Modular Learning in Electrical Engineering

1976 ◽  
Vol 4 (3) ◽  
pp. 215-222 ◽  
Author(s):  
Shlomo Waks
Keyword(s):  
Learning Process ◽  
Electrical Engineering ◽  
Mastery Learning ◽  
Feedback Loops ◽  
Learning Material ◽  
Remedial Measures ◽  
Laboratory Experimentation ◽  
Learning Module

A learning module specially suited for subjects in technology and engineering is presented. Its main features are: Integration of theory and laboratory experimentation; integration of individualized mastery learning with frontal instruction; orientation from system to components; remedy learning material prepared ahead of time. The learning package is of cybernetic nature: A net of feedback loops is built into the module so that faults are detected by the learner on the spot and adequate corrective (remedial) measures are taken immediately, so as to minimize cumulative lagging in the learning process.

scholarly journals Pengembangan Modul Pembelajaran Biologi Berbasis SQ4R sebagai Bahan Belajar untuk Siswa SMA

2019 ◽  
Vol 4 (3) ◽  
pp. 414
Author(s):  
Nurul Zakiyatin Nisak ◽  
Murni Saptasari ◽  
Aloysius Duran Corebima
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Learning Material ◽  
School Students ◽  
Student Responses ◽  
Learning Module ◽  
Biology Learning ◽  
Addie Model ◽  
Expert Validation

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study was aimed to develop a valid biology learning module based on SQ4R model as a learning material for high school students. This study adapted the ADDIE model. The validity of the module was known from the expert validation scores and student responses. The results showed that the validation scores from module expert was 85.45% (valid), material experts was 97.5% (very valid), field practitioners was 98.1% (very valid) and very good student responses with score of 94.96%. Based on these results, it can be concluded that the developed biology learning module based on SQ4R model is classified as valid and practical to be used in the learning process as learning material for high school students.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Tujuan penelitian ini yakni untuk mengembangkan modul pembelajaran biologi berbasis model SQ4R yang layak digunakan sebagai bahan belajar untuk siswa SMA. Penelitian ini mengadaptasi model pengembangan ADDIE. Kelayakan modul diketahui dari skor validasi para ahli dan respon siswa. Hasil penelitian menunjukkan perolehan skor validasi ahli bahan ajar sebesar 85,45% (layak), ahli materi sebesar 97,5% (sangat layak), praktisi lapangan sebesar 98,1% (sangat layak) serta respon siswa yang sangat baik dengan perolehan nilai sebesar 94,96%. Berdasarkan hasil tersebut, dapat disimpulkan bahwa modul pembelajaran Biologi berbasis model SQ4R yang dikembangkan tergolong layak dan praktis digunakan dalam proses pembelajaran sebagai bahan belajar untuk siswa SMA.</p></td></tr></tbody></table></div>

Implementasi Manajemen Mutu Terpadu Dalam Memberikan Layanan Untuk Meningkatkan Prestasi Peserta Didik di SLB YPAC Pangkalpinang

2019 ◽  
Vol 2 (2) ◽  
pp. 265-278
Author(s):  
Diah Rina Miftakhi ◽  
Nurjanah Nurjanah
Keyword(s):  
Quality Management ◽  
Data Collection ◽  
Human Resources ◽  
Learning Process ◽  
School Environment ◽  
Quality Of Services ◽  
Teaching Staff ◽  
Learning Material ◽  
Analysis Model

