scholarly journals Studi Sistematik Aspek Kreativitas dalam Konteks Pendidikan

2018 ◽  
Vol 5 (2) ◽  
pp. 187-200
Author(s):  
Silmi Amrullah ◽  
Lidwina Felisima Tae ◽  
Feri Indra Irawan ◽  
Zulmi Ramdani ◽  
Bagus Hary Prakoso
Keyword(s):  
Systematic Review ◽  
Learning Strategies ◽  
Learning Process ◽  
Specific Model ◽  
Effective Learning ◽  
Model Based ◽  
Inhibiting Factors ◽  
Creative Learning ◽  
Scientific Papers ◽  
Important Character

The success of learning in school is determined by the ability to find and use effective and creative learning strategies. Creativity is not only an important element in solving problems, but also an indicator that individuals have higher levels of excellence functions. Creativity character is one of the issues that has not been widely discussed and actualized in the context of education, especially in the focus of creating an effective learning process. A systematic review was used to examine previous research on creativity in the context of education. This study reviewed 450 scientific papers based on the analysis of the three experts who participated in the study. The results show that creativity has a specific model based on aspects of definition, characteristics of creative subjects, supporting factors, inhibiting factors, domain of creativity and creative strategies in school. Creativity is also a very important character and has a particular model both for students and teachers, and for the principals.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals Approaches to Training Teachers of Adults in the UK

2015 ◽  
Vol 5 (1) ◽  
pp. 74-79
Author(s):  
Vadym Chychuk
Keyword(s):  
Adult Education ◽  
Adult Students ◽  
Learning Strategies ◽  
Learning Process ◽  
Individual Characteristics ◽  
Adult Student ◽  
Practical Implementation ◽  
Effective Learning ◽  
The Individual ◽  
The Uk

Abstract The article deals with the theoretical foundations of teacher training for adult students in the UK. It has been found out that the system of adult education is based on the andragogical approach that reveals patterns, psychological and pedagogical factors of effective learning. In applying the andragogical approach to adult education the following factors contribute to the learning process improvement: considering the motivation of adult learning, defining educational interests and needs of each adult student, the choice made by andragogue of the learning strategies and techniques designed to increase the professional level of adult education, practical implementation of knowledge and experience acquired by adult students in training process, taking into account the individual characteristics of each participant in the learning process, the desire to cooperate with the teacherandragogue. The theoretical basis of this process is the science of andragogics. It has been revealed that when working with an adult student, the following approaches are used: traditional didactic, problem-search, facilitating that are focused on the content and the learning process. Author determined specific approaches used in the UK for teaching adults, namely active, institutional, competence, synergy and others.

scholarly journals Learning Model at SD Muhammadiyah 3 Pandaan During the Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Harnum Putri Almaidah ◽  
Muhlasin Amrullah
Keyword(s):  
Learning Outcomes ◽  
Mobile Phones ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Models ◽  
Effective Learning ◽  
Implementation Model ◽  
Inhibiting Factors ◽  
Main Factors

This study aims to describe the learning implementation model during the COVID-19 pandemic at SD Muhammadiyah 3 Pandaan. The research was conducted at SD Muhammadiyah 3 Pandaan City with one of the teachers as resource persons. This research uses descriptive qualitative research. The results of this study are observations of learning models at SD Muhammadiyah 3 Pandaan during the covid-19 pandemic. Learning that is usually carried out in person is now being shifted to distance learning or daring. In the implementation of learning during this pandemic, appropriate and effective learning models are needed to support the success of the teaching and learning process. The application of the learning model is one of the main factors in the learning process. This is because when applying the appropriate learning model, the learning process and learning outcomes will be as expected. There are several factors that support teachers in the learning process, namely the availability of mobile phones, quotas and a stable internet network. In addition to the factors that support bold learning, there are also several inhibiting factors for teachers in bold learning. The inhibiting factors include not all students have cellphones and there are still many parents who are busy working.

