Using Critical Research Approaches to Teach Students About Nonprofit Organizations: A Case Examination

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Lauren Willner ◽  
Douglas Barrera
Keyword(s):  
Nonprofit Organizations ◽  
Learning Outcomes ◽  
Research Program ◽  
Undergraduate Research ◽  
Educational Practice ◽  
Student Learning Outcomes ◽  
Traditional Classroom ◽  
Critical Research ◽  
Community Based ◽  
And Function

This paper presents a case example highlighting a community-based undergraduate research program designed and implemented through the lens of critical research approaches. While the primary purpose of the research program was to provide students with an intensive opportunity to design and conduct in research in collaboration with a community-based nonprofit organizational, the case demonstrates that when the high-impact educational practice of undergraduate research is implemented with attention towards teaching critical research approaches, students acquire knowledge and skills beyond that of the anticipated learning outcomes. Specifically emphasized are the unintended student learning outcomes of knowledge and skill development related to nonprofit organizational structure and function. Further, the case provides support for the utilization of undergraduate research programs to effectively augment traditional classroom education within undergraduate nonprofit and philanthropic studies.

From Growing to Biology: Plants 1e

2021 ◽  
Author(s):  
Gokhan Hacisalihoglu
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Big Picture ◽  
Catch Up ◽  
And Function ◽  
Vocabulary Assessment

Ready to find out how plants are grown and function? Take a fantastic voyage through plants. From Growing to Biology: Plants 1e brings the latest information for understanding of traditional and modern plant growing, form, and production. Topics covered in 30 chapters include concise and up-to-date ‘big picture’ infographics, student learning outcomes (SLOs), key vocabulary, assessment, as well as identification of 120 species, and more. Moreover, author Dr. G. Hacisalihoglu emphasizes on leaning concepts, binding those concepts together with visuals approach to make learning faster and more memorable. From Growing to Biology: Plants 1e is packed full of horticultural information that is ideal for both academia and industry growers. It is basic enough that if you are just getting started learning plants, you will be able to catch up. Always remember that practice makes permanent and keep going to take your learning plant bio to new levels.

scholarly journals Relationship Between Learning Style With Student Learning Outcomes on Structure and Function of Plants

2021 ◽  
Vol 5 (2) ◽  
pp. 94-105
Author(s):  
Elma Nur Hidayati ◽  
Ara Hidayat ◽  
Ukit Ukit
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Structure And Function ◽  
Correlation Test ◽  
Class Viii ◽  
And Function

Learning styles can make students learn easily, fun, meaningfully that will improve their learning outcomes. This study aimed to determine the correlation between learning styles and student’s learning outcomes in online learning about structure and function of plant. The correlation test method was used and samples were chosen using simple random sampling, consisting of 68 students in class VIII SMPN 2 Pangkalpinang. The data were collected using interview, questionnaire, documentation methods, and analyzed by Pearson product moment correlation test. The results showed that about 72% students in class VIII SMPN 2 Pangkalpinang tended to have a visual learning style and 75% with completed learning-outcomes. The correlation test indicated that there was no significant relationship between learning styles and their learning outcomes, by evidence and determination value of 0.111 more than 0.05 and 3.8% simultaneously. There is no correlation between learning styles and learning outcomes, presumably because learning styles only contribute 3.8% in which other 96.2% were determined by other factors such as teacher motivation and teaching strategies. However, although there is no correlation, learning styles still contribute to student’s learning success. Therefore, it is necessary to conduct further research related to other factors that may affect student learning outcomes.

scholarly journals Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop

2018 ◽  
Vol 47 (2) ◽  
pp. 135-147 ◽  
Author(s):  
Brian Mayer ◽  
Amelia Blume ◽  
Candace Black ◽  
Sally Stevens
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Student Learning Outcomes ◽  
Research Experience ◽  
Engaged Learning ◽  
Community Based ◽  
Research Skills ◽  
Community Based Research ◽  
Improving Student Learning

