The power of feedback.

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Kini semakin banyak perusahaan yang menghubungkan diri dengan internet sebagai upaya untuk memperluas jaringan komputer mereka. Namun demikian internet memiliki masalah mendasar, yaitu keamanan. Dengan terhubung ke internet berarti terbuka pintu bagi orang lain untuk mengakses bahkan merusak informasi ataupun sistem pada jaringan lokal. Berbagai mekanisme telah dibuat untuk mendukung layanan keamanan di internet, diantaranya dengan pembatasan jalur data antara jaringan lokal dan internet. Namun tidaklah cukup karena protokol TCP/IP yang digunakan di internet menyimpan kelemahan dalam layanan keamanan. Oleh karena itu protokol tersebut diperbaharui agar dapat memenuhi tuntutan komunitas
internet atas layanan keamanan. IPng sebagai hasil pembauran, mendukung keamanan dengan menyediakan layanan autentikasi dan enkripsi pada paket IP. Dalam tugas akhir ini penulis melakukan implementasi sebuah layanan keamanan pada ITng, yaitu autentikasi. Implementasi mencapku penggunaan beberapa algoritma seperti MD5 dan SHA untuk proses autentikasi dan penggunaan sistem operasi linux sebagai lingkungan nya. Hasil evaluasi menunjukkan bahwa penggunaan layanan autentikasi membuat waktu pengiriman paket menjadi dua kali lipat.

Metodologi Penelitian Pendidikan

Thank you for reading knowing what students know the science and design of educational assessment. Maybe you have knowledge that, people have search hundreds times for their chosen books like this knowing what students know the science and design of educational assessment, but end up in harmful downloads. Rather than enjoying a good book with a cup of tea in the afternoon, instead they cope with some harmful virus inside their laptop.

Knowing What Students Know The Science And Design Of Educational Assessment

/pdf/teachers-knowledge-about-higher-order-thinking-skills-and-3tkpd496mz.pdf

Teachers' knowledge about higher-order thinking skills and its learning strategy

The intention of the present study is to know how students’ performance on number sense based on the components of number sense and also the sub-components in it. The participants of the study are 80 six graders (12-13 year-old) from three different schools that represent the city, rural, and small town areas. The data were collected using the test. The data analysis showed that the elementary school students’ performance on number sense was still weak on the component of understanding the meaning and concept of numbers. This could be seen in 23.53% respondent. The highest average was 49.75% in understanding the meaning and effect of operation. Nevertheless, the students’ responses indicated that most of those were more dominated by the written algorithms in solving problems. This was also happened on the component of applying knowledge and number sense and operation in computational situation. The students found some difficulties in understanding the meaning and concept of numbers, especially on the domain of fraction and decimal. There were some obstacles the students had, such as misconception about the density of fraction and decimals, about the concept of the part of fraction, and some errors when doing the computation because they paid more attention to the rules and algorithms they understood.

/pdf/assessing-number-sense-performance-of-indonesian-elementary-1hukqpgzd4.pdf

Assessing Number Sense Performance of Indonesian Elementary School Students

The purpose of this study was to develop and validate a scale of teacher beliefs related to mathematics, namely, beliefs about the nature of mathematics, mathematics teaching, and assessment in mathematics learning. A scale development study was used to achieve it. The draft scale consisted of 54 items in which 16 items related to beliefs about the nature of mathematics, 23 items related to beliefs about the teaching of mathematics, and 15 items related to beliefs about assessment in mathematics learning. At the first phase, 252 primary school teachers participated and exploratory factor analysis (EFA) was performed to evaluate the structure of the scale factor. There were two factors at each scale resulted from the analysis. At the second phase, 350 primary school teachers participated and confirmatory factor analysis (CFA) was performed to confirm the factors resulted from the EFA. The result of CFA indicated that the established model had sufficient fit indices. In addition, each factor had an adequate internal consistency coefficient, which was in the range of 0.715â��0.787. Thus, this scale could be a satisfactory tool to assess teachers' mathematics-related beliefs. Subsequent studies could combine these three scales into an integrated scale, to simplify statistical analysis.

