The implementation of the Japanese Dental English core curriculum: active learning based on peer-teaching and learning activities

Peer teaching is an educational strategy that embraces active learning, it explores the social dynamics and interactions as well as the communication and interpersonal skills that influence learning. Embedded within peer teaching as an educational strategy are several theories which promote active learning. It is very important to have a good understanding of the various philosophies underpinning the learning process, because of the numerous variables that have to be considered in order to make the implementation of peer teaching a successful exercise in the context of medical education. Based on the outcome of an extensive literature review together with field experience of the authors, the focus of the current paper will be to highlight the benefits and challenges that should be anticipated by medical educators who want to introduce peer teaching into their teaching and learning activities as part of innovation that would enhance active learning among their students.

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Pengembangan Paket Strategi Pembelajaran Aktif

JTP - Jurnal Teknologi Pendidikan ◽

10.21009/jtp1802.5 ◽

2016 ◽

Vol 18 (2) ◽

pp. 115

Author(s):

Supardi Supardi

Keyword(s):

Active Learning ◽

Small Groups ◽

Instructional Strategy ◽

Teaching And Learning ◽

Learning Activities ◽

Learning Tools ◽

State Institute ◽

Training And Education ◽

Islamic Studies ◽

Is Research

This research is aimed at developing active learning tools to improve the effectiveness of the instructional strategy lectures at the Faculty of Teacher Training and Education of State Institute for Islamic Studies (FITK IAIN) Mataram. The method of this research is research and development (R&D) that was started with the process of needs assessment, the design of prototype of active learning tools that were tested in the next process by meansof expert validation, one to one, small groups, whole class, and effectiveness trials. The result of the trials on the developed product showed that its use had been effectively improved the students contribution during teaching and learning activities if compared to the students contribution in conventional learning process.

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EBLIP and Active Learning: A Case Study

Evidence Based Library and Information Practice ◽

10.18438/b8bw2k ◽

2013 ◽

Vol 8 (4) ◽

pp. 93 ◽

Cited By ~ 1

Author(s):

Helen Buckley Woods

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Training Session ◽

Peer Teaching ◽

Learning Methods ◽

Suitable Material ◽

Course Content ◽

Protected Time ◽

Learning Techniques

Objective – To determine how librarians use evidence when planning a teaching or training session, what types of evidence they use and what the barriers are to using this evidence. The case study also sought to determine if active learning techniques help overcome the barriers to using evidence in this context. Methods – Five librarians participated in a continuing education course (CEC) which used active learning methods (e.g. peer teaching) and worked with a number of texts which explored different aspects of teaching and learning. Participants reflected on the course content and methods and gave group feedback to the facilitator which was recorded. At the end of the course participants answered a short questionnaire about their use of educational theory and other evidence in their planning work. Results – Findings of this case study confirm the existence of several barriers to evidence based user instruction previously identified from the literature. Amongst the barriers reported were the lack of suitable material pertaining to specific learner groups, material in the wrong format, difficulty in accessing educational research material and a lack of time. Participants gave positive feedback about the usefulness of the active learning methods used in the CEC and the use of peer teaching demonstrated that learning had taken place. Participants worked with significant amounts of theoretical material in a short space of time and discussion and ideas were stimulated. Conclusions – Barriers to engaging with evidence when preparing to teach may be addressed by provision of protected time to explore evidence in an active manner. Implementation would require organisational support, including recognition that working with research evidence is beneficial to practice.

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COBEK (COMUNITAS BELAJAR AKTIF) DENGAN MULTIMEDIA INTERAKTIF ONLINE (MI-O) SEBAGAI INOVASI MEDIA PEMBELAJARAN FISIKA BERBASIS PROYEK

SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan ◽

10.31764/jpmb.v4i1.3320 ◽

2020 ◽

Vol 4 (1) ◽

pp. 662

Author(s):

Johri Sabaryati ◽

Zulkarnain Zulkarnain ◽

M. Isnaini ◽

Abdul Manan

Keyword(s):

