scholarly journals Scientific Approach in K-13; the Impact on the Quality of the Learning Process and Outcomes in MAN

2020 ◽  
Vol 15 (2) ◽  
pp. 199
Author(s):  
Agus Pahrudin ◽  
Dona Dinda Pratiwi
Keyword(s):  
Mixed Methods ◽  
Learning Outcomes ◽  
Learning Process ◽  
Curriculum Changes ◽  
Sequential Mixed Methods ◽  
Scientific Approach ◽  
K 13 ◽  
The Media ◽  
The Impact

<span><span> </span></span><p class="06IsiAbstrak">The Kurikulum 2013 –Indonesia's novel Curriculum invented in 2013– is implemented through activity-based learning using a scientific approach. Curriculum changes do not only occur in the dimensions of the plan/document, but in its implementation in the quality of the process which has an impact on learning outcomes. This research aims to determine the implementation of the Kurikulum 2013 scientific approach and its impact on the quality of the learning processes and outcomes at MAN in Lampung Province. The research uses a mixed methods with sequential mixed methods design. The respondents consisted of 26 teachers and 126 students. Data were collected by conducting interview, observation, documentation, and questionnaire. The validity was tested by Pearson’s validity and Cronbach Alpha reliability. The results showed that teachers can apply a scientific approach to the implementation of the Kurikulum 2013 well. It can be seen from the teacher’s ability to prepare lesson plans, though there are some teachers (working period of 21 to 30 years) who are constrained during the learning process, such as observing the learning and not being able in presenting the media. The scientific approach has a very good impact on the quality of the learning process and outcomes. It can be seen by the increase in student learning outcomes.</p>

ANDRAGOGICAL PRINCIPLES OF ADULT EDUCATION AND PROVIDING THE QUALITY OF CONTINUOUS PEDAGOGICAL EDUCATION

2020 ◽  
Author(s):  
Olga Melnychenko
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Educational Needs ◽  
Theory And Practice ◽  
Educational Work ◽  
The Subject ◽  
The Impact

The article is devoted to the development of adult education, its andragogic principles and the impact on the quality of continuous pedagogical education. It examines mechanisms for improving the quality of lifelong teacher education through the updating of content, the development and implementation of innovative learning technologies in line with new European educational guidelines and concepts, taking into account national educational traditions. The article examines the specificity of andragogic processes, world experience in adult education, and discusses the basic concepts of andragogy. The author analyzes the importance of the development of andragogy as a science, which allows to formulate and realize the main goals of adult education in the context of the human life path. It is noted that adult education today is based on continuing education, self-education and self-development. The importance of preparing future teachers for adult learning is emphasized in the article, the importance of a logically designed program and principles that aim to provide practice-oriented learning and an integral part of the quality of learning. Andragogic theory of adult learning is based on the fact that the purpose of the modern approach to education is to promote the development and enrichment of the whole personality, the manifestation of its identity, 30 Педагогічна освіта: теорія і практика. Психологія. Педагогіка Pedagogical Education: Theory and Practice. Psychology. Pedagogy actualization and abilities. It brings together knowledge about the specificities of adult learning, taking into account their age, educational and living needs, real opportunities, individual characteristics and experience, psyche and physiology. Andragogic science studies the content, forms, methods and means of organizing adult learning in order to facilitate it, meet the educational needs, increase the operational efficiency of the education received while solving life problems, achieve individual goals, self-realization of personality. A number of functions are entrusted with adult education, including: social - use of social experience and involvement in solving contemporary problems of society; adaptive - regulation of relationships in a rapidly changing external environment; information - access to the necessary information, its search, selection, systematization, reproduction, use; compensation - compensation for the disadvantages of previous levels of education and ensuring a balance of self-competence and current requirements for the profession; developmental - mastering new methods of action. An andragogic approach to learning is a set of ideas that take into account the features of a purposeful process of stimulating, educating, training and improving an adult during vocational training and retraining, which integrates the experience of individual, creative, personally oriented approaches. The subject of the modern andragogy is the following basic principles: 1. The priority of self-study. Independent activity of learners is the main type of educational work for adult learners. Independent activity means the independent organization of the process of learning by students. 2. The principle of joint activity that ensures the unity of activities of learners with those who are learning, regarding the planning, implementation, evaluation and correction of the learning process. 3. The principle of relying on the experience of the learner, according to which the experience of the learner is used as one of the learning sources. 4. Individualization of learning. According to this principle, each student, together with other cadets, creates an individualized training program that is focused on specific educational needs and learning goals and takes into account the experience, level of training, psychophysiological and cognitive characteristics the learner. 5. Systematic training. This principle implies compliance with the objectives, content, forms, methods, learning tools and evaluation of its results. 6. The context of training is aimed at defining specific, vital for the learner, goals, oriented to fulfill their social roles or to improve the personality, taking into account the conditions of professional, social and everyday activities. 7. The principle of actualization of learning outcomes. Provides immediate application of the knowledge, skills, and qualities acquired by the adult learner. 8. The principle of electivity of learning. It means giving the learner some freedom to choose goals, content, forms, methods, sources, means, terms, place of study, evaluation of learning outcomes. 9. The principle of development of educational needs. According to this principle, first, the learning outcomes are assessed by revealing the real degree of learning material and determining the amount of knowledge, without which it is impossible to achieve the goal of learning; secondly, the learning process is directed at the formation of new educational needs in the learners, which are specified after the achievement of a specific learning objective. 10. The principle of mindfulness of learning. It means awareness, comprehension of the subject of learning all the parameters of the learning process and their actions to organize its process

