The potential of cognitive think-aloud protocols for educational action-research

2017 ◽  
Vol 20 (3) ◽  
pp. 219-232 ◽  
Author(s):  
John Cowan
Keyword(s):  
Action Research ◽  
Relevant Literature ◽  
Cognitive Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Retrospective Data ◽  
Think Aloud ◽  
Learning And Teaching ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol

This article presents the case for the use of the ‘think-aloud protocol’ by teachers who engage in action-research as a source of constructive information about their students’ cognitive learning processes. This method calls upon learners to talk their thoughts out aloud, during engagement in some learning activity regarding which the researching teachers seek insight to inform them to plan enhancement of the learning and teaching process. The case for ‘think-aloud’ reporting of particular learning activities is supported by a review of relevant literature. Accounts of diverse experiences in various discipline areas using modified versions of think-aloud protocols in action-researching are presented, with reports of their transformative outcomes. Reasoned reservations regarding the reliability of uncorroborated sources of retrospective data about students’ learning are advanced. Refined methodologies are outlined together with general guidelines, for those minded to explore their value in their own contexts.

scholarly journals Pengaruh Metode Role Playing terhadap Hasil Belajar Kognitif Ditinjau dari Aktivitas Belajar Siswa

2020 ◽  
Vol 8 (2) ◽  
pp. 229
Author(s):  
Asrorul Azizi ◽  
Irwansah Irwansah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Role Playing ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Learning Activity ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Cognitive Learning Outcomes

The method of role playing in learning is a teaching and learning process in which students themselves are mentally active, building their knowledge, which is based on the cognitive structure they have. The teacher has a more role as a facilitator and mediator of learning. This study aims to determine the effect of role playing methods on cognitive learning outcomes in terms of student learning activities. The research method used is a quasi-experimental method. The research design used a "post-test only control group design" which involved two classes, namely the experimental class and the control class. The population in this study were all students of class X MIA MA Darul Aminin NW Aikmual, Central Lombok Regency. While the research sample was 39 students of class X MIA at the MA. Student learning outcomes were measured using a test in the form of multiple choice questions, and student learning activities were obtained using a questionnaire. Based on the results of the research that has been done, it can be concluded that the role playing method has an effect on student cognitive learning outcomes, because the significance value is 0.046 <0.05. The student learning activity factor for the cognitive domain obtained a significance value of 0.030 <0.05. The data shows that, student learning activities affect student cognitive learning outcomes. The interaction of the role palying method with student learning activities for the cognitive domain obtained a significance value of 0.227 <0.05, so this data shows that there is an interaction between the role playing method and student learning activities on student cognitive learning outcomes.

scholarly journals Penerapan Metode Question Student Have Untuk Meningkatkan Aktivitas Belajar Peserta Didik

2021 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Nurhaswinda Nurhaswinda
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Data Collection ◽  
Learning Process ◽  
Fourth Grade ◽  
Activity Level ◽  
Learning Activities ◽  
Learning Activity ◽  
Fourth Grade Students ◽  
Academic Year

The background this research is the low learning activity of students, especially in questioning skills in the learning process. This study aims to determine whether there is an increase in the learning activities of students after applying the question student have method. This research is a Classroom Action Research (CAR). The sample of this research was the fourth grade students of the 2018/2019 academic year with 20 students. This research was completed in 2 cycles consisting of four stages, namely planning, acting, observing, and reflecting. The data collection instruments used were observation and documentation. The results showed that using the question student have method can improve the learning activities of students in mathematics in fourth grade of Elementary School Pahlawan. The activity level of students before the question student have method was applied was 54.28% in the low category. After applying the question student have method in Cycle I, there was an increase of 61.07% in the middle category, and in Cycle II there was an increase of 80.72% in the high category. Based on the results of this study, it can be concluded that the application of the question student have method can improve the learning activities of students in mathematics.

scholarly journals USING THINK ALOUD PROTOCOLS TO ASSESS THE USE OF THE DEFINITE ARTICLE WITH SERBIAN STUDENTS OF ENGLISH

