Enhancing STEM Majors’ College Trigonometry Learning through Collaborative Mobile Apps Coding

Hsu, Yu-Chang; Ching, Yu‐Hui; Callahan, Janet; Bullock, Doug

doi:10.1007/s11528-020-00541-0

Cited by 4 publications

(2 citation statements)

References 28 publications

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“…Kemampuan siswa dalam memahami konsep matematika dapat diketahui dari bagaimana siswa tersebut mampu untuk menyelesaikan soal dari setiap langkah yang dituliskannya (Kamber & Takaci, 2018;Weber, 2021). Tidak urutnya cara mengerjakan yang ditunjukkan siswa dalam memahami rumus serta konsep menunjukkan bahwa siswa mengalami kesulitan dalam belajar (Hsu et al, 2021). Proses pembelajaran di kelas selalu cenderung menekankan pada pengetahuan konsep yang dipelajari (Riana et al, 2020), sedangkan kemampuan siswa untuk memahami konsep hanya diberikan dalam waktu yang sangat singkat, oleh karena itu siswa sering melakukan kesalahan saat menyelesaikan masalah (Insani & Kadarisma, 2020).…”

Section: Pendahuluanunclassified

Kendala siswa dalam mengatasi kesulitan belajar Trigonometri: Youtube sebagai sumber belajar Matematika

Sugianto

In’am²,

Syaifuddin³

2023

jitp

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YouTube platform video-sharing sebagai sumber belajar pada semua mata pelajaran yang sesuai topik yang dicari. Tujuan pada penelitian ini adalah untuk mengetahui bagaimana cara mengeksplorasi kanal Youtube sebagai sumber belajar siswa pada mata pelajaran matematika materi trigonometri di kelas X SMA. Jenis penelitian deskriptif kuantitatif, instrumen yang digunakan adalah angket eksplorasi materi trigonometri dengan skala likert. Populasi yang digunakan adalah seluruh siswa di SMA dengan jumlah 500, dengan kelas X sebagai sampel menggunakan metode slovin yaitu 80 orang. Teknik pengumpulan data yang digunakan berupa angket yang dibagikan kepada siswa dengan google form menggunakan fitur survey. Instrumen yang dikembangkan telah divalidasi dan diuji tingkat reliabilitasnya oleh 2 dosen dan 2 praktisi menggunakan uji Q-Cochran baik dari segi muka dan isi. Hasil skor uji test untuk validasi pada statistik Asym.sig menunjukkan nilai sebesar 0.417, dan skor 0.724 untuk tingkat reliabel dengan kategori sangat tinggi. Hasil dari penelitian ini mengeksplorasi kanal Youtube sebagai sumber belajar siswa pada trigonometri. Hasil angket pada penelitian menunjukkan bahwa 81,65 % menggunakan kanal youtube sebagai sumber belajar tambahan untuk menyelesaikan tugas pada materi trigonometri dengan kategori sangat positif.YouTube is a video-sharing platform as a learning resource in all subjects that match the topics you are looking for. This study aimed to discover how to explore the YouTube channel as a learning resource for students in trigonometry in class X SMA. In this type of quantitative descriptive research, the instrument used is an exploratory questionnaire on trigonometry material with a Likert scale. The population used was all high school students with a total of 500, with class X as the sample using the Slovin method, namely 80 people. The data collection technique used is in the form of a questionnaire which is distributed to students with a Google Form using the survey feature. The developed instrument has been validated and tested for its reliability level by two lecturers and two practitioners using the Q-Cochran test in terms of face and content. The results of the test scores for validation on the Asym.sig statistics show a value of 0.417 and a score of 0.724 for a reliable level with a very high category. The results of this study explore the Youtube channel as a source of student learning in trigonometry. The questionnaire results in the study showed that 81.65% used the YouTube channel as an additional learning resource to complete assignments on trigonometry material in a very positive category.

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Section: Pendahuluanunclassified

Kendala siswa dalam mengatasi kesulitan belajar Trigonometri: Youtube sebagai sumber belajar Matematika

Sugianto

In’am²,

Syaifuddin³

2023

jitp

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“…Besides, social interactions lead to the students' reliance on sources other than the teachers instead of perceiving the teachers as the only source for acquiring skills and seeking suggestions, which reduces the tutors' work burden. Hsu et al [38] and Tsompanoudi et al [39] found that encouraging students to pair in a programming course was more effective for students engaging in high-level languages, leading to a higher percentage of students completing the course. Similarly, the distinctions between the learners who work "solo" and those working in pairs were made in a 2018 paper, contributing to the conclusion that programming knowledge, collaboration, and technical skills were further improved with a partnership [40].…”

Section: A Literature Reviewmentioning

confidence: 99%

Adoption of Visual Programming Environments in Programming Learning

Batiha¹,

Sahari²,

Aini³

et al. 2022

Int. J. Adv. Sci. Eng. Inf. Technol.

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Programming education is gradually integrated into the school and university curricula. Accordingly, studies in the Computer Science education field have highlighted issues such as high failure rate, memorizing, bugs, the complexity of concepts, motivation, and uconfidence faced by students when learning a programming language, specifically object-oriented programming. These issues require specific learning environments to reach the target audience. Therefore, the objectives of this article are to identify the issues based on previous work and to verify those issues by interview feedback conducted with lecturers in the Department of Computer Science and Information Technology at the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Following that, the theoretical principles underpinning environments were studied to explore the suitability of these environments for university education based on the identified issues. The investigated environments included Turtle Graphics, Alice, BlueJ, Greenfoot, Snap!, and NetsBlox, a co-located collaborative block-based programming, and OOPP were studied and used to teach and learn object-oriented programming. Based on the interviews with experts, we found that students still had issues when learning programming, which involved memorizing, bugs, the complexity of concepts, unconfidence, communicating with students during a calamity (distance learning), and a number of students in labs. We conclude that these environments focus on some issues and ignore others, and no single environment satisfies all these issues, which causes students to be demotivated. In a further study, all these issues will be addressed by developing a learning environment, and its effectiveness shall be tested.

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