scholarly journals ANALISIS BUKU TEKS TEMATIK INTEGRATIF BERBASIS SCIENTIFIC APPROACH DAN AUTHENTIC ASSESSMENT PADA KURIKULUM 2013

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Degi Alrinda Agustina ◽  
Ali Mustadi
Keyword(s):  
Authentic Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Scientific Approach

Penelitian ini bertujuan untuk mendeskripsikan muatan tematik integratif, scientific approach, dan authentic assessment pada buku teks Kurikulum 2013. Penelitian ini merupakan penelitian analisis konten yang menggunakan pendekatan kualitatif. Subjek penelitian ini adalah tiga buku teks Kurikulum 2013 kelas V Tema I yang diterbitkan oleh Puskurbuk, Non Puskurbuk 1, dan Non Puskurbuk 2 tahun 2014. Hasil dari penelitian ini adalah sebagai berikut. (1) Semua buku teks yang dianalisis telah memenuhi sebagian besar muatan tematik integratif, yaitu pada aspek pengalaman bermakna dan student centered learning. Sebagian kecil indikator yang belum terpenuhi adalah pada aspek multidisipliner karena kekurang-telitian dan perbedaan pandangan yang digunakan oleh penulis. (2) Semua buku teks yang dianalisis telah memenuhi semua muatan scientific approach. Kegiatan mengumpulkan informasi merupakan kegiatan yang mendominasi. (3) Semua buku teks yang dianalisis telah memenuhi sebagian besar muatan authentic assessment. Rubrik penilaian pada buku teks berupa contoh format penilaian yang dapat dikembangkan oleh guru.

scholarly journals A STUDY OF THE TEACHERS’ ROLES IN THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH AT SMP NEGERI 1 SINGARAJA

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
K.P.P. Ayustina ◽  
I.G. Batan ◽  
N.W.S. Mahayanti
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Teaching English ◽  
Descriptive Model ◽  
Student Centered ◽  
Student Centered Learning ◽  
Scientific Approach ◽  
Model Approach

The implementation of Curriculum 2013 indicated that there is a switch of the teachers’ role in the process of teaching and learning from resource becoming facilitator. This study aimed to find out the roles that the teachers play in the classrooms when teaching English at SMP Negeri 1 Singaraja and to know responses of the students toward it. It followed qualitative interactive descriptive model, approach, and design which was adopting the framework of Maxwell (2012). It involved 3 teachers and 174 students. The required data for this study were collected through observation and distributing questionnaire. Since the data were analyzed descriptively, it was adopted the framework developed by Miles and Huberman (1994). The results of data analysis show that there are five roles the teachers played in the classroom when teaching English at SMP Negeri 1 Singaraja such as prompter or motivator, facilitator, controller, organizer, and assessor and the responses of the students toward it mostly dominated by positive attitude. In short, most of the roles that the teachers played support the student-centered learning. It is the result of the classroom focused activities developing on giving exercises, completing task, and doing practice of language used. Keywords: assessor, controller, facilitator, organizer, prompter, scientific approach

scholarly journals Pengembangan Perangkat Pembelajaran Matematika Dengan Pendekatan Saintifik Berbasis GeoGebra Untuk SMA di Mataram

2018 ◽  
Vol 4 (2) ◽  
pp. 186
Author(s):  
Dwi Novitasari ◽  
Indrawati Indrawati ◽  
Dwi Kartika Risfianty
Keyword(s):  
Lesson Plan ◽  
Average Score ◽  
Student Centered ◽  
Student Centered Learning ◽  
Average Value ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Key Words Development ◽  
Average Activity ◽  
Research Show

Abstrak: Pengajaran matematika di kota Mataram dominan masih terpusat pada guru, partisipasi siswa dalam pembelajaran dan hasil belajar siswa masih rendah yang salah satunya disebabkan kurangnya pemahaman siswa terhadap materi yang diajarkan. Mengatasi hal tersebut, diperlukan suatu pembelajaran yang berpusat pada siswa serta dapat mengkonstruksi pemahaman siswa. Untuk itu dalam penelitian ini dikembangkan perangkat pembelajaran matematika melalui pendekatan saintifik berbasis GeoGebra berupa RPP, Buku Guru dan LKS yang valid, praktif dan efektif. Hasil validasi perangkat: RPP (4.55), Buku Guru (4.17), LKS (4.44). Analisis efektifitas termasuk kategori efektif dimana: 1) Nilai siswa di atas KKM sebesar 86.84 % ; 2) Rata-rata aktivitas guru dan siswa berada pada rentang batas toleransi yang ditentukan; 3) Kemampuan guru mengelola pembelajaran berkategori baik; 4) Rata-rata respon positif siswa yaitu 92.65%. Serta berkategori praktis dengan kriteria: 1) Memiliki nilai IP baik; 2) Keterlaksanaan pembelajaran berkategori tinggi dengan nilai rata-rata 4.34; 3) Kemampuan guru mengelola pembelajaran berkategori baik. Dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan valid, praktis dan efektif sehingga dapat digunakan dalam pembelajaran di kelas. Kata Kunci: pengembangan, perangkat pembelajaran, pendekatan saintifik, GeoGebra   Abstract : Teaching mathematics in Mataram City is still dominant by learning teacher-centered, the student participation in learning and students’ mathematics achievement are still low. One of which is due to a lack of students' understanding of the material being taught. Overcoming this, we need a student-centered learning and can construct students' understanding. For this reason, this study aim to develop a mathematical learning kit through a scientific approach based GeoGebra including the lesson plan (RPP), Teacher's Books and worksheets (LKS) that were valid, practive and effective. The result of the research show that the validation average score for : RPP (4.55), Teacher's Book (4.17), LKS (4.44). Effectiveness analysis included effective categories where : 1) Student scores above KKM were 86.84%; 2) The average activity of teachers and students is within the specified tolerance range; 3) The ability of teachers to manage learning in good category; 4) The average of students positive response is 92.65%. As well as practical categories with criteria: 1) Having a good IP value; 2) Implementation of high category learning with an average value of 4.34; 3) The ability of teachers to manage learning in good category. Thus, this research can be concluded that learning kit that are developed are valid, practical and effective so they can be used in classroom learning. Key words : development, teaching kit, scientific approach, GeoGebra

