In
te
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n
ation
a
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al
o
f E
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u
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t
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a
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R
e
se
arc
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in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.3,
S
eptem
b
er
2
01
8
,
pp. 221~
2
2
8
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
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jere
.v7.i
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143
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221
Jou
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tp:
//i
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score
.
com
/
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p
hp/IJ
ERE
/
The Influence of Powtoon-Assis
ted G
r
oup to Group Exchange
and Pow
t
oon-Assisted T
alking Chips Le
a
rning M
o
dels
in Primary Sc
h
ools
A
c
hm
a
d
B
uc
h
o
r
i
1
,
Nyai Cint
a
ng
2
1
S
t
udy
P
r
og
ram of
M
at
hem
a
t
i
cs
E
du
cati
on,
D
ep
a
r
tem
e
nt
o
f
Ed
ucati
o
n
,
Univ
e
rsita
s
PGRI S
em
arang
, In
don
esi
a
2
S
t
u
dy
P
r
og
ra
m
of
P
rimary
Ed
u
cat
io
n,
D
epart
e
m
e
n
t
o
f
Ed
ucat
io
n
,
U
n
i
versitas
P
G
RI
S
em
aran
g,
I
ndo
nes
i
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
Ju
l
1
7,
201
8
Re
vise
d Ju
l 3
1
,
201
8
A
c
c
e
pte
d
A
ug 8,
201
8
Th
e
el
em
ent
of
c
reat
ivi
t
y
i
n
l
earn
i
n
g
m
athem
a
tics
i
n
e
l
em
en
tary
s
chool
is
lack
o
f
atten
t
i
o
n
.
W
hereas,
i
n
s
o
l
vin
g
t
h
e
m
at
hem
a
ti
c
p
r
oblem
,
creativ
e
think
i
ng
and
ideas
a
re
n
eeded
in
f
orm
u
l
a
ti
ng
an
d
so
lvin
g
math
em
atical
m
o
d
e
ls
o
f
mat
h
em
at
ic
p
ro
bl
e
m
s.
C
reati
v
e
th
ou
g
h
ts
a
n
d
i
d
eas
w
i
l
l
e
m
e
r
g
e
and
devel
o
p
i
f
t
h
e
p
rocess
of
l
earn
i
ng
m
athe
m
a
t
i
cs
i
n
th
e
class
room
u
ses
app
r
op
riate
l
earn
i
n
g
a
pp
roach
.
The
p
u
rp
ose
o
f
t
hi
s
stud
y
i
s
t
o
determi
n
e
the
in
flue
n
c
e
of
s
tu
d
e
nts'
m
a
t
h
e
ma
t
i
c
a
l
c
re
a
t
ive
th
i
n
king
a
bi
lity
o
n
P
o
wt
oon
-
Ass
i
s
t
e
d
G
ro
up
t
o
Gro
u
p
Ex
c
h
a
n
ge
a
nd
Ta
lking
Ch
ip
s
le
a
r
ning
m
o
d
el
s
to
st
ud
ents'
crea
t
i
ve
t
h
i
n
k
in
g
ability.
T
h
i
s
r
es
earc
h
i
s
a
correl
a
tive
quant
i
t
a
tive
research
.
Th
e
p
opu
latio
n
w
a
s
al
l
th
e
si
x
t
h
g
r
ade
s
t
u
d
en
ts
o
f
P
e
d
u
ru
ngan
Ten
g
ah
1
S
ta
t
e
P
rim
a
ry
S
c
h
oo
l
i
n
S
e
m
arang
.
T
he
s
am
p
l
es
w
ere
cla
ss
V
I
C
(exp
erim
ent
1),
V
I
D
(
ex
perim
e
n
t
2
),
a
nd
V
I
B
(
con
t
rol
)
.
The
da
ta
w
e
r
e
ob
tai
n
ed
f
ro
m
a
pos
t-t
e
st
w
it
h
op
en-end
ed
a
ns
wers.
T
h
e
anal
ysi
s
r
e
s
u
l
t
o
f
An
ava
tes
t
i
n
d
icated
t
hat
there
w
a
s
a
di
ff
eren
ce
o
n
t
he
m
ean
o
f
s
t
u
d
e
n
t
s
'
creati
v
e
thinking
ability
i
n
t
h
os
e
three
cl
asse
s.
B
ased
o
n
the
Sc
h
e
ffe
T
e
s
t
calcu
lati
on
,
stu
d
en
ts
'
m
a
t
h
em
a
t
ic
al
c
reati
v
e
thi
n
k
i
n
g
a
b
i
l
i
t
y
w
it
h
GG
E
mo
del
was
better
than
t
he
c
las
s
w
ith
c
on
ven
tio
nal
l
earnin
g
m
odel
.
A
no
ther
r
es
ult
o
f
S
c
hef
f
e
T
es
t
c
a
l
c
ul
a
t
io
n
i
ndicated
t
h
a
t
stu
d
ent
s
'
m
a
th
ematic
al
creativ
e
th
in
k
i
ng
ab
ilit
y
w
i
th
T
al
k
i
ng
C
hip
s
m
o
d
el
w
as
b
ett
e
r
than
t
h
e
c
lass
w
ith
con
v
en
tio
nal
l
earni
ng.
I
n
ad
d
i
ti
o
n
,
t
h
e
Sim
p
le
Linear
R
e
g
r
e
ss
io
n
e
q
ua
tion
i
n
b
o
t
h
c
l
a
s
s
e
s
w
i
t
h
G
G
E
a
n
d
T
a
l
k
i
n
g
Chips
models
r
es
ulted
in
posi
tive
v
a
l
ue
equ
a
ti
on.
I
t
co
ul
d
b
e
c
o
n
cl
uded
th
a
t
P
owt
oon-A
ssist
ed
G
ro
up
t
o
G
r
oup
Exc
h
a
n
g
e
a
nd
T
a
l
king
C
h
i
ps
l
e
a
r
nin
g
m
od
e
l
s
ha
v
e
a
p
osit
iv
e
in
fl
uen
ce
on
st
ud
ents'
creative t
h
in
k
i
ng abi
l
ity
.
K
eyw
ord
:
G
r
oup
to
G
rou
p
Exc
han
g
e
Ta
lk
ing
C
h
i
p
s
Ma
them
at
ics
P
o
w
t
o
on
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
A
c
hm
ad
B
uc
h
o
r
i
,
Depa
rtem
ent o
f
M
at
hem
a
t
i
cs Ed
u
c
a
t
i
on,
Universitas P
G
R
I
S
e
m
arang,
Jl
.
S
i
doda
d
i
T
i
m
ur
N
om
or 24
– D
r
. Cip
t
o
S
e
ma
rang
-
Indo
nes
i
a
Em
ail
: ac
hma
d
b
u
c
hor
i@
up
g
r
is.ac
.
id
1.
I
N
TR
OD
U
C
TI
O
N
The
rapi
d
de
vel
o
pm
ent
of
s
c
i
ence
a
nd
i
nf
orm
a
tio
n
tec
h
nol
o
gy
in
t
h
e
glo
b
a
l
era,
u
lt
i
m
a
t
ely
enc
our
age
i
n
d
i
v
i
dua
ls
t
o
de
ve
l
op
t
h
em
sel
v
es
i
nt
o
q
u
al
i
f
ie
d
h
u
ma
n
b
e
i
n
gs
a
n
d
c
a
p
a
b
le
t
o
cr
itica
l
l
y
a
n
d
c
r
ea
t
i
v
e
ly
t
hi
nk
i
n
a
n
s
w
e
r
i
n
g
all
ch
a
l
l
e
n
g
es.
Th
e
ch
al
l
e
ng
e
a
l
s
o
co
me
s
to
t
h
e
e
d
u
cat
io
n
se
ct
o
r
.
Th
e
rap
i
d
deve
l
opm
en
t o
f
t
e
c
h
n
o
l
o
gy
d
e
m
a
nds o
ur ed
u
ca
ti
on
to c
o
nt
i
n
u
o
u
s
l
y
c
ha
ng
e al
on
g
w
i
t
h
t
h
e
tim
es.
Educa
tio
n is
requ
ire
d
t
o
k
e
e
p
o
n
im
pro
v
i
ng
the
c
o
n
c
ept
of
t
e
c
h
n
o
l
o
gy-
based
l
e
a
rni
ng,
i
nc
l
ude
s
t
h
e
le
ar
ni
ng
o
f
ma
them
at
i
c
s.
T
e
c
h
n
o
l
ogy
c
a
n
f
aci
l
ita
te
m
athem
a
t
i
ca
l
pr
oble
m
s
o
l
v
i
ng,
d
eve
l
op
i
n
g
de
e
p
u
nders
tan
d
i
ng
o
f
ma
them
at
i
c
s,
c
omm
unic
a
t
i
on,
r
ea
so
ni
n
g
,
p
roof;
m
o
r
e
ove
r,
t
e
c
h
n
o
l
og
y
can
p
r
o
v
i
de
s
tude
nts
w
i
t
h
op
p
o
rt
uni
ties
to
e
x
p
l
ore
di
ffe
r
e
n
t
re
presen
ta
t
i
o
n
s
of
m
at
he
m
a
ti
ca
l
i
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ea
s,
s
u
p
p
o
r
t
t
hem
i
n
m
aki
ng
c
o
n
n
e
cti
o
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
2
1
– 228
22
2
bo
th
w
i
t
h
i
n
an
d
o
u
t
si
de
o
f
m
a
them
a
tics,
a
nd
a
l
l
o
w
stude
n
t
t
o
f
o
cu
s
o
n
de
ci
si
on
m
aki
ng
[
1
].
L
a
t
e
r
,
Gu
z
e
l
a
nd
G
u
n
h
an
a
l
s
o
ar
gu
e
d
t
hat t
e
ch
n
o
lo
gy
is
i
mport
a
nt
i
n
ma
th
e
m
a
t
i
c
s
educ
a
t
ion
to
a
id i
n
co
nce
p
t
de
ve
lo
pm
en
t [1]
.
A
ll
t
h
is
time
,
t
eac
hers
o
n
l
y
p
r
i
o
r
itiz
e
the
l
o
gic
an
d
com
p
u
tin
g
(
coun
t
i
n
g
)
a
bi
lit
y
so
t
h
a
t
cre
a
t
i
v
ity
i
s
no
t
c
o
nsi
d
er
ed
a
s
some
th
in
g
i
m
porta
nt
i
n
te
a
c
hi
n
g
a
nd
lear
n
i
n
g
proce
ss
i
n
t
he
c
lassro
o
m
[2].
B
ase
d
o
n
t
h
ese
st
a
t
em
ents,
cr
e
a
ti
v
ity
i
s
les
s
c
ons
i
d
ere
d
i
n
t
h
e
lear
n
i
ng
o
f
ma
t
h
emat
i
c
s
.
W
h
e
re
as,
in
s
ol
vin
g
t
h
e
m
at
he
ma
t
i
c
pro
b
lem
,
c
rea
tive
th
ink
i
n
g
a
n
d
i
de
a
s
a
r
e
n
e
e
d
ed
i
n
c
r
ea
tin
g
(
f
o
rm
ul
a
t
i
n
g
)
a
nd
s
o
l
vin
g
m
athem
a
t
i
ca
l
mode
ls
pro
b
lem
s
a
lo
n
g
w
i
t
h
i
n
terpr
e
ti
ng
t
h
e
s
o
lu
t
i
o
n
o
f
m
a
t
h
e
m
atica
l
.
This
i
s
i
n
l
ine
w
i
th
L
ivne
a
n
d
M
i
l
gr
am
'
s
argum
en
t
tha
t
t
h
i
s
is
e
spe
c
i
all
y
t
rue
w
h
e
n
t
he
c
r
iter
i
o
n
f
or
c
r
ea
ti
ve
t
hin
k
i
n
g
ab
i
l
i
t
y
i
n
m
a
t
he
ma
ti
c
s
w
as
so
l
v
i
n
g
pro
b
l
e
m
s
w
h
i
c
h
o
ffe
red
t
h
e
p
o
ssi
bi
li
ty
o
f
ge
nera
t
i
ng
m
o
re
t
ha
n
one
c
orre
ct
a
n
s
w
e
r
at
v
ar
y
i
n
g
l
eve
l
s
of
qua
l
i
t
y
o
f
so
lu
t
i
o
n
[
3].
