scholarly journals Book Publication as Pedagogy: Taking Learning Deep and Wide

2019 ◽  
Vol 4 (2) ◽  
pp. 568-589
Author(s):  
Lisa G. Stoneman ◽  
DorothyBelle Poli ◽  
Anna Denisch ◽  
Lydia Weltmann ◽  
Melanie Almeder
Keyword(s):  
Deep Learning ◽  
Social Studies ◽  
Knowledge Acquisition ◽  
Learning Outcomes ◽  
Deep Level ◽  
Knowledge Synthesis ◽  
The Self ◽  
Directed Research ◽  
Self Authorship

For students, the practice of writing, illustrating, and publishing facilitates deep learning experiences, both within and beyond the discipline for which the writing is targeted. In this case study, students created books under the umbrella of a large, transdisciplinary research project: a science-based, illustrated activity book, a children’s fiction chapter book with illustrations, an adolescent novel, and two illustrated social studies activity books. Students completed the self-directed research, wrote the narratives, created the artwork, sought the advice of outside scholars and artists, and revised with discipline-specific mentors. Data include the books, mentor notes, and student-reported learning outcomes. Data reveal broad content and pedagogical skill knowledge acquisition, knowledge synthesis, and a deep level of self-authorship.

scholarly journals PENGARUH MODEL DISCOVERY LEARNING TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN IPS TERPADU MTs MIFTAHUL ULUM SITUBONDO

2020 ◽  
Vol 7 (2) ◽  
pp. 98-107
Author(s):  
Kiptiatul Hasanah ◽  
Nursalam Nursalam
Keyword(s):  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Study Design ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Difference ◽  
Case Study Design

This study aims to determine the effect of the discovery learning model on student learning outcomes in the Integrated Social Studies subject Class VII A at MTs Miftahul Ulum Situbondo. This study used a one-shot case study design. The subjects of this study were Class VII A, with a total of 30 students. They were collecting data using test instruments, observation and interviews. The results of the test instruments were tested by t-test. The analysis result shows that tcount> ttable is 3,814> 2,045. So it can be concluded that there is an average difference between the pretest and posttest learning outcomes. Which means that there is an effect of the discovery learning model on student learning outcomes in the Integrated Social Studies subject Class VII A at Mts Miftahul Ulum Situbondo.

scholarly journals An Application of Kierkegaard’s Philosophy of Freedom to Psychotherapy and Philosophical Counseling

2004 ◽  
Vol 2 (1) ◽  
pp. 82-105
Author(s):  
Leslie Spivak ◽  
Keyword(s):  
Deep Level ◽  
Human Freedom ◽  
The Self ◽  
Philosophical Writings

Kierkegaard’s philosophical writings in the area of human freedom have great explanatory powers and strong relevance for philosophical counseling and psychotherapy. This paper will explore those principles that have a bearing on helping people deal with life’s issues. Freedom is an overarching term that encompasses many concepts. All of these concepts, in turn, describe different manifestations of the self. The self is central to Kierkegaard’s philosophy of freedom. He describes the self in dynamic and structural terms and by levels of consciousness. Despair is a key concept in this philosophy; it is a deep level of anxiety that signals whether the self is moving forward in freedom, or withdrawing into unfreedom. A case study will be used to exemplify these concepts within a psychother­peutic milieu.

scholarly journals Promoting undergraduate student engagement through self-generated exam activity

2018 ◽  
Vol 46 (3) ◽  
pp. 252-273 ◽  
Author(s):  
Patricia Muñoz-Escalona ◽  
Kathleen Savage ◽  
Fiona Conway ◽  
Andrew McLaren
Keyword(s):  
Deep Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Academic Staff ◽  
Collaborative Work ◽  
Aerospace Engineering ◽  
The Self ◽  
Engineering Degree ◽  
Second Year

Self-generated exam activity was implemented in second year undergraduate students of Mechanical and Aerospace Engineering degree to promote engagement. The activity was demonstrated to be effective regarding enhancement of learning outcomes through the promotion of deep learning and partnership through cooperative and collaborative work. Results indicated that ∼80% of the students engaged with the activity and were satisfied with the learning outcomes. In general, students (>80%) perceived themselves as co-creators and co-owners of the self-generated exam. Results also showed that academic staff encouragement and motivation affects students’ co-creation and that students are satisfied when involved in their learning process.

