scholarly journals PENGINTEGRASIAN CHARACTER BUILDING PADA MATA KULIAH PRONUNCIATION MELALUI PROJECT-BASED LEARNING

2016 ◽  
Author(s):  
Jamilah Jamilah
Keyword(s):  
Lesson Study ◽  
Learning Model ◽  
Project Based Learning ◽  
Self Assessment ◽  
Learning Improvement ◽  
Self Confidence ◽  
Evaluation Phase ◽  
Preparatory Stage ◽  
Three Stages ◽  
Character Building

Abstrak: Penelitian ini bertujuan untuk memperbaiki proses pembelajaran mata kuliah Pronunciationdan untuk mengintegrasikan character building ke dalam mata kuliah tersebut. Project-based learningadalah model pembelajaran yang dipilih untuk mencapai kedua tujuan tersebut, dan proyek yang diambil adalah pertunjukan drama. Perbaikan pembelajaran dilakukan dengan model lesson studyyang diterapkan pada kelas Pronunciation IB yang terdiri dari 20 mahasiswa. Kegiatan ini dilakukanmelalui tiga tahap, yaitu tahap persiapan (plan), tahap pelaksanaan (do) dan tahap evaluasi (see). Datadikumpulkan melalui observasi, dokumentasi, diskusi, dan self assessment. Hasil penelitian menunjukkanbahwa project-based learning adalah model pembelajaran yang tepat untuk mengintegrasikan characterbuilding ke dalam mata kuliah Pronunciation. Dengan project-based learning mahasiswa dapatbelajar dengan gembira, mampu menerapkan kemampuan pronunciation dalam karya nyata, yaitu bermaindrama. Mahasiswa juga memahami orang lain dan bertenggang rasa, bekerja sama dalam tim,bertanggung jawab, menghargai karya orang lain, mengembangkan rasa percaya diri, bersikap kritis,dan terbuka terhadap saran dan pendapat orang lain. Kata Kunci: character building, pronounciation, project based learning  INTEGRATING CHARACTER BUILDING IN PRONUNCIATION COURSE THROUGHPROJECT-BASED LEARNING Abstract: This study is aimed at improving the learning process Pronunciation course  and integratingcharacter building into the course. Project-based learning is a learning model chosen to achieve theseobjectives, and the project taken is drama performance. The learning improvement was achievedthrough lesson study carried out with a model applied to the IB Pronunciation class consisting of 20students. These activities are carried out through three stages, namely the preparatory stage (plan), theimplementation phase (do) and the evaluation phase (see). Data were collected through observation,documentation, discussions, and self-assessment. The results showed that the project-based learningwas a learning model appropriate for integrating character building into the Pronunciation course. Bythe use of project-based learning, the students could learn joyfully and be able to apply the pronunciationability in the real work, in a drama performance. The students also understood others, developedtolerance, worked together in teams, develiped responsibility, respected the work of others,developed self-confidence, was critical as well as open to suggestions and opinions of others. Keywords: character building, pronunciation, project based learning

scholarly journals REFLECTIVE PORTFOLIO IN PROFESIONAL TRAINIGH OF FUTURE SPECIALITS

2021 ◽  
Vol 1 (192) ◽  
pp. 48-53
Author(s):  
Larysa Garbuzenko ◽  
◽  
Svitlana Omelianenko ◽  
Keyword(s):  
Professional Training ◽  
Sources Of Information ◽  
Working Process ◽  
Self Assessment ◽  
Preparatory Stage ◽  
Three Stages ◽  
Training Exercises ◽  
Reflective Skills

The authors make actual the possibilities of a reflexive portfolio use in future specialists’ professional training. A reflexive portfolio provides an assessment and self-assessment of achieving goals, features of the course and quality of work with various sources of information, feelings, reflections, impressions and it also reflects both a problem of a study topic and a working process on it. An algorithm for creating a reflective portfolio is considered, which consists of three stages. The preparatory stage provides modelling of the structure and content of a reflexive portfolio. The search and analytical stage includes the systematization of materials reflecting the analysis, evaluation of the process and results of activities. At the final stage, there is a reflection of one’s own reflective activity and the presentation of a reflective portfolio. The article suggests the structure of a reflective portfolio: sections «My expectations», «A step to success», «Defect-effect», «I am a creator». In the process of the creation and presentation of a reflective portfolio, training exercises «The goal of studying», «The chart of my goals», «A suitcase», «The diary of double notes», «Gifts», which develop situational, retrospective and prospective reflection in students. Based on the results of the analysis of the results of the implementation of a reflexive portfolio, it was revealed that this work contributes to the development of reflective skills, the determination of the possibilities of one’s own activity, the choice of optimal options for achieving the intended goals, and the forecasting of the results of one’s activity.

