Forms of assessment that develop communication skills in computer science and mathematics — a case study

The purpose of this study is to see the effect of an integrated approach and creative thinking on the scientific communication skills of students of class VIII of SMP Negeri 1 Bumi Agung Way Kanan Lampung. The expected benefits of this study are to get creative thinking and have scientific communication skills for students in learning. This research is quantitative with Quasi Experimental type research with 2 x 2 factorial design using Posttest Control Only Group Design research. The results obtained include: The value of scientific communication shows the influence of an integrated approach to the scientific communication skills of students. The results of scientific communication of students who are given action show better than the results of scientific communication of students who are not given action. Through an integrated approach learners are
 
 motivated and enthusiastic about learning. Creative thinking abilities possessed by students can not reflect the ability of scientific communication they have. High or low creative thinking skills possessed by students can not be a determinant or benchmark of written scientific communication skills possessed by students. The scientific communication skills of students are influenced by internal and external factors of students. Both of these affect the results of scientific communication written by students. Thus concluded learning with an integrated approach can affect students' scientific communication skills, there is no influence of creative thinking on students' scientific communication skills, and there is no interaction between integrated approaches and creative thinking on students' written scientific communication skills.

21st-century education demands that students not only master content but also possess scientific communication skills, thereby requiring innovative learning approaches to develop these competencies. The STEM approach, which integrates science, technology, engineering, and mathematics, along with the RANDAI learning model culturally-based and problem-solving oriented is considered effective in fostering such skills. This development research employed the Plomp model, consisting of three phases: preliminary research, prototyping, and assessment. The object of the study was a RANDAI Teaching Module integrated with STEM, with Grade VIII students as the subjects. The instruments used included tools for assessing validity, practicality, and effectiveness to measure students’ scientific communication and argumentation skills. Data analysis for validity and practicality employed descriptive analysis, while effectiveness was analyzed using ANOVA tests with SPSS software. The results showed that the module is valid with a score of 87.33%, highly practical with scores of 92.44% from teachers and 91.24% from students, and effective in enchance students' scientific communication skills

The purpose of biology education in high school is to motivate students to explain the world of living things and prepare students to understand biology concepts through scientific process skills and scientific thinking. Problem-based instruction (PBI) blended with online interaction is designed to improve motivation, scientific communication and higher order thinking skills of senior high school students. This research was focused on the development of a PBI integrated instructional module that combined face to face and online interactions using the 4D model (Define, Design, Develop, and Disseminate). At the Define phase, we identified the problem situation and conducted need assessment. At the Design phase, we formulated an instructional web design and created instructional tools in order to obtain the initial draft of the instructional module. At the Develop stage, module development and writing, expert validation, and module testing and revision were conducted to generate the final product. The instructional module was then validated by science education experts, biology teachers, and online learning media experts. The dissemination of the valid instructional module was conducted at the fourth stage. A quasi-experimental method was applied at the next stage. A pretest and a posttest were administered to identify the improvement of students' motivation, scientific communication skill and higher order thinking skills. The results showed that the integration of PBI and online interaction could enhance students' motivation, scientific communication and higher order thinking skills. Findings also indicated that the implementation of PBI blended with online interaction was able to encourage students' motivation and help them to improve their achievement in biology and as a result be successful in attaining the goals of the 21st century learning.

This study analyzes students initial perceptions of their collaboration and scientific communication skills. This method of research was descriptive research with a qualitative and quantitative approach. The subjects of this study were students of class XI MIPA.1 MAN 1 Siak in the 2022/2023 academic year. The data collection technique used in this study was a questionnaire via Google Forms. Data on students collaboration and scientific communication skills perceptions were analyzed using descriptive statistics. The results of data analysis for indicators of collaboration skills are 2.13 in the low category, and scientific communication skills indicators were 1.92 in the low category. From the results of the data analysis, it can be concluded that students initial perceptions of their collaboration and scientific communication skills are in a low category. It is because of students not being used to learning in groups in class due to the online learning process for approximately two years in a row. The lack of training in student collaboration skills results in low scientific communication skills. That is because the essential subjects taught in the emergency curriculum during the pandemic barely touched the real of scientific communication skills.

With ongoing efforts in the United States to further develop the availability of computer science education in the public schools, federal, state, and local educational agencies are increasing efforts to encourage and promote the inclusion of computer science and programming skills in the middle school curriculum (Grover and Pea in Comput. Sci. Educ. 25:199–237, 2015) [1]. The goal for the Online Content Modules: Computer Science in the Middle Grades project was the development of five online content modules with a focus on computer science instruction in three public school districts in West Tennessee, and disseminated through a week-long professional development summer institute.

