Science or Snake Oil? Teaching Critical Evaluation of “Research” Reports on the Internet

2002 ◽  
Vol 29 (4) ◽  
pp. 321-324 ◽  
Author(s):  
Patricia A. Connor-Greene ◽  
Dan J. Greene
Keyword(s):  
Quality Control ◽  
Critical Thinking ◽  
Small Group ◽  
Group Discussion ◽  
Critical Evaluation ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Easy Access ◽  
The Internet ◽  
New Challenges

The proliferation of information on the Internet introduces new challenges for educators. Although the Internet can provide quick and easy access to a wealth of information, it has virtually no quality control. Consequently, the Internet has rendered faculty more essential than ever as teachers of the analytic and evaluative skills students need to become educated consumers of information. In this article we describe an exercise using small-group discussion and individual problem-based learning to teach critical thinking about the Internet. Data from the exercise and from student evaluations support both its need and students' perceptions of its effectiveness.

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

scholarly journals Implementasi Metode Pembelajaran Student Centered Learning (SCL) pada Mata Kuliah Asuhan Kebidanan Ibu Nifas di STIKes Maharani Malang

2019 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Nanik Susanti ◽  
Mochamad Agus Krisno Budianto ◽  
Mohammad Syahri ◽  
Ratna Dian Franskiska
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Role Play ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Student Centered ◽  
Student Centered Learning

Penelitian ini bertujuan untuk mengetahui implementasi metode pembelajaran Student CenteredLearning (SCL) pada mata kuliah asuhan kebidanan ibu nifas di program studi kebidanan STIKesMaharani Malang. Pendekatan penelitian yang digunakan adalah kualitatif dengan menggunakanmetode deskriptif melalui wawancara, observasi dan studi dokumen. Keabsahan data dalam penelitianmenggunakan tehnik triangulasi sumber data. Hasil penelitian menunjukkan bahwa dalamperencanaan pembelajaran disusun RPS (Rencana Pelaksanaan Pembelajaran), dalam tahappelaksanaan proses pembelajaran sudah diterapkan sesuai dengan silabus dan metode yang digunakandalam pembelajaran asuhan kebidanan ibu nifas adalah menggunakan metode ceramah (CTJ) untukmenjelaskan materi konsep dasar dan menerapkan metode pembelajaran Student Centered Learning(SCL) seperti metode Small Group Discussion, Role play, Problem Based Learning dan demonstrasi.Pada tahap evaluasi pembelajaran dilakukan penilaian dalam bentuk tes tertulis, penilaian praktikumdan penilaian penugasan. Dengan menerapkan metode pembelajaran Student Centered Learning(SCL) mahasiswa lebih aktif dan mandiri dalam mengikuti proses belajar mengajar baik di kelasmaupun di laboratorium dan hasil prestasi akademik mahasiswa rata-rata baik dengan mendapatkannilai dalam kategori A dan B. Secara teknis tidak ditemukan kendala dalam pelaksanaan penerapanmetode pembelajaran Student Centered Learning (SCL).Kata Kunci: Implementasi, Metode Student Centered Learning, Asuhan Ibu Nifas

scholarly journals Analisis Efektivitas Metode Pembelajaran Small Group Discussion Pada Mahasiswa Kedokteran FK UNS

2019 ◽  
Author(s):  
Elisabeth Yuaninda Usmani
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Qualitative Method ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Learning Method ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning

Currently the Problem Based Learning (PBL) and Student Centered Learning (SCL) learning models are starting to be applied in universities with the aim of involving students actively in learning, one of which are Medical students of the UNS FK. One method of these learnings is Small Group Discussion (SGD). This study aims to assess the effectiveness of the SGD learning method that has been applied to Medical students of the UNS FK. The method used in this research is qualitative method. The result was found that the SGD learning method that had been applied was still less effective, but it was more effective compared to conventional learning methods. Therefore, it is necessary to make some improvements to this learning method so that it is more effective and the goal can be achieved.

scholarly journals Hybrid problem based learning: An innovative teaching learning method – Reflective experience

