Vocabulary-learning cues used on children’s bilingual programming

Pérez, Jean F. Rivera; Hart, Rachel; Lund, Emily M.

doi:10.1080/17482798.2020.1802315

Cited by 3 publications

(2 citation statements)

References 53 publications

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“…The success of implementing PBL in the phase of organizing students to learn cannot be separated from using cues to focus students on learning according to the context of the material being studied. The effects of cues to support student success in learning have long been investigated (Landin, 1994), and recent studies have shown that cues are part of a variety of effective learning strategies (Rivera Pérez et al, 2021), in a study our cues are very important combined in PBL.…”

Section: Resultsmentioning

confidence: 96%

Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors

Evendi

Verawati

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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Behind the successful of teaching using the problem-based learning (PBL) model, -in our best knowledge- it seems that the factors that make its implementation successful in the classroom have not been mentioned, this is related to the purpose of improving student learning outcomes. For this reason, the study of the implementation of the PBL model needs to be explored further. Specifically, the aim of our current study is to evaluate student learning outcomes in implementing the PBL model and reflecting on the learning process using this model. This study is a Classroom Action Research (CAR), which is an examination of activities or actions that are intentionally conducted in a teaching. In the context of this study, the observation is carried out by evaluating student learning outcomes, while the activity or action that is carried out is Problem-Based Learning (PBL) which is carried out in two learning cycles. The subjects for implementing the PBL model were 21 students in an Islamic school (MTs NW - equivalent to Junior High School) in Central Lombok, Indonesia. Quantitative and qualitative approaches were used to analyze student learning outcomes and the learning process using the PBL model. The results of the study showed that there was an increase in student learning outcomes from the first cycle to the second cycle. Individual and classical completeness has been achieved in accordance with predetermined criteria. Finally, we recommend the use of the PBL model for the purpose of improving student learning outcomes. In the PBL model, the role of motivation, cues, encouraging active student participation, and the use of scaffolding are important aspects in the successful implementation of the PBL model

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Section: Resultsmentioning

confidence: 96%

Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors

Evendi

Verawati

2021

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…The use of cues helps learners regulate their learning process and focus on the material they are learning. The cueing techniques are effective in organizing learning (Rivera, Hart, & Lund, 2021). According to the findings of the current study, the organization of the learning process achieved an average LF score of 3.88, indicating that it met the criteria for being considered good.…”

Section: Discussionmentioning

confidence: 53%

Evaluation of STEM students' critical thinking in terms of cognitive style through problem-based distance learning

Lubna,

Suhirman,

Prayogi

2023

JEELR

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The advent of digital technology has brought about a transformation in the field of education, from traditional face-to-face learning to distance learning. Despite this shift, it is important to prioritize the development of STEM (Science, Technology, Engineering, and Math) students' critical thinking (CT) abilities as an essential skill for success in the 21st century. The objective of this study is to assess the critical thinking (CT) skills of students in the fields of science, technology, engineering, and mathematics (STEM) by considering their cognitive styles, namely field-independent and field-dependent, through the implementation of Problem-Based Distance Learning (PBDL). The research follows an evaluative and experimental approach based on the Kirkpatrick four-level model, which was conducted at one of the universities providing STEM education in eastern Indonesia. To evaluate different components of learning, cognitive style, and critical thinking (CT), a wide range of tools with tested psychometric features (validity and reliability) were used. A comprehensive examination using both descriptive and statistical analyses was undertaken to evaluate the outcomes. The results of this study indicate that Problem-Based Distance Learning (PBDL) is a successful approach in enhancing the Critical Thinking (CT) skills of STEM students, irrespective of their cognitive types. The paper provides a detailed discussion of the thorough examination of input, process, output, and outcome factors. This study is very valuable and will contribute to a lot of literature, especially related to the development of distance pedagogy in STEM learning.

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Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses

Evendi¹,

Kusaeri²,

Pardi³

et al. 2022

EURASIA J Math Sci Tech Ed

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Vocabulary-learning cues used on children’s bilingual programming

Cited by 3 publications

References 53 publications

Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors

Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors

Evaluation of STEM students' critical thinking in terms of cognitive style through problem-based distance learning

Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses

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