scholarly journals PENGEMBANGAN STRATEGI PEMBELAJARAN AFEKTIF

2019 ◽  
Vol 5 (1) ◽  
pp. 68-86
Author(s):  
Fitriani Nur Alifah
Keyword(s):  
Learning Strategies ◽  
Student Attitudes ◽  
Positive Emotions ◽  
Learning Strategy ◽  
Affective Learning ◽  
Development Model ◽  
Self Concept ◽  
Moral Model ◽  
Psychomotor Ability ◽  
The Many

Abstract Development of affective learning strategies, value-related strategies, which are difficult to measure, with respect to the awareness arising from within each individual. Attitudes that are a reflection of the value they have, generally confront to any situation that contains conflict or problems. The process in affective formation used in the learning strategy often uses the process of modeling. Whereas in the model of affective learning strategy using model konsiderasi, cognitive development model, value clarification techniques, cognitive moral model, and non-directive model. The characteristics in learning affective field that is about the attitudes, interests, values, moral and self-concept. In addition to aspects of cognitive and psychomotor ability formation, the formation of student attitudes is not less important is to develop an attitude so that children behave according to norms prevailing in society. Advantages: 1) Emphasize the development of thinking that involves mental and positive emotions. 2) Be able to collaborate and balance between the cognitive, affective and psychomotor domains. 3) Can form the character, attitude and mental learners mature. While Weaknesses: 1) Difficult to control because of the many factors that affect the development of one's attitude. 2) Successful formation of attitudes can not be directly evaluated, and 3) Requires long habituation. The results in implementing affective sphere in PAI learning can use several ways, namely First, Receiving. Second, Responding. Third, Valuing. Fourth, Organizing. And Fifth, Charcterization by value or value complex.  

scholarly journals Model pengembangan strategi pembelajaran berwawasan lingkungan bagipeserta praktik kerja industri siswa teknik mekanik otomotif

2011 ◽  
Vol 1 (1) ◽  
pp. 69
Author(s):  
Sudarman Sudarman
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Environmental Problems ◽  
Contextual Learning ◽  
Development Model ◽  
Strategy Development ◽  
Work Practices ◽  
Design Development ◽  
Literature Study ◽  
Model Sets

LEARNING STRATEGY DEVELOPMENT MODEL ENVIRONMENTAL INSIGHT FOR PARTICIPANTS OF INDUSTRIAL WORK PRACTICES FOR AUTOMOTIVE MECHANICAL ENGINEERING STUDENTSThis study is the first phase of research that aims to examine the implementation of learning in tackling environmental problems SMK Skill Program of Otomotif Mechanic in building environmentally sound behavior. Research conducted in SMK N 1 Semarang and SMK N 7 Semarang. Retrieving data using the literature study and documentation. The analysis used is a description of the analysis. Description of the analysis results show that learning tackling environmental problems implemented wuth conventional strategies. From this description of finding result are then compiled design development model oriented/contextual learning strategies SETS (Environmenat, Science and Technology Community), models include: environmental teaching materials, unit of learning events and industry work practices certificate. Suggestions proposed: Should be testing the design strategy development model SETS insightful contextual learning, and then do the validation and continued dissemination.

scholarly journals Developing Mathematics Learning Strategy Module Based on Journal Review

2018 ◽  
Vol 9 (2) ◽  
pp. 111-120 ◽  
Author(s):  
Ratih Kusumawati ◽  
Akhmad Nayazik
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Quality Criteria ◽  
Development Model ◽  
Journal Review ◽  
Learning Methods ◽  
Validity Criteria

Pre-service teachers need to know the variety of learning methods and they should have the ability to plan learning strategies as well. This study aims to develop a module of mathematics learning strategy based on the review of articles published from 2014–2018. This study was conducted using Borg & Gall development model and the quality criteria used referred to Nieveen (valid, practical, and effective). The result shows that the module has met the validity criteria of 3.4, practical criteria of 82%, and it also has fulfilled the criteria of effectiveness. This module is recommended as a reference to study about recent mathematics learning strategy. A further study is needed to develop such a module based on international journals.

