scholarly journals Persepsi Mahasiswa PBI terhadap Penerapan Pembelajaran Aktif Menggunakan Model Pembelajaran Kooperatif pada Mata Kuliah Drama, Prose, Poetry

2019 ◽  
Vol 2 (1) ◽  
pp. 91
Author(s):  
Astry Fajria
Keyword(s):  
Active Learning ◽  
Qualitative Study ◽  
Cooperative Learning ◽  
Quantitative Data ◽  
English Education ◽  
Prose Poetry ◽  
Learning Method ◽  
Student Centered ◽  
Qualitative And Quantitative ◽  
Teacher Centered

Literary subjects are usually presented through lecturing the students in the classroom, leading them into a stage of boredom. In fact, the learning method has shifted from teacher-centered to student-centered. This way, active learning becomes necessary. The study aims to know the students’ perception on the use of active learning, especially cooperative learning, in Drama Prose Poetry subject.  The research belongs to descriptive qualitative study, using closed and open questionnaires to obtain qualitative and quantitative data.  The participants are 83 students taking Drama Prose Poetry subjects in the department of English Education. The results show that more than half of the participants (58 in number) agree to be more active in the classroom. 

scholarly journals E-LEARNING SEBAGAI SEBUAH INOVASI METODE ACTIVE LEARNING

2015 ◽  
Vol 10 (2) ◽  
Author(s):  
Marzuqi Agung Prasetya
Keyword(s):  
Information Technology ◽  
Active Learning ◽  
Collaborative Learning ◽  
Learning Process ◽  
Learning Method ◽  
Student Centered ◽  
Library Research ◽  
Active Learning Method ◽  
E Learning ◽  
Teacher Centered

<p>Artikel ini bertujuan menelaah tentang pembelajaran elektronik (<em>e-learning</em>)   sebagai  sebuah  inovasi metode   pembelajaran <em>active learning</em>. Kajian ini lebih bersifat <em>library  research </em>dengan fokus untuk mengetahui bagaimana teknologi informasi (TI) turut serta mendukung proses <em>collaborative learning </em>yang telah mentransformasikan pola   belajar   “<em>teacher-centered</em>” menjadi “<em>student-centered</em>” dengan menciptakan budaya belajar mandiri. Dalam  hal  ini pembelajaran   berbasis TI  difokuskan pada <em>e-learning </em>sebagai sebuah  inovasi metode pembelajaran, sehingga terlihat dengan  jelas bagaimana <em>e-learning   </em>serta  aplikasinya dalam pembelajaran.  Dari kajian ini dapat diketahui bahwa <em>e-learning  </em>adalah pembelajaran  jarak jauh yang menggunakan rangkaian elektronik dan  dilakukan melalui  media internet untuk menyampaikan isi pembelajaran, interaksi atau bimbingan dengan bahan ajar yang sesuai dengan kebutuhan.  <em>E-learning </em>merupakan suatu inovasi pembelajaran serta alternatif solusi bagi perkembangan kebutuhan belajar. Banyaknya faktor perubahan di era globalisasi turut serta berfungsi sebagai katalisator untuk revolusi sistem pembelajaran  dari yang sebelumnya bersifat manual dan konvensional menjadi suatu sistem yang efektif dan efisien dengan dukungan TI.</p><p align="center"><strong>K</strong><strong>at</strong><strong>a kunci:  teknologi  informasi, inovasi  pembelajaran,</strong><strong><em> e-learning </em>dan internet</strong></p><p><em>E</em><em>-</em><em>LE</em><em>A</em><em>R</em><em>N</em><em>I</em><em>NG</em><em> </em><em>A</em><em>S AN INNOVATION OF ACTIVE LEARNING METHOD.  This  article  aims  to describe  the  electronic learning (e-learning) as an innovation of active learning method. This study is library  research  with the focus to know the  role of information technology  (IT)  in supporting  the  collaborative  learning  process which has been transformed the learning pattern of teacher-centered to student-centered by creating an autonomous  learning culture. In this case, the learning process based on IT is focused on e-learning as an innovation of learning method, so it is seem clearly how e-learning is and its application in learning process. From this research can be known that e-learning  is a long distance learning which  uses an electronic connection  and it is  conducted  via electronic media  in delivering the  learning content, interaction  or consultation with the teaching materials that suit the need. E-learning is a learning innovation and also an alternative solution for the developmental learning need. The many of changing factors in globalization era has a role as a catalyst for a revolution from the previous learning system that was manual and conventional into a system that is effective and efficient with an IT support.</em></p><p><strong><em>Keywords</em></strong><em>:  information  technology, learning innovation, e-learning </em><em>a</em><em>n</em><em>d </em><em>i</em><em>n</em><em>t</em><em>er</em><em>n</em><em>et</em></p>

