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Kilty, Trina J., und Andrea C. Burrows. „Systematic Review of Outdoor Science Learning Activities with the Integration of Mobile Devices“. International Journal of Mobile and Blended Learning 12, Nr. 2 (April 2020): 33–56. http://dx.doi.org/10.4018/ijmbl.2020040103.
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The purpose of this systematic study review was to describe how researchers integrated mobile devices into outdoor science learning, assessment of those activities, and alignment of purpose, integration, and assessment. From initial 980 search results, the authors selected 45 articles based on the eligibility criteria of: (a) empirical study; (b) learning activity with science content; (c) outdoor setting; (d) mobile device integration; and (e) assessement. Researchers designed outdoor science learning activities integrated with mobile devices for the purposes of science knowledge gain, affective domain gain, and scientific inquiry. Researchers aligned components of scientific inquiry including hypothesis formation, observation, data collection and interpretation, and communication and collaboration. Conclusions describe benefits to integrating mobile devices with outdoor science learning activities by supporting scientific inquiry skill development. Alignment of purpose and assessment provides evidence of student learning important in meeting accountability standards.
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Roller, Rachel M., Saichon Sumantakul, Michelle Tran, Andrea Van Wyk, Jessica Zinna, Destiny A. Donelson, Sarah G. Finnegan et al. „Inquiry-Based Laboratories Using Paper Microfluidic Devices“. Journal of Chemical Education 98, Nr. 6 (26.05.2021): 1946–53. http://dx.doi.org/10.1021/acs.jchemed.1c00214.
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Colburn, Ben. „Dramatic Vignettes in Moral Inquiry“. Social Analysis 67, Nr. 3 (01.09.2023): 66–74. http://dx.doi.org/10.3167/sa.2023.670305.
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Abstract Anthropologists and philosophers have typically been skeptical about the use of dramatic vignettes in the study of ethics, in particular targeting three characteristic features of such devices—stylization, simplification, and selectivity—and arguing that they undermine ethical inquiry. I argue that this skepticism misconstrues the aims of arguments that incorporate such devices. Rather than seeing them as botched attempts at historical or scientific reporting, we should evaluate dramatic vignettes as a genre of ethically illuminating speculative fiction, useful for understanding the concepts and counterfactual commitments that are embedded in our ethical practices. So construed, they sit in a wider methodological context that vindicates them as a useful part of ethical inquiry.
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Islamiyah, Nahdhiah. „PENGEMBANGAN PERANGKAT PEMBELAJARAN KONSEP BAKTERI DENGAN MODEL INKUIRI PADA SISWA SMA“. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 1, Nr. 1 (07.09.2019): 32. http://dx.doi.org/10.20527/binov.v1i1.7023.
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Biology learning process that occurs in SMAN 2 Muara Teweh still using devices based learning and student handbooks with the curriculum SBC devices are arranged in the Subject Teachers Council (MGMP). Student handbook based curriculum SBC used as basis for the preparation of such devices in general. Learning with the inquiry model of bacterial material has never been used by teachers in order to improve the learning spirit of students to learn. The material of bacteria is one of the materials related to the scientific attitude. The aim of this study is to produce a software development learning inquiry model with the concept of high school students of class X bacteria valid and practical and can study the implementation of the concept of bacteria using a model of an effective inquiry. Samples were individual trials that test 3 and test experts legibility on 6 students, small groups of test class numbered 19 students and class field tests totaling 24 students. The instrument of this research is the syllabus, lesson plans, worksheets, assessment sheets, key pieces of assessment, teaching materials, process observation sheet, psychomotor skills, critical thinking, character, social behavior and the activities of teachers and students. Data retrieved student learning outcomes through pretest and posttest in learning the concept of bacteria using inquiry model. Activity observation sheet obtained under observation while the activities of the skills assessed by sheets of skills. It can be concluded that Practicality learning device has been reached. the enforceability of RPP and either categorized student activity, student responses almost all the students are very happy. The effectiveness of the learning device has also been met, it is based on the cognitive learning products and cognitive processes has reached mastery that students get the value of N-gain with high category, the assessment results psychomotor skills, assessment of social attitudes and attitude of the character, as well as critical thinking has been included in both categories, research can produce development tools through inquiry model valid, practical and effective.
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Samidi, Samidi. „PENGEMBANGAN PERANGKAT PEMBELAJARAN KONSEP JAMUR DI SEKOLAH MENENGAH ATAS“. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 1, Nr. 1 (07.09.2019): 38. http://dx.doi.org/10.20527/binov.v1i1.7024.
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Based on clinical supervision at Loban 1 Public High School, most of the teachers have not developed their own learning tools, so that relevance to learning in schools needs to be addressed. This research & development uses the ASSURE development model on the Mushroom concept using the guided inquiry learning model and the 5M approach. The purpose of this study is to develop a mushroom concept learning device using a model of guided inquiry in high school that is valid, practical and effective. The subject of research & development is a learning device while the object of research is students of SMA 1 Loban River, Tanah Bumbu Regency. Individual trials were carried out in the X-MIA3 class, and small group tests in the X-MIA2 class and field tests were carried out in the X-MIA1 class. Data on the validity of learning devices include validation by three experts, data on the practicality of learning devices including assessment of the implementation of lesson plans, student responses to learning, observation of teacher and student activities during learning activities and the level of effectiveness of learning devices including a) cognitive and product learning outcomes. b) results of the assessment of performance skills, c) results of the assessment of social attitudes, d) results of spiritual attitude assessment, and e) results of the assessment of critical thinking skills. The results of the study showed that the learning devices that had been developed had fulfilled the indicators of validity, practicality, and effectiveness, thus the Mushroom concept learning tools developed by using the guided inquiry model and the 5M approach could already be used in learning activities.
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Maharani, Nanda Intan, I. Wayan Dasna und Candra Utama. „The Effectiveness of Inquiry-Based Learning Instrument to Enhance Student’s Critical Thinking Skills“. Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar 15, Nr. 2 (17.06.2023): 66–77. http://dx.doi.org/10.18860/mad.v15i2.18682.
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The limitations of inquiry-based learning tools have an impact on the low critical thinking skills of elementary students in science learning. This study aims to examine the effectiveness of inquiry-based learning tools to improve critical thinking skills. The study design is a quasi nonequivalent control group experiment. The experimental class was treated with inquiry-based learning devices, the control class was implemented with STAD-based learning devices. The population and sample in this study were students in grades IVA and IVB at SDN Kepanjen 2 and SDN Panggungrejo 4. This study was conducted for one month from August to September 2022. The instrument used was a critical thinking skills test. The validity test is calculated based on the Aiken index. Data were analyzed based on the pair t-test. The results of this study indicate a very significant difference in students' critical thinking skills. The average score of students' critical thinking before the use of inquiry learning tools in the experimental class was 53.59 and after being used was 82.44. Control group students have an average critical thinking ability of 42.35 and thereafter 59.88. There are factors that affect the effectiveness of inquiry-based learning tools including the validity of the device, the difference in the average score of critical thinking skills which is very significant for students in the experimental and control groups, the responses of students and teachers, and the implementation of learning. In conclusion, instructional inquiry tools are effective for improving critical thinking skills. This study recommends the development of inquiry-based learning tools to improve students' critical thinking skills.