2019 ◽  
pp. 133
Author(s):  
Marta Veličković
Keyword(s):  
Pilot Study ◽  
Native Speakers ◽  
Definite Article ◽  
English Department ◽  
Think Aloud ◽  
English Speaker ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol ◽  
Approach To Teaching

One of the issues which has not received enough attention in the Serbian linguistic environment is how Serbian (L1) learners of English (L2) decide which criteria are sufficient and appropriate for the use of the definite article in English. The success that linguists would have in mapping these criteria could make it possible for us to identify key problem areas in this case, and thus provide our students with appropriate and explicit input regarding how to better understand the use of the definite article. What this type of knowledge could lead to is a more specialized approach to teaching articles to non-native speakers (NNS) in the L1 Serbian/L2 English speaker community. With this aim in mind, we have carried out a pilot study which included six NNS of English, seniors at the English Department of the Faculty of Philosophy, University of Niš. Using the method of the think-aloud protocol and a specially-designed fill-in-the-blank task, we attempted to elicit information from our respondents regarding which rules for definite article use, whether specific or non-specific, they rely on and how they account for the use of the definite article in select anaphoric definite and associative definite contexts.

A Toolkit to Guide the Design of Effective Learning Activities

2010 ◽  
pp. 156-169 ◽  
Author(s):  
Karen Fill ◽  
Gráinne Conole ◽  
Chris Bailey
Keyword(s):  
Online Learning ◽  
Software Design ◽  
Assessment Methods ◽  
Teaching Approach ◽  
Learning Activities ◽  
Learning Activity ◽  
Design Development ◽  
Web Based ◽  
Learning And Teaching ◽  
Effective Learning

The DialogPLUS Toolkit is a web-based application that guides the design of learning activities. Developed to support the project’s geographers, it incorporates well-researched pedagogic taxonomies that are presented as drop-down lists with associated ‘help’ pages. Toolkit users are encouraged to consider and specify factors including learning and teaching approach, environment, aims and outcomes, assessment methods, learner and tutor roles and requisite skills as they design any number of tasks within a learning activity and select the tools and resources needed to undertake them. The output from the toolkit is a design template that can then be used to guide the instantiation and implementation of online learning activities. The designs are saved within the toolkit, forming a database of designs, which other toolkit users can view. This chapter will present the rationale for the toolkit and the detailed taxonomies. It will describe and illustrate the software design, development and implementation, including the approach to contextual ‘help’, provide examples of learning activity designs created using the toolkit; and present and discuss feedback from users.

PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING DENGAN TEKNIK EXAMPLE NON EXAMPLE TERHADAP AKTIVITAS DAN HASIL BELAJAR KOGNITIF SISWA KELAS VIII SMPN 3 BATUKLIANG UTARA

2018 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Lia Andriani ◽  
Taufik Samsuri ◽  
Ida Royani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Reciprocal Teaching ◽  
Learning Activity ◽  
Teaching Learning ◽  
Cognitive Learning Outcomes

The problem of implementing biology learning in class VIIIB SMPN 3 North Batukliang 2016/2017 school year is creative thinking skills and student cognitive learning outcomes are still not satisfactory, as evidenced by the existence of MID semester scores under the KKM (Minimum completeness criteria). Caused by the learning process not running effectively because of the use of ineffective learning models. The purpose of this study was to measure the effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive activities and learning outcomes of students on the subject matter of the digestive system in humans class VIII SMPN 3 North Batukliang. The instrument used in this study was an observation sheet for student learning activities and tests for student cognitive learning outcomes. The results showed that there was an increase in student learning activities, for an average student learning activity in the control class of 2.9 which was included in the quite active category, while for the experimental class by 3.5 with the active category. The results of students' cognitive learning post-test obtained an average value in the experimental class of 85.8 and a control class of 80. The t-test analysis at the significance level of 5% was obtained tcount of 3.12 while the value of ttable with dk = 54 of 2, 05. This means that the value of t is greater than the table value (3.12> 2.05). Thus it can be concluded that there is an effect of the Reciprocal Teaching learning model with the Example Non Example Technique on the cognitive learning outcomes of students.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA MATEMATIKA [IMPLEMENTATION OF THE COOPERATIVE LEARNING MODEL TYPE TEAMS GAMES TOURNAMENT TO IMPROVE STUDENTS’ LEARNING ACTIVITIES IN MATHEMATICS]