http://www.e-iji.net/dosyalar/iji_2017_2_2.pdf

A Scale for Measuring Teachers' Mathematics-Related Beliefs: A Validity and Reliability Study

Tujuan penelitian ini adalah untuk (1) menemukan model pembelajaran yang menghasilkan prestasi belajar terbaik (2) menemukan kategori kreativitas siswa yang menghasilkan prestasi belajar terbaik (3) menemukan interaksi model pembelajaran dan kreativitas siswa yang menghasilkan prestasi belajar terbaik. Hasil belajar pada riset ini dibatasi pada topik bangun ruang sisi lengkung. Penelitian ini menggunakan desain kuasi eksperimen dengan menggunakan analisis varian dua jalur dengan ukuran sel berbeda. Populasi penelitian ini adalah siswa semester enam di SMP 4 kabupaten Wonogiri. Sampel diambil dengan teknik strafkasi dan kluster acak. Data dikumpulkan dengan dokumentasi, kuesioner, dan tes. Hasil penelitian menunjukkan (1) guided discovery model dan cooperative learning memberikan hasil yang tidak berbeda tetapi dampak terhadap hasil belajar siswa, keduanya lebih baik daripada model pembelajaran konvensional. (2) siswa yang memiliki kreativitas lebih dalam bidang matematika memiliki hasil belajar lebih baik dibandingkan dengan siswa yang memiliki kreativitas lebih rendah (3) pada level kreativitas tinggi, siswa memiliki hasil belajar lebih baik dengan menggunakan model pembelajaran guided discovery dibanding menggunakan model cooperative learning. Selanjutnya model cooperative learning menghasilkan hasil belajar siswa lebih baik daripada model pembelajaran konvensional.

/pdf/keefektifan-model-penemuan-terbimbing-dan-cooperative-3huu36cjmq.pdf

Keefektifan model penemuan terbimbing dan cooperative learning pada pembelajaran matematika

The gap between theory and practice has become a critical issue in the effort of improving the learning of mathematics. Beliefs may have been one of the contributing factors to the widening of the gap between theory and practice. Therefore, examining the relationship between beliefs and practices in mathematics is crucial to gain an overview of the preparation of potential teacher candidates and the development of teacher education in the future. This study aims to examine the relationship between beliefs held by pre-service elementary school teachers and the instructional practices in mathematics class. This study employs the case study that focuses on one of the pre-service elementary school teachers who is undertaking practical field experience in the 2015/2016 academic year. The findings of this study indicate that the instructional practices do not necessarily reflect the beliefs that are held. On the other hand, beliefs about the nature of mathematics influence more dominant than the other beliefs against instructional practices.

/pdf/examining-pre-service-elementary-school-teacher-beliefs-and-d6u4h133q9.pdf

Examining Pre-Service Elementary School Teacher Beliefs and Instructional Practices in Mathematics Class.

Mathematics-related beliefs play an important role in giving a teacher directions for taking decisions and for their behavior in a mathematics class. Therefore, the purposes of this research are to reveal the profile of teachers' mathemat-ics-related beliefs, the consistency among belief dimensions, teachers' practical profile in a mathematics class, and the consistency between beliefs and teachers' practices in a mathematics class. This research used surveys with a cross-sec-tional design to collect data from 325 elementary school teachers in Jakarta. Teachers' beliefs instruments and teachers' practices in mathematics class were used to collect data. The findings of this research indicate that teachers tend to be constructivism-oriented but are not accompanied with suitable practices in mathematics class. Moreover, complex relationships also occur in both belief dimensions and in their relationships with the practices in a mathematics class.

/pdf/the-complex-relationship-between-teachers-mathematics-isf1t8tnhd.pdf

Yoppy Wahyu Purnomo

Papers

Assessing Number Sense Performance of Indonesian Elementary School Students

A Scale for Measuring Teachers' Mathematics-Related Beliefs: A Validity and Reliability Study

Keefektifan model penemuan terbimbing dan cooperative learning pada pembelajaran matematika

Examining Pre-Service Elementary School Teacher Beliefs and Instructional Practices in Mathematics Class.

The Complex Relationship between Teachers' Mathematics-related Beliefs and their Practices in Mathematics Class