Jika anda belum tau caranya membuat Project anda dapat melihatnya di Cara membuat Project dan Emulator di Android Studio Bumblebee 2021.1.1 Patch 2. Di sini saya akan membagikan cara saya dalam membuat Button di Android Studio Bumblebee 2021.1.1 menggunakan custom Drawable. Saya akan membuat 5 macam Button sesuai gambar di atas.
<?xml version="1.0" encoding="utf-8"?>
<shape xmlns:android="http://schemas.android.com/apk/res/android" android:shape="rectangle">
<solid android:color="#00FFDD"/>
</shape>
<?xml version="1.0" encoding="utf-8"?>
<shape xmlns:android="http://schemas.android.com/apk/res/android" android:shape="rectangle">
<solid android:color="#E83A14"/>
<corners android:radius="10dp"/>
</shape>
<?xml version="1.0" encoding="utf-8"?>
<shape xmlns:android="http://schemas.android.com/apk/res/android" android:shape="rectangle">
<stroke android:color="#56BBF1" android:width="2dp"/>
<corners android:radius="10dp"/>
</shape>
<?xml version="1.0" encoding="utf-8"?>
<shape xmlns:android="http://schemas.android.com/apk/res/android" android:shape="rectangle">
<gradient android:startColor="#46244C" android:endColor="#CE49BF" android:type="linear"/>
<corners android:radius="25dp"/>
</shape>
<?xml version="1.0" encoding="utf-8"?>
<shape xmlns:android="http://schemas.android.com/apk/res/android" android:shape="rectangle">
<solid android:color="#FFF56D"/>
<corners android:radius="1000dp"/>
</shape>
<?xml version="1.0" encoding="utf-8"?>
<androidx.constraintlayout.widget.ConstraintLayout xmlns:android="http://schemas.android.com/apk/res/android"
xmlns:app="http://schemas.android.com/apk/res-auto"
xmlns:tools="http://schemas.android.com/tools"
android:layout_width="match_parent"
android:layout_height="match_parent"
tools:context=".MainActivity">
<android.widget.Button
android:id="@+id/button1"
android:layout_width="200dp"
android:layout_height="50dp"
android:background="@drawable/btn1"
android:text="@string/button1"
app:layout_constraintBottom_toBottomOf="parent"
app:layout_constraintEnd_toEndOf="parent"
app:layout_constraintHorizontal_bias="0.501"
app:layout_constraintStart_toStartOf="parent"
app:layout_constraintTop_toTopOf="parent"
app:layout_constraintVertical_bias="0.134"/>
<android.widget.Button
android:id="@+id/button2"
android:layout_width="200dp"
android:layout_height="50dp"
android:background="@drawable/btn2"
android:text="@string/button2"
app:layout_constraintBottom_toBottomOf="parent"
app:layout_constraintEnd_toEndOf="parent"
app:layout_constraintHorizontal_bias="0.501"
app:layout_constraintStart_toStartOf="parent"
app:layout_constraintTop_toTopOf="parent"
app:layout_constraintVertical_bias="0.31"
tools:ignore="TextContrastCheck" />
<android.widget.Button
android:id="@+id/button3"
android:layout_width="200dp"
android:layout_height="50dp"
android:background="@drawable/btn3"
android:text="@string/button3"
android:textColor="#0277BD"
app:layout_constraintBottom_toBottomOf="parent"
app:layout_constraintEnd_toEndOf="parent"
app:layout_constraintHorizontal_bias="0.501"
app:layout_constraintStart_toStartOf="parent"
app:layout_constraintTop_toTopOf="parent"
app:layout_constraintVertical_bias="0.499" />
<android.widget.Button
android:id="@+id/button4"
android:layout_width="200dp"
android:layout_height="50dp"
android:background="@drawable/btn4"
android:text="@string/button4"
android:textColor="#FFFFFF"
app:layout_constraintBottom_toBottomOf="parent"
app:layout_constraintEnd_toEndOf="parent"
app:layout_constraintHorizontal_bias="0.498"
app:layout_constraintStart_toStartOf="parent"
app:layout_constraintTop_toTopOf="parent"
app:layout_constraintVertical_bias="0.688" />
<android.widget.Button
android:id="@+id/button5"
android:layout_width="80dp"
android:layout_height="80dp"
android:background="@drawable/btn5"
android:text="@string/button5"
app:layout_constraintBottom_toBottomOf="parent"
app:layout_constraintEnd_toEndOf="parent"
app:layout_constraintHorizontal_bias="0.501"
app:layout_constraintStart_toStartOf="parent"
app:layout_constraintTop_toTopOf="parent"
app:layout_constraintVertical_bias="0.869" />
</androidx.constraintlayout.widget.ConstraintLayout>
Hasil setelah di run
Untuk memulai membuat project di Android Studio kita harus menyiapkan emulator terlebih dahulu untuk menampilkan Aplikasi kita. Langkah-langkah dalam menyiapkan emulator adalah sebagai berikut :
Jika sudah selesai membuat emulator, selanjutnya membuat Project baru langkah-langkahnya sebagai berikut :
Di part sebelumnya saya sudah membahas tentang apa itu database dan SQL. Sekarang saya akan membahas tentang Tipe Data yang ada di MySQL mungkin tidak semua Tipe Data tapi Tipe Data yang sering dipakai di MySQL, tapi sebelum itu kita harus tahu dulu
Tipe data merupakan jenis nilai yang bisa ditampung pada suatu variable, bisa berupa angka, teks, ataupun berupa gambar. Dengan begitu kita dapat menentukan tipe data yang nantinya akan mempermudah dalam pengaturan suatu tabel.