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King, Paul H. „Analyzing How Devices Are Used [Review of "Contextual Inquiry for Medical Device Design"]“. IEEE Pulse 7, Nr. 1 (Januar 2016): 62. http://dx.doi.org/10.1109/mpul.2015.2498501.
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Bannan, Brenda, Erin Peters und Patricia Martinez. „Mobile, Inquiry-Based Learning and Geological Observation“. International Journal of Mobile and Blended Learning 2, Nr. 3 (Juli 2010): 13–29. http://dx.doi.org/10.4018/jmbl.2010070102.
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This exploratory study examines the use of integrated and complementary technology systems including mobile devices to explore an instructional experience designed to provoke observational inquiry and geological reasoning with upper elementary and middle school students. Mobile devices combined with classroom-based computer technology loaded with Google EarthTM software provided enhanced and varying views of a geological phenomenon allowing students to identify and reason about visual evidence of erosion in their local environment. A socio-cultural frame was also employed to examine the data in relation to social structures, cultural practices and individual agency. Findings indicate that the incorporation of mobile devices into an overarching instructional intervention involving geological observational inquiry promoted enhanced geological observation and reasoning in the field as well as demonstrated some evidence of appropriation in shifts of agency, social structures and cultural practices for the students in this study.
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Patonah, Siti, Duwi Nuvitalia, Ernawati Saptaningrum und Endang Wuryandini. „Inquiry Learning Tools to Train Science Process Skills at The Junior High School Level“. JPPS (Jurnal Penelitian Pendidikan Sains) 9, Nr. 2 (21.05.2020): 1812–18. http://dx.doi.org/10.26740/jpps.v9n2.p1812-1818.
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Inquiry is a core of science learning. One of the factors of success in learning in the classroom is determined by the existence of learning tools that are appropriate to the learning objectives. This study aims to determine the extent of the feasibility of inquiry learning devices at the junior high school level to drive science process skills. The research method uses descriptive quantitative. Data analysis was performed on the results of the validator using content validity. As 2 expert validators came from 2 different colleges and one from school practitioners. Validated learning tools consist of lesson plan, teaching materials, and assessment. Lesson plan developed using inquiry learning model with OMGVA syntax (observation-manipulation-generalization-verivication-application). Validation method uses the Aiken model. The results obtained show that all learning devices are valid with a range of 0.8 and 1 values, meaning that inquiry learning devices can be used to train process skills in junior high school level.
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Pramesti, Santika Lya Diah, und Salafudin Salafudin. „Development of Humanistic Statistics Learning Devices Based one Inquiry and Mind Mapping Models“. Al-Jabar : Jurnal Pendidikan Matematika 9, Nr. 1 (25.06.2018): 85. http://dx.doi.org/10.24042/ajpm.v9i1.2341.
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The purpose of this research are: (1) to determine the characteristic of humanistic statistics learning, (2) to obtain a humanistic statistics learning tools based on valid, practical, and effective inquiry and mind mapping learning model. The research method uses 4D Thiagarajan which has been modified to 3D, namely: define, design, and develop. Implementation of the development and humanistic statistics learning tool trials using Inquiry and Mind Mapping learning model show that learning tools used in statistical learning activities were practical and effective. The trial shows an increase of students’ statistical problem-solving ability using humanistic learning based on Inquiry and Mind Mapping learning model. The improvement of statistical problem-solving on Inquiry learning model is better than humanistic statistics learning using Mind Mapping learning model.
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Bónus, Lilla, und Erzsébet Korom. „Mobiltechnológiával támogatott kutatásalapú tanulás“. Magyar Pedagógia 122, Nr. 2 (30.06.2022): 109–24. http://dx.doi.org/10.14232/mped.2022.2.109.
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Learning supported by mobile technology is extremely popular today because these technologies can support learning in different contexts. Mobile phones, e-book readers, MP3 and portable media players, tablets, laptops, smartphones, and GPS receivers can be considered mobile technology. As it can be seen from this list, they are different IT devices that can be held in the hand. Since they are portable devices, they enable learning regardless of time and place. The learning and teaching processes realized with mobile technology are called mobile learning (m-learning). Not only the device but also the student and learning are mobile. In the 2000s, research was published in the international literature in which mobile technologies supported learning by supplementing inquiry-based learning (IBL). Mobile technology-supported inquiry-based learning (mIBL) offers potential opportunities to support different levels of inquiry and generate new types of research; it helps to arouse and maintain students’ curiosity and motivation; it connects formal school and informal natural science learning related to everyday life. Although the research results so far show that mobile technology provides adequate support for IBL learning processes, practical strategies, recommendations, and guidelines are needed for further development and appropriate educational application. This study reviews the characteristics and practical applications of mobile learning through mobile technologies, emphasizing the support of inquiry-based learning.
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Utusan, Firani Christianti, Mursalin und Trisnawaty Junus Buhungo. „Developing Learning Management System-Based Inquiry Model Learning Devices for Dynamic Electricity Materials“. Journal of Humanities and Social Sciences Studies 5, Nr. 5 (23.05.2023): 81–90. http://dx.doi.org/10.32996/jhsss.2023.5.5.10.
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This research is aimed at producing LMS-based inquiry model learning devices for dynamic electricity materials and probing the validity, effectiveness, and practicality of the developed products. This was research and development (R&D) using the 4D model made up of four phases, which were Define, Design, Develop, and Disseminate. The research subjects were twelfth graders in Science class SMAN 1 Bolangitan. Data were collected using several instruments: expert validation sheets, learning output tests, and student response questionnaires. The learning device validity was determined based on the mean score given by content, design, and learning media validators. The mean score was 1.00 at the very valid criterion. The N-gain, identified to observe the learning device effectiveness, was 0.77 at the effective criteria. The mean score of student responses was 70.06 at the very practical criterion. Building on the results, the developed devices met the criteria for quality products, i.e., valid, effective, and practical.
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Becker, Sebastian, Pascal Klein, Alexander Gößling und Jochen Kuhn. „Using mobile devices to enhance inquiry-based learning processes“. Learning and Instruction 69 (Oktober 2020): 101350. http://dx.doi.org/10.1016/j.learninstruc.2020.101350.
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Ahmed, Sohaib, und David Parsons. „Abductive science inquiry using mobile devices in the classroom“. Computers & Education 63 (April 2013): 62–72. http://dx.doi.org/10.1016/j.compedu.2012.11.017.
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Nasbey, Hadi, Vina Serevina, Ihsan Hijria Putra und Sriwati. „Student responses to the development of online learning device based guided inquiry in mechanical waves matter“. Journal of Physics: Conference Series 2309, Nr. 1 (01.07.2022): 012100. http://dx.doi.org/10.1088/1742-6596/2309/1/012100.
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Abstract Online learning is an interactive activity with virtual application devices. This online learning has been developed in the concept of mechanical wave with Guided Inquiry learning model and scientific approach in the form of teaching device such as Learning Implementation Plan (RPP), Student Worksheets (LKS), assessment design, materials and sample questions. The purpose of this research is to describe the necessary and feasibility of online learning device based guided inquiry by exploring students’ responses developed to face the education challenges of 21st century on global pandemic era in remote areas with a research model 4D development. The benefit of this research is to support students in implementing distance learning. Assessment of the feasibility of the device is carried out by the validator experts with an average score is 81.9% for media, learning is 75.0% and 82.5% for material. This research was applied to 57 students. The result, stated the learning device with positive responses from students 81.12%. This means that students can follow by using and simulating online learning experiments. So, it is stated that the online learning device based guided inquiry in mechanical waves matter are deemed appropriate and required by students to support distance learning.
