scholarly journals Efektifitas Pembelajaran Kontekstual Untuk Meningkatkan Prestasi Belajar Materi Luas Bangun Datar Kelas Vi Di Min Malang I

MADRASAH ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
Suroto ..
Keyword(s):  
Learning Process ◽  
Real World ◽  
Structure Learning ◽  
Contextual Learning ◽  
Concept Acquisition ◽  
Learning Models ◽  
It Use ◽  
Learning Achievement ◽  
The Real ◽  
New Concepts

<span><em>One of the causes of those unsuccessfull students is the monotonous learning </em><span><em>model. The learning process of the concept, it cannot well associate the </em><span><em>abstract ideas to the real world. One of the learning models that can solve </em><span><em>this problem is the contextual learning. The procedures of the contextual </em><span><em>learning done in this research involve the process of : (1) exploring and </em><span><em>using the students’ concept which have been achieved by the students in the </em><span><em>opening learning; (2) creating a study society in mastering new concepts;</em><br /><span><em>(3) utilization of learning medias in learning process; (4) reflction of the </em><span><em>concepts which have been studied; and (5) testing the concept acquisition by </em><span><em>personal student. From this results, if it use the contextual learning model,</em><br /><span><em>the students’ achievement will increase.</em><br /><span><strong>Keywords: </strong><span><em>Contextual Learning, song of flt structure, various table of </em><span><em>flt structure, Learning Achievement</em></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

Why Do Lessons Learned Often Fail?

2021 ◽  
pp. 176-193
Author(s):  
Ian Fry
Keyword(s):  
Learning Process ◽  
Real World ◽  
Lessons Learned ◽  
The Real ◽  
Drill Down

Organisations know they should do lessons learned. Standards like ISO9001 and ISO30401 say they should. Many try; few succeed. Traditionally, the first answer to the question is “lessons were observed, but not learned,” which reflects meaningful action was not taken as a result of the reported lesson. A lesson may have been identified, but nothing changed. As a result, learning did not happen. So why is this so? It is important to identify the ways in which the process towards effective lesson learning is becoming lost within the stages and how knowledge practitioners and those responsible for lessons learned can best help. This chapter will attempt to drill down on this answer, concentrating on the processes deployed and the real-world issues around the lesson-learning process.

scholarly journals The Role of Written Feedback in Numeracy in the Primary School Classroom

2019 ◽  
Vol 11 (2) ◽  
pp. 52 ◽  
Author(s):  
Miedzo Mutendi ◽  
Chipo Makamure
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Real World ◽  
Learning Goals ◽  
Written Feedback ◽  
Classroom Performance ◽  
The Real ◽  
School Classroom ◽  
The Impact

This study seeks to establish the quality and type of feedback necessary and suitable for learners, understandable by learners and implementable in the learning process by the learners to improve progress in learning numeracy. However, although written feedback is believed to be instrumental in shaping the pupils’ classroom performance, there is less agreement on whether this is workable in the real world of the classroom or has remained an intended goal of feedback. There is limited work in literature on how pupils respond or use written feedback to improve their performance. A questionnaire was administered to a group of Year 5 students at a school in England to solicit the pupils’ perceptions of the usefulness of written feedback and the challenges that were likely to be faced in interpreting and implementing the feedback. In order to measure the impact of feedback on students’ performance, a pre-test was given, pupils’ recommendations from the questionnaire were incorporated, and a second test was given two days later. The two sets of marks were then compared. It was found that pupils find it difficult to understand written feedback at times, mainly because of unfamiliar vocabulary used in the feedback and when they do understand the language, they often find it unhelpful in achieving their learning goals. Teachers are recommended to simplify and add more detail to feedback, making it as informative as possible about what was done well and suggest improvements that could be made.

Connecting Research to Teaching: Geometry Classroom Pictures: What's Developing?

1998 ◽  
Vol 91 (7) ◽  
pp. 606-609
Author(s):  
Kay A. Wohlhuter ◽  
Penelope H. Dunham
Keyword(s):  
Learning Process ◽  
Real World ◽  
Inductive Reasoning ◽  
Active Participation ◽  
Curriculum Standards ◽  
The Real ◽  
Mathematics Classrooms ◽  
Teaching Geometry ◽  
Clear Vision

In the NCTM's curriculum standards, teachers find a clear vision of mathematics classrooms as rich environments where students can explore, conjecture, reason logically, and connect mathematics with the real world. The Standards’ vision assumes that teachers will use strategies that promote students’ active participation in the learning process. For geometry, especially, those strategies should include activities that foster the interplay of deductive and inductive reasoning (NCTM 1989).

