Coding Education Based on Experiential Learning (ExL) and Coaching Model for Undergraduate Students
Abstract
This paper is prepared for to find a programming teaching model that is suitable for students with no prior programming experience. By teaching Python programming using experiential learning (ExL) management theory and Coaching. For undergraduate students in the first year during the fall semester of 2018-2020 academic years. The research was designed in accordance with the exploratory sequential design from mixed research designs. Information obtained from observations, interviews, job submissions, projects submitted, programming capabilities. Application And program explanation. The results of the research showed that in the academic year 2018, lecture teaching in class gives the problem to programming homework and submit for examination in the next week. Most students copy the code from each other and send it to make it through, without the ability to apply a set of programming instructions. Academic year 2019, lecture instruction with classroom programming. The instructor assigns the students to try writing a program to solve problems that are consistent with the subject matter learned. Some students still copied the code from others and made little changes. Received knowledge but still not getting the understanding as they should Affect the application in programming. Academic Year 2020 provides lecture-based instruction with a program sample that is consistent with the subject matter, as well as an explanation and allows students to try to write a sample program (copy not allowed) to provide students with a programming experience that is consistent with the content being studied. The instructor then assigns students to try writing a program to solve problems that are consistent with the subject matter and are similar to the examples given. So that students can apply them in programming. If students still do not understand, there will be mentors available through social media such as Discord, Facebook.
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