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Syamsidah, Ratnawati, Amir Muhiddin und Mithen Lullulangi. „Effectiveness of Learning Devices with Inquiry Learning Models to Increase Skills Creative Thinking Students“. Education, Language and Sociology Research 1, Nr. 1 (05.06.2020): p128. http://dx.doi.org/10.22158/elsr.v1n1p128.
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This study aims to obtain learning tools with a valid, effective, and practical Inquiry learning model to improve students’ creative thinking skills. This research is research and development. Implemented using the 4 D model of the Thiagarajan, Semmel, and Semmel models through four stages: the defining stage, the design phase, the development stage, and the disseminate stage. The subjects of this study were 35 students majoring in family welfare education even in the academic year 2019/2020. The results of this study are: 1) A learning device with a valid, effective, and practical Inquiry model has been obtained and has been responded positively by the kitchen subjects to improve students’ thinking skills. IL), modules/textbooks with the Inquiry Learning model (IL) and the Inquiry learning guide model books on Kitchen Tools that are valid, effective, and practical. Juda has produced IPR for model guidance.
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Sumiyarti, Lita, Dadi Setiadi und Jamaluddin Jamaluddin. „The Development of Learning Devices Based on Guided Inquiry and Affectivities for Students' Critical Thinking Skills“. Jurnal Penelitian Pendidikan IPA 5, Nr. 2 (10.07.2019): 194. http://dx.doi.org/10.29303/jppipa.v5i2.275.
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Abstract: The purpose of this research is to make the learning device based on guided inquiry in science learning and affectivities to improve students’ critical thinking skills and to examine its validity, effectiveness, and practicability. This research adapts Borg & Gall Research and Development and modification. The instruments of the research were instrument validation results, practicality, and effectiveness. Data were collected by employing a validation sheet that was validated by the assessor to gain validation and practicality scores, the student's positive response questionnaire and learning result test sheet were full filled-in by the students, and the observation sheet was full filled-in by the observer. The average score of total validity is in the score range of 2.6<SV≤3.5 and is an invalid category. The result of practicality research of learning devices based on practicality questionnaire the range of 3.5-4.0 and is in a very practice category. The result of effectiveness based on learning result test showed that 75 % of the students are completely based on the results of the research, it can be concluded that the learning device based on guided inquiry is valid, practical, and effective that is feasible to be used in a learning activity in the classroom.Keywords: Development Research; Guided Inquiry; Critical Thinking Skill
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Opticia, Nerva Nur, Siti Khabibah und M. Masriyah. „Development of guided inquiry model mathematics learning tools to practice critical thinking skills for students in linear program materials“. International Journal of Trends in Mathematics Education Research 5, Nr. 2 (30.06.2022): 133–40. http://dx.doi.org/10.33122/ijtmer.v5i2.95.
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This study aims to describe the process of developing the device and producing a good quality guided inquiry model mathematics learning tool on linear program material for class XI SMA, and to describe the effectiveness of guided inquiry model mathematics learning which can train students' critical thinking skills on linear program material. This type of research is development research (RnD). The learning tools developed in this study are the Learning Implementation Plan (RPP), Students Worksheet (LKPD), and Critical Thinking Ability Test (TKBK) are developed using a 4-D development model which consists of four stages, namely the define stage, the design stage, the develop stage, and the disseminate stage. The research subjects for the trial class were 13 students of class XI MIPA 3 and the research subjects for the implementation class were 17 students of class XI MIPA 1. Based on the results of descriptive analysis, it was found that the learning tools developed were of good quality because they met valid, practical, and effective criteria. The learning device is said to be valid because all validators give a minimum score of 3 for each aspect of the assessment on a scale of 1-4 and the critical thinking ability test questions meet the valid, reliable, and sensitive criteria. The learning device is said to be practical because the teacher's activities in managing learning meet good criteria and the activities of students meet the active criteria. Learning devices are said to be effective because students 'responses to learning devices and learning activities meet the positive category, guided inquiry mathematics learning model to train students' critical thinking skills is achieved.
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Hu, Hong Xin, und Ming Cui. „Development Scheme of Mobile Campus Information Integration Platform Based on Android“. Applied Mechanics and Materials 347-350 (August 2013): 2769–72. http://dx.doi.org/10.4028/www.scientific.net/amm.347-350.2769.
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This paper reports on the design of software based on Android operating system, which enables smart phone, tablet PC and other devices to communicate with WEB server through the network. The WEB server then sends the data got from connection with school shared database to Android client device in JSON way. Data synchronization is made on a regular basis between campus education administration systems, students and faculty systems, scientific research systems, library system and the shared database. Thus campus information inquiry and interaction can be achieved by mobile devices such as Android smart phone or tablet computer.
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Nurtikasari, Ayu Wika, Sari Edi Cahyaningrum und Muslimin Ibrahim. „Development of Guided Inquiry-Based Chemistry Instructional Materials to Train Science Process Skills“. Studies in Philosophy of Science and Education 4, Nr. 3 (30.11.2023): 123–32. http://dx.doi.org/10.46627/sipose.v4i3.286.
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The purpose of this research is to produce guided inquiry learning tools that are feasible in terms of validity, practicality, and effectiveness in training students' science process skills in acid-base material. This study refers to the Research and Development (R&D) research design. The device was implemented in class XI MIA I and XI MIA II Bani Ali Mursyad PSM Banaran with a total of 58 students. The results of this study indicate: (1) The validity of the device is in the very good category: the learning implementation plan (RPP) is in the very good category, the student worksheets (LKPD) are in the very good category, the syllabus is very good, the assessment sheets are in the very good category. (2) The practicality of learning devices is in the very practical category based on the results of the implementation of the lesson plans. (3) The effectiveness of learning devices is categorized as effective based on the N-gain test of student learning outcomes. (4) Achievement of process skills based on the results of LKPD and observation sheets categorized as skilled. Based on the results of the research, it shows that the learning tools are in the very good category, very practical, effective and skilled so that the learning tools are feasible to use.
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Buku, Maria Novita Inya, Getrudis Wilhelmina Nau und Imelda Tidora Sombo. „Development integrated science learning device on human digestive system material based on inquiry-flipped classroom“. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan 6, Nr. 1 (08.02.2024): 19. http://dx.doi.org/10.20527/bino.v6i1.18150.
