Using problem-based learning in college: Mastery concepts subject statistical sesearch and motivation

Ediansyah, Ediansyah; Kurniawan, Dwi Agus; Perdana, Rahmat; Salamah, Salamah

doi:10.11591/ijere.v8i3.20243

Cited by 11 publications

(10 citation statements)

References 24 publications

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“…These results also showed that Gengobot is effective as a medium for learning Japanese (Xiaoxu & Yoshino, 2011;Stockwell & Hubbard, 2013;Haristiani et al, 2019;. The use of the MALL concept and the features in Gengobot which are new and interesting make users more motivated in learning Japanese (Chuang, 2014;Ediansyah et al, 2019), and also because the application is practical and easy to use (Hasan et al, 2020;Keezhatta & Omar, 2019;Kondo et al, 2012). The material in the application is also suitable for the targeted level of learners and easy to understand (Haristiani et al, 2019;.…”

Section: The Implementation Of Gengobot Applicationmentioning

confidence: 92%

Chatbot-Based Application Development and Implementation as an Autonomous Language Learning Medium

Haristiani

Rifai

2021

Indonesian J. Sci. Technol

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Autonomous learning has an important role in online learning because teachers cannot directly supervise the student learning process, which makes students themselves responsible for their learning. As an attempt to provide teachers with an alternative autonomous learning medium, this study aimed to use a chatbot-based Japanese grammar learning application namely Gengobot as an autonomous Japanese learning medium. This study applied Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model. The data of this research was collected using a pre-experimental method and distributed a Likert scale questionnaire to 50 Japanese language learners with Japanese language levels equivalent to or less than JLPT level N3. The results showed that Gengobot as a chatbot-based Japanese grammar learning medium is an interesting and innovative medium to support Japanese autonomous learning because learners can decide how they learn using this application to improve their Japanese grammar skills. In addition, Gengobot is a chatbot-based learning medium that is more interactive than other Mobile-based media, which makes learners more interested in using Gengobot as a Japanese grammar learning medium. However, Gengobot still needs further development such as adding advanced grammar content (N2 and N1), adding Japanese pronunciation features (audio), etc.

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Section: The Implementation Of Gengobot Applicationmentioning

confidence: 92%

Chatbot-Based Application Development and Implementation as an Autonomous Language Learning Medium

Haristiani

Rifai

2021

Indonesian J. Sci. Technol

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“…The novelty of this study is to define science process skills integrated education students Physics in Universitas Jambi by reviewing eight aspects (identifying variables, arranging graphs, obtaining and processing of data, analyzing investigations, making a hypothesis, defining variables operationally, designing investigation, and experimenting) experimenter material reflection on a flat mirror in the laboratory. Physics investigations by the way that students acquire the experimental data, by observing and decide what tools need to be used, and make hypotheses [21].…”

Section: Resultsmentioning

confidence: 99%

Identification of students’ science process skills in Basic Physics Practicum II in using e-module

Lumbantoruan

Irawan

Siregar

et al. 2019

JRKPF

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Good science process skills demonstrated by the attitude of students in conducting experiments in the laboratory. This study aims to determine the mastery of science process skills of students of Physics Education in Universitas Jambi, both students who use the printed Guidebook and students who use the e-module as guide in practicum activities by reviewing eight aspects of integrated science process skills. This study uses a quantitative approach with experimental research methods, namely true experimental. In the study sample used was a student of Physics Education were divided into two groups, 35 students for experiment class and 30 students for control class. Assessment instruments used were observation sheet science process skills with a score of skills used in the form of Likert scale. Based on the analysis score mastery of integrated science process skills of students in the experimental class, operationally defining variables have the highest percentage of 51.4% to the category of very good, whereas in the control class, analyzing aspects of investigations has the highest percentage of 53.3% with a good category.

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“…This suggests that similar innovations can improve the capacity of teachers and aspiring teachers to establish a more engaging and adaptable learning environment. Prospective instructors will be provided with sophisticated materials and methodologies to create an engaging and interactive learning environment for their pupils (Ediansyah et al, 2019;Sholikah & Harsono, 2021;J. Zhang, 2010).…”

Section: Introductionmentioning

confidence: 99%

Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation

Santosa,

Sukmawati

2024

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to assess the extent to which teachers' technology literacy skills contribute to their ability to implement innovative teaching methods through computational thinking. This study used a quasi-experimental method with a 2x2 factorial design. This research used 84 samples of prospective teacher students from the Educational Technology Study Program. The instrument used questionnaires to assess the level of instructional innovation demonstrated by aspiring teachers, utilizing three indicators: the utilization of interactive learning media, the incorporation of information technology, and the diversity of learning resources. The statistical method employed to examine the hypothesis is a two-way analysis of variance (two-way ANOVA). The results of this study showed significant correlation between the level of students' Instructional Learning Innovation skills and Computational Thinking; the statistical analysis reveals a p-value greater than 0.05. Additionally, the research findings indicate that the level of Technological Literacy Skills has an impact on Instructional Innovation Learning skills. This research made significant contributions, such as the introduction of the Computational Thinking Level, which enables teachers to enhance their capacity to create effective learning strategies that align with the most recent advancements in technology. Technological Literacy Skills assist educators in incorporating digital tools and resources into the educational process, fostering a cutting-edge and dynamic classroom setting.

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Using problem-based learning in college: Mastery concepts subject statistical sesearch and motivation

Cited by 11 publications

References 24 publications

Chatbot-Based Application Development and Implementation as an Autonomous Language Learning Medium

Chatbot-Based Application Development and Implementation as an Autonomous Language Learning Medium

Identification of students’ science process skills in Basic Physics Practicum II in using e-module

Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation

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