Notes on the Context for Learning

1973 ◽  
Vol 43 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Kiyo Morimoto
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Human Beings ◽  
Learning Context

The author and his assistants examine some of the personal constraints in the teaching and learning process. Teachers need to learn the difficult skill of listening to discover students' real concerns. They must recognize that making decisions nearly always involves giving up options and therefore entails some ambivalence;and that the change learning involves is difficult and slow and must be supported even in its smallest steps. The authors suggest that teachers aware of these aspects of the learning context are more able to respond to students as human beings.

scholarly journals The Use of Decorative Styles of Woven Songket as a Source of Learning in the Course Textile Design and Decoration

2018 ◽  
Vol 42 ◽  
pp. 00108
Author(s):  
I Dewa Ayu Made Budhyani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Human Beings ◽  
Textile Design ◽  
Natural Objects ◽  
Quality Product ◽  
Geometric Elements ◽  
Aesthetic Values

The use of learning sources in the learning process greatly contributes to the achievement of its goal. The use of learning sources greatly affects the teaching and learning process. It is necessary to use different learning sources when creating a textile design in order to produce a quality product. The decorative style of woven songket can be used as one of the learning sources. The different decorative types of the woven songket contain aesthetic values. The decorative type of woven songket is a product of the crafter’s feeling, creativity, and intention inspired by the environment. The natural objects such as plants, animals, human beings, and geometric elements are stylized into the decorative forms. The decorative style used on the woven songket can be used as the learning source in order to create the decorative style in the course Textile Design and Decoration. There are several aesthetic elements which inspire where the decorative style is placed; they are composition, rhythm, balance, the harmonious layout of the decorative style, and the variation of the decorative style on the textile design. In general, the composition of the placement of the main object of the decorative style is more dominant on the piece of fabric. Rhythm and how the decorative style is composed are shown through the composition of the decorative motive forms such as how big and small they are, how high and low they are and how long and short they are. The ways in which the decorative motives and colors are entirely shown contribute to the harmony and placement of decorative style. The symmetric balance is used to create balance and avoid the impression of being biased. The placement of what the motives contain and how they are composed are used to determine the variation of the decorative style used. The placement of objects and the marginal decoration of the fabric also determine the variation used.

Pendampingan Pembelajaran di Madrasah Ibtida’iyah (MI) Tarbiyatul Athfal dengan Tema Model Pembelajaran Al Qur’an dengan Metode Ummi

2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Khoirul Budi Utomo
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Family Education ◽  
Early Age ◽  
Human Beings ◽  
Religious Knowledge ◽  
Moral Ethics ◽  
Spiritual Potential

In the learning process, it is an activity that involves the teaching and learning process, especially learning the knowledge of the Koran so that it can realize the capacity to deepen religious knowledge to realize a meaningful, peaceful and dignified life, realizing the importance of the role of Qur'anic knowledge for Muslims. then the values ​​of the knowledge of the Qur'an can be applied in life for every Muslim to become a necessity that must be pursued through education, be it family education, schools, madrasas, al-Qur'an education parks, Islamic boarding schools and so on. Islamic religious education through learning the Qur'an has a very important role in the life of mankind. Religion is a guide in the effort to create a life that is meaningful, peaceful and dignified. Al-Qur'an education is intended to shape students into human beings who believe and devote themselves to God Almighty and have noble morals through the Qur'an. This noble character includes moral ethics as a form of religious education. Increasing spiritual potential includes the introduction, understanding and inculcation of the values ​​of the Koran in individual families or in society. Increasing spiritual potential in deepening the knowledge of al-Qur'an ultimately aims so that humans have dignity as God's creatures. The values ​​in the Qur'an must be instilled in children from an early age as possible as the basis and foundation in carrying out the teachings of Islam. Therefore the objectives of this journal are 1. To describe the strategy or systematics of learning the Ummi method 2. To describe the application of the Ummi method to students at MI Tarbiyatul Athfal 3. To prove the effect of the application of the Ummi method on the ability to read the Koran in students in Tarbiyatul Athfal Madrasah Ibtida'iyah (MI).

A Guide to the Art of Crafting Engineering Problems for Problem-Based Learning (PBL)

2012 ◽  
pp. 62-83
Author(s):  
Mohammad Zamry Jamaludin ◽  
Khairiyah Mohd-Yusof ◽  
Nor Farida Harun ◽  
Syed Ahmad Helmi
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Activities ◽  
Sample Problem ◽  
Learning Context ◽  
Engineering Problems ◽  
Effective Problem

An effective problem is the heart of problem-based learning (PBL). Problems play an important role in achieving learning outcomes, assessing learning process, providing a learning context, stimulating thinking skills, and catering for teaching and learning activities. Although a number of criteria that characterize effective PBL problems have been identified in the literature, crafting problems according to the criteria is a challenging task for these problem crafters in most disciplines, especially engineering. The aim of this chapter is to propose a PBL problem crafting framework and describe techniques to craft engineering problems. The problem crafting framework consists of five interrelated principles representing the characteristics of effective problems which have been identified and extracted from literature articles. These principles are aligned with the objectives of how to use problems as the basis for learning. As a guide, a sample problem is included to demonstrate the technique, and how the problem has been mapped to the five principles of effective engineering problems. Feedbacks from students are included to put forth their perspectives on the effectiveness of these engineering problems.

