Active Learning Model Research Articles

Fuzzy Active Learning to Detect OpenCL Kernel Heterogeneous Machines in Cyber Physical Systems

Cyber-physical systems (CPS) consist of a variety of multicore architectures, including central processing units (CPU) and graphical processing units (GPU). In general, programmers assign sequential programs to the CPU while parallel applications are assigned to the GPU. This article provides a method for mapping an OpenCL application to a heterogeneous multicore architecture using active fuzzy learning to determine the adequacy and processing capabilities of the application. During learning, subsamples are created by developing a machine learning-based device suitability classifier that predicts which processors would have excessive computational compatibility for running OpenCL programs. In addition, this study integrates an active learning model based on entropy with a fuzzification model to find nonoverlapping patterns. To minimize rule generation, the fuzzification-based weighted probabilistic technique is presented. The defuzzification process is optimized by using uncertainty values in conjunction with classification probability. In addition, 20 different features are proposed for extraction using the newly developed LLVM-based static analyzer. The correlation analysis approach is used to determine the optimal subset of features. The synthetic minority oversampling approach with and without feature selection is used to differentiate the class imbalance problem. Instead of manually modifying the machine learning classifier, a tree-based pipeline construction approach is used to determine the optimal classifier and associated hyperparameters. Experiments are then conducted on a set of benchmarks to verify the performance of the designed model. The results show that by increasing the number of training examples and including an entropy uncertainty measure, the proposed model is able to support and improve decision boundaries. We achieved a high F-measure of 0.77 and a ROC of 0.92 by optimizing and reducing the feature subsets.

How proactive personality promotes online learning performance? Mediating role of multidimensional learning engagement.

Research on online learning effectiveness has experienced a shift towards focusing on learner characteristics or differences. However, little attention has been paid to learners’ personality traits, especially those that highly match with the environmental characteristics of online learning. Guided by recent active learning approach and Model of student differences for learning in online education, this study adopts proactive personality (a dispositional tendency to be active, goal-oriented, and not constrained by environmental forces) as a key predictor and examines whether its relationship with online learning performance is mediated by learning engagement as a multidimensional construct. Using a multi-method approach (including self-reports, log file analysis, and content analysis), this study collected both subjective and objective measures of learning engagement from a total of n = 322 undergraduates. Results showed that proactive personality was positively associated with online learning performance. In addition, this association was mediated by all subjective and certain objective measures of learning engagement. Findings contribute to understanding the impact of proactive personality on online learning performance and the interplay of learners’ individual factors and learning engagement factors in online learning environments. This study recommends promoting learning engagement to realize learners’ online success, especially for those with low levels of proactive personality.

Implementation Of The Independent Curriculum In Mathematics Learning For Class X Vocational School In The Administrative City Of East Jakarta

The purpose of this study is to describe: (1) how the teachers prepared mathematics learning activities in an independent curriculum, (2) how teachers implement an independent curriculum in mathematics learning, (3) the obstacles experienced by teachers in implementing an independent curriculum in mathematics learning. Qualitative research was aapplied in this research. The subject of the research were mathematics teacher of class X SMK in East Jakarta Administrative City. The subjects are selected based on teachers who frequently attended training and independent curriculum webinars and suggestions from the principal. The data collection techniques was done by observation, interviews and documentation. Data validity uses source triangulation. The data analysis technique used Miles and Huberman’s concept that are data collection, data reduction, presentation of data and drawing conclusions. The results of the study can be stated as follows: (1) How to organize independent curriculum implementation activities in mathematics learning is done by: (a) preparing Education Operational Unit Curriculum (KSOP) documents, education calendars, annual programs, semester programs to determine effective weeks, (b) preparing learning outcomes (CP), goals learning (TP), learning objectives flow (ATP), student worksheets (LKPD) and appropriate learning methods, (c) compiling teaching modules and their assessments and preparing Pancasila student profile projects. (2) The process of implementing an independent curriculum in mathematics learning carried out by teachers is in accordance with the lesson plan. Teachers use active learning strategies and learning models to make students active in learning activities and teachers only as facilitators. In learning the teacher also carries out several activities to strengthen the profile of Pancasila students to students in order to achieve learning objectives. (3) The obstacles experienced by teachers in implementing an independent curriculum in mathematics learning include: (a) students still have difficulty adapting to offline learning, (b) students' basic knowledge of mathematics is low and students tend to be passive even though they have been given a stimulus by the teacher.

