PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

scholarly journals Implementation of Interactive Learning Media on Chemical Materials

2020 ◽  
Vol 1 (1) ◽  
pp. 8-13
Author(s):  
Patson Mweene ◽  
Gideon Muzaza
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Learning Objectives ◽  
Learning Activities ◽  
Learning Activity ◽  
Chemical Materials

This paper aims to identify the implementations of interactive learning media on chemical materials based onf android, web and software to improve the learning media in the class. Learning media is one of the learning components that has an important role in Teaching and Learning Activities. The use of media should be a part that must get the attention of the teacher/facilitator in every learning activity. Therefore, the teacher/facilitator needs to learn how to determine learning media in order to make the achievement of learning objectives effective in the teaching and learning process.

scholarly journals PENINGKATAN KUALITAS PEMBELAJARAN SERTA AKTIFITAS BELAJAR SISWA PADA PELAJARAN PKN MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE BERMAIN KOCOK DADU DI SMP NEGERI 5 KOTA SERANG

2018 ◽  
Vol 4 (01) ◽  
pp. 135
Author(s):  
Komariah Komariah
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Activity ◽  
Student Activities ◽  
Traditional Game

Teaching and learning activities at school should be interesting and funny, student activities as learning is always enthusiastic in following each subject. But the reality in the field shows another, learning activities that should attract, full of activities, creativity and bright ideas that do not exist, there is only a passive class hanayalah. Teachers are the spearhead in the success of teaching and learning process, therefore teachers are required to be able to innovate and master the various methods in delivering learning meteri that will be conveyed to the students. Lack of variation in the model of learning is one of the factors lazy students in following the teaching and learning process resulting in the level of mastery of student learning. To cultivate the spirit, cheerfulness in learning and not boring required a method of learning such as "shake the dice" as one of the active learning model, is essentially a traditional game with the aim that students in implementing learning is not saturated because this learning invites students to play while learning. Keywords. Learning Activity, Learning Model, Beat Dice

scholarly journals PENINGKATKAN HASIL BELAJAR EKONOMI DENGAN METODE DISKUSI TERBIMBING PADA SISWA KELAS XII IPS SMA NEGERI 1 BONE

2021 ◽  
Vol 1 (2) ◽  
pp. 136-141
Author(s):  
ST. RAHMATIA
Keyword(s):  
Social Sciences ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Data Retrieval ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Research Subjects ◽  
Absorption Data

This research is a classroom action research conducted at SMA Negeri 1 Bone and aims to determine the improvement of students' economic learning outcomes and learning activities using the guided discussion method. The research subjects were students of class XII Social Sciences at SMA Negeri 1 Bone in the 2019/2020 school year, totaling 30 people with varying levels of ability and student absorption. Data retrieval is done by using a test of learning outcomes in the form of an essay. The data collected were analyzed using quantitative and qualitative analysis. In addition, to determine the activeness of students in the learning process with the guided discussion method used observation sheets during teaching and learning activities take place. The results showed that: (a) after being given the action with the guided discussion method there was an increase in the average score of the economic learning outcomes of Class XII Social Sciences students at SMA Negeri 1 Bone which at the end of Cycle I was 72.40 to 78.43 at the end of Cycle II. ; (b) an increase in student learning activity in the learning process from Cycle I to Cycle II; and (c) based on the standard category, the score of economic learning outcomes is categorized as high. From the results above, it can be concluded that the guided discussion method can improve economic learning outcomes for Class XII Social Studies students at SMA Negeri 1 Bone ABSTRAKPenelitian ini adalah penelitian tindakan kelas yang dilaksanakan di SMA Negeri 1 Bone dan bertujuan untuk mengetahui peningkatan hasil belajar ekonomi siswa dan aktivitas belajar dengan menggunakan metode diskusi terbimbing. Penelitian ini menggunakan dua siklus dengan langkah-langkah untuk setiap siklus terdiri dari: perencanaan tindakan, pelaksanaan tindakan, observasi dan evaluasi, serta refleksi. Hal ini dimaksudkan agar manakala peneliti menemukan permasalahan yang perlu perbaikannya, dapat dilaksanakan pada siklus berikutnya. Subjek penelitian adalah siswa kelas XII IPS SMA Negeri 1 Bone  pada tahun pelajaran 2019/2020 yang berjumlah 30 orang dengan tingkat kemampuan dan daya serap siswa yang sangat bervariasi. Pengambilan data dilakukan dengan menggunakan tes hasil belajar dalam bentuk essay. Data yang terkumpul dianalisis dengan menggunakan analisis kuantitatif dan kualitatif. Di samping itu, untuk mengetahui keaktifan siswa dalam proses pembelajaran dengan metode diskusi terbimbing digunakan lembar observasi selama kegiatan belajar mengajar berlangsung. Hasil penelitian menunjukkan bahwa: (a) setelah diberikan tindakan dengan metode diskusi terbimbing terjadi peningkatan skor rata-rata hasil hasil belajar ekonomi siswa Kelas XII IPS SMA Negeri 1 Bone  yang pada akhir Siklus I sebesar 72,40 menjadi 78,43 pada akhir Siklus II; (b) terjadi peningkatan keaktifan belajar siswa dalam proses pembelajaran dari Siklus I ke Siklus II; dan (c) berdasarkan kategori standar, perolehan skor hasil belajar ekonomi dikategorikan tinggi. Dari hasil di atas dapat disimpulkan bahwa metode diskusi terbimbing  dapat meningkatkan hasil belajar ekonomi siswa Kelas XII IPS SMA Negeri 1 Bone

