scholarly journals PENGEMBANGAN MODUL FISIKA MATERI GERAK PARABOLA BERBASIS GENERATIVE LEARNING

2019 ◽  
Vol 4 ◽  
pp. 186
Author(s):  
Destia Mareta Dyah Santoso ◽  
Winarti Winarti
Keyword(s):  
Learning Strategy ◽  
Excellent Result ◽  
The Self ◽  
Average Score ◽  
Generative Learning ◽  
Test Technique ◽  
Physics Teachers ◽  
Study Results ◽  
Self Learning

<p class="AbstractEnglish"><strong>Abstract:</strong>. Generative learning is a learning strategy with constructivism approach, where the students have the opportunity to construct their own knowledge. The aims of this study is 1) to design a physics module based on generative learning for the topic of parabolic motion. 2) to know the quality of the physics module based on generative learning for the topic of parabolic motion. 3) to know students responses about the developed physics module. This study is an R&amp;D research with procedures which adapts the development procedures of the 4D model, this model consists of define, design, develop, and disseminate. The data collecting technique in this study is the non-test technique with a questionnaires method. The instruments which used are validation sheets, module evaluation sheets, and students responses questionnaires. The result of this study are 1) it has been developed a physics module for the topic of parabolic motion based on generative learning 2) the quality oh physics module based on generative learning, based on the assessment of physics material experts, media experts, physics teachers has the excellent result with an average score 3,44; 3,66; and 3,64. And 3) the student’s responses in a limited test show that the average students give agreement to the developed product with average score 0,95. These study results show that a physics module based on generative learning for parabolic motion topic is suitable yo use for one of the self-learning references.</p><p class="AbstrakIndonesia"><strong>Abstrak:</strong> <em>Generative Learning</em> merupakan strategi pembelajaran dengan pendekatan kontruktivisme, dimana peserta didik dapat memperoleh kesempatan untuk mengkontruksi pengetahuannya sendiri. Tujuan penelitian ini adalah untuk 1) mendesain modul fisika berbasis <em>generative learning</em> pada materi pokok gerak parabola; 2) mengetahui kualitas modul fisika berbasis <em>generative learning</em> pada materi pokok gerak parabola; 3) mengetahui respon peserta didik terhadap modul fisika yang telah dikembangkan. Penelitian ini merupakan penelitian R &amp; D dengan prosedural yang mengadaptasi prosedur pengembangan perangkat model 4-D, yakni <em>define, design, develop,</em><em> </em>dan<em> disseminate</em>. Teknik pengumpulan data penelitian ini adalah teknik non tes dengan metode angket. Adapun instrumen yang digunakan berupa lembar validasi, lembar penilaian modul, dan angket respon peserta didik. Hasil penelitian ini antara lain: 1) telah dihasilkan modul fisika materi gerak parabola berbasis <em>generative learning</em>; 2) kualitas modul fisika berbasis <em>generative learning</em> berdasarkan penilaian ahli materi, ahli media, dan guru fisika memiliki kategori Sangat Baik dengan skor rerata berturut-turut 3,44; 3,66; dan 3,64; dan 3) respon peserta didik pada uji terbatas menunjukkan bahwa rata-rata peserta didik menyatakan Setuju dengan adanya produk yang dikembangkan dengan skor rerata 0,98 dan respon peserta didik pada uji luas menunjukkan bahwa peserta didik menyatakan Setuju dengan adanya produk yang dikembangkan dengan skor rerata 0,95. Hasil penelitian ini menunjukkan bahwa modul fisika berbasis <em>generative learning</em> pada materi gerak parabola layak dijadikan sebagai salah satu sumber belajar mandiri.</p>

scholarly journals High-Fidelity Depth Upsampling Using the Self-Learning Framework

Sensors ◽  
2018 ◽  
Vol 19 (1) ◽  
pp. 81
Author(s):  
Inwook Shim ◽  
Tae-Hyun Oh ◽  
In Kweon
Keyword(s):  
Stereo Matching ◽  
Depth Map ◽  
The Self ◽  
Sensor Data ◽  
High Fidelity ◽  
Learning Framework ◽  
Depth Maps ◽  
Potential Applications ◽  
Self Learning

