scholarly journals PEMANFAATAN PRASASTI TURYYAN SEBAGAI SUMBER PEMBELAJARAN SEJARAH SMA

2020 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Pi'i Pi'i
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Learning Experiences ◽  
Skill Learning ◽  
The Self ◽  
Life Skill ◽  
History Teachers ◽  
History Learning ◽  
History Teacher ◽  
Learning Development

One of the obstacles in historical learning is the unskilled and inexperienced history teacher in selecting/arranging and wrapping the appropriate learning sources. This is due to the effects of an ineffective learning process in which expository strategy is the primary roled model besides the self-student given assignments. To handle the problems, history teachers are supposed to observe and to use the historical heritages found around the residence. In this case, Turyyan epigraph is the historical learning source. The Learning source is designed following the IT based learning development, like making learning videos. Thus, the learners are boosted to an exciting history learning environment system. Moreover, the learners will also receive beneficial informations, knowledge, and life skill learning experiences.

scholarly journals An evaluation toward the post-certification teacher performance in the natural history learning process for the elementary school degree

2020 ◽  
Vol 2 (2) ◽  
pp. 115
Author(s):  
Siti Noor Azizah ◽  
Suparwoto Suparwoto ◽  
Zalik Nuryana
Keyword(s):  
Natural History ◽  
Learning Process ◽  
Teacher Performance ◽  
Peer Assessment ◽  
Student Assessment ◽  
The Self ◽  
Self Assessment ◽  
History Teachers ◽  
Principal Assessment ◽  
History Learning

The study aims at describing the teacher performance in the Natural History Learning Process for the Elementary School Degree throughout the Province of Yogyakarta Special Region from the four competencies namely personality competency, professionalism competency, pedagogy competence and social competency based on the self-assessment, the principal assessment, the peer assessment, the student assessment and the observation toward the learning process after the certification. The nature of the study is an evaluative study using the descriptive quantitative approach. The study itself was conducted in both the Public Elementary Schools and the Private Elementary Schools throughout the Province of Yogyakarta Special Regions. The subjects of the study were the teachers who had been teaching Natural History in both schools who had passed the certification test in 2007 and 2008 and who had also been receiving the certification allowance. During the conduct of the study, the data gathering instruments that had been implemented were questionnaire, observation sheet and documentation. On the other hand, the data analysis technique that had been adopted was descriptive statistical analysis with percentage. Then, the results of the study show that the post-certification performance of Natural History teachers have been “Very Good” based on the personality, professionalism, pedagogy and social competency and also based on the results of the self-assessment, the principal assessment and the peer assessment. The details on the results of the post-certification teacher performance in this regard might be elaborated as follows: (1) personality competence 96.70%; (2) professionalism competence 76.40%; (3) pedagogy competence 83.30%; and (4) social competence 88.90%. Furthermore, the results of the student assessment assert that the post-certification of Natural History teachers belongs to the “Very Good” category with the assessment rate of 96.70%. Last but not the least, the results of the observation toward the teacher learning process also belong to the “Very Good” category with the following details: (1) pre-learning activities 93.30%; (2) core activities 93.30%; and (3) closing activities 73.30%.

scholarly journals Variabilitas Penggunaan Model Pembelajaran Pada Kegiatan Pembelajaran Sejarah Peminatan Kelas X IPS di Kota Depok

2020 ◽  
Vol 2 (2) ◽  
pp. 94-104
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Fahmi Hidayat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Learning Models ◽  
History Teachers ◽  
Teachers And Students ◽  
History Teacher ◽  
The Difference ◽  
Teaching Learning ◽  
Selection Of

The use of varied learning models by history teachers will facilitate teachers and students in implementing and following the learning process. This study aims to determine the learning process and the use of learning models used by history teachers. This study uses a qualitative methodology with an observation and interview approach conducted at two high schools, Dian Didaktika High School and SMA Negeri 2 Depok. From the results of the study it can be seen, that the history teacher at the two schools has carried out the learning process using a scientific approach. There is no difference in the selection of learning strategies, both of them use the contextual teaching learning model. The difference between the two is in the selection of learning methods, where the history teacher Dian Didaktika uses the method of learning project base learning and the history teacher of SMA Negeri 2 Depok uses a method of learning outside the classroom by visiting museums.

scholarly journals Observational Learning with Externally Imposed and Self-Controlled Frequency of Model Demonstration

2020 ◽  
Vol 27 (3) ◽  
pp. 3-7
Author(s):  
Weronika Łuba-Arnista ◽  
Michał Biegajło
Keyword(s):  
Learning Process ◽  
Observational Learning ◽  
Learning Effect ◽  
Mean Absolute Error ◽  
Absolute Error ◽  
Skill Learning ◽  
The Self ◽  
Control Group ◽  
Motor Skill Learning ◽  
The Mean