Berikut ini adalah beberapa tipe data pada MySQL :
| Type | Lenght In Bytes | Minimum Value (Signed) | Maximum Value (Unsigned) | Minimum Value (Signed) | Maximum Value (Unsigned) |
|---|---|---|---|---|---|
| TINYINT | 1 | -128 | 127 | 0 | 255 |
| SMALLINT | 2 | -32768 | 32767 | 0 | 65535 |
| MEDIUMINT | 3 | -8388608 | 8388607 | 0 | 16777215 |
| INT | 4 | -2147483648 | 2147483647 | 0 | 4294967295 |
| BIGINT | 8 | -9223372036854775808 | 9223372036854775807 | 0 | 18446744073709551615 |
| Type | Lenght In Bytes | Minimum Value (Signed) | Maximum Value (Signed) | Minimum Value (Unsigned) | Maximum Value (Unsigned) |
|---|---|---|---|---|---|
| FLOAT | 4 | -3.402823466E+ 38 | -1.175494351E- 38 | 1.175494351E- 38 | 3.402823466E+ 38 |
| DOUBLE | 8 | -1.7976931348623157E 308 | -2.2250738585072014E- 308 | 0, AND 2.2250738585072014E- 308 | 1.7976931348623157E+ 308 |
| Decimal | Minimum | Maximum |
|---|---|---|
| DECIMAL (5, 2) | -999.99 | 999.99 |
| DECIMAL (5, 0) | -99999 | 99999 |
| DECIMAL (3, 1) | -99.9 | 99.9 |
| DECIMAL (3) | -999 | 999 |
| Type | Description |
|---|---|
| TYPE(N) | Dimana N adalah bilangan bulat dan tampilan jenisnya hingga N digit. |
| ZEROFILL | Padding default spasi diganti dengan nol. Jadi, untuk kolom INT (3) ZEROFILL, 7 ditampilkan sebagai 007. |
Perbedaan CHAR dan VARCHAR
| VALUE | CHAR (4) | DIBUTUHKAN PENYIMPANAN | VARCHAR (4) | DIBUTUHKAN PENYIMPANAN |
|---|---|---|---|---|
| ' ' | ' ' | 4 bytes | ' ' | 4 bytes |
| 'ab ' | 'ab ' | 4 bytes | 'ab' | 4 bytes |
| 'abcd' | 'abcd' | 4 bytes | 'abcd' | 4 bytes |
| 'abcdefgh' | 'abcd' | 4 bytes | 'abcd' | 4 bytes |
Sebenarnya bisa kita gunakan String untuk menyimpan data waktu atau tanggal, namun itu tidak direkomendasikan, karena akan menyulitkan kita ketika nanti butuh melakukan manipulasi waktu atau tanggal di MySQL.
JENIS-JENIS TIPE DATA DATE dan TIME
| Tipe Data Date dan Time | Format | Contoh |
|---|---|---|
| DATE | YYYY-MM-DD | 2021-02-28 |
| DATETIME | YYYY-MM-DD HH:MM:SS | 2021-02-28 15:33:10 |
| TIMESTAMP | YYYY-MM-DD HH:MM:SS | 2021-02-28 15:33:10 |
| TIME | HH:MM:SS | 15:33:10 |
| YEAR | YYYY | 2021 |
Jika kalian ingin mengetahui Tipe Data apalagi yang ada di MySQl silahkan Klik Disini!
Oke, sekian dulu untuk part kali ini, di part selanjutnya saya akan membahas tentang DDL bagi yang belum mengetahui apa itu DDL silahkan kunjungi part sebelumnya
Sekian dan terimakasih karena telah mengunjungi blog saya, sampai jumpa di part selanjutnya...
Sebelum kita belajar mengenai MySQL lebih jauh alangkah baiknya kita mengetahui Database
Database adalah kumpulan file yang mempunyai kaitan antara satu file dengan file yang lain sehingga membentuk satu bangunan data untuk memenuhi kebutuhan informasi organisasi.
Di wikipedia Database adalah kumpulan data yang terorganisir, yang umumnya disimpan dan diakses secara elektronik dari suatu sistem komputer. Konsep dasar dari basis data adalah kumpulan dari catatan-catatan, atau potongan dari pengetahuan.
Jenis database bukan hanya satu melainkan ada banyak antara lain:
Pada artikel ini kita akan membahas Relational Database, tipe database yang paling umum digunakan dan harus dipelajari terkebih dahulu sebelum mempelajari yang lain. Dan software yang digunakan untuk membuat database adalah DBMS (Database Management System) seperti MySQL, Oracle dan masih banyak lagi. Disini saya akan membahas mengenai MySQL
MySQL adalah sebuah RDBMS (Relational Database Management System) yang menggunakan bahasa pemrograman SQL (Structured Query Language). Bahasa SQL dibagi menjadi 3 bagian yaitu:
1. DDL (Data Definition Language) adalah kumpulan perintah SQL untuk mendefinisikan struktur database.
2. DML (Data Manipulation Language) adalah kumpulan perintah SQL untuk memanipulasi data dalam tabel.
3. DCL (Data Control Language) adalah kumpulan perintah SQL yang berfokus pada security dan permission.
Selanjutnya saya akan membahas tentang Tipe Data apa saja yang ada di MySQL yang akan saya tulis di part selanjutnya karena capek bila ditulis langsung hhe...
Sampai jumpa di part selanjutnya, sekian dan terimakasih jika sudah membaca tulisan ini, bye bye...
Ir. Harianto Kristanto, 1993, 1994. Konsep Dan Perancangan Database, Yogyakarta
Version Control System (VCS) adalah sistem yang merekam perubahan pada file atau sekumpulan file dari waktu ke waktu sehingga Anda dapat mengingat versi tertentu nanti[1], dan Anda dapat mengembalikan ke versi tertentu jika ada masalah dikemudian hari.VCS sangat penting bagi seorang programmer, jikalau tidak menggunakan VCS maka kita harus meng-copy dan menyimpan file tersebut kembali ketika ada sebuah update. Bayangkan jika update bukan hanya sekali maka file akan menjadi banyak dan itu boros memory dan jika kita ingin mengembalikan ke versi sebelumnya perlu usaha lebih untuk menemukan file yang kita mau, sangat tidak efisien bukan?. Salah satu VCS yang akan dibahas disini adalah Github dan Git. Salah satu perbedaan antara keduanya adalah jika Github menyimpan file di online/hosting, jika Git menyimpan file di lokal dan masih banyak lagi perbedannya.
GitHub adalah platform hosting kode untuk kontrol versi dan kolaborasi. Ini memungkinkan Anda dan orang lain bekerja bersama dalam proyek dari mana saja[2]. Sebelum lanjut silahkan Join Github terlebih dahulu. Di Github ada beberapa istilah yang harus diketahui yaitu :
Repository adalah direktori/folder penyimpanan file proyek. Cara membuat Repository adalah Klik Disini. Jika sudah membuat Repository selanjutnya adalah
Cara Commit semua sama baik di branch utama/main ataupun di branch yang kita buat
Branch atau Percabangan adalah cara untuk mengerjakan berbagai versi repositori pada satu waktu. Tujuan Branch adalah untuk mengisolasi pekerjaan pengembangan tanpa memengaruhi cabang lain di repositori. Setiap repositori mempunyai cabang default yaitu master, cabang utama. Cara membuat Branch adalah Klik Disini
Merge atau Penggabungan adalah menggabungkan perubahan dari satu Branch (dalam repositori yang sama atau dari sebuah branch), ke Branch utama. Caranya adalah Klik Disini!