scholarly journals PENERAPAN PEMBERIAN LATIHAN SOAL-SOAL KONTEKSTUAL DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA

2021 ◽  
Vol 3 (2) ◽  
pp. 127-141
Author(s):  
Agus Purwantoro ◽  
B Saryantono
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Student Motivation ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Initial Test ◽  
Field Of Study ◽  
Group Discussions ◽  
Average Ability ◽  
Learning Mathematics

The learning process involves three important components, namely subject matter, learning activities and assessment (evaluation). Planning each learning scenario needs to always keep in mind the nature of the material to be studied by students, student readiness factors, and student motivation to learn, because what students will learn must be aware of the meaning and benefits for students and for their future lives. Efforts to raise the motivation of class XI students of SMA Negeri 1 Natar South Lampung in learning mathematics have been carried out by teachers in their field of study in various ways, such as providing opportunities for students to ask questions, and designing learning in the form of group discussions. Based on the fact that t arithmetic is between t < t with a significant level of 5%, the value of t = 0.98 < t = 1.76 so that Ho is accepted, the study shows that the average ability of students in the initial test of ability to learn mathematics has increased.

scholarly journals HUBUNGAN ANTARA MOTIVASI DAN AKTIVITAS BELAJAR SISWA TERHADAP HASIL BELAJAR KOGNITIF SISWA DENGAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION PADA KONSEP EKOSISTEM

2014 ◽  
Vol 5 (1) ◽  
pp. 35-46
Author(s):  
Nurmahni Harahap
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Motivation ◽  
Cognitive Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation And Learning ◽  
Cognitive Learning Outcomes

One of the very important process in education is a learning process. The success of the learning process is necessary to motivate the student to be able to encourage their learning activities. STAD cooperative learning is a learning model that trains students to work together in a small group and help each other in solving problems, thus the gain mastery of subject matter understanding. STAD cooperative learning model is not much different from the usual lesson by the teacher. Teachers still contribute in the learning process so that not just released and expected students still easy to adaptable. The purpose of this study was to find out the relationship between motivation and student learning activities with the implementation of STAD. This study used quasi-experimental research method. The population of this study was all first grade students in Model Islamic State Junior High School (MTsN) of Banda Aceh amounting to 39 students chosen from 11 classrooms. Samples were collected by using random sampling technique. Instruments of this study were cognitive learning outcomes test, student motivation questionnaire, and student learning activity observation sheet. Data were analyzed by multiple correlation test at significant level of 0.05. The results of the analysis of research data shows the value of R = 0.56 with P 0.00 (< 0.05) then Ho is rejected and Ha accepted. It can be concluded that there was a significant relationship on student motivation and learning activity toward student cognitive learning outcomes by the implementation of STAD. In order to improve the cognitive learning outcomes,motivation and learning activities optimally it is expected that biology teachers implemented STAD than can actively involve the students in learning process.

scholarly journals THE IMPACT OF THE COVID-19 PANDEMIC IN TEACHING AND LEARNING ACTIVITY

2021 ◽  
Vol 14 (2) ◽  
pp. 131-145
Author(s):  
Eka Arifianti Saputri ◽  
Satria Adi Pradana
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
The World ◽  
Huge Impact ◽  
Educational Groups ◽  
The Government ◽  
The Impact

