scholarly journals Perceptions of Peer Tutoring at a University in Chile

2020 ◽  
Vol 12 (25) ◽  
pp. 21-38 ◽  
Author(s):  
Silvina Zapata
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Focus Groups ◽  
Learning Outcomes ◽  
Research Study ◽  
Academic Support ◽  
Action Plan ◽  
Well Being ◽  
Support Program ◽  
Self Confidence

The purpose of this Action Research study is to explore students' perceptions of their experience in an Academic Support Program[i] (ASP) implemented in a Chilean university to align students' lack of competencies to the minimum required to be able to succeed. Focus groups were held with 21 participants who revealed that the ASP increased their self-confidence and academic achievement. However, students' level of awareness regarding the benefits of the ASP needs to be improved to promote their participation. The findings will generate an action plan to improve students' learning outcomes and well-being.   [i] Academic Support Program

scholarly journals Can participatory video reduce mental illness stigma? Results from a Canadian action-research study of feasibility and impact

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Rob Whitley ◽  
Kathleen C. Sitter ◽  
Gavin Adamson ◽  
Victoria Carmichael
Keyword(s):  
Mental Illness ◽  
Action Research ◽  
Focus Groups ◽  
Severe Mental Illness ◽  
Research Study ◽  
Action Plan ◽  
Outcome Evaluation ◽  
Mental Illness Stigma ◽  
Participatory Video ◽  
Action Research Study

Abstract Background Evidence suggests that stigma against people with mental illness remains high. This demands innovative approaches to reduce stigma. One innovative stigma reduction method is participatory video (PV), whereby marginalized people come together to script, film and produce bottom-up educational videos about shared issues. These videos are then shown to target groups. This paper has two objectives (i) to examine the feasibility of using participatory video with people with severe mental illness (SMI); and (ii) to assess viewer impressions of the resultant videos and subsequent subjective impact. Methods We conducted a participatory action research study with three workgroups of people with severe mental illness situated in different Canadian cities, who set out to create and disseminate locally-grounded mental-health themed videos. This involved process and outcome evaluation to assess feasibility and impact. Specifically, we (i) observed fidelity to a co-designed action-plan in all three workgroups; (ii) distributed brief purpose-built questionnaires to viewers at organized screenings to assess preliminary impact; and (iii) conducted focus groups with viewers to elicit further impressions of the videos and subsequent subjective impact. Results The three workgroups achieved high-fidelity to the action-plan. They successfully produced a total of 26 videos, over double the targeted number, during an 18-month period. Likewise, the workgroups organized 49 screenings at a range of venues attended by 1542 people, again exceeding the action-plan targets. Results from the viewer questionnaires (N = 1104, response rate 72%) indicated that viewers reported that their understandings had improved after watching the videos. Four themes emerged from six viewer focus groups (N = 30), with participants frequently noting that videos were (i) educational and informative; (ii) real and relatable; (iii) attention-grabbing; and (iv) change-inducing. Conclusions To our knowledge, this study is the first large-scale multi-site project examining the feasibility and impact of a participatory video program for people with severe mental illness. The results indicate that participatory video is a feasible method in this population and gives preliminary evidence that resultant videos can reduce viewer stigma. Thus, participatory video should be considered a promising practice in the ongoing effort to reduce mental illness stigma.

scholarly journals UPAYA MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA PADA KEMAMPUAN BERPIDATO PERSUASIF DENGAN TINGKAT PERCAYA DIRI SISWA KELAS 9 SMPN 22 JAKARTA BARAT

2022 ◽  
Vol 1 (2) ◽  
pp. 232-239
Author(s):  
INNEKE IRIANI MALAU
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Research Study ◽  
Mastery Learning ◽  
Average Value ◽  
Self Confidence ◽  
Persuasive Speech ◽  
Academic Year ◽  
Bahasa Indonesia