Upaya Meningkatan Hasil Belajar Bahasa Inggris Siswa dalam Membaca Text Descriptive melalui Model Pembelajaran Role Playing di Kelas X IPS 2 SMA Negeri 1 Candung

This study aims to find out and obtain information about How Efforts to Improve Students' English Learning Outcomes in Reading Descriptive Text Through Role Playing Learning Model in Class X IPS2 SMA Negeri 1 Candung. This type of research is classroom action research. The research subjects were students of class X IPS2 SMA Negeri 1 Candung with a total of 18 students. The time of this research is the odd semester of the 2021/2022 academic year which starts in September. This research procedure consists of two cycles with four stages of research, namely planning, implementing actions, observing and reflecting. Data collection techniques in this study were field notes, student worksheets, written tests, and documents. The collected data were analyzed using the percentage formula. The results of the study can be concluded that the learning process using the Role Playing Learning Model can improve students' English learning outcomes. Improved student learning outcomes can be seen from the pre-cycle, cycle I and cycle II

Development of an Online Active Learning Model Using the Theory of Multiple Intelligence to Encourage Thai Undergraduate Student Analytical Thinking Skills

This research aim was to create an online active learning (OAL) model using Multiple Intelligence Theory (MIT) to promote Thai undergraduate analytical thinking skills (ATS). Eight experts assisted with their expertise in the model’s development and five for the model’s final assessment. The research tools used consisted of an interview form and a model assessment form. The results showed that the PPICE learning model consisted of nine elements and five steps. The five steps were preparation and problem determination (Step 1), problem analysis (Step 2), study and collect relevant information to practice thinking (Step 3), conclusion and presentations (Step 4), lesson summary and evaluation (Step 5). The expert's assessment of the PPICE Model revealed that overall the model was at its 'best' level (mean = 4.63, SD = .048). Moreover, the experts judged the model's nine components as the 'best' (mean = 4.74, SD = 0.38), with measurement and evaluation second (mean = 4.70, SD = 0.45), and teaching and learning activity processes third (mean = 4.66, SD = 0.48).

VisGIL: machine learning-based visual guidance for interactive labeling

Labeling of datasets is an essential task for supervised and semi-supervised machine learning. Model-based active learning and user-based interactive labeling are two complementary strategies for this task. We propose VisGIL which, using visual cues, guides the user in the selection of instances to label based on utility measures deduced from an active learning model. We have implemented the approach and conducted a qualitative and quantitative user study and a think-aloud test. The studies reveal that guidance by visual cues improves the trained model’s accuracy, reduces the time needed to label the dataset, and increases users’ confidence while selecting instances. Furthermore, we gained insights regarding how guidance impacts user behavior and how the individual visual cues contribute to user guidance. A video of the approach is available: https://ml-and-vis.org/visgil/.

Deep active learning models for imbalanced image classification

Active learning can query valuable samples in an unlabeled sample pool for annotation, thus building a more informative labeled dataset and reducing the annotation cost. However, traditional active learning methods are not effective in the task of imbalanced image classification for ignoring the distribution bias. In this study, we propose a Balanced Active Learning (BAL) method for imbalanced image classification. BAL estimates the probability of a sample belonging to minority or majority classes and compensates the annotation query for the minority classes, thus alleviating the class imbalance in the selected training samples. Experiments on three imbalanced image classification datasets, imbalanced CIFAR-10, ISIC2020, and Caltech256, showed that BAL achieved new state-of-the-art performance of active learning in a variety of classification tasks and different types of imbalance.

