scholarly journals Positive outcomes increase over time with the implementation of a semiflipped teaching model

2016 ◽  
Vol 40 (1) ◽  
pp. 32-37 ◽  
Author(s):  
Brittany K. Gorres-Martens ◽  
Angela R. Segovia ◽  
Mark T. Pfefer
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Model ◽  
Positive Outcomes ◽  
Class Time ◽  
Online Lectures ◽  
Tremendous Amount ◽  
Over Time

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.

Peningkatan Hasil Belajar Fisika Melalui Pendekatan Numbered Head Together Dengan Pemberian Reward di SMP Negeri 5 Kota Jambi

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Delismar Delismar
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Class Action ◽  
Learning Approach ◽  
Physics Learning ◽  
Lecture Method ◽  
Student Observation

In classical learning approach, conventional lecture method is commonly used by teachers in implementing learning process in classes.  The teacher becomes the main source of learning.  The current student’s habit that tends to be passive and individualistic resulted in a passive and monotone learning.      To overcome these problems, I was interested to implement the model of numbered heads together in learning Physics in the Class VII B of SMP Negeri 5 Kota Jambi. The purpose of this learning approach is to enable students to develop cooperative skill and more active learning of physics and to improve learning results. This research is a class action research, which were performed in two cycles.  All students’ activities in the class were observed and recorded in observation sheet, consisting of teacher observation sheet and student observation sheet. To find out the learning outcomes, formative test was performed using a written instrument form.  The results show the increase of students’ discipline, cooperation, liveliness, timeliness in learning Physics.  In addition, the learning model also increases the students’ learning outcomes. The average learning results increased to 75.38 (increase 3.25 points).  To conclude, the implementation of Number Head Together increase students’ discipline, cooperation, activities, and timeliness.  The model also increase the Physics learning outcome of student in SMP Negeri 5 Kota  Jambi.

scholarly journals Development of Student Worksheets (LKPD) Based on Problem Based Learning to Improve Learning Outcomes in Business Economics Subjects

2021 ◽  
Vol 5 (1) ◽  
pp. 65-77
Author(s):  
Monika Karolina Sianturi ◽  
Arwansyah Arwansyah ◽  
Muhammad Yusuf
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Problem Based Learning ◽  
Learning Resources ◽  
Development Study ◽  
Business Economics ◽  
Passive Learning ◽  
Basic Framework ◽  
Vocational Curriculum

The curriculum in Indonesia is currently curriculum 2013, especially  on the basic framework and structure of the vocational curriculum that states that the 2013 curriculum was developed with the improvement of mindset, among others:  educationthat focuses on teachers so focused on students, as well as passive learning so active learning. Therefore, as a teacher can develop the learning process, especially learning resources that are able to explore the ideas of students into an innovative and critical so that they can produce and solve theirown problems,through problem-based LKPD  learning. This method and type of research is a development study with a 4-Dmodelby Thiagarajan and Semmel. The findings in this study are the use of problem-based learning-based LKPD   and the response of students who were found to be positive or good

Thinking Through Exposure

2019 ◽  
pp. 11-30
Author(s):  
Jasper A. J. Smits ◽  
Mark B. Powers ◽  
Michael W. Otto
Keyword(s):  
Active Learning ◽  
Learning Process ◽  
Exposure Therapy ◽  
Outcome Expectancies ◽  
False Alarms ◽  
Potential Threat ◽  
New Learning ◽  
The Difference ◽  
Over Time ◽  
Negative Outcome

Chapter 2 introduces a model of fears in terms of a network of learned associations among interconnected nodes. When these memories are cued, they can elicit expectancies for potential threat outcomes. Exposure therapy is used to alter these danger expectancies through new learning through confronting feared cues. This is an active learning process in which patients learn unconditional safety in response to their fear cues across diverse contexts. Over time, patients learn the difference between danger and fear (true vs. false alarms). To achieve this, it is important to (a) identify negative outcome expectancies to safe but feared cues (false alarms), (b) actively test these expectancies with exposure, (c) conduct postexposure processing of what was (was not) learned, and (d) rehearse this learning between sessions.

