scholarly journals THE EFFECT OF ACTIVE LEARNING STRATEGY USING THE THREE STAGE OF FISHBOWL DECISION TYPES ON THE RESULT OF HISTORY LEARNING

2013 ◽  
Vol 14 (1) ◽  
pp. 101
Author(s):  
Wahidul Basri
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Active Learning Strategies ◽  
Historical Fact ◽  
Good For ◽  
Active Learning Strategy

The ability of students of SMAN 1 Bukittinggi in studying history, especially in interpreting the facts are still low. To overcome these problems the writer try to applied active learning strategies Three Stage of Fishbowl Decision types (TSFD). The purpose of this study is to determine the effect of the use of active learning strategies on learning outcomes of TSFD type in the result of studying history, especially in the interpretation of historical facts. This research is experimental with Pretest-Posttest Control Group Design research. The results showed that active learning strategies of the type of TSFD were good for interpreting historical fact. However, after further analysis based on the pattern of growth or movement changes, in the process of active learning strategies of TSFD type was suitable to be applied. Furthermore, for the facts are based on royal topics of TSFD strategy that has turned out as good for the material that is repetition. Based on the analysis conducted it is believed that active learning strategies of TSFD type is better used on materials that complete require repetition.

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN AKTIF EVERYONE IS A TEACHER HERE (ETH) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII

2018 ◽  
Vol 4 (1) ◽  
pp. 95-100
Author(s):  
Sri Yunita Ningsih ◽  
Gustimalasari Gustimalasari
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Group Design ◽  
Quasi Experimental ◽  
Active Learning Strategy ◽  
And Control ◽  
Better Than

Abstract. This research has been made to know skill of student’s concept by using active learning strategy everyone is teacher here (ETH). Beside that this study aims to measure student’s concept understanding with statistical test between Experimental Class (Active Learning Strategy Everyone Is Teacher Here) and control class (Conventional Learning ). The population was seventh grade of SMPN 3 Lirik consist 94 students in three classes. Sample was took randomly, experiment class ( VII.2 ) and control class ( VII.I ) This research was experiment, the form of this research was Quasi Experimental Design with randomized subject posttest only control group design. based on statistic data processing has been retrieved - t hitung -3,159 smaller than - t table was -2,000 and based on t test has been retrieved -thitung < -t table so Ho rejected and Ha received. So that the writer conclude that skill of math student’s concept understanding by using active learning Strategy Everyone Is Teacher Here (ETH) is better than conventional concept understanding.Keywords: Everyone Is A Teacher Here, Concept Understanding

scholarly journals Pengaruh Strategi Pembelajaran Aktif Video Kritik Terhadap Perhatian Dan Hasil Belajar Peserta Didik Pada Materi Pelajaran Pemanasan Global

2020 ◽  
Vol 8 (1) ◽  
pp. 29-36
Author(s):  
RACHMAWATI RACHMAWATI ◽  
LEONARDO ELISA AISOI
Keyword(s):  
Global Warming ◽  
Active Learning ◽  
Significant Influence ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
The Subject ◽  
Subject Material ◽  
Active Learning Strategy

The aim of this study was to find out (1) To know the influence of active learning strategy video critic to students’ attention on the subject material global warming in grade VII of SMP Muhammadiyah Jayapura. (2). To know the influence of active learning strategy video critic to students’ learning result on the subject material global warming in grade VII of SMP Muhammadiyah Jayapura. The kind of the research is quantitative.The  research design used is Quasi Experimental Design in the form of Nonequivalent Control Group Design. The population is all students grade VII of SMP Muhammadiyah Jayapura. The taking of sample is conducted with the technique of purposive sampling. And class VII D as the class control and VII D as class experiment. The instruments used are survey, observation, and objective test questions. The data is analyzed with the simple regression test. The result of the researchshows that : (1) There is significant influence to students’s attention in following learning process by using active learning strategy of video critic with the score of is bigger than  (2,90>2,045). (2) There is significant influence between the students’ learning result in the class experiment by using the active learning strategy video critic with the score of is bigger than  ( 2,292>2,045).