There
f
ore,
c
re
a
tive
th
i
n
k
i
ng
i
s
cor
re
l
a
t
e
d
wi
th
t
h
e
a
bili
ty
t
o
ma
k
e
d
eci
si
on
s.
Cr
eat
iv
i
t
y
is
n
ot
s
om
et
h
i
ng t
h
at
r
eflec
t
s in
d
i
v
i
dua
l
ac
t
i
o
n
o
n
l
y.
I
t
is
r
at
he
r
a
de
cisio
n
t
a
k
en
b
y
a
s
o
c
i
al system
over
the
pr
od
uct
cre
a
te
d
b
y
a
n
i
n
d
i
vi
d
u
al
[
4].
T
h
e
r
e
is
a
d
e
b
a
t
e
ov
er
o
pi
ni
o
n
s
on
c
re
at
iv
e
t
h
i
n
k
i
ng
i
n
ma
them
at
i
c
s.
C
rea
tiv
i
t
y
i
n
m
a
them
at
ics
is
a
dom
ai
ns
pec
i
fi
c
a
b
il
i
t
y,
i
n
w
h
ic
h
the
i
m
p
o
rta
n
t
ro
le
o
f
i
d
ea
ti
ona
l
fl
ue
nc
y
is
h
i
g
h
l
i
g
ht
e
d
.
G
e
ne
ral
cre
a
ti
ve
t
hin
k
i
n
g
w
a
s
fou
n
d
t
o
be
u
nd
o
u
b
t
e
d
ly
i
m
p
o
r
ta
n
t
f
or
d
oma
i
n-spe
c
i
f
ic
cre
a
ti
ve
a
bi
lit
y
in
m
a
t
hem
a
ti
c
s
,
and
pr
o
b
a
bl
y
c
onst
i
tute
s
a
nec
es
sary
b
u
t
a
n
ot
s
uff
i
c
i
e
n
t
c
o
m
p
o
n
e
nt
i
n
gene
ra
ti
n
g
m
athem
a
t
i
ca
l
c
r
ea
tive
th
ink
i
ng.
G
ener
al
c
rea
t
ive
th
i
n
k
i
n
g,
f
re
q
u
e
n
tl
y
ope
rati
o
n
al
l
y
d
e
f
in
e
d
a
s
idea
t
i
o
n
a
l
f
l
u
e
n
cy,
has
bee
n
w
ide
l
y
c
r
itic
iz
e
d
a
s
o
f
l
i
ttle
v
a
l
ue
i
n
pre
d
i
c
tin
g
re
al-w
orl
d
c
r
eati
v
e
pe
rfo
rm
ance
[
3
].
C
re
ati
v
e
th
oug
ht
s
a
n
d
id
e
a
s
w
i
l
l
emerg
e
a
nd
d
ev
elo
p
if
t
h
e
p
roc
e
s
s
o
f
l
ea
r
n
i
n
g
m
a
t
h
em
atic
s
in
t
he
classro
o
m
uses
t
he
a
ppr
opria
t
e
l
e
a
rni
ng a
p
pr
oac
h
.
Base
d
o
n
t
he
i
nter
view
w
it
h
tea
c
her
s
o
f
P
e
dur
un
ga
n
Ten
g
a
h
0
1
S
t
a
t
e
P
r
im
ary
S
c
hool
i
n
S
e
m
a
ra
ng,
stude
n
t
s
'
i
ntere
s
t
i
n
l
ear
n
i
ng
ma
t
h
e
m
a
tic
s
ca
n
be
c
las
s
ifie
d
i
n
t
o
t
hree
t
y
p
es
:
st
ude
n
t
s
w
ho
l
i
ke
m
ath
e
m
a
tic
s
w
ith
h
i
g
h
a
b
il
ity,
st
ude
n
t
s
w
h
o
like
ma
the
m
a
t
i
c
s
bu
t
ha
v
e
l
ow
a
b
i
l
i
t
y
,
an
d
s
t
ude
nt
s
w
h
o
do
n
o
t
l
i
k
e
ma
them
at
i
c
s
a
nd
al
so
h
a
v
e
l
o
w
a
b
i
lit
y.
F
or
t
he
s
tu
de
n
t
s
w
h
o
do
n
o
t
like
m
a
t
h
em
atic
s,
t
hey
c
o
ns
i
d
e
r
e
d
mat
h
e
m
a
t
i
c
s
as
a
b
u
r
de
n
so
t
h
e
y
do
not
h
ave
th
e
spi
r
i
t
o
f
l
e
a
r
n
ing
an
d
i
t
a
ffe
c
t
ed
t
he
ir
l
ear
n
i
ng
o
u
t
co
me
s.
I
n
respo
n
se
t
o
t
h
is
i
ss
ue
,
te
ac
he
rs
w
ho
p
l
a
y
a
r
ole
as
e
d
u
ca
tor
sh
ou
ld
b
e
a
b
le
t
o
fos
t
e
r
pos
it
ive
m
o
t
i
va
tio
n
t
o
lear
n
m
a
them
a
tic
s.
I
n
addi
ti
on,
t
o
cha
nge
s
tu
de
nts
'
n
e
g
a
tive
m
i
ndse
t
o
f
ma
the
m
a
t
ic
s,
t
hey
nee
d
a
m
o
r
e
exc
i
t
i
n
g
m
et
ho
d
or
l
ear
n
i
n
g
m
ode
l
tha
t
c
a
n
e
me
rge
their
m
a
t
h
e
m
a
tic
al
c
r
e
a
t
i
v
e
t
h
in
ki
ng
a
b
il
it
y
i
n
o
rde
r
t
o
i
m
p
r
ov
e
st
ud
en
ts'
ma
th
e
m
a
t
ic
s
l
e
a
r
ning
o
u
t
co
me
s.
M
any
re
sea
r
ch
e
s
ha
ve
b
e
e
n
co
nd
uc
ted
to
i
m
p
ro
ve
ma
them
at
i
c
s
le
ar
ning
outc
o
m
e
s,
but
i
t
i
s
r
are
to
f
i
nd
r
e
sea
r
che
s
t
h
a
t
s
e
e
k
t
o
i
mp
ro
v
e
m
at
h
e
ma
t
i
cal
c
re
a
t
iv
e
th
ink
i
ng
a
b
il
it
y.
M
a
t
hem
a
t
i
c
a
l
cr
eat
ive
t
h
i
n
k
i
ng
is
i
m
por
t
a
n
t
t
o
d
e
v
e
l
o
p
in
s
ch
ool
s.
T
hi
s
i
s
s
up
po
rt
e
d
b
y
N
o
h
'
s
s
t
a
t
em
en
t
t
h
a
t
c
re
at
ive
t
h
in
ki
n
g
a
b
i
l
i
t
i
e
s
a
nd
ima
g
i
n
a
tio
n
have
b
e
c
o
m
e
pow
er
fu
l
d
r
i
v
e
r
s
for
in
d
i
vid
u
a
l
and
n
a
t
i
ona
l
d
e
ve
lo
pm
en
t.
I
t
also
g
ive
s
p
e
o
pl
e
t
h
e
o
p
por
tun
i
ty
to
e
x
p
l
o
r
e
new
p
o
ss
ib
i
l
i
tie
s
for
th
e
f
u
tur
e
,
t
o
exp
l
ore
and
i
m
agi
n
e
b
y
e
spe
c
i
al
l
y
em
phas
i
zi
ng c
r
ea
t
i
ve
t
h
i
nk
i
n
g
abiliti
es [
5]
.
Base
d
on
t
h
e
s
t
a
t
e
d
p
r
o
b
l
e
m
s,
it
i
s
n
ec
essar
y
t
o
g
r
ow
m
a
t
he
ma
t
i
ca
l
creati
v
e
thi
nki
ng
o
f
th
e
st
ud
e
n
t
s
w
ho
d
o
n
ot
l
ike
m
a
t
h
e
m
a
tic
s
t
o
i
m
p
ro
ve
t
heir
l
ea
rn
i
ng
o
u
tc
om
es.
C
oo
pe
rat
i
v
e
l
e
a
r
ni
ng
p
ro
mot
e
s
c
r
e
a
t
ive
th
ink
i
ng
b
y
i
n
c
re
asing
the
n
u
mbe
r
o
f
i
d
ea
s,
qual
i
ty
o
f
i
d
ea
s,
f
e
e
l
i
ng
s
of
s
tim
ul
a
tio
n
a
nd
e
n
jo
yme
n
t
,
a
n
d
ori
g
ina
lit
y
of
e
xpress
i
on
i
n
c
re
ati
v
e
pro
b
le
m
solv
i
n
g
[6].
T
he
sta
t
e
m
e
n
t
exp
l
a
i
ns
t
ha
t
c
oope
rat
i
v
e
le
ar
nin
g
ca
n
foster
c
rea
tive
t
h
i
n
k
i
ng
by
impr
o
v
in
g
the
qua
l
i
t
y
o
f
i
d
e
a
s
,
f
ee
l
i
n
g
s
and
o
r
i
g
i
n
al
i
t
y
of
e
xpress
i
ons
i
n
cre
a
ti
ve
p
rob
l
em
s
ol
vi
ng.
I
n
pr
od
uc
in
g
a
g
o
o
d
l
ear
nin
g
p
roce
ss
re
q
u
i
r
e
a
var
i
e
t
y
of
l
ear
n
i
n
g
s
trate
g
ie
s
appr
opr
i
a
t
e
w
ith
t
he
c
on
dit
i
o
n
s
in
t
he
c
la
ss
room
,
if
s
t
u
de
nts
a
r
e
l
e
s
s
ac
tive
t
h
en
t
hey
a
r
e
gi
ven
the
m
odel
stude
n
t
l
ea
rn
in
g
ce
n
t
e
r
t
ha
t
is
a
b
l
e
t
o
m
ake
t
h
e
m
m
or
e
acti
v
e,
if
s
tude
n
t
s un
dersta
n
d
i
n
g
on the
su
b
j
ec
t
ar
e
n
o
t
to
o
m
u
ch the
n
the
y
are
g
i
v
en t
he
m
o
d
el of
a
tea
c
he
r
c
e
n
t
er l
ear
ning s
o
t
hat
stu
d
en
ts
c
a
n
easi
l
y
u
n
d
er
st
a
n
d
t
h
e
M
a
t
e
ri
al
[
7
]
.
B
a
sed
o
n
th
e
s
e
s
t
at
ement
s
,
it
r
equ
i
res
a
mo
d
e
l
of
l
e
a
rni
n
g
tha
t
i
s
ab
le
t
o
m
a
ke
s
t
u
den
t
s
m
o
r
e
ac
t
i
ve
a
n
d
m
e
d
ia
t
ha
t
ca
n
s
u
p
por
t
st
u
d
en
ts
'
m
a
them
at
ical
c
re
ati
v
e
t
hi
nki
ng
a
b
i
li
t
y
.
Mo
ha
n
t
y
ag
ree
d
b
y
stati
ng
tha
t
t
he
s
ch
o
o
l
educa
tio
n
sh
o
u
l
d
b
e
a
p
l
a
t
fo
rm
o
f
kn
ow
-w
ha
t
,
k
n
ow
-h
ow
,
and
kn
ow
-w
hy
t
o
f
os
ter
st
u
d
en
ts
’
cre
a
ti
ve
t
hi
n
k
in
g
i
n
a
c
o
n
s
t
r
u
ct
ive
en
vir
onm
en
t
(w
it
h
mul
t
i
se
n
sor
y
a
n
d
c
olla
bor
a
tive
l
ear
nin
g
expe
r
i
ence
s)
[8
]
.
