scholarly journals The Contextual Learning Approach in Engineering Education

2015 ◽  
Author(s):  
Ida Kukliansky ◽  
Shai Rozenes
Keyword(s):  
Engineering Education ◽  
Contextual Learning ◽  
Learning Approach

Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

scholarly journals PENINGKATAN KEMAMPUAN PENALARAN STATISTIS SISWA SEKOLAH MENENGAH PERTAMA MELALUI PEMBELAJARAN KONTEKSTUAL

2018 ◽  
Vol 6 (1) ◽  
pp. 129-140
Author(s):  
Iyam Maryati
Keyword(s):  
Secondary Students ◽  
Teaching And Learning ◽  
Contextual Learning ◽  
Statistical Reasoning ◽  
Learning Approach ◽  
School Students ◽  
Model Learning ◽  
Junior Secondary ◽  
Reasoning Skills ◽  
Contextual Teaching

Artikel ini menyajikan apa itu pembelajaran kontekstual dan apa saja karakteristiknya? Apa itu kemampuan penalaran statistis? Mengapa pembelajaran kontekstual dapat mengembangkan kemapuan penalaran statistis siswa Sekolah Menengah Pertama? Kemampuan penalaran statistis sangat penting dimiliki oleh siswa Sekolah Menengah Pertama, karena dengan kemampuan penalaranr statistis ini siswa dapat memiliki kompetensi dalam hal: 1) memahami informasi-informasi statistis yang tersurat maupun yang tersirat pada setiap permasalahan yang dihadapi. 2) Pemahaman yang baik terhadap bagaimana cara memilih, menyajikan, mererduksi, dan mempresentasikan data yang akan digunakan untuk menjawab permasalahan yang ada. 3) pemahaman dan penalaran yang baik terhadap proses statistis secara keseluruhan termasuk setiap perhitungan yang terlibat dalam proses tersebut. 4) pemahaman untuk memecahkan masalah secara statistis berdasarkan data yang ada, dan menginterprestasikannya dalam pengambilan keputusan yang dapat berlaku secara umum. Oleh karena itu untuk mengembangkan kemampuan penalaran statistis tersebut harus mempertimbangkan pendekatan pembelajaran yang digunakan untuk siswa Sekolah Menengah Pertama. Model pendekatan pembelajaran yang sesuai untuk siswa Sekolah Pertama salah satunya adalah pendekatan pembelajaran kontekstual (Contextual Teaching and Learning). Pendekatan pembelajaran kontekstual ini mengambil permasalahan-permasalahan dalam kehidupan sehari-hari atau permasalahan yang disimulasikan dengan dialog, diskusi,, tanya jawab, dan representasi. Aktivitas pengajaran kontekstual yang dikembangkan adalah: a) belajar berbasis masalah, b) belajar dengan multi konteks, c) belajar mandiri, d) penilaian otentik, dan e) masyarakat belajar.This article presents a contextual learning what it is and what are its characteristics? What is the statistical reasoning skills? Why contextual learning can develop statistical reasoning Traffic junior secondary students? Reasoning ability is very important statistical owned by junior high school students, because of the ability of these statistical penalaranr students may have competence in terms of: 1) understand the statistical information expressed or implied in any problems faced. 2) A good understanding of how to choose, present, mererduksi, and present data that will be used to address existing problems. 3) understanding and reasoning that both the statistical process as a whole including any calculations involved in the process. 4) understanding to solve the problem of statistically based on existing data, and interpret it in decision-making that can be applied generally. Therefore, to develop the statistical reasoning skills should consider learning approach used for junior secondary students. Model learning approach that is appropriate for school students first one of which is a contextual learning approach (Contextual Teaching and Learning). This contextual learning approach to take problems in daily life or simulated problems with dialogue, discussion ,, question and answer, and representation. Contextual teaching activities developed are: a) problem-based learning, b) learning with multi context, c) self-learning, d) authentic assessment, and e) a learning society.

Contextual learning approach to the development of the grammatical accuracy in EFL

2021 ◽  
pp. 33-40
Author(s):  
Alina Mardari ◽  
◽  
◽  
Keyword(s):  
Present Article ◽  
Contextual Learning ◽  
Learning Approach ◽  
Authentic Material ◽  
Effective Strategies ◽  
Grammatical Accuracy ◽  
Grammatical Skills ◽  
Teaching Grammar

The present article highlights the importance of teaching grammar contextually so that students develop their grammatical skills. Effective strategies for all the stages of a lesson-presentation, practice and production (PPP model) – are presented. The main elements of a contextualized lesson are discovery, cooperation, authentic material and reflection.

