scholarly journals Penyusunan Bahan Pembelajaran Kompilasi Bagi Pengajar di SMK Negeri 1 Cibinong, Bogor Jawa Barat

Sarwahita ◽  
2022 ◽  
Vol 19 (01) ◽  
pp. 12-20
Author(s):  
Rusmono ◽  
Wisnu Djatmiko
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Science And Technology ◽  
Learning Outcome ◽  
Learning Objectives ◽  
Classroom Learning ◽  
Learning Materials ◽  
Public And Private ◽  
Theoretical Concepts ◽  
Instructional Objectives

Abstract In general, the form of learning at SMK Negeri I Cibinong Bogor is classroom learning using learning strategies and learning materials that refer to learning objectives. The competence of teachers in developing learning materials is considered to be still low, so it is necessary to make a training on Compilation of Compilation Learning Materials for teachers at SMK Negeri 1 Cibinong Bogor. The training was carried out using the method of applying science and technology directly to 55 teachers of public and private vocational schools in Cibinong Bogor using the Zoom application. The training was carried out in two sessions, namely: (1) discussing learning materials as a system, instructional analysis, setting specific instructional objectives, developing learning-outcome test instruments, developing learning strategies; and session (2) discusses theoretical concepts in developing compiled learning materials, preparing syllabus for one semester of subjects, the concept of making pieces of learning materials based on ICT for one semester, compiling pieces of learning materials based on ICT for subjects taught and making slides with MsPowerpoint, and then participants were asked to deliver Compiled Learning Materials complete with slides using MsPowerpoint. The results of the training showed that, in general, the teachers who participated in the training were still not maximal in mastering the following materials: (1) Instructional Analysis; (2) Develop Specific Instructional Objectives (ICT); (3) Developing Learning Outcomes Test Instruments; (4) and Developing Learning Strategies, so that the training objectives for the preparation of Compilation Learning Materials for 55 MPGP Electronics Engineering teachers conducted at SMK Negeri 1 Cibinong Bogor have not been maximally achieved.   Abstrak Secara umum, bentuk-pembelajaran di SMK Negeri I Cibinong Bogor adalah pembelajaran di kelas menggunakan strategi-pembelajaran dan bahan-pembelajaran yang mengacu dengan tujuan pembelajaran.  Kompetensi-guru dalam mengembangkan bahan pembelajaran dianggap masih rendah, sehingga perlu dibuat suatu pelatihan Penyusunan Bahan Pembelajaran Kompilasi untuk guru-guru di SMK Negeri 1 Cibinong Bogor. Pelatihan dilakukan menggunakan metode penerapan IPTEKS secara langsung ke 55 orang guru SMK Negeri dan Swasta di Cibinong Bogor menggunakan aplikasi Zoom.  Pelatihan dilaksanakan dalam dua-sesi, yaitu: (1) membahas  materi pembelajaran sebagai sistem, analisis instruksional, menyusun tujuan instruksional khusus, mengembangkan instrumen tes hasil-belajar, mengembangkan strategi pembelajaran; dan sesi (2) membahas konsep teori dalam pengembangkan bahan pembelajaran kompilasi, menyiapkan silabus mata-pelajaran satu semester, konsep membuat penggalan-penggalan bahan pembelajaran berdasarkan TIK untuk satu semester, menyusun penggalan bahan pembelajaran berdasarkan TIK mata pelajaran yang diampu dan membuat slide dengan MsPowerpoint, dan kemudian peserta diminta menyampaikan Bahan Pembelajaran Kompilasi lengkap dengan slide menggunakan MsPowerpoint.  Hasil pelatihan menunjukkan bahwa, secara umum, Guru-guru yang mengikuti pelatihan masih belum maksimal menguasai materi: (1) Analisis Instruksional; (2) Mengembangkan Tujuan Instruksional Khusus (TIK); (3) Mengembangkan Instrumen Tes Hasil Belajar; (4) dan Mengembangkan Strategi Pembelajaran, sehingga tujuan pelatihan penyusunan Bahan pembelajaran Kompilasi terhadap 55 orang guru MPGP Teknik Elektronika yang dilakukan di SMK Negeri 1 cibinong Bogor belum dapat tercapai maksimal.