Fork adalah salinan dari repositori. Membagi repositori memungkinkan Anda bereksperimen dengan perubahan tanpa memengaruhi proyek aslinya. Untuk lebih jelasnya silahkan Klik Disini!
Git adalah perangkat lunak pengendali versi atau proyek manajemen kode perangkat lunak yang diciptakan oleh Linus Torvalds, yang pada awalnya ditujukan untuk pengembangan kernel Linux[3]. Cara Install Git Klik Disini!. Ada beberapa commands Git yang harus diketahui yaitu
$ git config --global user.name "John Doe"
$ git config --global user.email johndoe@example.com
Pengenalan Nama Pengguna
$ git init
Menginisialisasi Repositori
note: Pastikan Anda sudah berada di direktori/folder yang ingin di inisialisasi.
$ git add (file)
$ git add .
Untuk menambahkan file ke staging area
note :
"file" digunakan ketika ingin menambahkan satu file
"." digunakan ketika ingin menambahkan semua file yang ada di dalam folder
$ git status
Untuk mengecek status
$ git commit -m "isi deskripsi"
Untuk commit dan isi deskripsi harus menggunakan double quote
$ git log
$ git log -- (file) //History file tertentu
$ git log -3 //History 3 terakhir
Untuk melihat history commit
$ git checkout 7667b //Untuk mengembalikan semua
& git checkout 7667b -- (file) //Untuk mengembalikan satu file
Untuk mengembalikan ke suatu keadaan tertentu, ketika di checkout biasanya file akan berada di staging area dan butuh di commit.
note :
7667b adalah 5 digit pertama kode hash
$ alias graph="git log --all --decorate --oneline --graph" //Untuk menyingkat
$ graph //Jika dipanggil
Untuk melihat perjalanan/histori branch
$ git branch //Untuk melihat terdapat branch apa saja
$ git branch nama-branch //Untuk membuat branch
$ git branch -d nama-branch //Untuk menghapus sebuah branch
$ git branch checkout nama-branch //Untuk pindah branch
$ git merge nama-branch //Untuk menggabung branch dan pastikan kita berada di branch master
$ git barch --merged //Untuk melihat branch yang sudah di merge
Jika Merge Conflict Klik Disini!
$ git help
Untuk Mendapatkan Bantuan
Github remote Branch Nonton Disini!
CSS3 sudah mendukung variable, dengan variable membuat kita mudah untuk menuliskan syntax. Penulisan variable di css adalah dengan menggunakan selector :root, seperti contoh :
:root {
--namavariable: value;
}
Dengan ditulis dipaling atas/paling pertama dalam penulisan kode. Dan cara memanggil variable tersebut adalah dengan :
body{
nama-variable: var(variableyangdibuat);
}
Dibawah ini saya akan menuliskan secara lengkap penggunaan variable :
:root {
--myfont: arial, verdana, sans-serif;
--myfontsize: 14px;
}
h1 {
font-family: var(--myfont);
}
Kira-kira seperti itu cara penulisan dan cara pemanggilan di CSS.
CSS3 memberikan function yang dapat digunakan untuk menghitung yaitu dengan "calc()".Value yang dapat dihitung menggunakan "calc()" adalah "length", "frequency", "angle", "time", "percentage", "number", "integer". Penulisannya adalah sebagai berikut :
h1 {
font-size: calc(1.5rem + 3vw);
}
Digunakan untuk mendefinisikan keadaan khusus dari suatu elemen, value-nya adalah
Digunakan untuk mengubah style link, default link berwarna biru dan garis bawah. Seperti Contoh :
a:link {
color: red;
text-decoration: none;
}
Digunakan untuk mengubah style ketika kursor berada diatas link. Seperti Contoh :
a:hover {
color: black;
text-decoration: underline;
text-transform: uppercase;
}
Digunakan untuk mengubah style link ketika diklik. Seperti Contoh :
a:active {
color: black;
text-decoration: underline;
}
Digunakan untuk mengubah style link ketika sudah pernah diklik. Seperti Contoh :
a:visited {
color: black;
text-decoration: underline;
}
Inheritance berfungsi untuk menentukan bahwa properti harus mewarisi nilainya dari elemen parent-nya. Seperti Contoh :
body {
font-family: arial, sans-serif;
color: grey;
}
a {
color: inherit;
}
Seperti contoh diatas maka warna link tersebut akan mengikuti warna body, jika warna body diganti maka warna link tersebut pun juga akan mengikuti.
| Property CSS Yang Dapat Diwariskan | ||||
|---|---|---|---|---|
| color | letter-spacing | font-variant | list-style | white-spaces |
| text-align | font | font-weight | list-style-type | cursor |
| text-indent | font-family | line-height | list-style-position | direction |
| text-transform | font-size | border-collapse | list-style-image | caption-side |
| word-spacing | font-style | border-spacing | visibility | volume |
Yang Termasuk Properti Background Adalah
Digunakan untuk memberi warna pada background, value-nya adalah
Seperti Contoh :
body {
background-color : red/green/blue/etc;
background-color : #ff0000/#008000/#0000ff/etc;
background-color : rgba(255,0,0,1)/etc;
background-color : rgba(255,0,0,0)/etc;
}
Digunakan untuk memasukan gambar sebagai background. Bisa memasukan lebih dari satu gambar, value-nya adalah
Seperti Contoh :
body {
background-image: url(anime.jpg);
background-image: url(css/anime.jpg);
background-image: url(../css/anime.jpg);
}
Digunakan untuk mengatur background diulang atau tidak, background diulang secara vertikal atu horizontal. Jika ukuran gambar kecil maka akan otomatis diulang samapai memenuhi layar, value-nya adalah
body {
background-repeat: no-repeat;
background-repeat: repeat-x;
background-repeat: repeat-y;
}
Digunakan untuk mengatur posisi gambar. jika gambar berukuran kecil secara default posisi gambar berada di pojok kiri atas elemen, value-nya adalah
body {
background-position: left top;
background-position: left center;
background-position: left bottom;
background-position: right top;
background-position: right center;
background-position: right bottom;
background-position: center top;
background-position: center center;
background-position: center bottom;
}
Digunakan untuk mengatur apakah gambar background gulungan dengan sisa halaman, atau tetap.
body {
background-attachment: fixed;
background-attachment: scroll;
}
Digunakan untuk menentukan ukuran gambar background, value-nya adalah
body {
background-size: auto;
background-size: 200px;
background-size: 10px 150px;
background-size: 100%;
background-size: 10% 15%;
background-size: cover;
background-size: contain;
}
Digunakan untuk menyingkat penulisan css background. Seperti contoh :
Yang termasuk properti Font Styling adalah sebagai berikut.