The goal of this study is to develop persuasive speech skills and confidence in the Indonesian language subject for class IX of SMP Negeri 22 West Jakarta in the 2021/2022 academic year. This is a classroom action research study (CAR). The participants in this study were 34 students in grade IX from SMP Negeri 22 West Jakarta during the academic year 2021/2022. This study was classified into four stages: (1) preparation, (2) implementation, (3) observation, and (4) reflection. The study was divided into three (three) cycles: cycle I, cycle II, and cycle III. The findings of this study show that self-confidence has an impact on Indonesian students' learning outcomes, particularly their capacity to deliver compelling speeches in class IX at SMP Negeri 22 during the 2021/2022 academic year. The average value of 58.69 was calculated from the results of the first cycle analysis, with a degree of completeness of 70%. The average value was 74.59 in the second cycle, with an 84.29 percent completion rate. This indicates that students have not yet attained full mastery of their subject matter. Cycle III saw a rise, with an average value of 83.99 or already being included in very good criteria with a percentage of completion of 90.67 percent.This demonstrates that the average value and percentage of mastery learning scores increased in cycle III, and this research is completed in cycle III because these 3 (three) criteria matched the criteria for completeness. ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar kemampuan berpidato persuasif dengan tingkat percaya diri pada mata pelajaran bahasa Indonesia untuk kelas IX SMP Negeri 22 Jakarta Barat tahun pelajaran 2021/2022. Penelitian ini merupakan penelitian tindakan kelas (PTK). Subjek dalam penelitian ini yaitu siswa kelas IX SMP Negeri 22 Jakarta Barat tahun ajaran 2021/2022 berjumlah 34 siswa. Prosedur penelitian ini dilakukan melalui empat tahapan yaitu: (1) perencanaan, (2) pelaksanaan, (3) pengamatan dan (4) refleksi. Penelitian ini dilaksanakan melalui 3 (tiga) siklus terdiri dari siklus I dan siklus II. Hasil penelitian ini menunjukkan bahwa tingkat percaya diri berpengaruh terhadap hasil belajar bahasa Indonesia khususnya kemampuan berpidato persuasif pada siswa kelas IX SMP Negeri 22 tahun ajaran 2021/2022. Dari hasil análisis siklus I diperoleh nilai rata-rata 58,69 dengan persentase ketuntasan 70%. Pada siklus II diperoleh nilai rata-rata adalah 74,59 dengan persentase ketuntasan 84,29%. Hal ini menunjukkan bahwa siswa belum sepenuhnya mencapai ketuntasan belajar. Pada siklus III, ada peningkatan, peningkatan untuk siklus III dengan nilai rata-rata 83,99 atau sudah termasuk kriteria sangat baik dengan persentase ketuntasan mencapai 90,67%. Hal ini menunjukkan bahwa adanya peningkatan nilai rata-rata dan presentase nilai ketuntasan belajar pada siklus III, karena 3 (tiga) kriteria ini sudah memenuhi kriteria ketuntasan maka penelitian ini diselesaikan di siklus III.

PENERAPAN KURIKULUM 2013 DALAM MENINGKATKAN KETERAMPILAN, SIKAP, DAN PENGETAHUAN

2017 ◽  
Vol 6 (2) ◽  
pp. 389
Author(s):  
Otang Kurniaman ◽  
Eddy Noviana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Student Knowledge ◽  
Learning Materials ◽  
Value Of Knowledge ◽  
The Third ◽  
Self Confidence ◽  
Classroom Action Research

