scholarly journals Profile of Student Basic Teaching Skills through Online Learning Model Using Peer Assessment on Microteaching Lectures

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Ika Nurani Dewi ◽  
Sumarjan Sumarjan
Keyword(s):  
Online Learning ◽  
Peer Assessment ◽  
Biology Education ◽  
Learning Model ◽  
Teaching Skills ◽  
Management Skills ◽  
Education Students ◽  
Class Management ◽  
Qualitative Descriptive ◽  
Opening And Closing

The purpose of this study was to determine the profile of the basic teaching skills of biology education students during microteaching lectures through an online learning model using peer assessment. This type of research is a qualitative descriptive study. The subjects of this study consisted of 17 biology education students in the 6th semester of the 2019/2020 academic year. The technique of collecting data through observation uses a research instrument in the form of a rubric for assessing basic teaching skills, which is filled by lecturers and peers. Data analysis techniques include data reduction, data display and conclusions. The observed teaching skill indicators consist of 8 components. Based on these 8 indicators, the results obtained are the skills of opening and closing learning, explaining skills, questioning skills, discussion guiding skills, and class management skills are in the skilled category, the skills to provide reinforcement and the skills to make variations are in the fairly skilled category, while the skills to use learning media are in the less skilled category. Overall, the basic teaching skills of biology education students have improved during the microetaching exercise using peer assessment.

scholarly journals INTEGRASI PEMBELAJARAN GUIDED DISCOVERY DALAM MODUL SPERMATOPHYTA UNTUK MAHASISWA PENDIDIKAN BIOLOGI

2018 ◽  
Vol 9 (1) ◽  
pp. 57
Author(s):  
Anwari Adi Nugroho ◽  
Singgih Subiyantoro
Keyword(s):  
Descriptive Analysis ◽  
Biology Education ◽  
Learning Model ◽  
Discovery Learning ◽  
Education Students ◽  
Guided Discovery ◽  
Qualitative Descriptive ◽  
Data Source ◽  
Integration Of Learning ◽  
Teaching Modules

Guided discovery learning is a learning that invites students to actively discover the concept / knowledge through a series of activities. Guided discovery learning can be integrated in teaching modules to make learning more effective and self-reliant. This study aimed to integrate guided discovery learning in spermatophyta module for biology education students. This research is an explorative research with stages include curriculum analysis, subject matter analysis, learning model analysis, and integration of learning model in the Module. Data source in the form of book document, expert opinion, and spermatophyta module. Data analysis used qualitative descriptive analysis. Based on the analysis result, it is found that guided discovery guided discovery integrated in module include stimulation, problem statement, data collection, verification, generalization . The guided discovery guided synthesis is integrated into 3 subspaces on spermatophyta material 1) classification, determination, and nomenclature of plants, 2) spermatophyta (seed plants); 3) high plant herbarium. Integration of guided discovery learning on unified modules integrated in the module component of learning activities.Keywords: Guided discovery, Spermatophyta Module

IMPLEMENTATION OF TEACHER SKILLS IN VARYING SOCIAL STUDIES LEARNING THROUGH ONLINE LEARNING AT INPRES LAYANG CITY OF MAKASSAR

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Aida ◽  
Nursalam Nursalam ◽  
Rosleny Babo
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Social Studies ◽  
Management Skills ◽  
Assignment Method ◽  
Teacher Skills ◽  
Use Of Technology ◽  
Lecture Method ◽  
Qualitative Descriptive ◽  
Learning By Reading

Nur Aida, 2021. Implementation of teacher skills in varying social studies learning through online learning at Inpres Layang Elementary School, Makassar City. Supervised by Nursalam and Rosleny Babo. This research includes qualitative descriptive research. This study aims to determine the skills of teachers in varying IPS through online learning. The results of the study showed that the implementation of teacher skills in varying social studies learning at Inpres Layang Elementary School Makassar, namely a) Variation skills in teaching styles, b) Skills to open and close lessons, c) Skills to explain, d) Skills to ask, e) Skills to provide reinforcement, and f) Class management skills. 2. The results of the interview on the implementation of Teacher Skills in Social Studies Learning through online learning at Inpres Layang Elementary School, Makassar City a) The reaction of students who do not understand online learning, students are very bored because sometimes they do not listen b) Students do not like social studies in online learning by reason of the network less clear and intermittent voice, c) The method used is the lecture method, and the assignment method, and uses the powerpoint media. d) Students like the lecture and assignment method. e) The efforts taken by the teacher in overcoming the difficulties of learning social studies in online learning by reading a lot, students must be trained to be able to listen to learning and arrange the best possible schedule. f) Factors that cause difficulties in online learning, namely students' internal factors, and technical and external factors. g) make use of technology in learning using more via zoom. 3. Implementation of Teacher Skills in Varying Social Studies Learning through Online Learning, the teacher activates students during social studies learning activities through online learning, where students are given assignments, and use power points.Keywords: Teacher Skilss, Learning Variation, Online Learning