This paper presents a depth upsampling method that produces a high-fidelity dense depth map using a high-resolution RGB image and LiDAR sensor data. Our proposed method explicitly handles depth outliers and computes a depth upsampling with confidence information. Our key idea is the self-learning framework, which automatically learns to estimate the reliability of the upsampled depth map without human-labeled annotation. Thereby, our proposed method can produce a clear and high-fidelity dense depth map that preserves the shape of object structures well, which can be favored by subsequent algorithms for follow-up tasks. We qualitatively and quantitatively evaluate our proposed method by comparing other competing methods on the well-known Middlebury 2014 and KITTIbenchmark datasets. We demonstrate that our method generates accurate depth maps with smaller errors favorable against other methods while preserving a larger number of valid points, as we also show that our approach can be seamlessly applied to improve the quality of depth maps from other depth generation algorithms such as stereo matching and further discuss potential applications and limitations. Compared to previous work, our proposed method has similar depth errors on average, while retaining at least 3% more valid depth points.

scholarly journals Metode Pembelajaran “Make A Match” Dan Pengaruhnya Terhadap Hasil Belajar IPA

2018 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Rina Hidayati Pratiwi
Keyword(s):  
Random Sampling ◽  
Simple Random Sampling ◽  
Quality Of Education ◽  
Average Score ◽  
Homogeneity Test ◽  
Teaching Activities ◽  
Study Results ◽  
The Impact ◽  
Better Than

<p>Almost of unspecifically studying methods have been applied teacher for teaching activities. That methods have effected unefficiency for knowledge transferring to student. That is the reason how we need studying methods that efficient, creative and innovative. The purpose of this study is for knowing the studying methods  “Make A Match” and how the impact to result study specifically for natural science. We use purpose sampling technics to definite research class and simple random sampling to definite part of sample of each class. The average score of experiment class are higher than control class. The different of both class is three point with normal distribution for each class and from homogeneity test showed that F hit = 1,163. Both of them have homogeneous varians. The average point of experiment class are higher than control class too. T-test showed  t hit &gt; t table (3,614 &gt; 1,69). Thus, the studying methods  “Make a Match” could raised the study results better than conventional methods. As the result, the quality of education can be more improved agree with contain and the purpose of studying in the school.</p>

scholarly journals The Degree of Practice of the Strategies for Teaching Arabic Language by Teaching Staff Members in the Jordanian Universities: درجة ممارسة أعضاء الهيئة التّدريسيّة في الجامعات الأردنيّة استراتيجيّات تدريس اللغة العربيّة

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Mohammed Fawzi Ahmed Bani Yasin
Keyword(s):  
Learning Strategy ◽  
Cultural Theory ◽  
Teaching Strategy ◽  
Arabic Language ◽  
The Self ◽  
Teaching Staff ◽  
Staff Members ◽  
The Social ◽  
High Level ◽  
Self Learning

The aim of the study was to find out The Degree of Practice of the Strategies for Teaching Arabic Language by Teaching Staff Members in the Jordanian Universities. In order to achieve this, the researcher designed a questionnaire distributed to 100 faculty members, which consisted of three areas: theories, approaches and strategies. The results of the study in the field of theories, which included (4) theories, showed that the theory of "top to bottom" was ranked first, while the "social cultural theory" ranked last. The results of the study in the field of linguistic entries, which included (7) entries, that the "traditional" entry was ranked first, while the "syntactic and skillful" came in last. The strategy area, which included 20 strategies, showed results in three levels: high, medium and low. The strategy of the "lecture" at the high level was ranked first by (9.338%), while the self-learning strategy at the same level was ranked last (6.614%). At the intermediate level, the "exchange strategy" (6.42%), while the "micro-teaching strategy" at the same level ranked last (3.696%). At the low level, the "self-accountability strategy" ranked first with 2.918% "At the same level last place by (0.194%) .

scholarly journals Improving the Ability to Develop Scientific Articles among Physics Teachers

2021 ◽  
Vol 2110 (1) ◽  
pp. 012024
Author(s):  
T Sunarti ◽  
Wasis ◽  
N Suprapto ◽  
S Admoko
Keyword(s):  
Review Process ◽  
Average Score ◽  
Scientific Journals ◽  
Training Workshop ◽  
Physics Teachers ◽  
Training Activities ◽  
Theoretical Foundations

Abstract There have been training scientific articles online for physics teachers. The purpose of this activity is to (1) improve Physics teachers in the ability to create scientific articles and (2) increase the number of scientific articles written by Physics teachers. Seventy-five physics teachers in Mojokerto attended the training. They implemented online by forming a synchronous meeting zoom class and continued with asynchronous assistance using WhatsApp group facilities. The success of this training workshop is evaluated using an assessment of the resulting article and a questionnaire of the trainee’s response to the implementation of training activities. Scientific articles that have been obtained are included in the review process and have been revised to meet the criteria to be published in scientific journals. The article have been prepared aspects of the assessment of articles compiled by Physics teachers include titles and identities, abstracts, introductions, theoretical foundations, results and discussions, conclusions, and bibliography. The articles compiled have met the criteria well, with an average score of 87. The results of the trainee response questionnaire showed that 67 % strongly agreed and 33 % agreed. It shows that there is still a need to increase the quantity and quality of articles compiled by physics teachers.