scholarly journals PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBASIS JAS (JELAJAH ALAM SEKITAR) DALAM PEMBELAJARAN SAINS DI MADRASAH IBTIDAIYAH

2020 ◽  
Vol 2 (2) ◽  
pp. 64
Author(s):  
Ummu Khairiyah
Keyword(s):  
Learning Process ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Survey Methods ◽  
Group Discussion ◽  
Authentic Assessment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Contextual Teaching ◽  
Scientific Skills

The research objective is to describe the activities of students during the learning process that uses the Contextual Teaching and Learning (CTL) approach based on Jelajah Alam Sekitar (JAS) and determine students' responses to learning using the JAS-based CTL approach. Research is a descriptive quantitative research that uses survey methods and literature studies. The learning activities with CTL approach based on the Jelajah Alam Sekitar (JAS) in science or IPA  is a group discussion, direct observation, practicum, game, and final/ test. Where through these activities in accordance with the principles of the JAS approach which consists of exploration, constructivism, the scientific process, learing community, bioedutainment and authentic assessment. So that the learning process based on Student Centered Learning is no longer Teacher Centered Learning which can make students 'scientific skills honed. Students' responses to learning with the CTL approach based on Jelajah Alam Sekitar (JAS) is 89% in the good category (interest and very interest).

Assessment Techniques in EFL Brain-Compatible Classroom

2020 ◽  
pp. 506-527
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Real Life ◽  
Authentic Assessment ◽  
Whole Brain ◽  
Student Centered ◽  
Student Centered Learning ◽  
Assessment And Evaluation ◽  
Assessment Techniques ◽  
Brain Compatible ◽  
Brain Based Learning ◽  
The Brain

Neuroscience has disclosed important information about the brain and how it learns. Brain-Based Learning is student centered learning that utilizes the whole brain and recognizes that not all students learn in the same way. Assessment and evaluation are necessary and important elements of the instructional cycle. Feedback also motivates students and allows students to apply what they have learned to real-life situations. This chapter presents attempts to explain brain-compatible assessment and alternative or authentic assessment and its different forms that can be used in providing brain-based education.

scholarly journals Maximizing the Implementation of Scientific Approach in History Lessons Through Student-Centered Learning Model

2020 ◽  
Vol 4 (3) ◽  
pp. 234
Author(s):  
Novika Ratnasari ◽  
Kurniawati Kurniawati ◽  
Abdul Syukur
Keyword(s):  
Curriculum Development ◽  
Learning Model ◽  
Study Data ◽  
Student Centered ◽  
Student Centered Learning ◽  
Curriculum Changes ◽  
History Learning ◽  
Scientific Approach ◽  
Technological Developments ◽  
Asking Questions

Curriculum changes and developments occur along with the development of educational theory and technological developments. These changes aim to improve the quality of education of Indonesia's human resources. The 2013 curriculum emphasizes the learning process using a scientific approach. The purpose of this study was to analyze the scientific approach in the 2013 curriculum in the implementation of history learning. The type of research used was a qualitative approach. This research was conducted at SMA Negeri 1 Babat Toman Musi Banyuasin. In this study, data were collected using  observation, interviews, and document study method. Descriptive data analysis was used in this study. The results of this study indicate that the implementation of history learning in 2013 curriculum that uses a scientific approach through the Student-Centered Learning model and authentic assessment with 5 M (observing, asking questions, collecting data, associating, communicating) maximize learning by following the 2013 curriculum development. This study as a reference material to maximize other subject in accordance with 2013 curriculum development.