scholarly journals THE BUILD FULL SELF-CONFIDENCE IN TENNIS FEMALE PLAYERS 13-15 YEAR OLD IN THE PSYCHOLOGICAL COACHING SYSTEM

2019 ◽  
Vol 9 (7) ◽  
pp. 482-485
Author(s):  
LE THI MINH DAO*,DO VINH KHIET
Keyword(s):  
Rating Scale ◽  
Diagnostic Study ◽  
Young Athletes ◽  
Self Assessment ◽  
Tennis Players ◽  
Self Confidence ◽  
Treatment Techniques ◽  
Psychological Suffering ◽  
Preparatory Stage ◽  
The Individual

To develop a program of self-confidence of young tennis athletes during psychologicalcoaching, a complex psychological diagnostic study was organized, to analyze the individualcharacteristics of the athletes. motivate women from 13 to 15 years old andtest the effects of art treatment on the formation of optimal emotional state and personalpotential. The goal is based on testing means and methods of establishing fullself-confidence in 13-15 year old tennis female players to develop practical recommendationsfor coaches and sports psychologists about Psychological coaching for tennisplayers in the previous preparatory stage. Test results identify the individual characteristicsof 31 tennis players, 13 to 15 years old. Psychological diagnostic methodsare performed using the technique ”Self-assessment”, the technique of Yu.M. Orlova”Success rating scale”, ”Self-confidence of the required level” technique (Helen G.O &Iaroslava M, 2017; Dao C.T, 2019). There are 36 hours of editing work through artpsychotreatment methods. During the study, the effectiveness of exercises and techniquesforming full self-confidence of tennis players 13-15 years has been determined.Results. Usually, selfesteem of young athletes meets high, medium or high levels. Themain directions of its development and adjustment to an appropriate level, increasingthe adequacy of their own ideas and the perception of others, increasing personalresponsibility to achieve personal goals and decide on urgent sports goals. The selectionof exercises to form the full self-confidence of tennis players from 13 to 15years old must use the art of resource treatment techniques. Woks need to be donewith young athletes Parents about forming the full self-confidence of young athletes.The effectiveness of the exercises and techniques proposed in creating the full selfconfidenceof tennis players from 13 to 15 years old is proven by research, allowingthe recommendation to use them in a standard program Psychological suffering foryoung athletes.

scholarly journals ANALISIS HASIL BELAJAR KOGNITIF MAHASISWA PADA PERKULIAHAN STRATEGI PEMBELAJARAN FISIKA BERPOLA LESSON STUDY

2014 ◽  
Vol 2 (1) ◽  
pp. 179
Author(s):  
Hikmawati Hikmawati ◽  
Kesipuddin Kesipuddin ◽  
Satutik Rahayu
Keyword(s):  
Learning Outcomes ◽  
Lesson Study ◽  
Learning Strategy ◽  
Cognitive Learning ◽  
Learning Model ◽  
Quality Of Education ◽  
Average Score ◽  
Three Stages ◽  
Cognitive Learning Outcomes

The purpose of this study was to analyze the students' cognitive learning outcomes in the lesson study of Physical Learning Strategy. The subjects of the study consisted of 62 students at the Physics Learning Physics Year 2013/2014 at FKIP UNRAM. The pattern of lesson study has been done for two cycles. Each cycle consists of three stages: plan, do, see. At the end of each cycle has been given a test to determine the level of mastery of student competence. The results showed that there was an increase in cognitive learning outcomes from cycle I to cycle II. In the first cycle evaluation (Cooperative learning model) obtained an average score of 71 (grade B) and on the second cycle (Problem-Based Learning Model) obtained an average score of 77 (grade B +). Therefore, the lesson study pattern needs to be developed as a way to improve the quality of education that never ends (continuous improvement).

scholarly journals PENINGKATAN KUALITAS PEMBELAJARAN SENI KERAJINAN BATIK DAN CHARACTER BUILDINGDENGAN MENGGUNAKAN METODE LESSON STUDY

Imaji ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Ismadi
Keyword(s):  
Learning Process ◽  
Lesson Study ◽  
Study Program ◽  
Learning Improvement ◽  
Craft Education ◽  
Students Attitudes ◽  
Character Building ◽  
Art Course ◽  
And Behavior ◽  
Attitudes And Behavior