scholarly journals PEMBELAJARAN MUSIK TRADISIONAL DI SMA NEGERI 1 PAINAN

2021 ◽  
Vol 10 (2) ◽  
pp. 49
Author(s):  
Meggi Firnando ◽  
Harisnal Hadi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Analysis Data ◽  
Art Teachers ◽  
Analysis Techniques ◽  
Interactive Analysis ◽  
The Many ◽  
Evaluation Of Learning

This study aims to describe the learning planning applied at SMA 1 Painan. Students' high enthusiasm for music arts lessons and the many achievements in the field of music is proof that teachers have successfully implemented learning strategies. The method used in this research is descriptive qualitative research method. The subjects of this study were music art teachers, principals and some students of SMA 1 Painan. The object of this research is the learning strategy implemented at SMA 1 Painan. Data collection techniques used in this research are observation, interview and documentation. To test the validity of data in this study used source triangulation techniques, namely comparing between data sources with each other as material for data analysis. Data analysis techniques used in this research use interactive analysis techniques. There are four components, namely: 1) data collection techniques 2) data reduction 3) data presentation and 4) conclusion drawing. Based on the results of the research obtained conclusions that some musical arts learning strategies applied in SMA 1 Painan namely, 1) learning preparation; 2) learning management; 3) use of learning media; 4) application of learning methods, models and approaches; 5) approach to motivate students; 6) evaluation of learning.

scholarly journals Influence of Use of Learning Strategies in Information Communication Technology on Standard Seven Pupils’ Academic Self-Concept in Bungoma County, Kenya

2021 ◽  
Vol 11 (3) ◽  
pp. 120
Author(s):  
Fred Juma Wakasiaka ◽  
Chrispus Wawire ◽  
Edward Kigen
Keyword(s):  
Learning Strategies ◽  
Learning Theory ◽  
Communication Technology ◽  
Technology Use ◽  
Primary Schools ◽  
Learning Strategy ◽  
Information Communication Technology ◽  
Self Concept ◽  
Traditional Learning ◽  
Information Communication

Despite introduction of Information Communication Technology in schools by Government of Kenya, minimal research has been done on influence of learning strategies in information communication technology use on academic self-concept of pupils. Poor trends in academic achievement are associated with pupils’ low academic self-concept as an outcome of continued use of traditional learning strategies. The purpose of the present study was therefore to investigate the influence of learning strategies in the use of information communication technology on pupils’ academic self-concept. Multimedia Learning Theory, Collaborative Learning Theory and the Self Theory of Personality Development formed the theoretical framework of the study. A causal comparative ex post facto research design was used. The study employed mixed methods research by integrating qualitative and quantitative research. The study was done in Bungoma County. The target population was Standard Seven pupils in public primary schools in Bungoma County. A sample of 375 pupils was involved. Purposive sampling was used to select schools with computer program as treatment group and simple random sampling for schools using traditional learning strategies as comparison group. Independent and dependent variables were learning strategies and academic self-concept respectively. Data was collected through an adapted questionnaire with Academic Self-concept Scale and Learning Strategy Rating Scale for learning strategies. Oral interviews and non-participant overt observations were used to collect qualitative data from pupils and teachers who handled learners in the laptop computer programs. The reliability and validity of the instruments was established through a pilot study in 2 sampled schools which were not included in the main study. Data management and analysis was done using both inferential and descriptive statistics using Statistical Package for Social Sciences program. Pearson product moment correlation and t-test were used for inferential statistics. Results showed that significant differences in academic self-concept existed between pupils using traditional learning strategies and those using learning strategies in the use of ICT (t = 3.990, df = 238, p< 0.05), (t= 4.256, df = 238, p< 0.05) and (t= 2.014 df=251, p<0.05). Apart from Individual Learning Strategy in the use of computer, Child-to-Child and Child-teacher learning strategies were found to have significant relationships with academic self-concept [r(186)= 0.300, 0.275 and 0.311, p< 0.05]. Recommendations for adoption of learning strategies in information communication technology use in classroom teaching and learning, policy development in education and curriculum development were made. Further research using pre-test and post-test experimental design with control group using samples at other levels of education and on individual subject academic self-concept was recommended.

