scholarly journals IMPLEMENTATION OF PEER TEACHING METHOD TO REDUCE COMPETENCE GAP OF VOCATIONAL STUDENTS

2018 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Aris Eko Wibowo ◽  
Endri Triwiyono
Keyword(s):  
Graduate Students ◽  
Teaching Methods ◽  
Time Allocation ◽  
Teaching Method ◽  
Learning Experience ◽  
Peer Teaching ◽  
Learning Activities ◽  
School Graduate ◽  
Study Program ◽  
Practice Time

This study aims to describe the implementation, obstacles and benefits of peer teaching methods in machining practice frais course. The method was a descriptive qualitative. The population comprised of semester 1 students of Study Program of Mechanical Engineering Education Faculty of Engineering UNY. Data were collected by observation and interview. Data analysis used interactive model. The results show that this implementation works well with several benefits and obstacles. Benefits: 1) Improving discussion habits and exchanging knowledge to improve learning activities. 2) Provide an active learning experience. 3) Accelerate machining frais competence for high school graduate students. 4) Strengthening machining frais competence for vocational graduate students. 5) Improving students' enthusiasm, teamwork and confidence to do frais work. Obstacles: 1) introductory theory explanation was less conducive because students are listening while standing. 2) WPS discussion during the learning process reduces the practice time allocation. 3) Some students did not use glasses as a safety tool.

scholarly journals MENINGKATKAN HASIL BELAJAR SISWA PADA MATAPELAJARAN IPS DENGAN METODE MIND MAPPING

2016 ◽  
Vol 2 (02) ◽  
Author(s):  
Maya Kartika Sari
Keyword(s):  
Action Research ◽  
Social Science ◽  
Research Design ◽  
Learning Process ◽  
Teaching Method ◽  
Learning Experience ◽  
Learning Activities ◽  
Mind Mapping ◽  
Models Of Teaching ◽  
The Given

<div style="text-align: JUSTIFY;"><p>Social science has been viewed as naturally theoretic, which requires students to memorize all learned materials. The learning experience will be stucked in freez learning atmosphere when the teacher traditionally preeches and dictates against the students, as the teacher-centered approaches have run. This model of teaching produces passive students with low acheivement. In effort of dveloping the vivid learning experience, variative models of teaching must be applied by the teacher. Through this research, the researcher proposes Mind Mapping Teaching Method, hopping that the the students learning activities and achievement can be developed. Mind mapping teaching method can tentatively encourage student to be active, innovative, creative and imaginative along the way with the learning process. The application of mind mapping teaching method can hopefully develop students learning activities and achievement through the given action research design.<em></em></p></div>

scholarly journals PENINGKATAN MOTIVASI BELAJAR IPA MELALUI METODE PEMBELAJARAN QUANTUM TEACHING BAGI SISWA KELAS IV

2016 ◽  
Vol 5 (02) ◽  
Author(s):  
Fauzatul Ma’rufah Rohmanurmeta
Keyword(s):  
Elementary School ◽  
Teaching Methods ◽  
Student Motivation ◽  
Teaching Method ◽  
Target Material ◽  
Learning Activities ◽  
School Level ◽  
Classroom Teachers ◽  
Fourth Grade Students ◽  
The Right

<span class="fontstyle0">At the elementary school level, sains learning still monotonous and<br />uninteresting because elementary school system with classroom teachers to make<br />the teachers have difficulty in using the right strategy. Teachers are required to<br />achieve the target material that is quite a lot and should be comleted in each<br />semester.This situation resulted in the lack of attention of student in the process of<br />learning activities so that a low student motivation. Under these conditions, the<br />purpose of this research is to improve students motivation through quantum<br />teaching method of learning process in the fourth grade students of SDN 02 Wates<br />Distric jenangan, Ponorogo.This research is a classroom action research (PTK),<br />which consists of the first cycle and the second cycle. The study subjects were<br />students of class 4 SDN 02 Wates wich consist 11 students. Collecting data in this<br />study using a questionnaire to determine students motivation, and the observation<br />sheet in the form of check list to determine the activity of students. Before held<br />research student motivation is low. Then after research showed that motivation of<br />students of cycle 1 45,5% and cycle II 82% increased 36,5%. Interpretation of<br />student learning to learning in sycle 1 is 36% and cycle II increased to 82%.<br />Student activity in I cycle was 27,3% and in the II cycle increased to 81,8%. The<br />result showed that the use of quantum teaching methods can improve students<br />motivation in learning sains SDN 02 wates.<br /><br /></span>

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

scholarly journals Improving Students' Physics Learning Outcomes Through Implementation of Peer Teaching Method

2021 ◽  
Vol 10 (1) ◽  
pp. 25
Author(s):  
Yeni Nuriyani ◽  
Widodo Winarso
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Teaching Method ◽  
Action Planning ◽  
Research Process ◽  
Circular Motion ◽  
Peer Teaching ◽  
Average Student ◽  
Class Average ◽  
Data Collection Technique