2021 ◽  
Vol 8 (2) ◽  
pp. 68-73
Author(s):  
Balaji Arumugam ◽  
K R S Sivapriya
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Small Group Discussion ◽  
Learning Method ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Traditional Lectures ◽  
Teaching Learning

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

scholarly journals Analisis Pembelajaran SGD (Small Group Discussion) pada Blok Neuroendokrin dan Indra Khusus sebagai Upaya Meningkatkan Motivasi Belajar Mahasiswa Kedokteran UNS Angkatan 2018

2019 ◽  
Author(s):  
Rifki Taufiqurrohman
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Small Group Discussion ◽  
Learning Method ◽  
Group Discussions ◽  
School Of Medicine ◽  
Small Group Discussions

The SGD learning method applied at the Sebelas Maret University School of Medicine is a Problem Based Learning learning adapted from the tutorial learning method. This learning method emphasizes the activeness of students in small group discussions. Based on the results of the study, the SGD learning method was able to increase the learning motivation of UNS medical students.

Efektifitas Small Group Discussion Dengan Model Problem Based Learning Dalam Pembelajaran Di Masa Pandemi Covid-19

2020 ◽  
Vol 6 (1) ◽  
pp. 55-60
Author(s):  
Sofyan Susanto
Keyword(s):  
Small Group ◽  
Model Problem ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Social Distancing

Pandemi Covid-19 menyebabkan dampak yang luar biasa terhadap seluruh aspek kehidupan terutama dalam bidang pendidikan. Dampak nyata dalam bidang pendidikan adalah terhalangnya pembelajaran tatap muka dikarenakan pembatasan sosial berskala besar dan social distancing yang dihimbaukan oleh pemerintah. Hal tersebut mempengaruhi proses pembelajaran yang semula tatap muka menjadi pembelajaran daring. Masalah yang timbul adalah kebutuhan akan jaringan internet dan paket data yang memadai, selain itu kualitas pembelajaran yang belum didukung dengan perangkat yang mencukupi mengakibatkan menurunnya minat belajar siswa. Tujuan dari penelitian ini adalah mgengetahui tingkat efektifitas Small Group Discussion dengan model Problem Based Learning dalam pembelajaran di masa pandemi Covid-19.Metode yang digunakan dalam penelitian ini adalah observasi, wawancara dan deskriptif kualitatif. Subyek dari penelitian ini adalah siswa Sekolah Dasar kelas 4, 5, dan 6 dengan jumlah 30 orang dengan instrumen penelitian berupa angket dan lembar observasi.Hasil dari penelitian ini menunjukkan bahwa 94% siswa memberikan respon positif dengan adanya sistem pembelajaran Small Group Discussion dengan model Problem Based Learning. Mereka merasa terbantu dengan sistem pembelajaran ini dan minat belajar mereka meningkat. Dari analisis data, tingkat efektifitas menunjukkan 96%. Kesimpulannya, pembelajaran dengan metode Small Group Discussion dengan model Problem Based Learning dinyatakan efektif sebagai metode pembelajaran di masa pandemi Covid-19

scholarly journals PEMBELAJARAN ABAD 21 DENGAN IMPLEMENTASI EXPERIENTIAL-BASED LEARNING BAGI GURU SD NEGERI 101789 MARINDAL I KABUPATEN DELI SERDANG

2021 ◽  
Vol 5 (1) ◽  
pp. 1-6
Author(s):  
Nazriani Lubis ◽  
Asnarni Lubis
Keyword(s):  
Critical Thinking ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Communicative Approach

