scholarly journals Using Reflective Practice to Support Management Student Learning: Three Brief Assignments

2017 ◽  
Vol 3 (2) ◽  
pp. 129-147 ◽  
Author(s):  
Anne H. Reilly
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Reflective Practice ◽  
Learning Outcomes ◽  
Life Experiences ◽  
Teaching Experience ◽  
Student Responses ◽  
Broad Scope ◽  
Assessment Skills

Reflective practice supports critical thinking and assessment skills through analyzing one’s own life experiences, and the role of reflection in learning has been long recognized. However, drawbacks of many reflective practice assignments are their broad scope and lengthy written requirements. I propose that the reflection process is robust enough to support management student learning through short written tasks as well. Three examples of brief reflective assignments are presented suitable for management educators teaching undergraduate, graduate, or non-credit learners: (1) writing an organizational story, (2) a reflection about learning from adversity, and (3) a goal-oriented personal change. Learning outcomes and student responses have been positive, and the assignments have also been an insightful teaching experience for the instructor.

Reflective Teaching and Technology Integration in Management Education

2020 ◽  
pp. 153-169
Author(s):  
Neeta Baporikar
Keyword(s):  
Critical Thinking ◽  
Technology Integration ◽  
Reflective Practice ◽  
Learning Style ◽  
Management Education ◽  
Life Experiences ◽  
Thinking Skills ◽  
Management Competencies ◽  
Assessment Skills

Reflective practice supports critical thinking and assessment skills through analyzing one's own life experiences, and the role of reflection in learning is well reckoned. Reflective practice, the habit of looking back and analyzing one's own life experiences, is a process that supports learning and develops critical thinking skills. The role of reflection in learning has been recognized for decades and the reflective observation learning style may provide an important means of deepening student understanding and engagement especially with better technology integration. Many management educators recommend reflective practice for managerial and professional development as learning to reflect is a key element in mastering the important management skill of self-awareness and developing management competencies. Adopting a mixed method qualitative approach, the aim of this chapter is to delve on the current scenario of the reflective practices and technology integration in management education.

Reflective Teaching and Technology Integration in Management Education

2021 ◽  
pp. 435-452
Author(s):  
Neeta Baporikar
Keyword(s):  
Critical Thinking ◽  
Technology Integration ◽  
Reflective Practice ◽  
Learning Style ◽  
Management Education ◽  
Life Experiences ◽  
Thinking Skills ◽  
Management Competencies ◽  
Assessment Skills

Reflective practice supports critical thinking and assessment skills through analyzing one's own life experiences, and the role of reflection in learning is well reckoned. Reflective practice, the habit of looking back and analyzing one's own life experiences, is a process that supports learning and develops critical thinking skills. The role of reflection in learning has been recognized for decades and the reflective observation learning style may provide an important means of deepening student understanding and engagement especially with better technology integration. Many management educators recommend reflective practice for managerial and professional development as learning to reflect is a key element in mastering the important management skill of self-awareness and developing management competencies. Adopting a mixed method qualitative approach, the aim of this chapter is to delve on the current scenario of the reflective practices and technology integration in management education.

scholarly journals The Importance of Context in Management Education: A Report

2017 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Mervin Morris ◽  
Jane Tsakissiris
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Learning Outcomes ◽  
Management Education ◽  
Tertiary Education ◽  
First Year ◽  
Student Responses

<p class="JLDAbstract">Engaging large first year classes in tertiary education poses a number of significant challenges, many of which have been addressed in the literature. One area that has not received the kind of attention it warrants is the context within which student learning takes place. This paper reports on the processes used to engage a large first year management class in an Australian university and how the context of the classes shaped activities and student responses to these activities. A key finding was the explicit acknowledgement of the role of context in shaping student behaviours and thus impacting on student engagement and learning outcomes.</p>

