The purpose of this study was to determine the effectiveness of problem based learning (PBL) and Project Based Learning (PjBL) models with the help of Kahoot media on student learning outcomes. The sampling technique used was cluster random sampling. Three classes were obtained, namely X ELIN as the experimental class 1, X RPL 2 as the experimental class 2, and X RPL 2 as the control class. Data collection techniques using observation, tests and documentation. The results showed (1) there were differences in student learning outcomes who received the Kahoot-assisted problem-based learning (PBL) learning model, Kahoot-assisted Project Based Learning (PjBL) and conventional classes; (2) the learning outcomes of students who received the problem based learning (PBL) learning model with the help of kahoot were better than the class that received the conventional learning model; (3) the learning outcomes of students who received the project-based learning (PjBL) assisted kahoot learning model were better than the class that received the conventional learning model; (4) the learning outcomes of students who get the Problem Based Learning (PBL) learning model with the help of kahoot and Project Based Learning (PjBL) with the help of kahoot achieve mastery individually and classically. Based on decision making through significant values, it turns out that > ie, 4.852 > 3.156, then is rejected. It can be concluded that there are differences in student learning outcomes. Judging from the average value of student learning outcomes in the experimental class I was 77.29, while the average learning outcome for the experimental class II was 77.39, and the average student learning outcome in the control class was 67.96, which means that the student learning outcomes in the control class the experiment was better than the control class students' learning outcomes.Keywords: Problem Based Learning (PBL), Project Based Learning (PjBL), Kahoot, and Learning Outcomes
{"title":"THE EFFECTIVENESS OF PROBLEM BASED LEARNING (PBL) AND PROJECT BASED LEARNING (PjBL) ASSISTED KAHOOT LEARNING MODELS ON STUDENT LEARNING OUTCOMES","authors":"Zam Inayah, A. Buchori, A. S. Pramasdyahsari","doi":"10.26877/ijre.v1i2.8630","DOIUrl":"https://doi.org/10.26877/ijre.v1i2.8630","url":null,"abstract":"The purpose of this study was to determine the effectiveness of problem based learning (PBL) and Project Based Learning (PjBL) models with the help of Kahoot media on student learning outcomes. The sampling technique used was cluster random sampling. Three classes were obtained, namely X ELIN as the experimental class 1, X RPL 2 as the experimental class 2, and X RPL 2 as the control class. Data collection techniques using observation, tests and documentation. The results showed (1) there were differences in student learning outcomes who received the Kahoot-assisted problem-based learning (PBL) learning model, Kahoot-assisted Project Based Learning (PjBL) and conventional classes; (2) the learning outcomes of students who received the problem based learning (PBL) learning model with the help of kahoot were better than the class that received the conventional learning model; (3) the learning outcomes of students who received the project-based learning (PjBL) assisted kahoot learning model were better than the class that received the conventional learning model; (4) the learning outcomes of students who get the Problem Based Learning (PBL) learning model with the help of kahoot and Project Based Learning (PjBL) with the help of kahoot achieve mastery individually and classically. Based on decision making through significant values, it turns out that > ie, 4.852 > 3.156, then is rejected. It can be concluded that there are differences in student learning outcomes. Judging from the average value of student learning outcomes in the experimental class I was 77.29, while the average learning outcome for the experimental class II was 77.39, and the average student learning outcome in the control class was 67.96, which means that the student learning outcomes in the control class the experiment was better than the control class students' learning outcomes.Keywords: Problem Based Learning (PBL), Project Based Learning (PjBL), Kahoot, and Learning Outcomes","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89261264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evinia Kusuma Dewi, N. Nizaruddin, A. S. Pramasdyahsari
This study aims to determine the description of students' errors in solving SPLDV questions in terms of students' reflective and impulsive cognitive styles. This research is a qualitative research using a descriptive approach which was carried out at MTs Husnul Khatimah 02 Semarang in the 2020/2021 academic year. The subjects of this study were grade VIII students with reflective and impulsive cognitive styles. The instrument used is a cognitive style questionnaire, namely the Matching Familiar Figure Test (MFFT) developed by Warli, the SPLDV problem solving test and interview guidelines. Checking the validity of the data in this study is time triangulation. The indicator of student errors is based on the Kastolan stages, namely procedural errors, conceptual errors, and technical errors. The results of this study are students with an impulsive cognitive style tend to have more errors than students with a reflective cognitive style. Internal factors that cause errors are because students are less thorough, lack of practice questions, do not understand the prerequisite material, do not understand the concept of solving linear inequality problems of two variables, and do not understand the basic concepts of elimination and substitution methods, while the external factor is the lack of time given to students. so that students have not finished working on the questions