scholarly journals Aktualisasi Diri Siswa dalam Proses Pembelajaran Pendidikan Agama Kristen dan Budi Pekerti Berdasarkan Perspektif Carl R. Rogers

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Herly Janet Lesilolo
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Problem ◽  
Thinking Skills ◽  
Human Beings ◽  
Teachers And Students ◽  
Self Actualization ◽  
Active Communication ◽  
Cognitive Attitudes

This study aims to examine the application of self-actualization of students according to Carl, R. Rogers in the teaching and learning process of Christian Religious Education and Character Based on the curriculum 2013. Background of research problem is the teaching and learning process of Christian Education and Character Budi Pekerti Based on the 2013 curriculum in the fourth grade of school Basic has not developed self-actualization of students. Teachers have not helped students develop themselves, know themselves as unique human beings and help students realize the potentials that exist within students. As a result students are not critical and sensitive to social reality and have not been able to direct themselves in solving a problem. The objectives of the research are: (1) to describe the way of learning of students who self-actualize in teaching and learning process of PAK and morality based on curriculum 2013, (2) to describe the role of teacher so that students can mengatualisasikan self-learning process of PAK and Budi Pekerti based on curriculum 2013, 3) describe the teaching and learning process of PAK and Budi Pekerti based on the 2013 curriculum that self-actualizes students. The results showed, (1) Students become active learners, students develop thinking skills, communicate, act, and be virtuous; Students seek answers with their own student efforts based on correct facts; Students and teachers show the mutual relationships meet the needs because teachers and students have different roles in the PBM. (2) Teachers are not patronizing, teachers build trust between students and teachers, students with students, teachers invite students to participate, teachers do not patronize, do not restrict students looking and finding, independent of other students pouring ideas. (3) The learning process from the students 'experience, whether cognitive, attitudes, or skills, develops students' courage and skills, active interactional relationships include active communication, media utilization and social relationships so that teachers and students are free to ask or respond to questions or opinions.

scholarly journals Meningkatkan kemampuan menghafal juz amma melalui media pembelajaran audio visual

2019 ◽  
Vol 1 ◽  
pp. 297-303
Author(s):  
Desyanti Desyanti ◽  
Mustazihim Suhaidi ◽  
Fitra Fitra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
High Achievers ◽  
Human Beings ◽  
Old People ◽  
Adobe Flash ◽  
The Right ◽  
Islamic Civilization ◽  
The City

Learning is a process of communication between learners, instructors and teaching materials. SDIT ATH-THAARIQ 2 Dumai is one of the integrated Islamic elementary schools in the city of Dumai, has a vision of realizing the Qur'anic generation, Islamic civilization, intelligent, high achievers, towards global-minded human beings. SDIT ATH-THAARIQ 2 Dumai familiarizes students with praying in congregation and dhuha prayers every day, practicing Islamic customs such as eating and drinking, going to the toilet, adab to old people, procedures for taking the right and memorizing methods juz amma. Teaching and learning activities currently still use book and blackboard media. This makes students less interested and bored during the learning process, thus giving the effect of lazy learning which results in a decrease in students' ability to absorb lessons. Learning media are designed according to the needs and attractive appearance, in the application are designed lightweight games to eliminate boredom in students and facilitate students in memorizing. The application design is made using Adobe Photoshop CS6 software, and Adobe Flash Professional CS6. This application can improve students 'ability in memorizing juz amma and understand how to take whudu correctly so that it makes it easier for teachers in the learning process. Students' abilities increase by 50% and boredom during learning can be overcome by the existence of such learning media, because the display in the application is easily understood by students.

scholarly journals THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC

2016 ◽  
Vol 4 (1) ◽  
pp. 155
Author(s):  
Jesús De la Fuente ◽  
Lucía Zapata Sevillano ◽  
Paul Sander ◽  
María Cardelle-Elawar
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Process Development ◽  
Self Regulation ◽  
Learning Approaches ◽  
Learning Context ◽  
And Performance ◽  
Teaching Learning ◽  
3P Model ◽  
Process Product

