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Computational thinking refers to a problem-solving approach that draws on concepts and techniques from computer science to address complex problems and tasks. It is not just limited to computer programming, but it is a fundamental skill set that can be applied to various fields and everyday life. In this era, these skills should be endorsed in the classroom so that the young generation possesses these skills. However, in reality, students' computational thinking skills still need to improve since the learning model applied in the classroom has yet to be able to foster these skills. The indicators of computational thinking consist of problem decomposition, algorithmic thinking, pattern recognition, abstraction and generalization. This paper described the learning activities of RBL-STEM to improve students' computational thinking skills in solving the strong rainbow antimagic colouring (SRAC) problem and its application scheme to analyzing river erosion using spatial, temporal graph neural networks (STGNN). Let G(V(G), E(G)) be a connected, undirected, and simple graph with vertex set V(G) and edge set E(G). By SRAC, we mean that for a bijective function f: V(G)→1,2,...,|V(G)|, the associated weight of an edge uv∈E(G) under f is f(uv)= f(u)+f(v), the function f is called an edge-antimagic vertex labelling if for every edge has distinct weight. If for every two vertices u and v of G, there exists a rainbow u-v geodesic path, then f was called a strong rainbow antimagic labelling of G. This research uses a qualitative narrative approach, starting with developing a prototype of the application scheme in analyzing river erosion using RAC and STGNN and continues with formulating the stage of learning activities in regards with RBL-STEM. The results of this research are in the form of an RBL-STEM learning framework consisting of six stages of learning activities, which have been ready to be used on the RBL-STEM maker space learning materials development for further research. [ABSTRACT FROM AUTHOR]

Sri Yantra and Sri Chakra - these are the terms use to describe a two dimensional and three-dimensional geometrical representation of the cosmic energy. It is the combination of different shapes like triangle, rectangle, square, petals and so on. There are so many different types of Yantra like Mahalaxmi yantra, Ganesh yantra, Saraswathi yantra they have different geometrical structure. Sri Yantra is the Queen of all the yantra. By worshiping Sri Yantra, we can fulfill our material & spiritual desires. In this article I explained the energy level of that Yantras at different section and proposed freehand drawing technique of Sri Yantra by scientific mathematical study using Fibonacci and Golden ratio. [ABSTRACT FROM AUTHOR]

Creative thinking is defined as a mental activity associated with sensitivity to problems, considering new information and unusual ideas, which an open mind, and can, make relationships in solving problems. This study aims to describe the creative thinking skills in students who have the best self-efficacy among their classmates. Research uses a qualitative descriptive approach. In order to dig up many deep information as possible, and detail of any answer of the research problems, it was taken snowball-sampling techniques. The data obtained has been considered fed up, because two reason, to compare findings between subjects and to compare from test question and interview results. Researchers who were key instruments in the study analyzed the collected data. Data was analyzed with reduction, presentation, and draw conclusion techniques. The result shown that students with the best of self-efficacy have the same tendency in working on problems. It begin with creative preparation, but in the next stage are only able to describe in detail what their understood without any variation and novelty on offer. The problem-solving process used by most people as common procedure. At the preparatory stage, self-efficacy students are able to meet fluency, flexibility, novelty, and elaboration indicators. At the incubation, illumination, and verification stages, they are able to perform elaboration indicators. [ABSTRACT FROM AUTHOR]

The creation of comfortable living space represents scientific interests for specialists of many fields, in particular architects and environmental psychologists. The current study is devoted to the analysis of the comfortable living space properties by an empirical method with the use of figurative and verbal representation. On the one hand, it considers architectural requirements for the organization of human habitat. On the other hand, it focuses on the psychological tools to identify the characteristics of the living environment, inherent in a comfortable space. We assume that there are differences between these two types of human perception of the living space. These differences can be determined, theoretically substantiated, and empirically validated. In addition, these differences may indicate the existence of a particular level of spatial literacy measured by such criteria as "the degree of spatial organization" and "the level of spatial familiarization". To test the formulated hypothesis, we have used several methodological tools. First, the projective drawing technique "My dream house and I", which makes it possible to obtain figurative information about the "stereotypical", more imposed image of the living space or an ideal desirable architecture, which is determined by the institutional influence. Second, the projective drawing technique "I'm in a comfortable space", which allows us to get figurative information about the peculiarities of a person's own ideas about a comfortable space or desirable medium. Third, the "spatial semantic differential" (a verbal, linguistic matrix), which allows us to determine the representation of living space by such indicators as size, structure, dynamics, strength, as well as pragmatic, aesthetic, and ethical indicators. This methodological tool was used to assess the drawings made by the respondents according to the scales presented in the spatial semantic differential. The research was conducted by an interdisciplinary team of specialists from the field of environmental psychology and architectural design practice. A qualitative analysis of the data done by the method of descriptive statistics lets us identify indicators that allow architects and psychologists to describe two types of drawings. The quantitative analysis of the data was done with the use of descriptive and mathematical statistical methods, in particular the analysis of significant differences. It lets us obtain information about those indicators of space representation that are significant for the image of the "dream house", and those relevant for the image of the "comfortable space". The current article presents intermediate results of a pilot study conducted among respondents with a diverse background: the first and second-year students from different faculties and regions. [ABSTRACT FROM AUTHOR]

The relevance of the study is determined by the shortage of specialists in the architectural design and construction industry who have skills to work in a new dynamically developing information environment. To solve this problem, in the context of the lagging of the educational programs of universities from the new realities, it is necessary to find ways to integrate innovative components into the educational programs of architects. The purpose of the article is to assess the level of penetration of emerging technologies into the educational process of architects, as well as to generalize the author's experience in teaching new technologies to master's students-architects in the course "Modern information and computer technologies" at the Ural State University of Architecture and Art. As the method of collecting data, a questionnaire survey of students was used in order to identify their satisfaction with the course. The course was highly appreciated both in content and in organization of the online format. Based on the results of the survey, conclusions were drawn and methodological techniques were formulated for the effective implementation of digital technologies in the educational process of architects. [ABSTRACT FROM AUTHOR]