Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes

1991 ◽  
Vol 22 (3) ◽  
pp. 251-266 ◽  
Author(s):  
Keith Trigwell ◽  
Michael Prosser
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Learning Context ◽  
Student Approaches To Learning

Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning

2017 ◽  
Vol 20 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Robert A Ellis ◽  
Ana-Marie Bliuc
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Learning Context ◽  
Learning Framework ◽  
Student Approaches To Learning

As online learning technologies are becoming an integral part of the learning experience at university, the quality of student learning is increasingly shaped by their experience of using these new artefacts. In many cases, the research frameworks investigating the contribution of online learning technologies to quality outcomes are yet to have explicitly identified their role and contribution. Adopting a Student Approaches to Learning perspective, the study described in this article analyses how online learning technologies are qualitatively situated in relation to inquiry by investigating associations among approaches to online learning technologies, perceptions of the learning context, and academic achievement. The findings indicate that there are consistent and distinct patterns of associations between the different aspects of the learning experience that reveal the role of online learning technologies in the student experience of learning. The findings suggest that qualitative differences in how students use online learning technologies and differences in how they perceive online learning technologies are logically related to the quality of outcomes. The discussion highlights an appropriate role and location of online learning technologies in the Student Approaches to Learning framework in order to help researchers, students, teachers and university leaders better understand their contribution to qualitatively different experiences of learning. It suggests principles for a more effective design of learning tasks based on the results which indicated deeper engagement both online and in-class.

Social and Academic Interaction in Higher Education Contexts and the Effect on Deep Learning

NASPA Journal ◽  
2005 ◽  
Vol 42 (2) ◽  
Author(s):  
Martha F. Cleveland-Innes ◽  
Claudia Emes
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Learning Context ◽  
Approach To Learning ◽  
Faculty Interaction ◽  
Student Approaches To Learning ◽  
Quasi Experimental ◽  
The Impact ◽  
Over Time

The nature of interaction in higher education environments impacts not only end outcomes, but also the approach to learning itself. Using a quasi-experimental research design, this empirical study tests the impact of social and academic interaction on student approaches to learning. Findings demonstrate significant correlations between contextual variables and approaches to learning. Most importantly, Peer Interaction and Faculty Interaction have an effect on change in approach to learning over time. This demonstrates the potential of interaction in the learning context to affect not only learning outcomes, but also the way learning itself takes place.

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF TEKNIK PEMESINAN BUBUT

2020 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Philip Nababan ◽  
Efendi Napitupulu ◽  
R Mursid
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Interactive Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Field Trials ◽  
Student Responses ◽  
Analysis Techniques ◽  
Qualitative Descriptive

