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Dwi Maryono
Informatics Education Department, Faculty of Teacher Training and Education, Sebelas Maret University
Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering

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The Use of Robomind Application in Problem Based Learning Model to Enhance the Student’s Understanding on the Conceptual Programming Algorithm. Anggun Nofitasari; Rosihan Ari Yuana; Dwi Maryono
IJIE (Indonesian Journal of Informatics Education) Vol 1, No 1 (2017): IJIE (Indonesian Journal of Informatics Education)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v1i1.4170

Abstract

The purpose of this research was to improve understanding of basic programming algorithms concept of class X TKJ 1 SMK N 1 Banyudono on Basic Programming lesson using robomind application through Problem Based Learning model. This research was a Classroom Action Research, with research subjects were 33 students of class X TKJ 1 SMK N 1 Banyudono. This research was started by identifying the problems occured in the classroom. Then, we designed actions to solve the problem in a cycle of actions. In this research, the actions were done in two cycles. Each cycle consists of planning, implementation, observation and reflection. Data was collected by observation of the learning activities in the classroom and comprehension tests after each cycle. Analysis of the data was performed using quantitative and qualitative analysis interactive technique. The results showed that the implementation of the Problem Based Learning model using media assistance robomind applications could enhance students' understanding of the program algorithm. It is shown by the completeness of comprehension tests on pre-cycle 37.5%, 44.8% in the first cycle, and 93.3% in the second cycle. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The Comparison of the Discovery Learning and Project Based Learning and their Influences to Student’s Motivation to Learn Conditional Structure Programming Dian Mustikaningrum; Dwi Maryono; Rosihan Ari Yuana
IJIE (Indonesian Journal of Informatics Education) Vol 1, No 1 (2017): IJIE (Indonesian Journal of Informatics Education)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v1i1.4166

Abstract

 The research aims to know (1) the differences of the influence of discovery learning and project based learning combined with college ball model’s influence to student’s achievement in conditional structure programming; (2) the differences of learning interest influences to students’ learning achievement; and (3) the effect of interaction between learning-model implementation and students’ interest to students’ learning achievement. The population of this research was students of class X MM in SMK N 6 Surakarta. The sample of this research contained the whole population include X MM 1 and X MM 2 class. This research used quasi experimental method postest only control group design. Data were collected by questionairre, for students learning interest data, and test for the data of students’ learning achievement. Those data were analyzed with two-way Anova test with different content of cell, followed with double comparison of Scheffe’s method with level of significance 0,05. The results showed that (1) there were no significance differences between discovery learning model and project based learning combined with college ball to students’ learning achievement in conditional structure programming. The students taught with project based learning combined with college ball had no better significance learning achievement than those who were taught with discovery learning, although the score of the students who were taught with project based learning combined with college ball had better than those who were taught with discovery learning; (2) there were significance difference between learning interest to students’ learning achievement. Students with high interest had better learning achievement than the students with low interest, but students with high interest had the same learning achievement as those with middle interest and students with middle interest and low interest did. ; (3) there was no effect interaction between learning-model implementation and students’ learning interest to their learning achievement..This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Co-Authors Anggun Nofitasari Dian Mustikaningrum Rosihan Ari Yuana