Digunakan untuk mengubah jenis font, value-nya adalah
Seperti contoh :
body {
font-family: arial, verdana, sans-serif;
}
generic-family : sans-serif (huruf berkaki), serif (huruf tanpa kaki) untuk lebih jelasnya googling sendiri.
Digunakan untuk mengubah ukuran font, value-nya adalah
Seperti Contoh :
h1 {
font-size: 32px;
font-size: 200%;
font-size: 2em;
}
Digunakan untuk mengatur ketebalan font, value-nya adalah
Seperti Contoh :
body {
font-weight: lighter;
font-weight: normal;
font-weight: 500;
font-weight: bold;
font-weight: bolder;
}
Digunakan untuk mengubah font menjadi normal atau kapital, value-nya adalah
Seperti Contoh :
h1 {
font-variant: normal;
font-variant: small-caps;
}
Digunakan untuk mengubah font, value-nya adalah
italic dan oblique sama-sama miring dan perbedaannya adalah klik disini. Seperti contoh :
body {
font-style: normal;
font-style: italic;
font-style: oblique;
}
Digunakan untuk mengatur tinggi spasi, value-nya adalah normal, px, em.
body {
line-height: normal;
line-height: 15px;
line-height: 1.1em;
}
Digunakan untuk menyingkat penulisan css font. Seperti contoh :
Yang termasuk properti Text Styling adalah sebagai berikut.
Digunakan untuk memberi warna pada teks, value-nya adalah
Seperti Contoh :
body {
color : red/green/blue/etc;
color : #ff0000/#008000/#0000ff/etc;
color : rgba(255,0,0,1)/etc;
color : rgba(255,0,0,0)/etc;
}
Digunakan untuk mengatur rata teks/paragraf, value-nya adalah
Seperti Contoh :
body {
text-align : left;
text-align : center;
text-align : right;
text-align : justify;
}
Digunakan untuk memberi indentasi pada teks/paragraf, value-nya adalah
Seperti contoh :
p {
text-indent: 50px;
text-indent: 10%;
text-indent: 1.5in;
}
Digunakan untuk mengatur dekorasi pada teks/paragraf, value-nya adalah
Seperti contoh :
a {
text-deciration: none;
text-deciration: underline;
text-deciration: overline;
text-deciration: line-through;
}
Digunakan untuk mengubah jenis huruf kecil atau besar, value-nya adalah
Seperti contoh :
h1 {
text-transform: none;
text-transform: lowercase;
text-transform: uppercase;
text-transform: capitalize;
}
Digunakan untuk mengatur spasi antar huruf, value-nya adalah
Seperti contoh :
p {
letter-spacing: normal;
letter-spacing: 5px;
}
Digunakan untuk mengatur spasi antar kata, value-nya adalah
Seperti contoh :
p {
word-spacing: normal;
word-spacing: 5px;
}
Seperti pada bahasa pemrograman lain, CSS juga memiliki komentar. Komentar tidak akan dibaca oleh mesin, komentar berguna untuk penjelasan dari syntax yang kita tulis. Penulisan komentar pada CSS adalah dengan diawali tanda "/*" dan diakhiri tanda "*/". Syntax yang ditulis di tengah tanda tersebut tidak akan dibaca oleh mesin dan dianggap komentar. seperti contoh dibawah ini.
body{
font: normal 14px arial, sans-serif;
}
/*
h1 {
font-size: 200%;
}
*/
Seperti contoh diatas syntax h1 akan dianggap sebuah komentar, sekian.
Saat akan UPDATE Data, kita harus menuliskan kolom mana yang akan di UPDATE menggunakan WHERE Clause. Jika sampai WHERE Clause nya salah, bisa-bisa kita meng-update seluruh data di tabel.
1. Untuk Meng-Update Satu Kolom
UPDATE nama_tabel
SET nama_kolom = Value
WHERE nama_kolom = Value;
2. Untuk Meng-Update Lebih Dari Satu Kolom
UPDATE nama_tabel
SET nama_kolom1 = Value, nama_kolom2 = Value
WHERE nama_kolom = Value;
3. Untk Meng-Update Data Dengan Menambah Nilai Value (Operasi Aritmatika)
UPDATE nama_tabel
SET nama_kolom = nama_kolom '+' atau '-' atau '/' atau '*' Value
WHERE nama_kolom = Value;
Untuk menghapus data, kita bisa menggunakan perintah SQL DELETE. Perintah SQL DELETE sama seperti UPDATE, kita harus menuliskan kolom mana yang akan di hapus menggunakan WHERE Clause.
DELETE FROM nama_tabel
WHERE nama_kolom = value;
Dengan menggunakan SQL tersebut kita akan menghapus data 1 record.
