scholarly journals Pembelajaran Menyenangkan Sebagai Upaya Menanggulangi Pandemi Covid-19

Epistema ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Pujiriyanto Pujiriyanto
Keyword(s):  
Educational Technology ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Strong Relationship ◽  
Lesson Plans ◽  
Comprehensive Understanding ◽  
Teaching Learning ◽  
Teachers Training

Artikel ini bertujuan untuk menjelaskan konsep dan prosedur praktis model pembelajaran joyful learning dalam rangka pelatihan guru di Gantiwarno Klaten yang dilakukan oleh Tim PPM dari Departemen Kurikulum dan Teknologi Pendidikan. Pembelajaran yang menyenangkan di dalamnya terdapat hubungan yang kuat antara pendidik dan siswa, tanpa merasa terpaksa atau merasa tertekan. Relasi antara guru dan siswa nampak perlu dirubah dalam posisi egaliter. Perkembangan teknologi informasi memungkinkan siswa mendapatkan informasi lebih cepat dan beragam. Pola pembelajaran daring Joyful learning merupakan suasana belajar-mengajar yang menyenangkan agar siswa memfokuskan perhatiannya penuh pada pembelajaran sehingga waktu untuk memfokuskan perhatiannya tinggi. Waktu yang tinggi untuk memusatkan perhatian terbukti meningkatkan hasil belajar. Keadaan aktif dan menyenangkan tidak cukup jika proses pembelajaran tidak efektif yaitu tidak menghasilkan apa yang harus dikuasai siswa setelah proses pembelajaran berlangsung, karena pembelajaran mempunyai sejumlah tujuan pembelajaran yang harus tercapai. Oleh karena itu, penting bagi para guru untuk memahami pentingnya menerapkan pembelajaran yang menyenangkan dalam proses belajar mengajar sehari-hari dan untuk konteks saat ini lebih penting lagi karena selama pandemi COVID-19 siswa dibombardir dengan tugas yang banyak dan juga materi yang bertubi-tubi selama masa belajar School From Home (SFH). Masa belajar selama pandemi tidak bisa dilihat sebagai pembelajaran yang menyenangkan lagi. Untuk itu, Jurusan Kurikulum dan Teknologi Pendidikan hadir untuk memberikan pemahaman yang menyeluruh tentang pembelajaran yang menyenangkan, bagaimana konsep dikonstruksi dan juga praktik pembelajaran yang menyenangkan mulai dari penyusunan rencana pelajaran (RPP) hingga simulasi model pembelajaran yang menyenangkan dalam bentuk. acara PPM guru di Gantiwarno, Klaten.Kata kunci: Pembelajaran menyenangkan, guru, RPPThe purpose of this paper is to explain the concept and practical procedures of joyful learning model in the context of teachers’ training in Gantiwarno Klaten, done by PPM Team from the Department of Curriculum and Educational Technology. Joyful learning is a learning process in which there is a strong relationship between educators and students, without feeling forced or depressed (not under pressure). The teacher positions himself as a facilitator and student learning partner. This is possible because of the rapid development of information technology that allows students to get information faster from the teacher. Fun learning is a fun teaching-learning atmosphere so that students focus their full attention on learning so that the time to focus their attention is high. The high time to focus attention has been shown to improve learning outcomes. An active and pleasant state is not enough if the learning process is ineffective, that is, it does not produce what students have to master after the learning process takes place, because learning has a number of learning objectives that are achieved. Therefore, it is significant for teachers to understand the important of applying joyfull learning in their daily teaching and learning process more importantly during the pandemic COVID-19 as students are bombarding with a full pack of assignments and also materials that lead to the learning during the pandemic can not be seen as a joyful learning anymore. Thus, the Department of Curriculum and Educational Technology are presence to provide a comprehensive understanding of joyful learning, how the concept is constructed and also the practice of joyful learning starting from the preparation of lesson plans (RPP) to simulating joyful learning models in the form of PPM event for teachers in Gantiwarno, Klaten.Keywords: Joyful learning, teachers, lesson plans.  

scholarly journals Peranan e-Learning dalam Peningkatan Minat dan Proses Pembelajaran Bahasa Mandarin: Studi Kasus Mahasiswa Sastra China Universitas Bina Nusantara