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At Rosa Mystica Catholic Junior High School, networked learning has not been linked to specific learning models and media. Teachers still face difficulties in creating online learning devices. It is necessary to develop learning devices using appropriate learning models and media to assist teachers in learning online. This will positively impact the quality of learning in the network at school. This study aimed to assess the Integrated Science learning device's validity, effectiveness, and practicality based on the inquiry-flipped classroom approach. The study developed learning devices such as syllabus, lesson plans, and electronic student worksheets. The research was conducted in January 2022 at Rosa Mystica Catholic Junior High School. This is a research and development project that uses the ADDIE model. The research findings indicate that the inquiry-based flipped classroom learning device is highly valid, effective, and practical. It is suitable for integrated science learning, specifically the human digestive system. This study contributes to the innovation of integrated science learning, as the combination of inquiry-based and flipped classroom models can create a more effective and engaging learning experience for students.Abstrak. Pembelajaran dalam jaringan yang terjadi di sekolah menengah pertama katolik Rosa Mystica belum terkait dengan model dan media pembelajaran tertentu. Guru masih kesulitan membuat perangkat pembelajaran untuk pembelajaran dalam jaringan. Perlu dilakukan pengembangan perangkat pembelajaran menggunakan model dan media pembelajaran untuk membantu guru dalam melaksanakan proses pembelajaran dalam jaringan yang berdampak pada perbaikan kualitas pembelajaran dalam jaringan di sekolah. Tujuan penelitian ini adalah untuk mengetahui validitas, efektifitas perangkat dan kepraktisan perangkat pembelajaran IPA Terpadu berbasis inkuiri-flipped classroom. Perangkat pembelajaran yang dikembangkan dalam penelitian ini adalah silabus, rencana pelaksanaan pembelajaran dan lembar kerja peserta didik elektronik berbasis model pembelajaran inkuiri-flipped classroom. Penelitian ini dilaksanakan pada bulan Januari tahun 2022 di SMPK Rosa Mystica. Penelitian ini merupakan penelitian dan pengembangan menggunakan model ADDIE. Hasil penelitian ini menunjukkan bahwa perangkat pembelajaran berbasis inkuiri-flipped classroom sangat valid, efektif dan praktis sehingga layak digunakan dalam pembelajaran IPA terpadu materi sistem pencernaan pada manusia. Penelitian ini memberikan kontribusi terhadap inovasi dalam pembelajaran IPA Terpadu, penggabungan model pembelajaran inkuri dan flipped classroom dapat membuat pembelajaran yang lebih efektif dan menarik bagi peserta didik.
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Ivica Boticki, HyoJeong So, Yancy Toh, Wenli Chen und Peter Seow. „ColInq: A System for Collaborative Inquiry Learning with Mobile Devices“. International Journal of Robots, Education and Art 1, Nr. 2 (31.08.2011): 10–22. http://dx.doi.org/10.4156/ijrea.vol1.issue2.2.
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Sharples, Mike, Maria Aristeidou, Eloy Villasclaras-Fernández, Christothea Herodotou und Eileen Scanlon. „The Sense-it App“. International Journal of Mobile and Blended Learning 9, Nr. 2 (April 2017): 16–38. http://dx.doi.org/10.4018/ijmbl.2017040102.
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The authors describe the design and formative evaluation of a sensor toolkit for Android smartphones and tablets that supports inquiry-based science learning. The Sense-it app enables a user to access all the motion, environmental and position sensors available on a device, linking these to a website for shared crowd-sourced investigations. The authors describe the four investigations with the toolkit: environmental noise, sunlight levels, air pressure and rainfall, and the speed of lifts (elevators). These show a variety of methods to initiate, orchestrate and conclude inquiry-based science learning. Two of the missions are in the context of a study to develop a community of inquiry around weather and meteorology. The others are intended to engage members of the public in practical science activities. Analysis of the missions and the associated online discussions reveals that the Sense-it toolkit can be adopted for engaging science investigations, though the practical issue of calibrating sensors on personal devices needs to be addressed.
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Zhang, Xiao Ming, Teng Fei Ma, Zhan Fang Chen, Huan Wang, Qi Chang Chen und Xin Feng. „An Interactive Education Information Administration Platform Based on .NET and WAP“. Applied Mechanics and Materials 373-375 (August 2013): 1849–52. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.1849.
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An interactive education information administration platform based on .NET and WAP is presented. In this platform, the users can use the WAP-capable devices such as cell phones or PDA to perform the operations such as course inquiry, grade inquiry, online registration, online sign-up and information browsing anywhere anytime they want.
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Mahdavi, Ardeshir, und Christiane Berger. „An inquiry into the certification potential of built environments’ affordance“. E3S Web of Conferences 111 (2019): 02043. http://dx.doi.org/10.1051/e3sconf/201911102043.
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Buildings are typically equipped with a number of elements and devices (e.g., windows, blinds, luminaires, radiators) to control indoor environmental conditions. The availability, effectiveness, and usability of control devices and their interfaces constitute an essential aspect of built environments’ quality. This aspect has been sometimes referred to as indoor-environmental “affordance” (or “ecological valency”) and can be interpreted as a descriptor of buildings’ responsiveness toward inhabitants’ needs and requirements. However, in contrast to some other building quality aspects such as energy efficiency, there is a lack of systematic evaluation or certifications procedures for objective characterization of indoor environments’ affordance as related to the availability and effectiveness of control devices and their human interfaces. This paper entails an exploration of the potential for and associated challenges of designing and implementing affordance measurement and certification procedures. Challenges include, above all, assigning relative weights and coefficient values to different domains (e.g., thermal, visual, acoustical), devices, and levels of their effectiveness. Irrespective of their success to date, attempts toward operationalization of indoor-environmental affordance can be quite beneficial: The affordance framework can offer a systematic, intuitive, and compact framework to guide the workflow toward the provision and maintenance of adequate indoor environments for human occupancy.
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Wahyuni, Sri, Kosim Kosim und Gunawan Gunawan. „Pengembangan Perangkat Pembelajaran Fisika Berbasis Inkuiri Terbimbing Berbantuan Eksperimen Untuk Meningkatkan Penguasaan Konsep Siswa“. Jurnal Pendidikan Fisika dan Teknologi 4, Nr. 2 (14.11.2018): 240. http://dx.doi.org/10.29303/jpft.v4i2.891.
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The study aims to develop physics learning device based guided inquiry with experiments that valid, practical, and effective to improve students’ mastery concept. The research stages refers to Borg & Gall's model from preliminary studies to main field testing. The validity data is obtained from the assessment for the feasibility of learning devices by experts, then analysed to determine the level of validity. Expert advice is used to revise the learning device. Learning device was implementation to test the practicality and effectiveness of learning device to improve students' mastery concept. The results of the study show that learning device are very valid category. Result of the trial based on the data of learning implementation show that learning device are in the practical category. Guided inquiry model with an experiment in learning physics effective to improve students’ mastery concept. Increased students mastery concept on cognitive aspect remembering (C1), understanding (C2), applying (C3) and create (C6) in high categories, while the cognitive aspect analyzing (C4) and evaluating (C5) in the medium category.
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Yang, Je-Ming, Yao-Ting Sung und Kuo-En Chang. „Use of Meta-Analysis to Uncover the Critical Issues of Mobile Inquiry-Based Learning“. Journal of Educational Computing Research 58, Nr. 4 (23.10.2019): 715–46. http://dx.doi.org/10.1177/0735633119879366.
