scholarly journals PEMAHAMAN GURU IPA DALAM STRATEGI PEMBELAJARAN PETA PIKIRAN (MIND MAP)

EDUTECH ◽  
2017 ◽  
Vol 16 (1) ◽  
pp. 73
Author(s):  
Natalia Rosa Keliat
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Science Teachers ◽  
Cognitive Abilities ◽  
Concept Maps ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Central Java ◽  
Teaching Learning

Abstract. This researchs were conducted in Salatiga primary high school, Central Java and the subject of were taken from 23 science teachers which used interview and observation tech-niques. The aim of this study was firstly, to assess learning strategies of science in Salatiga prima-ry high school, and secondly to assess the obstacles and constraints that faced the science teach-ers in the implementation of learning strategies in the classroom. Further more the percentage of the understanding and application of mind map model, and also to assess the obstacles and con-straints in the implementation of mind map in the classroom. Data were analyzed by using de-scriptive qualitative method. The results showed that the percentage of science teachers using discussion methods are 78.26%, 21.74% by concept maps, 30.43% by demonstrations, 39.13% by lectures, 34.78% using mind map respectively by other strategies such as card games, quiz, pro-ject based learning, discovery, problem based learning, contextual teaching learning, and inquiry is 43,8%. Teachers faced difficulty to allocate the time in the classroom because students who had lower levels of cognitive abilities require a longer time to understand the strategies in the class-room. The percentage of teachers using mind map in teaching only reach at 34.78%, while 65.22% teachers still not applying yet. Results of interview which were conducted approximately 47.83% to the teachers who understand the learning mechanisms model of mind map, and 52.17% did not understand the principles of learning using mind map. However, in its application in the classroom teachers face some problems, for example, it is take time to implemented, and the other subjects difficult to finished on time. More over, other constraints that faced are the students still have difficulty in making mind map because lack of exercise, as well as students who are already familiar with the habit pattern of teacher using teaching center.Abstrak. Penelitian ini dilaksanakan di SMP Salatiga, Jawa Tengah dengan subjek penelitan adalah guru bidang studi IPA yang berjumlah 23 orang dengan menggunakan teknik wawancara dan observasi. Penelitian ini bertujuan untuk mendata strategi pembelajaran IPA yang dilakukan guru SMP Kota Salatiga, kendala yang dihadapi guru dalam melaksanakan strategi pembelajaran di kelas, persentase pemahaman dan penerapan mind map oleh guru IPA SMP Kota Salatiga, serta kendala dalam melaksanakan strategi mind map di kelas. Analisis penelitian yang digunakan adalah deskriptif kualitatif. Hasil menunjukkan persentase guru IPA yang menggunakan strategi diskusi mencapai 78.26%, peta konsep 21,74%, demonstrasi 30,43%, ce-ramah 39,13%, mind map 34,78% dan strategi-strategi lain seperti permainan kartu, cerdas cer-mat, project based learning, discovery, problem based learning, CTL, inquiry mencapai 43,8%. Dalam menerapkan strategi yang bervariasi guru mengalami kesulitan dalam mengatur alokasi waktu pembelajaran di kelas dikarenakan peserta didik yang memiliki tingkat kemampuan kogni-tif rendah membutuhkan waktu yang lebih lama untuk memahami strategi pembelajaran yang dipakai di kelas. Dalam penerapan mind map, menunjukkan persentase jumlah guru yang menggunakan mind map dalam pembelajaran di SMP Kota Salatiga hanya mencapai 34,78% dan yang masih belum menerapkan pembelajaran model mind map mencapai 65,22%. Berdasarkan hasil wawancara diketahui bahwa sekitar 47,83% guru tersebut memahami prosedur pembelajaranmodel mind map, selebihnya sebesar 52,17% mengatakan belum memahami prinsip pembelajaran menggunakan mind map. Guru menjelaskan bahwa mind map sangat potensial digunakan se-bagai suatu teknik untuk meningkatkan pembelajaran peserta didik. Meskipun demikian, dalam penerapannya di kelas guru mengalami kendala dalam pengaplikasian mind map, misalnya dibu-tuhkan waktu yang cukup lama untuk menerapkan mind map sehingga materi lainnya tidak dapat diselesaikan tepat waktu. Selain itu, kendala lain seperti siswa masih kesulitan dalam membuat mind map dikarenakan kurang latihan, serta siswa yang sudah terbiasa dengan kebiasaan pola pengajaran teacher center sehingga model mind map ini dianggap sulit bagi siswa. 

scholarly journals The Development of Innovation Skills through Project Based Learning

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Douglas J. Asbjornsen
Keyword(s):  
Learning Strategies ◽  
Problem Based Learning ◽  
The United States ◽  
Project Based Learning ◽  
Constructivist Theory ◽  
Risk Propensity ◽  
Learning Problem ◽  
Teaching Innovation ◽  
Teaching Learning ◽  
The Impact