Implementation of the 2013 curriculum is very different from the previous curriculum, there are still many obstacles that we know greatly affect the learning outcomes, both in terms of media used, the assessment in the 2013 curriculum is more complicated than the previous curriculum then the methods used to convey the learning materials that want to be taught not effective or even incompatible with the material to be conveyed. This research method is a classroom action research conducted in improving the learning process, with four meetings. The assessment taken in this study is an evaluation evaluation of each meeting in the form of attitudinal value, value of knowledge and skill value based on teacher's book on theme 4 "Healthy is Important" with sub theme 1 "Importance of Health and Environment". On the attitudes that appear attitude of self-confidence, curiosity and independence Already entrusted by 20.68% confidence, and curiosity while mandated 6.2% lower because students are still not familiar with the implementation of the curriculum 2013. Results of student knowledge seen the development in excellent value at the first meeting of 36.4%, at the second meeting decreased to 30.3%, while at the third meeting experienced a 52.25% increase again. While on the results of these students' skills on four meetings emerged every meeting with a very good category at the first meeting of 18.1%, at the second meeting increased to 27.3%, the third meeting decreased to 20.68%, while at the fourth meeting increased again by 65.62%.

scholarly journals Implementasi Model Pembelajaran Gal’perin untuk Meningkatkan Aktivitas dan Kemampuan Berfikir Kritis Mahasiswa pada Pembelajaran Statistika

2020 ◽  
Vol 5 (2) ◽  
pp. 255-278
Author(s):  
Bambang Soenarko ◽  
Abdul Aziz Hunaifi ◽  
Kukuh Andri Aka
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Research Study ◽  
Implementation Process ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Significant Difference ◽  
Classroom Action Research

This research is a classroom action research study of the Gal'Perin model implementation process, the results of performance improvement and critical thinking skills (CBC) of students. Based on classroom action research for 2 cycles, it was found that the implementation of learning by the model lecturers using the Gal'Perin model had been 100% successful. Active students show scores above ≥ 75% and can be given active students. The average score of students' learning activeness from cycle I always shows improvement compared to previous meetings. Cycle I scores reach 72 and Cycle II reaches 79. The average CBC as a form of student learning outcomes classically in cycle 1 consists of 79 and in cycle 2 amounts to 82, thereby increasing the increase that does not show a significant difference what is evident from paired tests t-test with Sig. (2-tailed) of 0.149, which means greater than 0.05, then conclusions can be drawn that are not significantly different between the results of KBK cycle 1 and cycle 2.

scholarly journals Peningkatan Pembelajaran Menulis Karangan Persuasi Dengan Menerapkan Model Pembelajaran Berbasis Contoh

Tamaddun ◽  
2018 ◽  
Vol 17 (1) ◽  
pp. 22-27
Author(s):  
Ihramsari Akidah
Keyword(s):  
High School Students ◽  
Action Research ◽  
Learning Outcomes ◽  
Learning Model ◽  
Class Action ◽  
Productive Activity ◽  
School Students ◽  
Emotional Sensitivity ◽  
Self Confidence ◽  
The Many

Writing as a productive activity for high school students can provide many benefits, such as developing creativity, instilling courage and self-confidence, organizing and clarifying thoughts, ways of thinking, intelligence, and emotional sensitivity of students. The many benefits can be obtained in learning to write, the writing activity should be one of the activities that students like. The researcher has an idea to conduct research with the title "Improving the Learning of Writing Persuasion Essay by Applying Example-Based Learning Model (Example Non Examples) Class X Students of SMA Negeri 1 Awangpone Kab. Bone ". The problem was examined to overcome the problem of learning to write persuasion in class X SMA Negeri 1 Awangponewhich is categorized as low. This type of research includes Classroom Action Research which aims to improve the learning of writing persuasion writing by applying an example-based learning model (example non examples) of class X students of SMA Negeri 1 Awangpone Kab. Bone. This class action research was conducted in two cycles, each of which was carried out through four stages, namely planning, implementing, observing, and reflecting. Cycle II was carried out as an implementation of action which was an improvement in learning from cycle I. The results of this study also showed a significant improvement in the learning process and in learning outcomes. The classroom atmosphere seems conducive and students appear more enthusiastic andmotivated to participate in learning, cooperate with each other in groups and appear to be active in writing persuasion essays.

