Situation-based Learning Research Articles

The Impact of Situation-Based Learning to Students’ Quantitative Literacy

Nowadays, the usage of quantities can be seen almost everywhere. There has been an increase of quantitative thinking, such as quantitative reasoning and quantitative literacy, within the context of daily life. However, many people today are still not fully equipped with the knowledge of quantitative thinking. There are still a lot of individuals not having enough quantitative skills to perform well within today’s society. Based on this issue, the research aims to improve students’ quantitative literacy in junior high school. The qualitative analysis of written student work and video observations during the experiment reveal that the impact of situation-based learning affects students’ quantitative literacy.

SITUATION-BASED LEARNING UNTUK MENINGKATAN KEMAMPUAN CREATIVE PROBLEM SOLVING MATEMATIS SISWA SD

Pada umumnya kegiatan pembelajaran yang terjadi adalah proses pembelajaran lebih menekankan pada belajar menjawab pertanyaan daripada belajar bagaimana untuk menyajikan pertanyaan. Siswa tidak belajar bagaimana memunculkan permasalahan matematis (problem posing). Hal ini mengakibatkan lemahnya kemampuan problem finding, sehingga kemampuan idea finding dan problem solving siswa juga lemah. Idea finding, problem finding, dan problem solving merupakan aspek kemampuan Creative<br />Problem Solving (CPS) matematis. Oleh sebab itu, kemampuan CPS menjadi hal yang sangat perlu untuk dikembangkan. Untuk tujuan tersebut, maka dilakukan pembelajaran dengan menggunakan Situation-Based Learning (SBL). Metode penelitian didesain menggunakan quasi eksperimen. Kelompok eksperimen mendapatkan perlakuan berupa pembelajaran SBL dan kelompok kontrol mendapatkan pembelajaran konvensional. Hasil penelitiannya adalah adanya peningkatan kemampuan CPS matematis siswa yang mendapat pembelajaran SBL lebih baik daripada siswa yang mendapat pembelajaran<br />konvensional secara signifikan. Kemampuan CPS matematis terkuat yang dimiliki siswa yaitu pada aspek fact finding, sementara kemampuan CPS matematis terlemah yang dimiliki siswa pada aspek acceptance finding.

Learning second language vocabulary: Neural dissociation of situation-based learning and text-based learning

Second language (L2) acquisition necessitates learning and retrieving new words in different modes. In this study, we attempted to investigate the cortical representation of an L2 vocabulary acquired in different learning modes and in cross-modal transfer between learning and retrieval. Healthy participants learned new L2 words either by written translations (text-based learning) or in real-life situations (situation-based learning). Brain activity was then measured during subsequent retrieval of these words. The right supramarginal gyrus and left middle frontal gyrus were involved in situation-based learning and text-based learning, respectively, whereas the left inferior frontal gyrus was activated when learners used L2 knowledge in a mode different from the learning mode. Our findings indicate that the brain regions that mediate L2 memory differ according to how L2 words are learned and used.

The LEONARDO-DA-VINCI pilot project “e-learning-assistant” – Situation-based learning in nursing education

E-learning will play an important role in the training portfolio of students in higher and vocational education. Within the LEONARDO-DA-VINCI action programme transnational pilot projects were funded by the European Union, which aimed to improve the usage and quality of e-learning tools in education and professional training. The overall aim of the LEONARDO-DA-VINCI pilot project "e-learning-assistant" was to create new didactical and technical e-learning tools for Europe-wide use in nursing education. Based on a new situation-oriented learning approach, nursing teachers enrolled in the project were instructed to adapt, develop and implement e- and blended learning units. According to the training contents nursing modules were developed by teachers from partner institutions, implemented in the project centers and evaluated by students. The user-package "e-learning-assistant" as a product of the project includes two teacher training units, the authoring tool "synapse" to create situation-based e-learning units, a student's learning platform containing blended learning modules in nursing and an open sourced web-based communication centre.