International Journal of Active Learning
International Journal of Active Learning p-ISSN 2528-505X | e-ISSN 2615-6377 is an international, refereed publication for all those who teach and support learning in Higher Education and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal has an objective of improving the status of teaching and learning support as professional activity and embraces academic practice across all curriculum areas in higher education.
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<![CDATA[Pre Service Teachers’ Self-efficacy in Professional Competence Courses Offered at Faculty of Information Technology in a Private University in Salatiga ]]>
<![CDATA[Krismiyati, Krismiyati]]>;
<![CDATA[Tupessy, Pricilia Musesil]]>;
<![CDATA[Yulia, Hanita]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v5i2.27609
<![CDATA[Having the belief of being competent in the subject area during the years of training are essential aspect for pre-service teachers. It will benefit them not only during their training or study but also when they are in their teaching duty.  It tries to look at how the ICT pre-service teachers look at their own ability in relation to their professional competence which is Informatics Engineering and Computer subjects. This is a preliminary study in an effort to investigate pre-service teachers during their teacher education training. By looking at their self-efficacy in relation to their professional competence, recommendation could be made for future reference. This study employs quantitative method by using questionnaire for its data collection. It involves 130 pre-service teachers in their training. The result of the study shows that the dimensions of self-efficacy explored in this study show high interval for all three dimensions; its level, strength, and generality. This reflects that those pre-service teachers have high self-efficacy when they are attending the professional competence courses. This condition reflects that they will likely to be successful in carrying out their teaching duty provided they consistently have the high self-efficacy. Finally, some recommendations for further study are made so that this area could be more thoroughly explored.]]>
<![CDATA[Making STEM Equitable: An Active Learning Approach to Closing the Achievement Gap ]]>
<![CDATA[Burke, Christian]]>;
<![CDATA[Luu, Richard]]>;
<![CDATA[Lai, Andy]]>;
<![CDATA[Hsiao, Valerie]]>;
<![CDATA[Cheung, Elwin]]>;
<![CDATA[Tamashiro, Dustin]]>;
<![CDATA[Ashcroft, Jared]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v5i2.23933
<![CDATA[Active learning is a pedagogical approach which engages students in the learning process, aiming to optimize comprehension of educational material. Meta-analysis of current research shows maximum impact when applied to STEM education, especially for underrepresented minority (URM) students and students with a low GPA. This study focuses on student success, progression, completion and STEM interest within the General Chemistry course sequence at Pasadena City College, which has a 51% Hispanic student population. Data from classes implementing active learning pedagogy consistently had higher success and progression rates, as well as increased progression success from General Chemistry 1 to General Chemistry 2, with a greater positive impact and completion success among Hispanic students compared to students from Asian populations, whose progression success was negatively impacted through use of active learning pedagogy in comparison to traditional lecture-based coursework. Comparison of scores for the American Chemical Society General Chemistry Exams, from this community college and at a national level, indicates active learning students perform equally well on chemistry standardized tests. In total, active learning classes were most beneficial to Hispanic students, and should be designed according to course level, be scaffolded to future coursework to maximize impact through development of STEM active learning pathways in which students are immersed in active learning classrooms continuously through undergraduate STEM academic coursework.]]>
<![CDATA[Design of Integrated Corrosion E-module Vocational Context to Improve Critical Thinking Skills of Class X Students in Vocational High School ]]>
<![CDATA[Wahyuni, Promes Sari]]>;
<![CDATA[Haryani, Sri]]>;
<![CDATA[Jumaeri, Jumaeri]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
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DOI: 10.15294/ijal.v5i2.27782
<![CDATA[Chemistry subjects as the basis of expertise are not placed by the needs of vocational subjects in every skill competency in vocational high school. The need for chemical materials in vocational high school for each skill competency is not the same for different skill competencies. Therefore, a vocational context integrated e-module design is needed to support chemistry learning activities and students for independent learning. The quality of teaching materials is measured by validity criteria, effectiveness, and practicality if teaching materials are used in the learning process. The development model used in this research is the 4D model (define, design, development, and dissemination). The data analysis technique uses qualitative and quantitative tests. Product development validation was carried out by media expert validators and chemical material experts, while the trial was conducted by 36 students of class X TKJ 2. The results of the analysis from the validator stated that the quality of learning material was in a very good category with a mean of 3.70 of material experts and 3.68 of media experts. The effectiveness of the e-module is shown by the increase in critical thinking skills of students with the achievement of N-gain of 0.57 in the medium category and classical completeness by 86.12%. The response of students to the practicality of using the e-module shows a result of 77.78% which belongs to the very good category and 22.22% which belongs to the good category. Based on the results obtained, it can be concluded that the student's worksheet developed to meet the criteria of valid, effective, practical, and can improve critical thinking skills.]]>
