The Development of Interactive Blended Problem Based Learning Model for Programming Subject

Effendi, Hansi; Hendriyani, Yeka

doi:10.31227/osf.io/vfmny

Cited by 2 publications

(2 citation statements)

References 5 publications

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“…The type of research used is Research and Development (R & D) [16]. This study aims to produce a product in the form of a multirepresentation-based Physics module to improve students' critical thinking skills.…”

Section: Types Of Researchmentioning

confidence: 99%

Implementation of Multirepresentation Based Physics Modules to Improve Students Critical Thinking Skills

Mahardika,

Wicaksono

2023

JESBS

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Modules are printed teaching materials that are designed to be studied independently and have a systematic structure containing learning materials, learning activities and evaluation tools to achieve the expected competencies. The results of the 1st year development research a multi-representation-based physics module to improve students' critical thinking skills that meet validity and practicality. Multirepresentation is the presentation of the same material in different forms of delivery, which can be in verbal, mathematical, pictorial and graphic forms. The purpose of this study is to describe practicality including the implementation of learning, student activities, obstacles that arise. In addition, effectiveness includes critical thinking skills and student responses to the application of the module. The type of research used is Research and Development (R & D). The development model design used is the development model by Thiagarajan, namely the 4-D development model, which consists of four stages of Define, Design, Develop, and Disseminate. The research was carried out in the Even Semester of the 2022/2023 Academic Year on the work and energy. Extensive trials or dissemination were carried out at high schools in the former Besuki residency with research subjects involving 35 class X high school students. Collecting data in a study, namely questionnaires, interviews, observations or observations, tests and documentation. Critical thinking indicators include interpretation, analysis, evaluation, inference, explanation, and self regulation. Seeing the importance of this, multi-representation-based physics modules still require an implementation test by conveying concepts and implementing steps as teaching materials that explain one unit in a coherent and precise manner. Therefore, there is a need for further research on implementation to describe practicality including the implementation of learning, student activities, the obstacles that arise. In addition, effectiveness includes critical thinking skills and student responses to the application of multi-representation-based physics modules.

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Section: Types Of Researchmentioning

confidence: 99%

Implementation of Multirepresentation Based Physics Modules to Improve Students Critical Thinking Skills

Mahardika,

Wicaksono

2023

JESBS

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“…The IBPBL model was developed from the previous model of the Web-Based Interactive Blended Learning (WBIBL) model, which was also developed for the programming language course. One of the drawbacks of the previous model is that it has not yet integrated the PBL model, which is identified as the cause of the students being unable to solve problems that require critical, systematic, and innovative thinking skills to solve programming problems (Effendi & Hendriyani, 2017a).…”

Section: Introductionmentioning

confidence: 99%

The Conceptual and Hypothetical Model of Interactive Blended Problem Based Learning

Effendi

Hendriyani

2020

j. pendidik. indonesia.

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This article discusses the results of research on the development of conceptual models and hypothetical models of Interactive Blended Problem Based Learning (IBPBL) in Programming Language subjects for Electrical Engineering students at Universitas Negeri Padang. This model is a blended learning model that combines face-to-face learning in class and Moodle-based online learning with problem-based learning syntax in the field of Electrical Engineering. The research was carried out in three stages: (1) literature review, (2) formulation of the conceptual model, and (3) formulation of the hypothetical model. The IBPBL conceptual models consist of: (1) philosophical components: pragmatism; (2) theoretical components: cognitivism, behaviorism, constructivism, and connectivism; (3) methodological components: problem-based learning; and (4) technical components: problem-solving, cooperation, critical thinking, innovative, creative and systematic. The hypothetical model is based on students' ability to solve problems critically, creatively, collaboratively, systematically by utilizing the various advantages possessed by face-to-face and online learning in Programming Language courses. Model validation is done using expert judgment. The expert assessment assessed the IBPBL model in three aspects, namely: (1) component sufficiency, (2) content, and (3) ease of implementation.

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The Development of Interactive Blended Problem Based Learning Model for Programming Subject

Cited by 2 publications

References 5 publications

Implementation of Multirepresentation Based Physics Modules to Improve Students Critical Thinking Skills

Implementation of Multirepresentation Based Physics Modules to Improve Students Critical Thinking Skills

The Conceptual and Hypothetical Model of Interactive Blended Problem Based Learning

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