Penerapan Metode Bernyanyi “Asyik” untuk Meningkatkan Motivasi Belajar pada Anak Usia Dini di Paud Al-Hikmah Desa Ciptamargi Kecamatan Cilebar Kabupaten Karawang

This study aims to increase children's learning motivation through the application of the "ASYIK" singing method. By applying the ASYIK play learning model with the ASYIK singing method hoped that it can increase children's motivation in following the learning process. The researcher took a Class Action Research with a sample that was consisting of 20 early childhood children in PAUD ALHIKMAH Ciptamargi Village, Cilebar District, Karawang Regency. This method consists of four stages; 1) the planning, 2). action, 3). Observation, and 4) reflection. Implementation in this activity is carried out in two cycles. The results of the study were shown by an increase in children's learning motivation from pre-cyclical which was only 35% or 7 out of 20 students who looked active and focused on following the learning process and the achievement of learning motivation was still in the category of very lacking, in the first cycle, 75% or 15 out of 20 students who looked so enthusiastic and excited about the achievement of learning motivation were still in the good category, and in cycle II it became 90% or 18 of the 20 learners who looked so enthusiastic and excited and the achievement of learning motivation became an excellent category.

Undergraduate Students’ Perceptions of Features of Active Learning Models for Teaching and Learning to Teach Mathematics

The recent push toward active learning – engaging students in the learning process – is meant to benefit students. Yet there is still much to learn about students’ perceptions of this phenomenon. We share results from an interview study of students’ perceptions of features of two active learning models institutionalized at a large doctoral-granting university – a model for teaching foundational mathematics courses and an early field experience model for teaching preservice secondary students to teach mathematics. These models were implemented simultaneously in a single precalculus course. Interviews were conducted with both student populations (i.e., precalculus students and preservice teachers) to understand which in-class features of the models students noticed and identified as beneficial to their learning. Precalculus students identified specific opportunities related to active learning in the undergraduate mathematics teaching model – working in groups on mathematics tasks that engaged students in sensemaking and interacting with their instructor around mathematics. Preservice teachers identified specific opportunities related to three features of the university field experience model – observing a mathematics instructor enacting ambitious instructional practices, planning and teaching a “real” lesson, and observing student thinking and practicing teaching moves during groupwork. We conclude with pedagogical recommendations about particular features of the models that may help mitigate student resistance to active learning.

Multi-Class Pixel Certainty Active Learning Model for Classification of Land Cover Classes Using Hyperspectral Imagery

An accurate identification of objects from the acquisition system depends on the clear segmentation and classification of remote sensing images. With the limited financial resources and the high intra-class variations, the earlier proposed algorithms failed to handle the sub-optimal dataset. The building of an efficient training set iteratively in active learning (AL) approaches improves classification performance. The heuristics-based AL provides better results with the inheritance of contextual information and the robustness to noise variations. The uncertainty exists pixel variations make the heuristics-based AL fail to handle the remote sensing image classification. Previously, we focused on the extraction of clear textural pattern information by using the extended differential pattern-based relevance vector machine (EDP-AL). This paper extends that work into the novel pixel-certainty activity learning (PCAL) based on the information about textural patterns obtained from the extended differential pattern (EDP). Initially, distributed intensity filtering (DIF) is used to eliminate noise from the image, and then histogram equalization (HE) is used to improve the image quality. The EDP is used to merge and classify different labels for each image sample, and this algorithm expresses the textural information. The PCAL technique is used to classify the HSI patterns that are important in remote sensing applications using this pattern collection. Pavia University and Indian Pines (IP) are the datasets used to validate the performance of the proposed PCAL (PU). The ability of PCAL to accurately categorize land cover types is demonstrated by a comparison of the proposed PCAL with existing algorithms in terms of classification accuracy and the Kappa coefficient.

Situation-Aware Multivariate Time Series Anomaly Detection Through Active Learning and Contrast VAE-Based Models in Large Distributed Systems

The massive amounts of monitoring data in network applications bring an urgent need for intelligent operation in large distributed systems. The key problem is precisely detecting anomalies in multivariate time series (MTS) monitoring metrics with the awareness of different application scenarios. Unsupervised MTS anomaly detection methods aim at detecting data anomalies from historical MTS without considering the out-of-band information (including user feedback and background information like code deployment status), which leads to poor performance in practice. To take advantage of the out-of-band information, we propose ACVAE, an MTS anomaly detection algorithm through active learning and contrast VAE-based detection models, which simultaneously learns MTS data’s normal and anomalous patterns for anomaly detection. We also use a learnable prior to capture system status from the background information. Moreover, we propose a query model for VAE-based methods, which can learn to query labels of the most useful instances to train the detection model. We evaluate our algorithm on three different monitoring situations in eBay’s search back-end systems. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">ACVAE</i> achieves a range F1 score of 0.68~0.96 with only 3% labels, significantly outperforming the best competing methods by 0.18~0.50, and even better than a supervised ensemble method designed by domain experts in eBay.