scholarly journals To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Yu-Chun Chiu ◽  
Jyh-Chong Liang ◽  
Hong-Yuan Hsu ◽  
Tzong-Shinn Chu ◽  
Kuan-Han Lin ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Medical Humanities ◽  
Structural Equation ◽  
Learning Outcome ◽  
Equation Modeling ◽  
Conceptions Of Learning ◽  
Basic Level

Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.

scholarly journals Development of Flipped Classroom Learning Combined with Google Classroom and Video Conference to Improve Students’ Learning Independent and Mathematics Learning Outcomes

2021 ◽  
Vol 5 (3) ◽  
pp. 375
Author(s):  
I Putu Pasek Suryawan ◽  
Kadek Ayu Mutiara Pratiwi ◽  
I Gusti Putu Suharta
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Video Conference ◽  
Developmental Study ◽  
Evaluation Instrument ◽  
Classroom Learning ◽  
High Category ◽  
And Mathematics

The problem of this research arises from learning independent is a crucial part needed in learning which then gives certain influence toward learning outcome; hence a right strategy is needed to gain it. This study was developmental study toward flipped classroom learning aiming at: analyzing the validity, practicality and the effectiveness of flipped classroom learning combined with google classroom and video conference. This study was based on ADDIE model. In accordance to the subject of this study, there were three experts in developing learning administrations and two experts in developing learning media in validating stage and 32 students from Junior High School in implementing stage. The results of this research in terms of quantitative findings revealed that the validity of learning administration was worth to be implemented with validity average of lesson plan was around 88,10%, teaching materials was around 90,00%, evaluation instrument was 90,48% and learning media was 90,00 % and those result was categorized into very worth-implementing. The practicality of flipped classroom seen from the questionnaire result showed that students’ respond gained 3,22 which could be categorized into high category, and teachers’ respond was at 3,70 which can be categorized into very high category. In term of learning independent, an improvement was also found, where before learning an average of 2.49 with the low category, and after learning 2.90 with the high category. The result of gain-analysis showed that the gained score reached 0,44 which could be categorized into medium. This result could be categorized into quite effective in improving the students’ math learning outcome. Based  on the result gained during the data analysis, it could be concluded that flipped classroom combined  with google classroom and video conference was effective in improving students’ learning independent and mathematics learning outcomes.

scholarly journals Inquiry-based E-LKPD in effort to improve the fourth grade students’ learning outcome

2021 ◽  
Vol 1 (3) ◽  
Author(s):  
Samsi Nur Hidayati ◽  
Sunyono Sunyono ◽  
Lilik Sabdaningtyas
Keyword(s):  
Elementary Schools ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Fourth Grade Students ◽  
Thematic Learning

This study aims to determine 1) the feasibility of inquiry-based e-LKPD, 2) the importance of e-LKPD in the process of learning mathematics in elementary schools, 3) the improvement of students' mathematics learning outcome. The syntax of inquiry-based e-LKPD is student orientation to problems, organizing students to learn, guiding the investigation of individual and group participants, developing and presenting work results, analyzing and evaluating problem-solving processes. The data were collected through interviews, questionnaires, and tests. The results showed that the low thematic learning outcomes of students was due to the fact that educators had not fully used teaching materials and models that could improve learning outcomes, so it was hoped that the inquiry-based e-LKPD could improve the fourth grade students’ thematic learning. It is clear that inquiry is one of the learning strategies that can be applied as a solution in improving student learning outcomes, in accordance with the characteristics of the students. Therefore, it can be concluded that the inquiry-based e-LKPD to improve student learning outcomes in elementary schools needs to be developed.

scholarly journals Gameful Learning for a More Sustainable World

2021 ◽  
Author(s):  
Greta Hoffmann ◽  
Jella Pfeiffer
Keyword(s):  
Knowledge Transfer ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Real Life ◽  
Learning Outcome ◽  
Choice Test ◽  
Future Research ◽  
Design Element ◽  
Design Elements ◽  
Systems Research