The emergence of Covid-19 some time ago had a huge impact on the world of education. Currently, the pandemic is still not over, but these difficulties cannot stop the nation's obligation to study and attend school. There have been many ways that have been done by the government, educators, and participants in getting around the best way to study during a pandemic. The government also decided that teaching and learning activities be carried out online so that students and teachers can avoid Covid-19. However, studying online is not as easy as it seems. Covid-19 has an effect that is felt by all educational groups, especially students. This study discusses the effects of Covid-19 on all students and learning personnel in teaching and learning activities. In addition, this article also provides an overview of how the proper teaching and learning process should be carried out so that the benefits of the process can be received equally from both parties.

scholarly journals PERANAN METODE TUGAS TERSTRUKTUR DALAM MENINGKATKAN HASIL BELAJAR GEOGRAFI

2020 ◽  
Vol 6 (2) ◽  
pp. 89
Author(s):  
Kurnia Maulidi Noviantoro
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Motivation To Learn ◽  
Learning Method ◽  
Average Value ◽  
Study Partner ◽  
Student Independence

<p><strong>Abstrak:</strong> Metode tugas terstruktur adalah metode pembelajaran yang mengembangkan kemandirian peserta didik, peran guru sebagai fasilitator, tutor dan teman belajar. Tugas terstruktur sebelum proses belajar mengajar dimaksudkan untuk memantapkan kaitan yang kuat antara rangsangan yang berupa materi pelajaran dengan respon yang berupa kesiapan belajar, sedangkan tugas sesudah proses belajar mengajar dimaksudkan agar kemampuan yang telah terbentuk dari belajar akan semakin kuat tertahan dalam diri siswa dan semakin bertahan lama. Tugas terstruktur sangat berperan dalam meningkatkan hasil belajar geografi siswa serta dapat memacu motivasi siswa untuk belajar. Hal ini didukung oleh pendapat Wa Ode Rahma(2018) bahwa hasil belajar siswa meningkat melalui pemberian tugas terstruktur. Perolehan hasil belajar siswa kelas XI IPS 3 SMA 3 Kendari yang awalnya 56% dengan rata-rata nilai 67, mengalami peningkatan menjadi 81% dengan rata-rata nilai 76 dalam pencapaian ketuntasan KKM setelah melalui beberapa tahapan pemberian tugas terstruktur.</p><p> </p><p><strong><em>Kata Kunci:</em></strong><em> <strong>peranan; tugas terstruktur; hasil belajar</strong></em></p><p><strong><em> </em></strong></p><p><strong><em>Abstract: </em></strong><em>The structured task method is a learning method that develops student independence, the teacher's role as a facilitator, tutor and study partner</em><em>. Structured tasks before the teaching and learning process are intended to establish a strong link between stimuli in the form of subject matter with responses in the form of learning readiness, while the task after the teaching and learning process is intended so that the abilities that have been formed from learning will be stronger held in students and more durable. Structured assignments are very instrumental in improving student geography learning outcomes and can stimulate student motivation to learn. This is supported by the opinion of Wa Ode Rahma (2018) that student learning outcomes improve through the provision of structured assignments. </em><em>Students' learning outcomes at eleventh grade social science Senior High School 3 has significantly improved from 56 % with an average value of 67 to 81 % with an average value of 76 in achieving the Minimum Completeness Criteria after going through the several stages of structured assignment.</em></p><p><em> </em></p><p><strong><em>Keywords: role; structured task; learning outcomes</em></strong></p>

scholarly journals Analisis Kesesuaian Penggunaan Bahan Ajar Bahasa Mandarin Sekolah Menengah Umum dengan Ketetapan Badan Standar Nasional Pendidikan

Humaniora ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 655
Author(s):  
Sri Haryanti
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Senior High School ◽  
Learning Objective ◽  
Learning Activities ◽  
National Standard ◽  
Learning Activity ◽  
Teaching Material ◽  
Mandarin Language

Teaching material is the important component in teaching and learning process, therefore, choosing the correct one will make easy the achievement of the learning objective.  The Education National Standard Foundation (Badan Standar Nasional Pendidikan) arranges the basic competence standard which will be achieved in learning process as well as the topics which must be covered in the given teaching material. Every education stage has different material, and it is also different for the learner in different study program who will have different teaching material which is in accordance with the field of study and the expected goal. To achieve the good learning objective, the teacher has right to choose the textbook which is going to be used in the learning activities. However, there are also some schools decide to cooperate with other course institutions in running the Mandarin Language teaching and learning activities. The limitation of the availabality of Mandarin textbook which uses Indonesian language gives certain difficulty to the learners not only for the learning activity but also for the process of transferring the knowledge. The writer tries to describe the teaching material used by Senior High School and to see whether that textbook has fulfilled basic competence standard criteria which is going to be achieved by using discussion method with Senior High Schools teachers. It also tries to enlighten the material inside the textbook which is used by the teacher. The writer hopes there will be Mandarin Language Textbook which meets the basic competence standard which is able to support the learners in order to achieve the objective of  the Mandarin Language learning process in Senior High School. 