Active learning to improve self-learning among student teachers

PETE, as a place for PE teacher training, requires an analysis of the functioning of subjects related to the SDGs. Since 2006, Active Learning Models (ALM) in track and field courses have aspired to provide contextual learning experiences to PE teacher candidates. However, there is no in-depth analysis of ALM implementation in ensuring the readiness and independence of student learning during lectures. The purpose of this study is to strengthen the evidence that ALM can build the self-regulation and self-efficacy of prospective PE teachers. This research is a weak experimental type using a one-shot case study design. The sample involved 142 students(M= 83 and F= 59) who followed the ALM syntax for one semester. Portfolios and log-activity scores were used to measure self-regulation, while the Authentic Learning Self-Efficacy Scale (ALSS) questionnaire was used to measure Self-Efficacy. Data analysis used descriptive, correlation, ANOVA, and regression. The results showed that the students possessed adequate self-efficacy while participating in ALM. The differences in the characteristics of students based on the class that necessitated adjustments in the implementation of the instructional model were discussed. In addition, learning activity was determined as the most important variable in explaining student self-regulation in successfully achieving academic achievement.

Penerapan Model Pembelajaran Role Playing dalam Meningkatkan Hasil Belajar Siswa pada Materi Pernikahan dalam Tinjauan Hukum Islam Siswa Kelas XII MIPA 1 SMA NEGERI 2 Sigli Tahun Ajaran 2020/2021

This classroom action reseach aims to: (1) determine the improvement of student learning outcomes; (2) knowing teacher activities, dan (3) knowing student activities in applying the role playing learning model to marriage material in a review of Islamic law in class XII MIPA 1, with the focus of the reseach on increasing student achievement on the subject of marriage in a review of Islamic law by applying the role playing learning model. The reseach design used is Classroom Action Reseach, which is carried out in an integrated and systemic manner in stages, namely planning, action, observation, and reflection. Int the first cyclye, the average student learning outcomes on the subject of marriage in the Islamic law review was 56% with a sufficient category. In the second cycle the average student achievement on the subject of marriage in the Islamic law review was 86% with a good category. The increase in the average score of students in the subject of marriage in Islamic law review is 86%-56%=30%. Thus, the result of this study indicate that the application of the role playing learning model can improve student learning outcomes on marriage in the Islamic law review class XII MIPA 1 at SMAN 2 Sigli in the 2021/2022 academic year.

Perbedaan Keterampilan Berpikir Kritis melalui Model Pembelajaran Group Discovery Learning (GDL) Ditinjau dari Kemampuan Akademik Siswa

Critical thinking skills include the ability to reason, analyze, make decisions, assess, explain, and self-regulate. This study was to determine the effect of Group Discovery Learning (GDL) on students' critical thinking skills in terms of academic abilities. This was a quasi-experimental research design using a post-test only with a non-equivalent control group design. The population was students of class X MIPA SMA Negeri 1 Sukoharjo. The subjects were taken using simple random sampling which met the normality and homogeneity tests. The sample was class X MIPA 5 as the control class and X MIPA 2 as the experimental class. Data were collected using essay tests, documentation, and observation. The hypothesis was tested with two-way ANOVA followed by the LSD test. The results show that: (1). Students' critical thinking skills were affected by the group discovery learning model. (2). There is a significant difference between students' academic abilities on critical thinking skills between control and experiment classes. These results can be used for further research in building active and innovative learning models and strategies

Influence of Class Action Learning Model on The Knowledge, Attitude, and Behavior of Higher-Class Students of State Elementary School 01 Cilandak Timur, South Jakarta