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Using mobile devices to support the process and products of learning activities is a trend in inquiry-based learning, which is culminating in the formation of the subfield of mobile inquiry-based learning (m-IBL). However, even though mobile devices have been widely used in IBL activities in recent years, evaluative evidence for their substantial contributions to IBL is still deficient. Therefore, this study collected and analyzed 40 peer-reviewed journal articles published during 2001 to 2017 involving 3,542 participants and further discovered that m-IBL has produced meaningful improvements for IBL with an overall mean effect size of 0.803, with a 95% confidence interval [0.61, 0.99]. In addition, moderator variables such as control group types, learning outcomes, inquiry types, teaching methods, and domain subjects were related to different effect sizes. Finally, the results of the meta-analysis were discussed along with their implications for future research and practice.
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Donnelly, Tom, Hiba Rahman-Vyas, Jason Mandelbaum, Michelle Hatch und Binita Bhattacharya. „Virtual Observation: Conducting Contextual Inquiry Remotely“. Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 10, Nr. 1 (Juni 2021): 233–37. http://dx.doi.org/10.1177/2327857921101213.
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This past year, there have been challenges conducting research in person due to the COVID-19 pandemic. While many types of projects have been successfully converted to virtual approaches with relative ease, observational research and hands-on work with medical devices and technology have proven to be more difficult. In this article we will discuss: (1) Traditional observational research approaches; (2) Pros and cons of three virtual observational approaches; (3) Two case studies: Home Health Infusions and Preparing/Administering Intravenous (IV) Chemotherapy; (4) and Considerations for going virtual. In our conclusion, we reflect on the need for observational research, point out the strengths of conducting research in phases, and provide tips for success.
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Susilawati, A. Doyan, Wahyudi, S. Ayub und J. Ardhuha. „Concept understanding of students through core physics learning tools based on guided inquiry assisted by PhET virtual media“. Journal of Physics: Conference Series 2165, Nr. 1 (01.01.2022): 012045. http://dx.doi.org/10.1088/1742-6596/2165/1/012045.
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Abstract This research is a development research that aims to test the effectiveness of the inquiry model-based core physics learning device with the help of PhET virtual media in improving students’ conceptual understanding. The device was developed using a 4D model which includes define, design, develop and disseminate. The sample of this study was all undergraduate students who took core physics courses which consisted of two classes, namely class A (experimental class) and class B (control class) which amounted to 50 people. The results of the pre-test and post-test were analyzed using the t-test at a significance level of 5%, while the increase in understanding of the concept used the N-gaint test. The results of the t- test show that the t-count value is greater than the t-table. This means that core physics learning tools using an inquiry model with the help of PhET virtual media affect students’ understanding of concepts. Analysis of increasing understanding of the concept of d using the N-gain test. The N-gain analysis shows that students’ understanding of concepts has increased the use of these devices in the high category. This means that students’ understanding of concepts is effectively improved using an inquiry model with the help of PhET virtual media.
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Volf, Irina, Daniela Suteu, Luminita Lupu, Carmen Teodosiu und Carmen Ioan. „A SOCIAL INQUIRY ASSESSMENT OF NEW WATER AND WASTEWATER DISINFECTION DEVICES“. Environmental Engineering and Management Journal 8, Nr. 6 (2009): 1471–78. http://dx.doi.org/10.30638/eemj.2009.214.
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Bomhold, Catharine. „Cummings, Merrill, and Borrelli’s Inquiry into Small Screen Use by Academic Library Users: Timing is Everything“. Evidence Based Library and Information Practice 13, Nr. 1 (30.01.2018): 47–56. http://dx.doi.org/10.18438/eblip29338.
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A Review of: Cummings, J., Merrill, A., & Borrelli, S. (2010). The use of handheld mobile devices: Their impact and implications for library services. Library Hi Tech, (28)1, 22-40. https://doi.org/10.1108/07378831011026670
Abstract
Objective – The authors undertook this study to understand the relatively new phenomenon of handheld computing and the use of small-screen devices among academic library users. They sought to determine if users would be inclined to search the online library catalogue on their devices and, by extension, if there would be a growing demand for small-screen compatible library services.
Design – Online and paper surveys were used with both closed and open questions. Respondents included students, faculty, and staff at Washington State University (WSU).
Setting – Washington State University Library, Pullman, Washington, United States of America. Subjects – The survey was open to any user of the Washington State University (Pullman) Library. The 206 respondents included 126 (61.2%) undergraduates, 26 (12.6%) graduate or professional students, 32 (15.3%) WSU employees, and 15 (7.3%) faculty members. Methods – A survey was distributed both online and on paper. The online version used Surveymonkey.com and participation was solicited through various social media. It was open for three months during the Spring semester, 2007. The paper version was distributed to all library users on two days in June 2007. Eighty-four online and 122 paper responses were received.
Main Results – Most of the respondents (58.4%) who owned a personal digital assistant (PDA) or Web-enabled cell phone (WECP) indicated that they would search the library catalogue on a small-screen device. Responses to the open question “How would you use the OPAC [online public access catalogue] if it was available on a PDA or WECP?” were mixed, both positive and negative. The positive responders noted the possible time savings associated with the availability of more information on their devices. The negative responders noted the cost of data, the annoyance of public phone use, and the complex format of the current catalogue that would not transfer to a small screen.
Conclusion – The authors cited the growing usage trends in handheld devices, along with the willingness of current owners to use their devices, to predict an increase in usage of small screen searching. They speculated that further research should investigate how small screens would be used and what would that experience look like, rather than if patrons would use them.
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Karlina, Nini, La Sahara und Luh Sukariasih. „Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Aktivitas dan Hasil Belajar IPA Fisika Siswa SMP“. Jurnal Penelitian Pendidikan Fisika 4, Nr. 1 (01.01.2019): 8. http://dx.doi.org/10.36709/jipfi.v4i1.14138.
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This study aims to : (1) describe the learning activities of students in learning science especially in the study of physics on the subject matter of light and optical devices in students of class VIII Togomangura Satap Junior High School taught through the guided inquiry learning model; (2) describing the improvement of science learning outcomes in the study of the physical subject matter of light and optical devices in grade VIII students of Togomangura Satap Junior High School which are taught through guided inquiry learning models; (3) describe the increase in completeness of natural science learning, especially in the physics study of eighth grade students of Togomangura Satap Junior High School who are taught by applying the guided inquiry learning model. The subjects of this study were all eighth grade students of Togomangura Public Middle School with 18 students, consisting of 11 men and 7 women. The data collection technique was carried out by observation and student learning achievement test in the form of a description test. Data analysis techniques using descriptive statistics. Based on the results of data analysis and discussion, it can be concluded that: (1) the learning activities of students by applying the guided inquiry learning model in each cycle tend to increase and improve in each unit of student activity. This is indicated by the acquisition of an average score of cycle I of 2,6 which belongs to the sufficient category and increased in cycle II to 3,8 which belongs to the good category; (2) science learning outcomes of students in class VIII Togomagura Satpap can be improved by applying the guided inquiry learning model to the subject matter of light and optical devices, where in cycle I is obtained an average value of 59,2 with a standard deviation of 22,9 and at cycle II obtained an average value of 65,6 with a standard deviation of 23,4; (3) completeness of science learning for students of class VIII Togomagura Satpap Junior High School taught through the use of guided inquiry learning models in each cycle tends to increase, where in cycle I the percentage of mastery learning outcomes is 27,8 % and in cycle II is 66,7 % .