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VA SD NEGERI 004 TEMBILAHAN KECAMTAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2017 ◽  
Vol 6 (1) ◽  
pp. 296
Author(s):  
Rosmida Rosmida
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Initial Data ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Class V ◽  
Average Value ◽  
Class Average ◽  
Classroom Action Research

The background of this study is the lack of IPS students' learning outcomes, from 22 students only 36.36% or 8 students who managed to achieve a minimum completeness criteria (KKM) established school with a class average value of 61.75. Based on this the researchers conducted a classroom action research with the aim to improve learning outcomes IPS students through the application of methods of discussion. This research is a class act, who performed a total of two cycles consisting of two meetings, the data of this study focuses on the data increase learning outcomes and increase student mastery learning outcomes IPS. The study states that the results of social studies students has increased in each cycle, the initial data is the number of students who completed 8 students (36.36%) with an average of learning outcomes at 61.75. In the first cycle has increased the number of students who completed up to 16 students (72.73%) with an average of learning outcomes at 73.90, and the second cycle the number of students who pass the increase to 22 students (100.00%) with a mean -rata learning outcomes at 87.75. Based on these results it can be concluded that the application of the method of discussion to improve learning outcomes IPS students of class V A SD Negeri 004 Tembilahan Kecamatan Tembilahan.

MENINGKATKAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE QUESTION STUDENT HAVE (QSH) PADA SISWA KELAS IV SDN SAGA V TANGERANG BANTEN

2015 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Zerri Rahman Hakim
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Social Studies ◽  
Learning Outcomes ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Activities ◽  
Fourth Grade Students ◽  
Planning Implementation ◽  
Classroom Action Research

The objectives of this research were to determine: 1) Students’ learning activities in social studies after using Question Student Have (QSH) in Cooperative Learning Model, 2) Students’ learning outcomes in social studies after using Question Student Have (QSH) in Cooperative Learning Model. The method used in this research is Classroom Action Research (CAR) with Stephen Kemmis and Mc. Taggart Model which consists of four stages, namely planning, implementation, observation and reflection. This study was conducted by the researcher in two cycles. Instruments used in this research are observational sheet, interview, and test in the last cycle. From the analysis of the data, the researcher found that there is an improvement in students’ learning outcomes. On the basic value, there was only 43,33% students who achieve the learning mastery. In the first cycle, the students who achieve the learning mastery were increased, it was about 30% from the basic value, it reached 73,33%. On the second cycle, the student who achieve the learning mastery were increased about 26,70% from the first cycle, become 100%. The same thing also happened to the students' learning activities. In the first cycle, students’ learning activities is 71,42% and on the second cycle, students’ learning activities were incrased about 21,43% from the first cycle, become 92,85%. Based on the analysis of data of this study it can be concluded that the use of Question Student Have (QSH) in Cooperative Learning Model can improve students’ learning outcomes and learning activities fourth grade students of SDN Saga V in social studies.Keywords: social studies learning outcomes, cooperative learning QSH type.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAWUNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUIKABUPATEN PELALAWAN

2016 ◽  
Vol 5 (2) ◽  
pp. 365
Author(s):  
Mohamad Suparno
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Class V ◽  
Learning Improvement ◽  
Average Value ◽  
Testing Techniques

The background of this study is the low results of social studies class V SD Negeri 010 Silikuan Hulu Kecamatan Ukui. This is evidenced by of 26 students only 11 (41.67%), which reached KKM, to research the learning improvement by implementing cooperative learning model Jigsaw. This research is a class act who do as much as two cycles. The collection of data in research adalag with the testing techniques. The study states that the implementation of cooperative learning model jigsaw can improve learning outcomes IPS, it is seen from: the average student learning outcomes which increased 20.25% from the average value of the basic score is 69.58 into 83.67 at UH the first cycle, and the average value UH second cycle increased 31.50% from the average score of 69.58 into 91.50 basis. The percentage of classical completeness achievement has been as expected. Which, on the basis of completeness klasikalnya score is 41.67% with the category is not exhaustive and the UH first cycle increased to 87.50% with the category completely, then at UH second cycle increased to 91.67% with the category completely.

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

UPAYA UNTUK MENINGKATKAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN MEDIA VIDEO PADA SISWA KELAS VI SDN 004 TERATAK BULUH

2019 ◽  
Vol 3 (4) ◽  
pp. 807
Author(s):  
Helpiyotwitra Helpiyotwitra
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Class Action ◽  
Scientific Performance ◽  
Research Cycle ◽  
Classroom Action Research ◽  
Planning Action

This research is motivated by low student social studies learning outcomes. This study aims to improve social studies learning outcomes by using video media in class VI SDN 004 Teratak Buluh. This research is a classroom action research that includes activities with stages of planning, action, observation and reflection. The results showed that the increase in social studies learning outcomes of class VI students, the average classical completeness before class action research was 75% in the first cycle of 82.14% and in the second cycle it was 92.85%. Scientific performance learning outcomes before class action research is 65.36%, and scientific performance learning outcomes after class action research cycle I is 72.76% increased by 7.4%, and scientific performance learning outcomes after class II cycle action research is 73.17% also increased by 0.41% from cycle I. The occurrence of increased learning outcomes of scientific performance also affects student learning outcomes. Based on the results of classroom action research, it can be concluded that using video media can improve social studies learning outcomes. Grade VI students of SDN 004 Teratak Buluh.

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