”

Section: Methodsmentioning

confidence: 99%

Technological memory as a teaching management tool for the development of social promotion projects in universities

Zárate¹,

Martelo²,

Franco³

2018

IJET

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Abstract-In the present study, the technological memory was analyzed as a teaching management tool for the development of Social Promotion projects at the University of La Guajira, Fonseca headquarters, Colombia. 62 teachers were consulted using as an instrument a scale of opinion, to diagnose the management carried out by the teachers, to determine if they make use of the technological memory as a management tool and to describe the projects of Social Promotion. The results allow concluding that teachers reflect weaknesses related to the application of managerial functions. In addition, they show few competences related to the prevention of participation, innovation, dynamization and methodology in the development of Social Promotion projects. Consequently, it is recommended to guide the management of the teacher in terms of the development of Social Promotion projects using the Technology Memory.Keyword-Social Promotion Projects, resources control, educational actors, dynamization I. INTRODUCTION The amount of information that is generated, makes society based on knowledge and due to the diffusion caused by Information and Communication Technologies (ICT), the education system is required to constitute a vision where the way in which it changes it is possible to build and consolidate learning, to improve the quality of education and to reform the way information is obtained and managed [1]. Consequently, education and teaching institutions try to avoid traditional methods despite their validity and successful results, and focus their interest on the most productive methods that improve the learning experience and the intellectual level of students [2]. That is why they have generated multiple discussions, forums, talks and research on the profile of the teacher that is needed to train human beings able to perform in a computerized and technified society.From this perspective, current educational organizations must be framed in dimensions of change, so that their management process requires committed, innovative teachers, capable of challenging the technical, scientific and social advances required by the scenarios demanded by society. That is, the teacher needs to have solid conceptual bases and skills to administer the classes in such a way that knowledge is correctly established [3]. In this regard, the Echelon higher theory focuses on the characteristics of senior managers, such as age, function marks, other professional experience, education, socioeconomic roots, financial status, and group characteristics [4]. The theory states that the results of the organization, strategic decisions and performance levels are partially predicted by the management characteristics [5].Therefore, it is necessary to analyze the management skills and ICT skills of teachers for the development of projects, using technology memory. In this regard, in [6] they related the management skills of distance teachers with the education of the conventional ones, in order to ensure the quality of training. Likewise, in [7] they identifi...

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“…In addition to having the power to investigate the phenomena which have already occurred, the survey method might allow researchers to use nonprobability sampling methods including a purposive sampling method [42,43]. The purposive sampling method could be chosen when researchers were interested in the specific type of person such as students whose mathematics grades were 4 or 5 out of 5 [44].…”

Section: Methodsmentioning

confidence: 99%

Exploring high-achieving sixth grade students’ erroneous answers and misconceptions on the angle concept

Bütüner

Filiz

2016

International Journal of Mathematical Education in Science and

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The aim of this research was to investigate high achievers' erroneous answers and misconceptions on the angle concept. The participants consisted of 233 grade 6 students drawn from eight classes in two well-established elementary schools of Trabzon, Turkey. All participants were considered to be current achievers in mathematics, graded 4 or 5 out of 5, and selected via a purposive sampling method. Data were collected through six questions reflecting the learning competencies set out in the grade 6 curriculum in Turkey and the findings of previous studies that aimed to identify students' misconceptions of the angle concept. This questionnaire was then applied over a 40 minute period in each class. The findings were analyzed by two researchers whose inter-rater agreement was computed as 0.97, or almost perfect. Thereafter, coding discrepancies were resolved, and consensus was established. We found that although the participants in this study were high achievers, they still held several misconceptions on the angle concept such as recognizing a straight angle or a right angle in different orientations. We also show how some of these misconceptions could have arisen due to the definitions or representations used in the textbook, and offer suggestions concerning their content in the future.

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Research Methods and Statistics

Cited by 52 publications

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Effectiveness of DILA Learning Model Application on Applied Physics Course in The Department of Mining Engineering

Effectiveness of DILA Learning Model Application on Applied Physics Course in The Department of Mining Engineering

Technological memory as a teaching management tool for the development of social promotion projects in universities

Exploring high-achieving sixth grade students’ erroneous answers and misconceptions on the angle concept

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