Web Pro-Mc Physics as a support tool for improving physics problem solving skills

Ali, Mohamad Bilal; Ibrahim, Nor Hasniza; Abdullah, Abdul Halim; Surif, Johari; Talib, Corrienna Abdul; Saim, Nurshamela

doi:10.1109/gamepec.2015.7331851

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…An appropriate model of this study is the adaption of ADDIE Module Development Model. The ADDIE model is chosen because the model is the most frequently used for teaching module design, furthermore its sequence of systematic teaching design processes and is the basis of other design models (Ali, Ibrahim, Abdullah, Surif, Abdul Talib, & Saim, 2015). Based on the model, the module development in this study can be segregated into five phases: This research used content analysis and quantitative method.…”

Section: Methodsmentioning

confidence: 99%

The Implementation of Sicence, Technology, Engineering and Mathematics (STEM) Activities and Its Effect on Student’s Academic Resilience

Jajuri¹,

Hashim²,

Ali³

et al. 2019

APJEE

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Surfing the Fourth Industrial Revolution is an elegant way to bridging human and machine intelligence through learning systems that support creativity and innovation among students. The students with science, technology, engineering and mathematics (STEM) skills can develop required advance systems by bringing together artificial intelligence and everything in the digital economy. Hence, by actively doing STEM activities, students can explore the extent of their creative and analytical thinking through multimedia as example using Google Classroom. By applying the Social Constructivism Theory as proposed by Vygotsky and Bronfenbrenner's Cultural-Ecological Transactional Theory in the education framework, this study aims to discover the implementation of STEM activities and its effect on students' academic resilience. The data is collected from a group of experts using the fuzzy Delphi technique for the usability of the module that implements STEM activities. It is found that academic resilience can widen the inner strength of the students from four aspects which are social support, social skills, planning priority behaviours and goal efficiencies. In conclusion, by conceptualising digital learning in implementing STEM activities can produce quality students who can compete globally and mastering technological developments.

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Section: Methodsmentioning

confidence: 99%

The Implementation of Sicence, Technology, Engineering and Mathematics (STEM) Activities and Its Effect on Student’s Academic Resilience

Jajuri¹,

Hashim²,

Ali³

et al. 2019

APJEE

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show abstract

“…Examples of the use of web‐based tools in e‐learning environments for problem‐solving purposes include the following: Khazaal () proposes a problem‐solving method based on an e‐learning system for engineering students, specifically for electrical circuit problems. The chosen strategy has the following iterative steps: identifying the problem, describing expected results, proposing possible solutions, choosing one solution, implementing this chosen solution, assessing results, and performing the necessary changes. Ali et al () use a supporting web‐based tool to improve problem‐solving skills in Physics problems. It is based on a selection of context‐rich problems which are to be solved; their solutions are shown afterwards. Implementation of problem‐solving for maths problems for college students through mobile learning has been addressed by El‐Alfi, Amin, and Ibrahim ().…”

Section: State Of the Artmentioning

confidence: 99%

“…Ali et al (2015) use a supporting web-based tool to improve problem-solving skills in Physics problems. It is based on a selection of context-rich problems which are to be solved; their solutions are shown afterwards.…”

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confidence: 99%

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

et al. 2019

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Acquiring the skills needed to solve certain types of problems is one of the main challenges of distance university education, demanding extra motivation from students to tackle it. New technology should be one of our great allies in addressing these problems. This article proposes an expert system with a web‐based problem‐solving simulator for a multidevice environment in order to allow students to access an unlimited number of problems with their corresponding solutions, immediately, anytime and anywhere. The types of problems that can be used are those based on quantitative methods with a fixed methodology to be followed. A successful case study was carried out for the subject Operations Management at the Distance University of Madrid (UDIMA), with three different problem simulators having been developed. The results were very satisfactory compared with previous academic years in terms of motivation. A decrease in students that did not sit the final examination was observed, as was an increase in the number of visits to the Moodle classroom. Students also responded positively in their assessments of the initiative.

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“…Even the most difficult when compared to Chemistry and Biology (Ali, Ibrahim, Abdullah, Surif, Talib & Saim, 2015;Erdemir, 2009). Ornek's research (Ornek, Robinson & Haugan, 2008) revealed that students consider physics difficult because of its abstract, unattractive, and could not be studied without having high mathematical ability.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Gasing Learning in ARCS Learning Strategy to Enhance Students’ Motivation in 9th Grade of Indonesian Junior High-School

Dinata

Sastradika

Safitri

2017

International Journal of Pedagogy and Teacher Education

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The lack of motivation will affect to the students' learning outcomes. The research was conducted to enhance the students' motivation with the Gasing learning in the ARCS learning strategy on the static and dynamic electricity. The specific objectives of this research was to describe effect of the gasing learning on the students' learning motivation. The research consisted of 3 cycles of Hopkin's Classroom Action Research Model. Each cycle consists of the plan, the action/the observation, and the reflective. The data of students learning motivation obtained by questionnaires and be analyzed with method of successive interval (MSI). The findings of the research are: (1) the result of questionnaire of ARCS motivation in cycle I was 3.71, cycle II was 3,80, and cycle III was 3,99. These results indicate an increase in student learning motivation; (2) The completeness of students' learning outcomes in cycle I was 68,18%, in cycle II was 90,90%, and in cycle III was 100%. It can be concluded that the Gasing learning in ARCS strategy can enhances students'motivation on static and dinamic electricity in 9 th grade of SMP Muhammadiyah 1 Banjarmasin. The Gasing learning can be an alternative for the teachers to enhance students' motivation in learning physics through the provision of comic media and calculations without formulas.

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Web Pro-Mc Physics as a support tool for improving physics problem solving skills

Cited by 4 publications

References 12 publications

The Implementation of Sicence, Technology, Engineering and Mathematics (STEM) Activities and Its Effect on Student’s Academic Resilience

The Implementation of Sicence, Technology, Engineering and Mathematics (STEM) Activities and Its Effect on Student’s Academic Resilience

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

Implementation of Gasing Learning in ARCS Learning Strategy to Enhance Students’ Motivation in 9th Grade of Indonesian Junior High-School

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