WHY USE PRACTICAL TASKS AND LEARNING EXPERIENCES

2013 ◽  
pp. 57
Author(s):  
Ilga Prudnikova
Keyword(s):  
Cognitive Development ◽  
Experiential Learning ◽  
Learning Experiences ◽  
Home Economics ◽  
New Learning ◽  
The Subject ◽  
Future Learning

A review of current and past theories of cognitive development focusing on the role of experiential learning is linked to implications for practice as well as to current Latvian policies and national directions. As can be seen, learning through practice is made up of several phases of experiences which impact on the student’s with disabilities motivation, skills and attitudes which lead to new learning. As well the subject, Home Economics and its Technologies is used as an example of an experiential learning structure which utilises previous experiences to enhance current and future learning

PERAN BAHASA INDONESIA DALAM PEMBELAJARAN TEMATIK TERPADU MELALUI PENDEKATAN SAINTIFIK

2017 ◽  
Vol 5 (2) ◽  
pp. 171
Author(s):  
Yusnawarni Yusnawarni
Keyword(s):  
Social Studies ◽  
Social Life ◽  
Primary Schools ◽  
Knowledge And Skills ◽  
New Learning ◽  
Scientific Approach ◽  
The Subject ◽  
Thematic Learning ◽  
Bahasa Indonesia

To commemorate the 21st century, a new learning model was designed in 2013 curriculum, in which there is a shift from teachers give knowledge to students become student must actively seek out knowledge from a variety of learning resources. In this case, the teacher acts as facilitators. Thus, language is a very central role, because the language should be in front of all other subjects. Curriculum 2013 imposed a thematic integrated learning which is no longer based subjects. Various subjects for primary schools (such as: Religion, Civics, Indonesian, Mathematics, Science, Social Studies, and so on) are integrated intoone book. The subject matter is not presented in textbook, but it presented in book thematics lesson, the themes are about nature, social life and culture. In this new curriculum, learning process is implemented by applying a scientific approach (observing, questioning, experimenting, associating, and networking) that includes three aspects such as attitudes, knowledge, and skills. So, how is the role of Indonesian in an integrated thematic learning by applying scientific approaches in primary schools in 2013 curriculum? By appying the method, the object of this paper is to gain preview about the role of Indonesian in 2013 curriculum that uses integrated thematic learning by scientific approach in primary schools.AbstrakUntuk menyongsong abad ke-21, model pembelajaran baru dirancang dalam Kurikulum 2013, yang di dalamnya terdapat pergeseran dari siswa diberi tahu menjadi siswa harus aktif mencari tahu ilmu pengetahuan dari berbagai sumber belajar. Dalam hal ini, guru berperan sebagai fasilitator. Dengan demikian, peran bahasa menjadi sangat sentral, karena bahasa harus berada di depan semua mata pelajaran lain. Kurikulum 2013 memberlakukan pembelajaran tematik terpadu yang tidak lagi berbasis mata pelajaran. Berbagai mata pelajaran untuk sekolah dasar (seperti: Agama, PPKN, Bahasa Indonesia, Matematika, IPA, IPS, dan sebagainya) diintegrasi menjadi satu buku. Materi pelajaran tidak disajikan dalam buku mata pelajaran, tetapi dalam buku tema pelajaran, baik tema alam, sosial, maupun budaya. Proses pembelajaran dalam kurikulum baru ini diimplementasikan melalui pendekatan saintifik (mengamati, menanya, menalar, mencoba, dan mengomunikasikan) yang mencakup tiga aspek, yaitu sikap, pengetahuan, dan keterampilan. Lalu, bagaimana peran bahasa Indonesia dalam pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar pada Kurikulum 2013 ini? Melaluimetode deskriptif, yang menjadi tujuan penulisan ini adalah mendapatkan gambaran mengenai peran bahasa Indonesia dalam Kurikulum 2013 yang menggunakan pembelajaran tematik terpadu melalui pendekatan saintifik di sekolah dasar.