A
l
g
h
a
f
ri
&
I
sm
ail
ga
ve
a
s
tu
dy
r
e
c
om
me
nd
atio
n
t
h
at
m
ore
n
u
m
b
er
of
e
m
p
ir
ic
al
r
esea
rch
s
t
udie
s
a
re
re
q
u
i
r
ed
i
n
c
r
ea
t
i
vi
ty
t
ra
ini
ng
a
n
d
ap
pli
c
at
ion
s
f
i
e
ld
.
Th
e
cl
a
ssr
oom
i
nstru
c
t
i
o
n
s
d
e
s
i
g
n
e
d
t
o
pr
omote
c
r
eati
v
e
th
ink
i
ng
can
a
l
s
o
i
n
cre
a
se
t
h
e
p
ro
ba
b
ili
t
y
o
f
aca
dem
i
c
suc
c
e
s
s
a
m
on
g
t
h
e
l
o
w
ac
hie
v
e
r
s.
T
he
c
urre
nt
-
a
ge
rese
arc
h
ers
ha
ve
a
lso
a
d
v
o
c
a
te
d
for
te
ach
i
ng
t
h
e
th
in
k
i
ng
ski
l
l
s
to
p
rimary-level
s
c
h
oo
l
c
hil
d
re
n
a
n
d
t
h
a
t
st
r
a
te
gic
t
e
ac
hin
g
,
cr
i
t
ica
l
,
and
cre
a
ti
ve
t
hi
nk
ing
sh
o
u
l
d
b
e
w
el
l
in
te
gra
t
e
d
i
n
the
sc
ho
ol
c
urric
u
l
u
m
[9].
There
f
ore
,
it
is
n
ec
essary
t
o
c
o
n
d
u
ct
a
n
a
p
p
lie
d
rese
arc
h
t
o
fi
n
d
t
he
l
ea
rn
i
ng
mode
l
s
s
u
i
t
a
ble
t
o
s
u
p
p
o
rt
t
he
a
b
ili
ty
o
f
ma
t
h
e
m
a
t
i
c
al
c
re
at
iv
e
th
ink
i
ng
i
n
p
r
i
m
ary
sc
ho
ol.
K
am
pylis,
Saa
r
il
uoma
,
&
P
rom
i
nen
t
s
ta
t
e
d
t
h
a
t
rese
arc
h
ers
an
d
e
d
uca
t
ion
i
s
t
s
ha
ve
a
lrea
dy
re
com
m
e
n
d
e
d
for
cr
ea
ti
v
ity-f
oste
rin
g
s
trate
g
i
e
s
a
t
p
rim
a
ry
educ
a
t
i
o
n
le
ve
l
,
w
hich
a
re
e
q
u
al
ly
o
r
i
e
n
t
e
d
tow
a
rd
c
o
n
duc
ive
e
n
vironm
ent
(CE),
creative
p
rocess
(CP
)
,
and
cre
a
ti
ve
s
u
d
e
n
t
(CS
)
[
10].
A
not
her
st
u
dy
ha
s
als
o
c
on
fi
r
m
e
d
b
y
Ami
n
&
R
eg
a
n
d
e
r
th
at
s
c
h
o
o
l
co
nt
ext
s
a
n
d
classro
o
m
e
n
v
i
r
o
nm
en
t
i
n
f
l
ue
nce
th
e
c
r
ea
tiv
e
abil
it
ies
of c
h
i
l
d
re
n [11]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Infl
uence
of
P
o
w
t
oo
n-As
sis
t
ed G
r
ou
p to G
r
ou
p
Exc
h
a
nge
a
n
d
Po
wt
o
on-Ass
i
s
t
e
d
…
(Ac
h
m
ad
B
u
ch
or
i)
22
3
G
r
oup
to
G
rou
p
E
xc
han
g
e
an
d
Tal
k
in
g
Ch
i
p
s
ar
e
some
o
f
lea
r
ni
n
g
mode
l
s
c
o
n
side
red
s
u
i
t
a
b
le
a
n
d
appr
opr
i
a
t
e
t
o
im
pro
v
e
stu
d
e
nt
s
'
m
athem
a
tica
l
t
hi
n
k
i
n
g
abi
l
i
t
y.
G
ro
up
t
o
G
roup
E
xch
a
ng
e
i
s
o
n
e
o
f
th
e
lear
n
i
n
g
mo
d
e
l
s t
h
a
t
i
nv
ite stu
de
n
t
s
to ac
t
i
v
el
y th
in
k a
b
o
u
t
w
h
at the
y are
l
e
a
r
ni
ng. H
ere
,
t
he
st
u
den
t
s ha
ve
t
h
e
op
p
o
rt
uni
ty
t
o
d
i
scu
ss,
a
sk,
share
,
a
nd
e
xc
han
g
e
i
d
e
a
s
a
b
o
u
t
t
h
e
kn
ow
le
d
g
e
ga
ine
d
t
o
othe
r
fri
e
nds
.
This
lear
n
i
n
g
m
ode
l
re
qui
r
e
s
gr
ou
pi
n
g
,
pre
s
e
n
tat
i
o
n
s,
q
uesti
o
n
i
ng,
s
har
i
n
g
k
n
o
w
l
e
dge
w
i
t
h
ot
her
s
,
and
m
a
ster
in
g
bo
th
t
he
m
ater
i
a
l
pr
o
v
i
d
e
d
b
y
tea
c
her
s
a
n
d
pe
ers
[1
2]
.
Educa
tio
n
toda
y
must
e
na
ble
s
t
u
d
e
n
t
s
t
o
m
e
e
t
t
he
cha
lle
ng
e
s
a
he
ad
a
n
d
d
em
an
ds
o
f
t
h
e
w
o
rk
e
nv
iro
n
me
nt
a
n
d
o
f
da
i
l
y
l
i
v
in
g.
T
hus,
st
ude
n
t
s
n
o
t
o
n
l
y
nee
d
kn
ow
le
d
g
e
b
u
t
a
l
s
o
c
o
mm
un
i
cati
o
n
s
k
il
ls,
p
r
ob
l
e
m
so
lv
i
n
g
sk
i
l
ls
,
c
r
ea
t
i
v
e
a
nd
c
rit
i
c
a
l
t
hin
k
i
n
g
s
k
i
lls
i
n
t
h
e
yea
r
s
a
h
ea
d
[1
3].
Base
d
o
n
t
h
e
se
s
ta
tem
e
n
t
s,
G
roup t
o
G
r
oup Exc
ha
n
g
e
l
e
a
r
ni
ng
m
o
de
l i
s
c
ons
i
d
e
r
e
d
c
a
p
ab
le
of
f
os
t
e
rin
g
ch
a
ll
e
n
g
e
s for
t
h
e
stu
d
en
ts t
o
unde
rs
tan
d
a
n
d
exp
l
a
i
n t
h
e
k
n
o
w
l
e
dge
t
he
y g
a
ine
d
t
o th
eir
frien
ds.
The
Ta
lki
n
g
C
h
ips
l
e
arn
i
ng
m
ode
l
w
a
s
f
i
rst
de
ve
lo
pe
d
by
S
pe
ncer
K
aga
n
.
T
h
e
wo
r
d
"
ch
ip"
i
n
Tal
k
i
n
g
Ch
i
p
s
m
e
a
n
s
b
u
t
t
ons.
There
f
ore,
t
al
kin
g
c
hi
ps
c
a
n
b
e
in
terpr
e
te
d
as
b
utt
o
n
s
t
o
ta
lk.
Ta
lki
n
g
C
h
ip
s
is
a lear
nin
g
t
e
c
h
ni
q
u
e tha
t
uses
c
h
ips as a require
me
nt befor
e
st
ar
tin
g a con
v
ersa
tio
n or
a
c
t
i
v
it
y
i
n
l
e
a
r
n
i
ng.
O
n
the
i
m
p
l
em
en
t
a
ti
on
of
t
a
l
k
i
n
g
c
hi
ps,
eve
r
y
st
ude
n
t
i
s
g
i
ve
n
s
o
m
e
ch
ips.
F
urthe
r
mor
e
,
the
s
t
u
d
e
n
ts
a
r
e
d
iv
i
d
ed
i
n
t
o
s
e
v
e
r
a
l
s
m
a
l
l
g
r
o
u
p
s
.
W
h
e
n
a
s
t
u
d
e
n
t
a
s
k
s
q
u
e
s
t
i
o
n
s
,
a
n
s
w
e
rs
que
st
i
ons
a
nd
expre
s
se
s
op
in
io
ns,
th
e
stude
n
t
h
a
nds
one
o
f
th
e
but
t
ons
s
/
h
e
has
t
o
t
he
t
ea
c
h
er
.
In
t
h
e
le
ar
ni
n
g
acti
v
i
t
y
im
plem
ent
i
ng
th
is
t
ec
hn
ique
,
ea
ch
g
ro
up
m
e
m
be
r
gets
a
n
o
p
p
o
rt
u
n
it
y
to
c
on
tri
b
ut
e
an
d
lis
ten
to
t
h
e
v
i
e
ws
a
nd
t
hou
ght
s
o
f
o
t
h
er
m
e
m
b
e
rs
[1
4].
O
n
t
he
o
t
h
er
h
a
n
d,
T
a
l
k
i
n
g
C
h
i
p
s
c
ons
is
ts
o
f
tw
o
s
o
c
i
al
p
ro
c
e
ss
es
i
.e
.
so
c
i
al
g
roup
a
n
d
mast
e
r
y
of
t
h
e
m
a
t
t
e
r
p
r
o
c
e
s
s
i
s
a
p
r
o
c
e
s
s
t
h
a
t
i
n
v
o
l
v
e
s
s
t
u
d
e
n
t
s
i
n
a
d
i
s
c
u
s
s
io
n,
c
o
n
ce
p
t
c
lar
i
f
i
c
a
t
io
n,
a
nd
p
r
o
b
l
em
s
ol
vin
g
[1
5].
The
ch
i
p
s
m
e
a
n
t
by
K
agan
c
a
n
b
e
sm
all
c
o
lorfu
l
and
inte
re
st
i
n
g
o
b
j
ec
t
s
s
uch
as
b
utt
o
ns,
re
d
be
a
n
s,
waln
ut
s, pie
ces
o
f straw
s
,
stalks,
ice
cre
a
m scoo
ps
e
tc.
In
t
h
e
i
mpl
e
men
t
a
t
i
on
of
T
a
l
k
i
ng
C
h
i
p
s
e
ve
ry
g
ro
up
m
emb
e
rs
a
re
hol
di
n
g
c
h
i
ps
w
h
i
ch
h
as
t
o
b
e
use
d
b
e
f
ore
ta
l
k
i
ng
suc
h
a
s
que
st
i
o
n
i
ng,
a
nsw
e
rin
g
q
ues
t
i
o
n,
h
e
si
ta
ti
n
g
,
utte
rin
g
i
dea
s
,
c
l
arify
i
ng,
o
r
class
i
fy
in
g
[1
6].
Then,
T
a
l
k
in
g
C
h
ips
is
a
l
e
a
rni
ng
m
ode
l
w
h
ic
h
b
uil
d
s
i
n
terde
p
e
nde
nc
y
or
r
ec
i
p
r
o
cal
rela
tio
ns
hip
be
tw
ee
n
t
h
e
gro
up
m
e
m
b
ers
c
ons
eq
ue
nce
b
y
the
sa
me
exi
s
tin
g
ob
jec
t
i
v
e
[1
7].
The
i
n
t
e
nde
d
rec
i
proca
l
r
elat
io
nsh
i
p
is
i
nter
depe
n
d
enc
y
i
n
the
gr
ou
p
in
o
rde
r
to
a
nsw
e
ri
n
g
que
sti
ons
a
nd
ut
t
e
ri
n
g
i
de
as
o
r
argum
en
ts
t
o
r
e
ach
t
he
l
e
a
rn
i
ng
e
x
pe
cta
t
i
o
n
[1
7].
