Establishing Insan Kamil Generation Through Music Learning Activities in Pesantren

2021 ◽  
Author(s):  
Sofyan Sauri ◽  
Sandie Gunara ◽  
Febbry Cipta
Keyword(s):  
Learning Activities ◽  
Music Learning

Learning Together: The Instinct to Do Good and Peer-Assisted Strategies That Work

2017 ◽  
Vol 104 (2) ◽  
pp. 15-20 ◽  
Author(s):  
Judith A. Jellison ◽  
Ellary A. Draper ◽  
Laura S. Brown
Keyword(s):  
Cognitive Development ◽  
Music Teachers ◽  
Classroom Culture ◽  
Learning Activities ◽  
Music Learning ◽  
Learning Together

Children have a natural proclivity to teach, help, cooperate, and empathize with others, and these interactions can have positive benefits for children’s emotional, social, and cognitive development. This article is about ways music teachers can design peer-assisted music learning activities that will benefit everyone in the class and ultimately contribute to creating a classroom culture of inclusion.

scholarly journals Class music learning activities: Do students find them important, interesting and useful?

2011 ◽  
Vol 33 (2) ◽  
pp. 143-159 ◽  
Author(s):  
Geoffrey Lowe
Keyword(s):  
Learning Activities ◽  
Music Learning

scholarly journals PENERAPAN METODE PEMBERIAN TUGAS NON-TATAP MUKA OLEH GURU DI MASA PANDEMI COVID-19 PADA PELAJARAN SENI BUDAYA DI SMP NEGERI 3 PADANG

2020 ◽  
Vol 10 (1) ◽  
pp. 178
Author(s):  
Endri Astuti ◽  
Yos Sudarman
Keyword(s):  
Online Learning ◽  
Quantitative Research ◽  
Learning Activities ◽  
Learning Activity ◽  
Music Learning ◽  
Learning Methods ◽  
Face To Face ◽  
Cultural Arts ◽  
Research Problems ◽  
Descriptive Approach

This research aims to describe the use of non-face-to-face tasking methods by teachers in Cultural Arts lessons at SMP Negeri 3 Padang, where research problems are backgrounded by the problem of learning cultural arts (music) during the covid-19 pandemic, in unisono singing lessons. The study of the theory that is the cornerstone of scientific thinking in this research relates to education, learning and learning; learning methods, task-giving methods, non-face-to-face distance learning and Cultural Arts learning. While the research methods used are of a type of quantitative research with a descriptive approach to analysis. Based on the results of two meetings, researchers can explain that the implementation of non-face-to-face tasking methods of cultural arts (music) subjects with unisono singing material grades VII-3 in SMP Negeri 3 Padang is the best choice by teachers to continue to carry out kbm music art in times of pandemic. Although the use of online learning properly through video conferences, due to the limitations of the facilities and quotas available on the part of students and parents, this online learning activity was replaced by the provision of non-face-to-face assignments using the WA app. With this method of learning, although not online, it can overcome various music learning activities that remained carried out during the pandemic. With this kind of learning, the goal of achieving the goal of learning is only in the field of appreciation towards singing unisono only, because the target goal of learning practice is difficult to achieve.Keywords: Learning Methods; Non Face-to-Face; Singing Unisono

The role of psychological needs in ceasing music and music learning activities

2012 ◽  
Vol 41 (5) ◽  
pp. 600-619 ◽  
Author(s):  
Paul Evans ◽  
Gary E. McPherson ◽  
Jane W. Davidson
Keyword(s):  
Psychological Needs ◽  
Learning Activities ◽  
Music Learning

scholarly journals Offering Authentic Learning Activities in the Context of Open Resources and Real-World Goals: A Study of Self-motivated Online Music Learning

2017 ◽  
Vol 20 (1) ◽  
pp. 112-126
Author(s):  
Catherine Schmidt-Jones
Keyword(s):  
Authentic Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Music Learning ◽  
Online Learners ◽  
Online Music ◽  
Open Content ◽  
Generalized Knowledge ◽  
Open Education Resources ◽  
Teaching Time

AbstractMany users of online open education resources (OERs) are learners seeking insights into problems encountered as they pursue their everyday interests and activities. As well as benefitting from intrinsic motivation, such authentic learning activity provides context that helps the learner absorb and integrate the meaning of the knowledge. The purpose of this study was to explore barriers that prevent some online learners from using OERs in this way. Participants had experienced difficulties using music theory OERs to pursue personal music-making goals. Provided with online tutoring through an action research methodology, they appeared to benefit particularly from five aspects of active guidance: additional motivation, connections between generalized knowledge and personal experience, relevant learning activities, focus of attention, and goal-oriented feedback. In an environment rich in open content, providing these supports, in activities oriented towards learners’ goals, may be a particularly valuable use of teaching time.

Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion

2020 ◽  
Vol 38 (4) ◽  
pp. 537-562
Author(s):  
Renée Crawford
Keyword(s):  
Music Education ◽  
Intercultural Competence ◽  
Social Inclusion ◽  
Belief Systems ◽  
Education Programme ◽  
Learning Activities ◽  
Music Learning ◽  
The Social ◽  
Multiple Case

Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.

Becoming a manager of learning activities

1970 ◽  
Vol 34 (3) ◽  
pp. 234-236
Author(s):  
PK Morse
Keyword(s):  
Learning Activities

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

A Multimedia Situational Test With a Constructed-Response Format

2011 ◽  
Vol 10 (2) ◽  
pp. 78-88 ◽  
Author(s):  
Janneke K. Oostrom ◽  
Marise Ph. Born ◽  
Alec W. Serlie ◽  
Henk T. van der Molen
Keyword(s):  
Cognitive Ability ◽  
Computer Technology ◽  
Psychology Students ◽  
Learning Activities ◽  
Ability Test ◽  
Constructed Response ◽  
Job Experience ◽  
Relationship Of ◽  
The Relationship ◽  
Situational Test

Advances in computer technology have created opportunities for the development of a multimedia situational test in which responses are filmed with a webcam. This paper examined the relationship of a so-called webcam test with personality, cognitive ability, job experience, and academic performance. Data were collected among 153 psychology students. In line with our expectations, scores on the webcam test, intended to measure interpersonally oriented leadership, were related to extraversion, conscientiousness, emotional stability, and job experience. Furthermore, the webcam tests significantly predicted students’ learning activities during group meetings over and above a cognitive ability test and a personality questionnaire. Overall, this study demonstrates that webcam tests can be a valid complement to traditional predictors in selection contexts.

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