Ultra Fast Speech Separation Model with Teacher Student Learning

2021 ◽  
Author(s):  
Sanyuan Chen ◽  
Yu Wu ◽  
Zhuo Chen ◽  
Jian Wu ◽  
Takuya Yoshioka ◽  
...  
Keyword(s):  
Student Learning ◽  
Speech Separation ◽  
Teacher Student ◽  
Separation Model

scholarly journals Peningkatkan Hasil Belajar Matematika Melalui Model Student Teams Achievement Division

2020 ◽  
Vol 3 (1) ◽  
pp. 81
Author(s):  
Elisabeth A. Sumampouw ◽  
Kosmas Sobon
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Action Observation ◽  
Mathematics Learning ◽  
Fifth Grade ◽  
Student Activity ◽  
Teacher Student ◽  
Student Teams ◽  
Gathering Data ◽  
Planning Action

The purpose of this study was to describe the application of cooperative learning type of student achivement division (STAD) on mathematics subject and to improve student aktivity and student learning result  in  mathematics learning on fifth grade of elementary school. This research  was classroom action reasearch conducted in two cycles. Each cycle consists of two meetings and each meeting consists of planning, action, observation, and reflection. The subjects of this reasearch were students at fifth grade of SD Negeri 25 Manado. There were 18 students as subjects of research.  The technique of gathering data was using test, observation and documentation.  The results showed that: (1) student activity in the first cycle 258.15 score or gain I 64,54% with the criteria was active enough and in second cycle obtained 303, 65 score or 75.91% with active criteria; (2) student learning result in the first cycle 44% and the second cycle 83%. Suggestions in this study was may the teacher have more creative by using learning media (audio or visual) to improve skill of teacher, student activity and learning result of student. Penelitian ini memiliki tujuan untuk menguraikan penerapan pembelajaran kooperatif model Student Teams Achievement Division (STAD) pada mata pelajaran matematika demi peningkatan aktivitas siswa dan hasil belajar di kelas V SD. Penelitian ini merupakan penelitian tindakan kelas (PTK) terdiri dari dua siklus. Setiap siklus terdiri dari dua pertemuan dan setiap pertemuan terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Adapun alur langkah-langkah PTK yang digunakan adalah langkah-langkah menurut Stephen Kemmis Robin Mctaggart Subyek dalam penelitian ini adalah siswa kelas V SD Negeri 25 Manado. Adapun jumlah siswa yang ada adalah 18 siswa. Teknik pengumpulan data menggunakan tes, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa: (1) aktivitas siswa pada siklus I memperoleh skor 258,15 atau 64,54% dengan kriteria cukup aktif dan pada siklus II memperoleh skor 303,65 atau 75,91% dengan kriteria aktif; (2) hasil belajar siswa pada siklus I sebesar 44% dan siklus II sebesar 83 %. Sedangkan yang menjadi saran yang diberikan adalah: hendaknya guru lebih kreatif dalam menggunakan media pembelajaran yang ada (baik audio maupun visual dst.) demi meningkatkan keterampilan mengajar, aktivitas siswa dan  hasil belajar siswa.

scholarly journals Modeling Online Classroom Interaction to Support Student Language Learning

2020 ◽  
Vol 8 (2) ◽  
pp. 446-457
Author(s):  
Sulistyani Sulistyani ◽  
Rika Riwayatiningsih
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Classroom Interaction ◽  
Learning Context ◽  
Learning Condition ◽  
Online Classroom ◽  
Teacher Student ◽  
Analysis Technique ◽  
Teacher Students ◽  
Published Research

For many years, teacher-student interaction has been indicated to considerably affect student learning. In recent years, research concentration has moved from attempting to evaluate the potent ways of classroom interaction for student learning and how it can be developed. Due to the intricacy of the classroom interaction procedure, the answer to this question is profoundly contingent upon some reasons, such as the learning condition. The aim of this project is to study the classroom interaction process in an online learning context in which English is learned as a foreign language.  This is review research employing content analysis technique we intend to examine the published research articles to find out the teachers’ strategies/tools and the contribution of the strategies to students’ language learning in online classroom interaction. This can build up an understanding of the most effective techniques to develop the students’ involvement with the learning process.  The result of the analysis is that most teachers use synchronous and asynchronous online classroom interaction and blended learning in which teacher-students, student-student, student-teacher, and student-learning sources are met through discussion. This strategy is mostly preferred by teachers to give students a chance to get involved in communication, collaboration, interaction, and participation. This strategy is believed to be able to engage students in developing language learning opportunities; therefore, this can be a good model for better classroom practices. 

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