scholarly journals Effectiveness of EXO OLO TASK Learning Model Based on Lesson Study in Geography Learning

2018 ◽  
Vol 145 ◽  
pp. 012038
Author(s):  
N Nofrion ◽  
A Ananda ◽  
S Anwar ◽  
H Hasan ◽  
I Furqon
Keyword(s):  
Lesson Study ◽  
Learning Model ◽  
Model Based ◽  
Task Learning

scholarly journals Multi-Task Learning Model Based on Multi-Scale CNN and LSTM for Sentiment Classification

IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 77060-77072
Author(s):  
Ning Jin ◽  
Jiaxian Wu ◽  
Xiang Ma ◽  
Ke Yan ◽  
Yuchang Mo
Keyword(s):  
Learning Model ◽  
Sentiment Classification ◽  
Multi Scale ◽  
Model Based ◽  
Task Learning

scholarly journals IMPLEMENTATION OF NUMBERED HEAD TOGETHER STRATEGY IN SETTING STAD MODEL LEARNING

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Muhammad Mifta Fausan
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Learning Model ◽  
Model Learning ◽  
Biology Students ◽  
Model Based ◽  
Student Teams ◽  
Quantitative Descriptive

This study aims to determine the increase of motivation and biology student learning outcomes through the implementation of Numbered Head Together (NHT) strategies in setting Student Teams Achievement Division (STAD) learning model based Lesson Study (LS). Subjects in this study were students of class X IS 1 MAN 3 Malang. Implementation this study consisted of two cycles and each cycle consisted of three meetings. The data obtained were analyzed using descriptive statistical analysis of qualitative and quantitative descriptive statistics. The research instrument used is the observation sheet, test, monitoring LS sheets and questionnaires. The results of this study indicate that through the implementation of NHT strategy in setting STAD learning model based LS can improve motivation and learning outcomes biology students. Students' motivation in the first cycle of 69% and increased in the second cycle of 86%. While the cognitive learning, classical completeness in the first cycle of 74% and increased in the second cycle to 93%. Affective learning outcomes of students in the first cycle by 93% and increased in the second cycle to 100%. Furthermore, psychomotor learning outcomes of students also increased from 74% in the first cycle to 93% in the second cycle. Keywords: Biology Learning Outcomes, Lesson Study, Motivation, Numbered Head Together, Student Teams Achivement Division.

scholarly journals The effect of application of contextual teaching and learning (CTL) model-based on lesson study with mind mapping media to assess student learning outcomes on chemistry on colloid systems

2017 ◽  
Vol 1 (2) ◽  
pp. 101 ◽  
Author(s):  
Annisa Fadillah ◽  
Ni Putu Laksmi Cintya Dewi ◽  
Dimas Ridho ◽  
Ahmad Nurkholis Majid ◽  
Meidiana Nur Budi Prastiwi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Mind Mapping ◽  
Model Based ◽  
Contextual Teaching ◽  
Colloid Systems

<p class="Abstract">The research was conducted to determine the effect of the application of CTL learning model based on lesson study with mind mapping media to the learning outcomes of students on colloid systems. The population of this research was all students of grade XI of SMA N 1 Sunggal. The sample was taken using on the purposive random sampling. The Experiment class was taught with Contextual Teaching and Learning (CTL) model based on Lesson Study with Mind Mapping media and the control class taught with conventional learning model. The data was collected using an objective test was consisting of 20 questions which validity, reliability, level of difficulty and power of difference had been tested. T test results showed that t<sub>calculate</sub> = 2.1 and t<sub>table</sub> = 1.6697 thus t<sub>calculate</sub>&gt; t<sub>table</sub> which means that Ha is accepted and Ho is rejected. The enhancement of the student learning outcomes showed that the results of experiment class are g = 72.88%, while the control class is 68.97%. From the percentage, it can be seen that learning outcomes of the experiment class are greater than the control class. The analysis of developing cognitive aspects pointed out that C1 = 70.02%, C2 = 73.58%, C3 = 68.63%, Thus the domain of cognitive level are on the cognitive aspects of C2. The result of Lesson Study Analysis showed the results of 71.09% at the first lesson and 88.28% at the second lesson. It means that there is increasing adherence to the indicators after two lessons. Based on the above results, it can be concluded that the result of studying chemistry of the students of class XI of SMA Negeri I Sunggal TA 2014/2015 taught by a CTL model based  on Lesson Study with Mind Mapping media was higher (72.88%) than those taught by conventional learning models (68.97%) in the subject matter of colloids System.</p>

scholarly journals Peningkatan Kualitas Pembelajaran Explanation Text Menggunakan Model Problem Based Learning Berbasis Lesson Study

2021 ◽  
Vol 4 (1) ◽  
pp. 76
Author(s):  
Ananda Rival Prakoso ◽  
Putu Seriardana ◽  
Luh Diah Surya Adnyani
Keyword(s):  
High School ◽  
High School Students ◽  
Lesson Study ◽  
Problem Based Learning ◽  
Learning Model ◽  
Text Learning ◽  
School Students ◽  
Plan Implementation ◽  
Model Based

Students' problems in writing explanatory texts start from understanding the structures of explanatory texts, determining topics, making themes so that they become an essay outline, to developing an essay outline that is directed at making texts. In addition, students' interest in writing is still low. The purpose of this study was to analyze the problem-based learning model on the quality of explanation text learning in English subjects for high school students. This research is qualitative. This study uses a problem-based learning model based on lesson study. There are three stages carried out in lesson study activities, namely: planning (plan), implementation (do), and reflection (see). The subjects selected were 11th-grade students in high school. The results showed that giving the text model to students, dissecting the text, and summarizing the text could be followed by students smoothly, however, 15 minutes to respond to the content of the video presented was felt to be lacking. In general, student participation was good during the learning activities, and the skills that were trained were also successfully seen from the worksheet results. Based on the results of the study, it can be concluded that the problem-based learning model based on lesson study is considered effective in teaching explanation text in high school students.

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