The Didactic Case in Teaching International Law

1970 ◽  
Vol 18 ◽  
Author(s):  
Michelle Ratton Sanchez Badin ◽  
Douglas Castro ◽  
Arthur Roberto Capella Giannattasio
Keyword(s):  
International Relations ◽  
International Law ◽  
Learning Process ◽  
Real World ◽  
Active Participation ◽  
The Real ◽  
Empirical Framework

According to a theoretical and empirical framework, didactic cases are an important tool to teacho International Law. This instrument increase students’ active participation in the classroom, empowers them to exercise their autonomy in the learning process, helps professors to present the foundations of the discipline and its complexity in the real world and helps to build the interdisciplinary bridge between International Law and International Relations.

scholarly journals PEMBERDAYAAN MASYARAKAT BERBASIS TAUHID

2018 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Amir Mahruddin ◽  
Resti Yektyastuti ◽  
Nurmalasari Nurmalasari
Keyword(s):  
Sustainable Development ◽  
Community Service ◽  
Learning Process ◽  
Real World ◽  
Creative Economy ◽  
Social Field ◽  
The Real ◽  
Village Community ◽  
Science Technology ◽  
Agent Of Change

Pengabdian masyarakat merupakan proses pembelajaran bagi mahasiswa yang dikembangkan melalui kegiatan pengabdian kepada masyarakat dalam memberikan pengalaman ilmu, teknologi, seni dan agama yang dilakukan dalam waktu kurang lebih 40 hari. Pengabdian masyarakat dapat meningkatkan kemampuan mahasiswa dalam berinteraksi dengan dunia luar kampus secara nyata yakni bisa berhadapan langsung dengan masyarakat. Mahasiswa sebagai Agent Of Change atau agen perubahan juga dapat mengembangkan pengetahuan dan wawasannya dalam menghadapi berbagai permasalahan yang ada di masyarakat Desa Sukagalih untuk melakukan pembangunan berkelanjutan yang diperlukan dalam meningkatkan peran dan pemberdayaan masyarakat dengan tujuan mencerdaskan dan mewujudkan kesejahteraan masyarakat Desa Sukagalih yang sesuai dengan lingkungan tauhid melalui berbagai bidang antara lain bidang pendidikan, bidang keagamaan, bidang kesehatan & lingkungan, bidang ekonomi kreatif, dan bidang sosial. Kata kunci: pengabdian masyarakat.  COMMUNITY EMPOWERMENTD BASED ON TAWHEEABSTRACTCommunity Service is learning process for student developed through community service activities in providing experience science, technology, art and religion, conducted within approximately 40 days. Community service can improve the ability of students in interacting with the real world outside the campus that is able to deal directly with the community. Student as an Agent Of Change can also develop their knowledge and insight in facing various problems that exist in Sukagalih Village community to do sustainable development that is needed in improving role and empowerment of society with aim to educate and realize prosperity of society of Sukagalih Village which is suitable with tauhid environment through various fields such as education, field of religion, health & environment, creative economy, and social field.

scholarly journals Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development

2021 ◽  
Vol 13 (1) ◽  
pp. 403
Author(s):  
Bach Q. Ho
Keyword(s):  
Sustainable Development ◽  
Knowledge Acquisition ◽  
Implicit Learning ◽  
Learning Process ◽  
Real World ◽  
Self Efficacy ◽  
Education For Sustainable Development ◽  
Equation Modeling ◽  
The Real ◽  
Citizenship Development

To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues do not have clear solutions, cooperative learning (CL) in which students learn from each other is useful. The purpose of this study is to clarify the influence of the learning process on learning outcomes and their influence on learning objectives in real-world EfSD using CL. A hypothesis model consisting of seven hypotheses was set up, and a questionnaire survey of high school students who participated in the real-world EfSD was conducted. Results of the structural equation modeling of data from 2441 respondents supported all seven hypotheses. Implicit learning as a learning process promotes knowledge acquisition as a learning outcome, while explicit learning enhances self-efficacy. Although knowledge acquisition promotes citizenship development as the learning objective of EfSD, self-efficacy does not promote citizenship development. Self-efficacy affects knowledge acquisition more than implicit learning. This study contributes to EfSD research by clarifying the difference in the effects of the learning process.

scholarly journals Penerapan Model Pembelajaran Berbasis Kontekstual (Using Model-Based Contextual Learning)

2015 ◽  
Vol 1 (6) ◽  
Author(s):  
Adnan Adnan
Keyword(s):  
Everyday Life ◽  
Real World ◽  
Cultural Context ◽  
Contextual Learning ◽  
Contextual Model ◽  
Knowledge And Skills ◽  
The Real ◽  
Model Based ◽  
Real World Application ◽  
New Knowledge