Engaged learning extends education outside of the formal classroom through internships, experiential learning, and community- or service-based learning. To better understand the potential of engaged learning in improving student learning outcomes and encouraging students to pursue STEM-based careers, we describe the development of a community-based research experience related to poverty and report on improvements in students’ self-reported competencies in generalized self-efficacy, research skills, and science motivation. We compare these outcomes to those of students in a traditional sociology methods class to determine whether the engaged learning experience improves learning outcomes. Our findings indicate that students in the engaged learning course report higher generalized self-efficacy and research skills compared to students in the traditional methods course. Based on these findings, we propose a set of strategies for other colleges and universities to integrate engaged learning courses into their curriculum.

scholarly journals PENINGKATAN HASIL BELAJAR SISWA PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM TENTANG GAYA DAN FUNGSINYA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH

2019 ◽  
Vol 2 (2) ◽  
pp. 95-99
Author(s):  
Yayan Rahmayantia
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Natural Science ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Material ◽  
Class V ◽  
Match Type ◽  
And Function

IMPROVEMENT OF STUDENT LEARNING OUTCOMES IN NATURAL SCIENCE LESSONS LEARNING ABOUT THE FORCE AND FUNCTION BY USING THE LEARNING MODEL COOPERATIVE TYPE MAKE A MATCHThis study aims (1) To find out the Make a Match type of cooperative learning model can improve student learning outcomes in Natural Sciences about the force and function in class V SD Negeri Bantarjati 7, Bogor Utara, Bogor, semester 2 (2) describe the process of improving student learning outcomes in Natural Science subjects about their force and function before and after using the Make a Match type cooperative learning model in class V SD Negeri Bantarjati 7  (3) To measure the magnitude of the increase in student learning outcomes in Nature Science subjects about force and function after using the Make a Match cooperative learning model in class V of SD Negeri Bantarjati 7. The results of this study indicate that using the Make a Match cooperative learning model can be a fun variation of learning for students so that proven, men increase student learning outcomes in Class V Bantarjati State Elementary School 7. Before using the Make a Match type of cooperative learning model the learning outcomes of students only reached an average value of 62.25 then an increase occurred after using the Make a Match type cooperative learning model to 74, 12 in cycle 1 and 79.125 in cycle 2. From the description above the researchers concluded that the use of a Make a Match type of cooperative learning model adapted to learning material can create a pleasant learning situation so that an increase in student learning outcomes. Therefore the researchers suggest that the use of the Make a Match type of cooperative learning model be socialized and used as an alternative in science learning in schools within the Bogor City Education Office.

scholarly journals From the Editor

2005 ◽  
Vol 12 (1) ◽  
pp. vii-ix
Author(s):  
Brian Whalen
Keyword(s):  
Study Abroad ◽  
Student Learning ◽  
Learning Outcomes ◽  
Undergraduate Research ◽  
Outcomes Assessment ◽  
Student Learning Outcomes ◽  
Special Issue ◽  
Education Abroad ◽  
Student Research