An Example Application of an Artificial Intelligence-Supported Blended Learning Education Program in Computer Engineering

2018 ◽  
pp. 1304-1323
Author(s):  
Tuncay Yigit ◽  
Arif Koyun ◽  
Asim Sinan Yuksel ◽  
Ibrahim Arda Cankaya ◽  
Utku Kose
Keyword(s):  
Artificial Intelligence ◽  
Blended Learning ◽  
Engineering Education ◽  
Education Program ◽  
Learning Approach ◽  
Computer Engineering ◽  
Student Records ◽  
Educational Processes ◽  
Engineering Department ◽  
Teachers And Students

Blended Learning is a learning model that is enriched with traditional learning methods and online education materials. Integration of face-to-face and online learning with blending learning can enhance the learning experience and optimize seat time. In this chapter, the authors present the teaching of an Algorithm and Programming course in Computer Engineering Education via an artificial intelligence-supported blended learning approach. Since 2011, Computer Engineering education in Suleyman Demirel University Computer Engineering Department is taught with a blended learning method. Blended learning is achieved through a Learning Management System (LMS) by using distance education technology. The LMS is comprised of course materials supported with flash animations, student records, user roles, and evaluation systems such as surveys and quizzes that meet SCORM standards. In this chapter, the related education process has been supported with an intelligent program, which is based on teaching C programming language. In this way, it has been aimed to improve educational processes within the related course and the education approach in the department. The blended learning approach has been evaluated by the authors, and the obtained results show that the introduced artificial intelligence-supported blended learning education program enables both teachers and students to experience better educational processes.

scholarly journals Effects of Flipped Learning Approaches on Students’ Learning Performance in Software Engineering Education

2021 ◽  
Vol 13 (17) ◽  
pp. 9849
Author(s):  
Yen-Ting Lin
Keyword(s):  
Software Engineering ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Performance ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Software Engineering Education ◽  
Diagnosis Approach

Software engineering education plays an important role in keeping students educated with software technologies, processes, and practices that are needed by industries. Nevertheless, the nature of software engineering learning activities in traditional classrooms is limited in scope and time, making it more difficult to achieve a proper balance between theory and practice and address industrial demands. This makes scant provision for assisting students in keeping their software engineering knowledge current. To support software engineering education, flipped learning is a suitable strategy. Prior studies have shown that students’ perceptions in flipped learning environments are better than those in traditional learning environments. Nevertheless, in flipped learning, students may not have sufficient ability to conduct learning out of class. Therefore, the flipped learning strategy should aim to meet the needs of students to ensure that they get the appropriate support or feedback during the learning process before the class. The aim of this study was to propose a flipped learning diagnosis approach to promote students’ learning out of class in the flipped classroom. To explore students’ learning performance in software engineering courses, three classes of students were invited to learn with three different learning approaches (traditional learning approach, flipped learning approach, and flipped learning diagnosis approach). The results showed that the students who learned with the flipped learning diagnosis approach outperformed those students who learned with the flipped learning approach or the traditional learning approach.

scholarly journals PENINGKATAN KEMAMPUAN KONEKSI MATEMATIK DAN SIKAP POSITIF SISWA DENGAN PEMBELAJARAN KONTEKSTUAL PADA SISWA SMK PELAYARAN SAMUDERA INDONESIA MEDAN

2018 ◽  
Vol 4 (1) ◽  
pp. 113-123
Author(s):  
Taruli Marito Silalahi
Keyword(s):  
High School ◽  
Data Analysis ◽  
Student Attitudes ◽  
Contextual Learning ◽  
Learning Approach ◽  
Positive Thinking ◽  
Ability Level ◽  
The Subject ◽  
Space Data ◽  
Mathematical Connection

Abstract. This research aimed study to determine: 1) the increasing ability of mathematic connection and student’s positive thingking by using Contextual Learning are higher than students or usual learning approach. 2) there was the interaction between learning by students mathematic ability toward the increasing ability of mathematic connection and student’s positive thinking. 3) to determine how the answering process are made by the students in problem solving by using contextual learning and usual learning approach. This kind of research is the quasi experiment. The populations of this research are all of the students in X grade of Tehnical High School with acreditation B where is in Medan and the sample is chosen random sample. Where SMK Medan consist of X Nautic as experiment class and X Tehnical as control class am each consist of 34 students. The instrument used consist of: (1) test students initial mathematic ability, (2) test for mathematic connection and (3) scale for positive thingking, the subject up space. Data analysis are done by using ANAVA two ways. The result of this research shown that (1) the increasing ability in mathematic connection and student’s positive thinking by using Contextual Learning is higher than using student’s usual thinking approach, (2) there were no interaction between learning and student’s ability level to the increasing ability of mathematics and student’s positive thinking. The researcher suggests to use the Contextual Learning as the alternative way for teachers to increase the ability of mathematic connection and student’s positive thingking.Keyword: Contextual Learning, Mathematical Connection Ability, and Positive Student Attitudes

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