scholarly journals Evaluation of the implementation of the 2013 curriculum reviewed from the aspect of the learning process and assessment of learning outcomes (case study: SMA / SMK / MA Pringsewu regency)

2019 ◽  
Vol 12 (2) ◽  
pp. 111-119
Author(s):  
Trisnawati Trisnawati ◽  
Leni Anggraeni ◽  
Winia Waziana ◽  
Dian Puspita
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Descriptive Study ◽  
Assessment Of Learning ◽  
Scientific Approach ◽  
Qualitative Descriptive ◽  
K 13 ◽  
The Subject

Abstract: This study aims to determine and evaluate the implementation of the 2013 curriculum specifically in aspects of the learning process and aspects of assessment of learning outcomes. This study is a qualitative descriptive study, with the population being SMA / SMK equivalent in Pringsewu Regency while the sample is 10 high school / SMK level schools in Pringsewu Regency selected from 9 different sub regency. In terms of the learning process aspect, achieving the highest percentage is the teacher's understanding of the subject matter in student textbooks, while the lowest percentage is the suitability of learning procedures with a scientific approach. In terms of the assessment of learning outcomes, the highest percentage achievement is the teacher's understanding of the concepts and applications of midterm tests, while the lowest percentage is the teacher's understanding of portfolio-based assessment concepts and applications. The results of the overall analysis show that, in terms of the learning process aspects and assessment of learning outcomes, the implementation of K-13 at the SMA/SMK/MA level in Pringsewu Regency was in a good category although there were still a few things that needed to be improved.Evaluasi implementasi kurikulum 2013  ditinjau dari aspek proses pembelajaran dan penilaian hasil belajar (studi kasus: SMA/SMK/MA Kabupaten Pringsewu)Abstrak: Penelitian ini bertujuan untuk mengetahui dan mengevaluasi implementasi kurikulum 2013 khususnya dalam aspek proses pembelajaran dan aspek penilaian hasil belajar. Penelitian ini merupakan penelitian deskriptif kualitatif, dengan populasinya adalah SMA/SMK sederajat di kabupaten pringsewu lampung sedangkan sampelnya adalah 10 SMA/SMK sederajat di kabupaten Pringsewu Lampung yang dipilih dari 9 kecamatan yang berbeda. Ditinjau dari aspek proses pembelajaran, pencapaian persentase tertinggi adalah pemahaman guru tentang materi pelajaran yang ada di buku pelajaran siswa, sedangkan persentase terendah adalah kesesuaian prosedur pembelajaran dengan pendekatan saintifik. Ditinjau dari aspek penilaian hasil belajar, pencapaian persentase tertinggi adalah pemahaman guru tentang konsep dan aplikasi ulangan tengah semester, sedangkan persentase terendah adalah pemahaman guru tentang konsep dan aplikasi penilaian berbasis portofolio. Hasil analisis secara menyeluruh menunjukkan bahwa ditinjau dari aspek proses pembelajaran dan penilaian hasil belajar, implementasi K-13 di tingkat SMA/SMK/MA di kabupaten Pringsewu berada pada kategori baik meskipun masih ada beberapa hal yang perlu diperbaiki. 

scholarly journals MANFAAT MEDIA DALAM PEMBELAJARAN

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Isran Rasyid Karo-Karo ◽  
Rohani Rohani
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Positive Attitude ◽  
Three Dimensional ◽  
Student Learning Outcomes ◽  
The Media ◽  
Role Of Teachers

Media is a tool or means as an intermediary to deliver lessons from teachers to students. Types of educational media commonly used are: graphics media, three-dimensional media, and media projection. Benefits of media in learning are: (1) Submission of subject matter can be uniformed. (2) The learning process becomes more clear and interesting. (3) The learning process becomes more interactive. (4) Efficiency in time and effort. (5) Improve the quality of student learning outcomes. (6) Media allows the learning process can be done anywhere and anytime. (7) The media can foster a positive attitude of students to the material and learning process. (8) Changing the role of teachers in a more positive and productive direction.