This Special Issue is a collaboration between Frontiers and the Forum on Education Abroad. The idea for this volume came from the Forum’s Committee on Outcomes Assessment, which initiated the Undergraduate Research Awards as a way to document the very best examples of student learning outcomes in education abroad. Members of that initial Committee were Mell Bolen, Lilli Engle, Pat Martin, Laura Siaya, Mick Vande Berg and myself. The first awards competition in 2004 yielded over 60 nominations from 40 Forum member institutions, including ones submitted by students from overseas institutions. Each application included an abstract, a detailed outline, and a faculty recommendation. A committee of faculty from various Forum member institutions and various academic disciplines chose the three winners: Heidi Boutros, Brian Hoyer, and Kevin McAdam. Frontiers has had as its central mission the examination of the distinctive process and substantial outcomes of student learning abroad. The journal’s strategic partnership with the Forum represents a shared interest in documenting and promoting the study abroad learning process. Previous Special Issues of Frontiers have focused on the many perspectives on study abroad learning, including language learning, science education abroad, experiential education in a study abroad context, the relation between area studies and study abroad, and a volume devoted exclusively to student learning outcomes. The Frontiers editorial board viewed the Forum’s Undergraduate Research Award as an opportunity for the journal to develop a series of Special Issues that would provide an in-depth examination of the value of a research approach to study abroad learning. We therefore invited the top 15 students in the competition to submit their full manuscripts for consideration. The eight student articles that appear in this volume were selected by the editorial board as excellent representations of the type of research of which students studying abroad are capable. In conceiving this special issue we were mindful of the context for student research. We wanted to be certain to include the perspectives of faculty advisors familiar with the students’ research since faculty play the critical roles of mentoring, supporting, monitoring, sometimes collaborating with, and assessing the students. We asked faculty to relate their view of the students’ research, especially how it relates to the students’ entire undergraduate experience. We also asked faculty to consider ways in which the research conducted abroad furthers the aims of the relevant academic discipline. In this way, we hoped to inspire discussions about how disciplinary curricula may incorporate research conducted abroad in order to advance the particular learning goals of major fields of study. Two members of the Forum’s Committee on Outcomes Assessment, Mell Bolen and Pat Martin, agreed to represent the views of education abroad professionals in this volume. They provide a useful perspective on how we as study abroad advisors and administrators may support the process of developing and promoting opportunities for undergraduate student research in education abroad. We also felt strongly that hearing from the students themselves, apart from their research papers, was critically important, and also would be of great interest to our readers. The winners of the 2004 Forum Undergraduate Awards presented their projects to an eager audience of education abroad professionals at a plenary session at the Forum Annual Conference. This volume provides another opportunity for us to “hear” their voices. We, therefore, asked each of them to write about the “research context” of their projects so that readers would understand the ways in which the research related to the education abroad experience. Following on a suggestion made by Kathy Sideli, Chair of the Forum Board of Directors, Frontiers and the Forum will be following the lives of these students and assess on an ongoing basis the impact of their research and study abroad experiences. We believe these students represent the most outstanding students who study abroad. Assessing the longitudinal impact of study abroad on these students will provide evidence for the tangible outcomes that education abroad has on our students. As a first step in that process we have asked each student to provide a short postscript in which they reflect, over a year after their graduation from their institutions, on how their research and study abroad experience continues to influence their lives. We will continue to provide yearly updates on these students and continue to track what are likely to be interesting careers and lives influenced by their research presented here. It is important to note that this is the first in what we hope will be an ongoing series of Special Issues that present undergraduate research conducted as part of education abroad. The second round of the Forum’s Undergraduate Research Awards have been completed, and we are already planning the 2006 Special Issue that will feature students’ work from that competition. Generous funding from the IFSA Foundation has made this entire project possible. Frontiers received a grant of $30,000 from the IFSA Foundation to publish the first three Special Issues, and we thank them for recognizing the importance of this project for the field of education abroad. Indeed, the Frontiers editorial board and the Forum believe strongly that one of the best measures of education abroad outcomes are volumes such as this one that showcase the very best examples of student learning. Both Frontiers and the Forum are committed to facilitating research on the outcomes of education abroad. This volume and those to follow are contributions to an ongoing effort that we hope will be useful in providing evidence of learning outcomes. We also have another goal: to inspire faculty and study abroad professionals to consider ways in which undergraduate research conducted as part of education abroad can form an essential part of our campus curricula. Brian Whalen, Dickinson College The Forum on Education Abroad

scholarly journals PENGGUNAAN DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS VIII

2019 ◽  
Vol 10 (1) ◽  
pp. 08
Author(s):  
Purwini Purwini
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Learning Method ◽  
Average Value ◽  
National Legal System ◽  
Class Viii ◽  
Classroom Action Research ◽  
And Function