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Ika, Yasinta Embu, und Ana Silfiani Rahmawati. „Pengembangan LKS pada Materi Cahaya dan Alat Optik dengan Model Inquiry Berbasis Karakter untuk Siswa SMP“. JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) 3, Nr. 2 (28.11.2019): 62–69. http://dx.doi.org/10.30599/jipfri.v3i2.532.
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This research aims to investigate the effect of developing character-based phisic based character inquiry models for junior high school students. This research used the type of Research and Development (R&D) with Quasi Experimental Design in the form of Nonequivalent Control Group Design. The results show: worksheet light and optical instruments based on inquiry models are included in the criteria are very suitable to be used as a study guide for students of class VIII SMP witha presentation on the feasibilityof the worksheet 96,87%; There is a significant difference between the learning outcomes of students who use the Science worksheet light and optical inquiry model character and students who do not use Science worksheet light and optical inquiry model character; The application of the Natural Science worksheet light and optical characterized by the inquiry model can improve students' understanding of the subject matter of light and optical devices. Improved learning outcomes cognitive aspects including the criteria are; and The use of science worksheets light and optical characterized by inquiry models can develop student character that is within the criteria of culture.
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Marshall, Mason. „Socrates’ defensible devices in Plato’s Meno“. Theory and Research in Education 17, Nr. 2 (Juli 2019): 165–80. http://dx.doi.org/10.1177/1477878519862544.
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Despite how revered Socrates is among many educators nowadays, he can seem in the end to be a poor model for them, particularly because of how often he refutes his interlocutors and poses leading questions. As critics have noted, refuting people can turn them away from inquiry instead of drawing them in, and being too directive with them can squelch independent thought. I contend, though, that Socrates’ practices are more defensible than they often look: although there are risks in refuting people and posing leading questions, Socrates has sensible ways of minimizing the risks, ways that are feasible even for teachers nowadays, and there are times when the risks are worth taking. I illustrate my point by discussing Plato’s Meno.
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Rahmasantika, Danty, und Rully Charitas Indra Prahmana. „DESAIN PEMBELAJARAN PERBANDINGAN SENILAI MENGGUNAKAN GUIDED INQUIRY“. Journal of Honai Math 2, Nr. 2 (08.08.2019): 85–102. http://dx.doi.org/10.30862/jhm.v2i2.65.
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This study aims to support students' understanding of learning comparative material and determine student learning outcomes incomparable learning through LAS-based guided inquiry learning models. This study uses a research design research method, which was carried out in class VII B SMP N 1 Berbah Sleman. The research instruments used were recording devices, written test sheets, field notes sheets, and questionnaire sheets. The results showed that at the 1st and 2nd meetings, students were seen to be still adapting to the learning design applied. At the next meeting, students can participate in learning activities better. Also, student learning outcomes indicate that the average value obtained by students is 71.57 with Minimum Completeness Criteria (KKM) for a comparison of 70.
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Bajars, Erika, Molly Larson-Wakeman, Chris Franzese und Sherri Biondi. „Novel ethnographic/contextual inquiry techniques for understanding connected device users in their native environment“. Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 6, Nr. 1 (15.05.2017): 159–66. http://dx.doi.org/10.1177/2327857917061034.
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Pharmaceutical and medical device companies are embracing technology to increase patient engagement and improve adherence to costly and sometimes complex medication therapies. One solution includes developing drug delivery devices that connect to mobile medical applications (MMAs) to support patients in managing and tracking their medications. Developing an adherence system requires understanding users in their use environment, their challenges with taking medications, their health goals, and the behaviors to target for change. Device developers have long relied on in-person ethnography or in-person human factors studies in a research facility to gather these data. Unfortunately, this process is time-consuming, labor intensive, and costly. When considering a rare patient population, collecting data in person becomes even more complex. This work explores how collecting patient data using a remote ethnography platform addresses challenges with in-person studies early in the device development process, and shares a case example of the use of remote ethnography to better understand patients with cystic fibrosis (CF) to design and refine a medication adherence system prior to taking prototypes into in-person testing.
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Asbanu, Dens E. S. I., und Landiana Laos. „Validitas Perangkat Pembelajaran Fisika Flipped Classroom Learning Cycle 5E Inquiry Berorientasi HOTS“. JIPFRI (Jurnal Inovasi Pendidikan Fisika dan Riset Ilmiah) 7, Nr. 1 (12.06.2023): 12–19. http://dx.doi.org/10.30599/jipfri.v7i1.2121.
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This research aims to produce valid and reliable flipped classroom learning cycle 5E Inquiry physics learning devices that are suitable for use in learning. The research method is quantitative. The research subjects were learning tools, namely lesson plans, worksheets, and test instruments. The learning device validators consist of five people from expert elements of physics lecturers and teachers as practitioners. Data collection techniques used validation questionnaires. The data analysis technique used descriptive quantitative with the Aiken formula and percentage of agreement. The learning device is declared valid if the value of V aspects assessed is > 0.80 on the criteria of high validity and is reliable with a percentage of agreement > 75%. The results showed that the lesson plans, worksheets, and test instruments with a validity value of > 0.80 and a percentage of agreement > 75% meant they were reliable. Thus, it is concluded that the learning tools are valid and reliable so that they are suitable for use in learning. It is suggested that this learning tool can be used as an alternative solution to increase the HOTS of junior high school students.
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DiMartino, Nicholas A., und Susan M. Schultz. „Students and Perceived Screen Time: How Often Are Students in a Rural School District Looking at Screened Devices?“ Rural Special Education Quarterly 39, Nr. 3 (22.05.2020): 128–37. http://dx.doi.org/10.1177/8756870520921638.
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As technology advances across the United States, schools should consider not only the benefits of using screened devices but also the short- and long-term effects on student health. Both the positive and negative effects of using devices are often intensified for students in rural schools, as online learning and the use of e-therapy becomes more prevalent. The purpose of this study was to investigate stakeholders’ perceptions of device use in one eighth-grade cohort in a rural school, differences between device use by students with and without disabilities, and to provide an awareness of student screen time exposure and its potential consequences. Basic qualitative methods were used to assess student, teacher, and parent perceptions of screen time use and perceptions of the recommended daily allowance of screen time in an eighth-grade cohort in a rural western New York school. Findings suggest that students, parents, and teachers perceive screen time as “excessive.” Implications for practice and future inquiry are reported.
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Mau, Maria Gradiana, Wasis Wasis und Tjipto Prastowo. „Analysis of Guided Inquiry Learning Devices to Improve Students' Creative Thinking Skills“. International Journal of Current Educational Research 2, Nr. 2 (03.10.2023): 128–39. http://dx.doi.org/10.53621/ijocer.v2i2.244.
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Objective: This study aims to produce a science learning tool validity using the guided inquiry model to improve the creative thinking skills of 8th-grade students. This research is descriptive and quantitative. Method: The research method is developed with Four-D (4D) stages. This research will validate the learning tool consisting of a syllabus, lesson plans, student worksheets, teaching materials, and student creative thinking ability test sheets. Moreover, the object of this study is the learning device's validity level. The data analysis technique was qualitative and descriptive based on assessing the three validators. Results: The results of the three validators concluded that the syllabus has an average score of 3.55 with valid criteria, and the lesson plan with an average score of 3.70. with valid criteria. Student worksheets have an average score of 3.49 with good standards, student teaching materials have an average score of 3.49 with very proper measures, and student teaching materials have an average score of 3.67 with valid criteria. The student's creative thinking ability test sheet has an average score of 3.64 with a correct category. Thus, the learning tools developed can be used in the learning process to improve students' creative thinking skills. Novelty: The use of guided inquiry learning tools is an effective tool in the learning process to improve students' creative thinking skills with the hope that this learning experience will be applied in dealing with various problems in everyday life.
