Active Learning and the Active-Learning-Based Teaching Model

The flipped teaching model can engage students in the learning process and improve learning outcomes. The purpose of the present study was to assess the outcomes of a semiflipped teaching model over time. Neurophysiology students spent the majority of class time listening to traditional didactic lectures, but they also listened to 5 online lectures and spent 8–10 class periods completing an active learning assignment. At the end of the term, students completed a survey to assess the outcomes of the active learning assignments. The positive outcomes were greater the second time the course was taught in a semiflipped manner. While completely flipping a course takes a tremendous amount of time, instructors can still obtain positive outcomes by implementing a semiflipped teaching model.

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Promoting active learning in medical education using the peer teaching model: perceptions of senior medical students

SN Social Sciences ◽

10.1007/s43545-021-00170-1 ◽

2021 ◽

Vol 1 (7) ◽

Author(s):

Verona Sukrajh ◽

Adegoke O. Adefolalu ◽

Alwin J. N. Louw

Keyword(s):

Medical Education ◽

Medical Students ◽

Active Learning ◽

Peer Teaching ◽

Teaching Model

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A unifying computational framework for teaching and active learning

10.31234/osf.io/eh5b6 ◽

2018 ◽

Author(s):

Scott Cheng-Hsin Yang ◽

Wai Keen Vong ◽

Yue Yu ◽

Patrick Shafto

Keyword(s):

Theory Of Mind ◽

Active Learning ◽

Information Gain ◽

Learning Problems ◽

Teaching Model ◽

Simulation Experiments ◽

Computational Framework ◽

Learning And Teaching ◽

Core Cognition ◽

Present Simulation

Traditionally learning has been modeled as passively obtaining information or actively exploring the environment. Recent research has introduced models of learning from teachers that involve reasoning about why they have selected particular evidence. We introduce a computational framework that takes a critical step toward unifying active learning and teaching by recognizing that meta reasoning underlying reasoning about others can be applied to reasoning about oneself. The resulting Self-Teaching model captures much of the behavior of information-gain-based active learning with elements of hypothesis-testing-based active learning and can thus be considered as a formalization of active learning within the broader teaching framework. We present simulation experiments that characterize the behavior of the model within three simple and well-investigated learning problems. We conclude by discussing such theory-of-mind-based learning in the context of core cognition and cognitive development.

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PENGARUH PENERAPAN MODEL PEMBELAJARAN ACTIVE LEARNING TIPE QUIZ TEAM TERHADAP KEMAMPUAN BERPIKIR KRITIS DENGAN VARIABEL MODERATOR MOTIVASI BELAJAR PESERTA DIDIK

SINAU : Jurnal Ilmu Pendidikan dan Humaniora ◽

10.37842/sinau.v5i1.15 ◽

2019 ◽

Vol 5 (1) ◽

pp. 17-29

Author(s):

Poy Saefullah Zevender

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

Active Learning ◽

Interaction Effect ◽

Daily Life ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Learning Motivation ◽

Teaching Model

This research was motivated by observations and interviews stating that the critical thinking skills by taking into account the motivation of learners is still low. The purpose of this study was to determine whether there is influence from learning model Active Learning Type Quiz Team about the critical thinking skills of learners, whether there is influence learning motivation of students towards critical thinking skills of learners, and whether there is an interaction effect between teaching model active learning type of quiz team to learning motivation towards critical thinking skills of learners. The method used is experimental method with factorial design. This caused the hypothesis testing is done by using two way analisys of variance in order to avoid noise or a possibility that states there is an effect due to mixing of the data analysis. Meanwhile, the population in this study were all students of class X as many as 309 students and the sample is class X-2 as the experimental class and X-3 as the control class, each of which consists of 39 students. Based on the results of the study showed: There is the influence of learning model Active Learning type Quiz Team of the critical thinking skills of learners with sig. 0.000 <0.05. There is the influence of learning motivation towards the critical thinking skills of learners with sig. 0.003 <0.05. There is an interaction effect between the active learning teaching model type quiz team with the learning motivation towards the critical thinking skills of learners with sig. 0.000 <0.05. To reach the maximum critical thinking skills, it is recommended that the teachers continue to practice, formulate and present problems that exist into the learning process as a stimulus for students to get them used to find the solution of a problem that occurs in daily life.

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IMPLIMENTASI MODEL(ASSURE) UNTUK MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR PKn SISWA KELAS IV SD NEGERI 3 BUDI LESTARI KECAMATAN TANJUNG BINTANG TAHUN AJARAN 2015/2016

Jurnal Manajemen Pendidikan Islam Al-Idarah ◽

10.54892/jmpialidarah.v1i2.16 ◽

2020 ◽

Vol 1 (2) ◽

pp. 25-31

Author(s):

Ponidi ◽

Dwi Puastuti ◽

Marilin Kristina

Keyword(s):

Elementary School ◽

Active Learning ◽

Teaching Evaluation ◽

Teaching Model ◽

Class Iv ◽

Learning And Achievement

Abstract Based on the finding research, the implementation of ASSURE teaching model improves the active learning and achievement in civics of the student of class IV OF SD Negeri 3 Tanjung Bintang Element School. The increase of Students’ active learning can be seen from pre- research. It show that 50% Students are activite. In cycle 1, there are 67% students who are active. It increaces to 80% in cycle 2. The civics achievements of the students of class IV OF SD Negeri 3 Budi Lestari Tanjung Bintang Elementary School in the academik years of 2015/2016 is increased. The increase of students achievement can be seen in the pre research from teaching evaluation. It shows that the achievement of 12% of 25 students is increased. The increase in cycle 1 is 44& while 88% is in cycle 2. Abstrak Berdasarkan pada pengamatan penelitian, Penerapan pada ASSURE mengajarkan contoh perbaikan pada pembelajaran aktif dan pencapaian ilmu sosial pada siswa kelas IV di SD Negeri 3 Tanjung Bintang (Sekolah Dasar), Pada peningkatan siswa’ pembelajaran aktif dapat terlihat dari sebelum penelitian. Terlihat dari 50% siswa yang aktif. dalam 1 putaran, terdapat 67% siapa saja siswa yang aktif. Meningkat menjadi 80% dalam 2 putaran. Pencapaian ilmu sosial pada siswa di kelas IV SD Negeri 3 Budi Lestari Tanjung Bintang (Sekolah Dasar) dalam periode akademik Tahun 2015/2016 adalah Tercapai. Meningkatnya pencapaian pada siswa dapat terlihat pada sebelum penelitian dari evaluasi guru. Terlihat pada pencapaian 12% dari 25 siswa yang meningkat. Peningkatan pada putaran 1 adalah 44 & terkadang 88% pada putaran 2. Kata kunci: pembelajaran aktif, pencapaian pembelajaran,ASSURE MODEL.

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