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International Journal of Environment, Engineering, and Education
Published by Three E Science Institute
ISSN : -     EISSN : 26568039     DOI : -
Core Subject : Education, Social, Engineering,
Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Education Engineering Environmental Science
Articles contain unlimited scientific material described, but must discuss the results quantitatively. The scope related to this International Journal of Environment, Engineering, and Education include but are not limited to: Environment Science: Water and Wastewater, Pollution and Climate Change, Energy and Resources, Environmental Behavior, Ecology, Physics, Chemistry, Biology, Health Science. Engineering Science: Mechanical Engineering, Industrial Engineering, Information, and Electrical Engineering, Materials Science and Engineering, Civil and Architecture, Hydraulic Engineering, Remote Sensing, Agriculture science. Education Science: STEM (Science, Technology, Engineering, Environmental, and Mathematics) Education, Sustainability and Development Education.
Arjuna Subject : Umum - Umum
Articles 33 Documents
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Evaluation of Learning through Work Practices Industry Program at University with the CIPP Model Approach Rachmaniar, Rachmaniar; Yahya, Muhammad; Lamada, Mustari
International Journal of Environment, Engineering & Education Vol 3 No 2 (2021)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.5340201

Abstract

Evaluation in a program is an important series that intends to evaluate the implementation of industrial practices. This study is an evaluation study with the CIPP evaluation model developed by Stufflebeam, analyzed quantitatively. Respondents in this study consisted of 5 Head of Department, 27 supervisors, 20 industrial supervisors, and 134 students who had carried out industrial practice class 2017. The results showed that 1) the context aspect had obtained categories according to the average value of 131.02. Significant in the context evaluation is that in the management of information systems supervisor respondents, the category is less following the percentage of 37.03 percent, so information systems need to be developed. 2) the input aspect in industrial practice management is in the category according to the average value of 57.08, which indicates the readiness of the management and students is appropriate, 3) the process aspect is in the category according to the average of 93.84. The category is not suitable for the role of supervisors who need improvement in student services and adequate guidance so that students can be directed, 4) product aspects with an average score of 85.30; this is shown by the changes that occur by students from personality, responsibility, and skill improvement.
Dimensions of Students Learning Styles at The University with The Kolb Learning Model Idkhan, A. Muhammad; Idris, Muhammad Maruf
International Journal of Environment, Engineering & Education Vol 3 No 2 (2021)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.5340456

Abstract

Someone will learn better if the person concerned understands his character in learning. Individuals in learning have various ways; some learn by listening, some learn by reading, and some learn by discovering. These diverse ways of learning by students are known as learning styles. Kolb's learning style is divided into four types, namely converge, assimilator, diverge, accommodator. The purpose of the study was to determine the profile of student learning styles of the Faculty of Engineering, Universitas Negeri Makassar, which is divided into 9 (nine) study programs. Samples taken with an error rate of 5 percent were 177 students. Purposive sampling is used as a sampling technique with special considerations so that it is feasible to be used as a sample. The research measures four types of learning styles, namely Active Experimentation (AE), Concrete Experience (CE), Reflective Observation (RO), and Abstract Conceptual (AC). The results showed that the accommodator learning style was more dominant in students. Of the eight majors that became the research subjects, seven tended to the accommodator learning style, and only one tended to the assimilator learning style. The accommodator learning style combines the poles of active experimentation (doing) and concrete experience (feeling). The use of learning methods following the learning style is Problem-Based Learning which involves all students in the learning process.
The Impact of Implication Problem Posing Learning Model on Students in High Schools Suarlin, Suarlin; Negi, Surabhi; Ali, Muhammad Ichsan; Bhat, Bilal Ahmad; Elpisah, Elpisah
International Journal of Environment, Engineering & Education Vol 3 No 2 (2021)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.5340339

Abstract

Problem posing is a learning model that requires students to compose their questions or solve a problem into more straightforward questions that refer to solving the problem based on the initial situation. The study aimed to determine the increase of students in mastering the learning material through the Problem Prosing Learning Model. The type of research used in this study is quasi-experimental research. The sample used was 64 high school students with mathematics as the learning subject. There are two class groups: the experimental class with 31 students and the control class with 33 students. The research data obtained were processed by analysis of the paired sample t-test. The research results found that learning with the problem-posing approach made students active and creative, as seen from the ability of students to develop their questions based on the information provided. Students can process and explore existing information and ask problems or questions that can be resolved. Learning with the problem-posing approach can also increase student activity in the learning process, especially in interacting and sharing ideas with other students and with the teacher. Learning activities are meaningful, and student understanding of the concept becomes better.

Page 4 of 4 | Total Record : 33

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