| Tag | Deskripsi |
|---|---|
| <h1-6></h1-6> | Berfungsi Untuk Membuat Heading |
| <p></p> | Berfungsi Untuk Membuat Paragraf |
| <span></span> | Berfungsi Untuk Memberi Efek Pada Suatu Teks |
| <br /> | Berfungsi Untuk Membuat Baris Baru |
| <hr> | Berfungsi Untuk Membuat Garis Pembatas Mendatar |
| <div></div> | Berfungsi Untuk Membedakan Elemen HTML Yang Ditata Dengan CSS |
| Tag | Attribut Name | Value |
|---|---|---|
| <a></a> | href (atribut menentukan URL dari halaman link pergi ke) |
URL |
| mailto:email@example.com | ||
| tel:no_tlp | ||
| javascript:alert('Hello World!'); | ||
| #id | ||
| download (file akan di download ketika pengguna mengeklik hyperlink) |
file_name | |
| rel (menentukan hubungan antara dokumen saat ini dan dokumen terkait) |
alternate | |
| author | ||
| bookmark | ||
| external | ||
| help | ||
| license | ||
| next | ||
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| <link> | href | URL |
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| type | text/css, text/javascript, etc |
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| <table></table> | Mendefinisikan Tabel |
| <thead></thead> | Mengelompokkan Header Tabel |
| <tbody></tbody> | Mengelompokkan Body Tabel |
| <tfoot></tfoot> | Mengelompokkan Footer Tabel |
| <tr></tr> | Mendefinisikan Baris Dalam Tabel |
| <th></th> | Mendefinisikan Sel Header Tabel |
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| <caption> | Untuk Menambah Caption Pada Tabel |
| Tag | Attribut | Deskripsi |
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| <img/> (Untuk Menambahkan Gambar) |
src | Sumber Gambar |
| alt | Teks Alternatif Jika Gambar Tidak Dapat Ditampikan | |
| height | Tinggi Gambar | |
| widht | Panjang Gambar |
Daftar Isi :
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| 🤲 | 爐 |
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HyperText Markup Language (HTML) adalah singkatan dari Hypertext Markup Language. HTML memungkinkan seorang user untuk membuat dan menyusun bagian paragraf, heading, link atau tautan, dan blockquote untuk halaman web dan aplikasi. Dokumen HTML mirip dengan dokumen tulisan biasa, hanya dalam dokumen ini sebuah tulisan bisa memuat instruksi yang ditandai dengan kode atau lebih dikenal dengan TAG tertentu.Elemen HTML dibedakan dari teks lain dalam dokumen dengan "tags", yang terdiri dari nama elemen yang dikelilingi oleh "<" dan ">".
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<!DOCTYPE HTML>
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Keterangan
Changes consistently occur in communities due to environmental factors. Within this process, communities which do not comply with technological developments fall behind the developing world and cannot contribute to their social development (Gokçearslan $ Bayir, 2011). Communities need to comply with technological developments. It is easy for communities adapting to technological changes to find their places among developed communities (Akkoyunlu et al., 2010). Particular developments are being experienced also in computational fields as well as in other fields of technology. Occurring developments create a particular effect on communities’ lives. These developments also lead to changes in learning and teaching processes. Therefore the adaptation of learning individuals to technological developments and their raising as individuals accessing information easily with the help of technology are very important (Seferoglu, 2009). Technology has been being used in educational environments since 19th century (Ritz $ Martin, 2013). Technology use in communities enable students the opportunities of developing their skills with different activities and of creating products they develop in different ways in order to increase their self-confidence. Moreover students have the chance to control their products again with the help of technology (Autio et al., 2015). Positive attitudes of instructors as well as students towards technology are important in terms of affecting students’ attitudes in positive way (Rohaan et al.,2012). Changes occur also in educational technologies according to the needs of communities (Goktas et al., 2012). Erdogmus and Cagiltay (2009) define educational technologies as the usage of technology which emerges with facts created by behavioral and physical sciences in educational environments in order to increase learning environments’ productiveness. Within the time we live in, communities need to place enough importance on education in order to lead a comfortable life and to not fall behind the world. Therefore individuals who catch on technological improvements quicker and who are used to life-long learning should be raised (Akpinar et al., 2005).
Today, individuals have the opportunity to realize their learning easily with interacting with themselves without time and place limitations thanks to developments experienced in information and communication technologies (Genc, 2010). In 2003, O’Reilly Media put forward a new term named “Web 2.0” which enables the easier sharing of information on internet. All internet users take advantage of the opportunities of producing information and developing the existing information with the help of Web 2.0 technologies. Also contents they produce can be shared more easily by other users (Karaman, Yildirim, $ Kaban, 2008). Applications which operate depending on internet show increase and with this increase, online learning concept has been occurred (Yılmaz et al., 2005). Owing to online learning technologies, learning process is realized more rapidly and productively with the opportunity of studying without time and place limitations of individuals. Additionally, individuals have the opportunity to access information they desire without the help of anyone else (Mutlu et al., 2005).
Clements and Gullo (1984) reached to the conclusion that computer programming increases problem solving skills in their study related to computer programming. The fact that individuals are not interested in programming languages causes their consideration of programming as boring and difficult (Genc $ Karakus, 2011). Several problems are faced in terms of the way of teaching in programming languages lessons, programming languages to be taught and learners. One of the biggest problems which individuals newly learning programming languages face is that programming languages have a complex structure (Catlak et al., 2015). Computers have a big place in our lives now. Individuals have the opportunity to solve problems they face in their daily lives with computer software products developed for this purpose. This reveals the importance of computer software products. This reveals the conclusion that individuals receiving education in the field of programming need to receive good quality education in order to develop the mentioned software products (Perry, 2009).
One of the instruction applications of constructivist learning is interrogative learning. Directing questions to individuals in the learning process is important in terms of community’s possession of thinking individuals. Primarily, questions are posed in learning based on interrogation. Afterwards, solutions to these questions are produced. A result is reached by collecting relative information regarding the posed question. Lastly the individuals analyse the process. In constructivist learning process, besides their interrogation skills, also research skills of individuals develop and their interest in learning increase (Akinoglu, 2004). Interrogative learning strategy is one of the most efficient learning strategies instructors use primarily (Cotton, 1989). Interrogative learning is defined as a strategy type in which students learn information they gain depending only on instructors, books, experiments and activities they perform in a way different than traditional methods in the literature. The main goal of interrogative learning is the realization of learning in which students interrogate the information they encounter from childhood to adulthood (Celik et al., 2005). Just as in cooperative learning methods, students produce ideas by studying as groups also in interrogative learning method. They structure the new information they gain by sharing the results they found as a result of idea generation process with other group members in their minds (Taskoyan, 2008).
When analysing researches regarding Web 2.0 technologies:
Karaman, Yildirim and Kaban (2008) concluded in their studies named “Learning 2.0 Becomes Widespread: Researches Regarding The Usage of Web 2.0 Applications in Education and Their Results” that Web 2.0 applications support learning, create an appropriate environment for group works and serve to develop high-level thinking skills.
