The Influence of Project-Based Learning Model on Students' Learning Outcomes in Reaction Rate Material

This study aims to determine the effect of the Project Based Learning learning model on student learning outcomes in the matter of reaction rates at SMA Negeri 1 Ampibabo. The population in this study were all students of class XI IPA at SMA Negeri 1 Ampibabo, academic year 2022/2023, totaling 150 people consisting of 5 classes. This type of research is a type of quasi-experimental research with a research design using the pretest and posttest of the experimental group and the control group. Sampling was carried out based on special considerations (purposive sampling) with a research sample of XI IPA E totaling 30 students as an experimental class using the Project Based Learning learning model, XI IPA A totaling 30 students as a control class using conventional learning models. Data collection techniques using test techniques, Based on the results of the study it can be concluded that there is an influence of the learning model on the material on the reaction rate on student learning outcomes at SMA Negeri 1 Ampibabo. This is based on the results of calculations using the SPSS Version 26 application where the value of Sig (2-tailed) = 0.007 <0.05 then Ha is accepted and Ho is rejected, meaning that there is a significant influence between the use of the Project Based Learning learning model on the reaction rate material on learning outcomes students at SMA Negeri 1 Ampibabo

Developing a Semester-Long Project in a Biomechanical Engineering Course to Instill the Entrepreneurial Mindset in the Next-Generation Biomedical Engineering Students

Entrepreneurial-Minded Learning (EML) is an emerging pedagogy progressively gaining popularity in the engineering education community. Coincided with project-based learning (PBL), EML illustrates an essential dimension to the instruction of next-generation engineers, equipping them with various perspectives and approaches to relate societal challenges with technical concepts. Nationwide initiatives, such as the Kern Entrepreneurial Engineering Network (KEEN), have developed a learning framework specifically designed to create engineers such as these. The implementation of EML aims to stimulate connections, create value, and ignite curiosity. This study introduced a semester-long project based on these EML skillsets in a sophomore-level biomechanical engineering course. To evaluate the effectiveness of the project design, students were equally distributed randomly to different versions of the project. Version 1, or the experimental group, contained students participating in the project embedded with the target EML concepts - such as identifying an opportunity, investigating the market, communicating an engineering solution in economic terms, developing partnerships, and building a team. Version 2, or the control group, contained students who participated in the project without the embedded EML concepts. At the completion of the project, an end-of-semester survey was administered to the students. The survey consisted of open-ended and 5-point Likert scale questions targeting students\u27 development of curiosity, connections, and value creation. Analysis indicated, with statistical significance, an overall increase in students\u27 development of an entrepreneurial mindset for those participating in the EML version of the course project. For the Likert scale questions, students participating in the experimental group averaged a response value of 4.32, indicating a strongly agree (5) or agree (4) response for questions targeting a student\u27s overall confidence in developing the specific EML skills targeted the project. Students who participated in the control version had an average overall response value of 3.93. Survey questions were further divided into EML target skills - curiosity, connections, and creating value. Across all three target skills, students participating in version 1 of the project demonstrated statistically significant increases in developing curiosity about the surrounding world, creating value, and establishing connections - thus generating an entrepreneurial mindset. Developing an entrepreneurial mindset is crucial to the next-generation engineers\u27 long-term success in the workforce, with a potentially more significant impact on the national economy and societal benefits. With guidance from the study results, semester-long projects that employ the EML concepts will be incorporated into our institution\u27s core curriculum of Biomedical Engineering

Promoting students’ metacognitive awareness and cognitive learning outcomes in science education

This research aimed to investigate the effect of project-based learning (PjBL), predict-observe-explain (POE), and predict-observe-explain based project (POEP) on metacognitive awareness and cognitive learning outcomes in biology learning. The research used a pretest-posttest non-equivalent control group design. The experiment was conducted from August to December 2020. The metacognitive awareness questionnaire was applied to measure students’ metacognitive awareness. Besides, an essay test was used to assess cognitive learning outcomes. Data collection in this study was carried out using Google Form, Google Classroom, Google Meet, and WhatsApp. Data analysis using statistical product and service solutions (SPSS) version 23 software. The analysis of covariance (ANCOVA) results analysis showed that PjBL, POE, and POEP affected students’ metacognitive awareness and cognitive learning outcomes in biology learning with a value of p&lt;0.005. The least significant different (LSD) result was significantly different in improving students’ metacognitive awareness and cognitive learning outcomes. The POEP class gained the highest posttest score. Therefore, POEP could be applicable to improve students’ metacognitive awareness and cognitive learning outcomes in Biology learning

OPTIMALISASI PEMBERIAN TUGAS PROJECT BASED LEARNING PADA MATA PELAJARAN PJOK MODEL ONLINE UNTUK PENINGKATAN PRESTASI HASIL BELAJAR SISWA