scholarly journals Analisis keterampilan dasar mengajar mahasiswa tadris biologi

2020 ◽  
Vol 5 (1) ◽  
pp. 56-63
Author(s):  
Nasrul Hakim ◽  
Yudiyanto Yudiyanto ◽  
Pundi Restu Lulul Hakiki ◽  
Siti Soleha
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Learning Strategy ◽  
Teaching Skills ◽  
Management Skills ◽  
Biology Students ◽  
Professional Teacher ◽  
Data Source ◽  
Biology Learning ◽  
Opening And Closing

Keterampilan dasar mengajar sangat menentukan proses dan hasil pembelajaran. Tujuan penelitian ini adalah mengungkap keterampilan dasar mengajar mahasiswa Tadris biologi IAIN Metro. Penelitian ini menggunakan metode deskriptif kualitatif. Data penelitian ini diperoleh dari mahasiswa jurusan Tadris biologi semester V yang sedang menempuh matakuliah strategi pembelajaran biologi. Hasil penelitian menunjukkan bahwa keterampilan bertanya diperoleh skor 56,80 masuk kategori kurang terampil, keterampilan menjelaskan diperoleh skor 51,90 masuk kategori kurang terampil, keterampilan membuka dan menutup pembelajaran diperoleh skor 44,67 masuk kategori kurang terampil, keterampilan membimbing diskusi kelompok kecil diperoleh skor 68,15 masuk kategori cukup terampil, keterampilan mengajar kelompok kecil dan perorangan diperoleh skor 52,70 masuk kategori kurang terampil, keterampilan mengelola kelas diperoleh skor 53,32 masuk kategori kurang terampil, keterampilan memberi penguatan diperoleh skor 65,80 masuk kategori cukup terampil, dan keterampilan mengadakan variasi diperoleh skor 70,45 masuk kategori terampil.Kata kunci: Keterampilan dasar mengajar, guru profesional, mahasiswa biologi Basic teaching skills analysis of tadris biology students. Basic teaching skills determine the learning process and outcomes. This research aims to revealed the level of teaching students basic skills at Tadris Biology IAIN Metro. This study used descriptive qualitative method. This research data source was Biology Department students students in semester V who are taking biology learning strategy courses. The results showed that the questioning skills obtained by a score is 56.80 in the category of less skilled, explaining skills obtained a score is 51.90 in the category of less skilled, learning skills opening and closing obtained a score is 44.67 in the category of less skilled, the skills of guiding the discussion a small group obtained a score is 68.15 in the category of moderately skilled, small group and individual teaching skills obtained a score is 52.70 in the category of less skilled, classroom management skills obtained a score is 53.32 in the category of less skilled, the skill of giving reinforcement was obtained a score is 65.80 in the category of skilled enough, while the skills to hold variations obtained scores is 70.45 in the skilled category.Keywords: Basic teaching skills, professional teacher, biology students

scholarly journals DASAR-DASAR KETERAMPILAN MENGAJAR MATEMATIKA

2015 ◽  
Vol 1 (1) ◽  
pp. 88-103
Author(s):  
Mariam Nasution
Keyword(s):  
Classroom Management ◽  
Mathematics Teacher ◽  
Basic Skills ◽  
Learning Objectives ◽  
Teaching Skills ◽  
Management Skills ◽  
Small Group Teaching ◽  
Professional Teacher ◽  
Opening And Closing ◽  
Accomplished Teaching

AbstrakSeorang guru matematika yang efektif adalah guru yang berhasil membawa peserta didiknya mencapai tujuan pembelajaran dan sesuai kaidah yang berlaku dalam pendidikan. Untuk mencapai tingkat efektifitas pembelajaran  matematika guru mempunyai fungsi sebagai narasumber, demonstrator, pengelola kelas, mediator, fasilitator, dan evaluator. Guru harus menguasai ber-bagai keterampilan dasar mengajar yang meliputi: keterampilan membuka dan menutup pelajaran, keterampilan menjelaskan, keterampilan bertanya, keteram-pilan menggunakan variasi mengajar, keterampilan memberi penguatan, keterampilan mengajar kelompok kecil, keterampilan mengelola kelas, dan keterampilan membimbing diskusi kecil. Dengan demikian seorang guru matematika harus mempunyai keterampilan dasar mengajar. Ini sangat penting sebagai syarat menjadi seorang guru. Seorang guru professional harus mengikuti beberapa pelatihan yang berkaitan dengan keterampilan dasar mengajar agar fungsi pengajaran tercapai dengan baik.AbstractAn effective mathematics teacher is a teacher who managed to bring learners to achieve the learning objectives according to the rules in force in education. To achieve the level of effectiveness of learning math, the teacher has the function as a resource, demonstrator, manager of the class, mediator, facilitator and the evaluator. The teacher must master the basic skills of teaching which include: opening and closing skills lesson, explaining skills, questioning skills, skills using a variation of teaching, provide reinforcement of skills, small group teaching skills, classroom management skills and skills to initiate discussion. Thus, a math teacher should have the basic skills in teaching. It is very important as a condition of becoming a teacher. A professional teacher should follow some training related to teaching basic skills in order to function properly accomplished teaching. 