80 computer teacher candidates receiving education in the faculty of education of a state-owned university are reached in a study by Korucu and Cakir (2014) named “Opinions of Computer Teacher Candidates Towards Dynamic Web Technologies” and it is determined that a big majority of computer teacher candidates use dynamic web technologies for communication, sharing and social purposes. Moreover, it is also determined in the study that they do not use dynamic web technologies for educational purposes. Besides, they suggest that teacher candidates should be taught regarding technology use and a lesson regarding how to use cooperative
When analysing studies regarding programming languages:
Ozyurt and Ozyurt (2015) have reached to 325 students receiving education in Computer Technologies Department in their studies named “A Study Regarding the Determination of Attitudes of Computer Programming Students towards Programming and Their Programming Self-Efficacies”. Data obtained in the study were analysed with Mann Whitney U-test, Kruskal-Wallis test and Spearman Brown’s rank correlation coefficient. According to the results obtained in the research, attitudes of students towards programming showed up as positive and their programming self-efficacies are at medium-level. It is determined that there are meaningful differences in terms of sexes, class levels and education types of students towards programming. Besides, it is revealed that there is a positive and medium-level correlation between the attitudes and self-efficacies of students towards programming. They suggest that activities which enable the development of problem-solving and critical thinking skills should be performed in programming lessons in order to fertilize this positive attitude even more.
Lau and Yuen (2008) reached to 217 secondary students between the ages of 14 and 19 in their studies named “Exploring the Effects of Gender and Learning Styles on Computer Programming Performance: Implications for Programming Pedagogy”. The effects of sex and learning styles on computer programming are sought in the study. As a result of the study, they concluded that academic skills have a different effect on programming knowledge and that sequent students show better performance in general when compared to randomly selected students.
As a result of their studies named “The Beliefs of Electrical and Computer Engineering Students’ Regarding Computer Programming”, Anastasiadou and Karakos (2011) suggested that positive attitude development of students towards computer programming reflects positively on the professional lives of students and that factors causing negations in students should be eliminated.
Computers play a big role in our lives now. Software products developed for computers are increasing day by day. In order to show ourselves as a country in the field of software and to raise individuals capable of coding, programming lessons given in universities should be productive. This study is considered to be able to contribute to the productive delivery of programming lessons. Programming languages is a lesson in which applied works can be more successful rather than theoretical studies. Additionally, the product which will be produced as a result of group work will probably be more successful than that of individual work. This study is important because students interact with each other more easily in their studies owing to Web 2.0 technologies. Due to widespread usage of Web 2.0 technologies, it is estimated that these technologies can be easily integrated into programming lessons and this study is important because it can create positive effect on students’ attitudes towards the lesson.
It is obvious that academic success in programming lessons is low in general. As a result of this lowness, decreases are experienced in motivation of the students. Therefore they usually fail in learning process (Jenkins, 2002). The goal of this study is to analyse the effect of Web 2.0 technologies usage in programming lesson on students’ attitudes towards programming languages, academic success and interrogative learning skills.
Within this framework, research questions directing this study are as the following:
According to Constructivism, individuals are restructuring old knowledge with new knowledge. The constructivist approach is not like traditional teaching methods, but an approach in which the student is active. Individual characteristics and learning environment are important in organizing information, which is structured by individuals according to their own information and that individuals acquire information in different forms (Ozmen, 2004). In the constructivist learning approach, learning by discovering and learning information is an important part of individuals. Individuals need to make efforts to solve these problems in the face of problems they encounter (Yasar, 1998).
There are many definitions in the literature about cooperative learning. When these definitions are examined; Collaborative learning is defined as the process by which individuals with different abilities, genders and abilities are grouped in the direction of a determined common goal, and by continuing to work cooperatively in these groups (Holm et al., 1987).
It is a second generation web-based web services announced by O’Reilly Media in 2004, such as social networking sites, virtual webmasters, and tools for online communication. Web 2.0 is defined as the new generation of new technologies that meet the needs of individuals as well as their needs on the web (Sendag, 2008). Web 2.0 technologies include Youtube, Delicious, MySpace, Facebook, Second Life, Library Thing, Ning, Flickr, Twitter, Meebo, etc. (Peltier-Davis, 2009).
It is based on the built-in Pascal programming language (Akpinar, 2008). It is a completely visual programming language. Because of the widespread use of Pascal training, many students prefer the Delphi programming language (Alabay, 2001).
The work group chosen from the population for this study consists of N=75 computer teacher candidates in total from two branches (2B, experimental group-N=40 and 2A, control group-N=35) receiving education in the 2nd grade of Computer and Instructional Technologies Teaching Department of Faculty of Ahmet Kelesoglu, Necmettin Erbakan University in 2015-2016 academic year. Table 1 demonstrates the sex status of the work group.
Table 1. Sex distribution of work group
| Sex | Experimental Group | Control Group | Experimental & Control Group | |||
|---|---|---|---|---|---|---|
| f | % | f | % | f | % | |
| Male | 22 | 55,0 | 19 | 54,3 | 41 | 54,7 |
| Female | 18 | 45,0 | 16 | 45,7 | 34 | 45,3 |
| Total | 40 | 100,0 | 35 | 100,0 | 75 | 100,0 |
Quantitative research model is adopted in this study as research model and “Pre-test-Post-test Control Group Quasi-Experimental Design Model” is used (Campbell & Stanley, 1966). In studies where pre-test-post-test control group experimental design is used; academic works are applied with the measurement of the experimental subject in terms of the dependent variable both before and after the research application. Besides, in cases where all variables can’t be controlled (Cohen et al., 2013) and particularly in studies performed in education technology field, it is the most frequently used design by researchers (Kılıc-Cakmak et al., 2013). Participants are divided into two groups as experimental and control group in the research (Karasar, 1999). These groups are formed randomly. The effect of the experimental operation on different variables is analysed by applying data collection tools to both groups before and after the application. In other words, measurements are realized in both groups in the same way before and after the experiment (Buyukozturk et al., 2012).
The independent variables of the research are; learning method supported by face to face and cooperative learning method supported by face to face and with Web 2.0 technologies. The dependent variables of the research are: academic success, attitude towards programming languages and interrogative learning skill. Experimental design used in this research is shown on Table 2.