Active Learning ◽

Common Good ◽

Teaching And Learning ◽

Interactive Multimedia ◽

Positive Impact ◽

Learning Activities ◽

Teaching Materials ◽

Problem Solving Skills ◽

Teachers And Students ◽

At Home

ABSTRAKDitengah merebah wabah Covid-19 ini,kegiatan belajar mengajar di sekolah sangat tidak efektif. Fasilitas internet yang dimiliki oleh sekolah belum dimanfaatkan secara optimal, karena penggunaannya masih terbatas pada kegiatan mencari sumber referensi dan penambahan bahan ajar.Padahal kehadiran internet memmiliki dampak positif yaitu lebih dimudahkannya proses belajar mengajar antara guru dan siswa. Penggunaan aplikasi multimedia interaktif online dapat mempermudah para siswa dapat mengakses secara online dari berbagai tempat. Sehingga dapat menjadi solusi untuk mengatasi kondisi siswa yang diliburkan karena kasus covid-19. Guru dan siswa masih bisa tetap melakukan pembelajaran dengan tetap stay at home untuk kebaikan dan kesehatan bersama. Dalam multimedia interaktif online (MI-O) ini terdapat tugas proyek. sehingga meningkatkan kemampuan pemecahan masalah, meningkatkan kecakapan kolaboratif, meningkatkan keterampilan mengelola sumber. Siswa dan guru tidak perlu hadir secara fisik di kelas (classroom meeting), karena siswa dapat mempelajari bahan ajar dan mengerjakan tugas-tugas pembelajaran serta ujian dengan cara mengakses jaringan komputer yang telah ditetapkan secara online. Pada Pembuatan MI-O ini berjalan sangat antusias karena banyak guru belum familiar mendengar istilah Adobe Animate CC dan Web Hosting SWF sehingga terbentuk komunitas belajar aktif untuk kegiatan pembelajaran. Kegiatan pengabdian pada masyarakat ini dilakukan di MTs NW Putra Narmada Desa Lembuak Kecamatan Narmada Kabupaten Lombok Barat NTB. Kata kunci: belajar aktif; multimedia interaktif online; berbasis proyek ABSTRACTIn the midst of the Covid-19 outbreak, teaching and learning activities in schools are very ineffective. Internet facilities that are owned by schools have not been utilized optimally, because their use is still limited to finding reference sources and adding teaching materials. Even though the presence of the internet has a positive impact, namely making the teaching and learning process easier between teachers and students. The use of online interactive multimedia applications can make it easier for students to access online from various places. So that it can be a solution to overcome the conditions of students who were closed due to the Covid-19 case. Teachers and students can still learn by staying at home for the common good and health. In this online interactive multimedia (MI-O) there are project tasks. thus increasing problem-solving skills, increasing collaborative skills, improving resource management skills. Students and teachers do not need to be physically present in class (classroom meeting), because students can study teaching materials and do learning assignments and exams by accessing predefined computer networks online. The MI-O was very enthusiastic because many teachers were not familiar with the terms ADOBE ANIMATE CC and WEB HOTING SWF so that an active learning community was formed for learning activities. This community service activity was carried out at MTs NW Putra Narmada, Lembuak Village, Narmada District, West Lombok Regency, NTB. Keywords: active learning; online interactive multimedia; project based.

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Membangun Atmosfir Belajar Siswa Ekstrovert & Introvert dengan Metode Active Learning Klop and Zonk

Proceedings of the ICECRS ◽

10.21070/picecrs.v1i3.1382 ◽

2018 ◽

Vol 1 (3) ◽

Author(s):

Maria Patricia Tjasmadi ◽

Diana Ifan Sari Ledoh

Keyword(s):

Active Learning ◽

Learning Styles ◽

Teaching And Learning ◽

Personality Characteristic ◽

Learning Activities ◽

Ideal Situation ◽

Significant Difference ◽

Creative Learning ◽

Good Learning ◽

The Ideal

Learning atmosphere is the situation and condition or atmosphere of the process of teaching and learning activities in a classroom. The ideal situation and condition is to create a cheerfull, communicative and educative atmosphere. This learning above requires a good cooperation between teachers and student and fellow students. In the class teaching and learning activities, teachers usually feel a significant difference from each student, their personality, habits and learning styles. There are two types of personality characteristic that stand out and contradict each other if viewed from the psychological aspects. The first characteristic are students who are enthusiastic, active, courageous, and ask spontaneously. The second characteristic are shy, quite, and solitary students. If not addressed properly this defference will affect the process of teaching and learning activities. Based on the above exposure, teachers should be able to design a comfortable, interesting and creative learning environment in order to facilitate learning on both types of personality characteristics. The writer chooses active learning methods and designs klop and zonk media to create a fun learning atmosphere for all students, that aims to build the good learning atmosphere for ekstrovert and introvert students. To strengthen the method of active learning klop and zonk the writer has doing classroom action research for ekstrovert and introvert students.