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Pokhrel, Shekher. „Celebration of Meaninglessness in Kurt Vonnegut’s Slaughterhouse Five“. Bon Voyage 4, Nr. 1 (31.12.2019): 139–47. http://dx.doi.org/10.3126/bovo.v4i1.54190.
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This is an exploratory inquiry on Slaughterhouse-Five of Kurt Vonnegut. The inquiry uses insights from the postmodernist art to investigate how the novel celebrates the meaninglessness employing various techniques and how the protagonist Billy Pilgrim comes to terms with his meaningless existence. It was found that the novel uses the postmodernist novelistic technic and theme such as the use of the subversion of narration, pastiche, parody, intertextuality, adaptation, alienation, paradox, fragmented character and narrative structure as the devices for diminishing painful experiences of Second World War.
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Wulansari, Fitria Wahyu, und Novi Ratna Dewi. „Development of Guided Inquiry Learning Tools using Socio-Scientific Issue to Train Critical Thinking Ability and Care for The Environment of Students“. Journal of Environmental and Science Education 2, Nr. 1 (22.04.2022): 7–19. http://dx.doi.org/10.15294/jese.v2i1.50465.
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Learning cannot be separated from the existence of learning tools. Learning devices are components that are used as a reference for implementing the learning process. The learning process requires appropriate models and strategies to train students' knowledge and attitudes. This study aims to determine the characteristics and feasibility of guided inquiry learning tools using the socio-scientific issue (SSI) to train critical thinking skills and care for the environment of students. The learning tools developed consist of a syllabus, lesson plans, student worksheets, and evaluation tools for question sheets. The characteristics of the learning tools are (1) containing guided inquiry (2) containing socio-scientific issues (SSI), (3) training critical thinking skills, and (4) training environmental care. The research model used is ADDIE (analyze, design, development, implementation, and evaluations) which is modified by using 4 of the 5 stages of ADDIE. The results of the feasibility analysis of the learning device components from the validation results and the teacher/student readability questionnaire obtained very feasible criteria and the evaluation tool of the question sheet was valid. The results obtained indicate that the development of guided inquiry learning tools using the socio-scientific issue (SSI) is feasible to use in the learning process
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Sejati, Andri Estining, Syarifuddin Syarifuddin, Nasruddin Nasruddin, Nisa Miftachurohmah, La Ode Nursalam und Eko Hariyanto. „The Effectiveness of Guided Inquiry Learning Model with Edmodo Assisted to Facilitate Critical Thinking Skills“. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, Nr. 2 (30.12.2021): 204. http://dx.doi.org/10.33394/j-ps.v9i2.4260.
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This research aims to develop a learning device based on a guided inquiry model with Edmodo on the subject of earth structure and disasters which is appropriate to practice critical thinking skills of junior high school students. The research subjects were learning devices and class IX students of SMP Negeri 17 Kendari. This research is a development research using the Dick and Carey model. Testing the results of the development of the device in classroom learning using a one group pretest-posttest design. The data analysis technique used quantitative descriptive and qualitative descriptive. The findings from the results of this research are: The validity of learning tools is in good category, the implementation of lesson plans is in good category; the most dominant student activity during learning is making observations; student response to guided inquiry learning model with Edmodo is considered good; completeness of students' concept understanding learning outcomes, the average pretest was 16.47 and posttest was 87.06. While the students' critical thinking skills learning outcomes, the average pretest was 20.53 and posttest was 85.67. The obstacle encountered during learning is the time required to carry out learning activities beyond the specified time. Based on the discussion of the results and findings, it is concluded that the guided inquiry model learning with Edmodo tool that has been developed on the earth structure and disaster material is appropriate to be used to train the critical thinking skills of junior high school students.
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Kusmin, Marge. „Co-Designing the Kits of IoT Devices for Inquiry-Based Learning in STEM“. Technologies 7, Nr. 1 (24.01.2019): 16. http://dx.doi.org/10.3390/technologies7010016.
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The rapidly developing technological landscape challenges require educational institutions to constantly renew the school's digital infrastructure in order to keep students engaged in learning difficult subjects such as Science, Technology, Engineering, and Mathematics (STEM). The Internet of Things (IoT) is one of such new technology platforms that could help the schools enhance learning processes with innovative resources, and to increase students' motivation to learn. This paper summarizes the first stage of a design-based research focusing on introducing IoT technologies to secondary education. Five kits of IoT devices were co-designed by researchers, teachers, and students, to optimize their match with the curricular objectives, cost, learning curve, and re-usability in various educational contexts. The study included three steps: (1) mapping out the IoT devices on the basis of the desk research, (2) literature review on STEM education practices, and (3) two focus group interviews with teachers and students from different schools. As a result of the study, five different kits of IoT devices were purchased for schools and pilot-tested in real-life settings.
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Novita Rupa Lobemato, Margaretha, Sri Wardani und Sri Haryani. „Design of Thematic Learning Devices Inquiry Model Multiple Intelligences-Based to Improve Cognitive Learning Outcomes of Elementary School Students“. International Journal of Research and Review 9, Nr. 12 (29.12.2022): 639–45. http://dx.doi.org/10.52403/ijrr.20221273.
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This research was conducted based on observations, teacher interviews in the process of teaching and learning activities, many teachers have not used learning tools by applying the Multiple Intelligence-based Inquiry learning model. This study aimed to design thematic learning tools for Inquiry-based learning models based on Multiple Intelligence in the thematic learning of class V Elementary School. The research method used is the research and development (R&D) method with the 4D development model (Define, Design, Develop, and Disseminate). This research was conducted at SD Inpres 1 Lewoleba with a small-scale test in class VI with 16 students and a large-scale test in class V with 30 students. In addition to developing multiple intelligence-based inquiry learning tools, this research is also to analyze the increase in students' cognitive learning outcomes from the developed multiple intelligence-based thematic learning tools. Data and collection techniques in this study included questionnaires, tests, and documentation. The instrument of this research was carried out by first analyzing the results of trials on a small scale including validity, reliability, level of difficulty, and differential power of the questions. The data analysis technique used the prerequisite test and then carried out with the N-gain test to determine the increase in learning outcomes. The results of the research on large-scale tests can be concluded that there was a significant increase in cognitive learning outcomes from the application of the thematic learning device design based on Multiple Intelligence Inquiry models. The results of the analysis of the classical pretest data gained a value of 10% after the application of the thematic learning model design based on Multiple Intelligence increased to 90% on the Posttest score. The results of the increase from the N-Gain test gained an average N-gain value of 0.71 in the high category. Keywords: Learning Tools, Multiple Intelligences, Inquiry, Thematic Learning, Cognitive Learning Outcomes
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Herayanti, Lovy, Wahono Widodo, Endang Susantini und Gunawan Gunawan. „Blended Learning Based Inquiry Collaborative Tutorial Model for Physics Students“. JPPS (Jurnal Penelitian Pendidikan Sains) 8, Nr. 2 (12.08.2019): 1676. http://dx.doi.org/10.26740/jpps.v8n2.p1676-1683.