Incorporating Research in Chemistry Courses: Research Data-Based Learning

2018 ◽  
Vol 7 (2.29) ◽  
pp. 476 ◽  
Author(s):  
Is Fatimah ◽  
Argo Khoirul Anas
Keyword(s):  
Physical Chemistry ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Research Data ◽  
Teaching Model ◽  
Student Learning Outcome ◽  
Improving Student Learning ◽  
Teaching Learning ◽  
Standard Learning

Kinetic Chemistry and Catalysis Chemistry courses were conducted. Aim of the project is to evaluate the effectivity of the model in improving student learning outcome in both courses which are included in the physical chemistry scheme. The courses are getting important attention in difficultness level since those are topics with the abstract and mathematically delivered. In the program students have some individual and group tasks based on research data-simulations to be finished until pass the such level for the completion standard learning outcome and for brief application of the topics in both lecturers visiting professor lectures were given. The teaching model was evaluated based on the difficultness level of each topic and also the percentage of student passing learning outcomes. The results showed that the model was sufficiently give positive impacts. In this project, a teaching-learning model of research data-based learning (RDBL) model for to the students and teaching learning process since more than 80 % were successfully passed the standard. The program was recommended for other courses.

scholarly journals PENERAPAN METODE STUDENT ACTIVE LEARNING (SAL) MELALUI MULTI MEDIA POWER POINT UNTUK MENINGKATKAN KEAKTIFAN, KETERAMPILAN BERDISKUSI, DAN HASIL BELAJAR MATEMATIKA

2017 ◽  
Vol 6 (1) ◽  
pp. 100
Author(s):  
Rustinah Rustinah
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Math Learning ◽  
Learning Mathematics ◽  
Learning Scenarios ◽  
Power Point ◽  
Media Power

The purpose of this study is find math learning scenarios format with active student learning method of learning mathematics by using multimedia power point to determine how much influence can enhance the activity, discuss the skills and student learning outcomes. Subjects examined or samples studied were students who study at grade students geometry IX.2 SMP Negeri 3 Batanghari, East Lampung. This study occurred during the three months using three cycles. The variables measured in the study include the involvement of the student in the learning process, skills in using media power point and student learning outcomes. Conclusions of this research is that it can increase the creativity of teachers using a variety of learning resources and selection methods that can encourage the creation of a learning process student active learning with contextual approach through multimedia. Can enhance the activity, and fun atusiasme students during the learning process, improve students' skills in solving problems and improve learning outcomes, especially the material geometry.

scholarly journals Interface Xperience

2020 ◽  
Vol 2 (1) ◽  
pp. 54-55
Author(s):  
Claudio Aguayo
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Digital Technology ◽  
Learning Experience ◽  
Technology Enhanced Learning ◽  
Experience Design ◽  
Ux Design ◽  
Living Organisms ◽  
Enhanced Learning ◽  
Over Time

Digital technology has proven to enhance learning outcomes across educational sectors and contexts, yet critical challenges remain, notably: minimising the decay of digital interventions over time; and, achieving widespread learning outcomes in diverse, multicultural and complex settings (Aguayo, 2016; Dunn & Marinetti, 2008; Hennessy et al., 2019). One ambitious solution to these challenges may lie in a theoretical concept coming from biology called ‘autopoiesis’. Autopoiesis, literally meaning self-making, defines living organisms as self-organising units capable of adapting to unpredictable changes in their environments while maintaining internal coherence over time (Maturana & Varela, 1980). The Santiago school of cognition (Luisi, 2016), founded on the concept of autopoiesis, considers this adaptive capacity of living organisms towards their environment as an ‘intelligent’ and ‘cognitive’ process. But most importantly, it establishes that human experience and cognition are unique to every individual and context (Thompson, 2007). This has profound epistemological consequences when designing digital technology in education, as the dominant ‘one solution fits all’ paradigm becomes invalid; on the contrary, digital technology and their associated educational processes on learners ought to provide as many (intelligent) solutions as individuals and contexts there are (Aguayo, 2018, 2019). Hence, from the perspective of the Santiago school, the notion of ‘user experience design’ (UX design) is inadequate.   Based on the above, Aguayo (2018) proposes that digital technology can be embedded with autopoietic properties found in living systems during the design of the ‘user interface’ (UI design), potentially creating ‘intelligent’ technology-enhanced learning tools, platforms, affordances, experiences and/or systems that can, in theory, self-adapt to changing conditions and socio-culturally different learners over time. This means that during the process of creating digital technology tools and affordances – or ‘systems’, the focus should be on developing adaptable and flexible interfaces that can actively facilitate the learning process and learning experience on users – a process termed here as ‘interface experience design’ or IX design. Such an epistemological view of technology-enhanced learning design becomes important given that learners bring into the learning process complex and unpredictable socio-cultural and emotional backpacks that determine their own learning experience in unique ways. Ultimately, the aim behind the notion of IX design is to promote a more efficient and adaptable type of design, development and use of technology-enhanced learning systems over time. In this session, the underlying theoretical and conceptual arguments from the Santiago school of cognition for reconsidering UI/UX design in technology-enhanced learning will be introduced and explored in relation to promoting adaptable and long-lasting meaningful learning processes on diverse audiences.