Abstrak: Penelitian ini bertujuan untuk: (1) Mengetahui tanggapan siswa terhadap kualitas media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut. (2) Mengetahui keefektifan media pembelajaran interaktif pada pembelajaran Teknik Pemesinan Bubut pada siswa program keahlian Teknik Pemesinan. Jenis penelitian ini adalah penelitian pengembangan. Data tentang kualitas produk pengembangan ini dikumpulkan dengan angket dan dianalisis dengan teknik analisis deskriptif kualiatatif. Hasil penelitian menunjukkan bahwa; (1) uji ahli materi pelajaran Teknik Pemesinan Bubut berada pada kualifikasi sangat baik (88,92%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (85,21%), (3) uji ahli rekayasa perangkat lunak berada pada kualifikasi sangat baik (84,03%), (4) uji coba perorangan berada pada kualifikasi sangat baik (88,75%), (5) uji coba kelompok kecil berada pada kualifikasi sangat baik (91,35%) dan (5) uji coba lapangan berada pada kualifikasi sangat baik (88,31%). Hasil pengujian hipotesis membuktikan bahwa terdapat perbedaan antara hasil belajar siswa yang menggunakan media pembelajaran interaktif  dengan hasil belajar siswa yang menggunakan buku teks. Hal ini ditunjukkan dengan hasil pengolahan data diperoleh  thitung sebesar 4,68 dan ttabel sebesar 1,67 pada taraf kepercayaan 95 persen. Maka diperoleh bahwa thitung> ttabel. Disimpulkan bahwa  hasil belajar siswa yang menggunakan media pembelajaran interaktif dengan efektifitas sebesar 72,77 %. lebih tinggi dari hasil belajar siswa yang diajar dengan pembelajaran menggunakan buku teks dengan efektifitas sebesar 62,13%. Kata Kunci: media pembelajaran interaktif, teknik pemesinan bubut Abstract: This study aims to: (1) Determine student responses to the quality of interactive learning media on learning Lathe Machining Techniques. (2) Knowing the effectiveness of interactive learning media on learning of Machining Lathe in students of Machining Engineering expertise program. This type of research is development research. Data about the quality of this development product was collected by a questionnaire and analyzed by qualitative descriptive analysis techniques. The results showed that; (1) Lathe machining engineering subject matter expert test is in very good qualification (88.92%), (2) learning design expert test is in very good qualification (85.21%), (3) software engineering expert test is in in very good qualifications (84.03%), (4) individual trials were in very good qualifications (88.75%), (5) small group trials were in very good qualifications (91.35%) and (5 ) field trials are in very good qualifications (88.31%). Hypothesis testing results prove that there are differences between student learning outcomes using interactive learning media with student learning outcomes using textbooks. This is indicated by the results of data processing obtained by tcount of 4.68 and ttable of 1.67 at a confidence level of 95 percent. Then it is obtained that tcount> ttable. It was concluded that student learning outcomes using interactive learning media with an effectiveness of 72.77%. higher than student learning outcomes taught by learning to use textbooks with an effectiveness of 62.13%. Keywords: interactive learning media, lathe machining techniques

Pengaruh Kualitas Pembelajaran dan Minat Belajar Terhadap Hasil Belajar Mahasiswa Akuntansi Pada Mata Kuliah Matematika Ekonomi

2020 ◽  
Vol 3 (2) ◽  
pp. 215-221
Author(s):  
Nelly Budiyarti
Keyword(s):  
Path Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Student Interest ◽  
Exogenous Variables ◽  
Quality Of Learning ◽  
Learning Interest ◽  
Positive Effect

Abstrak: Kualitas pembelajaran dan minat belajar memungkinkan hasil belajar mahasiswa meningkat. Sehingga diharapkan kualitas pembelajaran dan minat belajar mahasiswa tinggi untuk mencapai hasil belajar yang tinggi pula. Penelitian ini bertujuan untuk melihat bahwa kualitas pembelajaran dan minat belajar mahasiswa berpengaruh terhadap peningkatan hasil belajar mahasiswa Akuntansi pada mata kuliah Matematika Ekonomi. Penelitian ini merupakan penelitian survei dengan meggunakan teknik analisis jalur (path analysis), dimana terdapat dua variabel eksogen dan satu variabel endogen.  Variabel eksogen berupa kualitas pembelajaran dan minat belajar, sedangkan variabel endogen berupa hasil belajar. Hasil penelitian ini adalah Kualitas Pembelajaran berpengaruh langsung positif terhadap Hasil Belajar, Minat Belajar berpengaruh langsung positif terhadap Hasil Belajar, dan Kualitas Pembelajaran berpengaruh langsung positif terhadap Minat Belajar Mahasiswa. Abstract:  The quality of learning and interest in learning allows student learning outcomes to increase. It is hoped that the quality of learning and student interest in learning will be high to achieve high learning outcomes. This study aims to see that the quality of learning and student interest in learning has an effect on improving student learning outcomes in Accounting Economics Mathematics courses. This research is a survey research using path analysis technique, where there are two exogenous variables and one endogenous variable. Exogenous variables are learning quality and learning interest, while endogenous variables are learning outcomes. The results of this study are Learning Quality has a direct positive effect on Learning Outcomes, Learning Interest has a direct positive effect on Learning Outcomes, and Learning Quality has a direct positive effect on Student Learning Interest.

