scholarly journals Individual Response to Stressors and Efficiency in Project Activities

2019 ◽  
Vol 10 (1) ◽  
pp. 10
Author(s):  
Yulia A. Dmitrieva ◽  
Svetlana Yu. Korobova ◽  
Darya V. Kochkina
Keyword(s):  
Learning Process ◽  
Project Based Learning ◽  
Cerebral Hemispheres ◽  
Individual Response ◽  
Automatic Data ◽  
Software Complex ◽  
Project Activity ◽  
Skin Response ◽  
Hemispheric Activation ◽  
The Individual

This article investigates the way a graded approach can be implemented in the organization of the project-based learning process in accordance with the personality characteristics of subjects. This study is based on the results analysis of the key features of project-based learning as one of the methods for developing human resources. The assessment of subjects’ individual response to stressors at different project stages is justified to be relevant in order to improve project efficiency in the framework of the learning process. The assessment of the individual response of subjects to stressors was carried out according to the activation dynamics of cerebral hemispheres. The research target was to determine features of the subjects’ individual responses to the project activity stressors and to identify specifics of the individual responding at each of its stages. The study involved 56 final-year students of different majors. Aktivatsiometr ATs-9K, a device for comprehensive psychophysiological diagnosis designed by Yu. A. Tsagarelli, was used to monitor hemispheric activation. This hardware and software complex consists of a device diagnosing the activation of cerebral hemispheres based on the galvanic skin response and PC software for automatic data processing. The individual typological indicators of activation (13 measurements in a familiar environment) and activity-situational indicators of activation (seven single measurements at different stages of the project activity) were calculated. The stress response was diagnosed if the activity-situational activation indicators of the cerebral hemispheres exceeded the individual typological activation indices by more than 1.5 times. The results of the empirical study show different types of individual responses to stressors at different stages of the project activity. The analysis of the profiles of individual responses to stressors made it possible to differentiate subjects, and also identify groups of students with the maximum resources for each stage of activity.

scholarly journals Pengembangan E-Modul Berbasis Project Based Learning(PjBL) Mata Pelajaran Visual Effect Kelas XI Multimedia Di SMK TI Bali Global Singaraja

2018 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
I Ketut Adhi Krisnayana . ◽  
I Made Putrama, S.T., M.Tech . ◽  
Dr. Dewa Gede Hendra Divayana, S.Kom., M .
Keyword(s):  
Learning Process ◽  
Learning Model ◽  
Project Based Learning ◽  
Independent Learning ◽  
Design Development ◽  
Visual Effect ◽  
Effect Model ◽  
Model Project ◽  
Addie Model ◽  
The Individual

Pendidikan merupakan sebuah proses yang di dalamnya terdapat sebuah kegiatan yang disebut dengan belajar. Proses belajar terjadi karena interaksi antara individu dengan lingkungan sekitarnya. SMK TI Bali Global Singaraja memiliki tiga (3) kompetensi keahlian, salah satunya adalah kompetensi keahlian Multimedia. Dalam kompetensi keahlian Multimedia terdapat mata pelajaran khusus atau yang biasa disebut dengan mata pelajaran produktif. Salah satu mata pelajaran produktif yang terdapat pada kompetensi keahlian Multimedia adalah Visual Effect. Setelah dilakukan observasi, wawancara, dan penyebaran angket di kelas XI Multimedia pada mata pelajaran Visual Effect, diperoleh informasi bahwa media pembelajaran yang digunakan belum sesuai dengan tuntutan kemajuan arus informasi yang memanfaatkan teknologi informasi dan komunikasi sebagai sistem informasi pendidikan. Salah satu media yang memenuhi kriteri sebagai media pembelajaran mandiri adalah modul elektronik (e-modul). Modul Elektronik merupakan sebuah media pembelajaran untuk menyampaikan materi kepada siswa. Dalam proses pembelajaran Visual Effect kelas XI Multimedia SMK TI Bali Global Singaraja menggunakan model pembelajaran berbasis proyek (project based learning). Model pembelajaran berbasis proyek sendiri didefinisikan sebagai model pembelajaran yang melibatkan suatu proyek/kegiatan sebagai media dalam proses pembelajaran. Model pengembangan yang digunakan pada penelitian ini adalah Model ADDIE yang terdiri dari Analyze (analisis), Design (Desain), Development (Pengembangan), Implementation (Implementasi), dan Evaluation (Evaluasi). Kata Kunci : E-Modul, Model Pembelajaran Berbasis Proyek, Project Based Learning, Visual Effect, Model ADDIE Education is a process in which there is an activity called learning. The learning process occurs because of the interaction between the individual and the surrounding environment. SMK TI Bali Global Singaraja has three (3) competence skill, one of them is Multimedia skill competence. In the competence of Multimedia expertise there are special subjects or commonly referred to as productive subjects. One of the productive subjects in Multimedia expertise is Visual Effect. After observation, interview and questionnaire in class XI Multimedia in Visual Effect subjects, it was found that the learning media used was not in accordance with the demand of the progress of information flow that utilizes information and communication technology as education information system. One media that meets criteria as an independent learning media is electronic module (e-module). Electronic module is a medium of learning to convey material to students. In the learning process Visual Effect class XI Multimedia SMK TI Bali Global Singaraja using project-based learning model (project based learning). The project-based learning model itself is defined as a learning model that involves a project / activity as a medium in the learning process. The development model used in this research is ADDIE Model which consists of Analyze (Analysis), Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluation). keyword : E-Module, Project Based Learning Model, Project Based Learning, Visual Effect, Model ADDIE