2007 ◽  
Vol 1 (2) ◽  
pp. 157
Author(s):  
Henny Lim
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Rapid Development ◽  
Chinese Language ◽  
Learning System ◽  
Language Data ◽  
E Learning ◽  
Teaching Learning

Bina Nusantara University is a university with a rapid development of its e-learning system in the teaching-learning process and Chinese Department is one department using the e-learning system. This research was done to find out the role e-learning in improving the students’ interest in studying Chinese language. Data were collected by interviewing lecturers and distributing questionnaires to 120 students. Then, the data were tabulated and analysed. The result of the research shows that the respondents are familiar with Binusmaya – the e-learning system used – but they seldom use it because they do not think of its benefit. Thus, it can be concluded that Binusmaya does not both support the students of the Chinese Department in the teaching and learning process and in improving the students’ interest. 

scholarly journals Renewal of the Teaching-Learning Process in the Bachelor of Sciences of Education UAEH

2018 ◽  
Vol 6 (11) ◽  
pp. 63-73
Author(s):  
Lydia Raesfeld ◽  
Rosa Elena Durán González ◽  
Irma Quintero López
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Monitoring And Evaluation ◽  
Research Process ◽  
Teaching Innovation ◽  
Complex Thinking ◽  
Teaching Learning

The Network of Communities for the Renewal of Teaching - Learning in Higher Education (RECREA) began in 2017 in Mexico with a collaboration between public universities and higher normal schools as a strategy to interact with teachers of both institutions to renew jointly their teaching practices in order to achieve better learning outcomes in students. The project supported by the Secretariat of Public Education of Mexico seeks to promote a culture of collaboration among academics for innovation and improvement of their teaching practices. Taking as a theoretical basis the complex thinking, coined by Edgar Morin, the formation of communities and networks of academics oriented to the innovation of the teaching practices, centered in the learning of the students and in the collective construction of knowledge, is fostered. Following a methodological framework of action research, a monitoring and evaluation plan of the teaching-learning process and its results is established, which allows to relate innovations and the use of ICTs with learning outcomes, to subsequently document and analyze teaching innovation experiences. and its results. Working from tasks or projects that reflect real situations and problems with a complex thinking approach, linking the work of the student with the advances, methodologies and results of research in the disciplinary and professional fields and incorporating the use of ICTs as support tools for academic work and for interaction with and among students, it is possible to form communities of academics to design and share experiences on teaching transformation and innovation, documenting the teaching experience based on a research methodology in the action.The paper documents the experiences and first results of the research process in a subject, called “Multicultural Mexico” in the case of a Mexican public university participating in the project and analyzes the active and collaborative participation in a community of teachers for the generation of teaching and learning proposals and methodologies for innovative learning.

scholarly journals Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

2010 ◽  
Vol 11 (2) ◽  
pp. 33 ◽  
Author(s):  
Peter Bergström
Keyword(s):  
Learning Outcomes ◽  
Professional Learning ◽  
Student Teacher ◽  
Learning Process ◽  
Teaching And Learning ◽  
Assessment Process ◽  
Student Teacher Relationship ◽  
Beliefs About Teaching ◽  
Teaching Learning ◽  
Three Phases

This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

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.

scholarly journals Improving Class Performance in STEM Using Pareto Technique

2015 ◽  
Vol 3 (4) ◽  
pp. 1-10
Author(s):  
Alex Kalu ◽  
George Tessema ◽  
Siemann Lin
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Engineering Technology ◽  
Technology Program ◽  
Science Technology ◽  
Overall Performance ◽  
And Mathematics ◽  
Pareto Method ◽  
Teaching Learning

This paper is a report on the application of a quality improvement technique commonly used in industries to the teaching and learning process in an engineering technology program. An instrument for assessing learning outcomes was designed to determine specific problems that inhibit learning in the program, and their frequencies of occurrence. Based on the data collected, Pareto method was used to determine the vital few, i.e., the few errors committed 80 percent of the time so that class overall performance can be greatly improved by giving deference to these few but most important problems, within limited time and resources. The study cited in this correspondence shows that when Pareto technique is well applied in a teaching/learning process, it results in an improvement of individual performances for an overwhelming majority of the class. This technique is suitable for all science, technology, engineering and mathematics (STEM) disciplines.