describe the implementation of an integrated quality management component consisting of the quality of services provided by the school, human resources in teaching, the school environment, and learning process  in SLB YPAC Pangkalpinang.               The method used in this study, namely by using a naturalistic qualitative approach. Data collection is done through observation, interviews, and documentation. The subjects of this study include the principal, teachers, employees, and students. The validity of the data is done by triangulation, and deeper observation. Analysis of the data used is the interactive analysis model of Miles and Huberman through data collection, data reduction, data presentation, and conclusion drawing.              The results showed that: (a) the quality of services to students in SLB YPAC Pangkalpinang had met good service standards. This can be seen from the services in the form of facilities and infrastructure which are quite complete in schools; (b) the quality of human resources in the education process shows good teacher resources. This can be seen from the teacher data which shows that the teaching staff at SLB YPAC Pangkalpinang 95% of educators with S1 qualifications in the field of education; (c) the quality of the environment in SLB YPAC Pangkalpinang is already good. This can be seen from the very strategic location of the school because the location of the school is in the middle of the city so that it is easily accessible by the community; (d) the quality of the learning process carried out by teachers at Pangkal Pinang YPAC SLB is good. This can be seen from the realization of the form of activities through learning planning by preparing lesson plans for each subject, then implementing learning, which includes strategies and methods used by teachers in delivering learning material, and evaluation of learning. Keywords: Integrated quality management, student achievement     ABSTRAK Tujuan dalam melaksanakan penelitian ini  adalah untuk melihat pelaksanaan serta mendeskripsikan implementasi  komponen Manajemen Mutu Terpadu yang terdiri dari kualitas layanan yang diberikan sekolah, sumber daya manusia dalam mengajar, lingkungan sekolah, dan proses pembelajaran di SLB YPAC Pangkalpinang. Metode yang digunakan dalam penelitian ini, yaitu dengan menggunakan pendekatan kualitatif naturalistik. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Subyek penelitian ini antara lain kepala sekolah, guru, pegawai, dan peserta didik. keabsahan data dilakukan dengan triangulasi, dan pengamatan yang lebih mendalam. Analisis data yang digunakan adalah model analisis interaktif Miles dan Huberman melalui kegiatan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: (a) mutu layanan terhadap peserta didik di SLB YPAC Pangkalpinang sudah memenuhi standar layanan yang baik. Hal ini dilihat dari layanan yang berupa fasilitas sarana dan prasarana yang sudah cukup lengkap di sekolah; (b) mutu sumber daya manusia dalam proses pendidikan menunjukkan sumber daya guru yang baik. Hal ini dapat dilihat dari data guru yang menunjukkan bahwa tenaga pengajar di SLB YPAC Pangkalpinang 95% pendidik berkualifikasi S1 bidang kependidikan; (c) mutu lingkungan yang ada di SLB YPAC Pangkalpinang sudah baik. Hal ini terlihat dari letak sekolah yang sangat strategis karena lokasi sekolah yang berada di tengah kota sehingga mudah dijangkau oleh masyarakat; (d) mutu proses pembelajaran yang dilakukan oleh guru di SLB YPAC Pangkalpinang sudah baik. Hal ini dapat dilihat dari realisasi bentuk kegiatan melalui perencanaan pembelajaran dengan menyusun RPP setiap mata pelajaran, kemudian pelaksanaan pembelajaran, yang meliputi strategi dan metode yang digunakan guru dalam menyampaikan materi pembelajaran, dan evaluasi pembelajaran.

HUBUNGAN PROFESIONALISME PENDIDIK TK DENGAN KINERJA PENDIDIK DI TK RAYON IV KOTA DUMAI

2019 ◽  
Vol 3 (3) ◽  
pp. 660
Author(s):  
Ranirizal Ranirizal
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Significant Relationship ◽  
Teacher Performance ◽  
Teacher Professionalism ◽  
Learning Material ◽  
The Subject ◽  
Performance Development ◽  
Kindergarten Educators ◽  
Academic Qualifications

Performance is the performance shown by educators, both in quality and quantity in carrying out their duties in accordance with the responsibilities given to them professionally. Educator performance development is a very decisive factor in the success of the education and learning process. In fact, in Kindergarten Rayon IV, Dumai City, there is still a low level of competency standards possessed by educators. The intended competency standard is from the standard academic qualifications and four competencies that must be possessed by a kindergarten educator, namely pedagogic, professional, social and personality competencies. This is evidenced by educators not yet mastering learning material with the maximum known when the learning process educators are not able to explain well the subject matter, and educators have not shown maximum performance in carrying out their duties and functions. The purpose of this study was to see whether there was an influence on teacher professionalism on teacher performance in Dumai IV Rayon Kindergarten. The results of the study prove that there is a significant relationship between the professionalism of Kindergarten educators and the performance of educators in Kindergarten Rayon IV, Dumai City. This is evidenced by the value of Sig (2-tailed) professionalism on educator's performance of 0,000, so the calculation shows 0,000 <0.05. This means that Ha is accepted, that is, there is a significant relationship between the professionalism of Kindergarten educators and the Performance of Educators in Kindergarten Rayon IV, Dumai City.