scholarly journals Persepsi Mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya Terhadap Pembelajaran Daring Via Zoom Pada Masa Pandemi Covid-19

2021 ◽  
Vol 2 (1) ◽  
pp. 23-33
Author(s):  
Siti Uswatun Khasanah ◽  
Ainun Syarifah
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Learning Activities ◽  
Learning Tools ◽  
Education Students ◽  
E Learning ◽  
Qualitative Descriptive

Abstract:This study aims to determine the perceptions of English Language Education students of UIN Sunan Ampel Surabaya on online learning via Zoom during the Covid-19 pandemic. The qualitative descriptive method was carried out by distributing questionnaires using Google Form to 45 English Education students at UIN Sunan Ampel Surabaya after completing the learning process for 3 months. The results of this study show that (1) the use of Zoom application provides new experiences in online learning activities, (2) students can easily operate some of the Zoom application features, (3) the learning process expects students to use the Zoom application, (4) the Zoom application is one of the e-learning tools that can support online learning activities continuously, (5) the use of Zoom application because the classmates agree to use the Zoom application, and (6) students can use the Zoom application easily in carrying out of online learning activities. Abstrak: Penelitian ini bertujuan untuk mengetahui persepsi mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya terhadap pembelajaran daring via Zoom pada masa pandemi Covid-19. Metode deskritif kualitatif dilakukan dengan menyebar angket kuesioner menggunakan Google Form kepada 45 mahasiswa Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya setelah menyelesaikan proses pembelajaran selama 3 bulan.   Hasil dari penelitian ini menyatakan bahwa (1) penggunaan   aplikasi Zoom memberikan pengalaman baru dalam aktivitas pembelajaran daring, (2) mahasiswa dapat dengan mudah mengoperasikan beberapa fitur aplikasi Zoom, (3) proses pembelajaran mengharapkan mahasiwa untuk menggunakan aplikasi Zoom, (4)  aplikasi Zoom merupakan salah satu e-learning yang dapat mendukung aktivitas pembelajaran secara daring,  (5) penggunaan aplikasi Zoom karena para teman sekelas menyetujui untuk menggunakan aplikasi Zoom, (6) serta para mahasiswa dapat menggunakan aplikasi Zoom dengan mudah dalam melakukan aktivitas pembelajaran daring.

Google Classroom Mediated Peer Assessment in Students Writing Ability

2021 ◽  
Vol 8 (5) ◽  
pp. 53-57
Author(s):  
Rini Putri Malinda
Keyword(s):  
Online Learning ◽  
Peer Assessment ◽  
Writing Skills ◽  
Learning Model ◽  
Writing Ability ◽  
Significant Difference ◽  
Writing Skill ◽  
Writing Scores ◽  
Quasi Experiment

This research was aimed at finding out the improvement of students’ writing ability after being taught through Google Classroom mediated peer assessment and significant difference of students’ writing skill among three different topics of the speech. The subjects of the research were twenty four students of SMA N 4 Metro. This research was a quasi-experiment in which one class was used as the subjects. The data were elicited through the pre and the posttest taking by the students in forms of students’ writing. Their students writing scores were compared between the pre and the posttest with the significant level 0.05. The different topics were also analyzed to find out the best type of peer assessment in improving students’ writing skills for this online learning model. The result showed that there was a statistically significant improvement of the students’ writing ability after they were taught through Google classroom mediated peer assessment. This result also showed that free topic was the most impactful topic in students’ writing. This suggests that Google Classroom mediated peer assessment facilitates the students to improve the capability of their writing ability. Keywords: writing, Google Classroom, peer assessment, writing topic.

scholarly journals KOMPETENSI GURU DI MASA PANDEMI COVID-19

2020 ◽  
Vol 13 (2) ◽  
pp. 100
Author(s):  
Jajat Sudrajat
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Analytical Method ◽  
Science And Technology ◽  
Qualitative Approach ◽  
Teacher Competencies ◽  
Management Skills ◽  
Social Competencies ◽  
Optimal Development ◽  
Class Management

