Educational Media Design for Learning Basic Programming in Branching Control Structure Material Using Problem-Posing Learning Model

Basic programming is one subject that tends to be difficult for students to learn. Along with the development of technology, several researchers have provided solutions to solve this problem, by developing educational games, educational media, interactive learning media, and other auxiliary media. However, on average they have not used or adhered to the syntax of various existing learning models. This study focuses on designing educational media that uses the problem-posing learning model to study the material of branching control structures in basic programming learning which is recommended as a learning medium for vocational high school students. Educational media named TOLSYASUPI-EduMed. We use the highest type of research and development (R&D), the level 4 that we adopted to be adapted into a number of steps that are in line with the needs of this research area. Observation techniques are used as a form of generative research which is a type of user experience research, to explore information before designing a product/application. The side that we highlight here is how the form of educational media design by following the syntax of the problem-posing learning model. Then do an A/B testing which is assessed by experts to choose the best design with results that are type B designs with a percentage of 90.9%. We also state the analysis of the functional aspects of educational media to strengthen the validity of this design idea

算数文章題の単文統合型作問についてのモデルベースのプロセス分析

広島大学(Hiroshima University)博士(工学)Doctor of Engineeringdoctora

A Preliminary Study: Applying Problem-Posing Learning Models on Algorithm and Flowchart Materials in Basic Programming Class

Abstract: We propose the applying of the problem-posing learning model to find out the activities and student learning outcomes in learning algorithm and flowchart material in the basic programming class. This research is a preliminary study that will be used to develop applications/systems/interactive media/games that will support the operation of the problem-posing learning model automatically in the upcoming basic programming class. The classroom action research method was used with the implementation of two cycles involving 38 students in the first semester of vocational high school. The process of applying the problem-posing learning model uses the pre-solution posing type, which requires that each student make a question of the situation that is held, where students are expected to be able to make questions related to questions previously made by the teacher, then exchange the questions to other students to solve them.  The flow of making and solving questions is that students make the main case which then completes it in the form of algorithmic answers and also a flowchart assisted by the Raptor application. By applying the problem-posing learning model, it can be concluded that in cycle 1 and cycle 2 the achievement of learning activities and outcomes tends to be good. The success of this research can provide perspective and guidance for developing basic programming applications/systems/interactive media/games that will instill the problem-posing learning model in the interaction flow and can introduce students early on the problem-posing process

Learning Models in Educational Game Interactions: A Review

Educational games have now been used as innovative media and teaching strategies to achieve more effective learning and have an impact that tends to be very good in the learning process. However, it is important to know and systematically prove that the application of the learning model in the interaction of educational games is indeed feasible to be adopted and has an effect. This paper aims to present empirical evidence of the current situation regarding the application of learning models in the flow of educational game interactions. The method used is a systematic literature review by adopting three main stages, namely: 1) Planning; 2) Implementation; 3) Reporting. Then recommend the ten steps in the systematic literature review process along with the selection process through the test-retest approach. The initial search obtained 1,405,310 papers, then go through the selection stage. The selection process took place at stage B1 with the number of papers that successfully passed 198, at the B2 selection stage there were 102 papers, and we focus 75 papers that have passed a fairly rigorous screening and selection process on the quality assessment process for primary studies, used to answer research objectives and questions. We can confirm and conclude that 75 papers have applied the learning model in educational game interactions. The dominating domain is Education, the type of game that dominates is Educational Game, for the most dominating subjects are Programming, Student Learning Motivation as the most dominating impact, Experimental Design as a trial technique, the most widely used evaluation instruments are Questionnaires and Tests, a population that dominates between 79-2,645 people, and 8 papers to support learning in vocational education

European Research in Mathematics Education I, volume 2

International audienc

Proceedings of the tenth international conference Models in developing mathematics education: September 11 - 17, 2009, Dresden, Saxony, Germany

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future