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN UNTUK MENCIPTAKAN PEMBELAJARAN AKTIF DAN INOVATIF

Edupedia ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 67-74
Author(s):  
Achmad Yusuf ◽  
Mahmudi Mahmudi
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
School Principals ◽  
Effective Learning ◽  
Creative Learning ◽  
Different Characteristics ◽  
To Receive

the effective learning is the learning that can stimulate the enthusiasm and enjoyment of students follow the learning process. However, the obstacle of that, there are no many Islamic religious education teachers who are skilled in preparing and implementing lessons that are able to arouse the enthusiasm of their students and the lack of attention from school principals on the development of PAI learning in schools, including the availability of inadequate facilities and infrastructure. Therefore, teachers must be creative in designing learning activities, one of which is using appropriate learning strategies. The learning strategy that can create active and creative learning is the PAIKEM strategy. PAIKEM is a teaching and learning strategy that contains six important elements, that are learning, active, innovative, creative, effective and fun. The six elements have different characteristics and interpretations and must be integrated by the teacher who will apply them. The supporting factors of PAIKEM implementation include infrastructure, the ability of teachers to implement PAIKEM, and the readiness of students to receive the lessons. The inhibiting factors in implementing PAIKEM include the number of students, time allocation, and schedule changes.

Designing a Training Platform for Higher Education Engineering Instructors in the Digital Era

2020 ◽  
pp. 53-69
Author(s):  
Fırat Sarsar ◽  
Özge Andiç Çakır
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Process ◽  
New Technologies ◽  
Effective Learning ◽  
Digital Era ◽  
Learning Platform ◽  
Learning Techniques ◽  
Creative Learning

Higher education (HE) should focus on solving the following critical educational problems: (1) using technology and (2) fostering education by new creative learning techniques. In this chapter, the authors indirectly talk about using new technologies in education. There are many reasons that make this choice challenging such as believing in the benefits, having enough knowledge, accessing alternative technological sources, etc. To facilitate this, they introduce an online learning platform for engineering instructors in HE. Moreover, according to their experiences in the field of education and engineering, instructors in HE should improve and revise their skills and knowledge. It is important to enhance knowledge on content, technology, and pedagogy; therefore, this training platform itself focuses on improving those skills necessary for instructors in HE for maintaining an effective learning process. This chapter mainly focuses on creating a course for higher education engineering instructors and a TERR model that is proposed by the authors.

scholarly journals Students’ perceptions towards native and non-native english speaker teachers

2021 ◽  
Vol 12 (2) ◽  
pp. 80-95
Author(s):  
Ratih Ayu Wulandari ◽  
Asih Rosnaningsih ◽  
Fairus Sintawati
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Formal Education ◽  
Mother Tongue ◽  
Education Institution ◽  
English Teachers ◽  
Structured Interview ◽  
Effective Learning ◽  
Teachers And Students ◽  
Native Teachers

There was an argument that native English teachers have many advantages than non-native English teachers and students preferred native to non-native teachers; however, the argument had to be assessed. Many researchers had been exploring students’ perceptions of native and non-native English teachers worldwide in formal education institutions. This study aimed to explore students’ perceptions of native and non-native English teachers in a non-formal education institution. This was a qualitative study based on a descriptive approach conducted using three instruments: close-ended questionnaire, semi-structured interview, and documentation. The study revealed that native and non-native English teachers had their own specific roles in the Indonesian context. Students needed native more than non-native teachers because the latter were bilingual having the same mother tongue as them, and they enabled a successful learning process because of the effective learning strategies they shared. Also, non-native teachers helped students deal with difficulties and challenges in their learning process.

scholarly journals EVALUASI IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH (MBS)DI SMK TELEKOMUNIKASI TUNAS HARAPAN KABUPATEN SEMARANG (STUDI TENTANG PEMBELAJARAN PAKEM)

2015 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Prima Widyatmoko ◽  
Bambang Ismanto
Keyword(s):  
Learning Process ◽  
Evaluation Model ◽  
Lesson Plan ◽  
Product Evaluation ◽  
Learning Program ◽  
Effective Learning ◽  
Creative Learning ◽  
Data Validity ◽  
Evaluative Research ◽  
Achievement Assessment