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

scholarly journals Projects Based Learning Model to Increase Results and Student Activities

2020 ◽  
Vol 9 ◽  
pp. 114-118
Author(s):  
Mesterjon ◽  
Suwarni ◽  
Diah Selviani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Plan ◽  
Action Observation ◽  
Research Problem ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Average Value

The implementation of this research is Classroom Action Research (CAR). The data of SMKS 4 PGRI Bengkulu city. students from 14 students were only 5 students (36%) who had received Good grades, while 9 students (64%) needed guidance or had not reached KKM and based on the above background, the research problem can be formulated, namely how to apply the Project Based Learning model to improve student learning outcomes. The Method was conducted in two cycles with the flow of research, namely: action plan, implementation of action, observation and reflection. The results of the research that have been carried out can be concluded that the application of the Project Based Learning model can improve the quality of student learning process activities, by giving projects to students, providing feedback to students and motivating students. Learning models based on Project Based Learning can also improve the quality of student learning outcomes and activities. In each cycle there is an increase, this is seen from the results of the analysis of the cycle I test until the second cycle. Student learning outcomes, namely for the first cycle the average value of students is 71.66 with classical learning completeness 83.33%, increasing in the second cycle with an average value of 80.42 with 100% classical learning completeness. This research had a weakness which is the students had not ability to their kognitif aspect because to lowest the teacher was not creativity to leraning process in the classrooom.

Application of Creative Problem Solving Learning Model to Improve Learning Outcomes and Learning Activities on Simulation and Digital Communication

2021 ◽  
Vol 5 (1) ◽  
pp. 46-50
Author(s):  
Nurfarida Ilmianah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Male Students ◽  
Learning Activity ◽  
Research Subjects ◽  
The Media

The learning process at this time tends to decrease. This is caused by learning that is less interesting.   The Media and methods as a way to overcome monotonous learning need to be developed to improve the quality of  the student learning outcomes. This study aims to improve the activeness and learning outcomes through the implementation of the Creative Proplem Solving (CPS) learning model. "This study uses classroom action research (PTK) consisting of 4 stages,  the stages namely of planning, implementation, observation and reflection. With  the research  subjects XDPIB2 class students consisting of 34 students, 24 male students and 10 female students. The instrument used was an observation sheet of student learning activities, and a test of student learning outcomes. The results of this study indicate an increase in the average of student learning activities that continue to increase from cycle I to cycle III, it can be seen from the average learning activity of students who continue to increase starting from cycle I in the category of sufficient activity, amounting to 2.44. Cycle II was 3.38 with good category activity and Cycle III increased by 4.31 with very good category activity. Learning by using this CPS can improve student learning outcomes. based on observations on cycles I, II and III. From the three cycles, there was an increase in the average test of student learning outcomes in a row starting from cycle I, II and III was 60.65, 72.85 and 85.24 and only 1 student had a score below 75 of 34 students so that the application of the model CPS learning can improve the activities and learning outcomes of students of SMK Negeri 1 Sidoarjo

scholarly journals Implementation of Project-Based Learning (PjBL) Assisted by E-Learning through Lesson Study Activities to Improve the Quality of Learning in Physics Learning Planning Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 60
Author(s):  
Sri Wahyu Widyaningsih ◽  
Irfan Yusuf
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Student Responses ◽  
Physics Learning ◽  
Quality Of Learning ◽  
E Learning