Table 2. Quasi-experimental design table regarding the research model
| Groups | Pre-test | Method | Post-test |
|---|---|---|---|
| GD | O1 | XİÖ | O2 |
| GK | O2 | XYYÖ | O2 |
GD=Experimental group
GK=Control group
XİÖ=Learning method supported by Web 2.0 technologies
XYYÖ=Face to face learning method
O1=Experimental and Control group pre-test application
O2=Experimental and Control group post-test application
“Academic Success Test” developed by researcher in order to determine academic success of students, “Attitude Towards Programming Languages Scale” which is translated into Turkish by Durak (2013) and “Interrogative Skills Scale” developed by Aldan, Kandemir and Saracoglu (2013) are used as data collection tools in the study. A table of specifications related to achievements is prepared while preparing Academic Success Test and each achievement consists at least of 2 questions. “Attitude towards Programming Languages Scale” is developed as “Attitude towards Mathematics Scale” by Tapia and Marsh in 2014. Cronbach Alfa credibility coefficient of the scale is found as 0,97. As a further stage, Durak (2013) translated the scale which is adapted towards Programming Languages into Turkish. Durak (2013) evaluated the scale in terms of language and meaning unity in the direction of Turkish and foreign language experts’ opinions. The Turkish form of the scale is completed in the direction of received opinions by performing the necessary arrangements. As its current situation, the scale is named as “Attitude towards Programming Languages Scale”. The scale consists of 4 factors, 40 articles and 5 point likert type in total. The Cronbach Alfa credibility coefficient of the scale is found as 0,93. “Interrogative Skills Scale” is developed by Aldan, Karademir and Saracoglu in 2013. Interrogative Skills Scale consists of 3 factors, 14 articles and 5 point likert type, 3 factor structure is obtained and each factor is named respectively as “Knowledge Acquisition”, “Controlling Knowledge” and Self-confidence” in the accordance with theoretical framework. Cronbach-alpha value related to each factor in the scale and to the entirety of the scale is calculated. Cronbach-alpha credibility coefficients are; .76 for “Knowledge Acquisition”, .66 for “Controlling Knowledge”, .82 for “Self-confidence” and .82 for the entirety of the scale.
SPSS 21 (Statistical Package for Social Sciences) version program is used for the analysis of data obtained during the research. T-test for related samples is used for the comparison of data obtained from pre-test applied to students before the research and from post-test applied to students after the research. T-test for unrelated samples can be used for testing whether the difference between two unrelated sample averages is meaningful or not (Buyukozturk, 2011).
Is there a meaningful difference between the “academic success” of students using cooperative learning environment developed by Web 2.0 technologies and of those not using cooperative learning environments?
Comparison results of pre-tests and post-tests realized to determine the academic development status of experimental group students at the end of application are shown in Table 3.
| Experimental Group |
Test | N | Ss | Sd | t | P | |
|---|---|---|---|---|---|---|---|
| Pre-test | 40 | 59,05 | 15,09 | 39 | 24,733 | .000 | |
| Post-test | 40 | 85,87 | 10,10 |
*p<0.05.
A difference is observed between the pre-test grades and post-test grades of experimental group (pre-test average is =59,05; post-test average is =85,87) statistically for *p<.05 relevance level (p<0.05). It is determined that experimental group students increased their academic success as a result of cooperative application supported by Web 2.0 technologies (Table 3).
Comparison results of pre-tests and post-tests realized to determine the academic development status of control group students at the end of application are shown in Table 4.
Table 4. Comparison results of pre-test-post-test of control group
| Control Group |
Test | N | Ss | Sd | t | P | |
|---|---|---|---|---|---|---|---|
| Pre-test | 35 | 55,22 | 14,77 | 34 | 22,108 | .000 | |
| Post-test | 35 | 78,48 | 10,93 |
*p<0.05.
A difference is observed between the pre-test grades and post-test grades of control group (pre-test average is =55,22; post-test average is =78,48) statistically for *p<.05 relevance level (p<0.05). It is determined that there is a meaningful difference in their academic success as a result of application (Table 4).
When compared the “Academic Success” of students used cooperative learning environment (experimental group) and of students who didn’t used cooperative learning environment (control group), the results are shown on Table 5.
Table 5. Inter-groups (experimental and control) post-test comparison (t-test) results
| Groups | N | S | Sd | t | P | ||
|---|---|---|---|---|---|---|---|
| Post-test | Experimental Group | 40 | 85,87 | 10,10 | 73 | 3,040 | .003 |
| Control Group | 35 | 78,487 | 10,93 | ||||
*p<0.05.
The result is .00<.05 thus is meaningful for *p<.05 relevance level in post-tests performed on experimental and control groups after application. It is determined that post-test grades of experimental group are higher than those of control group in post-tests performed (experimental group post-test average is =85,87; control group post-test average is =78,487) (Table 5). This result demonstrates that the realized application is in favour of the experimental group. Besides, eta-squared value is calculated in order to determine the magnitude of the effect of cooperative learning environment designed with Web 2.0 technologies on academic success. Effect magnitude values are calculated as η2=.112. In these circumstances, when considering the effect magnitude value (η2=0.112), it can be stated that cooperative learning environment designed by Web 2.0 technologies has a “broad” effect magnitude on academic success.
Is there a meaningful difference between the “attitudes towards programming languages” of students using cooperative learning environment developed by Web 2.0 technologies and of those not using cooperative learning environments?
When compared the “Attitudes Towards Programming languages” of students used cooperative learning environment developed by Web 2.0 technologies (experimental group) and of students who didn’t used cooperative learning environment (control group), the results are shown on Table 6.
Table 6. Inter-groups post-test comparison results
| Groups | N | S | Sd | t | P | ||
|---|---|---|---|---|---|---|---|
| Post-test | Experimental Group | 40 | 150,10 | 18,53 | 73 | 3,040 | .000 |
| Control Group | 35 | 134,42 | 14,95 | ||||
*p<0.05.
The result is .00<.05 thus is meaningful for *p<.05 relevance level in post-tests performed on experimental and control groups after application. It is determined that post-test grades of experimental group are higher than those of control group in post-tests performed (experimental group post-test average is =150,10; control group posttest average is =134,42) (Table 6). This result demonstrates that the realized application is in favour of the experimental group. Besides, eta-squared value is calculated in order to determine the magnitude of the effect of cooperative learning environment designed with Web 2.0 technologies on attitudes towards programming languages. Effect magnitude values are calculated as η2=.179. In these circumstances, when considering the effect magnitude value (η2=0.179), it can be stated that cooperative learning environment designed by Web 2.0 technologies has a “broad” effect magnitude on attitudes towards programming languages.
Is there a meaningful difference between the “interrogative learning skills” of students using cooperative learning environment developed by Web 2.0 technologies and of those not using cooperative learning environments?
When compared the “Interrogative learning skills” of students used cooperative learning environment developed by Web 2.0 technologies (experimental group) and of students who didn’t used cooperative learning environment (control group), the results are shown on Table 7.