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals EFEKTIVITAS TEKNIK MANGKUK IKAN ATAU AKUARIUM (FISH BOWL) UNTUK MENINGKATKAN HASIL BELAJAR IPS PADA SISWA KELAS V A SDN 16 CAKRANEGARA TAHUN PELAJARAN 2016/2017

2018 ◽  
Vol 5 (1) ◽  
pp. 82-94
Author(s):  
Siti Istiningsih ◽  
Ni Komang Sri Widari ◽  
Nur Hasanah
Keyword(s):  
Social Learning ◽  
Active Learning ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Action Observation ◽  
Fifth Grade ◽  
Card Sort ◽  
Fish Technique ◽  
Fifth Grade Students ◽  
Teacher Centered

Background of this research is the low social learning outcomes on students fifth grade at SDN 16 Cakranegara, it is caused by learning process focus on teaccher (Teacher Centered) and they used monoton method. Teacher usually teach only usuhg speech method and they didn’t support by the appropriate facilities. The problem in this research is how the efectivness of bowl fish teachnique could improve social learning outcomes on fifth grade students at SDN 16 Cakranegara in 2016 to 2017 ? The purpose is to improve social learning outcomes on fifth grade students in 2016 to 2017 by using bowl fish technique or aquarum. This is a base calssrom research in two cydes each cycle consist of planning, implementation, action, observation,and evaluation, reflection as well. The method collecting data are observation, documentation and test. In the frist cycle the result is on average 75,375 with percentage 70,83% and the scores for activities of students are 53 categories active enough. In second cycle the students having an increase on average 82,791 categories active. The conelusion is the efectivness of bowl fish technique could improve social learing outcomes on fifth grade students at SDN 16 Cakranegara in 2016 to 2017. Key Word : The efectivness, techniques of “bowl fish technique or aquarium”, and social learing out comes.   Abstrak Penelitian ini dilatarbelakangi rendahnya hasil belajar IPS siswa kelas V A di SDN 16 Cakranegara. Hal ini disebabkan pembelajaran masih terpusat pada guru (Teacher Centered) dan teknik serta metode yang digunakan monoton. Guru biasanya hanya mengajar dengan metode ceramah saja, dan tidak di dukung dengan sarana dan prasarana yang memadai. Masalah penelitian ini adalah bagaimanakah Efektivitas Teknik Mangkuk Ikan atau Akuarium (Fish Bowl) dapat meningkatkan hasil belajar IPS siswa kelas V A SDN 16 Cakranegara Tahun Pelajaran 2016/2017?. Tujuan penelitian ini adalah untuk meningkatkan hasil belajar IPS siswa kelas V A SDN 16 Cakra Negara Tahun Pelajaran 2016/2017 dengan menerapkan teknik Mangkuk Ikan Atau Akuarium (Fish Bowl). Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan, tindakan, observasi, dan evaluasi serta refleksi. Metode yang digunakan dalam mengumpulkan data dalam penelitian ini adalah metode observasi, dokumentasi dan tes. Pada siklus I diperoleh nilai rata-rata 75,375 dengan ketuntasan klasikal 70,83% dan skor rata-rata aktivitas siswa 53 dengan kategori cukup aktif. Pada siklus II data hasil belajar dan aktivitas siswa mengalami peningkatan yakni rata-rata 82,791 dengan ketuntasan klasikal 87,5% dan skor rata-rata aktivitas belajar siswa 58,5 dengan kriteria aktif. Dengan demikian dapat disimpulkan bahwa Efektivitas Teknik Mangkuk Ikan atau Akuarium (Fish Bowl) dapat meningkatkan hasil belajar IPS siswa kelas V A SDN 16 Cakranegara Tahun Pelajaran 2016/2017. Kata Kunci: Efektivitas, Teknik “Mangkuk Ikan atau Akuarium (Fish Bowl)”, hasil belajar IPS.   