2020 ◽  
Vol 16 (2) ◽  
pp. 282
Author(s):  
Bernardinus Dickson Carnegie Maloring ◽  
Asihlya Sandu ◽  
Robert Harry Soesanto ◽  
Jacob S Seleky
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Research Subjects ◽  
Team Game ◽  
Improve Student Learning ◽  
Bahasa Indonesia

<p>Based on observations of a grade 10 social studies-track 2 class, students appeared less active in learning. Many students in the class looked sleepy, were too embarrassed to ask questions, did not want to join in discussions with their friends, and were too lazy to do the tasks. This research aims to understand whether the Team Game Tournament (TGT) method can increase the activeness of students. The method of Classroom Action Research is the model Kemmis and McTaggart administered in two cycles. The research was done at a school in Makassar with 25 students from the grade 10 social studies-track 2 as research subjects. The data were collected using mentor observation sheets, students' questionnaires and reflection journals. The results of the analysis show that the students’ activeness in participation, students’ activeness in sharing opinions, and students’ activeness in listening and discussing have reached the standard of success and received a "good" minimum predicate with 68%, 72% and 92% respectively. Over all, the result of this research can be concluded that TGT method can improve student learning activity.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Hasil observasi dalam kelas menunjukkan bahwa siswa kelas X IPS 2 kurang aktif di dalam pembelajaran. Banyak siswa yang tidur-tiduran, malu bertanya, tidak mau berdiskusi dan malas mengerjakan soal-soal. Penelitian ini bertujuan untuk mengetahui apakah metode <em>Team Game Tournament</em> (TGT) dapat meningkatkan keaktifan belajar siswa dan langkah-langkah penerapan metode TGT yang dapat meningkatkan keaktifan belajar siswa. Penelitian tindakan kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus  dilakukan di salah satu sekolah di Makassar dengan subjek penelitian siswa kelas X IPS 2. Pengumpulan data dilakukan menggunakan instrumen lembar observasi, lembar angket dan jurnal refleksi. Hasil analisis menunjukan bahwa keaktifan siswa dalam berpastisipasi di dalam kegiatan pembelajaran, keaktifan siswa dalam mengajukan pendapatnya dan  keaktifan siswa dalam menjawab soal atau memecahkan soal mencapai standar keberhasilan dan mendapat predikat minimal “baik” dengan presentase secara berurutan yaitu 68%, 72% dan 92%. Hasil penelitian secara keseluruhan dapat disimpulkan bahwa metode TGT dapat meningkatkan keaktifan belajar siswa.</p>

scholarly journals PENERAPAN MODEL ACTIVE LEARNING START WITH A QUESTION UNTUK MENINGKATKAN AKTIVITAS BELAJAR MATEMATIKA SISWA KELAS VII DI SMP NEGERI 6 KOTA BENGKULU

2019 ◽  
Vol 3 (1) ◽  
pp. 99-109
Author(s):  
Nopriza Rahmawati ◽  
Rusdi Rusdi ◽  
Hanifah Hanifah
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Learning Outcomes ◽  
Discussion Groups ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Group Activities ◽  
The Subject ◽  
Academic Year