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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

scholarly journals MODEL INKUIRI TERBIMBING MENGGUNAKAN LKS BERORIENTASI KETERAMPILAN BERPIKIR KRITIS UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI PADA MATERI EKOSISTEM

2017 ◽  
Vol 5 (1) ◽  
pp. 703
Author(s):  
M. Salahudin Al’ Ayub ◽  
Rahardjo Rahardjo ◽  
Toeti Koestiari
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
High Gain ◽  
Critical Thinking Skills ◽  
Average Score ◽  
Gain Score

The aimed of this research to describe the student learning outcomes and critical thinking skills through guided inquiry model using student worksheet oriented of critical thinking skills. This Research was conducted on two stages, are development of teaching materials using Dick and Carey model, and the implementation stage into the classroom using one group pretest-posttest design with subjects were 30 students on X class of SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. The parameter is feasibility of lesson plan, student activity, learning outcomes, critical thinking skills and constraints for teaching and learning activities. Data collecting were using observation method, test, and questionnaire. After the data were analiyzed with this result: The feasibility of lesson plan could be categorized as good, student activity with instrument reliability classified as good, learning outcomes test to know mastery of student learning on Ecosystems with the average score as good and gain score high gain, critical thinking test with the average score as good and gain score high gain. Based on this research, it can be concluded that guided inquiry model using student worksheet of critical thinking skills can improve student learning outcomes and critical thinking skills. Penelitian ini bertujuan untuk mendeskripsikan hasil belajar siswa dan keterampilan berpikir kritis siswa melalui model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis. Penelitian ini dilaksanakan dalam dua tahap, yaitu tahap pengembangan perangkat yang menggunakan model Dick & Carey, kemudian dilanjutkan dengan tahap implememtasi model di dalam kelas menggunakan rancangan One group Pretest-Posttest Design dengan subjek penelitian 30 siswa kelas X SMAN 1 Pasir Belengkong Kabupaten Paser Kalimantan Timur. Parameter yang diukur meliputi keterlaksanaan RPP, aktivitas siswa, hasil belajar siswa, keterampilan berpikir kritis siswa, respon siswa dan hambatan selama kegiatan belajar. Pengumpulan data menggunakan metode observasi, tes, dan angket. Selanjutnya data dianalisis secara deskriptif. Hasil penelitian menunjukkan Keterlaksanaan RPP dengan kategori baik, aktivitas siswa, dengan reliabilitas instrumen berkategori baik, ketuntasan belajar siswa pada materi ekosistem dengan nilai rata-rata baik dan gain score rata-rata  gain tinggi, ketuntasan keterampilan berpikir kritis dengan rata-rata nilai baik dan gain score rata-rata gain tinggi. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa model inkuiri terbimbing menggunakan LKS berorientasi keterampilan berpikir kritis dapat meningkatkan hasil belajar dan keterampilan berpikir kritis siswa.

scholarly journals PENERAPAN STRATEGI RECIPROCAL TEACHING PADA PEMBELAJARAN KIMIA UNSUR DENGAN SISWA SEBAGAI MODEL DALAM UPAYA PENINGKATAN HASIL BELAJAR KELAS XII-IA SMA NEGERI 3 SURABAYA

2017 ◽  
Vol 1 (2) ◽  
pp. 90
Author(s):  
Slamet H.Purwanto ◽  
Muslimin Ibrahim ◽  
Sri Poedjiastoeti
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching Strategies ◽  
Chemical Elements ◽  
Student Learning Outcomes ◽  
Reciprocal Teaching ◽  
Learning Tools ◽  
Student Responses ◽  
Group Design