Abstrak Penerapan metode PJBL (Project Based Learning) dengan tugas video merupakan hal penting dalam penelitian kali ini karena tujuan dari penelitian ini adalah untuk mengetahui penerapan model pembelajaran PJBL terhadap peningkatan prestasi hasil belajar siswa. Perbedaan hasil belajar kelas kontrol dengan kelas eksperimen dengan menggunakan perlakuan berupa tugas video dengan materi lari jarak pendek, bola voli, dan kebugaran jasmani. Penelitian kali ini menggunakan penelitian Deskriptif Kuantitatif menggunakan Quasi Eksperimental Research atau eksperimental semu menggunakan metode Randomized Control Group Pre-Test – Post-Test. Sampling dalam penelitian ini yaitu menggunakan Simple Random Sampling karena penulis tidak mengetahui banyak informasi dari populasi sehingga dilakukanlah pengambilan acak. Populasi dalam penelitian ini adalah siswa kelas X di SMAN 15 Surabaya. Dalam pelaksanaan pengumpulan datanya penulis menggunakan 2 kelas yaitu X-8 dan X-10 sebagai kelas eksperimen dan kelas kontrol. Kelas X-8 sebagai kelas eksperimen diberikan perlakuan sedangkan kelas X-10 sebagai kelas kontrol tidak diberikan perlakuan berupa tugas video. Teknik analisis data dalam penelitian ini menggunakan IBM SPSS Version 24.0 5. Beberapa uji untuk mengetahui signifikansi kenaikan hasil belajar antara kelas eksperimen dan kelas kontrol, yaitu analisis deskriptif, uji normalitas, uji homogenitas, uji Wilcoxon, dan uji man whitney. Hasil penelitian ini dapat disimpulkan bahwa ada peningkatan hasil belajar dengan pendekatan PJBL berbasis tugas video. Hal ini dapat dilihat dari post-test nilai kelas eksperimen sebesar 73,4%, nilai kelas kontrol sebesar 90,20%, dan nilai persentase keduanya 17,16% di mana 17,16% ini menunjukkan peningkatan dari hasil belajar yang telah dilakukan oleh para siswa. Kata Kunci: PJOK; project based learning; hasil belajar Abstract The application of the PJBL (Project Based Learning) method with video assignments is vital in this study because the purpose of this study was to determine the application of the PJBL (Project Based Learning) learning model in the form of video assignments with short distance running, volleyball, and physical fitness materials. on improving student achievement. This research uses descriptive quantitative analysis using quasi-experimental analysis or quasi-experimental using the Randomised Control Group Pre-Test – Post-Test method. Sampling in this study uses Simple Random Sampling because the author does not know much information from the population, so random sampling is done. The population in this study were students of class X at SMAN 15 Surabaya. In the implementation of data collection, the author uses 2 classes, namely X-8 and X-10, as the experimental and control classes. Class X-8 as the practical class was given treatment, while class X-10 as the control class was not given treatment in a video assignment. The data analysis technique in this study used IBM SPSS Version 24.0 5. Several tests to determine the significance of the increase in learning outcomes between the experimental class and the control class, namely descriptive analysis, normality test, homogeneity test, Wilcoxon test, and man Whitney test. The results of this study can be concluded that there is an increase in learning outcomes with a video task-based PJBL approach. This can be seen from the post-test value of the experimental class of 73.4%, the value of the control class of 90.20%, and the percentage value of both 17.16% where 17.16% shows an increase in the learning outcomes the students have carried out. Keywords: &nbsp;physical education sport and health; sports and health; project based learning; learning resul

PENGARUH PENERAPAN SCIENTIFIC APPROACH BERBANTUAN E-LEARNING BERBASIS STEM TEMA LOCAL CONTENT PROJECT CUCI TANAH TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP PESERTA DIDIK

This study aimed to analyze the increase in critical thinking skills and mastery of concepts students through implementation scientific approach using e-learning-based STEM theme of Local Content Soil Washing Project. The limited research using quasi experiment with pretest-posttest non-equivalent control group design. The research was conducted on one of the private junior high school in the city's Metro involving two classes, experiment with using e-learning-based STEM theme of Local Content Soil Washing Project and grade control using teaching materials Integrated Science Curriculum 2013. The research instrument used in the form of observation sheet adherence to the use of e-learning teaching materials based STEM theme of Local Content Soil Washing Project, critical thinking skills test, test mastery of concepts, questionnaire responses and interviews students. Pretest and posttest data were analyzed using SPSS version 16. The result showed that there are significant differences on critical thinking skills and mastery of the concept of grade 7 learners who use e-learning-based STEM theme of Local Content Soil Washing Project compared with learners using materials teaching Integrated science Curriculum 2013. based on these results it can be concluded that the increase in critical thinking skills and mastery of concepts students are using e-learning-based STEM theme of Local Content Soil Washing Project significantly higher than the learners using teaching materials Integrated science Curriculum 2013. ; Penelitian ini bertujuan untuk menganalisis peningkatan keterampilan berpikir kritis dan penguasaan konsep peserta didik melalui penerapan scientific approach menggunakan e-learning berbasis STEM tema Local Content Project Cuci Tanah. Penelitian ini menggunakan metode quasi experiment dengan desain penelitian pretest-posttest non-equivalent control group design. Penelitian ini dilaksanakan pada salah satu SMP swasta di kota Metro dengan melibatkan dua kelas, yaitu kelas eksperimen dengan menggunakan e-learning berbasis STEM tema Local Content Project Cuci Tanah dan kelas kontrol menggunakan bahan ajar IPA Terpadu Kurikulum 2013. Instrumen penelitian yang digunakan berupa lembar observasi keterlaksanaan penggunaan bahan ajar e-learning berbasis STEM tema Local Content Project Cuci Tanah, tes keterampilan berpikir kritis, tes penguasaan konsep, angket tanggapan siswa dan format wawancara. Data pretest dan posttest dianalisis menggunakan SPSS versi 16. Hasil analisis data menunjukkan bahwa terdapat perbedaan yang signifikan pada keterampilan berpikir kritis dan penguasaan konsep peserta didik kelas 7 yang menggunakan e-learning berbasis STEM tema Local Content Project Cuci Tanah dibandingkan dengan peserta didik yang menggunakan bahan ajar IPA Terpadu Kurikulum 2013. Berdasarkan hasil tersebut dapat disimpulkan bahwa peningkatan keterampilan berpikir kritis dan penguasaan konsep peserta didik yang menggunakan e-learning berbasis STEM tema Local Content Project Cuci Tanah secara signifikan lebih tinggi dibandingkan dengan peserta didik yang menggunakan bahan ajar IPA Terpadu Kurikulum 2013