Innovation is valued worldwide. Some would argue it has been and continues to be one of the strengths of the United States. Both technical and social innovators are sought after by businesses and other organizations, seeking to invent new products, cure diseases, develop new processes, etc. But how does one become an innovator? How do we as individuals acquire the requisite knowledge, skills, and attitudes that are critical for innovation? Are these directly and/or indirectly taught? If directly taught, are there strategies and methodologies that are more efficient and effective in teaching innovation? Can we measure the learning? Project-based and Problem-based Learning, based upon Constructivist theory, are teaching/learning strategies that may be both effective and efficient in helping students become better innovators. This review asks a number of questions, attempts to answer them, and does a review of the history and empirical research on Project-Based Learning/Problem-Based Learning (PBL). Originally, special emphasis of this study focused on the impact Project-based Learning has on 1) Creativity, 2) Self-Efficacy, 3) Energy, 4) Risk-propensity, and 5) Leadership. After no connections were found due to lack of research focusing on PBL and these constructs, the focus turned to the impact PBL has on overall academic performance.

scholarly journals Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

1970 ◽  
pp. 379-409
Author(s):  
Miri Hilai
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Project Based Learning ◽  
Teaching Mathematics ◽  
Mathematical Skills ◽  
The Past ◽  
Innovative Learning ◽  
Different Populations ◽  
Individualized Teaching ◽  
Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

scholarly journals Comparing project-based learning and problem-based learning to foster 21st-century learning skills in agricultural seaweed product

2021 ◽  
Vol 16 (3) ◽  
pp. 1217-1230
Author(s):  
Muhammad Rais ◽  
Muhammad Yahya ◽  
Jamaluddin Jamaluddin ◽  
Purnamawati Purnamawati
Keyword(s):  
Learning Strategies ◽  
21St Century ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Product Diversification ◽  
Research Subjects ◽  
Learning Skills ◽  
21St Century Learning Skills

This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill.   Keywords: Project-based learning; problem-based learning; 21st-century learning skills.

scholarly journals Critiquing Playful Project-Based Learning as Pedagogy for Entrepreneurship Education

2021 ◽  
Author(s):  
Adri Du Toit
Keyword(s):  
Learning Strategies ◽  
Entrepreneurship Education ◽  
Analytical Framework ◽  
Project Based Learning ◽  
The Body ◽  
Body Of Knowledge ◽  
Teaching Learning ◽  
Theoretical Foundations

The need to expand entrepreneurship education in learners’ schooling is a growing concern globally. It is especially pertinent in countries experiencing high levels of unemployment and ways to expand and improve its implementation is continually sought. Abundant research has been published about preferred pedagogies to enable and foster entrepreneurship education. Amongst these, project-based learning has long been recognized as one of the key teaching-learning strategies to enable meaningful entrepreneurship education. Recently, publications on ‘playful’ project-based learning as pedagogy for entrepreneurship education have increased notably. Theoretical foundations for this emerging new pedagogy in entrepreneurship education appear to be underprovided. Hence, the theoretical foundations provided by Biesta’s three functions of education, namely qualification, socialization and subjectification, were used as an analytical framework to explore what ‘good’ entrepreneurship education is (or should be) and how the pedagogy of playful project-based learning can bolster it. The chapter contributes to the body of knowledge by expanding insights into theoretical underpinnings for entrepreneurship education, as well as by critiquing playful project-based learning as pedagogical choice for implementing meaningful entrepreneurship education.

scholarly journals THE EFFECTS OF PROBLEM-BASED LEARNING METHOD ON STUDENTS’ LEARNING INDEPENDENCE OF CHEMISTRY LEARNING IN HIGH SCHOOL

2019 ◽  
Vol 3 (2) ◽  
pp. 187-193
Author(s):  
Suyanta Suyanta ◽  
Endang W. Laksono ◽  
Novia Fitri Fadhilah ◽  
Ihwan Rizky
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Control Method ◽  
Problem Based Learning ◽  
Learning Method ◽  
Base Solution ◽  
Chemistry Learning ◽  
Teaching Learning ◽  
Motivation And Confidence

Chemistry learning in high school that trains and develops students’ self-sufficiency and independence has not been done optimally because learners still depend on getting information and knowledge from teachers. Problem-based learning method used in the teaching and learning process is expected to facilitate students’ with self-reliance and learning independence. This method is a problem-oriented learning method that makes students be accustomed to solving problems in order to train their ability in discoveringa concept in the learning process. Teaching learning process with PBL model is done for the subject matter of acid & base solution and electrolyte & non electrolyte solution. Learning independence assessed in this study were self-management, motivation, and confidence. The data of the study were in the form of descriptive quantitative data and analyzed using Anava / Anacova test. The research findings showed that there was a difference of students’ learning independence through the application of problem-based learning method and control method in teaching and learning process. 