Table 7. Inter-groups post-test comparison results
| Groups | N | S | Sd | t | P | ||
|---|---|---|---|---|---|---|---|
| Post-test | Experimental Group | 40 | 39,40 | 14,68 | 73 | 2,638 | .010 |
| Control Group | 35 | 30,77 | 13,46 | ||||
*p<0.05.
The result is .00 <.05 thus is meaningful for *p<.05 relevance level in post-tests performed on experimental and control groups after application. It is determined that post-test grades of experimental group are higher than those of control group in post-tests performed (experimental group post-test average is =39,40; control group posttest average is =30,77) (Table 7). This result demonstrates that the realized application is in favour of the experimental group. Besides, eta-squared value is calculated in order to determine the magnitude of the effect of cooperative learning environment designed with Web 2.0 technologies on interrogative learning skills. Effect magnitude values are calculated as η2=.087. In these circumstances, when considering the effect magnitude value (η2=0.087), it can be stated that cooperative learning environment designed by Web 2.0 technologies has a “medium” effect magnitude on interrogative learning skills.
This study aims the easy and efficient understanding of programming languages by students and the provision of increase of its permanence with new methods rather than traditional methods. In accordance with this goal, control group students are requested to perform programming languages lesson with traditional methods for 1 semester and experimental group students are requested to perform programming languages lesson with new technologies for 1 semester and to complete a project they determine in groups by using new technologies.
Web 2.0 technologies play an efficient role in the process of information accession (Kitsantas et al., 2016). It is observed that Web 2.0 technologies earn cooperative working habits, increase the quality of learning, earn high-level thinking skills, help constructivist learning, provide positive effect on individual development and provide individuals to take responsibilities in educational environments (Karaman et al., 2008). Within this context, a difference is observed between the pre-test grades and post-test grades of experimental group (pre-test average is =59,05; post-test average is =85,87) statistically for *p<.05 relevance level (p<0.05) as a result of comparison of pre-tests and post-tests performed in order to determine the effect of Web 2.0 technologies on academic success. It is determined that experimental group students increased their academic success as a result of cooperative application supported by Web 2.0 technologies. Ekici and Kiyici (2012) also observed that academic success of students using Web 2.0 technologies is higher than those of students receiving traditional education. It is stated that the quality of education can be increased by integrating Web 2.0 technologies into learning processes of students (Karaman, Ekici, & Akgun, 2011). There is a positive correlation between social networks within the Web 2.0 technologies and face-to-face communication (Jacobsen & Forste, 2011). Usage of information and communication technologies in educational environments contributes positively to increasing educational efficiency and to constructivist learning (Venkateshvd, 2016). AlJeraisy, Mohammad, Fayyoumi and Alrashideh (2015) state that academic success of students increased and students react to these technologies positively as a result of Web 2.0 technologies usage in educational environments. In line with this, a difference is observed between the pre-test grades and post-test grades of control group (pre-test average is =55,22; post-test average is =78,48) statistically for *p<.05 relevance level (p<0.05) as a result of comparison of pre-tests and post-tests performed in order to determine the status of academic success of control group students. It is determined that there is a meaningful difference in their academic success as a result of application.
When compared the “Academic Success” of students used cooperative learning environment (experimental group) and of students who didn’t used cooperative learning environment (control group), the result is .00<.05 thus is meaningful for *p<.05 relevance level in post-tests performed on experimental and control groups after application. It is determined that post-test grades of experimental group are higher than those of control group in post-tests performed. This result demonstrates that the realized application is in favour of the experimental group. Besides, eta-squared value is calculated in order to determine the magnitude of the effect of cooperative learning environment designed with Web 2.0 technologies on academic success. Effect magnitude values are calculated as η2=.112. In these circumstances, when considering the effect magnitude value (η2=0.112), it can be stated that cooperative learning environment designed by Web 2.0 technologies has a “broad” effect magnitude on academic success.
Several problems are faced in terms of the way of teaching in programming languages lessons, programming languages to be taught and learners. One of the biggest problems which individuals newly learning programming languages face is that programming languages have a complex structure (Catlak et al., 2015). When compared the “Attitudes Towards Programming languages” of students used cooperative learning environment developed by Web 2.0 technologies (experimental group) and of students who didn’t used cooperative learning environment (control group), the result is .00<.05 thus is meaningful for *p<.05 relevance level in post-tests performed on experimental and control groups after application. It is determined that post-test grades of experimental group are higher than those of control group in post-tests performed. This result demonstrates that the realized application is in favour of the experimental group. Besides, eta-squared value is calculated in order to determine the magnitude of the effect of cooperative learning environment designed with Web 2.0 technologies on attitudes towards programming languages. Effect magnitude values are calculated as η2=.179. In these circumstances, when considering the effect magnitude value (η2=0.179), it can be stated that cooperative learning environment designed by Web 2.0 technologies has a “broad” effect magnitude on attitudes towards programming languages. There are a number of applications which are able to facilitate this process and to maximize the learning in programming education. With these applications, individuals are able to comprehend how to write software more easily and to determine mistakes they do (Kert & Ugras, 2009).
In accordance with constructivist approach, the minds of individuals in educational environments are defined as empty plates and this provides individuals learning according to their lives. Ausbel argues that what is important in educational environments is that the learning should be meaningful (Ozmen, 2004). Interrogative learning is defined as a strategy type in which students learn information they gain depending only on instructors, books, experiments and activities they perform in a way different than traditional methods. The main goal of interrogative learning is the realization of learning in which students interrogate the information they encounter from childhood to adulthood (Celik et al., 2005). When compared the “interrogative learning skills” of students used cooperative learning environment developed by Web 2.0 technologies (experimental group) and of students who didn’t used cooperative learning environment (control group), as the result of the research, the realized application is in favour of the experimental group. Besides, eta-squared value is calculated in order to determine the magnitude of the effect of cooperative learning environment designed with Web 2.0 technologies on interrogative learning skills. Effect magnitude values are calculated as η2=.087. In these circumstances, when considering the effect magnitude value (η2=0.087), it can be stated that cooperative learning environment designed by Web 2.0 technologies has a “medium” effect magnitude on interrogative learning skills
It is obvious in the conclusion of the research that the usage of Web 2.0 technologies in programming languages lesson contributes to a more efficient learning of programming languages by students and to the learning of programming knowledge permanently and meaningfully by students. Moreover, the usage of Web 2.0 technologies in educational environments increases the quality of the education (Tuzun, 2007).
Akinoglu, O. (2004). Constructivist learning and geography teaching. Marmara Geographical Review, 10,73-94.
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