Philosophy of constructivism emphasize learning not just memorize, but to reconstruct or build new knowledge and skills through facts or propositions that they experience in their lives. effort in the lead learners in order to build the knowledge and skills of teachers are required to be competent in using a learning model. Model-Based Contextual Learning is a model that can connect students with the real world. Application of PAI learning today is still normative and adopt methodologies old model. PAI taught presents norms often without illustrations socio-cultural context, students do not live up to the values of religion in everyday life. This article seeks to describe the application of Model-Based Contextual Learning. Keywords: Application, Contextual Model-based learning.

scholarly journals Science Learning Achievement: Three Dimension-Media Innovation in Contextual Learning Approach

2019 ◽  
Vol 3 (4) ◽  
pp. 224
Author(s):  
I Wayan Widiana ◽  
Nyoman Kusmariatni ◽  
Dewa Nyoman Sedana ◽  
Putu Nanci Riastini
Keyword(s):  
Learning Process ◽  
Science Learning ◽  
Contextual Learning ◽  
Control Group ◽  
Learning Approach ◽  
Three Dimension ◽  
Control Group Design ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
The Difference

Science learning achievement is low in some elementry schools in Bali and it is suspected that learning process is one of the factors that has caused this. Hence, there is a need for innovations in learning to improve learning process which has so far taken place (conventional). This study wasa aimed at finnding out the difference in science learning achievement  between students who are taught  through contextual learning which uses three dimension media and those who are taught through conventional learning..this is a quasi-experimental research with non equivalent post-test only control group design. The population used in this study was the fourth grade students af elementary schools in Gugus 1 Singaraja with the total number of eight schools. The sample in this study was selected  using  random sampling. Out of the eight schools in Gugus 1 Singaraja, two schools wereselected, namely SD No. 5 Banyuning as experiment group and SD No.6 Banyuning as conrol group.. the data gathered inthis study was in the form of science learning achievement. The instrument used to collect the data was an objective test or multiple choice.  The data were analyzed  using inferential statistics or t-test.  The result showed that  science learning achievement in the group where  three dimension media were used  had  the mean score of 20.75 , which is higher than  the group where conventional learning was used , whose mean score was 17. 08. This result  was confirmed by hypothesis testing in which it was obtained that tobs. > tc.v.. This means that  the implementation of contextual  learning approach  which was aided with three dimenisionmedia had  a positive effect on  science learning achivement. 

scholarly journals DESIGNING PROJECT-BASED LEARNING IN ESP CLASS

2019 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dian Arsitades Wiranegara
Keyword(s):  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Collaborative Project ◽  
The Real ◽  
Project Learning ◽  
Inquiry Process ◽  
Source Of Information ◽  
Real World Problems

Project-Based Learning of ESP is developed to involve as well as to encourage students to be active in the process of teaching and learning. Students can fully contribute in the project once they are asked in the inquiry process by giving a guiding question and the teacher guides them into a collaborative project integrated in curriculum. A guiding question here, must be based on the issues and topics addressing the real world problems. This also means that the project learning can help learners experience a meaningful learning, based on constructivism philosophy. Learners are given chance to explore and find any source of information by reading books, then communicate it to others or presenting their ideas. Hence, at the end of teaching and learning process, learners reflect to the project that has been conducted. At this phase, all learners are asked to share their experiences as well as their feeling during the project. Teacher and learners can share and develop it into a discussion in order to improve their performance

scholarly journals Penerapan Metode Demontrasi dalam Meningkatkan Hasil Belajar Pendidikan Agama Islam (PAI) Siswa Kelas XI SMA Negeri 1 Metro TA 2019/2020

An Naba ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 46-57
Author(s):  
Nurhasim
Keyword(s):  
Action Research ◽  
New Media ◽  
Learning Outcomes ◽  
Learning Process ◽  
Real World ◽  
Research Data ◽  
Class Action ◽  
The Real ◽  
Functional Learning ◽  
Learning Interest

Problems in the implementation of learning cause students' learning outcomes are not good. As for example, the implementation of learning is still centered on the teacher, is conventional by using the lecture system in full, the emphasis is not on facts and information, but rather emphasizes on memorization, attaches more importance to the content than the process, and is less directed at meaningful and functional learning for the lives of students. The learning process that does not involve students in the real world and does not realize interaction between students, making it less interesting, boring, students become passive, as a result of which students can not master the material well. To overcome all of that, researchers applied new media as a way to increase students' learning interest, namely by using demonstration methods. The issue was discussed through class action research conducted through two cycles. Research data obtained through observation in the classroom and documentation of the results of actions taken as well as data from class teachers. From the results of the study obtained an increase in each cycle, namely on the increase in the average grade of students in the pre-cycle is 66.77 in cycle I: 75.00 and 80.00 in cycle II. The percentage of students' learning completion also increased, namely 62.06% in pre-cycle, 79.31% in cycle I, and 100% in cycle II. Thus, the increase in learning completion from pre-cycle to cycle I after improvement was 17.25%, and increased from cycle I to cycle II by 20.69%.

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