{"title":"ANALYSIS OF STUDENT ERRORS IN SOLVING SPLDV QUESTIONS BASED ON CASTOLAN STAGES REVIEWED FROM STUDENTS' COGNITIVE STYLE","authors":"Evinia Kusuma Dewi, N. Nizaruddin, A. S. Pramasdyahsari","doi":"10.26877/ijre.v1i2.8626","DOIUrl":"https://doi.org/10.26877/ijre.v1i2.8626","url":null,"abstract":"This study aims to determine the description of students' errors in solving SPLDV questions in terms of students' reflective and impulsive cognitive styles. This research is a qualitative research using a descriptive approach which was carried out at MTs Husnul Khatimah 02 Semarang in the 2020/2021 academic year. The subjects of this study were grade VIII students with reflective and impulsive cognitive styles. The instrument used is a cognitive style questionnaire, namely the Matching Familiar Figure Test (MFFT) developed by Warli, the SPLDV problem solving test and interview guidelines. Checking the validity of the data in this study is time triangulation. The indicator of student errors is based on the Kastolan stages, namely procedural errors, conceptual errors, and technical errors. The results of this study are students with an impulsive cognitive style tend to have more errors than students with a reflective cognitive style. Internal factors that cause errors are because students are less thorough, lack of practice questions, do not understand the prerequisite material, do not understand the concept of solving linear inequality problems of two variables, and do not understand the basic concepts of elimination and substitution methods, while the external factor is the lack of time given to students. so that students have not finished working on the questions","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79494994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study addresses the gaps shown by researches related to importance of reading strategies to create the generation of independent university students that can be started by implementing self-regulated learning strategy with its 3 phases guided with proper instructions from lecturer so students are kept working on track while building their reading comprehension skill. Related to the SRL phases, it is important to get students’ perception on the strategy so lecturer can decide which phase needs more attention. The objectives of this study are; to observe students’ perception on each phase of self-regulated learning strategy and which phase of self-regulated learning strategy is the easiest to follow by students. It is a qualitative research with closed-questions questionnaire distributed to students after applying the self-regulated learning phases on reading comprehension activity. 15 of 20 students agreed that time-allotment helps them to finish the tasks on time in Forethought and Planning phase. 12 students disagreed that writing the journal regularly in Monitoring phase could help them choose which strategy worked best for them. The first half could not decide whether they can get their strengths and weaknesses by evaluating their performance in Reflection phase and the other half agreed on the statement. 20 students agreed that the Forethought and Planning phase was easy to follow. 15 students disagreed that Performance Monitoring was easy to follow. 13 students strongly disagreed that this phase was easy. The Forethought and Planning Phase of SRL was the easiest to follow.
{"title":"Self-Regulated Learning Phases on Reading Comprehension: Students’ Perception","authors":"R. Nurjanah","doi":"10.26877/ijre.v1i1.7932","DOIUrl":"https://doi.org/10.26877/ijre.v1i1.7932","url":null,"abstract":"This study addresses the gaps shown by researches related to importance of reading strategies to create the generation of independent university students that can be started by implementing self-regulated learning strategy with its 3 phases guided with proper instructions from lecturer so students are kept working on track while building their reading comprehension skill. Related to the SRL phases, it is important to get students’ perception on the strategy so lecturer can decide which phase needs more attention. The objectives of this study are; to observe students’ perception on each phase of self-regulated learning strategy and which phase of self-regulated learning strategy is the easiest to follow by students. It is a qualitative research with closed-questions questionnaire distributed to students after applying the self-regulated learning phases on reading comprehension activity. 15 of 20 students agreed that time-allotment helps them to finish the tasks on time in Forethought and Planning phase. 12 students disagreed that writing the journal regularly in Monitoring phase could help them choose which strategy worked best for them. The first half could not decide whether they can get their strengths and weaknesses by evaluating their performance in Reflection phase and the other half agreed on the statement. 20 students agreed that the Forethought and Planning phase was easy to follow. 15 students disagreed that Performance Monitoring was easy to follow. 13 students strongly disagreed that this phase was easy. The Forethought and Planning Phase of SRL was the easiest to follow.","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"704 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74747967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cultivating mindful learning in the context of pandemic of covid-19 is a choice to stimulate creativity and productivity. In poetry class, mindful learning takes place in the creative process where creativity and productivity are focused on. This research aims at investigating how mindful learning can be cultivated to stimulate creativity and productivity of the students who took poetry course during the pandemic of covid-19 through online learning, particularly to know how the creative process happened. In the context of poetry course in English Language Education, mindful learning is implemented to grow the creativity and productivity in students’ poetry writing skills. This research is a qualitative research using critical narrative inquiry approach. The instruments used are observation sheet, mindful poetry journal and self-reflection. From the observation, mindful poetry journal and self-reflection it can be seen that students undergo a series of process that can cultivate their creativity and productivity. The findings show that there are many values found in students’ creative process that grows their creativity and productivity. The values found during the mindful practice are freedom to think, freedom to choose, freedom to express, freedom to decide, and freedom to reflect, that lead to creativity and productivity. It means that mindful learning has a big impact on the students’ creativity and productivity in writing poetry that they become creative and productive writers.
