Figure - available via license: Creative Commons Attribution 3.0 Unported
Content may be subject to copyright.
Context in source publication
Context 1
... analysis consists of graduate competence standard analysis (SKL), process standard, content standard and assessment standard, KI and KD. The result of curriculum analysis can be seen on Table 4. The result of the curriculum analysis revealed numbers of indicators with low percentage namely 1) student center learning (43.94%), 2) the implementation of practical work (46.97%) which indicates less implementation on procedural material, 3) skill assessment by using performance assessment (38.64%) which shows less implementation on practical work, 4) assessment to measure the process of students work (40.15%) which shows less implementation on authentic assessment in learning as demanded by 2013 curriculum. ...Similar publications
The present study examines the effectiveness of Linguistic constructive approach in enhancing achievement in Science among V Standard students. An experimental design has been adopted. Linguistic constructive approach is independent variable and achievement in science is the dependent variable. Thirty students of standard 5th of a local School here...
Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used...
Citations
Learning analytics, referring to the measurement, collection, analysis, and reporting of data about learners and their contexts in order to optimize learning and the environments in which it occurs, is proving to be a powerful approach for understanding and improving science learning. However, few studies focused on leveraging learning analytics to assess hands-on laboratory skills in K-12 science classrooms. This study demonstrated the feasibility of gauging laboratory skills based on students’ process data logged by a mobile augmented reality (AR) application for conducting science experiments. Students can use the mobile AR technology to investigate a variety of science phenomena that involve concepts central to physics understanding. Seventy-two students from a suburban middle school in the Northeastern United States participated in this study. They conducted experiments in pairs. Mining process data using Bayesian networks showed that most students who participated in this study demonstrated some degree of proficiency in laboratory skills. Also, findings indicated a positive correlation between laboratory skills and conceptual learning. The results suggested that learning analytics provides a possible solution to measure hands-on laboratory learning in real-time and at scale.
Science process skills are mostly researched in previous studies, but specifically for students in Papua, these skills have not become the main focus to be fostering. Inquiry learning is present as alternative learning to train students’ process skills. The research aims to foster the student process skill through inquiry science learning implementation. The research was a quasi-experimental method. Non-equivalent control group design was used. Data was collected using process skill tests. N-gain and independent t-test were used for data analysis. It was revealed that the process skill of student in the inquiry-based learning class was better compared to students in the conventional class (p <0.05). Science inquiry-based learning is better fostering science process skills indicator, that is observing, formulate a problem, formulate a hypothesis, and communicating. It can be concluded that for fostering student process skills, inquiry-based science learning is the right choice. it is better compared with conventional learning.
Inquiry is defined as a learning process in which comprehensive search is included and students are actively participate in the learning activities by integrating new information with old knowledge. The inquiry-based learning is based on the fact that the students are responsible for their own learning, and adopt a exploration and inquiry based learning strategies that allow them to structure the information their own minds. Due to conceptual richness and complexity of fractions, teaching them in mathematics lessons requires attention. The aim of this study is to reveal the effect of inquiry-based teaching on the students' ability to use math language (using fraction language), mathematics (sub-learning field of fractions) success at the 4th grade mathematics course in elementary school and the views of the teachers and students about learning-teaching process. In this study which was designed with mixed model, quasi-experimental design with pre-test and post-test control groups was applied. The study group consisted of 110 primary school students from a public school in Samsun. The group divided into 3 sub-groups as Experimental Group (N=39), Control Group 1 (N=36) and Control Group 2 (N=35). The data were analyzed by the researchers the academic achievement test for fraction teaching, the fractional terminology scale, end-of-process thinking form, end-of-process teacher interview form, end-of-process student interview forms. While qualitative data were analyzed by content analysis and descriptive analysis, quantitative data were analyzed using the IBM-SPSS-22 program, the Mann-Whitney U-Test, Kruskal Wallis H-Test, Wilcoxon Test analysis and Spearman Brown Row Differences Correlation Tests. The results of the study revealed that students who received inquiry-based instruction were more successful than both control groups and there was a significant difference in learning fractions. It was also found that inquiry-based mathematics education increased the use of fractional language and students were more successful than Control Groups. According to the findings obtained from the opinions of the students, it is concluded that inquiry based activities enable students to understand the topic better, students feel the responsibility for learning in themselves, they become the active participants of the learning process and they construct the information better in their minds.
