PENERAPAN BLENDED LEARNING MODEL REVISED ARGUMENT-DRIVEN INQUIRY (rADI) UNTUK MENINGKATKAN KETERAMPILAN ARGUMENTASI DAN PENGUASAAN KONSEP SISWA SMA PADA MATERI MONERA

ABSTRAK Penelitian ini bertujuan untuk memperoleh data hasil analisis penerapan blended learning model rADI dalam meningkatkan keterampilan argumentasi dan penguasaan konsep siswa pada materi Monera, khususnya terkait materi Bakteri. Metode penelitian yang digunakan dalam penelitian ini adalah pre-eksperimental dengan desain penelitian one-group pretest-postest design. Penelitian ini dilakukan terhadap siswa kelas X MIPA di salah satu SMA di Kota Bandung yang terdiri dari 26 siswa. Data diperoleh dari hasil pre-test dan post-test keterampilan argumentasi dan penguasaan konsep, serta angket respon siswa terhadap pembelajaran. Hasil penelitian menunjukkan bahwa terjadi peningkatan terhadap keterampilan argumentasi siswa dengan skor N-Gain 0.81 dan penguasaan konsep siswa dengan skor N-Gain 0.78 setelah diterapkan blended learning model rADI. Peningkatan keterampilan argumentasi dan penguasaan konsep siswa termasuk signifikan dengan skor N-Gain yang termasuk kategori tinggi. Selain itu, data respon siswa menunjukkan respon yang baik terhadap penerapan blended learning model rADI. Kata kunci: blended learning, revised Argument-Driven Inquiry (rADI), keterampilan argumentasi, penguasaan konsep ABSTRACT This study aims to determine the application of blended learning with rADI model towards students' argumentation skills and concept mastery in Monera, regarding to Bacteria. The research method used in this study was pre-experimental with one-group pretest-posttest design. This research sample was students in tenth grade at one of the senior high schools in Bandung which consisted of 26 students. The data were obtained from the results of the pre-test and post-test of argumentation skills and concept mastery, also questionnaires on students' responses to learning. The results showed that the application of blended learning with the rADI model increases students’ argumentation skills and students’ concept mastery. The increase in argumentation skills and concept mastery was significant with N-Gain scores included in the high category. Moreover, students' response data showed a good response to applying blended learning with the rADI model. Keywords: blended learning, revised Argument-Driven Inquiry (rADI), argumentation skills, concept master

Towards Interpretable Deep Learning Models for Knowledge Tracing

As an important technique for modeling the knowledge states of learners, the traditional knowledge tracing (KT) models have been widely used to support intelligent tutoring systems and MOOC platforms. Driven by the fast advancements of deep learning techniques, deep neural network has been recently adopted to design new KT models for achieving better prediction performance. However, the lack of interpretability of these models has painfully impeded their practical applications, as their outputs and working mechanisms suffer from the intransparent decision process and complex inner structures. We thus propose to adopt the post-hoc method to tackle the interpretability issue for deep learning based knowledge tracing (DLKT) models. Specifically, we focus on applying the layer-wise relevance propagation (LRP) method to interpret RNN-based DLKT model by backpropagating the relevance from the model's output layer to its input layer. The experiment results show the feasibility using the LRP method for interpreting the DLKT model's predictions, and partially validate the computed relevance scores from both question level and concept level. We believe it can be a solid step towards fully interpreting the DLKT models and promote their practical applications in the education domain

Unpacking the intertemporal impact of self-regulation in a blended mathematics environment

With the arrival of fine-grained log-data and the emergence of learning analytics, there may be new avenues to explore how Self-Regulated Learning (SRL) can provide a lens to how students learn in blended and online environments. In particular, recent research has found that the notion of time may be an essential but complex concept through which students make (un)conscious and self-regulated decisions as to when, what, and how to study. This study explored distinct clusters of behavioural engagement in an online e-tutorial called Sowiso at different time points (before tutorials, before quizzes, before exams), and their associations with self-regulated learning strategies, epistemic learning emotions, activity learning emotions, and academic performance. Using a cluster analysis on trace data of 1035 students practicing 429 online exercises in Sowiso, we identified four distinct cluster of students (e.g. early mastery, strategic, exam-driven, and inactive). Further analyses revealed significant differences between these four clusters in their academic performance, step-wise cognitive processing strategies, external self-regulation strategies, epistemic learning emotions and activity learning emotions. Our findings took a step forward towards personalised and actionable feedback in learning analytics by recognizing the complexity of how and when students engage in learning activities over time, and supporting educators to design early and theoretically informed interventions based on learning dispositions