This study aims to determine the effect of the classroom action learning model on dental health on the knowledge, attitudes, and behavior of upper-class students at Primary School 01 Cilandak Timur, South Jakarta. This study aims to increase students’ knowledge criteria by applying an action learning model for class V Elementary School in Cilandak State Elementary School. The subjects of this study were 32 class V students as the intervention class and class V Elementary School Borobudur as the control class. The method used was Classroom Action Research. This study used a pre and post-test design with a control group. The pre-test and post-test control group designs involve two classes: the experimental and control classes. Before being given treatment, both classes did a pre-test to get the initial cognitive abilities of the fifth graders. Then the two classes were offered the treatment to the experimental class, namely learning by applying good and correct brushing techniques, while the control class was not given any treatment. After learning, a post-test was conducted to determine the cognitive abilities of the experimental class and control class respondents. In this study, the sample used is part of the population, which is 10%. The sample calculation is 0,1 X 300, that is, 30 people in the intervention class and 30 in the control class with different schools. The results of the study can be concluded that the Classroom Action Learning Model in terms of the teacher’s ability to manage the class is said to be effective because the total percentage of good and very good assessments is more than the percentage of poor and quite good assessments, namely: 92% &gt; 8%, Classroom Action Learning Model is reviewed of student activities in learning is said to be effective because the number of percentages of good and very good assessments is more than the number of percentages of poor and good enough assessments, namely: 75% &gt; 25%, Class Action Learning Model in terms of student responses to learning is said to be effective because the number of assessment percentages good and very good more than the total percentage of assessments are not good and quite good, namely: 85% &gt; 15%, Class Action Learning Model in terms of student learning outcomes after learning is said to be effective because the total percentage of assessments understands and understands more than the total percentage appraiser Ian understands well and quite understands, namely: 85% &gt; 15%.

Application of the Active Learning Model in Admin Panel Development as Application Development Support at PT Kinema Systrans Multimedia

This research aims to explore the application of the active learning model in admin panel development as an integral part of application development at PT Kinema Systrans Multimedia. In the rapidly developing digital era, developing applications is becoming increasingly important as a tool to support business operations. However, developing an admin panel, which is a user interface for managing and monitoring applications, requires an appropriate learning approach in order to achieve optimal results. In this research, we focus on the application of active learning models, which involve students directly in the learning process, to understand how this approach can influence the development of admin panels. Various active learning models such as problem-based learning, project-based learning, and cooperative learning will be explored in the context of information technology development. The research method used includes data collection through observation of the learning process, interaction between developers, and evaluation of the results resulting from the application of the active learning model. Qualitative analysis will be conducted to identify the benefits and challenges of implementing this learning approach in the context of admin panel development. It is hoped that the results of this research will provide valuable insight for PT Kinema Systrans Multimedia and the academic community about the importance of appropriate learning approaches in developing effective information technology. Thus, it is hoped that this research can become a basis for increasing the efficiency and effectiveness of admin panel development to support application development at PT Kinema Systrans Multimedia.

Meningkatkan Budaya Literasi Siswa SD Swasta HKBP Sidorame Melalui Perkenalan Adat dan Budaya Indonesia dan Republik Ceko

The purpose of this community service is to increase knowledge and experience regarding the language, customs and culture of the Czech Republic, which of course will be very different from Indonesia. The method used in this service is the method of preparation, implementation, and evaluation. The activity was carried out using the Active, Creative, Effective, and Fun Learning model so that elementary school students felt more comfortable and less tense in following the explanations of students from the Czech Republic. Community Service is held for 2 meetings with a time of 3 hours 1 meeting so that students get to know FKIP lecturers and students as well as students from the Czech Republic so that students at SD HKBP Sidoprame Medan are more free to ask questions and easily understand the culture and customs of the Czech Republic. The evaluation of the introduction of Indonesian and Czech cultural customs got good or satisfactory results, so that this service had a positive impact on the students of SD HKBP Sidorame Medan. This is because after listening to direct explanations from CULS students about the education system in the Czech Republic, students become more enthusiastic in learning so they can study higher in the Czech Republic. Students of SD HKBP Sidorame Medan also have a better understanding of tolerance and have high empathy such as being easy to help and willing to listen to others