<p>This paper discusses the competence of teachers during the Pandemic COVID 19. Various policies and the implementation of health protocols were carried out to break the chain of distribution of Covid-19, impacting on teachers who are required to teach online. Using a qualitative approach, a descriptive analytical method, it was found that teacher competencies related to literacy and science and technology mastery competencies, class management skills competencies and communication and social competencies, were not optimal. Development of these competencies is needed so that it will minimize the problems that exist in online learning, so that the learning process can run better.</p>

scholarly journals The Effect of Core Learning Model on Students’ Metacognitive Skills in Lipid Material

2020 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Rindi Novitri Antika
Keyword(s):  
Positive Impact ◽  
Pearson Correlation ◽  
Cognitive Learning ◽  
Biology Education ◽  
Learning Model ◽  
Metacognitive Skills ◽  
Education Students ◽  
The Core ◽  
Lipid Material ◽  
Pearson Correlation Test

Metacognitive is one of the important factors must have by student. This study aims to determine the effect of the CORE (Connecting, Organizing, Reflecting, and Extending) learning model  on students' metacognitive sklills and find out the students' responses about it’s implementation. This research is a pre-experimental study with one group pretest-posttest design. The subject of this study was grade 3rd of biology education students. The instrument in this study is an essay and metacognition descriptor rubric to assess students' metacognitive skill, then questionnaires to obtain data on student responses that implemented the CORE learning model. Based on the results of the paired sample t test on student metacognition scores obtained sig.  0.00 <0.05, it means that there are differences between the results of the student's pretest and posttest. Then, based on N-gain analysis pretest and posttest data, it is known that the N-gain value is 0.71, it’s means high increase category,. Then the result of pearson correlation test to analyze correlation between cognitive learning outcomes and student metacognitive skills obtained sig. 0,00, it means that there was a correlation between the two of them. Based on some of these analyzesit can be concluded that the CORE learning model influences students' metacognitive skills on lipid material. This was supported by the results of a questionnaire showed that students gave positive responses about the application of the CORE learning model, it was known from questionnaire data, more than 85% of students felt the CORE model had a positive impact on learning. 

scholarly journals Teaching Skills of Teacher in Increasing Student Learning Interest

2020 ◽  
Vol 3 (3) ◽  
pp. 1564-1569
Author(s):  
Sariaman Gultom ◽  
Ahmad Fakhri Hutauruk ◽  
Andres M. Ginting
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Group Discussion ◽  
Learning Goals ◽  
Teaching Skills ◽  
Student Interest ◽  
Management Skills ◽  
Opening And Closing ◽  
Learning Interest ◽  
Increasing Student Learning

Lack of student interest in learning results in pre-determined learning goals not being achieved. The teacher must work hard to find new breakthroughs so students are interested in learning. In addition to implementing a good work ethic, a teacher must also have skills in teaching as to achieve learning objectives in accordance with curriculum requirements. This research involves qualitative research method. The data analysis techniques used are: data reduction, data presentation and drawing conclusions / verification. The result of the study indicate that a teacher must have several teaching skills, namely: (1) questioning skills, (2) reinforcement skills, (3) variation skills, (4) explaining skills, (5) learning skills opening and closing, (6) small group discussion guiding skills, (7) small classroom management skills, and (8) small group and individual teaching skills.

scholarly journals PERSEPSI MAHASISWA TERHADAP VIDEO MONOLOG SEBAGAI ALTERNATIF TUGAS DALAM PEMBELAJARAN DARING

2020 ◽  
Vol 3 (2) ◽  
pp. 114
Author(s):  
Diah Anugrah Dipuja
Keyword(s):  
Online Learning ◽  
Student Perceptions ◽  
Biology Education ◽  
Video Editing ◽  
Education Students ◽  
Student Activity ◽  
Network Constraints

The purpose of this study was to determine students' perceptions of monologue videos as alternative tasks in online learning. Monologue videos are one of various online learning alternatives which are assumed to increase student activity and creativity in learning so that online learning becomes more effective. Information about student perceptions regarding the effectiveness of monologue videos in online learning is needed to develop online learning to become better. This research was conducted by giving a questionnaire via google form to Biology education students as research respondents. From the research that has been done, the results showed that the application of monologue videos by students is considered effective as an alternative to online learning because it could increase student activity, creativity and motivation. However, there were some challenges and obstacles such as difficulties in making video scripts and video editing as well as network constraints and internet quota. Thus, it can be concluded that the application of video monologues as an alternative task in online learning were considered effective by students and can be developed further in other subjects.

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