One of the important skills to develop is scientific communication skills, communication is very important in everyday life. This research aims to determine the effect of the guided inquiry learning model on the scientific communication skills of class VII students at SMPN 1 Gempol, Pasuruan Regency. This research is a quasi-experiment conducted with a posttest-only design. The research sample was class VII D students as the experimental class and class VII C students as the control class with each class having 32 students. In this study, environmental pollution material was used in the experimental class, which was treated using the guided inquiry learning model, while the control class used the learning model commonly used by teachers at the school. The results of the research show that there are significant differences in value and influence in the guided inquiry learning model on written and oral scientific communication skills. Highlights: Guided Inquiry Impact: Examines effect on scientific communication skills. Quasi-Experiment Framework: Utilizes posttest-only design for structured assessment. Written and Oral Proficiency: Highlights impact on both communication modes. Keywords: Guided Inquiry, Written Communication Skills, Oral Communication Skills

Technological sovereignty, broadly defined as a nation’s capacity to create and employ critical technologies, is of growing importance to national security and economic well-being. Russia is vividly aware of the necessity and thus embarks on the challenging path to achieve technological sovereignty. This paper addresses the specific significance of educating generations of specialists for the overall endeavor. It explores the current state of the Russian education system and the apparent lack of experts in vital technological domains. In addition to engineering schools, supplementary skills in computer science, data analysis, and project management are covered. This is followed by guidelines for reform and policy recommendations to acquire and maintain talent, as well as instilling an ethos of discipline-specific continuing education. The paper concludes with the ultimate prerequisite for success, a multi-faceted strategy centered on technological sovereignty, reliant on long-term educational reform to enable Russia’s path towards technological sovereignty.

This research aims to determine the effect of the model Problem Based Learning on students’ scientific communication skills on environmental change material at SMAN 2 Sungai Penuh. This type of research is Quasi experimental research, with research randomized posttest only control group design. Sampling is carried out using techniques purpose sampling, class X I and class X J were selected as research samples. Data analysis techniques are normality test, homogeneity test, and hypothesis test using independent sample t-test. Based on research, it was found that the result of scientific communication skills of experimental class students were higher than those in the control class. Hypothesis test result can be seen from value tcount > ttable. Based on the hypothesis test, it can be concluded that the model Problem Based Learning influence on students’ scientific communication skills on environmental change material at SMAN 2 Sungai Penuh.

Communication skill is one skill that is very needed in this 21st century. Preparing and teaching this skill in teaching physics is relatively important. The focus of this research is to optimizing of students’ scientific communication skills after the applied higher order thinking virtual laboratory (HOTVL) on topic electric circuit. This research then employed experimental study particularly posttest-only control group design. The subject in this research involved thirty senior high school students which were taken using purposive sampling. A sample of seventy (70) students participated in the research. An equivalent number of thirty five (35) students were assigned to the control and experimental group. The results of this study found that students using higher order thinking virtual laboratory (HOTVL) in laboratory activities had higher scientific communication skills than students who used the verification virtual lab.

The purpose of this research is to examine the development and interrelationships between terms in computer science research using mapping analysis with VOSviewer. The research data was collected from the Google Scholar database for the period 2017-2021 using the Publish or Perish 7 application. Data collection was based on the keyword "Computer Science". The data search results found 992 articles that were considered relevant. The results showed that computer science research experienced high popularity in 2018 with a total of 232 articles. Computer science research experienced a decline in research in 2019-2021. Based on the mapping analysis that has been done using the VOSviewer application, computer science terms are connected to 4 main terms in each cluster, namely student, computer science education, education, and skills. Computer science research is mostly associated with the term student, namely the strength of link 221. This research can be used as a reference in determining the research theme or research discussion topic in the field of computer science.

The previous research has been developed Local Wisdom Integrated (LWI) Learning Model and has been declared that it is valid to improve problem solving skill, scientific communication skills, and environmental care attitude of junior high school students. This study aims to analyse the effectiveness of the LWI Learning Model on improving the scientific communication skills of junior high school students in science learning. This study used one group pre-test and post-test design toward 140 students of junior high school class VII who was divided into 3 groups in SMPN 1 Lingsar and 3 groups in SMPN 2 Gunung Sari, academic year 2017/2018. The data collection was conducted through questioner, observation, and interview. The scientific communication skills of junior high school students were measured by using scientific communication skills Evaluation Sheet (SCSES). The data analysis technique was done by using paired t-test, Wilcoxon test, and N-gain. The results showed that there was a significant increase in student’s scientific communication at α = 5%, with low N-gain and medium category. LWI Learning Model was proved to be effective to improve scientific communication skills of junior high school students in science learning.