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PENINGKATAN KUALITAS PEMBELAJARAN SERTA AKTIFITAS BELAJAR SISWA PADA PELAJARAN PKN MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE BERMAIN KOCOK DADU DI SMP NEGERI 5 KOTA SERANG

Tarbawi Jurnal Keilmuan Manajemen Pendidikan ◽

10.32678/tarbawi.v4i01.1774 ◽

2018 ◽

Vol 4 (01) ◽

pp. 135

Author(s):

Komariah Komariah

Keyword(s):

Active Learning ◽

Student Learning ◽

Learning Process ◽

Teaching And Learning ◽

Learning Model ◽

Learning Activities ◽

Learning Activity ◽

Student Activities ◽

Traditional Game

Teaching and learning activities at school should be interesting and funny, student activities as learning is always enthusiastic in following each subject. But the reality in the field shows another, learning activities that should attract, full of activities, creativity and bright ideas that do not exist, there is only a passive class hanayalah. Teachers are the spearhead in the success of teaching and learning process, therefore teachers are required to be able to innovate and master the various methods in delivering learning meteri that will be conveyed to the students. Lack of variation in the model of learning is one of the factors lazy students in following the teaching and learning process resulting in the level of mastery of student learning. To cultivate the spirit, cheerfulness in learning and not boring required a method of learning such as "shake the dice" as one of the active learning model, is essentially a traditional game with the aim that students in implementing learning is not saturated because this learning invites students to play while learning. Keywords. Learning Activity, Learning Model, Beat Dice

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ADAPTATION OF A CLASSROOM OBSERVATION PROTOCOL FOR ACTIVE LEARNING

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.14927 ◽

2021 ◽

Author(s):

Allison Van Beek ◽

Susan McCahan

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Large Scale ◽

Teaching Practice ◽

Classroom Observation ◽

Learning Activities ◽

Large Classes ◽

Space Design ◽

Observation Protocol ◽

Future Work

In our work, we are focusing on the use of classroom observation to provide feedback on instructional space design. An initiative to redesign teaching space began a decade ago at a large, research-intensive institution. In September 2018, a large-scale (477 seat) active learning classroom became operational. The affordances of this space are intended to enable active teaching and learning in large classes. However, it is difficult to assess how successful this space is for active learning. A multi-year study has been undertaken to observe teaching practice in situ, with the goalof developing design principles for instructional space and technology that support the development, design, and implementation of teaching activities. Existing teaching observation protocols do not fully capture the interaction between the instructor and the space because such protocols were generally intended for other purposes. The goal is to develop a protocol that captures activities that are both intrinsic and extrinsic to teaching. This paper describes the development and use of an observation protocol. The core of the protocol is the wellknownTeaching Dimensions Observation Tool (TDOP). The scope of the TDOP is extended to active learning activities drawing from the Active Learning Classroom Observation Tool (ALCOT). The resulting extended protocol, TDOP+, was used for coding both live and recorded classroomobservations in the Winter 2020 term. This extended protocol allows the researchers to capture information that characterizes the intersection of pedagogy, space, and technology through Activity Theory. In future work, the data gathered through observations will be analyzed using theDifferentiated Overt Learning Activities (DOLA) framework, to provide insight into what types of teaching activity happens in a large-scale active learning classroom across STEM education and how active learning in large classrooms compares to pedagogy in other spaces.

