Integration of Reciprocal Teaching-ICT Model To Improve Students’Mathematics Critical Thinking Ability

This research examines the effectiveness on how mathematics teachers have begun to integrate information and communication technology (ICT) with reciprocal teaching model to improve students’ mathematics critical thinking ability into seventh junior high school classroom practice. This study was experimental research with a quasi-experimental design. The samples of the study are 36 students for classroom experiments and 36 students for classroom control. The instruments employed in this study were pre-test and post-test. All the instruments are made in essays forms. The data were analyzed by using descriptive statistics. Based on the research findings, it was gotten that (1) the development of teaching instructional multimedia of the seven grade students of junior high school; (2) the improvement of students’ mathematics critical thinking ability in experimental class; (3) the aspect of attractiveness shows that the developed instructional multimedia was very interesting; and (4) reciprocal learning has good impact on students’ mathematics critical thinking ability

Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance

E-learning and motivation: a multi-faceted investigation of eleven to fourteen year olds' attraction to computer-based learning, and their motivational responses to the novelty and nature of a selection of self-study computer-based learning activities.

Are eleven to fourteen year old learners attracted to computers? Can computers motivate them to learn? How do they respond to new self-study, computer-based learning activities? Does the type of computer-based learning activity affect their motivation? This study focuses on three important facets of e-learning and motivation – attraction, novelty and activities. The first facet (attraction) relates to verifying the existence of, and reasons for, the attraction to computers. Further areas of investigation relate to the effects of this attraction (if it exists) and learners’ perceptions of proficiency on motivation. The second facet (novelty) relates to learners’ perceptions of novelty and responses to different types of novel self-study, computer-based learning activities. Activities (the third facet) relates to the motivational effects of different types of self-study, computer-based learning activities. The study took place in three schools in different geographical areas of the United Kingdom. The participants were eleven to fourteen year olds. The first facet (attraction) was approached using surveys, through online questionnaires and focus group interviews. The second and third facets (novelty and activities) were approached through multiple-case studies, mainly through observations, self-report forms, and focus group interviews. An important finding is that most learners are attracted to computers, but not necessarily motivated to learn with computers. It is argued that today’s learners have learning attitudes that are based around fun. Hence, e-learning must accommodate this whilst delivering “serious learning”. The research evidence also show differences in perceived novelty and motivational effects of different types of e-learning activities. In particular, the research evidence suggests that the perception of novelty can be extended by changes or discussions during the interaction with certain activities (“regenerative novelty”). It is argued that knowledge of the novelty and motivational effects should be harnessed to provide engagement with learning

KEER2022

Avanttítol: KEER2022. DiversitiesDescripció del recurs: 25 juliol 202

Promoting Andean children's learning of science through cultural and digital tools

Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleIn Peru, there is a large achievement gap in rural schools. In order to overcome this problem, the study aims to design environments that enhance science learning through the integration of ICT with cultural artifacts, respecting the Andean culture and empower rural children to pursue lifelong learning. This investigation employs the Cultural-Historical Activity Theory (CHAT) framework, and the Design-Based Research (DBR) methodology using an iterative process of design, implementation and evaluation of the innovative practice.published_or_final_versio

Shortest Route at Dynamic Location with Node Combination-Dijkstra Algorithm

Abstract— Online transportation has become a basic requirement of the general public in support of all activities to go to work, school or vacation to the sights. Public transportation services compete to provide the best service so that consumers feel comfortable using the services offered, so that all activities are noticed, one of them is the search for the shortest route in picking the buyer or delivering to the destination. Node Combination method can minimize memory usage and this methode is more optimal when compared to A* and Ant Colony in the shortest route search like Dijkstra algorithm, but can’t store the history node that has been passed. Therefore, using node combination algorithm is very good in searching the shortest distance is not the shortest route. This paper is structured to modify the node combination algorithm to solve the problem of finding the shortest route at the dynamic location obtained from the transport fleet by displaying the nodes that have the shortest distance and will be implemented in the geographic information system in the form of map to facilitate the use of the system. Keywords— Shortest Path, Algorithm Dijkstra, Node Combination, Dynamic Location (key words