scholarly journals Improving Student's Self-efficacy by Using Concept Map as A promising Teaching Strategy

2021 ◽  
Vol 8 (1) ◽  
Keyword(s):  
Self Efficacy ◽  
Teaching Strategy ◽  
Concept Map

scholarly journals The Effects of Reciprocal Teaching Learning Strategy and Self efficacy on Learning Outcomes of Early Childhood (AUD) Mathematical Logic

2018 ◽  
Vol 9 (1) ◽  
pp. 41
Author(s):  
Erwanto Erwanto ◽  
Anastasia Sri Maryatmi ◽  
Agung Budiyanto
Keyword(s):  
Mathematical Logic ◽  
Early Childhood ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Research Method ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Reciprocal Teaching ◽  
Teaching Learning ◽  
Level 2

The purpose of this research is to learn about the influence of Reciprocal Teaching and Self Efficacy on learning outcomes of AUD mathematical logic. This research is experimental research designed using treatment by level 2 × 2. The research method used is a variance analysis of two different cell paths. The results of this research are: (1) learning outcomes of students using Reciprocal Teaching strategy is higher than Ekspository strategy, (2) there is an interaction influence between learning strategy and self efficacy on learning outcomes of AUD mathematical logic, (3) there is an influence of self efficacy on learning outcomes of AUD mathematical logic. 

Building Interactive Communication with Google Classroom

2018 ◽  
Vol 7 (2.13) ◽  
pp. 460 ◽  
Author(s):  
S Subandi ◽  
C Choirudin ◽  
M Mahmudi ◽  
N Nizaruddin ◽  
H Hermanita
Keyword(s):  
Teaching Strategy ◽  
Concept Map ◽  
Good Strategy ◽  
Good Teaching ◽  
Interactive Communication ◽  
Good Communication ◽  
Digital Classroom ◽  
Google Apps For Education ◽  
Operational Tactics ◽  
Google Apps

Google Apps for Education (GAFE) is a technology is provided and designed for college by promoting the use of information technology and collaboration. One of Google Apps for Education products is Google Classroom being a learning media between for Lecturers and Students to build interactive communication. Interactive communication leads to good feedback in the form of educational transformation from learning source to learner. This is what improves the engagement for the students themselves. By the concept of digital classroom, students no longer just sit passively in the classroom, they are interested in themselves to explore the things offered by technology. Building interactive communication among students need a good strategy. Strategy not only serves as a concept map that shows only direction, but is able to demonstrate operational tactics to achieve the established goals. A teacher or lecturer who does not have a good teaching strategy will not be able to create good communication with students. Building interactive communication among students need a good strategy. Strategy not only serves as a concept map that shows only direction, but is able to demonstrate operational tactics to achieve the established goals. A teacher or lecturer who does not have a good teaching strategy will not be able to create good communication with students.  

scholarly journals Concept Mapping as an Innovative Teaching Strategy to Enhance Cognitive Learning in Nursing Administration Course

2014 ◽  
Vol 2 (7) ◽  
pp. 11-25
Author(s):  
Eman Salman Taie
Keyword(s):  
Concept Mapping ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Concept Map ◽  
Cognitive Learning ◽  
Nursing Administration ◽  
Innovative Teaching ◽  
Significant Difference ◽  
Quasi Experimental

Background Concept mapping is a teaching and learning strategy that establishes a bridge between howpeople learn knowledge and sensible learning.Aim The present study aims to explore the effect of concept mapping based learning on students' cognitivelearning levels in nursing administration course.Methods It is a quasi- experimental study. The study was conducted in faculty of nursing –Helwan University.Subjects were composed of all 4th year students (102) in faculty of nursing –Helwan University, for the academicyear 2012-2013, . Two types of Questionnaire formats were used (Students’ knowledge about conceptmapping questionnaire format and satisfaction questionnaire format) plus concept map assessment Rubricand students’ achievement test in collecting data for this study.Findings The majority of the experimental students before awareness sessions were lack knowledge aboutconcept mapping. Also, regarding applications concept map scoring rubric assignments the majority of theexperimental students had moderate score in the 1st assignment and high score in 2nd assignment. As evident,the majority of the studied students either control or experimental had low score in pre-test. While, in the posttestthe majority of experimental had high score. Most of them perceived concept mapping positively as alearning tool.Conclusion There was a high significant difference between experimental students' knowledge about conceptmapping before and after awareness sessions, concept mapping improved students’ meaningful learninglevels. Finally, most of experimental students perceived concept mapping positively.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN EFIKASI DIRI TERHADAP HASIL BELAJAR MENGOLAH MAKANAN KONTINENTAL PROGRAM STUDI TATA BOGA