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Perceived Multiple Intelligences and Learning Preferences among Chinese Gifted Students in Hong Kong

journal for the education of the gifted ◽

10.1177/016235320502900204 ◽

2005 ◽

Vol 29 (2) ◽

pp. 187-212 ◽

Cited By ~ 3

Author(s):

David W. Chan

Keyword(s):

Hong Kong ◽

Multiple Intelligences ◽

Teaching And Learning ◽

Interpersonal Skills ◽

Gifted Students ◽

Learning Preferences ◽

Peer Teaching ◽

Learning Activities

This study examined the relationships between self-perceived multiple intelligences and five learning preferences among 604 Chinese gifted students in Hong Kong. These students perceived their strengths in interpersonal, intrapersonal, and verbal-linguistic intelligences and their weaknesses in bodily-kinesthetic and naturalist intelligences. They also indicated greater preferences in learning activities related to discussion, lecture, and peer teaching, followed by projects and simulations. In predicting the five learning preferences, personal intelligences generally emerged as common and significant predictors, suggesting that reflection and interpersonal skills contributed substantially to these learning activities. Students who reported having a greater number of learning preferences also gave themselves higher ratings on personal intelligences and verbal-linguistic intelligence. Implications of the findings in mapping learning preferences on multiple intelligences for teaching and learning are discussed.

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Models in active learning in schools

ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat ◽

10.32734/abdimastalenta.v5i1.4230 ◽

2020 ◽

Vol 5 (1) ◽

pp. 116-119

Author(s):

Tulus ◽

Muhammad Zarlis ◽

Sawaluddin ◽

Muhammad Romi Syahputra ◽

Tulus Joseph Marpaung

Keyword(s):

Active Learning ◽

Teaching And Learning ◽

Learning Model ◽

Learning Activities ◽

Learning Models ◽

The Core ◽

Methods And Techniques

The model is part of a learning structure that has a scope large. Inside there are approaches, strategies, methods, and techniques. One of an important aspect of a learning model is syntax, which is standard steps that must be taken in implementing the model. This syntax should be reflected in the steps of learning in particular detailed in the core learning activities. The results achieved in this activity are the teacher has the ability to develop scenarios or core steps active learning that uses certain learning models through the use of supporting media in teaching and learning activities

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METODE JIGSAW SOLUSI ALTERNATIF DALAM MENINGKATKAN MOTIVASI BELAJAR DAN PRESTASI BELAJAR SISWA

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v10i2.793 ◽

2015 ◽

Vol 10 (2) ◽

Author(s):

Ani Mardliyah

Keyword(s):

Active Learning ◽

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Learning Method ◽

Jigsaw Method ◽

Improving Student Learning

Artikel ini bertujuan untuk mengetahui motivasi belajar siswa pada mata pelajaran Al-Qur’an hadits dengan fokus materi Q.S al-Lahab dan an-Nashr melalui metode pembelajaran Jigsaw di MTsN 02 Semarang. Penelitian ini memberikan informasi sebagai masukan untuk pengembangan model pembelajaran Jigsaw pada materi Q.S al-Lahab. Di samping itu, penelitian ini juga memberikan pelajaran yang lebih bervariatif, terutama bagi siswa MTs N 02 Semarang khususnya agar lebih tertarik untuk aktif dalam belajar. Karena penggunaaan variasi mengajar melalui metode jigsaw membuat para siswa menjadi lebih termotivasi untuk belajar dan melatih kerjasama serta melatih kemandirian siswa dalam belajar. Hasil penelitian ini dapat digunakan sebagai bahan masukan (memberikan konstribusi) yang berarti bagi upaya peningkatan mutu pelajaran Al-Qur’an hadits khususnya peningkatan hasil belajar siswa. Selain itu juga dapat dipergunakan sebagai bahan atau masukan dalam mengajarkan Al-Qur’an hadits kepada anak didik dalam meningkatkan keaktifan siswa dalam mengikuti kegiatan belajar mengajar.Kata kunci: Jigsaw, al-qur’an, hadits, motivasi, belajar<div class="Section1">This article aims to determine students’ motivation on the subjects of the Qur’an hadits with a focus on material Q.S al-Lahab and an- Nasr through Jigsaw learning method in MTsN 02 Semarang. The study provides information as an input for the development of Jigsaw learning model on material of Q.S al-Lahab. In addition, this study also provides lessons more varied, especially for students of MTs N 02 Semarang in particular to be more interested in active learning. Because the use of variety of teaching through jigsaw method makes students become more motivated to learn and practice cooperation and to train students’ independence in learning. The results of this study can be used as an input (contribution) that means for improving the quality of learning the Qur’an hadits in particular improving student learning outcomes. It also can be used as an ingredient or input in the hadith teaches the Qur’an to students in improving students’ activeness in following the teaching and learning activities.</div>Keywords: Jigsaw, Al-Qur’an, hadist, learning , motivation

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