scholarly journals From Teaching as Transmission to Constructive Alignment

2021 ◽  
Vol 4 (2) ◽  
pp. 1-11
Author(s):  
Vidar Gynnild ◽  
Bernt Johan Leira ◽  
Lars Erik Holmedal ◽  
Jon Coll Mossige ◽  
Dag Myrhaug
Keyword(s):  
Academic Achievement ◽  
Action Research ◽  
Curriculum Design ◽  
Research Study ◽  
Science And Technology ◽  
Failure Rates ◽  
Final Exam ◽  
Targeted Interventions ◽  
Constructive Alignment ◽  
Students Satisfaction

This paper reports on an action research study on curriculum design in an optional module at the Norwegian University of Science and Technology. There were two professors teaching their respective parts, henceforth termed “Part 1” and “Part 2”. Oral evaluations confirmed students’ satisfaction with teaching; however, failure rates had been an issue for years and was a concern to the professors who were wondering why. This study sets out to explore causes of poor academic achievement in order to launch targeted interventions. A major issue was students’ limited capabilities in dealing with conceptual and theoretical problems. This was partially explained by a mismatch between types of problems in the exercises compared with those at the final exam. The ensuing intervention included the redesign of tasks to improve alignment of course components as well as introducing a mid-term exam specifically addressing conceptual and theoretical themes. Failure rates dropped markedly in subsequent years due to students’ enhanced ability to cope with the broader spectrum of course requirements.

scholarly journals Penerapan Pembelajaran Tematik Berbasis Problem-Based Learning untuk Meningkatkan Hasil Belajar dan Sikap Percaya Diri Siswa

2021 ◽  
Vol 1 (2) ◽  
pp. 98-107
Author(s):  
Felakhah Khasanah ◽  
Ratnasari Dyah Utami ◽  
Sri Hartati
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Learning Strategies ◽  
Learning Process ◽  
Problem Based Learning ◽  
School Students ◽  
Self Confidence ◽  
Classroom Action Research

AbstrakKeterlibatan siswa Sekolah Dasar di dalam proses pembelajaran masih menghadapi berbagai permasalahan. Salah satunya adalah karena guru masih cenderung menjadi pusat atau aktor utama. Penelitian tindakan kelas ini bertujuan untuk meningkatkan hasil belajar dan sikap percarya diri peserta didik pada pembelajaran tematik materi energi melalui penerapan strategi pembelajaran berbasis masalah. Partisipan penelitian ini berjumlah 17 siswa Sekolah Dasar yang terdiri dari 6 laki-laki dan 11 perempuan. Penelitian tindakan kelas ini dilaksanakan dalam dua siklus pembelajaran. Teknik pengumpulan data yang digunakan adalah observasi dan tes, dimana data yang diperoleh dianalisa secara kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dapat meningkatkan hasil belajar siswa pada materi energi, sikap percaya diri dan aktif di dalam proses pembelajaran.AbstractThe involvement of elementary school students in the learning process still faces various problems. One of them is because the teacher still tends to be the center or the main actor. This classroom action research aims to improve learning outcomes and students' self-confidence in the thematic learning of energy materials through the application of problem-based learning strategies. The participants of this study were 17 elementary school students consisting of 6 boys and 11 girls. This classroom action research was carried out in two learning cycles. The data collection techniques used were observation and tests, where the data obtained were analyzed quantitatively and qualitatively. The results of this study indicate that problem-based learning can improve student learning outcomes in terms of energy, self-confidence and activeness in the learning process.

Surviving the Strain of Youth Organizing: Youth and Organizational Responses

2021 ◽  
pp. 0044118X2110582
Author(s):  
Jenny DeBower ◽  
Anna Ortega-Williams ◽  
Laura J. Wernick ◽  
Brittany Brathwaite ◽  
Miguel Rodriguez
Keyword(s):  
New York ◽  
New York City ◽  
Focus Groups ◽  
Research Study ◽  
Well Being ◽  
The United States ◽  
Youth Of Color ◽  
Participatory Action ◽  
Community Based ◽  
Organizational Responses