FORMATION OF META-SUBJECT COMPETENCE OF STUDENTS BASED ON INTERDISEMBER COMMUNICATIONS

2020 ◽  
Vol 68 (4) ◽  
pp. 102-107
Author(s):  
G.S. Saudabayeva ◽  
Keyword(s):  
Distance Learning ◽  
Learning Process ◽  
Student Mobility ◽  
Social Activity ◽  
Learning Technologies ◽  
Educational Process ◽  
Modern World ◽  
Individual Response ◽  
Sources Of Information ◽  
The Individual

Mobile access to personality traits in our article makes it possible to quickly adapt to changing environmental conditions, as a process that determines social activity and the pursuit of career happiness.Thus, mobility characterizes the individual response of each student to the challenge of a dynamically developing world in which he must have psychological flexibility and the ability to make choices and creatively transform his environment.This article discusses the problem of the formation of student mobility in the conditions of distance learning.The relevance of distance learning lies in the mobility of this program, where each student, regardless of age, physical or geographical restrictions, can access sources of information, a knowledge base, and literature.Distance learning - technologies of the modern world - is a connecting link between a student and a teacher, in whom the learning process can take place on the corporate network, on the Internet, as well as using telecommunications means of communication, where instead of classes in the classroom - online seminars and video conferences, instead of live consultations - communication with the teacher through E-mail, Zoom, Microsoft Teams, Skype and educational platforms.Thus, distance learning is an educational environment of the 21st century, an environment of operational communication between participants in the educational process among themselves and with the system in the learning process.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

scholarly journals Mechatronics: Experiential Learning and the Stimulation of Thinking Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Maki K. Habib ◽  
Fusaomi Nagata ◽  
Keigo Watanabe
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Process ◽  
Laboratory Experiments ◽  
Thinking Skills ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Learning Approach ◽  
Learning Approaches ◽  
Experimental Systems

The development of experiential learning methodologies is gaining attention, due to its contributions to enhancing education quality. It focuses on developing competencies, and build-up added values, such as creative and critical thinking skills, with the aim of improving the quality of learning. The interdisciplinary mechatronics field accommodates a coherent interactive concurrent design process that facilitates innovation and develops the desired skills by adopting experiential learning approaches. This educational learning process is motivated by implementation, assessment, and reflections. This requires synergizing cognition, perception, and behavior with experience sharing and evaluation. Furthermore, it is supported by knowledge accumulation. The learning process with active student’s engagement (participation and investigation) is integrated with experimental systems that are developed to facilitate experiential learning supported by properly designed lectures, laboratory experiments, and integrated with course projects. This paper aims to enhance education, learning quality, and contribute to the learning process, while stimulating creative and critical thinking skills. The paper has adopted a student-centered learning approach and focuses on developing training tools to improve the hands-on experience and integrate it with project-based learning. The developed experimental systems have their learning indicators where students acquire knowledge and learn the target skills through involvement in the process. This is inspired by collaborative knowledge sharing, brainstorming, and interactive discussions. The learning outcomes from lectures and laboratory experiments are synergized with the project-based learning approach to yield the desired promising results and exhibit the value of learning. The effectiveness of the developed experimental systems along with the adopted project-based learning approach is demonstrated and evaluated during laboratory sessions supporting different courses at Sanyo-Onoda City University, Yamaguchi, Japan, and at the American University in Cairo.