Self-Navigation Car using Reinforcement Learning

In this paper, a project is described which is a 2-D modelled version of a car that will learn how to drive itself. It will have to figure everything out on its own. In addition, to achieve that the simulator contains a car running simultaneously &amp;can be controlled by different control algorithms - heuristic, reinforcement learning-based, etc. For each dynamic input, the Reinforcement- Learning modifies new patterns. Ultimately, Reinforcement Learning helps in maximizing the reward from every state. In this first Part, we will implement a Reinforcement-Learning model to build an AI for Self Driving Car. Project will be focusing on the brain of the car not any graphics. The car will detect obstacles and take basic actions. To make autonomous car or self-driving car a reality, some of the factors to be considered are human safety and quality of life

On the use of case-based planning for e-learning personalization

This is the author’s version of a work that was accepted for publication in Expert Systems with Applications. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Expert Systems with Applications, 60, 1-15, 2016. DOI:10.1016/j.eswa.2016.04.030In this paper we propose myPTutor, a general and effective approach which uses AI planning techniques to create fully tailored learning routes, as sequences of Learning Objects (LOs) that fit the pedagogical and students’ requirements. myPTutor has a potential applicability to support e-learning personalization by producing, and automatically solving, a planning model from (and to) e-learning standards in a vast number of real scenarios, from small to medium/large e-learning communities. Our experiments demonstrate that we can solve scenarios with large courses and a high number of students. Therefore, it is perfectly valid for schools, high schools and universities, especially if they already use Moodle, on top of which we have implemented myPTutor. It is also of practical significance for repairing unexpected discrepancies (while the students are executing their learning routes) by using a Case-Based Planning adaptation process that reduces the differences between the original and the new route, thus enhancing the learning process. © 2016 Elsevier Ltd. All rights reserved.This work has been partially funded by the Consolider AT project CSD2007-0022 INGENIO 2010 of the Spanish Ministry of Science and Innovation, the MICINN project TIN2011-27652-C03-01, the MINECO and FEDER project TIN2014-55637-C2-2-R, the Mexican National Council of Science and Technology, the Valencian Prometeo project II/2013/019 and the BW5053 research project of the Free University of Bozen-Bolzano.Garrido Tejero, A.; Morales, L.; Serina, I. (2016). On the use of case-based planning for e-learning personalization. Expert Systems with Applications. 60:1-15. https://doi.org/10.1016/j.eswa.2016.04.030S1156

Continuous Control with a Combination of Supervised and Reinforcement Learning

This is the author accepted manuscript. The final version is available from the Institute of Electrical and Electronics Engineers via the DOI in this record.Reinforcement learning methods have recently achieved impressive results on a wide range of control problems. However, especially with complex inputs, they still require an extensive amount of training data in order to converge to a meaningful solution. This limits their applicability to complex input spaces such as video signals, and makes them impractical for use in complex real world problems, including many of those for video based control. Supervised learning, on the contrary, is capable of learning on a relatively limited number of samples, but relies on arbitrary hand-labelling of data rather than taskderived reward functions, and hence do not yield independent control policies. In this article we propose a novel, modelfree approach, which uses a combination of reinforcement and supervised learning for autonomous control and paves the way towards policy based control in real world environments. We use SpeedDreams/TORCS video game to demonstrate that our approach requires much less samples (hundreds of thousands against millions or tens of millions) comparing to the state-of-theart reinforcement learning techniques on similar data, and at the same time overcomes both supervised and reinforcement learning approaches in terms of quality. Additionally, we demonstrate applicability of the method to MuJoCo control problems.The authors are grateful for the support by the UK Engineering and Physical Sciences Research Council (EPSRC) project DEVA EP/N035399/1