References Asmani, M. Jamal. 2011. 7 Tips Aplikasi Pakem. Jogjakarta: DIVA Press. Aries, E. 2011. Assesmen Dan Evaluasi. Yogyakarta: Adytia Media Publising. Arikunto, S. 2010. Prosedur Penelitian. Jakarta: Rineka Cipta. Azizah R. Anindita. 2014. Penggunaan Metode Active Learning Tipe Card Sort Untuk Meningkatkan Keaktifan dan Prestasi Belajar IPS Siswa Kelas IV SD Negeri Sendangsari. Skripsi. Pendidikan Guru Sekolah Dasar Universitas Negeri Yogyakarta. https://www.google.com, di akses pada tanggal 25 januari 2017. Alma, Buchari, dkk. 2014. Guru Professional. Bandung: Alfabeta. Huda, Miftahul. 2015.Cooperative Learning. Yogyakarta: Pustaka Pelajar. Khotimah, Husnil. 2011. Penerapan Metode Pembelajaran Fishbowl Untuk Meningkatkan Aktivitas Belajar Sains Pada Siswa Kelas IV SDN 002 Pantai Cermin Kecamatan Tapung Kabupaten Kampar. Skripsi. Pendidikan Guru Madrasah Ibtidaiyah Universitras Islam Negeri Sultan Syarif Kasim Riau. https://www.google.com, diakses tanggal 17 Desember 2016. Nurkancana, Wayan dan Sunartana. 1990. Evaluasi Hasil Belajar. Surabaya: Usaha Nasional. Qur’anni,E Afriliya. 2013. Pengaruh Metode Team Quiz Terhadap Minat Belajar          dan Pencapaian Kompetensi Menghadapi Situasi Darurat Pada Mata Pelajaran K3lh Di Smk Negeri 2 Godean. Skripsi. Program Studi Pendidikan Teknik Busana Universitas Negeri Yogyakarta. https://www.google.com, diakses tanggal 25 januari 2017. Sanjaya, Wina. 2006. Strategi Pembelajaran. Jakarta: Kencana. Sari, Melda, Supriyadi, Dan Sudirman A. 2014. Penerapan Strategi Active Learning Tipe Everyone Is Ateacher Here Untuk Meningkatkan Hasil Belajar. Jurnal. Fakultas Keguruan Dan Ilmu Pendidikan Universitas Lampung. https://www.google.com, diakses tanggal 25 januari 2017. Silberman, Mel. 2010. 101 Cara Pelatihan & Pembelajaran Aktif. Jakarta Barat: Indeks. Sudjana, Nana. 2014. Dasar-Dasar Proses Belajar Mengajar. Bandung: Sinar Baru Algensindo. Suprijono, Agus. 2014. Cooperative Learning. Yogyakarta: Pustaka Pelajar. Susanto. 2013. Teori Belajar & Pembelajaran Di Sekolah Dasar. Jakarta: Kencana. Trianto. 2011. Model Pembelajaran Inovatif Berorientasi Kontroktivis. Jakarta: Prestasi Pustaka Uno, B Hamzah dan Mohamad, Nurdin. 2012. Belajar dengan Pendekatan PAILKEM.Jakarta: Bumi Aksara. Utami, B. Rahmawati. 2012. Keefektifan Metode Fishbowl Terhadap Pembelajaran Berdiskusi  Pada Siswa Kelas Viii Smp Negeri 5 Sleman. Skripsi. Pendidikan Bahasa Dan Sastra Indonesia Universitas Negeri Yogyakarta https://www.google.com, diakses tanggal 26 november 2016. Wahidah, S, Susan. 2014. Penerpan Metode “STEAVES BERHTO” (STUDENT TEAM-ACHIEVEMENT DIVISIONS DAN NUMBERED HEADS TOGETHER) untuk meningkatkan hasil belajar IPS siswa keas IVC SDN 1 kediri Tahun Pelajaran 2013/2014. Skripsi. Keguruan dan Ilmu Pendidikan, Pendidikan Guru Sekolah Dasar. Universitas Mataram. Warsono dan Hariyanto. 2013. Pembelajaran Aktif. Bandung: Remaja Rosdakarya.

