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Development of Geomatics Technology Curriculum for Associate Degree Programs within Project-Based Learning (PBL)
(2025-01-01)
Lubis, Muhammad Zainuddin
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Sari, Luthfiya Ratna
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Chayati, Siti Noor
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Rassarandi, Farouki Dinda
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Irawan, Sudra
Geomatics technology program has strategically implemented project-based learning (PBL) in its curriculum to improve the quality of learning and prepare competent graduates in the field of geomatics. Student learning outcomes have been aligned with the Indonesian National Qualifications Framework (KKNI) Level 5, which includes capabilities in terrestrial surveying, hydrography, remote sensing, geographic information systems, and cartography. Through the PBL approach, the learning process is designed to develop students' abilities in identifying and solving real problems in the field of geomatics, as well as communicating these solutions effectively. This method encourages the development of student creativity, critical thinking, and collaboration. Alignment of Program Educational Objectives (PEOs) with the institutional mission and industry needs reflects the study program's commitment to providing superior and relevant learning experiences, as well as preparing professional and ethical graduates. The percentage of achievement of PEO and PLOs (Program Learning Outcomes) from 60% in 2019 to almost 80% in 2023, and the increase in the number of students during the period, indicate the success of the educational program in geomatics technology programs. The difference in academic achievement and behavior between the fields of hydrographic surveying (75% achievement, 17% plagiarism, 172 submissions) and oceanography (72.40% achievement, 17.40% plagiarism, 160 submissions) during 2019-2023. Through the implementation of comprehensive and integrated PBL, the geomatics technology program can effectively equip students with the technical competencies, problem-solving skills, and understanding of professional ethics needed to face challenges in the field of geomatics.
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Enhancing computational thinking skills in Thai middle school students through problem-based blended learning approaches
(2025-01-01)
Sukkamart, Aukkapong
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Chachiyo, Wassana
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Chachiyo, Manop
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Pimdee, Paitoon
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Moto, Sangutai
This study aimed to compare Computational Thinking Skills (CTS) and Academic Achievement (AA) in students exposed to a Problem-Based Blended Learning (PBBL) model in a quasi-experimental setting. The research involved 43 Mathayom 2 students at a Rajabhat University Demonstration School in Thailand, selected through cluster random sampling. The participants were divided into an experimental group (n = 21) and a control group (n = 22). The CTS test employed a scoring rubric, and the AA test included multiple-choice questions. Data analysis used statistical measures such as mean, standard deviation (SD), and One-Way MANOVA. Results showed that the experimental group achieved significantly higher scores, with 91% in CTS and 89% in AA, compared to the control group’s 56% in CTS and 60% in AA. These findings demonstrate the effectiveness of the PBBL model in enhancing both CTS and AA in middle school students. This research contributes new insights by confirming that blended learning approaches can be effectively integrated into middle school education to foster critical thinking and academic success when combined with problem-based methodologies. The study provides evidence supporting the potential of innovative educational frameworks like PBBL in improving student outcomes, offering valuable implications for educators and curriculum designers.
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Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms
(2024-04-15)
Pimdee, Paitoon
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Sukkamart, Aukkapong
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Nantha, Cherisa
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Kantathanawat, Thiyaporn
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Leekitchwatana, Punnee
The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.
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Self-directed learning with knowledge management model on academic achievement and digital literacy abilities for employees of a Thai energy organization
(2021-09-01)
Silamut, Aime acha
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Sovajassatakul, Thanongsak
Previously, we described a self-directed learning with knowledge management (SDL-KM) model (Silamut and Petsangsri 2020), to motivate learners in an organization to learn from internal-and-external knowledge management resources to enhance their Academic Achievement and Digital Literacy Abilities. In this paper, we aimed to demonstrate the value of this model by comparing these abilities in a controlled experiment with employees of an energy regulatory organization in Bangkok, Thailand. 40 employees were randomly selected, using stratified sampling, and divided into an experimental group (20) and control group (20), who participated in learning activities on two energy topics. The research instruments were data collection at the end of the lessons, which included information on Academic Achievement and Digital Literacy Ability assessment. Means, standard deviations and one-way MANOVA statistics were computed. As the results, the experimental group had higher Digital Literacy Abilities than the control group (p < 0.05), but there was no significant difference between the groups for Academic Achievement. SDL-KM model encourages learners to learn by themselves, knowing how to use Digital Literacy Abilities to support KM. This will lead to success in their work.
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Effects of copper model in blended service learning for the enhancement of undergraduate academic achievements and critical thinking
(2020-05-01)
Phakakat, Suphamart
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Sovajassatakul, Thanongsak
This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean (x), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the.05 significance level.

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