The Effectiveness of Research Based Learning among Master degree Student for Health Promotion and Preventable Disease, Faculty of Public Health, Khon Kaen University, Thailand

Sota, Chulaporn; Peltzer, Karl

doi:10.1016/j.sbspro.2017.02.226

Cited by 29 publications

(24 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It enables students to place their learning within a meaningful context, establish an environment that encourages and supports research and emphasizes the synergy between research activity and learning in interdisciplinary research fields. It is also similar to Sota and Peltzer statement that RBL among master degree students through the assignment for research by searching from journal and reading, analyzing, synthesizing as well as giving presentations and holding a discussion together made students increase their cognitive, knowledge, ethics, social skills, communication, arithmetic, and information technology skills, satisfaction and information seeking skill [8].…”

Section: Resultssupporting

confidence: 67%

Comparison of Environmental Science Learning Outcomes Using Research-Based Learning for Biology Students

Sueb¹

2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

View full text Add to dashboard Cite

Abstract-The use of research-based learning in environmental science course has been done since a long time ago. Research-based learning enforced students to conduct group research based on their topic. The purpose of the research is to identify the outcomes of environmental science learning via research-based learning method for biology students. The research is a comparative study using four classes in 2016 academic year covering 126 students. Kruskal Wallis method was used for the data analysis because the data were not normally distributed. The result is p = 0.000 < α (0.05), which means there is a difference in students' learning outcomes after using the research-based learning method. The conclusion of the research is there is a difference of environmental science learning outcomes after using research-based learning approach for biology students.

show abstract

Section: Resultssupporting

confidence: 67%

Comparison of Environmental Science Learning Outcomes Using Research-Based Learning for Biology Students

Sueb¹

2018

Proceedings of the International Conference on Learning Innovation (ICLI 2017)

View full text Add to dashboard Cite

show abstract

“…Students who apply the scientific approach (research-based learning) have better problem solving skills than students who use other approaches (Yuliati, Riantoni, & Mufti, 2018). The application of research-based learning conditions students to deal with reading, analyzing, synthesizing, and presenting and discussion that can improve cognitive skills, communication, information technology skills, and satisfaction in finding information, all found in students in higher education (Sota & Karl, 2017). The learning activities are designed to teach students to become researcher, so that it is in accordance with the characteristics of mathematical statistics that require students to conduct investigations because the students are related to problems in everyday life.…”

Section: Students Responsementioning

confidence: 99%

The Development of Research-Based Learning Materials with Problem Solving and Problem Posing Oriented of Mathematics Statistics

Krisdiana¹,

Masfingatin

Murtafiah

2018

ajpm

View full text Add to dashboard Cite

This study aims to describe the feasibility of research-based learning materials with problem solving and problem posing oriented of Mathematics Statistics. This research is a development research refers to the instructional development cycle by Fenrich (1997). Data collection techniques by observation, tests, and closed questionnaires. Data analysis techniques used qualitative and quantitative descriptive analysis (mixing method). The results: (1) a valid Semester Learning Plan (RPS) both in content and construct, Student Activity Sheet (LKM) based on research and a Learning Result Test (THB) assessment sheet with good and very good assessment from the validator that can be used with few revision, (2) positive response from students to teaching materials amounted to 88.67%, (3) effectiveness of teaching materials was seen based on student learning completeness of 78.20%and better compared to classes that are not taught to use research-based learning teaching materials developed. The development of research-based learning materials with problem solving and problem posing oriented are valid, practic and effective that suitable for use in Statistics Mathematics learning process.

show abstract

“…ERP instructional model is developed by using a learning concept based research. Several reasons are used as the basic rationale in using learning-based research: (1) Research becomes one of important aspects in higher education [17] and the learning trend currently [18]; (2) It integrated learning-based research activities that can improve students' learning outcomes [19] and learning based contextual problems [20], [21] because it facilitates students to construct the knowledge independently so as students understand and evaluate the concepts that have been learned [17], [22]; (3) Learning outcomes that encompasses cognitive, affective, and psychomotor can be achieved by students by applying research activities integrated in teaching and learning process [23]. It is therefore hoped that by using ERP instructional model that comprises research activities provides the students to acquire HOTs in science and social science learning.…”

Section: Resultsmentioning

confidence: 99%

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Haryati¹,

Sukarno²,

Siswanto³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

View full text Add to dashboard Cite

Higher order thinking skill (HOTs) and 21stcentury moral values are pivotal skills to be mastered by college students in todays' digitalized era. This study,therefore aims to develop am an instructional model called Engage, Research, and Present (ERP) model. This provides opportunities for college students owning HOTs and 21st moral values. The Fuzzy Delphi Method (FDM) was employed to determine consensus among a panel of several experts. They come from educational and psychological experts (i.e. researchers) and teachers who have experience at least 10 years. They should evaluate the ERP model encompassing 12 sub phases. Five sub-phases are included in Engage and Research, and two sub-phases encompassed in Present. Based on FDM approach, ERP instructional model provides several activities identified facilitating HOTs and 21st century moral values in science and social science learning.

show abstract

The Effectiveness of Research Based Learning among Master degree Student for Health Promotion and Preventable Disease, Faculty of Public Health, Khon Kaen University, Thailand

Cited by 29 publications

References 1 publication

Comparison of Environmental Science Learning Outcomes Using Research-Based Learning for Biology Students

Comparison of Environmental Science Learning Outcomes Using Research-Based Learning for Biology Students

The Development of Research-Based Learning Materials with Problem Solving and Problem Posing Oriented of Mathematics Statistics

Development of Engage, Research, and Present (ERP) Instructional Model to Promote HOTs and 21st Century Moral Values: A Fuzzy Delphy Method

Contact Info

Product

Resources

About