This study aims at describing the learning process and its influence to the learning improvement and character building. The subject of this study is a group of 23 students of semester five in Craft Education Study Program of Department of Arts and Craft Education. This research is designed as an action research which adopts the resarch methods applied by Kemmis and Metaggart and is conducted in two cycles. The data collecting technique was conducted through observation, interviews, and documentation. The data were analyzed based on Descriptive Qaualitative Research method.The research results show that the learning process improves, which leads to the manifestation of character building in Batik Craft Art course. This is indicated bt the changes of the students’ attitudes and behavior in class. The students pay attention to the course materials given by the lecturer, and they also actively join the discussions held in class. From the record of students’ assessment of each competence, it shows the improvement of the students’ grades in this course.

scholarly journals Perbandingan antara Keefektifan Model Guided Discovery Learning dan Project-Based Learning pada Matakuliah Geometri

2015 ◽  
Vol 10 (2) ◽  
pp. 179 ◽  
Author(s):  
Okky Riswandha Imawan
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Learning Model ◽  
Project Based Learning ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Guided Discovery ◽  
Self Confidence ◽  
Solid Geometry ◽  
Model Project

Penelitian ini bertujuan untuk mendeskripsikan keefektifan dan perbedaan keefektifan antara model Guided Discovery Learning (GDL) dan model Project- Based Learning (PjBL) ditinjau dari prestasi belajar, kepercayaan diri, dan keterampilan berpikir kritis mahasiswa pada matakuliah geometri ruang. Jenis penelitian ini adalah kuasi eksperimen. Subjek penelitian ini adalah dua kelas mahasiswa Program Studi Pendidikan Matematika Universitas Ahmad Dahlan semester 2 yang dipilih secara acak. Analisis data untuk menguji keefektifan model GDL dan model PjBL ditinjau dari masing-masing variabel terikat menggunakan Uji t. Sedangkan teknik analisis data untuk menguji perbedaan antara keefektifan model GDL dan model PjBL menggunakan Uji MANOVA. Hasil penelitian menunjukkan bahwa, ditinjau dari prestasi belajar, kepercayaan diri, dan keterampilan berpikir kritis mahasiswa diketahui bahwa penerapan  model GDL pada matakuliah Geometri Ruang efektif, penerapan Model PjBL pada matakuliah Geometri Ruang efektif, dan tidak terdapat perbedaan keefektifan model GDL dan model PjBL pada matakuliah Geometri Ruang.Kata Kunci: model guided discovery learning, model project-based learning, prestasi belajar, kepercayaan diri, keterampilan berpikir kritis The Comparisons Between the Effectiveness of the Guided Discovery Learning Model and Project-Based Learning Model on Solid Geometry Subjects AbstractThis research aims to describe the effectiveness and effectiveness differences of the Guided Discovery Learning (GDL) Model and the Project Based Learning (PjBL) Model in terms of achievement, self-confidence, and critical thinking skills of students on the Solid Geometry subjects. This research was quasi experimental. The research subjects were two undergraduate classes of Mathematics Education Program, Ahmad Dahlan University, in their second semester, established at random. The data analysis to test the effectiveness of the GDL and PjBL Models in terms of each of the dependent variables used the t-test. The data analysis to test differences between effectiveness of the GDL and that of the PjBL Model used the MANOVA test. The results of this research show that viewed from achievement, self confidence, and critical thinking skills of the students are the application of the GDL Model on Solid Geometry subject is effective, the application of the PjBL Model on Solid Geometry subject is effective, and there is no difference in the effectiveness of GDL and PjBL Models on Solid Geometry subject in terms of achievement, self confidence, and critical thinking skills of the students.Keywords: guided discovery learning model, project-based learning model, achievement, self-confidence, critical thinking skills

scholarly journals Pengaruh Model Pembelajaran Project Based Learning Terhadap Perkembangan Konsep Diri Mahasiswa

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Ahmad Yani
Keyword(s):  
Statistical Approach ◽  
Self Esteem ◽  
Learning Model ◽  
Project Based Learning ◽  
Self Concept ◽  
Developmental Students ◽  
Self Confidence ◽  
Regular Class ◽  
Developmental Student ◽  
Data Analysis Result