scholarly journals ANALISIS HASIL BELAJAR KOGNITIF MAHASISWA PADA PERKULIAHAN STRATEGI PEMBELAJARAN FISIKA BERPOLA LESSON STUDY

2014 ◽  
Vol 2 (1) ◽  
pp. 179
Author(s):  
Hikmawati Hikmawati ◽  
Kesipuddin Kesipuddin ◽  
Satutik Rahayu
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Learning Model ◽  
Quality Of Education ◽  
Average Score ◽  
Three Stages ◽  
Cognitive Learning Outcomes

The purpose of this study was to analyze the students' cognitive learning outcomes in the lesson study of Physical Learning Strategy. The subjects of the study consisted of 62 students at the Physics Learning Physics Year 2013/2014 at FKIP UNRAM. The pattern of lesson study has been done for two cycles. Each cycle consists of three stages: plan, do, see. At the end of each cycle has been given a test to determine the level of mastery of student competence. The results showed that there was an increase in cognitive learning outcomes from cycle I to cycle II. In the first cycle evaluation (Cooperative learning model) obtained an average score of 71 (grade B) and on the second cycle (Problem-Based Learning Model) obtained an average score of 77 (grade B +). Therefore, the lesson study pattern needs to be developed as a way to improve the quality of education that never ends (continuous improvement).

scholarly journals A Flipped Learning Agile Methodology for teaching in higher education levels

2019 ◽  
Author(s):  
Carlos Vargas Salgado ◽  
Jesús Águila-León ◽  
David Ribó Pérez ◽  
Paula Bastida Molina
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Learning Strategy ◽  
The Self ◽  
Flipped Learning ◽  
Self Regulated Learning ◽  
Agile Methodology ◽  
Education Levels ◽  
Self Learning

This paper presents the results of implementing the Flipped Learning Agile (FLA) methodology as a general framework to manage courses and to encourage proactive learning for students in higher education levels. Flipped Learning is used in combination with Information and Communication Technologies (ICTs) to encourage the student in the self-learning process. It is proposed the integration of an Agile Methodology that includes the use of Scrum and Kanban methodologies, by means of sprints for task scheduling and using a board for activities status, into a Flipped Learning (FL) environment. The proposed FL environment is composed of applications such as YouTube, Google Classroom, and Google Drive. The Scrum methodology was designed for 4 sprints, each one for a week-long. Before applying the FLA methodology, a Motivated Strategies for Learning Questionnaire (MSLQ) was applied in a group of Electrical Circuits students at the University of Guadalajara. To examine the self-regulated learning process, the performance of the students was analysed before applying the FLA methodology; the same MSLQ was carried out after implementing the FLA methodology. The analyses of the last MSLQ show that the implementation of the FLA methodology, by means of the integration of the Agile methodologies of Scrum and Kanban into a flipped learning environment, encourage the self-learning strategy for higher education level students.

scholarly journals Self-Learning Strategy in Teaching Speech Skills to Face COVID 19/ استراتيجية التعلم الذاتي في تعليم مهارات الكلام لمواجهة COVID 19

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Nuril Mufidah ◽  
Mohammad Umar Hafiz Mohammad Idrees
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
The Self ◽  
Human Communication ◽  
Literature Study ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Problem Solving Strategy ◽  
The Individual ◽  
Self Learning

Education has new requirements for teaching the individual how to teach himself by himself to continuous education and lifelong learning. Self-regulated learning is one of the central axes to accommodate these rapid and successive developments, mainly when global crises occurred. Self-regulated learning can help students become independent learners to achieve their goals. It can also reach distinctive performance, especially for developing the linguistic skills represented in speech skills, whose impact appears daily through effective human communication, whether oral or written communication. The research technique used is a literature study. This study aims to shed light on the self-regulated learning strategy to developing speaking skills, and its implications, in terms of the effects of the Corona pandemic (COVID 19) on various educational activities. Also, clarifying what is meant by speech and developing his skills, and knowing the learning strategy and how to use it in developing speech skills. The problem-solving strategy is considered one of the essential self-learning strategies. The learner independently develops his skills and knowledge by searching for practical solutions to real problems by relying on oneself. Self-regulated learning is considered a successful method for developing speech skills. The student's performance as the independent learner can be measured through his various daily social activities in order to help him evaluate his strategies followed and choose the most difficult ones to achieve the goals of the self-education process, and to reach the required level of language skill.