Assessment Techniques in EFL Brain-Compatible Classroom

2017 ◽  
pp. 79-100 ◽  
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Real Life ◽  
Authentic Assessment ◽  
Whole Brain ◽  
Student Centered ◽  
Student Centered Learning ◽  
Assessment And Evaluation ◽  
Assessment Techniques ◽  
Brain Compatible ◽  
Brain Based Learning ◽  
The Brain

Neuroscience has disclosed important information about the brain and how it learns. Brain-Based Learning is student centered learning that utilizes the whole brain and recognizes that not all students learn in the same way. Assessment and evaluation are necessary and important elements of the instructional cycle. Feedback also motivates students and allows students to apply what they have learned to real-life situations. This chapter presents attempts to explain brain-compatible assessment and alternative or authentic assessment and its different forms that can be used in providing brain-based education.

scholarly journals Penerapan Catur Pramana Sebagai Metode Ilmiah Dalam Peningkatan Mutu Pembelajaran Agama Hindu

2018 ◽  
Vol 4 (1) ◽  
pp. 87
Author(s):  
Ni Nengah Kerti
Keyword(s):  
Scientific Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Activities ◽  
Scientific Approach ◽  
The Subject

<p><em>In line with the implementation of the 2013 curriculum, the term scientific approach becomes the subject of discussion that attracts the attention of educators. Applying this approach becomes a teacher challenge through the development of student activities in learning, which in Hinduism is called catur pramana. This epistemology describes four ways to acquire and develop science, which can be called the Hindu scientific method. These ways are called prataykasa pramana. anumana pramana, upamana pramana and sabda pramana. Catur pramana can be applied in the learning of Hinduism and encourage the realization of student-centered learning. The application of scientific method of catur pramana in Hindu teaching aims to improve the quality of effective and enjoyable learning.</em></p>

scholarly journals Learning Approaches in Biology Learning

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Fajar Adinugraha ◽  
Adisti Ratnapuri ◽  
Andriyan Ino Ponto ◽  
Novalina Novalina
Keyword(s):  
Learning Approaches ◽  
Transfer Of Knowledge ◽  
Literature Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Anatomy And Physiology ◽  
Cultural Approach ◽  
Scientific Approach ◽  
Level Of Knowledge ◽  
Environmental Exploration

Biology is a subject that learn topics about morphology, anatomy, and physiology, biodiversity, ecosystem, and the environment. Therefore, an appropriate learning approach is needed for students so that the topics will be received by students well. Learning is not only about a transfer of knowledge but also skills and attitudes. This article describes about learning approaches that can be applied to students in Biology. The research was a literature study method from various literature. There are three kinds of learning approaches that appropriate in Biology. They are Scientific Approach, Environmental Exploration Approach, and Local Wisdom and Cultural Approach. The characteristic of the scientific approach was scientific thinking. The characteristics of the Environmental Exploration Approach was an exploration in the environment, such as natural, social, and technology. The characteristic of the local wisdom and cultural approach was ethnobiology and ethnopedagogy studies in learning through science processes based on the level of knowledge, skills and attitudes of students. These three approaches were expected to be an alternative in learning Biology because they contain the principles of scientific processes and student centered learning in them to accommodate 21<sup>st</sup>-century education.

scholarly journals PENGGUNAAN LEMBAR KERJA SISWA (LKS) UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI SISWA KELAS XI SMAN 8 PEKANBARU

2019 ◽  
Vol 9 (2) ◽  
pp. 134
Author(s):  
Asnitawati Asnitawati
Keyword(s):  
Action Research ◽  
Teacher Learning ◽  
Class Action ◽  
Student Centered ◽  
Student Centered Learning ◽  
Scientific Approach ◽  
Research Procedure ◽  
The Subject ◽  
Biology Learning ◽  
Second Year

Biology learning results of students in class XI have not shown optimal on material that discusses the physiological functions of human organs. From the observations obtained data that the teacher learning process using Student Worksheets prepared by the Subject Teachers' Consultation (MGMP), has not used the scientific approach. This has triggered the writer to conduct classroom action research aimed to improve students biology learning results in class XI by using worksheets based on Student Centered Learning are arranged in such a way as to meet the learning approach of science using step 5 M. This class action research procedure used two cycles, at the end of each cycle the students' daily tests are performed to see the increase in learning results that occur. After the cycle I action, the average student learning results were 71.47, and it increased in cycle II to 76.31, so it can be concluded that the use of Student Worksheets Based on Student Centered Learning can improve the biology learning results of the second year students of SMA Negeri 8 Pekanbaru.

scholarly journals Effectiveness of Project-Based Learning Models in Improving Students' Creativity (A Literature Review)

2021 ◽  
Vol 1 (2) ◽  
pp. 75-79
Author(s):  
Ni Ketut Cendy Cahyani
Keyword(s):  
Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
Scientific Approach ◽  
Real World Problems

The learning process on the 2013 curriculum uses a scientific approach that emphasizes students' activity in learning (student-centered learning). Learning that uses a scientific approach needs to be supported by the appropriate model and method. Project-based learning is one of the suggested learning models in the 2013 curriculum (K13). This learning model is designed to engage students in investigating real-world problems in their learning. Project-based learning drives teaching and learning, involves students in the learning process, motivates, and enhances the creativity of students. Hence, project-based learning is the appropriate learning model to improve students' creativity because it requires the students to be directly involved in their learning. Besides, students will also be more interested in learning because the problems used are related to their environment. Thus, the purpose of this paper is sharing the effectiveness of project-based learning model in improving students' creativity.

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