M
a
n
y
s
tud
i
es
ha
v
e
p
ro
ved
tha
t
t
a
l
k
i
n
g
c
h
i
p
ha
s
a
p
o
s
i
t
i
v
e
impa
ct
o
n st
ud
ent
s
' de
ve
l
o
pm
ent
an
d s
o
ci
a
l
r
ela
t
i
o
n
s
h
i
ps.
Ther
e
for
e
, t
his stu
d
y
e
xam
i
nes
ot
her p
o
ssi
bi
l
i
t
i
es i
n
the im
p
l
em
en
t
a
tio
n
of Ta
l
ki
n
g
C
hi
ps lea
rn
in
g
mode
l
o
n
t
he
a
bil
i
t
y
t
o
mat
h
emat
i
cal
c
re
a
t
iv
e
t
h
in
kin
g
.
G
r
oup
t
o
G
ro
up
Exc
h
a
nge
l
ear
ning
mo
de
l
has
be
en
i
m
p
lem
e
nt
ed
b
y
A
r
ini
e
t
.
al.
w
ho
f
oun
d
a
pos
it
ive
in
flue
nce
from
G
r
oup
t
o
G
roup
E
x
chan
ge
l
ea
r
n
i
ng
mode
l
i
n
i
mpr
o
vin
g
s
t
ude
n
t
l
e
a
rn
i
ng
o
u
t
c
o
m
e
s
[1
8].
Gr
oup t
o
G
roup E
x
cha
nge
a
ct
ive
lea
r
n
i
ng m
o
del r
e
q
u
i
r
e
s st
u
d
en
ts t
o th
i
nk a
b
o
u
t w
h
at t
hey are
le
ar
ni
n
g
,
ut
iliz
e
th
e
op
p
o
rt
un
i
t
y
to
d
isc
u
ss
w
ith
f
r
i
e
nds,
ask
ques
tio
ns,
a
nd
sha
r
e
kn
ow
le
dge
g
a
i
n
e
d
to
o
t
h
ers
[19]
.
Inv
o
l
v
i
n
g
s
t
ud
e
n
t's
part
ic
ipa
t
i
on
i
n
t
eac
hin
g
a
nd
lear
ni
ng
proc
ess
will
b
e
a
b
l
e
t
o
in
c
r
ea
se
s
t
u
d
e
nt
s'
a
c
tiv
en
e
s
s
in
a
sk
i
n
g
,
r
e
s
pon
di
n
g
,
an
d
col
l
a
bora
t
i
n
g
w
i
t
h
m
em
bers
o
f
the
gr
oup
so
t
h
a
t
e
ach
s
tu
d
e
nt
c
a
n
d
e
e
p
l
y
un
dersta
n
d
t
he
s
ub
j
e
c
t
m
atter
lear
ned.
I
n
a
d
dit
i
o
n
,
st
ude
n
t
s
c
a
n
e
x
c
h
an
g
e
i
deas
w
it
h
o
t
her
grou
p
m
e
m
b
er
s,
the
s
e
sha
r
ed
i
de
as c
an
f
os
t
e
r
stu
d
e
n
t
'
s cr
eati
v
ity.
The
use
of
T
a
l
kin
g
C
h
i
ps
l
ea
rni
ng
m
o
de
l
in
H
a
r
tini
ngr
um
a
nd
Y
a
n
t
i
'
s
r
ese
a
r
c
h
s
ho
wed
a
po
si
ti
ve
in
flue
nce
o
n
s
tu
de
nt
l
ea
rni
n
g
ou
tc
om
es
i
n
ma
t
h
e
m
a
tic
s
lear
nin
g
[20].
In
T
a
l
k
i
ng
C
h
i
p
s
l
ea
rn
in
g
m
ode
l,
stude
n
t
s
are
d
i
v
i
de
d
i
n
to
s
ma
l
l
g
r
o
u
p
s,
w
he
n
a
stu
d
e
n
t
a
s
ks
que
s
t
ions,
answ
e
r
s
ques
t
i
o
ns
a
n
d
e
xpr
esses
op
ini
o
ns, he/s
h
e
sho
u
l
d subm
i
t
o
ne o
f
h
i
s/
her
chi
p
s
t
o
the
t
e
a
c
her
[1
4]
. Throu
g
h
t
hi
s m
ode
l, eac
h
st
ude
n
t
g
e
t
s
an
o
pp
ort
u
nit
y
t
o
be
a
c
t
i
v
e
i
n
e
xpress
i
n
g
h
is
i
deas
a
nd
th
o
u
g
h
t
s
t
o
o
t
h
e
r
s
t
u
d
e
n
t
s
,
t
h
u
s
,
t
h
e
s
t
u
d
e
n
t
s
n
o
t
o
n
l
y
sit
stil
l
a
n
d
l
i
s
t
e
n
to
t
h
e
t
e
ache
r
's
e
xpla
n
a
tio
n
b
u
t
the
y
a
lso
e
n
g
a
g
e
in
a
m
ore
in
t
e
r
e
sting
lear
n
i
ng
a
nd
educ
a
t
i
n
g
proc
ess,
b
ec
au
se
i
n
a
d
dit
i
o
n
t
o
i
t
w
il
l
inc
r
ea
se
t
he
ac
ti
ve
ness
a
n
d
m
a
ke
i
t
e
a
s
i
er
f
or
t
he
s
t
u
de
nt
s
to
un
dersta
n
d
t
he
s
u
b
j
e
c
t
m
at
te
r
[14].
I
n
the
imp
l
em
enta
ti
on
o
f
T
a
l
k
i
ng
C
hi
ps,
st
u
d
en
ts
c
a
n
b
e
mot
i
va
t
e
d
b
e
ca
use
t
h
ey
a
re
g
a
i
ni
ng
t
h
e
s
ame
t
r
e
a
t
m
e
n
t
a
n
d
ch
an
c
e
t
o
ap
p
l
y
t
h
i
s
m
odel
[2
1].
The
a
dva
n
t
age
of
T
a
l
ki
ng
Chi
p
s
ac
c
o
rd
in
g
t
o
A
na
va
i
s
t
h
at
t
a
l
k
i
n
g
c
h
i
ps
c
a
n
e
n
g
a
g
e
st
ude
n
t
s
t
o
s
pe
a
k
u
p
a
nd
u
t
t
e
r
the
i
r
a
r
gum
ent
s
i
n
fu
n
s
itu
at
i
o
n
[
22].
A
s
t
u
d
y
a
bo
u
t
T
h
e
I
mpl
e
m
e
nta
t
i
o
n
of
C
oo
per
a
t
i
ve
L
e
a
rni
n
g
M
o
de
l
Ta
lk
in
g
Ch
ip
s
a
l
s
o
resul
t
ed
i
n
a
c
o
n
c
l
u
sio
n
t
ha
t
Ta
lk
in
g
C
h
i
p
s
c
a
n
i
m
pr
ov
e
stu
d
en
t
s’
m
ot
i
v
a
t
ion
a
nd
lear
nin
g
o
u
t
c
o
me
i
n
lear
n
i
n
g
s
oc
ia
l scie
nc
e
[2
3].
Ma
the
m
a
tics
le
arni
ng
s
h
ou
ld
b
e
a
s
s
o
c
i
a
t
e
d
w
it
h
its
a
pp
lic
a
tio
n
in
t
e
c
hnol
ogy
a
nd
d
a
ily
l
i
f
e
so
t
h
a
t
stude
n
t
s
ca
n
c
o
ns
i
d
er
m
athe
m
a
tics
as
a
m
e
a
ni
n
g
fu
l
sc
ie
nc
e.
T
he
use
of
t
echn
o
l
o
g
y
i
n
t
h
e
form
o
f
a
ppr
opria
te
lear
n
i
n
g
m
e
d
i
a
w
il
l
ma
ke
s
t
u
den
t
s
m
o
re
e
a
s
il
y
u
nder
s
ta
nd
t
h
e
le
a
r
ni
ng
an
d
te
ache
r
s
w
i
l
l
a
ls
o
be
h
el
pe
d
b
y
t
h
e
med
i
a.
O
n
e
o
f
t
h
e
t
e
c
h
n
o
l
ogy
-b
ased
m
ed
i
a
i
s
v
i
d
e
o
.
V
í
d
eo
s
e
du
cat
i
v
o
s
p
od
e
r
ão
a
poi
a
r
n
a
cl
ari
f
i
c
açã
o
de
conc
e
i
t
o
s
e
na
e
xp
l
i
caç
ã
o
e
c
ompr
eensã
o
de
f
en
óm
en
os
[
2
4
].
B
a
s
e
d
o
n
t
he
s
ta
tem
e
nt
a
bo
ve,
Cr
u
z
e
x
p
la
i
n
ed
t
h
at
e
du
c
a
t
i
ona
l
vi
d
e
o
s
c
a
n
h
e
l
p
in
c
l
a
rif
y
in
g
co
n
c
e
p
t
s
,
ex
pl
an
a
t
io
ns
a
nd
u
nd
e
r
st
an
di
ng
o
f
ph
e
n
o
m
e
n
a
.
O
n
e
of
m
ed
ia
s
up
por
tin
g
it
is
P
ow
t
o
on,
a
n
a
p
p
tha
t
m
ake
s
p
resenta
t
i
o
n
m
o
r
e
cre
a
tive
a
n
d
ca
p
t
ure
s
s
t
ude
n
t
s'
atte
n
t
ion
[2
4].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
3,
S
eptem
b
er
20
18 :
2
2
1
– 228
22
4
The
use
of
P
ow
t
oon
's
l
ear
nin
g
m
e
d
ia
i
n
pre
s
en
tin
g
lea
r
ning
m
a
te
ria
l
c
a
n
a
lso
b
o
o
s
ts
s
t
u
de
nt
s'
ent
h
us
i
a
sm
i
n
pa
y
i
n
g
a
t
t
e
n
t
i
on
to
t
he
l
e
sson.
P
o
w
t
o
o
n
m
edia
c
a
n
d
i
s
pla
y
m
a
t
e
r
ia
l
vi
de
os
e
qui
p
p
e
d
w
i
t
h
anim
at
io
ns
t
ha
t
c
a
n
fac
i
l
i
ta
te
s
tude
n
t
s
in
u
nder
s
ta
nd
in
g
the
m
a
te
ria
l
b
e
i
n
g
e
xp
la
i
n
ed,
so
t
ha
t
the
i
r
cr
eati
v
e
ima
g
ina
tio
ns
a
r
i
se
i
n
c
a
p
t
uri
n
g
th
e
le
sso
ns.
Pow
t
oo
n
is
a
n
o
n
l
i
ne
s
er
vic
e
f
or
c
re
a
t
i
n
g
e
x
pos
ures
t
h
a
t
has
exc
e
l
l
e
n
t
an
im
ated
f
ea
ture
s
i
n
cl
u
d
i
ng
ha
n
d
w
ritte
n
a
n
i
m
a
tio
n,
a
n
ima
t
ed
c
arto
ons,
an
d
m
o
re
live
l
y
tra
n
s
i
t
i
on
effec
t
s
a
s
w
el
l
a
s
easy
tim
eline
se
tt
ing.
I
t
pr
ov
ide
s
a
w
ide
se
lec
t
i
o
n
of
a
n
i
ma
te
d
cha
r
ac
ters,
ob
je
cts,
bac
kgr
o
u
n
ds,
sou
n
d
s
a
n
d
v
i
de
o
a
d
d
i
tio
ns
a
s
w
e
ll
as
t
o
o
ls
a
nd
o
b
jects
nec
e
ssary
t
o
p
l
a
n
t
he
v
i
d
eo
m
ate
r
i
a
l
to
be cre
ate
d
.