2019 ◽  
Vol 12 (2) ◽  
pp. 114
Author(s):  
Elfrida Nababan ◽  
Julaga Situmorang ◽  
Abdul Muin Sibuea
Keyword(s):  
Data Analysis ◽  
Hypothesis Testing ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Analysis Of Variance ◽  
Self Efficacy ◽  
Learning Strategy ◽  
Teaching Strategy ◽  
Experimental Methods ◽  
Quasi Experimental

Abstrak: Penelitian ini bertujuan untuk: (1) mengetahui hasil belajar mengolah makanan kontinental antara siswa yang diajar dengan menggunakan strategi pembelajaran latihan lebih tinggi lebih unggul dari pada menggunakan strategi demonstrasi, (2) Mengetahui keunggulan hasil belajar mengolah makanan kontinental antara siswa yang memiliki efikasi diri tinggi lebih unggul dari pada yang memiliki efikasi diri rendah, dan (3) Mengetahui interaksi antara strategi pembelajaran dan efikasi diri siswa dalam memberikan pengaruh terhadap hasil belajar mengolah makanan kontinental. Populasi penelitian ini adalah seluruh siswa kelas XI Tata Boga, sampel sebanyak 64. Metode eksperimental semu. Uji hipotesis dengan analisis varians (ANAVA), dan uji lanjut dengan uji-Tuckey. Hasil penelitian menunjukkan: (1). Hasil belajar mengolah makanan kontinental yang diajar dengan strategi latihan lebih tinggi dari pada yang diajar dengan strategi demonstrasi, (2) Hasil belajar mengolah makanan kontinental yang memiliki efikasi diri tinggi  lebih tinggi dari yang memiliki efikasi diri rendah rendah,  dan (3). Terdapat interaksi antara strategi mengajar latihan dan efikasi diri tinggi terhadap hasil belajar mengolah makanan kontinental lebih tinggi dari pada strategi mengajar demonstrasi dengan efikasi diri rendah. Hasil analisis data menunjukkan bahwa  siswa yang memiliki efikasi diri tinggi lebih efektif di ajar dengan menggunakan strategi latihan, sedangkan siswa yang mempunyai efikasi diri rendah, lebih efektif diajar dengan menggunakan strategi demonstrasi. Kata Kunci: strategi pembelajaran, latihan, demonstrasi, efikasi diri, mengolah makanan kontinental, tata boga Abstract: This study aims to: (1) find out the results of learning to process continental food between students who are taught using a learning strategy of higher training is superior than using a demonstration strategy, (2) Knowing the advantages of learning outcomes in processing continental food among students who have efficacy high self is superior than those who have low self-efficacy, and (3) Knowing the interaction between learning strategies and student self-efficacy in influencing learning outcomes in processing continental food. The population of this study was all students of class XI Catering, a sample of 64. Quasi-experimental methods. Hypothesis testing with analysis of variance (ANAVA), and further testing with the Tuckey-test. The results showed: (1). The results of learning to process continental food taught with training strategies are higher than those taught with demonstration strategies, (2) The learning outcomes of processing continental food that have high self-efficacy are higher than those having low self-efficacy, and (3). There is an interaction between the strategy of teaching exercise and high self-efficacy towards learning outcomes in processing continental food is higher than the teaching strategy of demonstration with low self-efficacy. The results of data analysis show that students who have high self-efficacy are more effectively taught by using a strategy of training, while students who have low self-efficacy are more effectively taught by using a demonstration strategy. Keywords: learning strategies, exercises, demonstrations, self-efficacy, processing continental food, catering

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