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

PERBAIKAN KUALITAS PEMBELAJARAN DAN HASIL BELAJAR SISWA DENGAN MODEL LEARNING CYCLE COOPERATIVE 5 FASE DALAM PENGAJARAN KIMIA

2015 ◽  
Vol 7 (1) ◽  
pp. 29-38
Author(s):  
Esti Munafiah ◽  
Agus Basir Ali Akbar S
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Mastery Learning ◽  
Learning Cycle ◽  
Model Learning ◽  
Classroom Action Research ◽  
Academic Year

The objective of this study is to see learning process using LCC model for chemistry course.  The study used classroom action research with three cycles each of which implements planning, acting, observing and reflection.  Subject of the study was 40 students of grade 8E of MTsN Blitar in the academic year 2009/2010. The findings of the study are as follows:  (1) Cycle I:  students participation 62.5%, mean score of worksheet 60, mean score of quiz 41,7, and mastery learning 3 students; (2) Cycle II: students participation 86.6%, mean score of worksheet 81, mean score of quiz 72.38, and mastery learning 26 students; (3) Cycle III:  students participation 100%, mean score of worksheet 89, mean score of quiz 72.44, and mastery learning 39 students.

Administrasi Kurikulum

2020 ◽  
Author(s):  
haryati gustia syafly ◽  
Hade Afriansyah
Keyword(s):  
Learning Process ◽  
Learning Material ◽  
Content Learning

the article discusses about crriculum administration both in terms of meaning, proess and the role of the teacher andregulations that discuss the content learning material, and ways that can be used as guedilines in implementing the learning process

scholarly journals Problem discourse of textbook

Psihologija ◽  
2005 ◽  
Vol 38 (3) ◽  
pp. 225-237
Author(s):  
Jelena Pesic
Keyword(s):  
Scientific Knowledge ◽  
Learning Process ◽  
Learning Material ◽  
Problem Structuring ◽  
Educational Design ◽  
History Of Knowledge ◽  
History Of ◽  
Knowledge Problem

This paper deals with various reasons for treating the problematisation of textbook discourse as an important aspect of its educational design. These reasons are derived from: the nature of learning process, the nature of scientific knowledge and both motivational and cognitive saint achieved through a problematisation of learning material. Implications drawn from these considerations, along with textbook genre possibilities and constrains, lead us to define some basic strategies of textbook discourse problematisation. They refer to: way of presenting knowledge (problem structuring of text, presenting the history of knowledge and different perspectives); use of specific questions and tasks; metacognitive support of the learning process and specific type of textbook language (dialogical problem focused, language of thinking).

scholarly journals Development of teaching materials based on learning video using movavi education set at Yayasan Perguruan Tunas Karya Batang Kuis

2021 ◽  
Vol 6 (1) ◽  
pp. 16-21
Author(s):  
Ivan Jaya ◽  
Mahyuddin K. M. Nasution
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Sector ◽  
Learning System ◽  
Learning Material ◽  
Teaching Materials ◽  
Face To Face ◽  
Creative Learning ◽  
E Mail

The COVID-19 pandemic that has recently hit various countries including Indonesia has resulted in major changes in various fields, including in the development of the education sector. The teaching and learning process has turned from face-to-face into an online method. However, there are several obstacles experienced by schools that implement an online learning system, one of them was the ability of teachers who do not understand various learning application platforms. In addition, the material provided by the teacher is not maximally acceptable to students because most teachers provide learning material from the pages of textbooks or teacher writings (scans, photos, or presentation files). For this reason, it is necessary to have variations in the provision of teaching materials to students by making interesting and creative learning videos using the Movavi Education Set. With learning videos, students can do lessons at home, repeat it, and can ask the teacher some points from it if they don't understand. By using Movavi Education Set, teachers are also free to be creative in making learning videos that can be shared through commonly used communication applications such as e-mail, WhatsApp, line, google classroom and other applications.

scholarly journals MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR IPS SISWA KELAS IV SD NEGERI 18 KENDARI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Sultan Sultan
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mastery Learning ◽  
Assessment Tools ◽  
Individual Student ◽  
Learning Achievement ◽  
School Year ◽  
The Social ◽  
Assessment Rubric