Pow
t
o
o
n
als
o
o
ffe
r
s som
e
o
f i
t
s
con
t
e
n
t
cre
a
t
i
on fa
cil
i
t
i
e
s fo
r
fre
e, i
t
i
s
an
ide
a
l
t
ool
fo
r
t
each
e
r
s
to
pro
duce
the
i
r
ow
n
m
a
ter
i
a
l
s
[2
5].
Base
d
on
t
he
a
na
lys
i
s
t
h
eir
f
i
n
d
i
ngs,
K
a
r
a
m
e
te
&
G
üna
ydi
n
de
sc
ri
bes
t
h
e
a
d
v
a
nt
ag
es
o
f
Po
wt
oo
n
,
n
a
m
e
l
y:
t
he
m
e
ssa
g
e
s
co
nv
e
y
e
d
i
n
th
e
vi
d
e
o
a
re
c
lea
r
a
n
d
e
a
s
y
to
u
nders
ta
nd,
t
he
vi
sua
l
s
a
r
e
bea
u
ti
fu
l
an
d
i
n
te
rest
in
g
so
it
i
s
n
o
t
b
or
ing
to
s
e
e
them
,
and
t
h
e
d
i
sp
l
a
ye
d
te
xt
c
a
n
a
ls
o
be
v
o
i
ce
d
so
it
is
e
a
s
ier
t
o
u
n
d
e
r
sta
n
d.
A
s
a
fo
l
l
ow
up
of
s
om
e
re
sea
r
che
s
desc
r
i
be
d
a
b
o
v
e,
t
he
r
esea
rche
rs
a
re
e
ager
t
o
fi
n
d
o
ut
w
he
th
e
r
t
he
a
p
p
l
i
c
a
t
i
on
o
f
P
ow
t
o
on
-A
ssi
ste
d
G
r
o
u
p
t
o
G
roup
E
xc
h
a
n
g
e
a
nd
T
al
kin
g
Chi
p
s
a
l
so
h
a
s
pos
it
ive
in
flu
e
nce
in
m
at
h
e
m
a
tics
lea
r
n
i
ng,
p
a
r
t
i
cu
lrl
y
i
n
im
pr
o
v
in
g
s
t
ude
nts
'
m
athem
a
tica
l
c
r
eati
v
e
th
ink
i
ng a
b
il
ity
.
The
p
u
r
pose
o
f
t
his
re
sear
ch
a
re
1
)
To
i
de
nt
ify
the
di
ffe
r
e
nc
es
o
f
st
u
d
e
n
t
s
'
m
a
t
h
em
at
i
cal
c
r
eati
v
e
th
ink
i
ng
a
b
ili
t
y
i
n
t
h
e
c
l
a
s
s
a
p
p
l
yin
g
P
ow
t
o
on-A
ssi
st
e
d
G
r
o
u
p
t
o
G
r
ou
p
Exc
h
a
n
ge
a
nd
T
a
l
k
i
n
g
Ch
i
ps
a
nd
t
he
class
ap
p
l
y
i
n
g
c
o
n
ve
nti
ona
l
l
ear
ning
m
o
del.
2
)
To
p
ro
ve
t
h
a
t
st
u
d
en
ts
'
m
a
the
m
a
tica
l
c
rea
t
i
v
e
th
i
n
k
i
ng
a
b
i
l
ity
us
i
n
g
P
o
w
t
oo
n
-
A
ssist
e
d
G
r
oup
t
o
G
r
o
u
p
E
x
c
ha
n
g
e l
e
arn
i
n
g
m
ode
l i
s bet
t
e
r
tha
n
s
t
u
den
t
s'
u
s
i
n
g
c
on
v
e
nti
o
n
a
l
l
e
a
r
n
i
n
g
m
o
d
e
l
.
3
)
T
o
p
r
o
v
e
t
h
a
t
s
t
u
d
e
n
t
s
'
m
a
t
h
e
m
a
t
i
c
a
l
c
r
e
a
t
i
v
e
th
ink
i
n
g
a
b
i
lit
y
us
i
ng
P
o
w
t
o
on-A
ssi
s
t
e
d
Tal
k
i
n
g
Ch
ips
lear
nin
g
m
od
el
i
s
bet
t
er
t
h
a
n
st
u
d
en
ts
'
u
s
i
n
g
c
o
n
ven
t
io
na
l
le
arn
i
n
g
m
ode
l.
4
)
To
e
x
a
m
i
ne
wh
e
t
h
e
r
th
e
r
e
is
a
ny
i
n
f
lu
e
n
ce
of
s
tu
d
e
nt
s'
a
c
t
iv
en
ess
to
wa
rd
s
t
h
e
abi
l
it
y
of
m
at
h
e
mat
i
c
a
l
c
re
at
iv
e
thi
nkin
g
o
n
P
o
w
t
o
on-A
ssi
s
t
e
d
G
rou
p
t
o
G
r
ou
p
Excha
n
ge
a
nd
P
o
w
t
o
on-
A
ssi
ste
d
T
al
k
i
ng
Chi
p
s le
arn
i
ng m
ode
ls.
2.
RESEARCH
M
ETH
O
D
Th
is
r
e
s
ear
ch
w
a
s
c
ond
uc
te
d
in
P
eduru
n
g
a
n
T
e
n
ga
h
0
1
S
ta
t
e
P
r
i
m
a
r
y
S
c
hoo
l
i
n
S
em
ara
ng,
odd
sem
e
ster
o
f
ac
adem
ic
y
ea
r
2
0
1
7
/
2
0
18
w
h
ic
h
t
o
d
e
t
e
r
m
i
n
e
t
he
i
nfl
uenc
e
of
s
t
ude
n
t
s
'
m
athem
a
tica
l
c
r
eati
v
e
thinking
a
b
ility
o
n
Powtoon-Assis
t
ed
G
roup
to
G
r
oup
Exchange
a
n
d
Ta
lk
ing
Ch
i
p
s
le
arni
n
g
m
odel
s
t
o
stude
n
t
s
'
c
re
at
ive
th
i
n
k
i
ng
a
b
i
l
i
t
y.
T
he
r
ese
a
r
ch
p
op
u
l
a
t
i
o
n
w
a
s
a
ll
t
h
e
sixt
h
grade
s
t
u
d
en
ts
o
f
P
e
d
u
run
g
a
n
Ten
g
a
h
01
S
t
a
t
e
P
r
i
m
ar
y
S
c
h
o
o
l
i
n
S
e
ma
ra
ng.
T
h
i
s
re
se
arc
h
u
se
d
pur
p
o
si
ve
s
am
pli
ng
tec
h
n
i
q
u
e
,
b
y
ta
kin
g
the
sam
p
l
e
b
a
s
ed
o
n
t
h
e
r
e
sea
r
che
r
s'
c
o
n
s
i
der
a
t
i
o
n
t
ha
t
w
a
s
obs
erve
d
from
the
i
n
itia
l
da
ta
a
na
lysis
result.
Three
classes
were
t
hen
se
l
e
cted
,
n
a
m
e
l
y
c
l
a
s
s
V
I
C
a
s
e
x
p
e
r
i
m
e
ntal
c
lass
I,
c
lass
VI
D
a
s
exper
i
m
e
nt
c
lass
I
I
,
cl
as
s
V
I
B
a
s
c
o
nt
r
o
l
c
l
as
s
and c
l
a
s
s
V
I
A a
s trial c
l
ass.
The
da
t
a
c
o
l
le
c
tio
n
t
e
c
h
ni
q
u
e
s
use
d
i
n
t
h
is
r
e
s
e
a
r
c
h
w
e
re:
1)
D
oc
um
ent
a
ti
o
n
,
i.
e.
d
ata
take
n
fr
o
m
sch
o
o
l
r
ecor
d
s
or
d
ocum
en
ts
a
bou
t
s
t
u
d
e
n
ts'
nam
e
s,
num
be
r
of
s
t
u
d
en
t
s
a
n
d
t
he
g
ra
de
lis
t
of
t
he
f
i
n
a
l
ma
them
at
i
c
t
es
t
on
e
v
e
n
s
em
ester,
2
)
Obser
v
atio
n,
i
.
e
.
cond
uct
i
ng
ob
s
e
rva
t
i
o
n
in
t
he
s
ch
oo
l,
3
)
Test,
i.e
.
t
he
exa
m
ina
t
i
o
n
u
s
e
d
t
o
i
d
e
n
t
i
fy
s
t
u
d
e
n
t
s'
m
at
hem
a
ti
cal
c
r
eati
v
e
t
h
in
k
i
n
g
a
bi
lit
y
a
f
ter
t
h
e
lea
r
n
i
ng
proc
ess,
4
)
Interv
ie
w
,
i
.e
.
ora
lly
g
e
t
tin
g
i
n
form
ati
o
n
fro
m
m
a
t
h
t
e
ache
r
s
o
n
the
c
o
nd
iti
o
n
o
f
st
ude
n
t
s,
c
lass
as
a
p
l
a
c
e
o
f
teac
h
i
ng
a
nd le
arni
ng proc
e
ss im
pl
e
m
e
n
t
a
t
i
o
n
,
and
the m
a
te
r
i
a
l
t
a
u
ght
.
The
i
n
s
t
rum
e
n
t
u
se
d
w
a
s
a
tr
ial
tes
t
q
ues
t
i
o
ns
i
n
the
for
m
o
f
o
pe
n-en
de
d
answ
er
.
The
re
su
lt
of
t
h
i
s
tria
l
w
a
s
t
h
e
n
a
nal
y
ze
d
t
o
d
eterm
i
ne
t
he
t
e
s
t
va
l
i
di
t
y
,
r
e
lia
b
i
li
t
y
,
di
ff
i
c
ult
y
,
and
d
i
ffe
r
ent
i
at
or.
O
u
t
of
1
4
que
st
ions,
11
item
s
c
o
u
l
d
b
e
e
m
p
lo
ye
d.
T
h
i
s
rese
arc
h
s
e
l
ec
ted
7
q
u
e
st
io
ns
t
o
u
s
e
d
.
The
i
n
d
i
c
a
t
ors
of
ma
them
at
i
c
al
c
rea
tive
t
h
in
ki
ng
a
bil
i
t
y
u
se
d
in
t
hi
s
resea
r
ch
w
e
r
e
n
o
v
e
l
t
y
,
sk
ill,
f
le
x
i
b
i
l
i
t
y
,
an
d
e
l
a
b
o
r
ati
on.
The
proc
e
d
ure
s
w
e
r
e:
1
)
G
e
ttin
g
co
ord
i
na
t
i
o
n
a
n
d
p
erm
i
ssio
n,
2
)
C
o
n
d
u
c
t
in
g
i
n
i
tia
l
obse
r
v
a
ti
o
n
,
3)
De
t
e
rmi
n
ing
th
e
re
se
arc
h
s
amp
l
e,
4
)
Det
e
rmi
n
in
g
t
h
e
t
r
i
a
l
cl
a
s
s
f
o
l
l
o
w
e
d
b
y
t
e
s
t
i
n
g
t
he
i
ns
trum
ent,
5
)
A
n
al
yzi
n
g t
h
e
in
itia
l da
ta, 6)
Pre
p
aring le
arn
i
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RESULT
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1.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Infl
uence
of
P
o
w
t
oo
n-As
sis
t
ed G
r
ou
p to G
r
ou
p
Exc
h
a
nge
a
n
d
Po
wt
o
on-Ass
i
s
t
e
d
…
(Ac
h
m
ad
B
u
ch
or
i)
22
5
Tab
l
e
1 The
A
n
al
ys
i
s
o
f P
r
elim
i
n
a
r
y N
o
rma
l
i
t
y Te
st (S
P
S
S
)
K
o
l
m
ogoro
v
-
S
m
i
r
nov
a
Sha
p
ir
o-Wi
lk
Sta
tistic
df
Si
g.
Sta
tisti
c
df
Si
g.
