Combining Learning and Engagement Strategies in a Software Testing Learning Environment

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

Pengembangan Buku Suplemen Biologi Materi Keanekaragaman Hayati Bersumber Keunggulan Lokal Daerah Pesisir

This study aims to develop a biology supplement book and find out the quality of a biology supplement book on biodiversity material sourced from local excellence in coastal areas, which is developed as a suitable source of learning biology for grade X students of SMA / MA. This research includes Research & Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The product assessment was conducted by 2 validators, 4 Biology Teachers, and 103 students. The instrument used was a questionnaire sheet. The assessment of student response trials was conducted at SMA Negeri 1 Muara Badak and SMA Negeri 2 Muara Badak. The data analysis technique uses descriptive qualitative and quantitative. Based on the results of the overall assessment, an average percentage of questionnaires per assessment indicator was obtained, namely material coverage indicators 89.9%, presentation indicators 90.4%, linguistic indicators 87.8%, graphic design indicators 89.3%, included in the Very Eligible (SL) category. The assessment obtained from the experts produced a percentage of eligibility of 91.25% including the Very Eligible (SL) category; biology teacher 90% eligibility percentage. Thus, biology supplement books on biodiversity materials sourced from local excellence in coastal areas are of good quality and are very suitable to be used as learning resources for class X students of SMA / MA. Obstacles encountered during the research and development of biology supplement books, including the preparation of materials, manufacturing of products and barriers in the testing class.

THE USE OF TEACHERS� QUESTIONING STRATEGIES TO STIMULATE STUDENTS� CRITICAL LITERACY: A CASE OF TWO ENGLISH LECTURERS IN INDONESIA

To create an effective teaching, teachers should consider the use of questioning strategies to not only elicit students� attention, but also stimulate their critical literacy. This study aims to know the use of questioning strategies used by the English lecturers in the classrooms. An in-depth research was done to provide the information dealing with the reasons of using the questioning strategies and the questioning strategies used to stimulate students� critical literacy. A case study was carried out by involving two English lecturers of Universitas Muhammadiyah Semarang, Indonesia. Both of them taught the second semester students in Reading class and Language Testing class in the Academic Year of 2017/2018. Data were collected through video-recordings and interview with both lecturers. The findings showed that both lecturers used question-planning strategies and question-controlling strategies as proposed by Xuerong (2012) and Walsh (2011). To stimulate the students� critical literacy, open-referential questions and follow-up questions were posed to encourage them to be more critical. Wait-time given by the lecturers also helped the students answered the questions, and their questions were more accurate, elaborate, and reasonable.Keywords: critical literacy; effective teaching; question-controlling strategies; question-planning strategies; teachers questioning strategies.

Penerapan Pembelajaran Outdoor dengan Pendekatan Saintifik untuk Meningkatkan Hasil Belajar Siswa SMPN 6 Kota Bengkulu

[Implementation of outdoor learning with saintific approach to improve student learning of SMPN 6 Bengkulu City]. The aims of this study was to know the results of scientific learning (outdoor) and see the comparison the value of students’s group who learn by using outdoor learning and groups of students who do not use outdoor learning. The subject of this research is the students of class VII SMPN6 Bengkulu City on academic year 2016/2017. The sample who taken are class VII G class control class VII H, experimental class, class VII E as a testing class. Sampling technique by purposive sampling. Instrument used double choice test instrument 25 problem,. The technique of data analysis using statistic Anova Mix (mixed Anova). Test normality by using test of covariance matrix. The average value of pretest of the experimental class students 62.1 after the average treatment of student postes increased to 86.25 which means an increase of 24.15. The control class Pretest and postes results Average score of pretest students 65,9 after conventional learning average student postes score increased to 75,5 which means an increase of 9.6. Student learning outcomes using outdoor learning method is higher than those not using the method, it is seen from the average experimental class value (80,75) bigger than control class (64,00) with increase of 26,37%. Keywords: Outdoor learning; saintific approach; student learning outcomes.

Penerapan Pembelajaran Outdoor dengan Pendekatan Saintifik untuk Meningkatkan Hasil Belajar Siswa SMPN 6 Kota Bengkulu

[Implementation of outdoor learning with saintific approach to improve student learning of SMPN 6 Bengkulu City]. The aims of this study was to know the results of scientific learning (outdoor) and see the comparison the value of students’s group who learn by using outdoor learning and groups of students who do not use outdoor learning. The subject of this research is the students of class VII SMPN6 Bengkulu City on academic year 2016/2017. The sample who taken are class VII G class control class VII H, experimental class, class VII E as a testing class. Sampling technique by purposive sampling. Instrument used double choice test instrument 25 problem,. The technique of data analysis using statistic Anova Mix (mixed Anova). Test normality by using test of covariance matrix. The average value of pretest of the experimental class students 62.1 after the average treatment of student postes increased to 86.25 which means an increase of 24.15. The control class Pretest and postes results Average score of pretest students 65,9 after conventional learning average student postes score increased to 75,5 which means an increase of 9.6. Student learning outcomes using outdoor learning method is higher than those not using the method, it is seen from the average experimental class value (80,75) bigger than control class (64,00) with increase of 26,37%. Keywords: Outdoor learning; saintific approach; student learning outcomes.

PENGEMBANGAN PEMBELAJARAN MODEL DISCOVERY LEARNING BERBANTUAN TIPS POWERPOINT INTERAKTIF PADA MATERI INTERAKSI MAKHLUK HIDUP DENGAN LINGKUNGAN

One of learning models alternative in the Curriculum 2013 is Discovery Learning (DL).Fact on the field that a teacher has never developed the DL model. The activity and students'knowledge are low. Discovery Learning model encourage students to be active in the discoveryactivities. The media that can help students in communicating their findings were Powerpointmedia. The purpose of this study is to produce and test the validity, practicality, and effectivenesson DL learning tools assisted TPI. The Research used design research and development (R & D).The results showed that the DL learning tools assisted TPI valid, practical, and effective. The toolswere declared valid with good and best categories. The tools were declared practical by gettingpositive response of students, and teacher gave a good response. The tools were declared effectiveby the student activity on both small and wide scale testing class are in the good and bestcategories. There is the influence of DL activity on knowledge. Classical achievement of small andwide scale testing class reach KKM (2,66). Knowledge improvement of small and wide scaletesting class in the middle category.

Student Motivation Associated With Fitness Testing in the Physical Education Context

The purpose of the study was to analyze students’ motivation in relation to their participation in fitness testing classes. Participants were 134 Finnish Grade 5 and 8 students. Students completed the contextual motivation and perceived physical competence scales before the fitness testing class and the situational motivation questionnaire immediately after the class. During the fitness test class, abdominal muscle endurance was measured by curl-up test, lower body explosive strength and locomotor skills by the five leaps test, and speed and agility by the Figure 8 running test. For the fitness testing class, students reported higher scores for intrinsic motivation, identified motivation, and amotivation than in their general physical education program. The result of the path analysis showed physical fitness was positively related to perceived physical competence. In addition, perceived competence was found to be a positive predictor of situational intrinsic motivation, but not of other forms of situational motivation. Significant path coefficients in the model ranged from −.15 to .26.