AbstractMunicipal waste sorting is an important but neglected topic within sustainability-oriented Information Systems research. Most waste management systems depend on the quality of their citizens pre-sorting but lack teaching resources. Thus, it is important to raise awareness and knowledge on correct waste sorting to strengthen current efforts. Having shown promising results in raising learning outcomes and motivation in domains like health and economics, gamification is an auspicious approach to address this problem. The paper explores the effectiveness of gameful design on learning outcomes of waste sorting knowledge with a mobile game app that implements two different learning strategies: repetition and elaboration. In a laboratory experiment, the overall learning outcome of participants who trained with the game was compared to that of participants who trained with standard analogue non-game materials. Furthermore, the effects of two additional, learning-enhancing design elements – repetition and look-up – were analyzed. Learning outcome in terms of long-term retention and knowledge transfer were evaluated through three different testing measures two weeks after the training: in-game, through a multiple-choice test and real-life sorting. The results show that the game significantly enhanced the learning outcome of waste sorting knowledge for all measures, which is particularly remarkable for the real-life measure, as similar studies were not successful with regard to knowledge transfer to real life. Furthermore, look-up is found to be a promising game design element that is not yet established in IS literature and therefore should be considered more thoroughly in future research and practical implementations alike.

scholarly journals THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES

2015 ◽  
Vol 14 (4) ◽  
pp. 487-500
Author(s):  
Arsad Bahri ◽  
Aloysius Duran Corebima
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Cognitive Test ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Cognitive Learning Outcomes

The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.

scholarly journals The Effectively Of PAILKEM Learning Strategy In Outdoor Study Method For The Geography Learning Achievement Of The Students In Class XI IPS SMA Negeri 1 Tanete Rilau Barru

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Nurlinah Nurlinah ◽  
Muhammad Nur Zakariah Leo ◽  
Nasiah Badwi
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Outcome ◽  
Average Score ◽  
Control Group ◽  
Control Group Design ◽  
Study Methods ◽  
Significant Difference ◽  
Minimum Criteria ◽  
Experimental Group

Quasi-experimental research design with pretest-posttest control group design, involving two groups: experimental group was taught learning of strategies PAILKEM in Outdoors Study methods and control groups were taught with conventional learning. This study aims to determine, 1) how the result of students learn geography of the control group, 2) how the results of students learn geography of the experimental group, 3) whether there are differences in geography student learning outcomes between the two groups, 4) whether learning strategies PAILKEM in Outdoor Study methods effective against learning geography results in students XI IPS SMA Negeri 1 Tanete Rilau. Sampling is done with Purposive Sampling. Data collection was carried out through the provision of pre-test and post-test. Data analyzed descriptive and inferential. The results showed that: 1) learning outcome of groups control score average learning outcomes 73.17 and there are 50 percent of the number of learners who achieve the value criterion exhaustiveness, 2) learning outcome of experiment groups average score earned 81.50 93.33 percent and there were a number of learners who achieve the value exhaustiveness minimum criteria or has been completed, 3) there is a significant difference between the results of the study of geography is taught by learning strategies PAILKEM in Outdoor Study method and a control group who were taught with the conventional learning , 4)  learning strategies PAILKEM in the Outdoor Study method is effective in improving outcomes of learning geography grade XI IPS SMA Negeri 1 Tanete Rilau, Barru Regency

scholarly journals A Review of Learning Strategies towards Learning Outcome

2021 ◽  
Vol 04 (12) ◽  
Author(s):  
Suhaida Abd. Kadir ◽  
Keyword(s):  
Economic Development ◽  
Academic Performance ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Market Value ◽  
Learning Outcome ◽  
Dimensions Of Learning ◽  
Good Learning ◽  
The Relationship

Education is the backbone of a country and it contributes towards economic development by enhancing individual’s market value. Therefore, learners’ achievement in learning and the factor influencing it such as application of learning strategies must be focused on in order to develop high market value among learners. The focus of this study is to review learning strategies that influence learning outcomes. This paper explores the meaning of learning strategies by various researchers. At the same time, it also explores the relationship between dimensions of learning strategies towards learning outcomes and the dimensions are believed to be capable of affecting academic performance. It is concluded that suitable and good learning strategies can lead towards successfulness in learning and academic performance. The findings of previous researchers are also included to support the arguments used in this study.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH ALIYAH NEGERI SIMALUNGUN

2019 ◽  
Vol 3 (1) ◽  
pp. 87
Author(s):  
Nurhayatimah Sinaga
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Outcome Data ◽  
High Learning ◽  
Scheffe Test ◽  
Analysis Technique ◽  
Cluster Random Sampling

