The impact of dynamic locking on collaborative programming

The parallel strategy of collaborative writing is commonly used by academia and industry. However, the nature of this approach may not scale to other genres of collaboration including collaborative programming. In this paper, we present a web-based prototype that supports parallel programming with the use of dynamic locking, and evaluate its scalability and system usability. Our results suggest there are benefits to our approach, and we discuss the implications and future directions for research

THE EFFECT OF COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) MODEL ON STUDENTS’ ACHIEVEMENT AND STUDENTS’ ACTIVITY IN TOPIC DIGESTIVE SYSTEM FOR GRADE XI SCIENCE SMA NEGERI 1 SIDIKALANG ACADEMIC YEAR 2013/2014

The Effect of Cooperative Integrated Reading and Composition (CIRC) Model on Students’ Achievement and Students’ Activity in Topic Digestive System for Grade XI Science SMA Negeri 1 Sidikalang Academic Year 2013/2014. Undergraduate Thesis. State University of Medan (UNIMED). 2014. The objectives of this study are to find out whether: (1) Cooperative Integrated Reading and Composition (CIRC) model significantly affect students’ learning achievement. (2) Cooperative Integrated Reading and Composition (CIRC) model significantly affect students’ learning activity. A quasi experimental research with non-equivalent control group was used in this study. The research used this sampling because the classes are homogeny. The population of this study is all students of grade XI Science of SMA Negeri 1 Sidikalang academic year 2013/2014. There are two classes chosen as sample by applying purposive cluster sampling techniques. Classes consist of 30 and 32 students. The instruments that are used for data collection are multiple choice and essay test. Data is analyzed by Independent t-test with SPSS 16.0 for Windows, with level significance α = 0.05. The result of hypothesis showed that: (1) Cooperative Integrated Reading and Composition (CIRC) model significantly affect students’ learning achievement (t=3.403; P = 0.001). (2) Cooperative Integrated Reading and Composition (CIRC) model significantly affect students’ learning activity (t = 1.996; P = 0.05). Keyword: Cooperative Integrated Reading and Composition (CIRC), learning achievement, learning activity

UPAYA MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR SISWA MELALUI MODEL GROUP INVESTIGATION PADA MATA PELAJARAN MENGOPERASIKAN PERALATAN KANTOR DI SMK NEGERI 1 SUKOHARJO TAHUN AJARAN 2015/2016

Tujuan Penelitian ini adalah untuk meningkatkan keaktifan dan prestasi belajar siswa pada mata pelajaran mengoperasikan peralatan kantor siswa kelas XI Perkantoran SMK Negeri 1 Sukoharjo.Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Penelitian dilakukan dalam dua siklus, dengan tiap siklus terdiri atas perencanaan, pelaksanaan tindakan, observasi dan refleksi. Subjek penelitian adalah siswa kelas XI Perkantoran SMK Negeri 1 Sukoharjo yang berjumlah 32 siswa. Sumber data berasal dari siswa, guru, dan dokumen. Teknik pengumpulan data adalah dengan observasi, tes, dokumentasi, dan wawancara. Teknik untuk keabsahan data digunakan triangulasi sumber data dan triangulasi metode. Teknik analisis data yang digunakan adalah teknik analisis deskriptif, teknik analisis secara kualitatif dan deskripsi komparatif.Hasil penelitian menunjukan bahwa melalui penerapan model pembelajaran cooperative tipe Group Investigation (GI) dipadukan dengan media Power Point dapat meningkatkan Prestasi Belajar Mengoperasionalkan Peralatan Kantor Siswa Kelas XI Pemasaran SMK Negeri 1 Sukoharjo Tahun Ajaran 2014/2015. Peningkatan terjadi pada siklus I dan Siklus II. Sebelum diterapkan model pembelajaran cooperative tipe Group Investigation (GI) dipadukan dengan media Power Point nilai rata-rata kelas adalah 73 dengan presentase ketuntasan 34,8%. Pada siklus I nilai rata-rata kelas meningkat menjadi 77,12 dengan presentase ketuntasan 78,13% dan pada siklus II nilai rata-rata kelas meningkat menjadi 80 dengan presentase ketuntasan 84,83%. Simpulan penelitian ini adalah penerapan model pembelajaran cooperative tipe Group Investigation (GI) dipadukan dengan media Power Point dapat meningkatkan Prestasi Belajar Mengoperasionalkan Peralatan Kantor siswa kelas XI Pemasaran SMK Negeri 1 Sukoharjo.  The purpose of this study is to enhance the activity and student achievement in the subjects operate office equipment Office class XI student of SMK Negeri 1 Sukoharjo.This research used the Classroom Action Research (CAR). The study was conducted in two cycles, with each cycle consisting of planning, action, observation and reflection. The subjects were students of class XI Departement Office of State Vocational High School 1 Sukoharjototaling 32 students. Source of data derived from students, teachers, and documents. Data collection techniques are observation, testing, documentation and interviews. Techniques for the validity of the data used triangulation of data sources and triangulation methods. The data analysis technique used is descriptive analysis techniques , qualitative analysis techniques and comparative description.The results of research shows that through the application of cooperative learning model with type Group Investigation (GI) can improve activeness and learning achievement Manage office equipment at Grade XI Departement Office State Vocational High School 1 Sukoharjo In Academic Year 2015/2016. The increase occurred in the first cycle and the second cycle. Before application of cooperative learning model with type Group Investigation (GI) grade average score is 73 with the percentage of completeness 34.8%. In the first cycle class average value increased to 77.12 with the percentage of completeness 78.13% and the second cycle the average value increased to 80 grade with a percentage of completeness 84.83%. The conclusions of this research is the application of cooperative learning model type Group Investigation (GI) can improve learning achievement Goods Administration subject matter in Grade XI Marketing of State Vocational High School 1 Sukoharjo