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Blended learning is basically a combination or mixture found in learning practice. Blended learning is a further development of the e-learning method, namely learning methods that combine e-learning systems with conventional or face-to-face methods. The purpose of this study was to determine the validity of the models and learning devices both in terms of content and model constructs, as well as to find out student responses to the model developed. The model developed was validated through a forum mechanism, namely, focus group discussion (FGD) which was followed by researchers and experts. The suggestions and improvements generated from the validation activities were then followed up to revise the Inquiry Collaborative Tutorial-based blended learning model. Inquiry Collaborative Tutorial-based blended learning model and learning devices developed in this study have met valid criteria in content and construct. Valid content because there are elements of need and novelty, as well as valid constructs because there is consistency between parts of the model and there is relevance between the models developed with learning theories that underlie it. In general, the average student responds positively to the blended learning model based on the Inquiry Collaborative Tutorial. The model applied is considered to provide opportunities for students to actively participate.
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Aswan Bannang, Ritin Uloli und Tirtawaty Abdjul. „The effectiveness of cooperative learning model with inquiry approach for static fluid materials at SMA Negeri 1 Kabila, Indonesia“. World Journal of Advanced Research and Reviews 21, Nr. 1 (30.01.2024): 1030–38. http://dx.doi.org/10.30574/wjarr.2024.21.1.2307.
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This research aims to engender effective learning devices using a cooperative learning model with an inquiry approach for static fluid materials. Developing learning devices using a cooperative learning model with an inquiry approach generated products of a lesson plan, learning material, student worksheet, and learning outcome test. The results of validation conducted by two validators exhibited that the learning devices were valid, and each product had a percentage of 85.01-100%. The limited group test, executed to identify 15 students’ responses to the learning devices, resulted in score percentages of 98.33% for the lesson plan, 98.52% for the learning material, 99.33% for the student worksheet, and 99.33% for the learning outcome test. Overall results indicated that the learning devices were very effective for learning. The effectiveness was implied by the mean assessment scores of responses given by eleventh graders from the Science 4 class as participants as follows: 95.83% for the cooperative learning model, 99.72% for the student worksheet, 98.77% for the learning material, and 97.78% for the evaluation tool. A similar analysis performed on eleventh graders from the Science 5 class generated score percentages of 95.83% for the cooperative learning model, 96.67% for the student worksheet, 94.75% for the learning material, and 94.72% for the evaluation tool. In terms of learning outcome tests, eleventh graders from the Science 4 and 5 classess acquired N-Gains of 0.760 and 0.783 (a high category), respectively.
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Rothstein, Mark A., John T. Wilbanks, Laura M. Beskow, Kathleen M. Brelsford, Kyle B. Brothers, Megan Doerr, Barbara J. Evans, Catherine M. Hammack-Aviran, Michelle L. McGowan und Stacey A. Tovino. „Unregulated Health Research Using Mobile Devices: Ethical Considerations and Policy Recommendations“. Journal of Law, Medicine & Ethics 48, S1 (2020): 196–226. http://dx.doi.org/10.1177/1073110520917047.
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Mobile devices with health apps, direct-to-consumer genetic testing, crowd-sourced information, and other data sources have enabled research by new classes of researchers. Independent researchers, citizen scientists, patient-directed researchers, self-experimenters, and others are not covered by federal research regulations because they are not recipients of federal financial assistance or conducting research in anticipation of a submission to the FDA for approval of a new drug or medical device. This article addresses the difficult policy challenge of promoting the welfare and interests of research participants, as well as the public, in the absence of regulatory requirements and without discouraging independent, innovative scientific inquiry. The article recommends a series of measures, including education, consultation, transparency, self-governance, and regulation to strike the appropriate balance.
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Supartin, Supartin, Trisnawaty Junus Buhungo, Asri Arbie, Furqon Sanjaya und Meilan Demulawa. „Practicality of Guided Inquiry Learning Devices Using Google Sites Media on Static Fluid Materials“. Jurnal Penelitian Pendidikan IPA 9, Nr. 4 (30.04.2023): 1835–39. http://dx.doi.org/10.29303/jppipa.v9i4.3535.
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This study aimed to describe the practicality of physics learning devices with guided inquiry learning models using google site media. This research was conducted at SMAN 1 Tilango, and the study sample was class XI IPA, using a simple random sampling technique. This development study uses research and development research (R&D) using the developed ADDIE development model. It will be implemented in class XI IPA of SMA Negeri 1 Tilango for odd quarters of the 2022/2023 Academic Year in determining research topics using simple sampling methods. The results showed that the guided inquiry learning model with google sites media on static fluid material was very well used in the learning process, with an average percentage of learning implementation of 91.2%, an average student response of 83.6%, and an average response of teachers by 92.03%. Results from the average percentage of teacher and student responses on learning tools are expanded into practical categories that can be applied to the learning process.
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Broadbent, Alex. „FACT AND LAW IN THE CAUSAL INQUIRY“. Legal Theory 15, Nr. 3 (September 2009): 173–91. http://dx.doi.org/10.1017/s1352325209990024.
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This paper takes it as a premise that a distinction between matters of fact and of law is important in the causal inquiry. But it argues that separating factual and legal causation as different elements of liability is not the best way to implement the fact/law distinction. What counts as a cause-in-fact is partly a legal question; and certain liability-limiting doctrines under the umbrella of “legal causation” depend on the application of factual-causal concepts. The contrastive account of factual causation proposed in this paper improves matters. This account more clearly distinguishes matters of fact from matters of law within the cause-in-fact inquiry. It also extends the scope of cause-in-fact to answer some questions currently answered by certain doctrines of legal causation—doctrines that, it is argued, are more naturally seen as applications of our ordinary causal concept than as noncausal liability-limiting devices.
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PAHRIAH, PAHRIAH. „Pengaruh Pendekatan Inkuiri Terbimbing dipadu dengan Diagram Alir terhadap Prestasi Belajar Siswa SMA“. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 3, Nr. 2 (26.12.2015): 59. http://dx.doi.org/10.33394/j-ps.v3i2.973.
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This study aims to compare student achievement in teaching chemical equilibrium topics using a guided inquiry approach combined with and without flow charts. This research is a quasi-experimental study with a pretest-posttest control group design. The study sample consisted of 31 experimental class students and 24 control class students. The instruments in this study consisted of two types, namely (1) the instrument of treatment in the form of learning devices using a guided inquiry approach combined with flow diagrams in the experimental class students and guided inquiry learning in control class students, while (2) measurement instruments in the form of learning outcomes tests students, student activeness observation sheets, and student performance assessment sheets. The instruments are declared valid by 2 chemistry lecturers and 1 chemistry teacher who has good competence and experience in chemistry and chemistry learning. The results showed that the guided inquiry approach combined with the flow diagram provided students’ cognitive learning achievements (83.87 experimental classes and 70.83 control classes), affective (79.00 experimental classes and 74.00 control classes), and psychomotor (84.00 experimental class and 80.00 control class) were better than guided inquiry approaches without flow diagrams.