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan pembelajaran PKn melalui Discovery Learning untuk meningkatkan hasil belajar siswa kelas VIII. Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research). Berdasarkan hasil penelitian menunjukan bahwa  penerapan Metode discovery learning dapat meningkatkan hasil belajar PKn materi mengidentifikasi kedudukan dan fungsi UUD 1945 Dalam Sistem Hukum Nasional. Hal tersebut  ditunjukan dengan hasil belajar siswa pada tahap pra siklus, Siklus I, dan Siklus II mengalami kenaikan hasil belajar. Pada tahap prasiklus yaitu dari 25 siswa diperoleh data bahwa terdapat 19 atau 76% anak yang memperoleh nilai kurang dari KKM 75 dan 6 atau 24% anak yang nilainya lebih dari KKM 75 dengan nilai rata-rata sebesar 62.2, Selanjutnya siklus I dari 25 siswa diperoleh data bahwa terdapat 10 sisiwa atau 40% anak yang memperoleh nilai kurang dari KKM 75 dan 15 siswa  atau 60% anak yang nilainya lebih dari KKM 75 dengan nilai rata-rata sebesar 72.6, dan pada siklus II dari 25 siswa diperoleh data bahwa terdapat 4 siswa atau 16% yang memperoleh nilai kurang dari KKM 75 dan ada 21 anak atau 84% yang nilainya lebih dari KKM 75 dengan nilai rata-rata sebesar 80.6. Abstract:  This study aims to describe the implementation of Civics learning through Discovery Learning to improve the learning outcomes of class VIII students. This research is a Classroom Action Research. Based on the results of the study showed that the application of the discovery learning method can improve learning outcomes of Civics material to identify the position and function of the 1945 Constitution in the National Legal System. This is indicated by student learning outcomes in the pre-cycle stage, Cycle I, and Cycle II experiencing an increase in learning outcomes. In the pre-cycle stage, 25 students obtained data that there were 19 or 76% of children who obtained less scores from KKM 75 and 6 or 24% of children whose grades were more than 75 KKM with an average value of 62.2, then cycle I of 25 students was obtained data that there are 10 students or 40% of children who get less scores than KKM 75 and 15 students or 60% of children whose grades are more than KKM 75 with an average value of 72.6, and in cycle II data from 25 students shows that there are 4 students or 16% who obtained less scores from KKM 75 and there were 21 children or 84% who scored more than 75 KKM with an average value of 80.6.

scholarly journals PENGARUH PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR MATEMATIKA MATERI RELASI DAN FUNGSI

2020 ◽  
Vol 3 (2) ◽  
pp. 131-140
Author(s):  
Vinsensius Supi ◽  
Stefanus Notan Tupen ◽  
Stefania Baptis Seto
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Simple Random Sampling ◽  
Student Learning Outcomes ◽  
Analysis Of Covariance ◽  
Learning Tools ◽  
Analysis Technique ◽  
Class Viii ◽  
And Function

Abstract The purpose of this study was to determine student learning outcomes using the type of jigsaw cooperative learning model for relation and function material in class VIII students of SMPK Swadaya Maukaro in the 2019/2020 academic year. The type of research used is experimental research with a quantitative approach that begins with the preparation of a Learning Implementation Plan (RPP), Student Worksheets (LKS), and Learning Outcomes Test (THB). In this study, the population was all class VIII A students of SMPK Swadaya Maukaro Ende Tahin Ajaran 2019/2020. The sample taken was 20 students of class VIII with the technique used was simple random sampling (simple random technique). Data collected through tests of student learning outcomes. The data analysis technique used is covariance analysis (ANAKOVA) to determine the validity of the author's learning tools using the product-moment correlation formula. The results of the preparation of the type of jigsaw cooperative learning device produce good/valid learning tools. In this case, supported by analysis of covariance (ANAKOVA) with the results obtained by statistical F-count - 15.26179 and F - table- 4.15, it gives a significant value so it can be said that the type of jigsaw cooperative learning can improve student learning outcomes for relation and function material.