ABSTRAK : Penilaian ini berisi proses pembelajaran IPS pada siswa kelas VI yang dilakukan di SD Negeri 18 Kendari. Tujuan dan karya tulis ini, adalah membuktikanbahwa kegiatan bermain dan membuat display dapat memberikan keberhasilan pada proses pembelajaran siswa dalam rangka pencapaian mastery learning. Dalam penelitian ini penulis melibatkan 12 siswa kelas VI yang ada di SD Negeri 18 Kendari yaitu siswa kelas VI untuk tahun pelajaran 2014/2015. Alat penilaian yang digunakan berbentuk tes dan non tes. Penelitian ini dilaksanakan dalam tiga siklus. Antara lain siklus I, siklus II dan siklus III merupakan rangkaian kegiatan yang saling berkaitan. Faktor yang diteliti dalam penelitian ini adalah proses pembelajaran siswa yakni mengamati kelancaran pembelajaran, suasana dan aktivitas pembelajaran serta hasil belajar siswa. Rubrik penilaian dilakukan pada saat siswa terlibat dalam kegiatan kelompok ketiga membuat display dan melakukan permainan. Rubrik bertujuan untuk melihat keterampilan-keterampilan yang diharapkan pada paradigma pembelajaran dalam pedoman KTSP yaitu,1) learning to know, 2) Learning to do, 3) leraning to be, dan 4) learning to live togather telah dicapai oleh siswa. Perbandingan hasil pre-test, siklus I, siklus II, dan siklus III, serta rubrik penilaian saat pembuatan display dan permainan menunjukan bahwa keterampilan yang diharapkan dari setiap kriteria penilaian dapat dilalui dengan nilai yang baik oleh semua kelompok. Meskipun penilaian rubrik dilakukan dalam kelompok, namun keterampilan itu tetap menjadi tanggung jawab setiap individu siswa. Hal penelitian ini menunjukan bahwa penerapan tehnik permainan dan display dapat meningkatkan hasil belajar IPS karena suasana belajar dirasakan menyenangkan dan siswa lebih aktif menyelesaikan tugas serta terjadi peningkatan prestasi belajar. Kata Kunci: Aktivitas, Prestasi Belajar, STADABSTRACT: This assessment contains the social studies learning process for grade VI students conducted at SD Negeri 18 Kendari. The purpose and this paper, is to prove that playing activities and making displays can provide success in the learning process of students in order to achieve mastery learning. In this study the authors involved 12 grade VI students in 18 Public Elementary School Kendari, namely grade VI students for the 2014/2015 school year. Assessment tools used in the form of tests and non-tests. This research was conducted in three cycles. Among other cycles I, cycle II and cycle III is a series of interrelated activities. The factors examined in this study were the students' learning processes, namely observing the smooth learning, the atmosphere and learning activities and student learning outcomes. The assessment rubric is done when students are involved in third group activities making displays and playing games. The rubric aims to look at the skills expected in the learning paradigm in the SBC guidelines, namely, 1) learning to know, 2) learning to do, 3) learning to be, and 4) learning to live togather has been achieved by students. Comparison of pre-test results, cycle I, cycle II, and cycle III, as well as the assessment rubric when making displays and games shows that the skills expected from each assessment criteria can be passed with good grades by all groups. Although the rubric assessment is done in groups, the skill remains the responsibility of each individual student. This study shows that the application of game and display techniques can improve social studies learning outcomes because the learning atmosphere is felt to be fun and students are more active in completing assignments and there is an increase in learning achievement. Keywords: Activities, Learning Achievement, STAD

scholarly journals Optimalisasi Peran Guru Pendidikan Agama Islam Sebagai Konselor dalam Mengatasi Masalah Belajar Siswa

2019 ◽  
Vol 7 (1) ◽  
pp. 79
Author(s):  
Asep Nanang Yuhana ◽  
Fadlilah Aisah Aminy
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Learning Problems ◽  
Learning Material ◽  
Reading And Writing ◽  
Qualitative Descriptive ◽  
Class Teacher ◽  
Descriptive Method ◽  
Experience Difficulty

This article aims to look for learning problems faced by students of class VI MIS Handapherang-Ciamis, the teacher's efforts and the steps taken to overcome these problems. By using qualitative-descriptive method, research concludes; First, students experience difficulty in reading and writing. The problem factor comes from the parents and from the students themselves. Second, the efforts made by the class teacher at school to grade VI students who experience learning problems that is maximizing their sense of hearing by listening to the teacher when explaining the learning material, guided when the child does not understand the learning material and finally teacher guided when the child does not pay attention to the teacher explaining in learning process. Third, the teacher's stages in overcoming student learning problems starts from determining the problem to solving the problems that occur in students of class VI MIS Handapherang.

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