Science communication skills are more essential than ever to today’s scientists, helping break down barriers such as the widespread use of technical jargon and limited access to journals in order to promote interdisciplinary collaboration with non-geoscientists and public understanding of geoscience research. However, traditional geoscience curricula place limited emphasis on the development of communication skills, particularly for audiences beyond scientific peers. Meanwhile, traditional science news focuses on topics of obvious interest to the public, such as geohazards or climate change. As a result, scientists are often given little scope to practice communicating with a general audience, and the majority of geoscience research lacks a mechanism for generating public interest.“Bites” sites are blogs dedicated to communicating new developments in science to a broad audience. Each bite is an engaging, short (400-700 word) summary that explains an exciting new scientific paper and discusses its importance in the field. Bites are typically written by graduate students and other early career scientists about recently published articles that have not been picked up by more traditional science news outlets. These sites serve three key purposes: 1) to keep the interested public – especially university students who may consider careers in geoscience – up to date with recent developments in the field, 2) to generate attention for new work that traditional media outlets may miss, and 3) to give early career scientists practice with public-facing writing and editing, which are critical skills both within and beyond academia.Here we discuss lessons learned in 3 years of running the site Geobites, targeted at communicating new geoscience (broadly-defined) research to the public. We discuss the community of peer science communicators formed by Geobites, diagram the structure of an effective article, present site analytics, and solicit feedback from the geoscience communication community.

Collaboration between chemistry lecturers and literacy lecturers led to the development and implementation of an interdisciplinary project with the object of addressing two pertinent challenges in chemistry education. The first challenge is the tendency of students to approach different topics in science as separate units of knowledge, which hinders cumulative knowledge building. The second challenge is the effective incorporation of scientific communication skills into science curricula. In the course of this project students completed various assignments in the fields of chemistry and scientific communication, while exploring the characteristics and properties of individual ionic compounds. Feedback on the first two iterations of this project was obtained by electronic surveys. The results revealed that the project succeeded in enabling students to appreciate the interconnectedness of various topics within the chemistry curriculum. It also supported the development of students’ scientific communication skills and helped them realize the significance of these skills in a science context. Furthermore, it revealed the importance of concerted communication by the lecturers with the students to maintain the collaboration between the different disciplines.

The development of technology demands Computer Science graduates to have interdisciplinary knowledge and skills. Traditional curricula are less adaptive in addressing the dynamic industry needs and focus on developing soft skills. This article discusses the design of an interdisciplinary curriculum based on KKNI for Computer Science programs with a focus on soft computing and intelligent systems. This curriculum design integrates knowledge and skills from various disciplines, with an emphasis on the development of soft skills. The curriculum structure is divided into two tracks: the Mandatory Track focusing on the fundamental foundations of Computer Science and soft skills, and the Elective Track focusing on deepening interests and talents in the field of soft computing and intelligent systems, such as Artificial Neural Networks, Microcontrollers, Data Mining, Embedded Systems, Fuzzy Logic, and Computer Vision. This research adopts a Research and Development (R&D) approach with the ADDIE model. Data are collected through surveys, interviews, and document analysis. It is expected that this curriculum design will produce Computer Science graduates with comprehensive, adaptive knowledge and skills, ready for the digital era workforce, particularly in the field of soft computing and intelligent systems.

In this paper, we describe a course on computer science and software engineering soft skills offered by the Department of Computer Science (CS) at the Technion -- Israel Institute of Technology. The course was developed in response to a call by the Israeli hi-tech industry to equip the Technion's CS graduates with such skills. This request actually reflects the industry's recognition of the importance of soft skills in software development processes, not only on the managerial level, but also among software team members. The paper describes the course and aims to deliver the message that like soft concepts of computer science (e.g., abstraction and readability), which cannot be imparted rigidly using formal definitions, soft skills too cannot be studied and taught formally and, rather, should be learned and grasped gradually over a certain period of time, based on students' engagement, active learning, and reflection. Furthermore, students must accept such soft skills as concepts that can neither be defined formally nor evaluated adequately.