scholarly journals DRILL AND PRACTICE SEBAGAI METODE PEMBELAJARAN ALTERNATIF MENINGKATKAN KETERAMPILAN BELAJAR EGRANG SISWA SD

2021 ◽  
Vol 4 (2) ◽  
pp. 225-232
Author(s):  
Martiani Martiani ◽  
◽  
Azizatul Banat ◽  
Keyword(s):  
Drill And Practice

Permainan egrang adalah permainan tradisional khas yang dimainkan di seluruh Indonesia. Bermain ini telah terbukti berkontribusi positif terhadap perkembangan siswa berdasar penelitian yang telah dilakukan sebelumnya. Untuk itu permainan ini harus diajarkan kepada siswa, sehingga siswa mampu bermain secara mandiri atau bersama temannya. Penelitian ini bertujuan untuk mengetahui penerapan drill and practice pada pembelajaran yang dilakukan disekolah. Siswa kelas V SDN 07 Kota Bengkulu sebanyak 23 orang sebagai subjek penelitiannya. Penelitian ini adalah penelitian tindakan kelas (PTK) dengan data didapat melalui empat tahap pada setiap siklus yaitu perencanaan (planning), pelaksanaan (acting), pengamatan (observing) dan refleksi (reflecting). Hasil penelitian didapatkan data dari hasil tes siklus II yaitu rata-rata perolehan nilai keseluruhan yaitu 78.8, nilai maksimal 91, dan nilai minimal 72. Dengan tingkat ketuntasan belajar siswa sebanyak 86.4% dengan jumlah siswa 20 siswa yang mencapai skor nilai ketuntasan minimum 75 dan yang belum mencapai skor nilai ketuntasan minimum sebanyak 3 orang. Berdasarkan hasil capaian kelas pada siklus II sebesar 86.4%, maka sudah tercapai ketuntasan klasikalnya dan PTK yang dilakukan dianggap sudah berhasil dan pelaksanaan penelitian dihentikan.

scholarly journals The interaction of drill and practice and error training with individual differences

2010 ◽  
Vol 13 (2) ◽  
pp. 103-120 ◽  
Author(s):  
Annette Kluge ◽  
Sandrina Ritzmann ◽  
Dina Burkolter ◽  
Jürgen Sauer
Keyword(s):  
Individual Differences ◽  
Error Training ◽  
Drill And Practice

Computerized Drill-and-Practice and Academic Attitudes of Learning Disabled Students

1989 ◽  
Vol 9 (3) ◽  
pp. 167-172 ◽  
Author(s):  
Marley W. Watkins
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Academic Skills ◽  
Academic Work ◽  
Disabled Students ◽  
Academic Tasks ◽  
Academic Attitudes ◽  
Spelling Instruction ◽  
Positive Attitudes ◽  
Drill And Practice

Computerized drill-and-practice is currently a primary application of microcomputers in special education. This application has been disparaged by some, but in many cases has been demonstrated effective in improving the academic skills of learning disabled (LD) and underachieving children. This investigation found that 126 LD students who received computerized math and spelling drill-and-practice for a year expressed significantly more positive attitudes toward academic work on the computer than toward similar academic tasks undertaken in the regular classroom. They also reported opinions significantly more favorable toward math and spelling drill than opinions expressed by 89 other learning disabled students, who did not have access to computerized math and spelling instruction, toward academic work performed in their special education classrooms. Analysis by gender of student revealed that boys were significantly less positive about school than girls but that boys and girls were equally positive about practicing academic skills on the microcomputer. It was concluded that computerized drill-and-practice may be more effective than once believed and that additional research is needed to identify the components of computerized drill-and-practice that result in academic and attitudinal gains among learning disabled pupils.

Individualizing Instruction with Computer Applications

1998 ◽  
Vol 21 (2) ◽  
pp. 40-42
Author(s):  
Melody Strot
Keyword(s):  
Subject Matter ◽  
Word Processing ◽  
Computer Programs ◽  
Computer Applications ◽  
Gifted Children ◽  
Gifted Child ◽  
Drill And Practice

Although computers can be a terrific resource for all children, gifted children particularly benefit from the individualization provided by-different computer applications. For the gifted child who finishes written class exercises quickly, computer programs may extend subject matter. From my observations, however, teachers use computers primarily for drill and practice exercises and word processing.

Beyond Form-Based Drill and Practice: Meaning-EnhancingCALLon the Macintosh

1992 ◽  
Vol 25 (3) ◽  
pp. 255-267 ◽  
Author(s):  
Dorothy M. Chun ◽  
Klaus K. Brandl
Keyword(s):  
Drill And Practice

Teaching Fundamental Math Concepts

2015 ◽  
pp. 268-287 ◽  
Author(s):  
Jennifer Wall ◽  
Michael P. Rogers
Keyword(s):  
Elementary School ◽  
Mobile Devices ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
School Classroom ◽  
Mathematics Teaching And Learning ◽  
Drill And Practice ◽  
Math Concepts

The use of mobile devices such as iPads to improve mathematics teaching and learning is on the rise. Parents are using them to informally teach their children (Franklin, 2011), teachers are using them for drill and practice (Murray & Olcese, 2011), and even politicians and administrators are pushing for more use of mobile technologies in classrooms (Murray & Olcese, 2011). With the increased prominence of iPads in the classroom—by 2013 Apple had sold 8 million iPads directly to educational institutions (Etherington, 2013)—the need for well-designed apps has never been greater. In this chapter, the authors explore what makes a good app, what to do when you cannot find the app that you need, and discuss how to successfully deploy apps in the elementary school classroom.

Kinesthetic Communication for Learning in Immersive Worlds

2010 ◽  
pp. 102-116
Author(s):  
Christopher Ault ◽  
Ann Warner-Ault ◽  
Ursula Wolz ◽  
Teresa Marrin Nakra
Keyword(s):  
Video Game ◽  
Learning System ◽  
Learning Games ◽  
Learning Content ◽  
Learning Techniques ◽  
Foundational Research ◽  
The Subject ◽  
Game Environment ◽  
Drill And Practice ◽  
Close Integration

Despite the maturation of the video games medium, most self-identified learning games take the traditional but flawed approach of transmitting fact-based content to the user, frequently through the superimposition of “drill and practice” quizzes on top of interactive game-play that has little inherent relationship to the subject matter. A model is described for a Spanish-learning video game that adopts a different approach, through a close integration of the learning content and the game world context, and through the application of a motion-based controller that provides the user with an innovative and pedagogically potent mechanism for communicating with the learning system. Foundational research is discussed pertaining to kinesthetic learning techniques and their potential for language acquisition. A proof-of-concept is detailed, in which the user demonstrates learning by executing appropriate gestural responses to commands or questions spoken by non-player characters. Language mastery is essential to the user’s success in the immediate game environment, and also to resolving the game’s underlying narrative.

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