scholarly journals THE RELATIONSHIP BETWEEN LEARNING STRATEGY USE IN ENGLISH AND MOTIVATION OF STUDENTS AT A COLLEAGUE IN CAN THO CITY, VIETNAM

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Thi Minh Uyen Phan ◽  
Thi Tra My Ly ◽  
Thi Thuy Hang Nguyen ◽  
Nguyen Minh Ly Nguyen
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Context ◽  
Language Learning Strategies ◽  
Medium Level ◽  
The Many ◽  
Can Tho City ◽  
The Relationship

Among the many factors that increase students’ achievement in the mastery of foreign languages, including English, are motivation and use of language learning strategies. Previous studies by a range of researchers have identified these two elements as the most important in obtaining success in language learning. This study carried out on 152 university students, roughly equal in gender, studying at a university in Can Tho, Vietnam, sought to discover the relationships between these two factors within the Vietnamese language learning context. In particular, the study sought to 1) discover which of two types of motivation, intrinsic and extrinsic, is most prevalent among the students studied; 2) their use of language learning strategies; 3) reveals the relationship between students' motivation and use of language learning strategies; and 4) describe the differences in their use of language learning strategies based on whether their motivation was high, medium or low. Research instruments included Schmidt et al.'s Questionnaire on Motivation in Learning English, and Oxford's Strategy Inventory for Language Learning (both modified for the Vietnamese language learning context and translated into Vietnamese), plus an interview with 18 of the students to gain greater insight into the answers they gave on the questionnaires. Results were obtained using standard deviations and t-tests. They showed that Vietnamese university students are mainly extrinsically motivated; that all strategies were used at least at a medium level, amidst other fluctuations; and that those metacognitive strategies are most prevalent among medium and high motivated students but affective strategies are most common among low motivation students. Recommendations flowing from these results are that teachers should prioritize the formal teaching of learning strategies and should attempt to increase intrinsic motivation by putting greater emphasis on making language learning fun and relevant to the students' interests and passions. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0721/a.php" alt="Hit counter" /></p>

scholarly journals The Relationships between Language Learning Strategies and Positive Emotions among Malaysian ESL

2018 ◽  
Vol 6 (1) ◽  
pp. 86
Author(s):  
Mohammad Mohammadipour ◽  
Sabariah Md Rashid ◽  
Shameem Rafik-Galea ◽  
Yap Ngee Thai
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Data ◽  
Positive Emotions ◽  
Learning Strategy ◽  
Language Learning Strategies ◽  
Structured Interviews ◽  
Sequential Mixed Methods ◽  
Language Learning Strategy ◽  
Learning Strategy Use

Emotions are an indispensable part of second language learning. The aim of this study is to determine the relationship between the use of language learning strategies and positive emotions. The present study adopted a sequential mixed methods design. The participants were 300 Malaysian ESL undergraduates selected through stratified random sampling from 5 public universities in Malaysia. The quantitative data were collected through two sets of questionnaires: (a) Oxford's (1990) Strategy Inventory for Language Learning (SILL), and (b) Fredrickson's (2009) modified Differential Emotional Scale (mDES). The qualitative data were gathered through semi-structured interviews. With regard to the quantitative data analysis, a series of t-tests and correlational analyses were used. The data from the interviews were analysed qualitatively. A positive significant correlation was found between positive emotions and overall language learning strategy use. Also, the qualitative results of the study indicated that the learners who experienced more positive emotions tended to use a greater variety of language learning strategies. The findings of the study emphasise the importance of students’ positive emotions in their use of language learning strategies. It might be suggested that teachers by designing the classroom settings and instructions which promote positive emotions can inspire learners to use language learning strategies more frequently and with a greater variety which in sequence relate to learners’ language learning proficiency.