<![CDATA[Development of STEM-Based Module With Integrated Chemo-Entrepreneurship to Enhance Students’ Conservation Characters and Entrepreneurship ]]>
<![CDATA[Ruliyanti, Tria]]>;
<![CDATA[Sudarmin, Sudarmin]]>;
<![CDATA[Wijayati, Nanik]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v5i2.26983
<![CDATA[This research was done due to the limited learning resources that can be used by students independently. The purpose of this research was to develop a module based on Science, Technology, Engineering and Mathematics integrated with Chemo-entrepreneurship to develop students' conservation character and entrepreneurship. This study used a research and development design (R&D). The data were obtained and analyzed by using descriptive percentage. The results of the module feasibility test done by the experts obtained an average of 84.8% with very feasible category for use. The students and teachers responses from Askhabul Kahfi and Lemuria Vocational High Schools showed 94% and 91% results with very good category. Based on the analysis of the cognitive learning outcomes of Askhabul Kafi and Lemuria students, it showed that students achieve an average completeness that exceeds 75, achieve classical completeness of more than 75% and experience an increase from the pretest and posttest scores. In addition, based on the observation of conservation character has increased with N-Gain 0.64 in the medium category and 0.73 with the high category. While the distribution of student entrepreneurial interest questionnaires has increased with an N-Gain of 0.68 in the moderate category and 0.79 with the high category. So these results suggest that the developed modules are effective to enhance the students’ conservation character and entrepreneurial interest.]]>
<![CDATA[Implementation of STEM Integrated Ethnoscience-based Vocational Science Learning in Fostering Students' Higher Order Thinking Skills (HOTs) ]]>
<![CDATA[PH, Qori Agussuryani]]>;
<![CDATA[Sudarmin, Sudarmin]]>;
<![CDATA[Sumarni, Woro]]>;
<![CDATA[Subali, Bambang]]>;
<![CDATA[Saptono, Sigit]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
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DOI: 10.15294/ijal.v5i2.27498
<![CDATA[The low HOTs of students is caused by the lack of opportunities to think scientifically. The research objective was to analyze HOTs profiles through Analyze (C4), Evaluate (C5), and Create (C6) indicators through science learning based on integrated ethnoscience STEM (Science, Technology, Engineering, and Mathematics). The research method was a quasi-experimental one-group pretest-posttest design with a purposive sampling technique in Class X SMK Accounting 1 which consisted of 37 students. The data collection method used HOTs test questions with the concept of "Waste and Its Handling". In-depth interviews were conducted to explore ethnoscience information in Wonosobo District. Documentation of the HOTs profile of SMK students and the surrounding environment in the Dieng Wonosobo plateau area. The t-test to analysis the effectiveness of STEM integrated ethnoscience learning in increasing HOTs. The results showed the HOTs profile of vocational students on the analyze indicator (C4) was 73.3%, evaluated (C5) was 71.5%, and created (C6) was 67.8%, Based on the t-test was tcount: 2.08, ttable: 2, 00, dk: 72, α: 5%, so tcount>ttable, then H0 rejected and H1 accepted means that there is the effectiveness of STEM integrated ethnoscience-based science learning in increasing the HOTs of SMK students. The contribution of exploring in ethnoscience information sources through STEM literacy]]>
<![CDATA[Implementation of STEM Integrated Ethnoscience-based Vocational Science Learning in Fostering Students' Higher Order Thinking Skills (HOTs) ]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The low HOTs of students is caused by the lack of opportunities to think scientifically. The research objective was to analyze HOTs profiles through Analyze (C4), Evaluate (C5), and Create (C6) indicators through science learning based on integrated ethnoscience STEM (Science, Technology, Engineering, and Mathematics). The research method was a quasi-experimental one-group pretest-posttest design with a purposive sampling technique in Class X SMK Accounting 1 which consisted of 37 students. The data collection method used HOTs test questions with the concept of "Waste and Its Handling". In-depth interviews were conducted to explore ethnoscience information in Wonosobo District. Documentation of the HOTs profile of SMK students and the surrounding environment in the Dieng Wonosobo plateau area. The t-test to analysis the effectiveness of STEM integrated ethnoscience learning in increasing HOTs. The results showed the HOTs profile of vocational students on the analyze indicator (C4) was 73.3%, evaluated (C5) was 71.5%, and created (C6) was 67.8%, Based on the t-test was tcount: 2.08, ttable: 2, 00, dk: 72, α: 5%, so tcountttable, then H0 rejected and H1 accepted means that there is the effectiveness of STEM integrated ethnoscience-based science learning in increasing the HOTs of SMK students. The contribution of exploring in ethnoscience information sources through STEM literacy]]>
<![CDATA[Pre Service Teachers’ Self-efficacy in Professional Competence Courses Offered at Faculty of Information Technology in a Private University in Salatiga ]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Having the belief of being competent in the subject area during the years of training are essential aspect for pre-service teachers. It will benefit them not only during their training or study but also when they are in their teaching duty. Â It tries to look at how the ICT pre-service teachers look at their own ability in relation to their professional competence which is Informatics Engineering and Computer subjects. This is a preliminary study in an effort to investigate pre-service teachers during their teacher education training. By looking at their self-efficacy in relation to their professional competence, recommendation could be made for future reference. This study employs quantitative method by using questionnaire for its data collection. It involves 130 pre-service teachers in their training. The result of the study shows that the dimensions of self-efficacy explored in this study show high interval for all three dimensions; its level, strength, and generality. This reflects that those pre-service teachers have high self-efficacy when they are attending the professional competence courses. This condition reflects that they will likely to be successful in carrying out their teaching duty provided they consistently have the high self-efficacy. Finally, some recommendations for further study are made so that this area could be more thoroughly explored.]]>