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

Active learning strategies for solving the cold user problem in model-based recommender systems

2021 ◽  
pp. 1-15
Author(s):  
Tomas Geurts ◽  
Stelios Giannikis ◽  
Flavius Frasincar
Keyword(s):  
Active Learning ◽  
Recommender Systems ◽  
Learning Strategies ◽  
Matrix Factorization ◽  
Learning Strategy ◽  
Choice Overload ◽  
Model Based ◽  
Active Learning Strategies ◽  
Product Recommendations ◽  
Active Learning Strategy

Customers of a webshop are often presented large assortments, which can lead to customers struggling finding their desired product(s), an issue known as choice overload. In order to overcome this issue, recommender systems are used in webshops to provide personalized product recommendations to customers. Though, model-based recommender systems are not able to provide recommendations to new customers (i.e., cold users). To facilitate recommendations to cold users we investigate multiple active learning strategies, and subsequently evaluate which active learning strategy is able to optimally elicit the preferences from the cold users in a matrix factorization context. Our model is empirically validated using a dataset from the webshop of de Bijenkorf, a Dutch department store. We find that the overall best-performing active learning strategy is PopError, an active learning strategy that measures the variance score for each item.

scholarly journals Increasing youth awareness of local culture through active learning

2021 ◽  
Vol 16 (4) ◽  
pp. 1582-1601
Author(s):  
Silvia Rosa ◽  
Ivonne Olivia ◽  
Satya Gayatri ◽  
Tira Nur Fitria ◽  
Ahmad Ridho Rojabi
Keyword(s):  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Role Play ◽  
Student Learning Outcomes ◽  
Local Culture ◽  
Participatory Techniques ◽  
Active Learning Strategies ◽  
Active Learning Strategy

This study aims to determine the influence of practice-based active learning on students' interest and response in learning local culture in drama classes. The research was conducted at public universities in Indonesia using two active learning strategies. Qualitative methods using participatory techniques, interviews, and observations were carried out in collecting data for this study. The sample of this research is fifty drama class students. The analysis of data was done after the drama classes ended, which was marked by the process of assessing student learning outcomes through stage performances. This study showed a statistically significant increase in students' interest and response to learning local culture through collaborative learning methods and role-play in drama classroom learning. This study recommends adopting an active learning strategy in teaching local cultural materials to students. Further research is recommended on designing different active learning strategies with other variables and in different locations.     Keywords: Scriptwriting; classroom drama teaching; teaching local culture; active learning.

Teaching Philosophy through a Role-Immersion Game

2018 ◽  
Vol 41 (2) ◽  
pp. 175-198 ◽  
Author(s):  
Kathryn E. Joyce ◽  
Andy Lamey ◽  
Noel Martin ◽  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Teaching Philosophy ◽  
Educational Role ◽  
Active Learning Strategies ◽  
General Skills ◽  
Collaboration And Communication ◽  
Active Learning Strategy ◽  
User Friendly

A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past (hereafter, Reacting), an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that it engages students and teaches general skills like collaboration and communication. We investigated whether it can be effective for teaching philosophical content and skills like analyzing, evaluating, crafting, and communicating arguments in addition to bringing the more general benefits of active learning to philosophy classrooms. Overall, we find Reacting to be a useful tool for achieving these ends. While we do not argue that Reacting is uniquely useful for teaching philosophy, we conclude that it is worthy of consideration by philosophers interested in creative active-learning strategies, especially given that it offers a prepackaged set of flexible, user-friendly tools for motivating and engaging students.

scholarly journals Active Learning Strategy on Higher Education Biology Learning: A Systematic Review

2021 ◽  
Vol 6 (1) ◽  
pp. 75-86
Author(s):  
Essy Dian Pratiwi ◽  
Mohammad Masykuri ◽  
Murni Ramli
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Active Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Low Cost ◽  
Lesson Plan ◽  
Active Learning Strategies ◽  
Biology Learning ◽  
Active Learning Strategy

Student-centered learning intends to increase student participation. Biology subject is a broad scope and has a level of abstract concepts. Active learning has the potential to maximize the learning process of biology subjects. The purpose of the research is to describe the implementation and strategies of active learning applied to biology learning in higher education. The method used descriptive and systematic review. Selecting articles used the ERIC database. The search was carried out with predetermined categories, then a manual selection of the article to ensure the selected one. There are nine journals with nineteen articles analyzed at the higher education level of biology subject matter. This study's results, the implementation of active learning strategies, require support from lecturers and university stakeholders so that active learning runs effectively. An Active learning strategy used in biology material in higher education consists of the use of low-cost technology (virtual cell learning module) to high cost (SCALE-UP, clicker), low-cost learning without involving technology (card games, card organisms, kinesthetic physical models, 5E lesson plan, and pre-class reading guide) to outside the classroom (field training). The university's role and the understanding of lecturers in implementing active learning strategies have a crucial role in determining student learning outcomes. Lecturers and university stakeholders need to build cooperation, including a learning policy system and classroom implementation.

scholarly journals Gallery of Learning with Geogebra: Does it Affect Students’ Learning Motivation?