Towards a New Learning

2013 ◽  
Vol 3 (4) ◽  
pp. 1-6 ◽  
Author(s):  
Sara de Freitas
Keyword(s):  
New York ◽  
Position Paper ◽  
Learning Approaches ◽  
Game Based Learning ◽  
New Learning ◽  
How People Learn ◽  
New Research ◽  
Unstructured Play ◽  
Future Learning

This position paper introduces the idea of a 'new learning' which brings together elements of play and game-based learning approaches into education. The paper argues for a better understanding of the division between structured and unstructured play time in how one designs and delivers learning at all levels from primary to tertiary. Play and game-based approaches are not just for having a rest but according to new research have a critical component in how people learn, as they give the player a chance to reflect upon and reorganize their learning experiences. The position paper puts forward an idea of future learning and provides an example from the Quest to Learn Schools in New York and Chicago as possible models for how future learning may look. The paper concludes that new learning expects a more rigorous and pervasive focus upon the learner, rehearsal, reflection and feedback, highlighting the role of play and game-bases approaches as being central.

scholarly journals Consideration of Culture in Development of Home Economics Curriculum in Nigeria

2013 ◽  
Vol 15 ◽  
pp. 97-104
Author(s):  
Uloma Charity Oguzor
Keyword(s):  
Curriculum Development ◽  
Home Economics ◽  
Know How ◽  
Cultural Element ◽  
The Subject

This paper tries to examine the consideration of culture in the development of HomeEconomics curriculum in Nigeria. The cultural element which the school draws from include the society’s values, norms, religion, belief, languages, customs e.t.c and other attributes which are transmitted and local acquired. The role of culture in school should be appreciated particularly in HomeEconomics curriculum development which is practically oriented subject that deals with people’s clothing, feeding, housekeeping, e.t.c. This will be a guide towards helping the teachers of the subject know how to deal students with culural diversity.

scholarly journals PENGARUH KETERLIBATAN GURU-SISWA DALAM MENULIS KARANGAN EKSPOSISI MENGGUNAKAN MODEL EXPERIENTIAL LEARNING DI SMA NEGERI 2 INDRAMAYU

2020 ◽  
Vol 5 (2) ◽  
pp. 204-221
Author(s):  
Embang Logita ◽  
Nana Triana Winata
Keyword(s):  
Experiential Learning ◽  
Student Involvement ◽  
Active Role ◽  
Learning Models ◽  
Final Project ◽  
Teacher Student ◽  
Methods And Techniques ◽  
The Subject ◽  
Use Of Models

In learning expositional text, there is material to identify, compile, analyze, and produce. Producing as a final project of learning exposition text because in producing students are able to think critically and student are considered to have mastered the material about identifiying, compiling and analyzing. Producing in exposition text materian in the form of writing. The use of models, methods and techniques in learnin exposition text is very important to help students more easily understand the subject conveyed by the teacher. The use of experiential learning in the learning process is an effort to develop and build student’klowlegde through their experiences. Teacher-student involvement through an experiential learning models based on student intelligence to improve skills in producing exposition text is a models that involves the active role of student by writing down their own ideas based on the experiences of student who vary according to their reseptive intellegences so that each student in producing exposition text will be varied so that this learning models is expected to help student develop or improve wrting skill especially in producing text.   Keyword: exposition text, experiential learning, teacher-student involvement  

scholarly journals THE REASONING BEHIND THE USE OF PRACTICAL ACTIVITIES IN THE EDUCATION OF STUDENTS WITH MODERATE/SEVERE DISABILITIES

2015 ◽  
Vol 2 ◽  
pp. 201
Author(s):  
Ilga Prudņikova ◽  
Ilona Bruveris
Keyword(s):  
Cognitive Development ◽  
Experiential Learning ◽  
Severe Disabilities ◽  
Learning Theories ◽  
Making Sense ◽  
Surrounding Environment ◽  
Education Of Students ◽  
Development Of Attitudes ◽  
The Impact

This paper examines the background to the use of experiential learning with students with moderate/severe disabilities. The role of practical tasks and activities in the education of these students is an important one. There has been a change in the concept of learning, away from the behaviourist notions of teachers as purveyors of knowledge and students as passive receivers. Cognitive, humanistic, social and constructivist learning theories stress the importance of making sense or meaning from experiences. A review of current and past theories of cognitive development focusing on the role of experiential learning, the impact of the surrounding environment, active participation, scaffolding support for learning, the impact of emotions and the development of attitudes as well as the place of interaction, reflection and feedback is linked to implications for practice.

scholarly journals An Exploratory Study about the Role of Experiential Learning for Developing Professional Skills at Higher Education