<![CDATA[Making STEM Equitable: An Active Learning Approach to Closing the Achievement Gap ]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Active learning is a pedagogical approach which engages students in the learning process, aiming to optimize comprehension of educational material. Meta-analysis of current research shows maximum impact when applied to STEM education, especially for underrepresented minority (URM) students and students with a low GPA. This study focuses on student success, progression, completion and STEM interest within the General Chemistry course sequence at Pasadena City College, which has a 51% Hispanic student population. Data from classes implementing active learning pedagogy consistently had higher success and progression rates, as well as increased progression success from General Chemistry 1 to General Chemistry 2, with a greater positive impact and completion success among Hispanic students compared to students from Asian populations, whose progression success was negatively impacted through use of active learning pedagogy in comparison to traditional lecture-based coursework. Comparison of scores for the American Chemical Society General Chemistry Exams, from this community college and at a national level, indicates active learning students perform equally well on chemistry standardized tests. In total, active learning classes were most beneficial to Hispanic students, and should be designed according to course level, be scaffolded to future coursework to maximize impact through development of STEM active learning pathways in which students are immersed in active learning classrooms continuously through undergraduate STEM academic coursework.]]>
<![CDATA[Design of Integrated Corrosion E-module Vocational Context to Improve Critical Thinking Skills of Class X Students in Vocational High School ]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Chemistry subjects as the basis of expertise are not placed by the needs of vocational subjects in every skill competency in vocational high school. The need for chemical materials in vocational high school for each skill competency is not the same for different skill competencies. Therefore, a vocational context integrated e-module design is needed to support chemistry learning activities and students for independent learning. The quality of teaching materials is measured by validity criteria, effectiveness, and practicality if teaching materials are used in the learning process. The development model used in this research is the 4D model (define, design, development, and dissemination). The data analysis technique uses qualitative and quantitative tests. Product development validation was carried out by media expert validators and chemical material experts, while the trial was conducted by 36 students of class X TKJ 2. The results of the analysis from the validator stated that the quality of learning material was in a very good category with a mean of 3.70 of material experts and 3.68 of media experts. The effectiveness of the e-module is shown by the increase in critical thinking skills of students with the achievement of N-gain of 0.57 in the medium category and classical completeness by 86.12%. The response of students to the practicality of using the e-module shows a result of 77.78% which belongs to the very good category and 22.22% which belongs to the good category. Based on the results obtained, it can be concluded that the student's worksheet developed to meet the criteria of valid, effective, practical, and can improve critical thinking skills.]]>
<![CDATA[Development of STEM-Based Module With Integrated Chemo-Entrepreneurship to Enhance Students’ Conservation Characters and Entrepreneurship ]]>
<![CDATA[ International Journal of Active Learning Vol 5, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[International Journal of Active Learning ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This research was done due to the limited learning resources that can be used by students independently. The purpose of this research was to develop a module based on Science, Technology, Engineering and Mathematics integrated with Chemo-entrepreneurship to develop students' conservation character and entrepreneurship. This study used a research and development design (RD). The data were obtained and analyzed by using descriptive percentage. The results of the module feasibility test done by the experts obtained an average of 84.8% with very feasible category for use. The students and teachers responses from Askhabul Kahfi and Lemuria Vocational High Schools showed 94% and 91% results with very good category. Based on the analysis of the cognitive learning outcomes of Askhabul Kafi and Lemuria students, it showed that students achieve an average completeness that exceeds 75, achieve classical completeness of more than 75% and experience an increase from the pretest and posttest scores. In addition, based on the observation of conservation character has increased with N-Gain 0.64 in the medium category and 0.73 with the high category. While the distribution of student entrepreneurial interest questionnaires has increased with an N-Gain of 0.68 in the moderate category and 0.79 with the high category. So these results suggest that the developed modules are effective to enhance the students’ conservation character and entrepreneurial interest.]]>