{"title":"Cultivating Mindful Learning in EFL Poetry Class: a Way to Make Creative and Productive Writers","authors":"K. S. Piscayanti","doi":"10.26877/ijre.v1i1.7947","DOIUrl":"https://doi.org/10.26877/ijre.v1i1.7947","url":null,"abstract":"Cultivating mindful learning in the context of pandemic of covid-19 is a choice to stimulate creativity and productivity. In poetry class, mindful learning takes place in the creative process where creativity and productivity are focused on. This research aims at investigating how mindful learning can be cultivated to stimulate creativity and productivity of the students who took poetry course during the pandemic of covid-19 through online learning, particularly to know how the creative process happened. In the context of poetry course in English Language Education, mindful learning is implemented to grow the creativity and productivity in students’ poetry writing skills. This research is a qualitative research using critical narrative inquiry approach. The instruments used are observation sheet, mindful poetry journal and self-reflection. From the observation, mindful poetry journal and self-reflection it can be seen that students undergo a series of process that can cultivate their creativity and productivity. The findings show that there are many values found in students’ creative process that grows their creativity and productivity. The values found during the mindful practice are freedom to think, freedom to choose, freedom to express, freedom to decide, and freedom to reflect, that lead to creativity and productivity. It means that mindful learning has a big impact on the students’ creativity and productivity in writing poetry that they become creative and productive writers.","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88760350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Comparing the normalised and 2PL IRT scoring methods on multi-form examinations","authors":"Aolin Xie, Ting-Wei Chiu, Gregory Camilli, Keyu Chen","doi":"10.1504/ijqre.2021.10043492","DOIUrl":"https://doi.org/10.1504/ijqre.2021.10043492","url":null,"abstract":"","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1504/ijqre.2021.10043496
S. Alavi, Soodeh Bordbar
{"title":"Detecting gender-biased items in a high-stakes language proficiency test: using Rasch model measurement","authors":"S. Alavi, Soodeh Bordbar","doi":"10.1504/ijqre.2021.10043496","DOIUrl":"https://doi.org/10.1504/ijqre.2021.10043496","url":null,"abstract":"","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1504/IJQRE.2021.10038454
O. Obot, S. Udoh, K. Attai
{"title":"The suitability of similarity measures to the grading of short answers in examination","authors":"O. Obot, S. Udoh, K. Attai","doi":"10.1504/IJQRE.2021.10038454","DOIUrl":"https://doi.org/10.1504/IJQRE.2021.10038454","url":null,"abstract":"","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1504/ijqre.2021.10043490
Amery Wu, Shun-Fu Hu, Minjeong Park
{"title":"Gender fairness in immigration language testing: a study of differential options functioning on the CELPIP-G reading multiple-choice questions","authors":"Amery Wu, Shun-Fu Hu, Minjeong Park","doi":"10.1504/ijqre.2021.10043490","DOIUrl":"https://doi.org/10.1504/ijqre.2021.10043490","url":null,"abstract":"","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1504/ijqre.2021.119805
M. Barri
{"title":"The impact of the difficulty level of compromised common items on IRT scaling and equating under the common item equating design","authors":"M. Barri","doi":"10.1504/ijqre.2021.119805","DOIUrl":"https://doi.org/10.1504/ijqre.2021.119805","url":null,"abstract":"","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66693741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently, the virtual laboratory is developing rapidly. One indicator is the number of Mathematics students both state and private Universities in Central Java who are looking for references related to practical geometry courses via online between lectures. This raises concern as a lecturer in adding value to lectures, which are adapted to the 21st-century learning era today by creating virtual laboratories based on Virtual Reality. This research employed the ADDIE R & D model (Analysis, Design, Develop, Implementation and Evaluation) after the product is finished, the next step is implementing and marketing the product in state and private university in the region of Central Java and its surroundings. The consideration of creating the virtual lab is that the science virtual lab product has not been developed much in Indonesia, in fact, this lab is able to display virtual and augmented reality which can increase motivation and learning outcomes. Based on the validation of media and material experts on the virtual geometry lab product, the scores show that the virtual geometry lab product is very suitable for implementing and more than 90% of lecturers and students at the PGRI Semarang University are very happy to implement it.
{"title":"Implementation of Virtual Laboratory Media to Learning Geometry in Mathematics Education Program of Universitas PGRI Semarang","authors":"A. Buchori, A. S. Pramasdyahsari","doi":"10.26877/ijre.v1i1.6675","DOIUrl":"https://doi.org/10.26877/ijre.v1i1.6675","url":null,"abstract":"Recently, the virtual laboratory is developing rapidly. One indicator is the number of Mathematics students both state and private Universities in Central Java who are looking for references related to practical geometry courses via online between lectures. This raises concern as a lecturer in adding value to lectures, which are adapted to the 21st-century learning era today by creating virtual laboratories based on Virtual Reality. This research employed the ADDIE R & D model (Analysis, Design, Develop, Implementation and Evaluation) after the product is finished, the next step is implementing and marketing the product in state and private university in the region of Central Java and its surroundings. The consideration of creating the virtual lab is that the science virtual lab product has not been developed much in Indonesia, in fact, this lab is able to display virtual and augmented reality which can increase motivation and learning outcomes. Based on the validation of media and material experts on the virtual geometry lab product, the scores show that the virtual geometry lab product is very suitable for implementing and more than 90% of lecturers and students at the PGRI Semarang University are very happy to implement it.","PeriodicalId":90868,"journal":{"name":"International journal of quantitative research in education","volume":"1964 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91345443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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