scholarly journals Hasil Belajar Siswa MAN 2 Medan Pada Materi Faktor Kemunduran Dinasti Abbasiyah (1000-1258M) dengan Strategi Cooperative Learning Type Student Teams Achievement Divisions (STAD)

2017 ◽  
Vol 1 (2) ◽  
pp. 311
Author(s):  
Nunzairina Nunzairina ◽  
Eko Haris Alamsyah
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Preliminary Test ◽  
Average Score ◽  
Islamic History ◽  
Average Value ◽  
Student Teams ◽  
Research Findings

<p>This study aims to determine (1) Implementation of learning of Islamic History by subject decline of Abbasid dynasty through Strategy Learning Type Student Teams Achievement Divisions (STAD). (2) Increased student learning outcomes MAN 2 Medan through the implementation of Cooperative Learning Strategy Type Student Teams Achievement Divisions (STAD). This study is a classroom action research  (PTK) using 2 learning cycles. The research method aims to improve the quality of classroom learning practice. The main purpose of PTK is to solve real problems that occur in the classroom as well as seeking a scientific answer why it can be solved through the action to be taken. The research findings are: (1) Implementation of learning by using Cooperative Learning Type Student Teams Achievement Divisions (STAD) strategy is appropriate learning. (2) Increasing the average score since the preliminary test before the action is 71,5 with the completeness of 22%, the average value in cycle I is 77,4 with the completeness level 48%, the average value in cycle II is 86,6 with 100% completeness level, thus the learning outcomes of students from cycle I to cycle II has increased.</p><p><strong>Key  Word: STAD, Hasil Belajar Siswa, Materi Kemunduran Abbasiyah</strong></p>

scholarly journals The Use of Video as a Learning Strategy in Supporting the Increasing Knowledge and Clinical Skills of Nursing Students

2021 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Indah Permata Sari ◽  
Sri Sundari
Keyword(s):  
Nursing Students ◽  
Learning Strategy ◽  
Clinical Skills ◽  
T Test ◽  
Quality Of Education ◽  
Average Score ◽  
P Value ◽  
Sample Population ◽  
Lecture Method

Video is a promising, relevant, and increasingly used form of learning media that can improve the quality of education. This study aims to further examine the use of video as a learning strategy in supporting the knowledge and clinical skills of nursing students. This study uses a quasi-experiment with pretest and posttest design to compare video methods and lecture methods in nursing students. The research sample population was 60 respondents and the research data collection method used the MCQ (Multiple Choice Question) questionnaire sheet for the assessment of the knowledge, while the OSCE (Objective Structured Clinical Examination) sheet for the assessment of students' clinical skills. Based on the results of research using paired t-test, posttest t-test, and hypothesis testing using independent sample t-test that the value of t count > t table (p-value = 0,000 <0.05), so that the value is significant in improving both aspects of the assessment. The video method has a higher average score and improvement than the lecture method.

scholarly journals Implementing “what-if” learning strategy to improve high order thinking skills (HOTS) of students in statistics method i subject

2020 ◽  
Vol 3 (1) ◽  
pp. 6-12
Author(s):  
I Putu Ade Andre Payadnya ◽  
I Made Dharma Atmaja
Keyword(s):  
Quantitative Analysis ◽  
Qualitative Analysis ◽  
Learning Strategy ◽  
Thinking Skills ◽  
High Order ◽  
Average Score ◽  
Study Program ◽  
Average Value ◽  
Study Results ◽  
High Order Thinking

This study aimed to improve students’ high order thinking skills (HOTS) specifically in Statistics Method I subject by implementing the "what-if" learning strategy. This research is a two-cycle classroom action research. The subjects of this study were as many as 16 students in the 2018/2019 academic year as semester IIA students from the Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Mahasaraswati Denpasar. Techniques for collecting data used interviews, observations, and essay tests. This research used two methods for data analysis, i.e. qualitative analysis and quantitative analysis. Qualitative analysis uses methods such as mathematical models and analyses that are performed by conducting explanations restricted to data management techniques. Moreover, the quantitative analysis used a simple level calculation to determine the average value and completeness level of students’ high order thinking skills. The study results showed an increase in the students’ high order thinking skills from the first cycle to the second cycle. The average score of the students’ high order thinking skills only exceeded 71.125 with completeness level 62.5 percent in the first cycle.

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