Guru SD Negeri 101789 Marindal I masih memiliki kreativitas karena mereka cenderung fokus kepada pemberian tugas, pekerjaan rumah dan aspek kognitif saja. Program Kemitraan Masyarakat ini bertujuan untuk untuk meningkatkan kreativitas dan sikap guru sd negeri 101789 desa marindal I dengan Implementasi Experiential-based Learning sesuai dengan tujuan pembelajaran abad 21 di era revolusi industri 4.0 dimana guru harus mampu meningkatkan kemampuan 4C, yaitu; critical thinking, collaboration, creativity, dan communication. Untuk mencapai tujuan, program ini merancang metode pelaksaan yang komprehensif yaitu, Fase awal adalah kegiatan awal persiapan, Fase inti adalah realisasi kegiatan pengabdian yang telah dirancang secara baik dengan metode sosialisasi, small group discussion, Pada fase akhir adalah evaluasi, pengembangan dan keberlanjutan dengan pendekatan Communicative Approach. Kemudian, observasi secara langsung dilakukan selama program dengan indikator keterlibatan, dan kepercayaan diri dimana data menunjukkan bahwa guru SD Negeri 101789 Marindal I mampu menciptakan suasana pembelajaran yang inovatif, meningkatkan kesadaran guru tehadap Pembelajaran Abad 21, dan meningkatkan kepercayaan diri dalam mengimplementasikan model Experiential-based Learning dimulai dari perencanaan pembuatan project sesuai dengan mata pelajaran, perancangan tahap per tahap, dan menentukan indikator penilaian. Secara singkat, suasana pembelajaran di dalam kelas lebih interaktif dan inovatif karena guru tidak hanya fokus kepada pemberian nilai, tetap juga fokus kepada kebebasan siswa berkomunikasi dan berinteraksi antara semasa siswa, dan siswa dan guru sehingga kemampuan 4C, yaitu; critical thinking, collaboration, creativity, dan communication dapat tecapai.

Dialogue Mapping and Collaborative Learning

2008 ◽  
pp. 403-418
Author(s):  
Fung Fai Ng
Keyword(s):  
Collaborative Learning ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Small Group Discussion ◽  
Shared Understanding ◽  
Visual Thinking ◽  
Factors Influencing ◽  
Group Meetings ◽  
The Impact

This chapter introduces the concepts, principles and application of dialogue mapping. Dialogue mapping is a visual thinking tool for facilitating group meetings using a shared display. Experience of using dialogue mapping as well as other types of shared display in small-group discussion are discussed. The results, benefits and limitations of using different kinds of shared display in small-group discussion are compared and examined. Dialogue mapping produces better collaboration and shared understanding among students during discussion than using other shared displays. The impact of dialogue mapping on collaborative learning is explored. Factors influencing the effectiveness of group meetings in problem-based learning are also discussed.

scholarly journals Analisis Penerapan Model Rancangan Struktur Metode Student Centre Learning (Scl) Dalam Mata Kuliah Sistem Akuntansi Dengan Kurikulum Berbasis Kompetensi (KBK)

2016 ◽  
Vol 11 (1) ◽  
pp. 64-79
Author(s):  
Zahara ◽  
Zalida Afni
Keyword(s):  
Action Research ◽  
Small Group ◽  
Group Discussion ◽  
Role Play ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Small Group Discussion ◽  
Accounting System ◽  
System Study ◽  
Research Planning

This research porpuse to design the structure of Student Centre Learning (SCL) methode in accounting system subject that use curriculum based on competency. This is an action research in accounting system study at accounting departement of Padang State Polytechnic. This research uses Kemmis dan Mac Tanggart model which is devided in 5 steps that are: 1. Planning, 2. Action&Observation, 3. Reflecting&Replanning, 4. Action&Observation and 5. Reflecting. The application of SCL metode in accounting system study will be evaluated based on the score of student respons and student academic score in accounting system. The student respons questioners are measured by Linkert scale. Datas of student respons and student academic score are classified for 5 level such as: 5=A=Very Good, 4=B=Good, 3=C=Fair, 2=D=Bad, and 1=E=Very Bad. All of score data will be analysed to define the appropriateness of SCL methode for accounting system subject. This research evalued the applicatian of 5 (five) SCL model that chosen as the result of the first step research (planning) i.e. Small Group Discussion, Discovery  Learning, Role Play, Contextual Instruction  dan Problem Based Learning. The result shown all the SCL method that is used in this research are “good” for accounting system subject, based on student respons as “good” as their academic score.

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