High Definition Immunoassays (HDIA) with Spatially Resolved Detection

Dealing with problem-solving has been a growing challenge in teaching engineering and over the career of these professionals. To increase the ability to understand a problem and consequently improve the quality of the solutions, an exercise was proposed to students of an MBA program, and they have experienced some challenges on interpreting briefing and procedures, to improve creativity and ability on solving problems. The implicit goal was to deal with the understanding of procedures to perform activities in a company and the exercise showed different ways of communicating a scenario and, consequently, different reactions depending upon the briefing. Preliminary results of the exercise indicated that the higher the degree of uncertainty on the problem definition or on an activity description, the more often association is attempted through individual repertoire, covering more varied options. In the case of a tight briefing, the creative effort appears to be overlapped by the execution of simple operations, resulting on a deviation from the required goal. Through a brief theoretical framework, this essay intends to validate these perceptions and increase the use of techniques that improve creative and problem-solving capacity in product design and developmentPeer Reviewe

PENGUASAAN KONSEP DAN KETERAMPILAN METAKOGNITIF MAHASISWA KIMIA PADA PERKULIAHAN REKAYASA GENETIKA MENGGUNAKAN MODEL PEMECAHAN MASALAH (IDEAL)

Penguasaan konsep mahasiswa kimia pada topik rekayasa genetika, terutama dalam memahami pembentukan DNA rekombinan masih kurang. Kurangnya penguasaan konsep tersebut diduga disebabkan oleh rendahnya kemampuan mahasiswa dalam menyusun tahapan-tahapan pembentukan DNA rekombinan secara runut, oleh karena itu perlu dilatihkan keterampilan metakognitif. Keterampilan metakognitif sangat dibutuhkan dalam memecahkan masalah terkait dengan pembentukan DNA rekombinan, karena dengan memiliki keterampilan metakognitif mahasiswa dapat mengatur, memantau dan memeriksa kembali hasil pemikirannya, sehingga jawaban yang dihasilkan hampir tepat. Penelitian ini bertujuan untuk mengetahui kemampuan mahasiswa dalam melaksanakan setiap tahapan dalam perkuliahan pemecahan masalah pada materi rekayasa genetika serta meningkatkan penguasaan konsep dan mengembangkan keterampilan metakognitif mahasiswa kimia melalui perkuliahan tersebut. Metode penelitian yang digunakan adalah Pre-experimental dengan desain One-Group Pretest-Posttest Design. Subyek penelitian terdiri atas 33 mahasiswa perkuliahan Biokimia II. Instrumen penelitian yang digunakan berupa lembar kerja mahasiswa untuk mengukur kemampuan mahasiswa dalam melaksanakan kegiatan perkuliahan, tes tertulis berbentuk uraian sebanyak 5 soal untuk mengukur penguasaan konsep dan 5 soal untuk mengukur keterampilan metakognitif. Hasil penelitian menunjukkan bahwa kemampuan mahasiswa kimia dalam melaksanakan tahapan mengidentifikasi masalah, mengantisipasi dan menyikapi masalah termasuk dalam kategori baik, sedangkan kemampuan dalam merencanakan penyelesaian masalah, mengeksplorasi strategi pemecahan masalah dan mengevaluasi penyelesaian masalah termasuk dalam kategori cukup. Penguasaan konsep mahasiswa kimia meningkat dengan kategori sedang. Keterampilan metakognitif mahasiswa dapat dikembangkan pada ketiga aspek. Aspek perencanaan dan aspek pemeriksaan tercapai dengan kategori baik, sedangkan aspek pemantauan tercapai dengan kategori cukup. The mastery concept of chemistry student on the topic of genetic engineering is still less, particularly in understanding about formation of DNA recombinant. That fact is caused by the weakness of student ability in arranging the stages of DNA recombinant formation sequentially, thus metacognitive skills are needed to be trained. Metacognitive skills are needed in problem solving process. By having metacognitive skills, student can manage, monitor and evaluate the results of their thinking, then their answer will be almost right. This study has investigated student ability in carrying out problem solving steps on genetic engineering lectures, increase the mastery concept of student in genetic engineering and develope the metacognitive skills of student. In this study, pre-experimental method with one group pretest-posttest design was used. 33 students of Biochemistry II lecture participated in this study. Data were collected by worksheet, essay test for concept mastery and essay test for metacognitive skill. Findings of the study indicated that student ability to anticipate and resolve problem is in good category, but their ability to identify problem, make a plan of problem solving and evaluate the result of their problem solving are in adequate category. Problem solving can increase student concept mastery sufficiently. Three aspects of metacognitive skills are also developed. Aspects of planning and evaluating are developed in good category, whereas aspect of monitoring is developed in adequate category

PjBL-Based Blended Learning Implementation on Energy Topic to Improve the Problem-Solving Skill