ABSTRACTThe purpose of this study was to knows the effect of Project Based Learning model on the improvement of developmental Students self concept PJKR Students at STKIP Situs Banten . The method used is Pre experiment with One Group Pretest –Postest Design and samples in this study were 40 of 1st Semester Regular Class PJKR students of  STKIP Situs Banten.The processing data used a statistical approach by T test . According to data analysis result, The effect of  Project Based Learning model on the improvement of developmental Student self concept PJKR Students at STKIP Situs Banten has a significance value of 0.000. From these results it can be concluded that there are significant effect of learning model on on the improvement of developmental Student self concept PJKR Students at STKIP Situs Banten. So as we can conclude that there are significant effect of project-based learning model on improving of developmental Student self concept PJKR Students at STKIP Situs Banten. According to the result’s analysis, the authors suggest the lecturers and teachers in the learning process, especially in teaching physical education. Researchers recommend using a project-based learning model proven effect on student learning student self concept. And suggest to next research apply to another psychological aspect such as self esteem and self confidence.  ABSTRAKTujuan dari penelitian ini adalah untuk mengetahui pengaruh model pembelajaran Project Based Learning terhadap perkembangan konsep diri mahasiswa PJKR STKIP Situs Banten. Metode penelitian yang digunakan adalah pre eksperimen dan sampel dalam penelitian ini adalah mahasiswa PJKR STKIP Situs Banten sebanyak 40 orang. Pengolahan data menggunakan pendekatan statistika dengan teknik uji T. Berdasarkan hasil analisis data, Pengaruh model pembelajaran Project Based Learning terhadap perkembnagan konsep diri mahasiswa PJKR STKIP Situs Banten adalah nilai signifikansi sebesar 0,000. Dari hasil tersebut dapat disimpulkan bahwa terdapat pengaruh model pembelajaran project based learning terhadap perkembangan konsep diri mahasiswa PJRK STKIP Situs Banten. Berdasarkan hasil penelitian tersebut, penulis menyarankan bagi guru dan dosen agar dalam proses pembelajaran khususnya dalam pembelajaran Pendidikan Jasmani.  Peneliti merekomendasikan untuk menggunakan model pembelajaran project based learning yang terbukti berpengaruh terhadap perkembangan konsep diri mahasiswa.dan untuk penelitian selanjutya juga peneliti menyarankan untuk mencobakannya pada aspek pskiologis lain seperti self esteem dan dan kepercayaan diri.

scholarly journals Model Project Based Learning (PjBL) Berbasis Lesson Study Terhadap Kemampuan Berpikir Kreatif Siswa SMA

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Chusnul Fauziah ◽  
Duwi Nuvitalia ◽  
Ernawati Saptaningrum
Keyword(s):  
Lesson Study ◽  
Creative Thinking ◽  
Learning Model ◽  
Project Based Learning ◽  
Homogeneity Test ◽  
Normality Test ◽  
Thinking Ability ◽  
Model Project ◽  
School Learning ◽  
Creative Thinking Ability

The phenomenon of students receiving learning materials from teachers using only lecture methods to make students less creative in thinking, learning and developing self-ability. So designed a study that can improve students' creative thinking ability. The learning model used is Project Based Learning with Lesson Study. The research instrument used was pretest-posttest with 8 questions analyzed using normality test and homogeneity test. Based on the t-test on the pretest-posttest value of the experimental class using Wilcoxon method obtained Asymp result. Sig. (2-tailed) = 0 <a= 0,05 so it can be concluded that there is influence of project based learning model based on Lesson Study on students' creative thinking ability. Then after the learning model is applied, the creative thinking ability of the students increases which initially less creative becomes creative. This is based on the Gain Test which shows the value of <g> 0.90> 0.70 means that students' creative thinking ability is included in the high category. In addition, the use of Lesson Study to support the implementation and success of learning of Project Based Learning students in the classroom. Therefore, the learning model of Project Based Learning is worth considering to be applied in school learning with other physics material.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAWUNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VSD NEGERI 010 SILIKUAN HULU KECAMATAN UKUIKABUPATEN PELALAWAN

2016 ◽  
Vol 5 (2) ◽  
pp. 365
Author(s):  
Mohamad Suparno
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Class V ◽  
Learning Improvement ◽  
Average Value ◽  
Testing Techniques

The background of this study is the low results of social studies class V SD Negeri 010 Silikuan Hulu Kecamatan Ukui. This is evidenced by of 26 students only 11 (41.67%), which reached KKM, to research the learning improvement by implementing cooperative learning model Jigsaw. This research is a class act who do as much as two cycles. The collection of data in research adalag with the testing techniques. The study states that the implementation of cooperative learning model jigsaw can improve learning outcomes IPS, it is seen from: the average student learning outcomes which increased 20.25% from the average value of the basic score is 69.58 into 83.67 at UH the first cycle, and the average value UH second cycle increased 31.50% from the average score of 69.58 into 91.50 basis. The percentage of classical completeness achievement has been as expected. Which, on the basis of completeness klasikalnya score is 41.67% with the category is not exhaustive and the UH first cycle increased to 87.50% with the category completely, then at UH second cycle increased to 91.67% with the category completely.

Sign in / Sign up

Export Citation Format

Share Document