scholarly journals Penerapan Metode Artikulasi Sebagai Upaya Peningkatan Pemahaman Siswa:

2019 ◽  
Vol 1 (1) ◽  
pp. 17-30
Author(s):  
Feri Ferdian ◽  
Zaenal Arifin
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Learning Models ◽  
Post Test ◽  
Power Point ◽  
Active Learning Strategy

This study is a classroom action research (CAR) about the application of articulation methods in improving the understanding of class X IPA 2 students of MA Al Mahrusiyah Lirboyo Kota Kediri. This study involved 34 students consisting of 34 women. In this study, the meeting was held for 4 times, 2 meetings applied an active learning strategy for the articulation model, one meeting held a pre-test and once again held a post-test. Each meeting for each cycle is explored with planning so that each research researcher prepares: 1. Learning Implementation Plan (RPP) using articulation methods, 2. LKS, and 3. Preparing learning methods. The results of the findings of the research conducted increased learning outcomes from cycle I to cycle II, this is also because the role of the teacher performs the learning process with articulation learning models with power point learning media.

scholarly journals Upaya Meningkatkan Hasil Belajar Ekonomi Menggunakan Model Pembelajaran Make A Match pada Kelas X IPS 1 SMA Negeri 1 Katingan Hilir

2018 ◽  
Vol 3 (2) ◽  
pp. 39-44
Author(s):  
Putu Tiara Kumala Sinta ◽  
Bulkani Bulkani
Keyword(s):  
High School ◽  
Data Analysis ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Activity Cycle ◽  
Learning Activity ◽  
Average Score ◽  
Qualitative And Quantitative ◽  
Analysis Technique

The researcher aims to find out the activities and find out the improvement in participants' economic learning outcomes. This type of research uses Classroom Action Research (CAR). As for the subjects in this study were students of class X IPS 1 in Katingan Hilir 1 Senior High School totaling 22 students. The instruments used were observation sheets and learning outcomes test questions. The data analysis technique used is qualitative and quantitative. The results of the study show that: (1) The activities of students during the economic learning process are more active. Learning activity cycle I obtained an average score of 2.7 with fairly good criteria, and in the second cycle, the score increased to 3.5 with good criteria. (2) There is an increase in economic learning outcomes after applying the Make a Match learning model. In the first cycle the learning outcomes of students complete with an average of 65 with a data percentage of 64%. Then there is an increase in the second cycle, with an average score of 80 with a percentage of 86%.

scholarly journals Advancing the skill set of SCM graduates – an active learning approach

2017 ◽  
Vol 37 (11) ◽  
pp. 1683-1699 ◽  
Author(s):  
Kirstin Scholten ◽  
Anna Dubois
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
University Education ◽  
Specific Content ◽  
Chain Management ◽  
Content Type ◽  
Set Up

Purpose Drawing on a novel approach to active learning in supply chain management, the purpose of this paper is to describe and analyze how the students’ learning process as well as their learning outcomes are influenced by the learning and teaching contexts. Design/methodology/approach A case study of a master’s level purchasing course carried out at two universities in which students work in projects resulting in jointly authored books. Findings The findings show how the teaching context influenced the learning process and the learning outcomes. Active involvement, self-directed learning, collaborative learning and learning from practice enabled by the set-up of the course are identified as key mechanisms for the learning outcomes in relation to skills and content. Originality/value Increasingly, supply chain management graduates have to develop professional, practical, research as well as metacognitive and life-long learning skills during their university education. This paper identifies mechanisms and illustrates how educators can use the set-up of a course to enable students to engage in a learning process resulting in a variety of skills as well as specific content-based aspects of knowledge.

Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

2011 ◽  
Vol 33 (3) ◽  
pp. 273-284 ◽  
Author(s):  
David S. Ackerman ◽  
Jing Hu
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Learning Approach ◽  
Positive Outcomes ◽  
Teaching Activities ◽  
Student Autonomy ◽  
Passive Learning ◽  
Marketing Educators

Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the degree of student autonomy from the instructor. Results from an experiment of marketing students indicate that courses using an active learning approach consistently receive significant higher ratings on learning outcomes and motivation measures than those using a passive learning approach for autonomous learners, but that there are few benefits for students who are low in autonomy. This suggests that though active learning assignments are very effective, they will not necessarily lead to positive outcomes for all types of learners.

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