Co
n
t
r
o
l
l
e
d
,
168
36
,
120
,
909
36
,
060
Ex
p
. 1
,
122
36
,
192
,
941
36
,
054
Ex
p
. 2
,
154
36
,
055
,
918
36
,
110
*.
T
his
is a
lowe
r
bound
o
f
t
he
t
ru
e
si
gnific
a
n
c
e.
a
. L
illi
e
f
ors Si
gnif
i
ca
nce
C
o
r
r
e
c
t
i
on
Base
d
on
Ta
b
l
e
1,
t
he
i
n
i
tia
l
norm
a
l
i
t
y
t
e
s
t
of
t
he
t
hr
ee
c
l
a
s
s
e
s
s
how
s
α
=
0.0
5
w
i
t
h
t
h
e
ac
cept
a
nc
e
tes
t
c
rite
ria
H
0
i
f
t
h
e
s
i
g.
v
alue
i
s
>
0.0
5
the
r
ef
ore
it
c
a
n
b
e
c
o
ncl
u
d
e
d
tha
t
t
he
s
a
m
ple
s
a
r
e
nor
ma
l
l
y
di
stri
b
u
te
d.
F
o
r
t
he
e
x
p
e
r
ime
n
t
c
l
ass
I,
it
ob
tai
n
e
d
s
i
g
.
=
0.
0
54
tha
t
i
s
more
t
ha
n
0.05
t
h
ere
f
ore
H
0
i
s
ac
cept
e
d.
F
or
t
he
e
x
p
erim
en
t
c
l
ass
II
,
it
o
b
t
a
i
ne
d
sig.
=
0
.
1
10
t
h
a
t
i
s
m
o
r
e
t
h
a
n
0
.05
th
e
r
ef
o
r
e
H0
i
s
ac
cep
t
e
d
.
For
the
con
t
ro
l
class
I,
i
t
o
b
t
a
ine
d
s
i
g
.
=
0.
06
0
tha
t
i
s
m
o
re
than
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h
ere
f
ore
H0
i
s
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pt
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d
.
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e
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ude
d
tha
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s
am
ples
d
e
r
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v
ed
from
t
h
e
thre
e
c
l
asses
or
norm
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l
ly
d
i
s
t
r
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t
e
d
.
To
f
ind
ou
t
w
h
e
t
h
e
r
the
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p
l
e
cam
e
fr
om
a
h
om
oge
ne
ous
p
o
p
u
l
a
tion,
i
t
w
a
s
nec
e
ssary
t
o
t
e
st
t
he
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oge
ne
it
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of
t
he
c
alc
u
l
a
te
d
sam
p
l
e
for t
he
i
n
i
tia
l h
o
m
o
ge
nei
t
y tes
t
by
usin
g S
P
S
S
. The
hom
o
ge
nei
t
y
t
est re
sults c
an
b
e se
en i
n
Tab
l
e 2.
Ta
b
l
e
2
The A
n
al
ysis o
f H
o
m
oge
ne
it
y Te
st
o
f V
a
rianc
e
s (S
PS
S
)
Val
u
e
L
e
vene
S
t
a
ti
stic
df1
df
2
Si
g
.
3
.
27
4
2
10
5
,
071
Base
d
o
n
T
a
b
le
2
,
the re
sults of hom
o
g
e
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ei
t
y
t
es
t
a
n
a
l
ys
i
s
ob
t
a
in
e
d
s
ig. v
a
lue =
0.07
1,
s
ince 0.07
1
>
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t
hus
H
0
is
a
c
cep
ted.
I
t
ca
n
be
c
o
n
c
l
u
d
ed
t
ha
t
the
v
a
rianc
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s
i
n
t
h
e
c
on
t
r
ol
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l
a
ss
a
n
d
th
e
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pe
ri
me
n
t
a
l
class 1
an
d
t
h
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me
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ss
2
ar
e
t
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ll
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ps a
re
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a
vi
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g
k
n
o
w
n
t
he
e
q
u
a
l
i
t
y
o
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m
ea
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n
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ro
up
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,
e
x
p
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men
t
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l
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I
a
n
d
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t
ro
l
grou
p,
i
t
w
a
s
tes
t
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w
it
h
A
N
A
V
A
.
The
c
a
l
cu
la
ti
on
resu
lt
s
s
h
o
w
t
h
a
t
t
h
e
co
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s
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i
t
h
F
c
oun
t
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ec
au
se
F
t
a
b
l
e
>
F
c
ou
nt
(
3.
0
8
>
3
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2
),
t
h
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r
e
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e
H
0
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a
c
c
e
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te
d.
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h
u
s,
it
ca
n
be
c
onc
l
ude
d
tha
t
t
h
e
three
m
eans
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lue
of
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o
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ns
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r
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i
den
t
ica
l
,
in
o
ther
w
ords
th
e
po
pula
tio
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'
s
me
an
o
f
st
u
d
en
t
s
'
ma
them
at
i
c
al c
rea
tive
th
ink
i
n
g
va
l
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s for
all
thre
e c
l
asses a
r
e
e
qual.
F
u
rtherm
ore
,
b
ase
d
on
t
h
e
a
n
aly
s
i
s
o
f
the
fina
l
da
t
a
o
n
hy
po
t
h
e
s
i
s
1
t
e
st
c
alcu
la
t
i
o
n
t
o
c
o
m
p
ar
e
the
class
a
p
p
l
yi
ng
P
ow
to
o
n
-
A
ssis
t
ed
G
ro
up
t
o
G
rou
p
E
xc
han
g
e
,
P
ow
to
o
n-Assist
e
d
T
alking
Chips
and
con
v
e
n
t
i
ona
l l
e
a
r
ni
ng
m
o
de
l
w
i
t
h
A
na
va tes
t,
a
ll
t
hree
c
l
a
sse
s
ob
t
a
in
e
d
F
c
o
unt
>
F
t
a
bl
e
>
H0
(
21
.95
1
>
3
.
0
8
)
there
f
ore
i
t
w
as
r
ejec
ted.
T
he
r
e
i
s
a
differe
n
ce
in
t
he
m
e
a
n
of
m
a
t
hem
a
t
i
c
a
l
cre
a
ti
ve
t
h
i
n
k
i
n
g
a
b
i
l
i
t
y
be
tw
e
e
n
stude
n
t
s
w
ho
w
e
re
t
a
u
g
h
t
w
ith
P
ow
t
o
o
n
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ssis
t
e
d
G
roup
t
o
G
ro
up
E
xc
han
g
e,
P
ow
toon-
A
s
si
ste
d
T
a
l
k
i
ng
Chi
p
s a
n
d con
v
e
n
tio
na
l le
arn
i
n
g
m
ode
l.
To
t
es
t
h
y
p
o
t
h
e
si
s
2
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om
par
i
n
g
t
he
c
l
a
ss
a
pp
lyi
n
g
P
o
w
t
o
on-A
ssi
st
e
d
G
rou
p
t
o
G
r
ou
p
Exc
h
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ge
t
o
con
v
e
n
t
i
ona
l
l
e
arni
ng
m
o
del
,
s
che
ffe
t
es
t
w
a
s
use
d
a
n
d
o
b
t
ai
ne
d
s
i
g
=
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0
0
0
<
0
.
0
5
t
h
e
r
e
f
o
r
e
H
0
w
a
s
reje
cte
d
.
I
t
m
e
a
ns
s
tu
de
nts
'
m
athem
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t
i
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l
c
r
ea
t
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ve
t
h
i
n
k
i
ng
a
b
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l
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t
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of
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la
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p
p
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ow
t
o
on-
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ssi
st
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d
Gro
u
p
t
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Grou
p
Ex
c
h
ang
e
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s
b
e
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er
t
h
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n
th
e
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a
s
s
ap
pl
yi
ng
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onv
e
n
t
io
nal
lea
r
ni
ng
m
ode
l
w
ith
d
i
f
fe
renc
e
val
u
e
=
1
3
.1
67
.
To
t
est
h
ypo
th
esis
3
c
om
p
a
r
i
ng
t
h
e
c
l
a
ss
a
p
ply
i
n
g
P
ow
t
o
o
n
-A
ssis
te
d
Ta
lki
n
g
Ch
i
p
s
to
c
onve
nti
o
n
a
l
lear
n
i
n
g
m
o
d
e
l
,
sche
ffe
t
es
t
w
a
s
used
a
nf
o
b
t
a
i
ne
d
s
i
g
=
0.00
0
<
0.
05
ther
efore
H0
w
as
r
ejec
t
e
d.
I
t
m
eans
stude
n
t
s
'
m
at
h
e
m
a
tica
l
c
re
at
ive
th
in
ki
n
g
a
b
i
l
i
t
y
o
f
t
h
e
c
l
a
s
s
a
ppl
yi
n
g
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o
w
to
on
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ste
d
T
alk
i
ng
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hi
p
s
i
s
bet
t
er
t
ha
n t
h
e
class a
p
ply
i
n
g
c
on
ve
nt
iona
l
le
ar
n
i
ng
mode
l
w
ith
d
iffer
e
nce
value
= 15.8
8
9
.
H
y
p
o
t
h
es
is
4
t
e
s
t
ca
lc
ula
t
i
o
n
w
a
s
d
one
t
o
kn
ow
t
he
i
nflu
e
n
ce
of
a
c
t
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v
e
n
e
s
s
i
n
P
ow
t
o
on-A
ssiste
d
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r
oup
t
o
G
r
oup
E
x
cha
n
ge
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l
a
ss
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y
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si
n
g
r
e
g
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o
n
t
es
t,
it
o
b
ta
i
n
e
d
p
os
iti
ve
b
v
a
l
ue
0
.
481,
t
c
o
un
t
2.
108
>
tt
a
b
l
e
2
.
0
3
t
h
ere
f
ore
H0 was reje
c
t
e
d.
H
e
n
ce
,
ther
e
is posi
t
i
v
e
infl
u
e
n
c
e
o
n
st
ude
n
t
a
ct
iv
e
n
ess
t
o
the
a
bil
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t
y of
ma
them
at
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c
al
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re
ati
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e
t
h
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n
k
i
ng
o
n
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o
w
t
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ste
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rou
p
t
o
Gr
o
up
E
xc
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g
e
lear
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i
n
g
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ode
l.
F
u
r
t
he
rm
o
r
e,
t
he
i
n
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l
u
e
n
c
e
o
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a
c
t
i
ve
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ss
in
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ow
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o
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ssi
ste
d
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a
lk
i
ng
C
h
i
p
s
c
l
ass
w
a
s
se
ar
ched
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y
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i
n
g
regr
ession
tes
t
w
i
t
h
po
sit
i
ve
b
v
a
l
u
e
0
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1
6
,
it
ob
ta
ine
d
t
c
o
un
t
2.
5
1
2
>
tta
ble
2.
03
t
h
er
efore
H
0
w
as
r
ej
ec
t
e
d.
H
e
nc
e,
t
here
i
s
po
si
tive
i
n
fl
uence
o
n
s
tu
d
e
nt
a
c
t
ive
n
ess
t
o
t
he
a
bi
l
ity
o
f
mat
h
emati
cal
c
re
at
iv
e
thi
nki
ng
o
n
P
o
w
t
o
on-A
ssi
s
t
e
d
Ta
l
k
i
ng
Ch
i
p
s
l
e
arni
n
g
m
ode
l.
sThus,
t
his
study
indica
tes
that
t
h
e
P
o
w
t
o
o
n
-
A
s
s
i
s
t
e
d
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r
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[
18].
In
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20
18 :
2
2
1
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22
6
rese
arc
h
c
on
d
u
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t
e
d
by
H
a
rt
ini
n
grum
a
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Y
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nt
i
sh
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s
t
h
at
T
a
l
k
i
n
g
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hi
ps
l
ear
n
i
n
g
m
ode
l
has
a
p
o
s
i
t
i
ve
in
flue
nce
on
s
t
ude
n
t
s
'
l
e
a
r
ni
ng
o
u
tc
ome
s
[
2
0
].
