The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students’ Learning Outcomes

Supena, Ilyas; Darmuki, Agus; Hariyadi, Ahmad

doi:10.29333/iji.2021.14351a

Cited by 188 publications

(161 citation statements)

References 11 publications

Supporting

Mentioning

139

Contrasting

Unclassified

Order By: Relevance

“…Many teaching models, methods and techniques can be used in terms of employing the constructivist approach in schools. Of these, the 5E Model can be used effectively in many courses (Kozcu Cakir, Guven, & Celik, 2021;McQueen & McMillan, 2020;Supena, Darmuki & Hariyadi, 2021;Polgampala, Shen & Huang, 2016;Borah, 2020;Siddiqui, 2016;Turan & Matteson, 2021). 5E is an instructional model based on a constructivist approach to learning.…”

Section: Kibici 118mentioning

confidence: 99%

Effects of Online Constructivist 5E Instructional Model on Secondary School Music Lessons

Kibici

2022

IJTE

View full text Add to dashboard Cite

In this research, it was aimed to investigate the effect of online 5E instructional model on the 6th grade music lesson of secondary school in terms of students' course achievement, attitude and retention. The research had a pretest-posttest control group, which is one of the semi-experimental models. The research was carried out on 40 students studying in a private secondary school in Turkey in accordance with the purpose of the study. A teaching program based on the online 5E instructional model was developed for the experimental group. For this purpose, an 8-week instruction program was designed. Applications were carried out simultaneously in the experimental and control groups. In the research, secondary school 6th grade music lesson achievement test and attitude scale were used as data collection tools. Mann Whitney U test was applied to compare the scores of the achievement test, attitude scale and retention test of the groups. Significant differences were found between the music lesson posttest and attitude scores of the experimental group that was taught online according to the constructivist 5E model and the control group, which was taught using the traditional teaching method.

show abstract

Section: Kibici 118mentioning

confidence: 99%

Effects of Online Constructivist 5E Instructional Model on Secondary School Music Lessons

Kibici

2022

IJTE

View full text Add to dashboard Cite

show abstract

“…It means a problem requires data analysis to conclude correctly. Supena et al (2021) explain that an inferential statistical problem requires data analysis to draw an accurate conclusion. The implication of the interval estimation problem is -starting the process from the context, such as variance.…”

Section: Discussionmentioning

confidence: 99%

Undergraduate students’ errors on interval estimation based on variance neglect

Murtiyasa

Ma'rufi

Abdullah

2022

jel

View full text Add to dashboard Cite

Interval estimation is an important topic, especially in drawing conclusions on an event. Mathematics education students must possess the skill to formulate and use interval estimation. The errors of mathematics education students in formulating wrong interval estimates indicate a low understanding of interval estimation. This study explores the errors of mathematics education students in interpreting the variance in the questions regarding selecting the proper test statistic to formulate the interval estimation of mean accurately. Respondents in this study involved 36 students of mathematics education (N = 9 males, N = 27 females). This research is qualitative research with a qualitative descriptive approach. Data collection was carried out using the respondents’ ability test and interviews. The respondents’ ability test instrument was tested on 36 students and declared valid where r-count r-table with r-table of 0.3291, and declared reliable with a Cronbach Alpha value of 0.876 0.6. Through an exploratory approach, data were analyzed by categorizing, reducing, and interpreting to conclude students' abilities and thinking methods in formulating interval estimation of the mean based on the variance in questions. The results showed that mathematics education students neglected the variance, so they could not determine the test statistics correctly, resulting in error interval estimates. This study provides insight into the thinking methods of mathematics education students on variance in interval estimation problems in the hope of anticipating errors in formulating interval estimation problems.

show abstract

“…De esta manera, es posible combinar las diferentes materias y estudiantes para un aprendizaje colaborativo, lo que permite mejorar el rendimiento del proceso y la productividad de los cursos (Bhat et al, 2020). Además, desde hace tiempo se ha demostrado que el sistema de apoyo entre pares permite a los estudiantes internalizar de mejor manera los contenidos y facilita la discusión y la interacción entre ellos, lo que ayuda a aprender de los conocimientos, habilidades y experiencias de los demás (Leinonen y Gazulla, 2014;Supena et al, 2021).…”

Section: Rodríguez-grauunclassified

Metodología de aprendizaje colaborativo para la reutilización de residuos producidos durante de la formación académica universitaria

Rodríguez-Grau¹,

Valderrama-Ulloa²,

Sandoval³

et al. 2022

Form. Univ.

View full text Add to dashboard Cite

Este estudio desarrolla una metodología de aprendizaje colaborativo que permite reutilizar residuos generados en la academia, sin comprometer los objetivos de aprendizaje, y fomentar en los estudiantes una actitud medioambiental responsable. La metodología tiene cinco subsecciones: 1) identificación de cursos que generan residuos físicos en los programas curriculares vigentes; 2) análisis de la factibilidad técnica de la reutilización de los desechos identificados; 3) diseño de la propuesta de intervención; 4) implementación de la metodología; y 5) evaluación de la metodología. Los resultados muestran que el aprendizaje colaborativo permite a los estudiantes de primer año aprender de la experiencia y conocimiento de estudiantes de los últimos años, impulsando una carga cognitiva mayor y más eficaz que el aprendizaje individual. Adicionalmente, se logró reutilizar el 80% de residuos generados en actividades prácticas de docencia. Se concluye que la metodología implementada concientiza a los estudiantes sobre problemáticas medioambientales (residuos) a los que se verán enfrentados cuando ya sean profesionales.

show abstract

The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students’ Learning Outcomes

Cited by 188 publications

References 11 publications

Effects of Online Constructivist 5E Instructional Model on Secondary School Music Lessons

Effects of Online Constructivist 5E Instructional Model on Secondary School Music Lessons

Undergraduate students’ errors on interval estimation based on variance neglect

Metodología de aprendizaje colaborativo para la reutilización de residuos producidos durante de la formación académica universitaria

Contact Info

Product

Resources

About