scholarly journals IMPLEMENTASI MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2020 ◽  
Vol 5 (2) ◽  
pp. 281-289
Author(s):  
Darda Abdullah ◽  
Denia Faijah Kurniati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Cognitive Domain ◽  
The Third ◽  
And Function ◽  
Improve Student Learning ◽  
Class Iv

This research was motivated by the observation in the fourth grade SD Assalaam Bandung, which showed the students do not understand the material presented by educators and educators still use the conventional method of the lectures, the learning process is only centered on the teacher and without involving students so less anttractive and low student learning outcomes ,and this reseach aims to improve student learning outcomes in the theme of togetherness and diversity in class IV SD Assalaam Bandung. Therefore research are trying to improve student learning outcomes by applying the problem based learning (PBL). Research methodology study conducted oy research in the form of classroom action research (PTK), for  research conducted in accordance duites and function of the teacher when implementing the learning in the classroom. With the aims to reflect and to improve the learning process so that their learning outcome. Subjects in the study were students of class IVB SD Assalaam Bandung with the number 20 students consisting of 14 boys and 6 girls. This study was conducted 3 cycles where each cycle consisted of two learning. The research results by using the model of  Problem Based Learning (PBL) in the first cycle of student learning outcomes with a percentage of 26,6%, second cycle 46,6%, and cycle III 86,6%. While for the implementation of learning cycle I 60%, cycle II 76,25%, and cycle III 82,5%. The learning outcomes consist of cognitive, affective and psychomotor domains. The cognitive domain obtained the percentage of the first cycle reached 20%, the second cycle reached 30% and the third cycle reached 80%. While the affective domain of the first cycle reached 30%, the second cycle 70%, and the third cycle 90% and for the psychomotor domain the first cycle 30%, the second cycle 40%, and the third cycle 90%. Based on the results of the study it can be concluded that the application of the Problem Based Learning (PBL) model can improve student learning outcomes in the togetherness sub-theme in class IV SD Assalaam Bandung.

scholarly journals Pembelajaran Daring: Ancaman Perusahaan EdTech Pada Sekolah Ditengah Pandemi Covid-19

2021 ◽  
Vol 11 (1) ◽  
pp. 30-36
Author(s):  
Atyanta Nika Rumaksari
Keyword(s):  
Learning Outcomes ◽  
New Technology ◽  
Descriptive Analysis ◽  
Three Dimensional ◽  
Traditional Classroom ◽  
Traditional Schools ◽  
The Core ◽  
And Function ◽  
Meaning And Function ◽  
Operation Cost

Covid-19 forces the traditional classroom learning method to go online; while teachers nowadays struggle to adapt to this new technology, the EdTech firm's market is increasing. That 44 startups were categorized as Unicorn in 2020. Rather than just referring to the analysis of EdTech's functions that help schools conventionally, this study also looks at the theory of economic-based interaction between education-based organizations that threaten schools' meaning and function that shift during this pandemic to online. Based on this premise, we can identify the features of EdTech, which overlap with conventional schools. Our method is conducting Descriptive Analysis based on observed data derived from validated formal research and put them into three dimensional business model patterns to get evidence of the organization’s strategic or tactical operations. This research aims to address whether the emerging of EdTech firms becomes a threat to traditional schools. This work also finds the core value, which drives student's motivation toward learning outcomes in Indonesia. Based on the research, superior ICT technology adaptation plays an essential key in educational activities. It means that EdTech can provide dependence on schools which not yet comply with these features so that when they had cooperation, EdTech can direct or even changing the school’s original values. This cooperation dependency can challenge the school’s operation cost, increasing the risk of supply and management, involving consumer-related decision-making that always benefited EdTech rather than schools.

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