O
n
the
ot
h
e
r
han
d,
L
iv
ne
a
nd
M
ilgr
a
m
'
s
r
e
sea
r
ch
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ho
w
s
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ha
t
no
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g
n
i
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t
cor
r
elat
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w
ere
fou
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be
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ral
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lli
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a
in-spe
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fic
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th
ink
i
ng
a
b
ili
t
i
e
s
i
n
ma
t
h
e
m
a
tic
s
[3]
.
I
t
m
e
a
n
s
t
h
at
a
c
h
ie
vi
n
g
h
i
gh
s
core
o
n
eve
r
y
e
x
am
ina
t
ion
d
o
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n
o
t
m
a
k
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stu
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e
n
t
has
a
ma
them
ati
cal
c
r
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v
e
ab
i
l
i
t
y
.
T
h
e
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esul
t
o
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t
h
is
s
tud
y
c
a
n
b
e
a
r
e
fe
renc
e
for
tea
c
h
er
s
t
h
at
t
he
impro
v
e
m
e
n
t
of
l
ear
nin
g
o
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t
c
o
me
s
an
d
le
ar
ning
ac
hie
v
e
m
ent
a
l
one
i
s
n
o
t
eno
ugh
,
t
e
a
c
h
ers
sh
ould
al
so
impro
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e
stu
d
e
n
t
s
'
ma
t
h
e
m
atic
al c
rea
tive
th
ink
i
ng s
k
i
l
l
s.
The
ab
i
l
ity
t
o
g
e
nera
te
a
n
umbe
r
of
i
de
a
s
,
some
o
f
w
h
i
c
h
a
r
e
u
n
usu
a
l
a
n
d
h
i
gh
q
u
al
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t
y,
i
n
the
proce
s
s
o
f
g
e
n
e
r
al
p
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o
bl
e
m
-
s
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c
o
n
t
ri
bu
t
e
s
t
o
t
he
p
rod
u
c
t
i
on
o
f
c
rea
t
i
v
e
,
t
ha
t
is
,
unusua
l
a
n
d
h
i
g
h
qua
l
ity,
s
o
lu
ti
o
n
s
t
o
p
rob
l
em
s
i
n
m
a
t
he
ma
tic
s
[3].
T
h
e
c
r
e
a
t
i
v
e
a
bi
li
tie
s
of
s
eco
n
d
ar
y
sc
h
o
o
l
c
h
i
l
dre
n
d
id
n
o
t
corr
elate
w
i
t
h
t
heir
a
c
h
ievem
e
nt
s
c
o
res.
H
en
ce
,
t
h
e
re
lat
i
o
n
s
h
i
p
be
tw
ee
n
c
r
ea
tivi
t
y
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nd
a
cade
m
ic
i
n
t
e
l
l
i
ge
nc
e
h
a
s
ag
a
i
n
b
eco
me
d
eb
a
t
abl
e
[
8
]
.
So
f
ar
a
s
th
e
rel
a
tio
n
s
hi
p
o
f
c
re
a
t
ivit
y
with
o
t
h
er
c
o
gni
ti
v
e
p
ro
c
e
ss
es
i
s
conc
er
ned,
a
r
ec
ent
s
t
ud
y
b
y
A
n
w
a
r
et
a
l.
r
evea
l
e
d
t
h
a
t
a
t
sc
ho
o
l
l
e
v
e
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,
hi
g
h
a
ch
iever
s
a
re
not
s
ig
ni
fi
ca
n
t
l
y
di
ffe
re
nt from
low a
c
h
i
ever
s
i
n
term
s
of cr
ea
ti
ve
t
hi
n
k
i
n
g
abi
l
itie
s
[26].
Mo
ha
n
t
y
(
2
015)
a
ssum
e
t
ha
t
cre
a
tive
th
i
n
k
i
n
g
i
s
a
sig
n
i
f
i
c
a
nt
c
ompo
ne
nt
o
f
(h
um
an)
hi
ghe
r-or
d
er
th
ink
i
ng
p
r
oce
ss,
a
nd
i
n
c
a
s
e
of
c
hi
ldr
e
n,
i
t
r
e
m
a
ins
i
n
a
v
e
r
y
p
r
i
m
i
t
i
ve
,
fl
uid
for
m
;
i
t
r
e
q
u
i
r
e
s
a
com
b
i
n
a
t
io
n
of
o
ther
i
n
g
r
e
d
i
en
ts
s
uc
h
as
r
igh
t
e
nviro
nm
e
n
t,
s
ki
l
l
s,
p
er
sona
lit
y
a
t
tri
b
u
t
es,
a
s
w
ell
as
n
o
u
ris
h
m
e
n
t/tr
a
i
ni
ng
for
get
t
i
n
g
m
a
n
i
f
es
ted
in
t
o
a
m
ore
c
r
yst
a
lli
ze
d
for
m
o
f
cr
e
a
tiv
e
pr
od
uc
t/
ou
tc
om
e.
T
he
r
e
s
ul
ts
o
f
t
h
i
s
s
tud
y
pro
v
e
t
h
a
t
t
he
c
lassro
o
m
en
vi
ronm
en
t
can
a
f
f
ec
t
s
t
ude
n
t
s
'
m
athe
ma
tica
l
c
rea
tive
th
in
k
i
n
g
.
O
n
e
of
t
hem
is
b
y
implem
e
n
t
i
ng
P
o
w
t
o
on-A
ssis
t
ed
G
rou
p
t
o
G
r
oup
E
x
c
h
a
n
ge
a
nd
P
o
w
t
o
o
n
-
A
s
sist
ed
T
a
l
ki
n
g
C
hi
ps
l
e
a
r
n
i
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mode
l
s
.
M
oha
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y
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es
ted
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t
t
o
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timu
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t
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tive
t
h
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k
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a
n
d
e
nha
nce
t
h
e
in
form
ati
on
proc
essin
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sk
i
l
ls
a
m
o
n
g
o
ur
c
h
i
l
d
ren,
w
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nee
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t
o
in
tro
duce
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a
in
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ms
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o
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s
c
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y
stem
,
suc
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a
s
(a
)
curr
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um
t
o
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a
s
e
d
o
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oble
m
-
s
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v
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ppr
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(b)
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phas
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v
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)
t
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our
age s
e
lf-le
a
r
n
i
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g a
nd
pro
b
l
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-base
d
lea
rn
ing,
(
d)
c
rea
t
in
g a
v
e
n
ues for
in
nova
tive
ide
a
s
a
nd
or
ig
ina
l
c
o
n
tri
b
ut
ion
s
,
(e
)
flex
i
b
i
lit
y
an
d
o
p
en
ness
i
n
tea
c
h
i
n
g–
l
e
a
rni
ng
pr
oces
s
and
pedagogy,
(f)
adopting
b
rainstorm
i
ng
t
e
chnique
in
t
he
i
n
s
truc
t
i
on
a
l
p
ro
ce
ss
t
o
e
n
c
ou
rag
e
c
re
at
iv
e
t
hou
ght
s,
a
n
d
(g
) en
c
o
u
r
ag
i
n
g
t
h
e use
of
met
ac
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gni
t
i
ve
st
r
a
t
e
g
i
e
s f
o
r sel
f-e
v
a
l
ua
tio
n
and kn
ow
le
d
g
e
cons
truct
i
o
n [8]
.
4.
CONCL
U
S
ION
The
re
su
l
t
s
of
t
h
i
s
st
u
dy
ca
n
be
c
o
n
c
l
u
d
e
d
a
s
fol
l
ow
s.
(
1)
T
her
e
is
a
d
i
f
f
e
re
nce
in
t
he
m
e
a
n
o
f
ma
them
at
i
c
al
c
re
ative
t
h
i
n
k
i
ng
a
b
i
l
i
t
y
be
t
w
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s
tude
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t
s
w
ho
w
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r
e
tau
g
h
t
w
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P
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-
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ssisted
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l,
t
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e
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An
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Fcou
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=
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2
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T
h
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t
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s
'
mat
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m
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E
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ap
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=
13.
1
6
7,
s
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f
fe
t
e
s
t
w
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s use
d
a
n
d
o
b
t
a
i
ne
d
s
i
g =
0.0
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0.0
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;
(
3)
T
he
s
t
u
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t
s
'
m
athem
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tica
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n
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Tal
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h
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n
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l
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o
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8
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4
)
T
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ma
them
at
i
c
s
b
e
cause
b
ot
h
le
a
r
ni
ng
m
ode
ls
h
a
v
e
b
een
p
ro
ven
as
e
f
f
e
c
t
ive
in
t
h
e
l
e
a
r
ni
ng
p
ro
c
e
ss.
I
n
a
d
di
t
i
on
,
P
o
w
t
o
o
n
me
dia
is
a
n
inte
res
t
i
n
g
m
e
di
um
t
o
u
s
e
.
M
oreo
ver
,
f
ur
the
r
r
e
search
i
s
necessar
y
f
or
t
he
d
e
v
elopm
e
nt
of
t
h
i
s re
sear
ch,
espec
i
al
ly ab
o
u
t
t
he
s
tude
n
t
s' m
athe
ma
tica
l
c
re
a
t
iv
e
t
h
in
ki
ng
a
bi
li
ty
.
REFE
RENCES
[1]
E
.
B
G
u
z
e
l
a
n
d
B
.
C
.
G
u
n
h
a
n
.
“
P
r
o
s
pectiv
e
M
a
them
atics
Teachers
’
Vie
ws
a
b
ou
t
Us
in
g
Fla
s
h
An
ima
t
io
n
s
i
n
Mathematic
s
L
e
ss
on
s
,
”
In
te
rna
tio
na
l J
o
urna
l o
f
Human
an
d
S
o
c
i
al Sc
ie
n
c
e
s
,
vo
l.
5
, p
p.
15
4
-
15
9,
2
0
1
0
.
[2]
A.
A
.
S
aef
udin
.
“
P
e
n
g
em
ban
g
a
n
K
e
m
am
pu
an
B
erf
i
kir
K
r
eatif
S
i
s
w
a
d
a
l
am
P
emb
e
laj
a
ra
n
Ma
tematika
dengan
P
e
nd
ekatan
P
end
i
d
i
kan
Reali
s
tik Ind
on
esia
(
P
M
RI),
”
Jurnal Pendidikan
D
a
s
a
r Is
l
a
m,
vol.
4,
pp.
3
7
-
48
,
2
0
1
2
.
[3]
N.L.
L
i
v
ne
a
nd
R
.
M
.
M
ilgram.
“
Creati
v
e
t
h
i
n
ki
ng
i
n
mat
h
e
m
atics
i
n
I
s
r
a
e
li
hig
h
s
ch
ool
s
tud
e
nt
s,
”
Gift
ed
Ed
uca
t
io
n Inter
n
a
t
i
onal
,
vol.
20,
pp
15
5-1
6
5
,
2
0
0
5
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Infl
uence
of
P
o
w
t
oo
n-As
sis
t
ed G
r
ou
p to G
r
ou
p
Exc
h
a
nge
a
n
d
Po
wt
o
on-Ass
i
s
t
e
d
…
(Ac
h
m
ad
B
u
ch
or
i)
22
7
[4]
E.
H
eila
.
“
Crea
tiv
e
thi
nkin
g
o
f
ado
l
es
cent
s
i
n
E
s
t
o
n
i
an
s
oc
iet
y
,
”
Nor
d
ic Jour
nal
o
f
Yo
uth Resea
r
ch
S
A
GE
Publication,
vol.
1
4
,
pp
23
5-2
55,
2
0
0
6
.
[5]
Y.
N
oh.
“
A
study
of
t
he
e
ff
ects
o
f
l
i
b
rary
c
reat
ive
zo
ne
p
ro
g
r
am
s
o
n
cr
eativ
e
think
i
n
g
a
bili
ti
es,
”
J
o
urn
a
l
of
L
i
b
r
aria
ns
h
i
ps
a
n
d In
fo
rma
t
i
on S
c
i
e
nc,
v
o
l
. 49
,
p
p. 3
80
-39
6
,
2
0
1
7
.