Abstract.There are different heuristics that study the teaching-learning process; in this investigation we will explore the confluence of Biggs’ 3P model and the DEDEPRO model. These two complementary models offer us a framework for the analysis of teaching-learning situations with greater specificity and a better understanding of the structure of the research studies and the variables they study. In this manner, by incorporating both the general processes of teaching and learning, as well as the specific variables that are related to them, more or less analytical studies can be developed. Biggs adopted the 3P model to represent the student’s perspective in the teaching-learning process. The ways students learn are explained through the interaction of three moments in time that become the components for which the model is named: 1) Presage, where we find student characteristics and characteristics of the learning context; 2) Process, referring to the way that learning tasks are undertaken; and 3) Product, which includes learning outcomes. All the components that make up this model (Presage-Process-Product) tend toward equilibrium, and a change in any of them affects the system as a whole. In complementary fashion, the DEDEPRO model has established the need to further specify, within the Biggs model, the moments of Design (planning), Development (execution) and Product (satisfaction and performance), in terms of both teaching and learning. The DEDEPRO model assumes personal self-regulation, and is interactive with regulation in teaching, thereby giving rise to different levels of performance and personal satisfaction. In an overall sense, both models give us the opportunity to organize our variables over the teaching-learning process. We would emphasize the joint structure of the two models in relation to the variables in this study: Personal self-regulation, Stressful context (Presage); Learning approaches, Coping strategies, Self-regulated learning and Regulatory teaching (Process-Development); and Performance and Satisfaction with the learning process (Product).Palabras Clave: Biggs’ 3P Model, DEDEPRO, Teaching-Learning process

The Impact of Web 2.0 in the Teaching and Learning Process

2016 ◽  
pp. 1592-1610
Author(s):  
Carolina Costa ◽  
Leonor Teixeira ◽  
Helena Alvelos
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Teaching And Learning ◽  
Web Applications ◽  
Learning Context ◽  
Traditional Practice ◽  
Web 2.0 Tools ◽  
Advantages And Disadvantages ◽  
Collaboration And Communication ◽  
The Impact

Web 2.0 represents the second generation of the Web applications, based on online services collaboration and sharing that promote different ways of interaction between people. These applications provide several collaboration and communication opportunities, like social interaction, feedback, conversation, and networking, thus being a perfect environment for the teaching and learning context. The main goal of this chapter is to present the most used Web 2.0 tools, their major advantages and disadvantages, and their specificity when used in the teaching and learning process. It is believed that their use can greatly improve the teaching and learning process and, consequently, the need to adjust the traditional practice to the new technological paradigm emerges.

The Impact of Web 2.0 in the Teaching and Learning Process

2014 ◽  
pp. 314-331
Author(s):  
Carolina Costa ◽  
Leonor Teixeira ◽  
Helena Alvelos
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
Teaching And Learning ◽  
Web Applications ◽  
Learning Context ◽  
Traditional Practice ◽  
Web 2.0 Tools ◽  
Advantages And Disadvantages ◽  
Collaboration And Communication ◽  
The Impact

Web 2.0 represents the second generation of the Web applications, based on online services collaboration and sharing that promote different ways of interaction between people. These applications provide several collaboration and communication opportunities, like social interaction, feedback, conversation, and networking, thus being a perfect environment for the teaching and learning context. The main goal of this chapter is to present the most used Web 2.0 tools, their major advantages and disadvantages, and their specificity when used in the teaching and learning process. It is believed that their use can greatly improve the teaching and learning process and, consequently, the need to adjust the traditional practice to the new technological paradigm emerges.

Pendidikan Islam Sebagai Way of Life; Refleksi Pencarian Spektrum Generasi Profetik

2019 ◽  
Vol 5 (2) ◽  
pp. 97-109
Author(s):  
Abd. Basid
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Logical Consequence ◽  
Educational Theory ◽  
Islamic Education ◽  
Empirical Knowledge ◽  
Human Beings ◽  
Way Of Life ◽  
The West ◽  
Physical Reason

Islam with its teachings from the Qur’an and the Hadith which are enriched by interpreters and takwil of the ulamas has shown clearly and highly to various problems found in education. Therefore we do not say wrongly that epistemologically, Islam has a unique concept of education, namely Islamic education. Islamic education as rational and empirical knowledge of Islamic education, outlines educational theory that can be applied in the activities of the teaching and learning process. Islamic teaching views humans as body, mind and heart. The view of Islam is different from the west who sees humans as mere bodies and minds. The logical consequence of this view is that the curriculum, methods and other components do not pay attention to just one aspect. Physical, reason and conscience have the same place in Islamic education. And only as Islamic teachings have guided humans to become whole human beings, including also about how the concept and orientation of education in Islam. Keywords: Islamic education as a way of life

scholarly journals Shifting Perspectives and Collapsing Binaries: Critical Performative Pedagogy in the Performance Studies Classroom

2014 ◽  
Vol VIII (2) ◽  
pp. 17-27
Author(s):  
Deborah Newton
Keyword(s):  
Performance Studies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Context ◽  
Binary Oppositions ◽  
And Performance ◽  
Teaching Learning ◽  
Performative Pedagogy ◽  
Process Dimension

Much as performance comes into being by the bodily co-presence of performers and audience, so teaching comes into being by the bodily co-presence of teachers and learners, by their encounters and interactions – their relationship. This paper traverses the process dimension of performative teaching and learning by exploring the productive intersections between critical performative pedagogy (CPP) and performance within the performance studies classroom. It does so by examining the power of performativity in the teaching-learning context where, it is claimed, its major characteristic lies in its ability to destabilise and even collapse the inhibitive binary oppositions evident in classrooms purveying a more traditional, conservative culture of the teaching-learning process.

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