scholarly journals Implementing Learning Design by lams to improve teaching and learning

2009 ◽  
Vol 3 (5-6) ◽  
pp. 21-24
Author(s):  
Péter Lengyel ◽  
Miklós Herdon
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Design ◽  
Learning Approaches ◽  
New Approach ◽  
Activity Management ◽  
E Learning

Learning Design has the potential to revolutionize e-learning by capturing the process of education, rather than simply content. By describing sequences of collaborative learning activities, Learning Design offers a new approach to re-use in e-learning. E-learning has a well developed approach to the creation and sequencing of content-based, single learner, self-paced learning objects.While definitions of Learning Design vary, the main elements tend to include greater focus on context dimensions of e-learning, a more activity based view of e-learning, and greater recognition of the role of multi-learner environments. While Learning Design does not exclude single learner, self-paced modes of elearning, it draws attention to a wider range of collaborative e-learning approaches in addition to single learner approaches. This paper shows an example, which is applied to speciality of economic and rural development agricultural engineer at University of Debrecen and its implementation in the Learning Activity Management System. We created a learning design was implemented at this speciality with LAMS, which is a learning design editing and play back tool that puts the learning process, rather than collections of content, at the heart of e-learning.

scholarly journals STRATEGI PEMBELAJARAN MENYENANGKAN DENGAN KONSEP LEARNING REVOLUTION

ATTARBIYAH ◽  
2016 ◽  
Vol 26 ◽  
pp. 1
Author(s):  
Dedi Wahyudi ◽  
Habibatul Azizah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Educational Process ◽  
Learning Activities ◽  
Learning Activity ◽  
Quality Of Learning

Dalam setiap proses pendidikan, tentu tidak luput dari berbagai kegiatan belajar dan mengajar yang terjadi di dalamnya. Salah satu hal yang menandakan bahwa seorang individu telah melakukan kegiatan pembelajaran adalah terjadinya perubahan baik dari segi tingkah laku maupun pengetahuan pada diri peserta didik baik pada aspek kognitif, afektif maupun psikomotornya. Namun, hal tersebut hanya dapat terjadi apabila proses pembelajaran lancar sesuai dengan keinginan pendidik maupun peserta didik. Kegiatan pembelajaran akan berjalan lancar dan sesuai harapan apabila kegiatan pembelajaran berada dalam keadaan yang menyenangkan serta tidak membuat para siswa tertekan dengan kegiatan belajar tersebut. Selama ini, kegiatan pembelajaran cenderung bersifat monoton dan membosankan. Sehingga mereka tidak mempunyai motivasi dan semangat belajar yang tinggi. Untuk mengatasi permasalahan tersebut, seorang pendidik harus kreatif dengan menerapkan konsep Learning revolution, yang diharapkan mampu membuat suasana belajar menjadi lebih berkesan dan menyenangkan sehingga kualitas pembelajaran akan meningkat. Learning revolution merupakan proses belajar menyenangkan yang tentu sesuai dengan kemauan peserta didik, dengan harapan dapat meningkatkan semangat belajar mereka dan proses pembelajaran akan berjalan lancar sesuai dengan keinginan peserta didik. In any educational process, certainly not escape from a variety of teaching and learning that happens in it. One thing that signifies that an individual has learning activity is the change in terms of both behavior and knowledge on self-learners well on cognitive, affective and psycomotor. However, it can only happen if the learning process smoothly in accordance with the desire of educators and learners. Learning activities will run smoothly and according to expectation when the learning activities in a state of pleasant and not make the depressed student with the learning activities. During this time, the learning activities and to be monotonous and boring. So they do not have the motivation and the spirit of learning. To overcome these problems, an educator must be creative by applying the concept of the learning revolution, which is expected to make learning more memorable and enjyable so that the quality of learning will increase. Learning revolution is a fun learning process that would correspon to the willingness of students, with the hpe of improving their enthusiasm for learning and the learning process will run smoothly in accordance with the wishes of learners. Kata kunci: strategi pembelajaran, pembelajaran menyenangkan, learning revolution

Sign in / Sign up

Export Citation Format

Share Document