Blended learning is a new strategy or way in the learning process. Besides face-to-face learning, the learning process should also be carried out in an online manner. Online learning could facilitate teachers and learners to learn anywhere and anytime. It is an appropriate learning strategy and supported by a learning model that could integrate various science disciplines, such as science, technology, engineering, and mathematics. This research aims to describe the improvement of problem-solving skills on energy via blended learning-based PjBL STEM. Each syntax of the learning consists of five-stage. They are problem solving,  focus the problem, describe the problem in physics description, plan a solution, execute the plan, and evaluate the solution. This research applied an experimental research design with pre-experimental (one group pretest-posttest design). The sample consisted of thirty-five Al-Azhar Islamic SHS 3 Bandar Lampung at X Science 1. The instrument was a problem-solving skill test in the form of an essay. The test results were analyzed with paired sample t-test. Based on the promoted research, the N-gain of experimental group learning outcome was 0.43, categorized moderate. The paired sample t-test hypothesis result obtained the Asymp. Sig (2-tailed) ≤0,05 is 0,00. It showed the improvement of problem-solving skills using the blended-learning-based PjBL STEM model. &nbsp

THE IMPLEMENTATION OF STEM PROJECT-BASED LEARNING ON STUDENT’S STEM LITERACY AND PROBLEM-SOLVING SKILLS

Indonesia is threatened with natural disasters during this COVID-19 pandemic as it is located on the Pacific Ring of Fire. Future generations should be prepared to provide STEM literacy related to solving a real-world problem using their integrated science and knowledge of technology, engineering, and mathematics. The need to produce better educational quality leads us to STEM Project-based Learning. Therefore, this research investigated the effect of STEM Project-Based Learning on student’s STEM Literacy and Problem-Solving Skills. For the research, 30 7th grade students from one of junior high school in Bandung were chosen. The pre-experiment method with one group pre-test and post-test design in the form of multiple-choice and essay questions were used as the data collection tools. The data analysis showed the N-Gain score is 0.47 which categorized as medium improvement in STEM Literacy. Technology literacy was the highest improvement, while the Mathematical Literacy in the lowest. Nonetheless, the Problem-Solving skills N-gain score is 0.73 which categorized as high improvement. The highest improvement is in Idea-Finding, while the Fact-Finding on the lowest. Therefore, STEM Project-Based Learning is recommended to improve students’ STEM Literacy and Problem Solving Skills since they had the experience to use their integrated knowledge in solving a real-world proble

Nudging policymakers : a case study of the role and influence of academic policy analysis

As countries around the world face the monumental challenge of transitioning to low or net zero carbon economies, there is an important opportunity for public policy and political science learnings and models to underpin crucial shifts in policy strategies and decision-making in an arena dominated to date by technical thinking and problem-solving. In this essay we demonstrate how we, as academics working in the fields of political economics and engineering, employed policy science knowledge about building coalitions around polysemic ideas to advance the debate about large scale (industrial decarbonisation) climate change solutions in the UK

Alvin Weinberg and the promotion of the technological fix

The term “technological fix”, coined by technologist/administrator Alvin Weinberg in 1965, vaunted engineering innovation as a generic tool for circumventing problems commonly conceived as social, political or cultural. A longtime Director of Oak Ridge National Laboratory, government consultant and essayist, Weinberg also popularized the term “Big Science” to describe national goals and the competitive funding environment after the Second World War. Big Science reoriented towards Technological Fixes, he argued, could provide a new “Apollo project” to address social problems of the future. His ideas – most recently echoed in “solutionism” – have channeled confidence and controversy ever since. This paper traces the genesis and promotion of the concept by Weinberg and his contemporaries. It argues that, through it, the marginal politics and technological confidences of interwar scientists and technocrats were repositioned as mainstream notions closer to the heart of Big Science policy

Pengaruh Aplikasi Media Pembelajaran Geogebra Terhadap Kemampuan Berpikir Kritis Dalam Pembelajaran Dan Penyelesaian Persoalan Statistik Pada Prodi Teknik Listrik Bandara

Based on the results of the author's initial survey observations, the average training score of students of the Airport Electrical Engineering Study Program.in the work on odd semester statistical questions looks still unsatisfactory, this is due to learning that has not used varied media, lack of good learning planning by choosing learning media that suits student learning styles and so on.   So efforts need to be made to improve students' critical thinking skills.  This requires the ability to manage teaching and learning activities with the use of appropriate and relevant learning media or applications. Based on the above problems, researchers are interested in conducting research on the application of geogebra learning media to  critical thinking skills in learning and solving statistical problems in the Airport Electrical Engineering Study Program. The hypothesis in this study is that there is a significant influence of the application of geogebra learning media on critical thinking skills in learning and solving statistical problems in the Airport Electrical Engineering Study Program. This type of research is quasi-experimental research by providing learning treatment assisted by geogebra learning media in statistical learning. The population in this study was all students who attended statistics lectures, which was 25 people. The instrument used in this study is an essay-shaped problem. The hypothesis test used in this study is the t-test, However, previously normality tests and variance homogeneity tests were carried out. Based on the results of the hypothesis test, a sig value is obtained. (2-tailed) = 0.009 < ∝ = 0.05 so it can be concluded that there is a significant influence of the application of geogebra learning media on critical thinking skills in learning and solving statistical problems in the Airport Electrical Engineering Study Program