508 research outputs found
Instruction based on computer simulations
Excerpts available at Google Books. For integral text, see publisher's website : http://www.routledge.com/books/details/9780415804615/"Introduction : In the scientific debate on what is the best approach to teaching and learning, a recurring question concerns who should lead the learning process, the teacher or the learner (see e.g., Tobias & Duffy, 2009) ? Poistions takens vary from a preference for direct, expository, teacher-led instruction (Kirschner, Sweller, & Clark, 2006) to fully open student-centered approaches that can be called pure discovery methods (e.g., Papert, 1980), with intermediate positions represented by more or less guided discovery methods (e.g., Mayer, 2004). This discussion also is a recurring theme in this chapter." (http://books.google.fr/books?id=cCD_thHjuxEC&pg=PA446&lpg=PA446&dq=Instruction+based+on+computer+simulations+de+jong&source=bl&ots=tOJ7FdkZow&sig=s8W6OnyU3H7iRLm7wqISfu6CAYE&hl=fr&ei=AZGATviHDMuV0QXewI3KCQ&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDoQ6AEwAg#v=onepage&q=Instruction%20based%20on%20computer%20simulations%20de%20jong&f=false
Effectiveness comparison of guided discovery and semi-guided discovery learning models toward the fact-finding skill on plantae material
The purpose of this research was to discover the differences in learning outcomes of fact-finding in the implementation of guided discovery and semi-guided discovery learning models on plantae material at X grade of National 1 High School of Jetis Bantul. This research was conducted on experimental group class that carried out learning with guided discovery and the control class with semi-guided discovery learning. The design of this research was the randomized pretest-posttest control group design. The quantitative data were the learning outcomes of cognitive domain which obtained from the values of pretest and posttest, that analyzed through T test at 5% significance level. Based on the test, it was obtained p=0.000 (p<0.05) so there was a significant difference between the guided discovery and semi-guided discovery learning model toward the fact-finding skill on the learning outcomes of student. The fact-finding skills of guided discovery was higher than semi-guided discovery learning with pretest average of control class students (41.53) and the experimental class (41.97), while the postest average of control class (69.75) and experimental class (80.66). The learning through the implementation of guided discovery learning model was more effective than semi-guided discovery learning model toward fact-finding skill
The Effect of Implementing Problem Based Learning on the Result of Students’ Learning at School
After natural disasters, such as earthquakes, the community and schools’ conditions wereuncontrolled and unconducive. Students could not carry out the learning process as before. Anxiety and fearcame to students when in school. This study explained about the implementation of problem based learningon students at a shelter school after earthquake and the effect towards their learning outcomes. This studyaimed to know the effect of problem-based learning on students’ learning outcomes after an earthquakehappened. Problem based learning brought students closer to the problematic context. This researchcompared the effect of problem based learning as well as the conventional teaching on 2different groups fromdifferent emergency schools. The total number of the subject research was 120 students. The results of thestudy showed a positive influence on students’ learning outcomes. In the learning process of problem basedlearning, students were brought closer to real problems in their environment and fostered a sense ofconfidence
The Effect of Discovery Learning Model Using Concept Map and Computer Animation on Student Learning Outcomes in Hydrocarbon Material
This study aims to determine the effect of discovery learning with concept maps and computer animation media on chemistry learning outcomes on the subject of hydrocarbons. The sample in this study was students of Mathematics Education semester 1 HKBP Nommensen Pematangsiantar University odd semester of the 2019/2020 school year. The instrument used in data collection is a validated test instrument. The data obtained were tested with a comparative study using the two-party t test. From the normalized gain data, a large increase in student learning outcomes by using discovery learning teaching with concept maps and computer animation media was 54% of the experimental class I and 70% of the experimental class II. The magnitude of the difference in the increase in student learning outcomes is 16%. Based on the results of hypothesis testing, obtained tcount> ttable is 5.56> 1.6671 at a significant level α = 0.05. This means that H0 is rejected and Ha is accepted, which states that there are significant differences in student learning outcomes by applying discovery learning using concept maps and computer animation on hydrocarbon material
Perbandingan Kemampuan Berpikir Tingkat Tinggi antara Penerapan Model Discovery Learning dengan Memanfaatkan Potensi Ekosistem Pesisir dan Pembelajaran Konvensional pada Siswa Kelas X SMA N 1 Tanjungsari
The purpose of the research was to find out the difference of higher order thinking skills of grade X students after being treated with discovery learning model with employing seashore ecosystem and conventional learning.The research was a quasi experiment with postest only nonequivalent control group design. The population of the research was all student of grade X of SMA N I Tanjungsari, and sample was selected through cluster sampling. Data was collected using test and non-test method. Test method is high order thinking essays, which consisted of analytical thinking skills (C4), evaluate thinking skills (C5), and creative thinking skills (C6). Non-test method was observation and documentation. Hypothesis test used the t-test with SPSS 16 version.The conclusion of the research is there was a difference of higher order thinking skills between application of discovery learning combined with seashore ecosystem and conventional learning of grade X students of SMA N I Tanjungsari. Students of grade X performed best on evaluate thinking skills
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