scholarly journals Spectral Pitch Similarity is a Predictor of Perceived Change in Sound- as Well as Note-Based Music

2019 ◽  
Vol 2 ◽  
pp. 205920431984735
Author(s):  
Roger T. Dean ◽  
Andrew J. Milne ◽  
Freya Bailes
Keyword(s):  
Time Series ◽  
Piano Music ◽  
Individual Response ◽  
Discrete Events ◽  
Acoustic Intensity ◽  
Spectral Parameters ◽  
Cross Sectional ◽  
Perceived Change ◽  
Predictive Role ◽  
The Individual

Spectral pitch similarity (SPS) is a measure of the similarity between spectra of any pair of sounds. It has proved powerful in predicting perceived stability and fit of notes and chords in various tonal and microtonal instrumental contexts, that is, with discrete tones whose spectra are harmonic or close to harmonic. Here we assess the possible contribution of SPS to listeners’ continuous perceptions of change in music with fewer discrete events and with noisy or profoundly inharmonic sounds, such as electroacoustic music. Previous studies have shown that time series of perception of change in a range of music can be reasonably represented by time series models, whose predictors comprise autoregression together with series representing acoustic intensity and, usually, the timbral parameter spectral flatness. Here, we study possible roles for SPS in such models of continuous perceptions of change in a range of both instrumental (note-based) and sound-based music (generally containing more noise and fewer discrete events). In the first analysis, perceived change in three pieces of electroacoustic and one of piano music is modeled, to assess the possible contribution of (de-noised) SPS in cooperation with acoustic intensity and spectral flatness series. In the second analysis, a broad range of nine pieces is studied in relation to the wider range of distinctive spectral predictors useful in previous perceptual work, together with intensity and SPS. The second analysis uses cross-sectional (mixed-effects) time series analysis to take advantage of all the individual response series in the dataset, and to assess the possible generality of a predictive role for SPS. SPS proves to be a useful feature, making a predictive contribution distinct from other spectral parameters. Because SPS is a psychoacoustic “bottom up” feature, it may have wide applicability across both the familiar and the unfamiliar in the music to which we are exposed.

LONG‐TIME RESPONSE PREDICTED BY EXACT ELASTIC RAY THEORY

Geophysics ◽  
1965 ◽  
Vol 30 (3) ◽  
pp. 363-368 ◽  
Author(s):  
T. W. Spencer
Keyword(s):  
Formal Solution ◽  
Intermediate Stage ◽  
Time Limit ◽  
Time Interval ◽  
Individual Response ◽  
Axially Symmetric ◽  
Long Time ◽  
The Difference ◽  
The Individual ◽  
Significant Figures

The formal solution for an axially symmetric radiation field in a multilayered, elastic system can be expanded in an infinite series. Each term in the series is associated with a particular raypath. It is shown that in the long‐time limit the individual response functions produced by a step input in particle velocity are given by polynomials in odd powers of the time. For rays which suffer m reflections, the degree of the polynomials is 2m+1. The total response is obtained by summing all rays which contribute in a specified time interval. When the rays are selected indiscriminately, the difference between the magnitude of the partial sum at an intermediate stage of computation and the magnitude of the correct total sum may be greater than the number of significant figures carried by the computer. A prescription is stated for arranging the rays into groups. Each group response function varies linearly in the long‐time limit and goes to zero when convolved with a physically realizable source function.

Individual variation in response to altitude training

1998 ◽  
Vol 85 (4) ◽  
pp. 1448-1456 ◽  
Author(s):  
Robert F. Chapman ◽  
James Stray-Gundersen ◽  
Benjamin D. Levine
Keyword(s):  
Cell Volume ◽  
Sea Level ◽  
Interval Training ◽  
Training Model ◽  
Individual Response ◽  
Altitude Training ◽  
Moderate Altitude ◽  
Red Cell ◽  
Red Cell Volume ◽  
The Individual

