Report and Recommendation of Implementation Research-Based Learning in Improving Combinatorial Thinking Skills embedded in STEM Parachute Design Activities Assisted by CCR (Cloud Classroom)

Ridlo, Zainur Rasyid; Dafik, Dafik; Nugroho, C. I. W.

doi:10.13189/ujer.2020.080434

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…Next was 3D design software (such as Tinkercad, CAD), then online learning platform/website, and simulation software (such as PhET). Studies such as Ridlo, Dafik, and Nugroho [51] utilized an online learning platform to implement STEM activities. Lastly, it was discovered that only a few studies utilized software such as CAD, Arduino, augmented reality, and 3D design software in the last 5 years (2016 to 2020).…”

Section: What Kinds Of Rules Were Employed In Stem Activities During the Last 10 Years?mentioning

confidence: 99%

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Gyasi¹,

Zheng²,

Zhou³

2021

Sustainability

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Education is the road to sustainability, creating the appropriate environment for learners to socialize and acquire knowledge and skills for the 21st century. This study reviews 53 studies on Science, Technology, Engineering, and Mathematics (STEM) learning activities from 2011 to 2020. In the past last 10 years, STEM education has gained attention, and little is known about how researchers designed and implemented learning activities. This systematic review based on activity theory reveals that STEM learning activities mostly involved elementary students in all STEM disciplines, with a sample size from 1 to 50. STEM learning activities emphasize mixed tasks, evaluating mixed learning outcomes with three STEM disciplines. Researchers mostly preferred project-based learning and problem-based learning methods, lasting from 9 to 24 weeks under teacher guidance with no rewards. This study revealed that most STEM activities were implemented in the classroom. Finally, the most often-used tools were mixed hardware. The quiz is the most often utilized in STEM activity. Major understudied areas that can be investigated by future studies are also revealed in depth. The results and implications for future studies are also discussed in detail.

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Section: What Kinds Of Rules Were Employed In Stem Activities During the Last 10 Years?mentioning

confidence: 99%

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Gyasi¹,

Zheng²,

Zhou³

2021

Sustainability

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“…Situations when collaborative problems must be solved are provided with the opportunity to do so in cloud-based LMS. • In research-based learning, the instructor plans the students' exploring and creative attempts to solve new, unusual situations [27]. A cloud-based LMS offers video conferences and webinars to adopt this strategy.…”

Section: Explanatorymentioning

confidence: 99%

Structural model of a cloud-based learning environment for bachelors in software engineering

Vakaliuk

2021

Educ. Technol. Q.

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The article summarizes the essence of the category "model", presents the main types of models used in pedagogical research: structural, functional, structural-functional models. The basic requirements for the construction of these types of models are also given. The experience in building a model and designing a cloud-based learning environment of educational institutions (both higher and secondary) is analyzed. A structural model of a cloud-based learning environment for bachelors in software engineering is presented. Each component of the cloud-based learning environment model for bachelors in software engineering is described: target, management, organizational, content and methodical, communication, technological and effective. The model of interaction of participants of the educational process in the cloud-based learning environment is developed. Forms, methods, and tools (both traditional and cloud-based) of content and methodological components of the cloud-based learning environment's structural model that can be implemented in this cloud-based LMS are described. Forms of an educational activity (classes, practical training, independent work, control measures, as well as research work of students) are considered. The types of lectures that can be conducted in a cloud-based learning support system are described: lecture-conversation, lecture-discussion, video lecture, lecture-consultation, and lecture-presentation. The types of practical training offered in the cloud-based learning support system are described: laboratory work, workshop, seminar, and webinar. Different types of independent work and assessment are considered. The research work of students as a form of educational activity provided by the curriculum of bachelors in software engineering is singled out. The main teaching methods that can be implemented using a cloud-based LMS to support the training of bachelors in software engineering are considered. It is generalized that the cloud-based learning environment should solve all the main tasks facing higher education institutions.

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“…STEM is a learning approach that motivates students to come up with mind-on and hand-on-learning through the problem-solving process (Gita et al, 2021). STEM integration is defined as a combination of science, technology, engineering, and mathematics (Ridlo, 2020). STEM education also aims to build an understanding of STEM literacy which refers to an individual's thinking to apply four interrelated domains (Fathoni et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Development of RBL-STEM Learning Materials to Improve Students’ Combinatorial Thinking Skills in Solving Local \left(a,d\right)-edge Antimagic Coloring Problems for Line Motif Batik Design

Izza

Dafik

Kristiana

et al. 2023

EJEDU

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Combinatorials require critical thinking procedures and convincing reasoning in the problem-solving process. Indicators of the combinatorial skills include identifying some cases, recognizing patterns from all cases, generalizing all cases, proving mathematically, and considering with other combinatorial problems. To apply higher-order thinking skills, we apply research-based learning with a STEM approach. To develop student combinatorials, educators must also equip the learning process with teaching materials. This research develops RBL learning materials with a STEM approach to improve students’ combinatorial skills. The teaching materials that developed have met the criteria of valid, effective, and practical. The validity scores that obtained on each device were 3.66 for RTM, 3.53 for MFI, and 3.69 for THB. The observation results of learning implementation were 3.79 with a percentage of 94.75%, and student responses were 97% positive so that they met practical criteria. Based on the test results, researchers found that 82.75% of students were complete so that they met the effective criteria.

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Report and Recommendation of Implementation Research-Based Learning in Improving Combinatorial Thinking Skills embedded in STEM Parachute Design Activities Assisted by CCR (Cloud Classroom)

Cited by 8 publications

References 14 publications

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Perusing the Past to Propel the Future: A Systematic Review of STEM Learning Activity Based on Activity Theory

Structural model of a cloud-based learning environment for bachelors in software engineering

The Development of RBL-STEM Learning Materials to Improve Students’ Combinatorial Thinking Skills in Solving Local \left(a,d\right)-edge Antimagic Coloring Problems for Line Motif Batik Design

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