<p>This study aims at evaluating (a) the design of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, (b) the installation of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, (c) the process of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan, and (d) the product evaluation of implementation of PAKEM learning in SMK Telekomunikasi Tunas Harapan. This is a evaluative research employing Discrepency Evaluation Model. Techniques of collecting data used are interview, queationaires, documentations study, and observation. Triangulation technique is used to support data validity. The results of this study are (a) the design of implementation of PAKEM learning has been formulated with regard to educators criteria including input, process, and output aspects, (b) there is still 2% discrepency in teachers’ certificates. Qualifications of teachers’ academic and teachers’ competencies in PAKEM learning are in line with the standards determined, (c) criteria of succesful PAKEM learning program have not been fulfiled entirely. Syllabus and lesson plan preparation reach 85%. Active learning process goes to low discrepency (13%). Creative learning process goes to moderate discrepency (31%). Effective learning process goes to low discrepency (18%). Fun learning process goes to low discrepency (15%). In learning achievement assessment, teachers have done their responsibilities well, (d) the products in PAKEM learning include achievement in affective aspect where 90% students gain predicate “good”, cognitive aspect where 80% students gain B-, and psychomotoric aspect where 79% students gain B-.</p>

scholarly journals IMPLEMENTASI PEMBELAJARAN AL-QUR’AN METODE LITTAQWA DI SDIT NUR HIDAYAH SURAKARTA DAN METODE KARIMAH DI MI NURUL KARIM KARANGANYAR TAHUN AJARAN 2019/2020

2020 ◽  
Vol 21 (1) ◽  
pp. 86-95
Author(s):  
Bayu Mufti Sugiyanto ◽  
Ari Anshori ◽  
Muthoifin Muthoifin
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Field Research ◽  
Qualitative Approach ◽  
Research Subjects ◽  
Teaching Aids ◽  
Inhibiting Factors ◽  
Teaching Principles ◽  
Main Target ◽  
Evaluation Of Learning

This research aims to describe the implementation of the Littaqwa method in learning the Qur'an at SDIT Nur Hidayah Surakarta and the karimah method at MI Nurul Karim Karanganyar and describe the supporting and inhibiting factors. This type of research is field research, with a qualitative approach. The object of research is SDIT Nur Hidayah Surakarta and MI Nurul Karim Karanganyar. Research subjects include the Principal / Madrasa, al-Qur'an learning coordinator, teachers who teach the al-Qur'an and several students. Data collection techniques are done by observation, interview and documentation. Data analysis was performed descriptively qualitative. The results showed that the main target of learning the Koran at SDIT Nur Hidayah was an understanding of the principles of recitation with the target of memorization of at least 2 juz (juz 29 and 30) and memorization of hadith, the learning method used was littaqwa by applying three learning models namely classical with the teacher, independent classical and one-on-one classics. Evaluations are conducted at the end of each meeting and evaluation of volume increases. While in MI Nurul Karim the target of memorization is owned by ± 5 juz graduates (juz 26, 27, 28, 29 and 30), learning using the karma method which has four teaching principles namely talqin, tikrar, tahqiq and tabyin. Evaluation of learning is done in 3 stages, namely the class exam, juziyyah and the peak is the best tahfidz school overall champion test. The implementation of al-qu'an learning has implemented a constructivism approach in choosing learning strategies, as an effort to create a learning process that is appropriate to the character of students.Supporting factors that encourage the implementation of the learning of the Qur’an include the standardization of qualified educators and workshops specifically Tahfidz teachers, innovation and strategies in delivering learning, using teaching aids and student handbooks that are easily understood, having Iad classes specifically for 1 grade of elementary school , has its own distinctive tone or hum. While the obstacles faced include students who are not fluent in reading the Koran, lack of guidance and support from families for children, and there are still children who lack concentration and attention when the learning process takes place.Penelitian ini bertujuan untuk medeskripsikan implementasi metode littaqwa dalam pembelajaran al-Qur’an di SDIT Nur Hidayah Surakarta dan metode karimah di MI Nurul Karim Karanganyar serta mendeskripsikan faktor pendukung dan penghambatnya. Jenis penelitian yang digunakan adalah field research, dengan pendekatan kualitatif. Objek penelitian adalah SDIT Nur Hidayah Surakarta dan MI Nurul Karim Karanganyar. Subjek penelitian diantaranya yaitu Kepala Sekolah/ Madrasah, koordinator pembelajaran al-Qur’an, para guru yang mengajar pelajaran al-Qur’an dan beberapa siswa. Teknik pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Analisis data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa target utama pembelajaran al-Qur’an di SDIT Nur Hidayah adalah pemahaman tentang kaidah ilmu tajwid dengan target hafalan minimal 2 juz (juz 29 dan 30) dan hafalan hadits, metode pembelajaran yang digunakan adalah littaqwa dengan menerapkan tiga model pembelajaran yaitu klasikal bersama guru, klasikal mandiri dan klasikal satu-satu. Evaluasi dilakukan setiap akhir pertemuan dan evaluasi kenaikan jilid. Sedangkan di MI Nurul Karim target hafalan yang dimiliki oleh lulusannya ± 5 juz (juz 26, 27, 28, 29 dan 30), pembelajaran menggunakan metode karimah yang mempunyai empat prinsip pengajaran yaitu talqin, tikrar, tahqiq dan tabyin. Evaluasi pembelajaran dilakukan dengan 3 tahap yaitu ujian kelas, juziyyah dan puncaknya adalah ujian juara umum terbaik tahfidz sekolah. Implemetasi pembelajaran al-qu’an telah menerapkan pendekatan kontruktivisme dalam memilih strategi pembelajaran, sebagai upaya menciptakan proses pembelajaran yang sesuai dengan karakter peserta didik. Faktor pengdukung yang mendorong implementasi pembelajaran al-Qur’an meliputi standarsasi pendidik yang mumpuni dan workshop terkhusus guru tahfidz, inovasi dan strategi dalam penyampain pembelajaran, menggunakan alat peraga dan buku pegangan siswa yang mudah dipahami, memiliki kelas I’dad terkhusus untuk kelas 1 SD, memiliki nada atau senandung khas tersendiri. Sedangkan kendala yang dihadapi antara lain masih terdapat peserta didik yang belum lancar membaca al-Qur’an, kurangnya bimbingan dan support dari keluarga terhadap anak, dan masih terdapat anak yang kurang konsentrasi dan perhatian ketika proses pembelajaran berlangsung.