scholarly journals The Implementation Of Curriculum 2013 In Teaching English At Smpn 8 Padang

2017 ◽  
Vol 1 (1) ◽  
pp. 33-41
Author(s):  
Widya Juli Astria
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Lesson Plans ◽  
Project Portfolio ◽  
Teaching English ◽  
Oral Test ◽  
Field Notes ◽  
Teaching Learning ◽  
Descriptive Method

  This research was aimed to find out the implementation of Curriculum 2013 in term of preparation, teaching learning process and assessment. The location of the research was at SMPN 8 Padang. The research used descriptive method. The data were taken through documentation, observation and field notes. The documentation of this research was the lesson plans designed by the teachers. Then, the researcher did observation to find out the process and assessment in the classroom. The result of this research showed that there was 88.21% of the lesson plans had been designed by the teachers based on the requirements of Curriculum 2013. But, in the teaching and learning process there were only 65% of aspects in the 2013 Curriculum have been implemented in teaching learning process. From the finding, it showed that 55% of activities in observing, questioning, associating steps had been done by the teachers. Meanwhile, there were 65% of activities in experimenting steps had been done by teachers. Then, there were 75% of activities in communicating step had been done well by the teachers. It indicated that the teachers still got problems in implementing observing questioning, and associating steps. Then, the teachers tended to use observation, project, portfolio, and oral test to assess students’ competences. Based on the findings above, it is shown that the aspects of Curriculum 2013 have not been implemented by all the teachers. Therefore, the English teachers of SMPN 8 Padang should learn more about how to implement Curriculum 2013 in teaching English. It is suggested to the head master to conduct more training for all English teachers on the Curriculum 2013 implementation. For next researcher, it is suggested to research the implementation of Curriculum 2013 with more samples to get further information..    

scholarly journals وسائل التعليم واستخدامه فى تعليم اللغة العربية

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Dr. Adi Kasman
Keyword(s):  
Educational Technology ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Learning Tools ◽  
Critical Factors ◽  
The World ◽  
The Media ◽  
Successful Teaching

Media of learning or learning tools are very significant and one of critical factors that contribute to meeting learning outcomes and achieving successful teaching and learning process. Hence, media are the integral part of all teaching and learning developments process. In a broader understanding, media of learning can generally be understood as all of the resources; power, data and finance.All of these can indeed support and complete the learning process so that the objectives can be more easily, effectively, and efficiently realized. Media development is a must-be-met demand in the world of teaching and learning, and because media is also a part of educational technology, it always develops, changes, and increases along with the development of knowledge and technology. Nevertheless, developing media of learning is not that easy, especially when the media are expected to turn the teaching and learning process of Arabic language become more effective.

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

Peningkatan Kemampuan Guru dalam Menyusun RPP Berbasis Karakter melalui Pendekatan Supervisi Kalaboratif Di SDN 07 Situjuah Gadang Kecamatan Situjuah Limo Nagari

2020 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Ridwan Ridwan
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Action Observation ◽  
Descriptive Analysis ◽  
Lesson Plans ◽  
Research Procedure ◽  
Qualitative Descriptive ◽  
The Subject ◽  
Class Teacher ◽  
Planning Action

<span lang="EN-US">The success of teaching and learning activities can be known from the results of teacher performance in preparing character-based lesson plans and implementing them in the teaching and learning process in class. This school action research aims to see whether there is an increase in the ability of teachers in developing character-based lesson plans and their implementation in teaching and learning process. This research uses 2 cycles. The research procedure has four stages of activities</span><span lang="IN"> are</span><span lang="EN-US">, planning, action, observation and evaluation</span><span lang="IN">,</span><span lang="EN-US"> and reflecting. The study was conducted at SDN 07 Situjuah Gadang. The subject of the research is the class teacher and subject teacher, which totals 7 </span><span lang="IN">teachers.</span><span lang="EN-US"> Data processing using qualitative descriptive analysis techniques.</span><span lang="EN-US">Based on the results of data analysis that has been stated, that the data obtained from observing the ability of teachers to prepare character-based lesson plans in cycle I and cycle II there is an increase in the ability of teachers in preparing character-based lesson plans.</span>

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

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