This research to implemented of reciprocal teaching strategies with student as a model in the chemical elements to improved student learning outcomes. This research used pretest-postest group design, as the researched target was a XII-iA grade SMA Negeri 3 Surabaya. The instrument used is a sheet implemented plan, tests, and questionnaires. Techniques of data analysis was used to learn the application of the device by calculating the percentage and analysis of student learning outcomes, if student responses used student percentage opinion. The results on this research (1) includes complex plan-oriented learning tools to students reciprocal teaching as a model for 88,95% and categorized well, (2) average student learning outcomes of both groups was 79.47, (3) the results of student responses showed 64% agreed and 32% most agreed if the reciprocal teaching strategies used in the study of chemical elements. Based on the above results the strategy of reciprocal teaching well performed, the results of both groups increased student learning, and as well as the students had a good response on reciprocal teaching strategies in the teaching of chemical elements. Penelitian ini bertujuan menerapkan strategi reciprocal teaching dengan siswa sebagai model dalam materi kimia unsur untuk meningkatkan hasil belajar. Desain yang digunakan dalam penelitian ini adalah pretest postest group design, sasaran penelitian adalah siswa kelas XII-iA SMA Negeri 3 Surabaya. Instrumen yang digunakan terdiri atas lembar keterlaksanaan perangkat, tes, dan angket. Teknik analisis data yang digunakan yaitu menghitung persentase keterlaksanaan, analisis hasil belajar siswa, dan menghitung persentase pendapat siswa. Hasil-hasil dari penelitian ini adalah (1)keterlaksanaan perangkat pembelajaran berorientasi reciprocal teaching sebesar 87,38% dan berkategori baik, (2) rata-rata hasil belajar siswa pada pembelajaran kimia unsur sebesar 79,47, (3) respon siswa sebesar 64% setuju dan 32% sangat setuju jika strategi reciprocal teaching digunakan dalam pembelajaran kimia unsur. Simpulan dalam penelitian ini adalah keterlaksanaan perangkat strategi reciprocal teaching terlaksana dengan baik, hasil belajar siswa meningkat dan siswa memiliki respon yang baik mengenai penerapan strategi reciprocal teaching dalam pembelajaran kimia unsur.

scholarly journals THE DEVELOPMENT OF AUDIO VISUAL AS LEARNING MEDIA WITH THE THEME OF MY RESIDENCE AREA ON THE 4TH GRADE STUDENTS AT SDN KEPATIHAN 01 JEMBER

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Eris Oktaria ◽  
Chumi Fitriyah ◽  
Zetty Finnaly
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Design Development ◽  
Research Subjects ◽  
Student Responses ◽  
Learning Outcomes Assessment ◽  
Addie Model

AbstractThis research was conducted in class IV of Kepatihan Elementary School 01 Jember with 38 research subjects. The purpose of this study is to describe the process and find out the results of the development of audio visual as learning media with the theme of my residence area on the 4th grade students at SDN Kepatihan 01 Jember. This type of research is research and development. This development research uses ADDIE model type (Analyze, Design, Development, Implementation, Evaluation). The data analysis technique in this study used a validation sheet of audio visual learning media by the media expert validator and the material expert validator, and student learning outcomes assessment sheets and student responses. The results of the research data analysis showed the effectiveness of the results of the validation carried out by the two validators obtained results of 81,7 while the results obtained from the student learning outcomes test were 94,7% and student responses amounted to 73,7% so that it can be concluded that the audio visual learning media has very fasible and effective criteria try out. Keywords: audio visual media, effectiveness of learning outcomes and responses

scholarly journals PENINGKATAN HASIL BELAJAR SISWA DENGAN MODEL PEMBELAJARAN COOPERATIVE TIPE LISTENING TEAM PADA POKOK BAHASAN KELANGKAAN SUMBER DAYA DAN KEBUTUHAN DI SEKOLAH MENENGAH PERTAMA NEGERI 3 SILAT HILIR

2019 ◽  
Vol 2 (1) ◽  
pp. 48-60
Author(s):  
Yustina Upik ◽  
Avelius Dominggus Sore
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Model Type ◽  
Improve Student Learning