Abstract Introduction. The aim of this study was to investigate the effect of learning a complex gymnastic routine with different frequencies of externally imposed and self-controlled model demonstration. Material and Methods. Thirty undergraduate physical education (PE) students were randomly assigned to 3 groups: G100 (100% frequency), GS (self-controlled frequency) and GC (control group). Each participant from groups G100 and GS performed 150 trials of a complex gymnastic routine during 10 practice sessions. The learning effect was evaluated on the basis of the mean absolute error value and measured during pre-acquisition (baseline), acquisition (practice sessions) and post-acquisition (retention and transfer tests) phases. Results. It was revealed that observational learning with self-controlled and high externally imposed frequency of model demonstration proved to be equally effective. The differences were found during the acquisition phase only. The self-controlled group achieved higher outcomes than the externally imposed group. Conclusions. This study indicates that performance during practice sessions does not always reflect the permanency and adaptability of the motor skill learning process.

scholarly journals Pembelajaran Sejarah dan Kebebasan Berpikir

Chronologia ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 28-38
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Hendi Irawan
Keyword(s):  
Learning Process ◽  
Positive Impact ◽  
Educational Process ◽  
Literature Study ◽  
Technical Literature ◽  
History Teachers ◽  
Learning History ◽  
History Learning ◽  
Teachers And Students ◽  
Freedom Of Thought

Learning is part of the educational process carried out by teachers and students. One of the lessons carried out is history learning. A part of the history learning process is still dominated by history teachers. Students feel they are not actively involved in the history learning process. History teachers still respect historical knowledge without providing sufficient opportunities for students. History learning should provide opportunities to think logically for students. Freedom of thought in learning history will have a positive impact on learning history itself and students. The purpose of this study is intended to provide a perspective on the importance of providing freedom of thought in history learning for students. The method used in this research is literature study, both technical and non-technical literature. The result was found that freedom of thought in history learning can make the learning process dynamic. Freedom of thought can develop students' logical and systematic reasoning abilities. Differences in interpretation due to diversity of thinking make the learning process run dialectically.   Abstrak Pembelajaran adalah bagian dari proses pendidikan yang dilakukan oleh guru dengan peserta didik. Salah satu pembelajaran yang dilakukan ialah pembelajaran sejarah. Sebagian dari proses pembelajaran sejarah masih didominasi oleh guru sejarah. Peserta didik merasa tidak dilibatkan secara aktif dalam proses pembelajaran sejarah. Guru sejarah masih menghegomoni pengetahuan kesejarahan tanpa memberikan kesempatan yang cukup bagi peserta didik. Pembelajaran sejarah seharusnya memberikan kesempatan berpikir secara nalar bagi peserta didik. Kebebasan berpikir dalam pembelajaran sejarah akan berdampak positif bagi pembelajaran sejarah itu sendiri dan peserta didik. Tujuan penelitian ini dimaksudkan untuk memberikan sebuah sudut pandang akan pentingnya memberikan kebebasan berpikir dalam pembelajaran sejarah bagi peserta didik. Metode yang digunakan di dalam penelitian ini ialah studi literatur, baik literatur teknis maupun non-teknis. Hasilnya ditemukan bahwa kebebasan berpikir dalam pembelajaran sejarah dapat membuat proses pembelajaran menjadi dinamis. Kebebasan berpikir dapat mengembangkan kemampuan penalaran peserta didik secara logis dan sistematis. Perbedaan interpretasi akibat keberagaman berpikir menjadikan proses pembelajaran berjalan secara dialektis.

scholarly journals Inclusive Learning Environment for Pupils with Special Needs in General Educational Institution

2016 ◽  
Vol 2 (6) ◽  
pp. 148
Author(s):  
Marite Rozenfelde
Keyword(s):  
Learning Environment ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Institution ◽  
Value Orientation ◽  
Inclusive Learning ◽  
Learning Development ◽  
Education Process

<em>The paper is focused on the analysis of the role of education's environment in implementation of the inclusive education process for pupils with special needs: the most significant prerequisites for successful learning, development of pupils' interaction culture and value orientation are determined; options for the presence, participation in the learning process and ensuring of achievement for all included pupils with special needs are dealt with</em>

scholarly journals Review on self-regulated learning in smart learning environment

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Yusufu Gambo ◽  
Muhammad Zeeshan Shakir
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Quantitative Methods ◽  
Theoretical Perspective ◽  
The Self ◽  
Design Tools ◽  
Smart Learning Environment ◽  
Self Regulated Learning ◽  
Smart Learning ◽  
Regulated Learning

AbstractDespite the increasing use of the self-regulated learning process in the smart learning environment, understanding the concepts from a theoretical perspective and empirical evidence are limited. This study used a systematic review to explore models, design tools, support approaches, and empirical research on the self-regulated learning process in the smart learning environment. This review revealed that there is an increasing body of literature from 2012 to 2020. The analysis shows that self-regulated learning is a critical factor influencing a smart learning environment’s learning process. The self-regulated learning components, including motivation, cognitive, metacognitive, self-efficiency, and metacognitive components, are most cited in the literature. Furthermore, self-regulated strategies such as goal setting, helping-seeking, time management, and self-evaluation have been founded to be frequently supported in the literature. Besides, limited theoretical models are designed to support the self-regulated learning process in a smart learning environment. Furthermore, most evaluations of the self-regulated learning process in smart learning environment are quantitative methods with limited mixed methods. The design tools such as visualization, learning agent, social comparison, and recommendation are frequently used to motivate students’ learning engagement and performance. Finally, the paper presents our conclusion and future directions supporting the self-regulated learning process in the smart learning environment.