2020 ◽  
Vol 3 (2) ◽  
pp. 210-218
Author(s):  
Aan Putra ◽  
M Hafis ◽  
Laswadi Laswadi ◽  
Mesi Oktafia
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Student Motivation ◽  
Learning Strategy ◽  
T Test ◽  
Learning Motivation ◽  
Before And After ◽  
Active Learning Strategies ◽  
The One ◽  
Active Learning Strategy

This study aimed to determine the effect of Gallery of Learning with Geogebra as active learning strategies on students’ learning motivation. This research was a quantitative study with the one grup pretest-posttest design. The population of this study was all eight-grade students of SMP Negeri 27 Kerinci. The sample consisted of 27 students which selected by saturated sampling techniques. Student motivation data were obtained from motivation questionnaires that given before and after the application of the Gallery of Learning with Geogebra as active learning strategy. Data processing of student motivation was done by comparing students' motivation scores before and after treatmen by, using the t-test. The t-test results indicated that there was influence on the implementation of the active learning strategy of Gallery of Learning with Geogebra on students' learning motivation.

scholarly journals Four Corners: an educational strategy for learning infectious diseases in medical school

2021 ◽  
Vol 45 (3) ◽  
Author(s):  
Bárbara Labella Henriques ◽  
Maria Claudia Stockler Almeida ◽  
Ronaldo Cesar Borges Gryschek ◽  
Vivian Avelino-Silva
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Infectious Diseases ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Case Vignette ◽  
Active Teaching ◽  
Four Corners ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Abstract: Introduction: An extensive literature has demonstrated the benefits of active learning in medical education and has revealed the need for updating the teaching methodologies. Active learning strategies consolidate the theoretical knowledge, while simultaneously encouraging the student´s concrete abilities. Nonetheless, remodeling the pedagogical practice is challenging. Several active learning strategies are available and selecting the most suitable one is often a matter of format, not of content. In this article, we discuss the experience of the ‘Four Corners’ technique in the teaching of Infectious Diseases during the internship at our institution. Experience report: The four corners strategy can be adapted to different topics and should be implemented as follows: 1. pre-activity learning: students receive the supportive material for previous analysis; 2. Preparation of the room: each of the four corners is labeled with a different case vignette; 3. Dividing tasks: the specific assignments are divided among the students; 4. Activity: the students read the case vignette and discuss the questions, while the mediator has an observer’s role, and 5. Debriefing: final discussion with all participants led by the mediator. The entire process takes from 2h30 to 3 hours. Discussion: The educational process emerges from the learner´s experience. Many instructors working in higher education believe they promote critical thinking and active teaching during their classes; however, the percentage of teachers who regularly use active teaching strategies is still low. A range of different active learning strategies have been described and many can be adapted to different scenarios; most approaches change the nature of the learning experience but do not always require a change in the given subject. The Four Corners technique is an active learning strategy that promotes debate and exchange of ideas among students. Conclusion: This experience report describes an active learning strategy for the teaching of Infectious Diseases to medical students. The medical education improvement goes through highlighting the teacher’s role as a mediator of the learning process; proposing new teaching strategies is challenging and requires frequent adjustments. The Four Corners strategy improves student’s engagement with the learning process, and it is an efficient strategy to comprise an extensive theoretical content in a relatively short discussion time.

scholarly journals Efektivitas Pembelajaran Matematika dengan Strategi Pembelajaran Aktif Index Card Match (ICM)

2019 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
St. Syahdan ◽  
Abdul Arif
Keyword(s):  
High School ◽  
Active Learning ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Control Group ◽  
Index Card ◽  
Active Learning Strategies ◽  
Experimental Group

This research is an experimental research which aim to know whether the active learning strategy index card match is more effective than expository learning strategy used learning mathematic for students in class VII State Islamic Junior High School at Pitumpanua, Wajo Regency. The design of the research used Posttest Control Group Design. In this research therean experimental group namely VIID class with 32 students which was taught using ICM active learning strategies and one groupcontrolnamely VIIE class with the same number students taught by expository learning strategy. Technique collection data used result of the learning tests, observation sheets for student activity, and questionnaire sheets for the student respond. Data analyzed used description statistic analyzed and statistic inferential analyzed. According to description statistic analyzed obtained:1) In the experimental group, the result of the mathematics learningobtained average of 74,16 with the deviation standard of 12.972 in the high criteria, while in the group control the average learning result of student amount 66,12 with the deviation standard 12,973 in the medium criteria. 2) Learning activities of students in the experimental group showed a positive attitude with a percentage of 58.04% and 51.45% in the control group. 3) The Student responses in the experimental learning group showed a positive response with percentage of 89.87% while in the control group 63.73%. Statistic inferential analyzed shows t count> t table (2.476> 1.67) with a significance of 5%, So we can conclude that the hypothesis is accepted it mean that learning mathematics in grade VII students of State Islamic Junior High School at Pitumpanua country of Wajo Regency through ICM active learning strategies is more effective than expository learning strategies

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