This study aims to improve the quality of learning in physics learning planning courses through the implementation of Project Based Learning (PjBL) assisted by E-Learning through Lesson Study activities. This type of research was qualitative research through the stages of Lesson Study activities. Subjects in this study were the 5th-semester students who program 11 physics learning planning subjects in the 2018-2019 academic year in the Department of Physics Education, University of Papua. The research data was obtained through the student learning outcomes test instrument that was given after the submission of each topic of study, observation sheet of student activities, interview guidelines, documentation in the form of video recordings during open class implementation, and student response questionnaire. Data were analyzed through Rasch modeling with the help of the Winstep application to analyze student responses after learning. Lesson Study activities consist of three phases of activities, namely Plan, Do, and See. In the Plan stage discussions with the team of lecturers were held to develop Chapter Design and Lesson Plan. In the Do stage, the model lecturer based on the tools that have been prepared does learning. In the See stage, the reflection was done to find out weaknesses and strengths during learning which is then followed up on further learning. The results showed that student-learning outcomes increased student responses to good learning and learning atmosphere seemed very fun. Therefore, it can be concluded that through the implementation of PjBL assisted E-Learning through Lesson Study activities can improve the quality of learning in physics learning planning subjects.

scholarly journals Penerapan Joyfull Learning Untuk Meningkatkan Hasil Belajar Mahasiswa Matakuliah Fisiologi Tumbuhan

2020 ◽  
Vol 1 (3) ◽  
pp. 158-164
Author(s):  
Heni Setyawati
Keyword(s):  
Plant Physiology ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Descriptive Data ◽  
Quality Of Learning ◽  
Quantitative Descriptive

Abstrak Penelitian ini bertujuan untuk mendeskripsikan penerapan joyful learning terhadap hasil belajar mahasiswa pada mata kuliah fisiologi tumbuhan. Penelitian ini merupakan penelitian deskriptif kuantitatif. Pengumpulan data dalam penelitian menggunaan tes, observasi, dan dokumentasi. Data dianalisis dengan membandingkan nilai UTS fisiologi tumbuhan mahasiswa angkatan 2017 dengan nilai UTS fisiologi tumbuhan mahasiswa angkatan 2016. Hasil penelitian menunjukkan bahwa penerapan joyful learning dapat meningkatkan hasil belajar mahasiswa sebesar 32,67. Selain itu pembelajaran fisiologi tumbuhan dengan  joyful learning dapat meningkatkan kualitas pembelajaran fisiologi tumbuhan yaitu meningkatkan kenyamanan mahasiswa selama pembelajaran, meningkatkan aktivitas mahasiswa dan meningkatkan minat mengikuti pembelajaran fisiologi tumbuhan.   Abstract This research was aimed to describe the implementation of joyful learning towards student learning outcomes in plant physiology course. This research included in a quantitative descriptive. Data was collected through test, observations, and documentation.  Findings of the research were analized by comparing the mid-term test of plant physiology between students in 2017 class and 2016 class. The results indicated that joyful learning was able to increase the student learning outcomes. In addition, it can improve the quality of learning by increasing comfort situation, interactive activities, and interest in participating of students.

scholarly journals PENERAPAN METODE PENILAIAN BERBASIS PORTOFOLIO DALAM MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA

2018 ◽  
Vol 4 (1) ◽  
pp. 33
Author(s):  
Bagus Mahardika
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Portfolio Assessment ◽  
Quantitative Description ◽  
Student Learning Outcomes ◽  
Qualitative Description ◽  
Accurate Information ◽  
Student Activities

Assessment is one of the important stages in the learning process of Indonesia because through the assessment of teachers to know the extent to which the learning objectives have been achieved. Assessment can be done through measurement (quantitative description) and / or through non-measurement (qualitative description). When teachers collect information on students' level of understanding through questions, observations, and assignments the teacher actually has conducted a non-measurement evaluation. The activity of the teacher is very useful in determining the level of mastery of students and in assessing the effectiveness of the learning process. Accurate information about student learning outcomes, interests and needs can only be obtained through effective assessment and assessment. The current assessment is a portfolio assessment that has many benefits for both teachers and students. Portfolio assessment is broader than assessment through tests, as with portfolios, teachers can follow cognitive development, attitudes, interests and student activities related to math. Thus, teachers can utilize the portfolio in improving the quality of learning which in turn will improve the quality of student learning outcomes.

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