UPAYA MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPEGROUP INVESTIGATIONPADA MATA PELAJARAN MENGOPERASIONALKAN PERALATAN KANTOR DI SMK NEGERI 1 SUKOHARJO TAHUN AJARAN 2015/2016

ABSTRAKTujuan Penelitian ini adalah untuk meningkatkan hasil belajar Mengoperasionalkan Peralatan Kantor pada siswa kelas XI Administrasi Perkantoran di SMK Negeri 1 Sukoharjo.Melalui penerapan model pembelajaran cooperative tipe Group Investigation (GI) diharapakan dapat meningkatkan hasil belajar siswa.Penelitian ini merupakan Penelitian Tindakan Kelas (PTK).Penelitian dilakukan dalam dua siklus, dengan tiap siklus terdiri atas perencanaan, pelaksanaan tindakan, observasi dan refleksi.Subjek penelitian adalah siswa kelas XI Administrasi Perkantoran 1 SMK Negeri 1 Sukoharjo yang berjumlah 36 siswa.Sumber data berasal dari siswa, guru, data, dan dokumen.Teknik pengumpulan data adalah dengan observasi, tes, dokumentasi, dan wawancara.Teknik untuk keabsahan data digunakan triangulasi sumber data dan triangulasi metode.Teknik analisis data yang digunakan adalah teknik analisis deskriptif, teknik analisis secara kualitatif dan deskripsi komparatif.Hasil penelitian menunjukan bahwa melalui penerapan model pembelajaran cooperative tipe Group Investigation (GI) dapat meningkatkan hasil belajar Mengoperasionalkan Peralatan Kantor Siswa Kelas XI Administrasi Perkantoran SMK Negeri 1 Sukoharjo Tahun Ajaran 2015/2016.Peningkatan terjadi pada siklus I dan Siklus II. Sebelum diterapkan model pembelajaran cooperative tipe Group Investigation (GI) nilai rata-rata kelas adalah 73 dengan presentase ketuntasan 34,8%. Pada siklus I nilai rata-rata kelas meningkat menjadi 76,44 dengan presentase ketuntasan 78,13% dan pada siklus II nilai rata-rata kelas meningkat menjadi 86,11 dengan presentase ketuntasan 80,56 %. Keaktifan siswa untuk aspek visual activities mengalami peningkatan yaitu 75,00% pada siklus I dan mencapai 86,11% pada siklus II . Untuk aspek oral activities yaitu 83,00% pada siklus I dan mencapai 83,33% pada siklus II. Selanjutnya untuk aspek listening activities yaitu 69,45% pada siklus I dan mencapai 80,55% pada siklus II. Kemudian untuk aspek writing activities yaitu 80,56% pada siklus I dan mencapai 91,66% pada siklus II. Simpulan penelitian ini adalah penerapan model pembelajaran cooperative tipeGroup Investigation (GI) dapat meningkatkan keaktifan siswa dan hasil belajar Mengoperasionalkan Peralatan Kantor siswa kelas XI Administrasi Perkantoran SMK Negeri 1 Sukoharjo. Kata kunci: Keaktifan, Prestasi Belajar, Group Investigation (GI

La colaboración en la Formación Continua de profesores: el proyecto M-Learning

El artículo presenta los principales resultados del proyecto «M-Learning: Una implantación innovadora» , desarrollado por el Laboratorio de Innovación Tecnológica Aplicado a la Educación lantec/unicamp. Éste proyecto ha tenido como objetivo desarrollar un ambiente colaborativo de aprendizaje para los profesores de matemáticas de enseñanza obligatoria, pertenecientes a centros educativos con un Índice de Desarrollo de la Educación Básica (ideb) inferior o igual a 4. Se ha realizado un cuestionario semi-estructurado para evaluar la percepción de los profesores-alumnos sobre la contribución del curso para el desarrollo de procesos colaborativos entre los participantes. Se buscaba asimismo la producción de conocimientos que puedan transformar cualitativamente las prácticas escolares de los profesores. Han participado en la investigación 123 individuos de diferentes regiones de Brasil. Los datos recogidos han sido sometidos a un análisis descriptivo y de contenido. Los resultados han mostrado que a lo largo del curso, los profesores han intensificado su interacción con sus compañeros, mejorando en el dominio de los recursos tecnológicos y en su uso e intercambio con los colegas de profesión. De esta forma se ha posibilitado la creación de nuevas modalidades de enseñanza y de aprendizaje de las matemáticas en la escuela

