Problem-Based Learning Strategies Using Multiple Representations and Learning Styles to Enhance Conceptual Understandings of Chemistry

Arsani, Ida Ayu Anom; Setyosari, Punaji; Kuswandi, Dedi; Dasna, I Wayan

doi:10.52571/ptq.v17.n35.2020.72_arsani_pgs_860_876.pdf

Cited by 2 publications

(1 citation statement)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the adaptation of problem-based learning has translated to the engineering field (Nizaruddin, Muhtarom, and Zuhri 2019;Othman et al 2017;Arsani et al 2020). This method has been seen as an effective approach to linking the material being taught in engineering to real-world problems that students will encounter after graduation (Nizaruddin, Muhtarom, and Zuhri 2019).…”

Section: Active Learning In Engineeringmentioning

confidence: 99%

The Impact of Hands-on Geometric Dimensioning and Tolerancing Intervention Activities on Students in Engineering Design

Paige¹,

Schauer²,

Klesmith³

et al. 2023

Advances

View full text Add to dashboard Cite

In many mechanical engineering undergraduate curriculums, there are topics that are vital to the students' future careers in the manufacturing and design workforce that are not taught in-depth. As one of those topics, Geometric Dimensioning and Tolerancing, or GD&T, is vital to companies who develop and manufacture products because it allows one to communicate with other team members in order to produce and inspect manufactured parts. GD&T is filled with intricate concepts that are hard to grasp without repetition and practice. An active learning intervention was developed and deployed in a mechanical engineering undergraduate class at the Georgia Institute of Technology. The active learning interventions were developed to assist students in learning basic manual inspection methods and communicating through a part drawing. The goal was for the students to obtain a foundational, hands-on understanding of GD&T and implement their learnings onto a part drawing and inspection plan. The results of this intervention were based on a Knowledge Assessment, self-reported Self-Efficacy Survey, and an Exit Survey. These assessments revealed that the GD&T intervention had a significant impact on the students' knowledgebase of the topic and their ability to perform identification and inspection tasks used in the workforce. This paper discusses the intervention structure and its potential applications for engineering education in the workforce.

show abstract

Section: Active Learning In Engineeringmentioning

confidence: 99%

The Impact of Hands-on Geometric Dimensioning and Tolerancing Intervention Activities on Students in Engineering Design

Paige¹,

Schauer²,

Klesmith³

et al. 2023

Advances

View full text Add to dashboard Cite

show abstract

The Teachings of Tamansiswa (Niteni, Nirokke, Nambahi) Based E-PBL-STEM: Is It Feasible to Improve Critical Thinking Skills and Science Verbal Representation?

Widyawati,

Suyanta,

Kuswanto

et al. 2024

RGSA

View full text Add to dashboard Cite

Objective: The aim of this research is to analyze the feasibility and impact of the Tri N-based E-PBL STEM learning model on students' critical thinking skills and verbal representation in science learning. Theoretical framework: The competencies students must have in the 4.0 era are not just hard skills but more soft skills such as critical thinking and verbal representation. Learning must be able to facilitate the development of these skills while still upholding the teachings of the nation's culture. Therefore, it is necessary to develop a learning model based on problems, STEM and Tamansiswa Tri N teachings while still integrating technological advances with augmented reality. Method: The method used is quasi experiment with a one group pre test-post test research design. This quasi experimental research uses only one experimental class without using the control class as a comparison.. Results and conclusion: The research results show that the Tri-N based EPBL-STEM model was rated "Very good" by the validator with a total score of 114, meaning it exceeds 85.5. This is reinforced by 100% implementation of the RPP and 82.4% student response, which means they really like this model and practicality results from practitioners are 87.5%. The Tri N-based E-PBL STEM model also has the impact of increasing students' critical thinking skills scores and verbal representations through the GAin test. The average gain score for each material is 0.64. Meanwhile, the average scores for critical thinking skills and verbal representation were 0.64 and 0.70 respectively. The conclusion that there is an increase in students' critical thinking skills and verbal representation in the medium category. The findings of this research show that the Tri N-based EPBL-STEM model developed is very good and very practical, so it is very suitable to be applied in learning. Implications of the research: This research is limited to the variables of critical thinking skills and verbal representation of science as a first step to increasing students' soft skill competencies in building their own knowledge freely and comfortably. Originality: In the developing skills for the 4.0 era towards 5.0, this research is based on problem-based learning combined with STEM and Tamansiswa Tri N teachings by integrating AR.

show abstract

Problem-Based Learning Strategies Using Multiple Representations and Learning Styles to Enhance Conceptual Understandings of Chemistry

Cited by 2 publications

References 7 publications

The Impact of Hands-on Geometric Dimensioning and Tolerancing Intervention Activities on Students in Engineering Design

The Impact of Hands-on Geometric Dimensioning and Tolerancing Intervention Activities on Students in Engineering Design

The Teachings of Tamansiswa (Niteni, Nirokke, Nambahi) Based E-PBL-STEM: Is It Feasible to Improve Critical Thinking Skills and Science Verbal Representation?

Contact Info

Product

Resources

About