AbstrakPenelitian ini bertujuan untuk mengetahui cara menerapkan Model Active Learning Start With A Question sehingga dapat meningkatkan hasil belajar siswa pada pokok bahasan segiempat dan segitiga. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek Penelitian ini adalah 22 siswa kelas VIIB SMP Negeri 6 Kota Bengkulu semester genap tahun ajaran 2017/2018. Instrumen yang digunakan adalah adalah lembar observasi aktivitas siswa. Hasil penelitian menunjukkan terjadi peningkatan aktivitas belajar siswa yang dilakukan dengan cara membentuk kelompok diskusi yang heterogen, menggunakan bahan ajar berupa handout, membimbing untuk mengambil andil tugas kegiatan kelompok, dan memberikan motivasi dan apresiasi berupa nilai plus dan pujian. Peningkatan aktivitas belajar dapat dilihat dari rata-rata skor pada lembar observasi aktivitas belajar siswa siklus I sampai siklus III secara berturut-turut: 14 (kriteria kurang); 20,375 (kriteria cukup); 26,5 (kriteria baik).Kata kunci: Aktivitas Belajar, Model Active Learning Start With A Question AbstractThis study aims to find out how to apply Active Learning Start With A Question Models so as to improve learning outcomes of mathematics on the topics of rectangle and triangle. This type of research is Classroom Action Research (CAR). The subject of this research is 22 students of class VII B SMP Negeri 6 Bengkulu City even semester of 2017/2018 academic year. The instrument used is activity observation sheets. The results showed that there was an improvement in the student's learning activities by forming heterogeneous discussion groups, using handout as assistance, guiding them to take on the task of group activities, and providing motivation and appreciation in the form of plus values and praise. The improvement of learning activity can be seen from the average score on the observation sheets of student learning activities from cycle I to cycle III respectively: 14 (less criteria); 20,375 (sufficient criteria); 26,5 (good criteria). Keywords: Learning Activity, Active Learning Start With A Question Models

scholarly journals The Manners Of Cognitive Processin Translating English Phrasal Verbs Into Indonesian

2021 ◽  
pp. 102-109
Author(s):  
Fitri Ervina Tarigan, Anni Holila Pulungan, Rahmad Husein
Keyword(s):  
Cognitive Processes ◽  
Cognitive Process ◽  
English Education ◽  
Think Aloud ◽  
Bilingual Students ◽  
State University ◽  
Phrasal Verbs ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol ◽  
Recorded Observation

This study dealt with the cognitive process of students in translating English Phrasal Verbs into Indonesian  by using the think-aloud protocol (TAP) technique and introspective interview. The objectives of the study was1) to elaboratethe manner of cognitive processes occurring in translating English Phrasal Verbs into Indonesian . This research was conducted by descriptive qualitative design. The source of data was the bilingual students, they were sixth semester students of English Education Program  at State University of Medan. The source of data were taken by using Snowballing Technique.  The data consisted of the transcription of audio recorded observation of think-aloud protocols (TAP), and the transcription of interview. The findings showed that there are six  behaviors available during the process of translation done by the students, namely 1) reading the text, 2) alternating between the SL and the TL 3) monitoring the proposed translation, 4) consulting the dictionary 5) paraphrasing, and 6) translation. The cognitive processes occur when  the subjects 1) read the text, either they read the whole SL  or segment by segment, 2) kept repeating the term (the lexical) which indicates hesitation, questioning, and remembering the real meaning 3) were not able to make decision for an equivalent,  4) did not understand the meaning of verbs  and consult the dictionary, 6) tried to clarify a concept and reformulate a proposed translation by paraphrase, and 7) wrote down a translation and express it orally.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATERI PECAHAN DI KELAS V SDN 2 BANDA ACEH

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Linda Vitoria ◽  
Vivi Vanda Akhwilla
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Action Observation ◽  
Group Discussion ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Research Questions ◽  
Planning Action ◽  
Banda Aceh

Numbered Heads Together (NHT) is a teaching approach that promotes students' involvement in group discussion. This article reports a classroom action research conducted to improve students’ learning acievement in fractions at Grade V SDN 2 Banda Aceh. The participants were students of Class VA which consisted of 34 students, 22 boys and 12 girls. The research was conducted in 2 cycles, each consisted of 4 classroom meetings. The procedure of the research involved four stages: planning, action, observation, and reflection. The research questions covered students’ learning activities, students’ learning outcomes, and students’ responses on the implementation of NHT in the teaching of fractions. Results show that there were improvements in students’ learning activity from the average score of 2,57 in cycle 1 to 3,04 in cycle 2. Students’ learning outcomes improved from the average score of 66,30 in cycle 1 to 75,38 in cycle 2. Students’ responses in cycle 1 was 82,35% positive and increased to 88,24% in cycle 2. These results imply that the implementation of NHT is beneficial for students’ learning. 

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