[6]
Rog
e
r
an
d
D.
W
.
Jo
hns
on.
“
Creati
v
ity
a
nd
c
ollaborat
i
ve
l
ear
ning
,
”
An
O
vervi
e
w
O
f
Coo
p
erati
ve Lea
r
n
i
n
g
,
pp
1
-
21
,
2
009
.
[7]
A.
B
u
c
hori
,
P
.
Sety
osari
,
I
.
W.
D
as
na,
S
.
U
lf
a,
I
.
N.
D
egeng
,
a
nd
C
.
Sa'dijah.
“
Eff
ect
iv
eness
o
f
D
i
r
ec
t
Instruct
io
n
Learning
S
trate
g
y
Ass
i
st
ed
by
Mo
bile
A
ug
ment
ed
R
eality
a
nd
A
chi
ev
emen
t
Mot
i
v
a
tio
n
o
n
S
tudent
s
Cog
n
i
t
i
v
e
Learn
i
ng
Results
,
”
A
s
i
a
n
So
c
i
al Science
Jour
na
l,
vol
13,
p
p
.
1
3
7
-14
4
,
20
17.
[8]
A.
M
ohanty
.
“
Inf
o
rm
atio
n
P
r
o
cessi
ng
and
Creativ
e
Thi
nkin
g
A
bil
i
ties
of
R
esi
d
e
n
tia
l
a
n
d
No
n-Re
side
n
tia
l
Sc
ho
ol
Chi
l
dren:
A
Pilot S
t
udy,
”
J
o
urna
l o
f
S
A
G
E
,
pp
.
1-12
,
2
0
1
5
.
[9]
A
.
S
.
R
A
l
g
h
a
f
r
i
a
n
d
H
.
N
.
B
.
I
s
m
a
i
l
.
“
T
h
e
eff
ects
of
i
nt
egrating
creati
v
e
and
cri
t
i
cal
t
hin
k
i
ng
o
n
s
c
ho
ol
s
tu
de
n
t
s
think
i
ng
”
.
Internat
io
nal Jo
ur
nal
o
f
S
o
ci
a
l
Sci
e
n
ce an
d
Hum
anit
y
,
v
o
l
.
4
,
p
p
. 5
18
-
5
2
5
, 2
01
4.
[10]
P
.
G
.
Kam
pylis,
P
.
S
aari
l
uom
a
and
E.
B
erki
.
“
Fo
st
erin
g
creati
v
e
thin
ki
ng:
W
h
a
t
d
o
p
rim
a
ry
t
eac
h
e
rs
r
eco
mm
en
d
H
e
ll
e
n
ic
,
”
Jou
r
n
a
l
o
f
M
u
si
c,
Ed
u
c
a
t
i
on,
an
d Cultur
e,
Ava
il
abl
e
f
r
o
m
www.hejmec.
eu, vol. 2, 201
1
[11]
J.
A
mi
n
and
J
.
R
egan
der.
“
Th
e
eff
ect
o
f
co
m
p
etiti
on
o
n
t
h
e
c
reat
ivity
a
n
d
m
o
tivati
on
of
S
we
di
sh
s
c
h
o
o
l
c
h
ild
r
e
n
”
(Bachelo
r
t
h
e
si
s),
Departm
e
nt
o
f P
s
ych
o
lo
gy,
L
und
U
n
iv
ersity
,
S
wed
e
n,
201
1.
[12]
A.
S
ahid
a
nd
I
.
A.
B
udi
tjahjanto.
“
P
e
ng
aruh
S
t
rategi
P
em
be
lajaran
Gro
u
p
-
To-G
rou
p
E
x
c
han
g
e
terh
adap
H
asil
Belaj
a
r
S
i
swa
d
eng
a
n
M
o
t
i
vas
i
B
erprest
a
si
B
erbed
a
p
ada
St
an
d
a
r
Ko
m
p
et
ensi
M
en
erapk
a
n
D
a
sar-Das
ar
T
ek
n
i
k
Di
g
i
ta
l,
”
Jurn
al
L
e
ar
ni
ng Strat
e
g
y
Peer L
e
s
s
o
n
s
,
V
ol
2
,
p
p
. 4
51
-4
5
8
, 2
01
3.
[13]
E.
Z
akari
a
a
nd
Z
.
Iksan
.
“
P
r
om
otin
g
Co
op
era
t
iv
e
Learn
i
n
g
i
n
S
c
i
e
n
ce
and
M
a
th
em
atics
Educa
ti
on
,
”
Euras
i
a
Jou
r
n
a
l
o
f
M
a
the
m
at
ics,
Sci
e
nce
&
T
ech
no
lo
gy Educa
t
i
o
n
,
vol.
3
,
pp
.
3
5
-
39
,
2
007
.
[14]
M
.
A
.
Dew
i
,
I.
M
.
S
u
g
i
ar
t
a
,
and
I.
M
.
S
u
ar
sana.
“
P
e
n
e
ra
pan
P
e
m
b
el
a
j
aran
K
oop
eratif
T
ekn
i
k
Kan
c
ing
Gem
e
rin
c
in
g
u
n
t
u
k
M
e
n
i
ng
ka
tkan
K
eak
ti
f
a
n
d
a
n
P
r
estas
i
B
elajar
M
atem
atika
S
i
sw
a
SD
,
”
Jur
n
a
l
Ju
ru
san
Pendidikan
Matematika,
vo
l. 3
,
p
p
. 1-1
0
, 2
01
5.
[15]
M
.
F
it
ri,
W
.
V
.
S
ari
,
E
liy
ati
an
d
N
.
A
i
s
yah
.
“
T
h
e
Eff
ect
O
f
Ap
p
l
yi
ng
T
a
lk
ing
Ch
i
p
s
Techn
i
q
u
e
On
T
he
S
t
u
d
e
nts
’
Achievement
In
S
peaki
ng
Ab
ilit
y,
”
Pro
ceedi
n
g
of t
h
e
F
ourth In
t
e
rn
ation
a
l Sem
i
n
a
r o
n
E
n
g
l
ish
L
a
ng
gua
ng
e and
T
e
ach
i
ng
,
p
p
. 6
2-6
7
, 2
01
6.
[16]
R.
O
ktavi
a
na.
“
Im
p
l
e
m
en
tatt
io
n
Of
C
oo
perati
ve
L
earn
i
n
g
W
i
t
h
T
a
lk
i
ng
Ch
ips
Tech
ni
que
O
n
So
li
ds
M
at
erial,
”
Pr
oceedi
n
g
o
f
In
t
e
rn
atio
na
l
Confer
ence O
n
R
e
sea
r
ch
,
pp
.
4
39-4
44,
2
014
[17]
S
u
g
i
yo
no.
2
01
3
.
P
en
eliti
a
n
p
e
ndidi
kan
.
B
and
u
n
g
:
Alf
a
beta.
[18]
O
.
D
.
A
r
i
n
i
,
R
.
R
a
s
a
n
a
,
a
n
d
N
.
K
.
S
u
a
m
i
.
"
P
e
n
g
a
r
u
h
S
t
r
a
t
e
g
i
P
e
m
belaj
a
ran
Ak
tif
Tipe
G
ro
up
T
o
Gro
u
p
E
x
chan
g
e
terh
adap
H
asi
l
B
el
ajar M
at
ema
t
ika Kel
a
s V SD,
"
Ju
rn
al Mi
mbar PGS
D
,
v
o
l
. 1
(1)
,p
p. 1
-10
, 2
01
3
.
[19]
L.
W
ah
yu
n
i
.
"
P
eng
a
ruh
P
e
m
b
elajaran
A
cti
v
e
Learni
ng
Tip
e
G
r
ou
p
T
o
G
r
oup
E
xch
a
ng
e
(G
ge)
Terhad
ap
Kem
a
m
p
u
a
n
P
e
m
a
h
a
man
K
ons
ep Mat
em
atik
a
Siswa Kelas
V
III M
TSN Ko
t
o M
a
jidin
T
ah
un
P
ela
j
aran
2
01
4/
20
15,
"
Jur
n
a
l
P
e
neliti
a
n
Un
iver
sitas Jam
b
i
Seri H
u
m
anior
a
,
vol.
17
,
pp
.
1
9
-2
5,
2
01
5
.
[20]
E
.
S
.
H
a
r
t
i
n
i
n
g
r
u
m
a
n
d
N
.
R
.
Y
a
n
t
i
.
"
P
e
n
g
a
r
u
h
M
o
d
e
l
P
e
m
b
e
l
a
j
a
r
a
n
Ko
op
e
r
a
t
if
T
ek
ni
k
Kan
c
ing
Gem
e
rin
c
in
g
Terh
adap
H
as
il
B
elaj
ar
M
atemati
k
a
Sisw
a
K
e
las
XI
S
M
K
T
el
eko
m
uni
kas
i
P
eteron
gan
Jo
m
b
an
g,
"
Jo
ur
nal
o
f
Mathematics Education,
vol.
3
(1
),
pp.
1-8,
2017
.
[21]
Hari
yant
o,
Y.
"
P
en
garu
h
M
e
t
ode
P
em
b
e
laj
a
ran
T
i
pe Tal
kin
g
Ch
i
ps
Terhad
ap
H
asi
l
B
el
ajar
S
i
swa P
ada
K
o
m
p
et
ens
i
Da
sa
r
Me
ma
h
a
mi
M
od
e
l
A
to
m
B
a
ha
n
Se
mi
K
on
du
kto
r
d
i
SM
K
Ne
ge
ri
1
Je
t
i
s
M
o
j
ok
e
r
to
,"
J
urn
a
l
Pe
nd
idika
n
El
ek
t
r
o,
U
n
i
v
e
rs
i
t
as Negeri
Surab
a
y
a
,
v
o
l.
4
(3)
,
p
p
. 99
9
-1
00
5
, 2
01
5.
[22]
E.
A
rav
a
h.
"
T
eachin
g
Engli
s
h
To
L
arge
M
ultil
e
vel
Classes
M
a
jo
ri
n
g
i
n
M
a
th,
Bio
l
o
gy
and
Chemi
s
t
r
y
by
using
‘
Bur
s
t
the
Bal
l
oon
’
and
T
a
lk
ing
Ch
ips
’
tech
ni
ques
,
"
T
E
F
L
IN In
t
e
rn
atio
nal Co
nfer
ence,
vol.
6
(1
),
pp
.
1
034
-10
3
8
, 2
014
.
[23]
M
a
si
kem,
B
.
E
.
S
o
et
ji
p
t
o
,
a
nd
S
um
armi.
"
T
he
I
m
p
l
e
m
e
ntatio
n
o
f
C
o
op
erati
v
e
Learn
i
ng
M
od
el
T
al
k
i
ng
C
hip
s
a
n
d
Qu
ick
o
n
T
he
D
raw
t
o
E
nhan
ce
M
o
ti
vatio
n
and
S
o
cial
S
tu
dies
L
ear
nin
g
O
utc
o
m
e
,"
IOSR J
o
u
r
na
l o
f
Re
se
arc
h
&
M
e
t
hod i
n
i Ed
uc
at
io
n
(
I
O
S
R
J
RME)
,
vo
l. 6
(3)
, pp
.
1
1
0
-1
22
,
2
0
1
6
.
[24]
S
.
C
ruz.
"
A
pps
p
ara
d
i
s
positivos
m
óveis:
m
a
nu
al
p
ara
p
r
of
es
sore
s
,
f
orm
a
d
o
res
e
b
i
b
l
i
o
t
ecári
o
s
,
"
Powt
oo
n:
ap
res
e
nta
ç
ões
cri
a
tivas
,
p
p
.
24
7-25
6,
2
0
15.
[25]
A.
K
aram
ete
and
S
.
G
ü
n
ay
din.
"
M
a
terial
D
ev
elo
p
m
e
nt
t
o
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