scholarly journals Why do Generative Learning Strategy Improve Memory in VR? — Based on ICALM

2021 ◽  
Vol 11 (12) ◽  
pp. 646-650
Author(s):  
Wenya Yang ◽  
◽  
Xue Wang
Keyword(s):  
Learning Strategies ◽  
Positive Emotions ◽  
Learning Strategy ◽  
Emotional State ◽  
Generative Learning ◽  
Testing Strategy ◽  
Immediate Memory ◽  
Cognition And Emotion ◽  
Self Testing ◽  
New Evidence

Generative learning strategies interconnect with cognition and emotion. Based on one-factorial experimental design, 75 participants were randomly assigned to study a chemical Virtual Reality (VR) lesson in one of three conditions: VR, VR+ summarizing, and VR+ self-testing. An emWave system was used to record the learners’ emotional state during learning. The learners’ learning outcomes were measured with retention tests, learning experiences were measured with instruments. The results showed that compared to the students were given a VR lesson without generative learning strategy, 1) the students who engaged in generative self-testing strategy during learning displayed more positive emotions in the cognition process, more positive ratings after learning, and higher memory test scores; 2) the students who engaged in generative summary strategy during learning showed more positive emotions in the cognition process, but lower immediate memory scores. These findings give new evidence to explaining how generative summarizing and self-testing learning strategies affect learning based VR.

scholarly journals Pengembangan Strategi Pembelajaran Pendidikan Agama Islam (PAI) dalam Merespon Era Digital

FIKROTUNA ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 717-740
Author(s):  
Muhammad Tang
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Critical Analysis ◽  
Learning Strategy ◽  
Islamic Education ◽  
Religious Values ◽  
Digital Era ◽  
Library Research ◽  
Technological Tools ◽  
The Many

In today's digital era, people generally think that the current learning of Islamic Religious Education (PAI) has been considered a failure to instill moral / religious values ​​to learners. This can be seen by the many crimes committed by teenagers who are students. For example; begal, drug abuse, brawl, promiscuity and other forms of crime. The failure of learning PAI, according to the author one of the reasons is because in general learning PAI done in monotonous and conventional. Therefore, as PAI educators / teachers should be innovative and creative in developing learning strategies that are interesting and fun for learners. So the values ​​of Islamic education can be well internalized in the learners. This paper comes to dissect and offer the concept of PAI learning strategies that are integrative in response to the development of technological tools in the digital era today. This paper uses the method of library research with a critical-analysis approach, thus giving birth to a concept or model of learning strategy that is integrative between religious values, science and technology.

scholarly journals Implementation of scientific approach and teacher affective learning strategy of PAI in increasing student learning achievement

2018 ◽  
Vol 9 (2) ◽  
pp. 228
Author(s):  
Zazinatul Basiroh
Keyword(s):  
Student Achievement ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Affective Learning ◽  
Islamic Education ◽  
Verbal Form ◽  
Scientific Approach ◽  
Improving Student Achievement ◽  
Document Review ◽  
Increasing Student Learning

This study aims to determine the application of scientific approach and affective learning strategy of Islamic education teachers in improving student achievement. This research used qualitative method, used observation, interview or document review. The data presented in verbal form was not in the form of numbers. Based on the results of research and discussion can be concluded the  application of scientific approach by teachers Islamic education in Sekolah Dasar Negeri Plumutan and Madrasah Ibtidaiyah Darussalam Bancak was observing, asking, exploring, associate and communicate. Affective learning strategies in public primary Sekolah Dasar Negeri Plumutan and Madrasah Ibtidaiyah Darussalam Bancak done in two ways, the pattern of habituation and modeling or modeling. Implementation of scientific approach and affective learning strategy of learning Islamic education strongly support the success in improving student achievement. The result of this research showed  that effectively  and efficiently in accordance with the stages of learning with scientific approach and affective learning, then the purpose of learning can be achieved.