scholarly journals Effective learning strategies and creative methods of teaching the croatian language in early primary school education

2021 ◽  
Vol 70 (1) ◽  
pp. 309-342
Author(s):  
Marinko Lazzarich
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Active Role ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Effective Strategies ◽  
Main Challenge ◽  
Language And Literature ◽  
Early Primary

Learning is an important process in the intellectual maturation and socialization of a person. It is determined by numerous components, the most important being cognition, motivation and emotions. As modern teaching requires an active role of students in the learning process, a key element for successful learning is quality teaching. Teachers’ main challenge is how to arouse interest among students for the educational field. Thereby, teaching should be based on the choice of approaches and procedures. In this paper were discussed effective strategies and forms of learning in the teaching of the Croatian language at the lower level of primary education, in the classroom teaching. The Croatian language is a complex teaching subject, so the functional teaching of language and literature requires the purposefulness of methods and forms of work. We monitored the applicability of collaborative, experiential and self-regulated learning. Attached are various creative procedures in the early stages of language learning, and offer guidelines for working with students in the classroom. It is important to facilitate situations in which students will become aware of their learning process and make decisions about how to achieve the planned learning outcomes ang goals

scholarly journals PODEJŚCIE STUDENTÓW FILOLOGII ANGIELSKIEJ DO REFLEKSJI W NAUCE WYMOWY

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 9-23
Author(s):  
Małgorzata Baran-Łucarz
Keyword(s):  
Learning Strategies ◽  
Research Design ◽  
Learning Process ◽  
Foreign Languages ◽  
English Studies ◽  
Effective Learning ◽  
Self Evaluation ◽  
Positive Effects ◽  
Special Training ◽  
Positive Results

This paper aims to report attitudes of extramural students of the Department of English Studies, University of Wrocław, towards reflection which was introduced into a course of phonetics and into individual practice of pronunciation at home. The article opens with a brief presentation of the concept of reflection, a discussion of its importance in teaching foreign languages (FLs) and an overview of studies on the use of reflection in FL pronunciation teaching. The research design and the techniques used to develop reflection in the students in this study are then described. From the perspective of many learners involved in this research introducing reflection into pronunciation learning had several positive effects: it helped learners set goals and made them aware of effective learning strategies. It also aided them in self-evaluation, in understanding the emotions accompanying the learning of FL pronunciation, and in finding ways of dealing with these. However, it was found that many students were reluctant to have reflection introduced into the learning process. This was mainly due to lack of time and to students’ belief that reflection does not bring any positive results. Finally, the author suggests that the ability to reflect on one’s learning is difficult and dependent on individual predisposition, and that it requires special training.

Sign in / Sign up

Export Citation Format

Share Document