Classroom action research using peer teaching methods to improve learning outcomes in physics subject circular motion. This study's subjects were students of class X MIPA 3 SMA Negeri 4 Cirebon, Cirebon City, West Java Province, totaling 32 students. The data collection technique is done by test and observation. The research process was carried out in two cycles, each cycle consisting of four stages, namely: (1) action planning, (2) action implementation, (3) observation and interpretation, and (4) analysis and reflection. Based on the research that has been done, it can be concluded that there is an increase in learning outcomes in physics subject of student circular motion through the use of the Peer Teaching method. Pre-cycle data with a class average of 60.94 with a percentage of 28.13% complete learning or 9 students out of 32 students. The first cycle increased to 72.19% or 17 students completed with an average student grade of 53.13%, but this score had not yet reached the KKM that had been agreed upon. The second cycle increased to 81.25%, or 26 students completed with an average student score of 84.84. Thus, the peer teaching method's application can improve learning outcomes in the Physics subject of circular motion so that it is feasible to be applied in SMA Negeri 4 Cirebon

scholarly journals User Experience on BM Year 2 Mobile-based Learning Application for Alpha Generation

2021 ◽  
Vol 15 (06) ◽  
pp. 65
Author(s):  
Azizah Che Omar ◽  
Nurulnadwan Aziz ◽  
Mohd Adib Abd Muin
Keyword(s):  
User Experience ◽  
Teaching Method ◽  
Learning Experience ◽  
Digital Technologies ◽  
International School ◽  
Learning Activities ◽  
Conventional Teaching ◽  
Research Gap ◽  
Set Up ◽  
Ongoing Project

<p>This paper reports the ongoing project related to the development of mobile-based learning application particularly for Alpha Generations who studies in international school. Due to the advancement of digital technologies, Alpha Generations tend to interact with mobile device compared to conventional environment as they were born in the century of digital age. This includes their learning activities. In Malaysia, expert in language literacy particularly Malay language is compulsory for all including foreigner students who learn in international school. As the mobile-based learning application could provide attractive and interactive interaction compared to conventional teaching method, providing children with additional mobile-based learning tool could facilitates them to have their own active learning experience. This study found that this is the research gap that should be fill in to ensure children in international school able to literate in Malay Language similar to mainstream student. Therefore, mobile-based learning application called BM Year 2 has been developed and evaluated. The proposed application also has been discussed in the previous paper which involves expert evaluation. To ensure the proposed application could fulfill the actual users’ needs, user experience testing has been carried out and discusses in this paper.They are tested in terms of layout and design, functionality, and user’s satisfaction. A set of questionnaires has been set up and distributed to the actual users upon they use the proposed mobile-based learning application BM Year 2. Overall, the empirical findings found that theBM Year 2 able to evokepositive learning experience to the actual users.  <strong></strong></p>

scholarly journals Physiology Under Graduate Student's Perception of Effective Learning Experience: A Feedback Study

2021 ◽  
Vol 9 (1) ◽  
pp. 12-16
Author(s):  
Afshan Kausar
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Learning Experience ◽  
Evaluation Methods ◽  
Descriptive Statistics ◽  
Teaching Program ◽  
Effective Learning ◽  
The Subject ◽  
Clinical Conditions ◽  
Data Frequency

Introduction: The successful teaching program comprises of well planned curriculum along with its effective execution system, with the intention that the students acquire maximum significant knowledge in the available time-span. A teaching method consists of the principles and technique used for instruction. The methodology of teaching a topic will influence the students, in the comprehension of the subject as well as in the management of clinical conditions. The very certain fact is; students are undoubtedly in the best position to comment on the effectiveness of any the teaching and evaluation methods. Objective: To evaluate the different teaching methods practiced in physiology using student’s feedback. Material And Methods: A written questionnaire covering topics on various teaching and evaluation methods was used to get feedback from students. Descriptive statistics was used for analysis of data. Frequency was shown as percentage. Results : Most of the students (55%) preferred combination of conventional & advanced methods to make lectures effective. Practical sessions of clinical examination are most interesting (70%) Conclusion: Students were satisfied with all teaching methods with certain suggestions. Relevant modifications in the curriculum of physiology as well as other medical subjects must be made time to time according to students need.

scholarly journals Application of Value Clarification Technique (Vct) Models in Improving Learning Outcomes in Dangerous Goods Regulation

2020 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Ariyono Setiawan
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Teaching Method ◽  
Learning Experience ◽  
Educational Institution ◽  
Dangerous Goods ◽  
A Value ◽  
Analysis Technique ◽  
The Subject ◽  
The Many

