Persepsi Mahasiswa terhadap Implementasi Metode Pair Programming pada Pembelajaran Mata Kuliah Pemrograman Dasar

Pemrograman dasar merupakan mata kuliah yang penting dalam mempelajari ilmu komputer terutama yang terkait dengan perancangan perangkat lunak atau aplikasi. Belajar pemrograman dianggap sebagai tugas yang sulit bagi sejumlah besar mahasiswa. Salah satu petode pembelajaran dalam pemrograman yang dipandang dapat meningkatkan kompetensi mahasiswa dalam belajar pemrograman adalah pair programming. Pair programming dipandang efektif ketika diimplementasikan dalam pembelajaran. Penelitian ini bertujuan untuk mengkaji persepsi mahasiswa dalam penerapan pair programming pada pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Peneliti mengananlisis persepsi mahasiswa dalam implementasi pair programming dalam pembelajaran Penelitian ini dilaksanakan di Universitas Muhammadiyah Sidoarjo (UMSIDA) pada mahasiswa Program Studi Pendidikan Teknologi Informasi (PTI) yang sedang mengampu mata kuliah Pemrograman Dasar. Hasil yang didapat dari penelitian ini adalah mahasiswa menyukai bekerja berpasangan Bersama rekan dalam tugas pemrograman. Mahasiswa juga puas dalam hasil akhir tugas pemrograman yang telah mereka selesaikan dengan menggunakan metode pair programming. Seluruh mahasiswa merasa lebih mudah dalam mengerjakan tugas pemrograman. Selain itu mahasiswa merasa ingin menerapkan metode pair programming dalam tugas pemrograman kedepannya. Secara keseluruhan persepesi mahasiswa pada penerapan metode pair programming memiliki hasil positif. Berdasarkan kajian hasil penelitian ini, metode pair programming akan direkomendasikan untuk diterapkan pada mata kuliah pemrograman dasar.

Monoidal computer III: A coalgebraic view of computability and complexity

Monoidal computer is a categorical model of intensional computation, where many different programs correspond to the same input-output behavior. The upshot of yet another model of computation is that a categorical formalism should provide a much needed high level language for theory of computation, flexible enough to allow abstracting away the low level implementation details when they are irrelevant, or taking them into account when they are genuinely needed. A salient feature of the approach through monoidal categories is the formal graphical language of string diagrams, which supports visual reasoning about programs and computations. In the present paper, we provide a coalgebraic characterization of monoidal computer. It turns out that the availability of interpreters and specializers, that make a monoidal category into a monoidal computer, is equivalent with the existence of a *universal state space*, that carries a weakly final state machine for any pair of input and output types. Being able to program state machines in monoidal computers allows us to represent Turing machines, to capture their execution, count their steps, as well as, e.g., the memory cells that they use. The coalgebraic view of monoidal computer thus provides a convenient diagrammatic language for studying computability and complexity.Comment: 34 pages, 24 figures; in this version: added the Appendi

An extensive English language bibliography on graph theory and its applications

Bibliography on graph theory and its application

Primary objects: developing a new type of furniture for the early elementary classroom

The traditional North American elementary classroom is dominated by traditional passive furniture. With the continual use of the traditional typologies of desks and chairs, the classroom furniture fails to challenge the student's development and engage the imagination of the users. As research shows that children learn most through movement, emotions, and exploration, the passive furniture hinders a well-rounded learning experience. In this study, the approach for designing new furniture that fosters a sense of creativity, independence, and active learning is not only guided by the researcher's experiences, but also involves insight from elementary students and teachers. This thesis investigation used a participatory approach to enable the examination of the current activities and interactions occurring within the first and second grade classroom. Using the characteristics of middle childhood, the third teacher theory, and affordance, the researcher developed a line of furniture for active learning that enables the students to shape their learning environment and experience. The resulting classroom furniture provides for intimate interactions, physical activity, social development, and personal customization

Task-Specific Experience and Task-Specific Talent: Decomposing the Productivity of High School Teachers

We use administrative panel data to decompose worker performance into components relating to general talent, task-specific talent, general experience, and task-specific experience. We consider the context of high school teachers, in which tasks consist of teaching particular subjects in particular tracks. Using the timing of changes in the subjects and levels to which teachers are assigned to provide identifying variation, we show that much of the productivity gains to teacher experience estimated in the literature are actually subject-specific. By contrast, very little of the variation in the permanent component of productivity among teachers is subject-specific or level-specific. Counterfactual simulations suggest that maximizing the value of task-specific experience could produce nearly costless efficiency gains on the order of .02 test score standard deviations