Moderate-altitude living (2,500 m), combined with low-altitude training (1,250 m) (i.e., live high-train low), results in a significantly greater improvement in maximal O2 uptake (V˙o 2 max) and performance over equivalent sea-level training. Although the mean improvement in group response with this “high-low” training model is clear, the individual response displays a wide variability. To determine the factors that contribute to this variability, 39 collegiate runners (27 men, 12 women) were retrospectively divided into responders ( n = 17) and nonresponders ( n = 15) to altitude training on the basis of the change in sea-level 5,000-m run time determined before and after 28 days of living at moderate altitude and training at either low or moderate altitude. In addition, 22 elite runners were examined prospectively to confirm the significance of these factors in a separate population. In the retrospective analysis, responders displayed a significantly larger increase in erythropoietin (Epo) concentration after 30 h at altitude compared with nonresponders. After 14 days at altitude, Epo was still elevated in responders but was not significantly different from sea-level values in nonresponders. The Epo response led to a significant increase in total red cell volume andV˙o 2 max in responders; in contrast, nonresponders did not show a difference in total red cell volume or V˙o 2 maxafter altitude training. Nonresponders demonstrated a significant slowing of interval-training velocity at altitude and thus achieved a smaller O2 consumption during those intervals, compared with responders. The acute increases in Epo and V˙o 2 maxwere significantly higher in the prospective cohort of responders, compared with nonresponders, to altitude training. In conclusion, after a 28-day altitude training camp, a significant improvement in 5,000-m run performance is, in part, dependent on 1) living at a high enough altitude to achieve a large acute increase in Epo, sufficient to increase the total red cell volume andV˙o 2 max, and 2) training at a low enough altitude to maintain interval training velocity and O2 flux near sea-level values.

Acute Blood Pressure Response to High- and Moderate-Speed Resistance Exercise in Older Adults With Hypertension

2021 ◽  
pp. 1-8
Author(s):  
Carlos Leonardo Figueiredo Machado ◽  
Régis Radaelli ◽  
Clarissa Muller Brusco ◽  
Eduardo Lusa Cadore ◽  
Eurico N. Wilhelm ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Older Adults ◽  
Resistance Exercise ◽  
Blood Pressure Response ◽  
Individual Response ◽  
Older Individuals ◽  
Repetition Maximum ◽  
Control Protocol ◽  
The Individual ◽  
And Control

An increase in blood pressure (BP) occurs during resistance exercise; attention to this response may be necessary in older individuals with hypertension. We compared the BP responses following high- (HSRE) and moderate-speed resistance exercise (MSRE) (4 × 8 repetitions at 60% one-repetition maximum) and control protocol in 15 older adults with hypertension. HSRE and MSRE increased systolic BP (SBP) by the end of each set compared with preexercise and control protocol. Immediately after the fourth set, a higher SBP was observed in MSRE than HSRE (147 ± 14 vs. 141 ± 12 mmHg; p = .01). Taking an exploratory analysis of the individual response, we observed that MSRE resulted in greater mean changes and number of SBP exposures to values ≥150 mmHg (22-fold) than HSRE (10-fold). Diastolic BP increased (p < .05) with exercise, but only MSRE increased compared with the control condition (p < .05). HSRE may be an alternative for individuals in which SBP peak should be avoided.

scholarly journals Pendidikan Karakter Melalui Pembelajaran Berbasis Multiple Intelligences di Markaz Arabiyah Pare Kediri

2020 ◽  
Vol 3 (1) ◽  
pp. 48-62
Author(s):  
Annas Ribab Sibilana
Keyword(s):  
Character Education ◽  
Multiple Intelligences ◽  
Learning Process ◽  
Problem Formulation ◽  
National Character ◽  
Theory Of Multiple Intelligences ◽  
The Individual ◽  
Individual Education

Character education is a grand issue which has been endeavored in various ways through education, so it is truly realized for the noble ideals of the Indonesian people. But what is happening right now in our education is the moral degradation of the children national character, so education has the task at the forefront to overcome this. Various methods have been conceived by experts and implemented one by one by the individual education, one of the latest methods and considered as an effective method by various education experts is through multiple intelligences approach. However, there are not many education implementers understand the concept, one of the institutions that dared to start implementing the concept is Markaz Arabiyah Pare Kediri, so researcher formulates a problem formulation of how the concept of learning based on multiple intelligences in Markaz Arabiyah and how the character education is implemented through the concept of learning. Markaz Arabiyah is the only institution in Pare Kediri that applies the theory of multiple intelligences starting from the process of accepting participants to the learning process, then from that process can also implement character education at the institution.

scholarly journals Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan

2021 ◽  
Vol 21 (2) ◽  
pp. 1-11
Author(s):  
Ratih Apri Sari ◽  
Bachrudin Musthafa ◽  
Fazri Nur Yusuf
Keyword(s):  
High School ◽  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Project Based Learning ◽  
Vocational High School ◽  
Learning Models ◽  
High School English ◽  
Model Project

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021).  Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan.  Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972

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