PENGGUNAAN SIMULASI PhET SEBAGAI MEDIA PENGAJARAN UNTUK MENINGKATKAN PEMAHAMAN SISWA DAN MOTIVASI DALAM PEMBELAJARAN TATA SURYA

This research investigated the implementation of PhET simulation on students’ understanding and motivation in learning Solar system. The method used in this research was quasi experimental with matching pretest-posttest group design. The research conducted in one of private Junior HighSchool located at Padalarang, West Bandung with number of students(n=42). The sampling technique used was random cluster sampling to determine experimental group with PhET simulation in the learning science and control groupwithout PhET simulation. The quantitative data of this research was obtained through objective test on mastery concept Solar system, while the qualitative data was detected through motivation rubric and questionnaire. The result shows that the students who learn Solar system with PhET simulation have higher both improvement in conceptual understanding and motivation than without PhET simulation as teaching media. According to analysis result, there is correlation between conceptual understanding and motivation with the learning Solar system in the use PhET simulation. The criteria of correlation this research is middle (0.25-0.50). Because of twenty-one of students are only six students who get high score in objective test and high motivated of students’ response in using PhET simulation. Key words: PhET simulation, Solar system, Students’ motivation, Students’ understanding, PenelitianinibertujuanuntukmenyelidikipengunaansimulasiPhETpadapemahamansiswadanmotivasidalampembelajaran Tata Surya.Metode yang digunakandalampenelitianiniadalahkuasieksperimendengandesainpenelitian Matching only pretest-posttest group. PenelitiandilakukanpadasatusekolahswastaSekolahMenengahPertama yang berlokasi di Padalarang, Bandung Barat denganjumlahsiswanyasebanyak (n=25). Teknikpengambilansampel yang digunakanadalahrandom cluster samplinguntukmenentukankelompokeksperimendengansimulasiPhETdalampembelajaran IPA dankelompokkontrol yang tanpapenggunaansimulasiPhET.Data kuantitatifdaripenelitianinididapatkanmelaluitesobjektiftentangkonsep Tata Surya, sedangkan data kualitatifdiperolehmelalui rubric motivasi and kuisioner.Hasilpenelitianmenunjukkanbahwasiswa yang belajar Tata Surya dengansimulasiPhETlebihmeningkatdalampemahamankonseptualdanmotivasidaripadatanpasimulasiPhETsebagai media pengajaran.Sesuaidenganhasilanalisisterdapathubunganantarapemahamankonseptualdanmotivasidalampembelajaran Tata Surya melaluipenggunaansimulasiPhET.Kriteiakorelsidalampenelitianiniadalahkorelasicukup (0.25-0.50).Karenadariduapuluhsatusiswa yang hanyamendapatnilaitertinggidalamobjektif test danmemilikimotivasitinggidalamresponsiswadalampenggunaanPhETsimulasi. Key words:SimulasiPhET, Tata Surya, MotivasiSiswa, Pemahamansisw

Estimating intra-rater reliability on an oral english proficiency test from a Bilingual Education Program

Este estudio tiene como objetivo presentar los resultados de una investigación la cual pretendía estimar el nivel de confiabilidad intra-evaluador en un examen de suficiencia oral en inglés, y determinar los diferentes factores internos y externos que afectan la consistencia del evaluador. Los participantes involucrados en el desarrollo de este estudio fueron dos profesores encargados de evaluar la sección de habla de un examen de suficiencia administrado en la Licenciatura en Bilingüismo con énfasis en inglés. Se calculó un coeficiente de correlación con el fin de establecer la consistencia de los evaluadores mientras que un protocolo verbal retrospectivo fue llevado a cabo para recopilar información acerca de los factores que influyen en la confiabilidad del evaluador. Los resultados sugieren que hay un alto nivel de confiabilidad intra-evaluador en el examen de suficiencia en cuanto el coeficiente de correlación arrojó valores superiores a .80. No obstante, aspectos relacionados con la falta de adhesión a los criterios de la rúbrica, la relación evaluador-estudiante, las condiciones físicas, y la presión y responsabilidad del evaluador para dar una nota precisa fueron identificados como factores que afectan la consistencia del evaluador. Finalmente, se proporcionaron algunas implicaciones procedentes de esta investigación