2020 ◽  
Vol V (III) ◽  
pp. 341-350
Author(s):  
Sidrah Ilyas ◽  
Mahvish Fatima Kashif ◽  
Hafiza Sadiya Iqbal
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Experiential Learning ◽  
Exploratory Study ◽  
Master's Degree ◽  
Learning Experiences ◽  
Creative Work ◽  
Professional Skills ◽  
Postgraduate Students

This study explores the learning experiences of postgraduate students pursuing master's degree in higher education. The assessment students enrolled in the course "Application of Computer in Research" observed through semi-structured observations. These observations contained 16 weeks (4 days a week). The observation tool was validated through five experts' opinions, and a mock observation was conducted in order to ensure the reliability of the tool. The researcher deeply observed the students' learning experiences daily by tasks, activities and discussions in which they were involved by the teacher�the analysis procedures controlled through coding, memos and themes generation. The study findings revealed that experiential learning provided students with some important skills that enhance their learning in a better way. The study contributed to the field of education at a higher level than postgraduates might be handled through active learning because active learning may indulge new visions, ideas for creative work and transferring those ideas through reflection by involving students in the activities in which they do the tasks by themselves.

scholarly journals Future learning mode under post-COVID-19: Innovations, transformations, engagement

2021 ◽  
Vol 5 (1) ◽  
pp. 8-14
Author(s):  
Shirley Mo Ching Yeung
Keyword(s):  
Sustainable Development ◽  
Experiential Learning ◽  
Blended Learning ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Research Technology ◽  
Active Experiment ◽  
Concrete Experience ◽  
New Learning ◽  
Future Learning

A blended learning culture is both a challenge and opportunity under post-COVID-19 for knowledge transfer and sustainable development, with the aim of maintaining social distancing policy and social interaction among learners, teachers, and invited industry guest speakers. In this paper, we review documents in blended learning from Asia, America, and Europe with the key elements in blended learning for faculty development in higher education (HE) institutions. The objective was to identify the key elements in blended learning with innovations and research technology capabilities for a way normal of learning and teaching under COVID-19. Based on the qualitative results of NVivo, it has been identified that the key elements of blended learning are: 1) technology for projects and 2) technology for engagement. These two elements are proposed to relate to Kolb’s experiential learning cycle of active experiment and concrete experience and reflective observation of the new learning experience for sustainable development

scholarly journals Reconstruction of Morphological (ʻIlmu Sharf) Learning Methods For Arabic Language and Literature Students/ Rekonstruksi Metode Pembelajaran Morfologi (`Ilmu Sharf) Bagi Mahasiswa Jurusan Bahasa Dan Sastra Arab

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Akhmad Muzakki
Keyword(s):  
Reading Skills ◽  
Student Learning Outcomes ◽  
Arabic Language ◽  
Test Results ◽  
Language And Literature ◽  
New Learning ◽  
The Subject ◽  
Research Students ◽  
Formula Method

Success in learning Arabic, both in reading skills (qirāʻah), listening (istimā`), speaking (kalām), writing (kitābah) and syntactic abilities (qawāʻid), the role of mastery of morphology (ʻilm sharf) is very decisive. This study aims to find a new learning method that is fun, meaningful, and effective. This type of research is an experiment with the subject of research students of the 2nd semester of Arabic Language and Literature Department 2019/2020 Faculty of Humanities UIN Maulana Malik Ibrahim Malang, Indonesia. This study indicates that the hijāʻiyah letter formula method makes students excited to learn morphology compared to conventional methods. The test results in the control class and the experimental class, two steps to conclude the independent sample t-test: first, looking at the Equal Variances Assumed, it is known that the Sig. (2-tailed) value is 0.000 α 0.05. Second, based on the comparison between the t-count value of 4.669 t-table of 2.021. From these two decisions, it can be concluded that H0 is rejected and Ha is accepted; namely, the letter hijāʻiyah formula method has a significant effect on student learning outcomes in the morphology subject.

scholarly journals Keeping Students in by Sending Them out: Retention and Service-Learning

2014 ◽  
Vol 4 (2) ◽  
pp. 38 ◽  
Author(s):  
Iris Mae Yob
Keyword(s):  
Service Learning ◽  
Student Retention ◽  
Learning Experiences ◽  
Student Attrition ◽  
Future Research ◽  
Key Factors ◽  
The Subject ◽  
The Impact ◽  
Tinto's Model

<p>This review of recent literature examines the research on the impact of service-learning on student retention.  The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research might expand and critically deepen this evidence and offers some implications for service-learning as a means of improving student retention.</p>

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