Teachers Know Best: Making Data Work For Teachers and Students

The Teachers Know Best research project seeks to encourage innovation in K - 12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The intent of Making Data Work is to drill down to help educators, school leaders, and product developers better understand the challenges teachers face when working with this critical segment of digital instructional tools. More than 4,600 teachers from a nationally representative sample were surveyed about their use of data to drive instruction and the use of these tools.This study focuses on the potential of a specific subset of digital instructional tools: those that help teachers collect and make use of student data to tailor and improve instruction for individual students. The use of data is a crucial component in personalized learning, which ensures that student learning experiences -- what they learn and how, when, and where they learn it -- are tailored to their individual needs, skills, and interests and enable them to take ownership of their learning. Personalized learning is critical to meeting all students where they are, so they are neither bored with assignments that are too easy nor overwhelmed by work that is too hard

Salsa Dance and Perceived Mental Health Benefits: A Servant Leadership Theory-Driven Study

The purpose of the current study was to assess servant leadership dimensions, perceived mental health benefits, and correlations between the two following an eight-week servant leadership theory-driven salsa dance programme taught to novice learners at a West Midlands, UK university. Upon completion of the salsa dance programme (frequency – once per week, intensity – moderate-to-vigorous physical activity, time – 90 minutes, type – group-based Cuban style salsa dance), a paper questionnaire was administered to the participants to complete in person. The questionnaire contained 18 items related to servant leadership dimensions (authenticity, empowerment, humility, standing back, and stewardship) in terms of the teaching and learning of salsa dance and four items related to perceived mental health benefits (mood enhancement, self-confidence, skill mastery, and social well-being). Authenticity and stewardship were rated higher in females when compared to males. Differences were found between perceived mental health benefits in both females and males with mood enhancement rated highest in both genders. This is the first study we are aware of to have applied principles of servant leadership in the teaching of salsa dance as a leisure-time physical activity. Servant leadership may have facilitated the high perceived mental health benefits observed

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

A Millennium Learning Goal: Measuring Real Progress in Education

The Millennium Development Goal for primary schooling completion has focused attention on a measurable output indicator to monitor increases in schooling in poor countries. We argue the next step, which moves towards the even more important Millennium Learning Goal, is to monitor outcomes of learning achievement. We demonstrate that even in countries meeting the MDG of primary completion, the majority of youth are not reaching even minimal competency levels, let alone the competencies demanded in a globalized environment. Even though Brazil is on track to the meet the MDG, our estimates are that 78 percent of Brazilian youth lack even minimally adequate competencies in mathematics and 96 percent do not reach what we posit as a reasonable global standard of adequacy. Mexico has reached the MDG—but 50 percent of youth are not minimally competent in math and 91 percent do not reach a global standard. While nearly all countries’ education systems are expanding quantitatively nearly all are failing in their fundamental purpose. Policymakers, educators and citizens need to focus on the real target of schooling: adequately equipping their nation’s youth for full participation as adults in economic, political and social roles. A goal of school completion alone is an increasingly inadequate guide for action. With a Millennium Learning Goal, progress of the education system will be judged on the outcomes of the system: the assessed mastery of the desired competencies of an entire age cohort—both those in school and out of school. By focusing on the learning achievement of all children in a cohort an MLG eliminates the false dichotomy between “access/enrollment” and “quality of those in school”: reaching an MLG depends on both.primary school, poverty, millenium development goals, school completion, school enrollment

Creating learning solutions for executive education programs

Executive education is both a growing and increasingly competitive industry. The traditional business school, once a dominant player in this space, now faces competition from sophisticated and focused consultants and for-profit training specialists offering a variety of face-to-face and on-line instructional vehicles. An abiding question has become ever more prevalent for business schools – are executive education clients getting meaningful, long-term value for their significant investments? Demonstrating value and building capabilities is different for a generic, open enrolment course than for a custom program. This paper proposes a solutions-based approach to the development and implementation of customized executive programs, arguing that the tailored customer focus and the operational rigor of a solutions perspective leads to sustainable and measurable client value both at the individual and corporate level. A case study involving a global high technology company is used to demonstrate the steps required to apply a solutions roadmap. The results show that a solutions approach – carefully and collaboratively undertaken in selected settings – can provide considerable benefits to both client and provider. Further research is proposed to validate and develop the learning points

Favourable approach that influence autism students learning language process

Education is important for all, including those students with special needs.In this context, learning process for students with special needsis certainly different from normal students, with special developed curriculum, as well as special skills for teachers are devotedfor teaching specific courses.This study investigatesthe special education teachers’approach in teaching phonics of the language (i.e. Bahasa Melayu)for autism students, focusing on three elements; namely learning module, oral language and multimedia application. A survey study was designed using questionnaire involving 42 special education teachers from primary schools in the Southern Peninsular of Malaysia.Descriptive analysis were used to obtain percentage, mean, and standard deviation. The results;a moderate level application of the module (M = 3.43, SD = 0.654) and the oral language (M = 3.64, SD = 0.570), but a high level of the multimedia application(M = 4.14, SD = 0.612). The multimedia elements wasthe most favorable approach in the teaching and learning process of autism students.The implication;more special design of a multimedia materials are needed for teaching phonics for language learning to help autism students to speaking correctly