scholarly journals Development of Learning Methods through Songs and Movements to Improve Children’s Cognitive and Psychomotor Aspects

2020 ◽  
Author(s):  
Tri Supartini ◽  
Ivan Thorstein Weismann ◽  
Hengki Wijaya ◽  
Helaluddin Helaluddin
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Product Development ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Preschool Age ◽  
Learning Method ◽  
Learning Methods ◽  
Qualitative And Quantitative ◽  
Analysis Techniques

Cognitive and psychomotor are two aspects that play an important role in children’s development, especially at the preschool age. This study aims to create and test products in the form of learning methods with song and movement to improve children's cognitive and psychomotor aspects. This research is a research and development using 4D theory from Thiagarajan, Semmel, and Semmel. There are four phases in this research, namely the define phase, product design, product development, and dissemination. Data analysis used in this study was a qualitative and quantitative approach using instruments in the form of questionnaires, product validation sheets, and techniques: (1) qualitative data with content analysis techniques and (2) quantitative data analyzed statistically with the help of SPSS. The results showed that this learning method was proven to have a level of validity, practicality, and effectiveness above the standard to improve children’s cognitive and psychomotor aspects

scholarly journals Peningkatan Kompetensi Manajemen Asfiksia Bayi Baru Lahir Melalui Metode Cooperative-Learning

2014 ◽  
Vol 3 (3) ◽  
pp. 154
Author(s):  
Reni M. Kusuma ◽  
Anita D. Anwar ◽  
Dwi Prasetyo
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Control Group ◽  
Learning Method ◽  
Learning Group ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Teacher Centered

Background: The competence of asphyxia management on newborn baby is essential for midwife. The quality of learning process should be improved by applying interactive learning method. The cooperative learning method is often applied to enhance the effectiveness of clinical learning process. The purpose of this research was to analyze the influence of cooperative learning on competence which consists of student’s knowledge, attitude, and skill in comparison to teacher-centered learning method.Method: This is quasi-experimental research with control group pre-test and post-test design Samples were third semester students at Stikes A. Yani Yogyakarta. The samples were 80 students in cooperative learning group and 90 students in teacher-centered learning group.Result: The result showed that  there was an improvement of knowledge in cooperative learning group compared to teacher-centered learning group (p=0.002). The improvement od student’s attitude in cooperative learning group was significantly higher than teacher-centered learning group (p=0.001). In the field of skills, cooperative group, although not significant (p=0.671). The competence was significantly higher in cooperative learning group rather than in teacher-centered learning group (p=0.027). Correlation between competence and method of learning was weak (rpbi  = 0.134, p= 0.041).Conclusion: Cooperative learning method is proven to be improve student’s knowledge, attitude and skills. The difference is not significant for skills domain. Cooperative learning method is proven to improve student’s competence in carrying out the management of newborn babies asphyxia, even though the correlation is weak.

scholarly journals PERBEDAAN TINGKAT PROKASTINASI PADA MAHASISWA DITINJAU DARI METODOLOGI PEMBELAJARAN

2017 ◽  
Vol 6 (2) ◽  
pp. 75-81
Author(s):  
Aliffia Ananta
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Academic Procrastination ◽  
Learning Method ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Purposive Sampling ◽  
Teacher Centered

Abstract                  Procrastination is a deliberate deliberate postponement and does other unnecessary work. Prokrastinya many experienced by students and influential on learning outcomes so it is important to be studied. This study aims to determine the level of student academic procrastination in terms of learning methods used by lecturers. Learning method in this research is Teacher Centered Learning (TCL) and Student CenteredLlearning (SCL). Subjects in this study as many as 150 students taken by purposive sampling, 75 subjects were students who got TCL method and 75 subjects were students who got SCL method. Data collection is done by using procrastination scale. Procrastination Scale consists of 16 items that have the validity of ≥ 0.03 with reliability of 0.805. The result of the research shows that there is no difference of academic procrastination between students who get TCL learning method with students who get SCL learning method.Key Words: Procrastination, Teacher Centered Learning, Student Centered Learning