A Flipped Classroom Redesign in General Chemistry

The flipped classroom continues to attract significant attention in higher education. Building upon our recent parallel controlled study of the flipped classroom in a second-term general chemistry course (J. Chem. Educ., 2016, 93, 13–23), here we report on a redesign of the flipped course aimed at scaling up total enrollment while keeping discussion sizes small (i.e.,students), and maintaining equivalent contact hour load for faculty and workload for students. To that end, the course format featured lecture contact pushed outside of the classroom in the form of video lectures (mean duration 13 minutes) paired with online homework sets, and three parallel weekly one-hour discussion sections were held in adjoining lab rooms immediately prior to the three-hour laboratory session. As in our previous design, the discussion sections were led by teaching assistants; however, the weekly discussion meeting was shortened from 75 minutes to 50 minutes, and the primary instructor “floated” between the three parallel sessions. Two such sessions were held each week, affording a possible enrollment of 144; initial enrollment was 141, with students self-selecting into the course. We examine student performance in and satisfaction with the course using: (1) a pre-test/post-test design based on the paired questions American Chemical Society (ACS) first-term and second-term exams, (2) data on DFW (D, F, withdrawal) rates, and (3) student evaluations

Clinical audit project in undergraduate medical education curriculum: An assessment validation study

Objectives: To evaluate the merit of the Clinical Audit Project (CAP) in an assessment program for undergraduate medical education using a systematic assessment validation framework. Methods: A cross-sectional assessment validation study at one medical school in Western Australia, with retrospective qualitative analysis of the design, development, implementation and outcomes of the CAP, and quantitative analysis of assessment data from four cohorts of medical students (2011-2014). Results: The CAP is fit for purpose with clear external and internal alignment to expected medical graduate outcomes. Substantive validity in students’ and examiners’ response processes is ensured through relevant methodological and cognitive processes. Multiple validity features are built-in to the design, planning and implementation process of the CAP. There is evidence of high internal consistency reliability of CAP scores (Cronbach’s alpha \u3e 0.8) and inter-examiner consistency reliability (intra-class correlation\u3e0.7). Aggregation of CAP scores is psychometrically sound, with high internal consistency indicating one common underlying construct. Significant but moderate correlations between CAP scores and scores from other assessment modalities indicate validity of extrapolation and alignment between the CAP and the overall target outcomes of medical graduates. Standard setting, score equating and fair decision rules justify consequential validity of CAP scores interpretation and use. Conclusions: This study provides evidence demonstrating that the CAP is a meaningful and valid component in the assessment program. This systematic framework of validation can be adopted for all levels of assessment in medical education, from individual assessment modality, to the validation of an assessment program as a whole

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences -- or stakes -- for student performance. The theory of action implied by this accountability program is that the pressure of high-stakes testing will increase student achievement. But this study finds that pressure created by high-stakes testing has had almost no important influence on student academic performance

A Software Radio Challenge Accelerating Education and Innovation in Wireless Communications

This Innovative Practice Full Paper presents our methodology and tools for introducing competition in the electrical engineering curriculum to accelerate education and innovation in wireless communications. Software radio or software-defined radio (SDR) enables wireless technology, systems and standards education where the student acts as the radio developer or engineer. This is still a huge endeavor because of the complexity of current wireless systems and the diverse student backgrounds. We suggest creating a competition among student teams to potentiate creativity while leveraging the SDR development methodology and open-source tools to facilitate cooperation. The proposed student challenge follows the European UEFA Champions League format, which includes a qualification phase followed by the elimination round or playoffs. The students are tasked to build an SDR transmitter and receiver following the guidelines of the long-term evolution standard. The metric is system performance. After completing this course, the students will be able to (1) analyze alternative radio design options and argue about their benefits and drawbacks and (2) contribute to the evolution of wireless standards. We discuss our experiences and lessons learned with particular focus on the suitability of the proposed teaching and evaluation methodology and conclude that competition in the electrical engineering classroom can spur innovation.Comment: Frontiers in Education 2018 (FIE 2018

Design, Implementation, and Evaulation of GIS-Based Learning Materials in an Introductory Geoscience Course

Little is known about how well GIS-based learning lives up to its potential for improving students' skills in problem solving, analysis, and spatial visualization. This article describes a study in which researchers determined ways to quantify student learning that occurred with a GIS-based module on plate tectonics and geologic hazards, and to improve the materials design with the use of classroom observations and field testing. The study found that student difficulties in working with GIS-based activities can be overcome by making some features of the GIS transparent to the user, that a lack of basic geography skills can interfere in the progression of a GIS-based activity, and that some conceptual difficulties can be overcome by providing guiding questions that help students interrogate visual data. In addition, it was noted that some misconceptions in interpretation of two-dimensional maps and three-dimensional block diagrams can persist even after direct instruction. In general, a positive correlation was noted between spatial thinking and GIS-based learning. Educational levels: Graduate or professional