The impact of the Personality of Programming Algorithm and Learning Models atStikom Ambon College
Lukman Saleh1, Nurdin Ibrahim2, Zulfiati Syahrial3, Jhoni Lagun Siang4
1Lukman Saleh, Rawamangun, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta, Indonesia.
2Nurdin Ibrahim, Rawamangun, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta, Indonesia.
3Zulfiati Syahrial, Rawamangun, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta, Indonesia.
4Jhoni Lagun Siang, Rawamangun, Kota Jakarta Timur, Daerah Khusus Ibukota Jakarta, Indonesia.
Manuscript received on 15 June 2019 | Revised Manuscript received on 11 July 2019 | Manuscript Published on 17 July 2019 | PP: 387-391 | Volume-8 Issue-1C2 May 2019 | Retrieval Number: A10610581C219/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Poor academic performance implies that algorithm program continues to face challenges and that these challenges are yet to receive lasting solutions. Some of the factors accounting for this dilemma include mental personality problems among learners and a poor choice of learning models or instructional approaches. To understand this subject or debate, it is essential for instructors to ensure that the role of mental personality in shaping the outcomes is identified and examined before selecting the most appropriate model to solve the dilemma. This study aimed at implementing a learning model in a laboratory set-up, having identified different types of personalities exhibited by the selected learners. The motivation was to understand the impact of learning models; including a conventional and direct learning model, as well as that which is aided by laboratory sessions. Also, the study strived to determine if certain types of personality (including extroverts and introverts) determine the rate at which learners acquire knowledge and skills. The research context entailed Stikom Ambon College Ambon Maluku. The period of investigation was an even semester that came during the 2016 acadmeic year. With 60 studnets selected as an appropriate sample, a block design (2×2) treatment was the chosen rseearch design. From the results, the use of laboratory sessions as teaching aids were found to yield superior learning outcomes compared to situations where there was direct and conventional instruction in classroom settings. Also, the study established that the type of personality does not pose a statistically significant impact on learning outcomes. However, there was a direct relationship between the type of learner personality and the type of learning modle employed in classroom settings. Additional results dmeonstarted that when stdunets exhibit an extrovert personality, superior learning outcomes are likely to be achieved; especially if laboratory sessions are embraced as tecahing aids – compared to a case involving introvert learners. It was inferred further that when the direct and conventional learning model is applied to the introvert personality group, the learning outcomes tend to be better compared to their counterparts in the extrovert personality group, who exhibit superior performance in the presnece of laboratory sessions as teaching aids.
Keywords: Algorithm Programming, Personality, Learning Model.
Scope of the Article: Algorithm Engineering