Abstract: The problem in this study is the lack of student activeness in learning causes low learning outcome percentage 52,94%. The form of research I use is classroom action research (PTK). Data were collected through observation, questionnaires, interviews, and test sheets, and the research phase was conducted in 2 cycles. The result of the research shows that the study of cooperative type listening team in the implementation of cycle 1 turns out that the students have not maximized their opinions so that the achievement of the value has not been maximized. It is seen from the students' learning result in cycle 1, the highest score is 80, the lowest score is 50, average 66 and the percentage of mastery of 58.82%. However, in cycle 2 students have been able to express the answers in groups well, and in cycle 2 ended the teacher's efforts to improve the learning outcomes with the highest score of students obtained by 90, with an average of 76, and the percentage of mastery of 94.11%. To improve student learning outcomes, teachers use the appropriate learning model and in accordance with the material that is taught, and critical thinking patterns and responsiveness of students can be honed by expressing opinions in front of the class.Keyword: Cooperative Learning Model Type Listening Team Improves Learning OutcomesAbstrak: Masalah dalam penelitian ini adalah kurangnya keaktifan siswa dalam belajar menyebabkan hasil belajar yang rendah persentasenya 52,94%. Bentuk penelitian yang saya gunakan adalah penelitian tindakan kelas (PTK). Data dikumpulkan melalui  observasi, angket, wawancara, dan lembar tes, serta tahap penelitian ini dilakukan dalam 2 siklus. Hasil penelitian menunjukan pengkajian terhadap hasil belajar menggunakan cooperative tipe listening team dalam pelaksanaan siklus 1 ternyata siswa belum maksimal  mengemukakan pendapat sehinga menyebabkan pencapaian nilai belum maksimal hal tersebut dilihat dari hasil belajar siswa pada siklus 1, nilai tertinggi 80, nilai terendah 50, nilai rata-rata 66 serta persentase ketuntasan sebesar 58,82%. Namun pada siklus 2 siswa telah mampu mengungkapkan jawaban dalam kelompok dengan baik, dan pada siklus 2 berakhirlah upaya guru untuk meningkatkan hasil belajar dengan nilai tertinggi siswa di peroleh sebesar 90, dengan rata-rata 76, serta persentase ketuntasan sebesar 94,11%. Untuk meningkatkan hasil belajar siswa, guru menggunakan model pembelajaran yang tepat dan sesuai dengan materi yang di ajarkan, dan pola berpikir kritis dan tanggap dari siswa dapat diasah dengan mengemukakan pendapat didepan kelas.Kata kunci: Model Cooperative Learning Tipe Listening Team meningkatkan Hasil Belajar

PENINGKATAN HASIL BELAJAR MEMBACA BESERTA MAKNA AYAT SUCI AL-QUR’AN DALAM SURAT PENDEK PILIHAN MELALUI PENYUNTING SEBAYA

2020 ◽  
Vol 2 (2) ◽  
pp. 47-51
Author(s):  
Ha Lili
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Human Life ◽  
Student Learning Outcomes ◽  
Religious Values ◽  
Student Activity ◽  
Peer Editing ◽  
Role Of Religion ◽  
Dignified Life

Religion has a very important role in human life. Religion becomes a guide in the effort to create a meaningful, peaceful and dignified life. Realizing the importance of the role of religion for human life, internalization of religious values in the life of each individual becomes a necessity, which is pursued through education both in family, school and community circles. This research was conducted in 2 (two) cycles each cycle of two meetings. . The first cycle of the first meeting was on January 11 and the second meeting was on January 14, 2017. The second cycle of the first meeting was on February 1 and the second meeting was on February 4, 2017 using student activity instruments and teacher activity instruments in learning, as well as student learning outcomes instruments. The results of the study using the Peer Editor by paying attention to the appropriate learning steps in managing learning for the teacher and the existence of a cycle to the next cycle, classically the level of completeness is 93.33% greater than classical, which is 85%, meaning that learning through peer editing can well implemented.Keywords: Reading Meanings, Editors, Peers

Sign in / Sign up

Export Citation Format

Share Document