scholarly journals Pengembangan Bahan Ajar Mata Kuliah Strategi Pembelajaran Bahasa Indonesia dengan Metode Pikir Bareng dan Berbagi

2019 ◽  
Vol 9 (1) ◽  
pp. 116-128
Author(s):  
Yusra Dewi ◽  
Pamela Mikaresti
Keyword(s):  
Learning Strategies ◽  
Prospective Teachers ◽  
Learning Strategy ◽  
Development Model ◽  
Teaching Material ◽  
Development Research ◽  
Teaching Materials ◽  
Addie Model ◽  
Large Groups ◽  
Bahasa Indonesia

Abstrak Penelitian ini bertujuan untuk memperoleh bahan ajar yang berkaitan dengan mata kuliah drama. Adanya bahan ajar baru diharapkan proses perkuliahan akan lebih maksimal. Penelitian ini berupa penelitian pengembangan yang bersifat deskriptif prosedural. Artinya, di dalam mengembangkan produk bahan ajar, terdapat langkah-langkah yang harus ditempuh untuk mendapatkan sebuah produk bahan ajar. Model pengembangan yang digunakan diadobsi dari model ADDIE yang dikembangkan Feiser dan Mollenda pada tahun 1990–an. “Secara garis besar model pengembangan ini terdiri dari 5 tahap yaitu: 1) analisis (analysis), 2) desain (design), 3) pengembangan (development), 4) implementasi (implementation), dan 5) evaluasi (evaluation)”.Hasil validasi oleh validator materi bahan ajar dan validator model penelitian pengembangan menunjukkan bahwa bahan ajar yang dikembangkan layak digunakan. Hasil uji coba kelompok kecil maupun kelompok besar dari pemakai bahan ajar ini, yakni mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia PBS FKIP Universitas Jambi memberikan gambaran bahwa isi bahan ajar ini bisa dipahami mereka. Isi materi yang dikembangkan dalam bahan ajar lebih memudahkan mahasiswa memahaminya. Langkah-langkah setiap strategi pembelajaran yang dikembangkan juga sudah dipaparkan dengan jelas. Beberapa gambar yang disertakan dalam bahan ajar ini juga menambah kemenarikan bahan ajar ini. Dengan demikian, simpulan penelitian ini adalah, bahan ajar berupa buku ajar ini layak digunakan. Oleh sebab itu, diharapkan nantinya dapat menjadi referensi dan sumber belajar bagi mahasiswa sebagai calon guru maupun guru-guru yang mengampuh mata pelajaran Bahasa Indonesia di berbagai sekolah. Kata Kunci: Bahan ajar, strategi pembelajaran Abstract This study aims to obtain teaching materials related to drama courses. The existence of new teaching materials is expected to be more maximal. This research is a descriptive procedural development research. That is, in developing teaching material products, there are steps that must be taken to get a teaching material product. The development model used was adopted from the ADDIE model developed by Feiser and Mollenda in the 1990s. "Broadly speaking, this development model consists of 5 stages, namely: 1) analysis (analysis), 2) design (design), 3) development (development), 4) implementation (implementation), and 5) evaluation (evaluation)". The results of the validation by the validator of the teaching material and the validator of the development research model show that the teaching materials developed are suitable for use. The results of the trials of small groups and large groups of users of this teaching material, namely students of the Indonesian Language and Literature Education Program PBS FKIP Jambi University illustrate that the contents of this teaching material can be understood by them. The contents of the material developed in teaching materials make it easier for students to understand it. The steps of each learning strategy developed have also been clearly described. Some of the pictures included in this teaching material also add to the attractiveness of this teaching material. Thus, the conclusion of this study is that teaching materials in the form of textbooks are suitable for use. Therefore, it is hoped that later it can become a reference and learning resource for students as prospective teachers and teachers who forgive Indonesian language subjects in various schools. Keywords: Teaching materials, learning strategies

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