scholarly journals The Study of Learning Theory in terms of Motor Skills

2021 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Suci Mutia Lukman ◽  
Neviyarni Neviyarni
Keyword(s):  
Motor Skills ◽  
Learning Process ◽  
Skill Learning ◽  
Learning Activities ◽  
Motor Skill Learning ◽  
Sequential Process ◽  
Body Movements ◽  
Motor Responses ◽  
Movement Skills ◽  
History Learning

<pre>This article discusses motor skills, which can be interpreted as movement skills <br />of a person from the learning results they get, many motor skills are innate, the <br />learning of motor skills has played a big role in human history. Learning motor <br />skills (motor skill learning) refers to all activities in which the learning process <br />requires a sequence of motor responses (body movements). Learning motor<br /> skills refers to all activities in which the learning process requires a sequence of <br />body motor responses (motor responses) appropriately. The term perceptual <br />motor skills is used to describe the fact that this type of learning requires <br />coordinating stimuli that are consistent with motor responses. Learning motor<br />skills is a learning process that uses perceptuals and processes them into motoric<br />actions, where learning activities are a sequential process of sensing activities<br />that are then applied with skills.</pre>

Implementing Life Skill Education Strategies In Teaching Learning Process

2011 ◽  
Vol 1 (5) ◽  
pp. 57-59
Author(s):  
R. Kalaiselvi R. Kalaiselvi ◽  
◽  
Dr. A. Palanisamy Dr. A. Palanisamy ◽  
Dr. A R. Saravanakumar Dr. A R. Saravanakumar
Keyword(s):  
Learning Process ◽  
Life Skill ◽  
Teaching Learning

Lesson Study dan Implikasinya Terhadap Pembelajaran Berbasis Kurikulum Tingkat Satuan Pendidikan

2016 ◽  
Vol 1 ◽  
pp. 189-196
Author(s):  
Vian Harsution
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Lesson Study ◽  
Learning Difficulties ◽  
Learning Needs ◽  
Democratic Leadership ◽  
Entrepreneurial Spirit ◽  
To Receive

Lesson study is a systematic, collaborative, and sustainable method of improving the quality of learning. Lesson study emphasizes the exploration of students’ learning needs; teacher openness towards learning difficulties encountered; the willingness of teachers to receive and provide advice and solutions to the difficulties encountered; and the consistency of the various parties to follow up the suggestions and solutions. Implementation of lesson study involving teachers, principals, and experts in the field of education. Kurikulum tingkat satuan pendidikan or abbreviated KTSP is operational curriculum formulated and implemented by each educational unit. KTSP has the characteristics, namely: giving broad autonomy to the educational unit, involving the community and parent participation, involving the democratic leadership of the principal, and require the support of a working team that is synergistic and transparent. KTSP based on the learning process, needs to be supported by a conducive learning environment and fun to be created by teachers.Teachers and principals in a professional, systematic and collaborative create an atmosphere that fosters independence, tenacity, entrepreneurial spirit, adaptive and proactive nature of the learning process. Thus, the learning needs of students who fulfilled optimally and professional ability of teacher who have increased on an ongoing basis, may usher in success – based learning KTSP. It means that the lesson study provides positive implications for the KTSP – based learning.

Teacher Readiness in Teaching and Learning History Process through i-Think Mind Maps

2017 ◽  
Vol 1 (2) ◽  
pp. 184
Author(s):  
Mazlan Husin ◽  
Mohd Mahzan Awang ◽  
Anuar Ahmad
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
History Teachers ◽  
Learning History ◽  
Readiness Level ◽  
Research Findings ◽  
History Teacher ◽  
Teacher Readiness ◽  
Trained Teachers ◽  
Mind Maps

This research is aimed at investigating the readiness of History subject teachers in teaching and learning with the help of i-Think mind maps at secondary schools in the district of Setiu, Terengganu. The amount of sample chosen is 59 History teachers from secondary schools which consists of trained teachers without taking into account their specialisation. As a whole, the research findings show that respondents have a high readiness level in implementing their teaching and learning process with the help of i-Think mind maps in secondary schools. The findings also show that there is a difference in teacher readiness between history teacher and non-history teacher and between those that went to courses and those who did not. Furthermore, there is a difference in the attitude, skill and usage level of i-Think mind maps in teachers that are experienced and those less experienced. However, research findings for experienced and less-experienced teachers showed that there are no significant differences in the level of knowledge on the concept of i-Think mind maps.

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