路径分析确定预修数学对专家系统课程学习成果的影响

Elok Faiqotul Himmah, Rommi Kaestria
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引用次数: 0

摘要

学习背景是评估学习的需要和课程顺序的安排。最优地实现了学习目标。本研究通过路径分析来确定数学前提课程离散数学和线性代数与矩阵的学习结果对以人工智能为中介变量的专家系统学习结果的直接或间接影响。本研究是在帕朗卡拉亚理工学院信息工程研究项目中进行的解释性研究。使用的样本是2017年和2018年参加并通过MD, AL, KB和SP课程的学生,多达94人。使用学生在四门课程中的学习成果对数据进行分析。然后对数据进行选择和描述性分析,进行通径分析假设(正态性、多重共线性和异方差)检验,最后进行通径分析。利用R程序进行假设检验。结果显示(1)医学博士和艾尔课程的学习成果直接显著影响KB课程学习成果的23%和23.7%,分别和(2)“课程的学习成果直接影响SP课程学习成果的34.9%,(3)MD和KB课程的学习成果不直接影响SP课程的学习成果,(4)MD和阿尔•课程的学习成果不间接影响SP课程的学习成果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Path Analysis to Determine the Effect of Learning Outcomes of Prerequisite Mathematics on Expert Systems Courses
The study background is the need to evaluate learning and the placement of the sequence of courses. The learning objectives are achieved optimally. This study conducts a path analysis to determine the direct or indirect effect of learning outcomes for mathematics prerequisite courses, Discrete Mathematics and Linear Algebra and Matrix, on learning outcomes of Expert Systems with Artificial Intelligence as an intervening variable. This study is explanatory research conducted at the Study Program of Informatics Engineering, STMIK Palangkaraya. The sample used is the 2017 and 2018 batch of students who have taken and passed the MD, AL, KB, and SP courses, as many as 94 people. The data were analyzed using student learning outcomes in the four courses. The data were then selected and analyzed descriptively, the assumption of path analysis (normality, multicollinearity, and heteroscedasticity) was tested, and finally, path analysis was performed. Hypothesis testing was carried out with the help of the R program. The results showed (1) the learning outcomes of the MD and AL courses directly significantly affected the learning outcomes of the KB courses by 23% and 23.7%, respectively, and (2) the learning outcomes of the AL courses directly affected the learning outcomes of the SP courses by 34.9%, (3) the learning outcomes for MD and KB courses do not directly affect learning outcomes for SP courses, (4) learning outcomes for MD and AL courses do not indirectly affect learning outcomes for SP courses.  
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