Students’ characteristics of student model in intelligent programming tutor for learning programming: a systematic literature review

This study describes preliminary results of a research related to Intelligent Programming Tutor (IPT) which is derived from Intelligent Tutoring System (ITS). The system architecture consists of four models. However, in this study student model mainly student characteristic was focused. From literature, 44 research articles were identified from a number of digital databases published between 1997 to 2022 base on systematic literature review (SLR) method. The findings show that the majority 48% of IPT implementation focuses on knowledge and skills. While 52% articles focused on a combination of two to three student characteristics where one of the combinations is knowledge and skill. When narrow down, 25% focused on knowledge and skills with errors or misconceptions; 4% focused on knowledge and skill with cognitive features; 5% focused focus on knowledge and skill with affective features; 2% focused on knowledge and skill with motivation; and 9% based on knowledge and skill with learning style and learning preferences as students’ characteristics to build their student model. Whereas 5% focused on a combination of three student characters which are knowledge and skill with cognitive and affective features and 2% focused on knowledge and skill with learning styles and learning preferences and motivation as students’ characteristics to construct the tutoring system student model. To provide an appropriate tutoring system for the students, students’ characteristic needs to decide for the student model before developing the tutoring system. From the findings, it can say that knowledge and skills is an essential students’ characteristic used to construct the tutoring system student model. Unfortunately, other students’ characteristic is less considered especially students’ motivation

Learning Computing Topics in Undergraduate Information Systems Courses: Managing Perceived Difficulty

Learning technical computing skills is increasingly important in our technology driven society. However, learning technical skills in information systems (IS) courses can be difficult. More than 20 percent of students in some technical courses may dropout or fail. Unfortunately, little is known about students’ perceptions of the difficulty of technical IS courses and how students cope with the perceived difficulty of technical content in IS courses. This paper explores how students perceive the difficulty of technical IS courses and how difficulty perceptions influence learning outcomes and perceptions. Learning technical topics may be particularly difficult for students from non-IS majors, yet this is only speculative. The extent to which non-IS majors are disadvantaged in technical IS courses is also explored. To explore these issues, this paper adopts a mixed-method approach. First, a grounded theory is developed from secondary data to explain difficulty perceptions and the successful management of those perceptions. Second, a quantitative test is conducted to validate the grounded theory. Finally, the grades of IS and non-IS majors are compared

À procura de um contexto para apoiar a aprendizagem inicial de programação

"As elevadas taxas de insucesso em disciplinas introdutórias de programação são um problema comum por todo o mundo, motivando muitos investigadores a propor metodologias e ferramentas na tentativa de resolver o problema. No entanto, o panorama tem-se mantido praticamente inalterado. Têm sido referidas na literatura muitas causas para esses problemas. O nosso grupo de investigação tem vindo a realizar um conjunto de experiências para identificar e compreender as dificuldades dos alunos em disciplinas introdutórias de programação. Este documento inclui os resultados de um conjunto de estudos que realizamos nos últimos anos com esse intuito. Os resultados serviram de base para definir uma nova abordagem pedagógica que consiste num conjunto de práticas educativas, procurando criar contextos de aprendizagem que motivam os alunos, aumentam o seu envolvimento com as atividades do curso, e maximizam as suas possibilidades de aprendizagem. É também apresentada a aplicação de um método pedagógico num ambiente real e são descritos os resultados obtidos com a sua aplicação ao longo dos últimos anos. Palavras-chave: Educação em Ciências Computacionais, Estudantes de Engenharia, Ensino da Engenharia, Resolução de Problemas, Motivação, Taxonomias de Aprendizagem. Looking for a context to support early learning programming Abstract: High failure rates are a common problem in many programming courses. This has motivated many researchers to propose methodologies and tools to help students. However, the panorama has remained mostly unchanged. Many causes for the learning problems have already been identified in the literature. Our research group has been conducting a set of experiments to identify and understand students programming difficulties. This paper includes the results of a set of studies conducted in the last few years. Their results served as a basis to define a new pedagogical approach consisting in a set of educational practices, looking to create learning contexts that motivate students, increase their involvement with course activities, and maximize their learning possibilities. The application of this pedagogical approach in a real setting is described and the results obtained are discussed. Keywords: Computer Science Education, Enginefering students, Engineering education, Learning Styles, Problem Solving, Motivation, Learning Taxonomies