Youth of Color in the United States are often leaders in movements for social justice. Evidence suggests that organizing has a positive macro-therapeutic effect on the mental health of young organizers; however, they can also experience strain and become targets of the very systems they are trying to change. In a community-based participatory action research study, three organizations that train youth of Color in organizing in Brooklyn, New York City held focus groups with youth and adult staff. The focus groups examined the strains experienced by youth organizers and the strategies adult partners use to prepare organizers to maintain hope and well-being. Findings suggest four key emergent strategies: (a) provide an emotional homespace to process the rub between worlds, (b) actively shape the long view on systems change, (c) increase self-care skills and emotional preparation for organizing, and (d) promote healing by building leader(full) communities.

scholarly journals Action research plan to boost participation in college students

2017 ◽  
Author(s):  
Gustavo Gonzalez-Cuevas ◽  
Maria Victoria Tabera ◽  
Margarita Rubio ◽  
Maria Asuncion Hernando ◽  
Maria Jose Alvarez
Keyword(s):  
College Students ◽  
Action Research ◽  
Learning Process ◽  
Classroom Environment ◽  
Research Study ◽  
Student Perception ◽  
Action Plan ◽  
Student Participation ◽  
Likert Scale ◽  
Research Plan

Tackling difficulties related to student participation in the college classroom is central on the learning process. In this action-research study, we designed and implemented an action plan to boost participation on the grounds of (1) explaining the objectives and procedures for each activity to students; (2) requesting student participation by name; (3) giving them time to reflect before participating; and (4) requesting that students who are not paying attention participate. A survey was used in order to assess students' perceptions of the action plan. The survey included 10 items (1-4 Likert scale). A total of 103 students completed the survey. The scores’ mean was 3.19, demonstrating a positive student perception of the action plan. The statements with the highest average scores were: “Teacher allows time for reflection after posing a question” and “Teacher addresses specific students by name.” The instructors recorded their perceptions into writing, providing opinions on the development of the action plan. These teachers' comments were summarized into categories. In conclusion, we considered that the action plan helped to improve student participation, and we believe that in order to obtain sufficient participation we have to attain a classroom environment that favors motivation, confidence and respect for students.

scholarly journals Penerapan Pembelajaran Strategi Problem Based Learning (PBL) untuk Meningkatkan Keaktifan dan Hasil Belajar IPA/Biologi Bagi Siswa Kelas XI Ak 1 SMK Negeri 1 Banyudono Kabupaten Boyolali Semester Genap Tahun Ajaran 2011/2012

2015 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
IKA SRI SULASTRI
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Model Problem ◽  
Action Plan ◽  
Problem Based Learning ◽  
Learning Model ◽  
Strategic Learning ◽  
Final Value ◽  
Study Results ◽  
Classroom Action Research

In the classroom action research conducted has the goal that the implementation of the strategy learning model Problem Based Learning (PBL) can be used to enhance the activity and student learning outcomes. Implementation of classroom action research design was used classroom action research conducted by two cycles, each cycle consisting of 4 meetings, with research subjects Class XI AK 1 number of 40 students. Implementation of each cycle in the study consisted of four phases, namely: an action plan (Planning), action (acting), Observing and reflecting. Data collection activity of students in the application of strategic learning model Problem Based Learning (PBL), using observation techniques and data used as documentation of the final value. Research data analysis techniques are used as the final value of classical learning completeness of the final value. The calculation result obtained before the first cycle of learning outcomes with the lowest and highest 55, 90,  92.5% completeness study. After the first cycle of learning results obtained with the lowest value of 60 and 90 with the highest passing grade of 95%, after the second cycle study results obtained with the lowest value of 80 and the highest 100 with a 100% mastery learning. While active students in the first cycle of 69.2% and the second cycle by 76, 3%. With Action Research Classroom teachers can develop a variety of learning methods one with "Implementation model of strategic learning Problem Based Learning (PBL) which can be used as an attempt to enhance the activity and the learning outcomes of students of class XI AK 1, in SMK Negeri 1 Banyudono, Boyolali, even semester Academic Year 2011/2012".

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