Learning in school or in every educational institution has an important role as a media liaison between knowledge and students or students. There are many learning methods or models used in education. Of the many methods or modes, there is one of them is a clarification value technology (VCT) model. The teaching method is a knowledge of teaching methods used by a teacher or instructor. Another understanding is the presentation technique mastered by the teacher to teach or present learning materials to students in class both individually and in groups. the learning method by clarifying the value of the value clarification technique is teaching to shape students in finding and determining a value that is considered good in dealing with a problem through the process of analyzing existing values and embedded in students. Meanwhile, learning outcomes are abilities students have after they have a learning experience. The purpose of this study is to determine the level of learning outcomes of a particular institution. In this study the object of research from an educational institution that is competent in the field of flight is used. The institution is Surabaya Aviation Polytechnic. The subject of learning taken was Regulation of Dangerous Goods at Surabaya Aviation Polytechnic. In addition, this study was also conducted to determine differences in learning outcomes of cadets in the Lessons on Dangerous Goods Regulations in Surabaya Aviation using the Value Clarification Technique (VCT) method. This type of research is Classroom Action Research (CAR). The research carried out is included in the design of one group pretest and possttest research. the research design that contained pretest before being given treatment and posttest after being treated. This research was conducted at Surabaya Aviation Polytechnic. The data analysis technique used is the different test. Based on data management and analysis results, it can be concluded that the application of learning of Value Clarification Techniques can improve the learning outcomes of cadets. This is evidenced by the differences in learning outcomes of Cycle I and Cycle II significantly

scholarly journals The effectiveness of gamification to enhance students� mastery on tenses viewed from students� creativity

2020 ◽  
Vol 1 (2) ◽  
pp. 73
Author(s):  
Benny Krisbiantoro
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Learning Experience ◽  
Sampling Technique ◽  
Sample Distribution ◽  
Verbal Creativity ◽  
Conventional Teaching ◽  
Fast Development ◽  
High Level ◽  
And Control

The advancement of ICT has resulted in the fast development of games industry by which teachers are creative to design the learning process and to utilize various kinds of gamifications. Gamification is a teaching method that uses game elements with the aim of motivating students to be directly involved in games and learning at the same time so that students get an interesting and enjoyable learning experience. Although many studies have been conducted related to the use gamification, the study on the use of gamification to improve tenses mastery regarded the students� creativity is rarely found. This study was aimed to investigate whether: (1) gamification was more effective than conventional teaching method in enhancing tenses mastery of the second semester students of nursing diploma III; (2) the second semester students with high level of creativity had better tenses mastery than those with low level of creativity; and (3) there was an interaction effect between teaching methods and creativity on enhancing tenses mastery of the second semester students of nursing diploma III of faculty of health of Universitas Harapan Bangsa. The method which was employed in this research was an experimental research. The population of the research was the second semester students of nursing diploma III of faculty of health of Universitas Harapan Bangsa. Two classes were taken by using total sampling technique. The samples in this research were two classes; experimental class consisting of 30 students from 2A-1 and control class consisting of 30 students from 2A-2. The research instruments consisted of verbal creativity and tenses mastery test. The data were obtained from creativity and tenses mastery test. They were analysed in the terms of their frequency distribution, normality of the sample distribution, and the data homogeneity and then ANOVA test (Multifactor Analysis and Variance) and TUKEY test to test the research hypotheses. The result of the research findings leads to the conclusion that: (1) gamification is more effective than conventional teaching method to enhance tenses mastery of the second semester students; (2) the students having high creativity have better tenses mastery than those having low creativity; and (3) there is an interaction between teaching methods and creativity on enhancing tenses mastery.

scholarly journals Teaching Software Engineering with Gamification Elements

2018 ◽  
Vol 11 (1) ◽  
pp. 48
Author(s):  
Sigrid Schefer-Wenzl ◽  
Igor Miladinovic
Keyword(s):  
Higher Education ◽  
Software Engineering ◽  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Method ◽  
Traditional Teaching ◽  
Study Program ◽  
Traditional Teaching Methods ◽  
Method Mix ◽  
Learning Concept

Students of software engineering courses in higher education often experience a lack of motivation, partly caused by traditional teaching methods. In our study program we introduced a novel blended learning concept with threefold gamification elements for teaching software engineering. In this paper we present the teaching method mix with particular focus on the integration of three gamification elements to increase students’ engagement.

scholarly journals CONTENT AND LANGUAGE INTEGRATED LEARNING WITHIN TENNIS BILINGUAL CLASS

2019 ◽  
Vol 10 (1) ◽  
pp. 29
Author(s):  
Limpad Nurrachmad
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Integrated Learning ◽  
Study Program ◽  
Sport Science ◽  
Academic Texts ◽  
Result Show ◽  
Course Material ◽  
Text Features ◽  
Academic Genres

The internationalization of institutions proclaimed by Universitas Negeri Semarang has led to the emergence of bilingual class program in every study program. The challenge faced when there are bilingual classes is the ability of lecturers in several majors to provide courses in both English and Bahasa. This study aims at answering the challenges currently faced by UNNES when providing a bilingual class. Then, it is to illustrate and describe the implementation of Content and Language Integrated Learning (CLIL) on the tennis class at the Faculty of Sport Science. The result show that combination of CLIL and SFL was chosen because CLIL teaching method has two simultaneous focuses on content and language while SFL is a teaching method emphasizing the deconstruction of academic genres texts as well as explicit teaching on text features. It is expexted that the combination of the two can produce teaching methods that emphasize course material and mastery of English as a medium of instruction in a balance and easier to understand due to the explicit deconstruction of academic texts.  

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