This study aims to find out and to describe: (1) the learning outcomes of<br />SKI students taught using CIRC learning strategies are higher than the<br />learning outcomes of students taught using expository learning strategies,<br />(2) SKI learning outcomes between students with high learning<br />independence than results student learning with low learning<br />independence, and (3) the interaction between learning strategies and<br />learning independence towards learning outcomes of SKI. The population<br />of this research is all students of class X MAN Simalungun consists of 5<br />classes. Based on Cluster Random sampling technique. The research<br />instrument is a test used to obtain learning outcome data and<br />questionnaires to obtain data on student learning independence. The<br />analysis technique is two-way Anova at significance  = 0.05 followed by<br />the Scheffe test. The results showed: (1) the average SKI learning outcomes<br />of students taught with CIRC learning strategies ( X = 29.32) were higher<br />than the average SKI learning outcomes of students taught with<br />expository learning strategies ( X = 27) with Fcount = 13,32 &gt; Ftable = 4.00, (2)<br />the average SKI learning outcomes of students with high learning<br />independence ( X = 29.90) are higher than students' SKI learning outcomes<br />with low learning independence ( X = 26.20), with Fcount = 10.41 &gt; Ftable =<br />4.00, and (3) there is an interaction between learning and independence<br />learning strategies with Fcount = 12.51 &gt; Ftable = 4.00.

scholarly journals Integration of Science, Technology, and Islamic Values to Enhance Expected Learning Outcomes in French Higher Education

2021 ◽  
Vol 7 (1) ◽  
pp. 95-108
Author(s):  
Elis Ratna Wulan ◽  
Heri Gunawan ◽  
Wafi Fauziah ◽  
Frederic Kratz
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Science And Technology ◽  
Real Life ◽  
Minimum Cost ◽  
Islamic Education ◽  
Basic Material ◽  
Learning Science ◽  
Learning Material ◽  
Islamic Values

Learning strategies like integrating Islamic values into learning can be applied to improve learning outcomes. Integrating Islamic values into learning science and technology provides opportunities for students to integrate science and technology with concepts and experiences in real life as Muslims so that they can feel that their learning is meaningful. This study aims to investigate the effect of learning science and technology that is integrated with Islamic values on the expected learning outcomes (ELO) of students. The learning material covers the basic material of science and technology. The population included lecturers and second-year students of the Institut National des Sciences Appliquées (INSA) Bourges France. Data were analysed using the Revised Ones Assignment Method. The results show that learning science and technology integrated with Islamic values has a significant effect on the expected learning outcomes of students. To achieve this, a minimum cost incurred by universities in France of 38 Euros was spent for six lecturers. They were assigned to ensure that students could explain education and its various terms (ELO1), the basis and scope of Islamic Education (ELO2), the objectives of Islamic Education (ELO3), Islamic Education methods (ELO4), Islamic Education material (ELO5), and Islamic Education evaluation (ELO6).

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR AKIDAH AKHLAK SISWA MIN SEI MATI MEDAN

2019 ◽  
Vol 3 (1) ◽  
pp. 102
Author(s):  
Rini Sartika
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Outcome ◽  
Outcome Data ◽  
Learning Motivation ◽  
Sampling Techniques ◽  
High Learning ◽  
Class V ◽  
Scheffe Test ◽  
Cluster Random Sampling

This study aims to find out and to stress: (1) the effect of the application of<br />learning strategies on students' Akidah Akhlah learning outcomes, (2) the<br />effect of learning motivation on student Akidah Akhlah learning<br />outcomes, and (3) the interaction between learning strategies and learning<br />motivation towards Akidah Akhlak learning outcomes. The population of<br />this study was all students in class V MIN Sei Mati Medan consisting of 3<br />classes. Based on Cluster Random sampling techniques. The research<br />instrument is a test used to obtain learning outcome data and<br />questionnaires to obtain data on student learning motivation. The analysis<br />technique is two-way Anova at significance  = 0.05 followed by the<br />Scheffe test. The results showed: (1) the average learning outcomes of<br />students taught with collaborative learning strategies X = 28.15 higher<br />than the average learning outcomes of students taught with competitive<br />learning strategies X = 26.92, with Fcount = 29.57 &gt; Ftable = 3.968, (2) the<br />average learning outcomes of students with high learning motivation X =<br />29.93 higher than the learning outcomes of students with low learning<br />motivation X = 25.94 with Fcount = 4.43 &gt; Ftable = 3.968, and (3) there is an<br />interaction between learning strategies and learning motivation towards<br />Akidah Akhlak learning outcomes with Fcount = 7.18 &gt; Ftable = 3.968.

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