PENINGKATAN HASIL BELAJAR PESERTA DIDIK DENGAN MENGGUNAKAN PENDEKATAN SAINTIFIK

2018 ◽  
Vol 2 (1) ◽  
pp. 177
Author(s):  
Puji Anjaswari ◽  
Slameto Slameto
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Learning Process ◽  
Meaningful Learning ◽  
Google Scholar ◽  
Quality Of Education ◽  
Electronic Journals ◽  
Search Results ◽  
Scientific Approach

Along with the advancement and the changing of times, the quality of learning process becomes a demand that must be achieved.The learning process implemented should be student centred so as to improve the quality of education. In order to achieve meaningful learning process, the scientific approach is appliedso that the learners can find their own concepts in learning by the guidance of theirteacher. The teacher only holds a role as a facilitator in learning. Along with the spiritof the governmentin applying the scientific approach in the 2013 curriculum, it is still questionable whetherthe scientific approach implementation will have an impact on improving learning outcomes or not. The documents of previous studies are used in this study. The data collection is obtained through google scholar by browsing the electronic journals. From the search results obtained, 10 research journals areanalysed further in the form of percentage (%). Based on the results of the analysis, the scientific approach is able to improve learning outcomes, ranging from the lowest 2% to the highest 34,51% with an average of 23,35%.

scholarly journals THE EFFECT OF REFLECTION IN LESSON STUDY

JURNAL SMART ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 108-117
Author(s):  
Imaniar Tiara Ningrum ◽  
Rahmatika Kayyis ◽  
Mifathul Jannah ◽  
Kurniati Kurniati ◽  
Fitri Wulandari ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
English Language ◽  
Boarding School ◽  
Data Collection Technique ◽  
Teaching Learning ◽  
The Impact

This descriptive qualitative research aimed to describe, explain, and analyzing about the impact of Lesson Study Reflection on teachers' ability in teaching English Language and to find out the impact of lesson study in the teaching and learning process in 8th B Class of SMP IT Insan Mulia Boarding School Prigsewu. The data collection technique uses questionnaires and documentation. Data analysis uses Interactive. The result of this research presented that Lesson Study improve the quality of the teaching-learning process, the students' enthusiasm in learning English improved step by step as the lesson goes on, and it affect students learning outcomes.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

scholarly journals When and why do people act on flawed science? Effects of anecdotes and prior beliefs on evidence-based decision-making

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Audrey L. Michal ◽  
Yiwen Zhong ◽  
Priti Shah
Keyword(s):  
Educational Interventions ◽  
Evidence Based ◽  
Prior Beliefs ◽  
Learning Experiment ◽  
Apply Research ◽  
Evidence Quality ◽  
The Media ◽  
The Impact ◽  
Learning Interventions

AbstractToday’s citizens are expected to use evidence, frequently presented in the media, to inform decisions about health, behavior, and public policy. However, science misinformation is ubiquitous in the media, making it difficult to apply research appropriately. Across two experiments, we addressed how anecdotes and prior beliefs impact readers’ ability to both identify flawed science and make appropriate decisions based on flawed science in media articles. Each article described the results of flawed research on one of four educational interventions to improve learning (Experiment 1 included articles about having a tidy classroom and exercising while learning; Experiment 2 included articles about using virtual/augmented reality and napping at school). Experiment 1 tested the impact of a single anecdote and found no significant effect on either participants’ evidence evaluations or decisions to implement the learning interventions. However, participants were more likely to adopt the more plausible intervention (tidy classroom) despite identifying that it was unsupported by the evidence, suggesting effects of prior beliefs. In Experiment 2, we tested whether this intervention effect was driven by differences in beliefs about intervention plausibility and included two additional interventions (virtual reality = high plausible, napping = low plausible). We again found that participants were more likely to implement high plausible than low plausible interventions, and that evidence quality was underweighed as a factor in these decisions. Together, these studies suggest that evidence-based decisions are more strongly determined by prior beliefs than beliefs about the quality of evidence itself.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN IPA BERBASIS POWERPOINT INTERAKTIF UNTUK SISWA KELAS V SEKOLAH DASAR NEGERI GONDOLAYU

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Fida Amalia Buana Putri ◽  
Shanta Rezkita
Keyword(s):  
Information Technology ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Average Score ◽  
Design Validation ◽  
Validation Score ◽  
Research Procedure ◽  
The Media

Based on the necessary with the teacher, it is concluded that teachers need information technology (IT) based on learning media in the teaching and learning process. The main purpose of this study is to know about the research procedure, to know about the quality of the media that developed, and the expert's respond. This study is a Research and Development (R&D). The on  procedure of the procedure uses 9 steps, including 1)Potentials and problems, 2)Data collection, 3)Product design, 4)Design validation, 5)Design revision, 6)Product try-out, 7)Product revision, 8)Application try-out, 9)Product revision until the desired products interactive powerpoint learning media are complete. The result of the study showed that the media were appropriate to be implemented. This showed from media experts of the validation result that average score 3,34 with a very good category. Material expert student's that average score 3,40 with very good category and from linguists expert result that average score 3,22 with the good category. Next, the average validation score of the teacher is 3,62 with a very good category and peers of the validation result that average score 3,44 with a very good category. The last response of the students in applications try-out responses that average score 92,75 with a very good category. 

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