scholarly journals The Online Learning Strategies: A Case Study On English Teachers in East Nusa Tenggara Province-Indonesia

2021 ◽  
Vol 3 (11) ◽  
pp. 39-44
Author(s):  
Gracia M. N. Otta
Keyword(s):  
High School ◽  
Online Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
School Teacher ◽  
English Teachers ◽  
Face To Face ◽  
Face To Face Learning ◽  
Teaching Learning

During the covid 19 pandemic, online learning, and its terms are not strange things in East Nusa Tenggara. The establishment of Learning from home was started from March to June 2020 to prevent the spread of Covid-19. This research is a case study of eleven English teachers who serve in certain areas around East Nusa Tenggara; five teachers of Senior High School/Vocational School, five teachers of Junior High School, and one Elementary School teacher. Its purpose was to describe the methods in the English teaching-learning process in a pandemic situation. The data of this descriptive study were obtained through WhatsApp non-facial interviews and analyzed by reducing and categorizing similar results. The results showed that the teachers applied two methods, both offline and online.  From March to June 2020, the teachers managed their classes in the online process by using some applications. Whereas, in the Uneven Semester 2020-2021, the safe areas return to face-to-face learning in limited learning duration. The most prominent obstacle in online learning was the limitation of gadgets since the students did not have adequate tools. Financially, parents' income has decreased for they could not meet the needs of internet data packages. Students who returned to their hometown also experienced problems regarding network services. These conditions cause more obstacles to teachers in managing online classes. Therefore, teachers implemented several strategies to solve these obstacles by creating a WhatsApp group or arranging them into small groups based on their locations and there were students with smartphones to browse for materials or send the assignments. In addition, students were allowed to consult and collect the assignments at school based on scheduled agreements. The situation continues to Even Semester 2020-2021 and gradually turned to limited face-to-face meetings at school in the Uneven Semester 2021-2022.

scholarly journals The Effect of Discussion Learning on Cognitive Students 'Ability in Teaching Learning Strategies

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Nurulwati Nurulwati ◽  
Zulfahmi Zulfahmi ◽  
Susanna Susanna
Keyword(s):  
Learning Strategies ◽  
Physics Education ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Sample Selection ◽  
Cognitive Learning ◽  
Thinking Skills ◽  
Student Responses ◽  
Teaching And Learning Strategies ◽  
Teaching Learning

The purpose of this study was to determine whether or not there was an increase in the cognitive abilities of student learning by applying discussion learning to teaching and learning strategies and student responses to the application of discussion learning. The research was carried out in the physics education department that followed the teaching and learning strategies. The population in this study were all students who took the teaching semester strategy V semester 2019 as many as 60 people. While the research sample was 27 students class 01. Sample selection by purposive sampling. The research method used is the Pre Experiment with the design of Pre test and Post test One Group. The results showed that: tcount> ttable means 20.21 > 1.71. This shows an increase in cognitive learning of students who are taught by learning discussion. While the response of students to the learning process of discussion strongly agreed and agreed at 94.06%. In accordance with the criteria of the percentage of student responses, the response to learning discussion is in the range of 76-100% including the very interested category. Students are motivated to learn by learning discussions that practice his thinking skills and critical thinking in conveying the ideas discussed in class and arises self-confidence in expressing ideas and opinions to others.

scholarly journals Sustainable Project-Based Learning Methodology Adaptable to Technological Advances for Web Programming

2021 ◽  
Vol 13 (15) ◽  
pp. 8482
Author(s):  
Juan Carlos López-Pimentel ◽  
Alejandro Medina-Santiago ◽  
Miguel Alcaraz-Rivera ◽  
Carolina Del-Valle-Soto
Keyword(s):  
Software Engineering ◽  
Learning Strategies ◽  
Educational Software ◽  
New Technologies ◽  
Project Based Learning ◽  
Plagiarism Detection ◽  
Web Programming ◽  
Technological Advances ◽  
Innovative Learning ◽  
Teaching Learning

The fast pace of development of the Internet and the Coronavirus Disease (COVID-19) pandemic have considerably impacted the educative sector, encouraging the constant transformation of the teaching/learning strategies and more in technological areas as Educational Software Engineering. Web programming, a fundamental topic in Software Engineering and Cloud-based applications, deals with various critical challenges in education, such as learning continuous emerging technological tools, plagiarism detection, generating innovative learning environments, among others. Continual change and even more change with the current digitization becomes a challenge for teachers and students who cannot depend on traditional educational methods. The article presents a sustainable teaching/learning methodology for web programming courses in Engineering Education using project-based learning adaptable to the continuous web technological advances. The methodology has been developed and improved during 9 years, 15 groups, and 3 different universities. Our results demonstrate that the methodology is adaptable with new technologies that might arise; it also presents the advantages of avoiding plagiarism in students and a personalized induction for every specific student in the learning process.

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