Students’ perspective on online learning during the COVID-19 pandemic

The COVID-19 pandemic has impacted changing the model of learning activities. Teaching and learning activities that have usually been done face-to-face have now turned into online learning. This study identified student perspectives on online learning activities for Department of Civics Education students at the Faculty of Teacher Training and Education at Halu Oleo University, Indonesia during the COVID-19 pandemic. This study used a survey method by distributing questionnaires in the form of Google Forms to students, and a total of 227 students participated in this study. Our study focused on online learning media, learning effectiveness, lecturers' abilities, obstacles, and student recommendations regarding online learning during the COVID-19 pandemic. Data analysis in this study was carried out descriptively, presented in the form of frequency, percentage, and graph. The study results found that the most effective online learning media felt by students at the Department of Civics Education were Google Meet and Zoom Cloud Meetings. Besides, the majority of students considered online learning to be no more effective than face-to-face lectures. Lecturers need to provide two-way learning materials through discussion as well as question and answer. Furthermore, the main determining factors that cause online learning to be ineffective are network constraints and internet quotas. Therefore, students expected the lecturers to understand the network constraints experienced by students during online learning and recommend implementing learning activities for blended learning (combination of online and offline) while still complying with the health protocols.

Komparasi Penerapan Model Pembelajaran Aktif Tipe Pencocokan Kartu Indeks dengan Model Ceramah Terhadap Hasil Belajar Geografi di Kelas XI IPS SMA Negeri 3 Kerinci

This study aims to find a significant difference of learning outcomes between active learning model types matching index cards and lecture method on learning outcomes geography in class XI IPS SMAN 3 Kerinci. The working hypothesis (H1) stated is "There are differences in learning outcomes of students use active learning model types matching index cards in the eye of learning geography class XI IPS SMAN 3 Kerinci". This type of research is classified in experimental research with the final data analysis method using t-test to test the differences between the mean values for the two samples. The study sample as many as 28 students for each class of two classes selected by cluster random sampling. Data were collected using a questionnaire that has been tested for validity and reliability. Data were analyzed by using the Microsoft Excel program. The findings of this study is a significant difference between the active learning model types matching index cards to student learning outcomes. Based on the above results and scores thitung 5,51 ttable of 1.71 (0.05; 26) with an average value of the index card matching method amounted to 83.93 and 79.82 by conventional methods. Based on these findings it can be concluded that the active learning model types matching index cards directly affect the outcome of learning geography students at SMAN 3 Kerinci. Implications of this research is the active learning model types matching the index card can be used as one of the models in the learning eye geografiuntuk improve learning outcomes.

Development of Educational Robotics Activities for Secondary School Students to Promote Interest in Engineering Career Path

There is currently low interest in STEM subjects at secondary schools which leads to low interest in STEM career path in Kenya. Secondary schools have a great role in preparing learners for career progression through the subjects they teach and career guidance. In order for any country to meet the ever increasing need for a STEM related workforce, more learners should be motivated to pursue careers in STEM. Educational Robotics have been recognized to be vital teaching tools for practical learning about STEM topics in general. However, not enough attention has been paid to the development of robotics activities and their suitability for integration in Physics and Mathematics subjects. In this study robotic activities are developed which expose learners to many opportunities of enriching learning of Physics and Mathematics. The activities developed were then implemented through a 3-day workshop held at Murang’a University of Technology in Kenya for students and teachers in Physics and Mathematics. The activities were developed in a systematic manner and adopted an Active learning model. In order to assess the suitability, relevance and the impact of the developed activities to learning of Physics and Mathematics, 192 form 2 students and 10 teachers from Kangema Sub-County, Murang’a County in Kenya were selected purposefully. A questionnaire and an interview schedule were used to collect data from students and teachers respectively. From analysis of the data collected it was concluded that the activities were suitable and made learning of Physics and Mathematics fun and consequently improved learners interest to the subjects and their participation in class. The developed activities can therefore be integrated into the Physics and Mathematics curriculum for either in-class sessions or after-school sessions.