The CLARION Competition and the Scholarship of Teaching and Learning

2012 ◽  
Vol 15 (1) ◽  
pp. 22-28 ◽  
Author(s):  
Lynette R. Goldberg ◽  
Jennifer Scott Koontz ◽  
David Downs
Keyword(s):  
Effective Teaching ◽  
Student Learning ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Student Centered ◽  
Qualitative And Quantitative ◽  
Public Recognition ◽  
Case Based ◽  
Relationship Improvement

Advocates of the Scholarship of Teaching and Learning (SoTL) argue that teaching and learning must be student-centered, experiential, collaborative, and interprofessional. Researchers must collect data on the outcomes of such learning systematically and disseminate it. This careful approach to documenting student learning and effective teaching facilitates public recognition of the scholarship involved in teaching and learning. Faculty and students can participate in the national, interprofessional, case-based CLinician/Administrator Relationship Improvement OrganizatioN (CLARION) competition in order to implement SoTL. In this paper, we describe the CLARION experience, present examples of the qualitative and quantitative data researchers can compile to document student learning, and show how participation in such an experience can result in additional collaborative and interprofessional activities for students and faculty.

scholarly journals MENINGKATKAN MINAT BELAJAR MATA PELAJARAN IPS MELALUI METODE PEMBELAJARAN AKTIF TEKNIK QUIZ TEAM SISWA KELAS VII SMP

2020 ◽  
Vol 5 (2) ◽  
pp. 705-710
Author(s):  
Afrida Afrida
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Social Studies ◽  
Learning Process ◽  
Average Score ◽  
Learning Method ◽  
Active Learning Method ◽  
Classroom Action Research ◽  
Teacher Centered

This research is based on the background that students have a low interest in social studies learning characterized by many students who are less interested in paying attention to the teacher's explanation when the learning process takes place in class, learning tends to be teacher-centered with a monotonous method, and the willingness of students to read social studies books is lacking. This study aims to increase interest in social studies learning through the active learning method of the Quiz Team technique for grade VII.3 students of SMP Negeri 7 Muara Bungo. This type of research is a classroom action research (Classroom Action Research) which is carried out in two cycles. The results showed that the use of the active learning method of the Quiz Team technique could increase students' interest in learning with an average score in the first cycle of 70,63 and 84.53 in cycle II.

scholarly journals Peningkatan Kemampuan Membaca Bahasa Jerman Melalui Metode Active Learning Tipe Reading Guide

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
St Nur Rahmah Irfan ◽  
Hasmawati Hasmawati
Keyword(s):  
Active Learning ◽  
Quantitative Data ◽  
Reading Ability ◽  
Qualitative Data ◽  
Reading Skills ◽  
Planning Process ◽  
Learning Method ◽  
Active Learning Method

The purpose of this study was to obtain data on planning, process, and results of the reading guide type active learning method in students' German reading skills. The data of this study are qualitative data and quantitative data. Qualitative data is obtained through observations and quantitative data obtained through the ability to read the cycle I and cycle II. Data were analyzed using percentage techniques. The results of this study indicate that the reading ability with the percentage value obtained by students in the first cycle reached 66.78% and the second cycle reached 82.14%. These results indicate that the active learning type of reading guide can improve students' reading skills

scholarly journals PENERAPAN COOPERATIVE LEARNING TIPE SNOWBALL THROWING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR IPA/BIOLOGI SISWA KELAS VII SMP NEGERI 5 METRO T.P. 2011/2012

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Asep Ariyanto ◽  
Achyani Achyani
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Research Data ◽  
Learning Method ◽  
Seventh Grade ◽  
Learning Achievement ◽  
Academic Year ◽  
Teacher Centered

Students’ learning achievement of SMP N 5 Metro heaven’t been accomplished thoroughly. Students were not active in learning process because the model of learning process is teacher centered, so students will be passive and it causes students’ learning achievement haven’t accomplished KKM (Criteria of Thoroughness Minimum) in school. The purpose of the research that is to improve learning achievement of nature science of seventh greade in SMP N 5 Metro academic year 2011/2012. Based on research data can be concluded that the impelementation of cooperative learning method by snowball throwing type can improve students’ learning achievement of seventh grade in SMP N 5 Metro academic year 2011/2012. The increasing of students’ learning achievement that be obtained from pra-PTK until second cycle is 34,04%. Based on that result, the researcher suggests to teacher to use this learning method in learning process. Kata Kunci: Snowball Throwing, Hasil Belajar.

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