scholarly journals Supervisory Conversations: A Key to Reflective Experimentation

2006 ◽  
Vol 1 (2) ◽  
Author(s):  
Caroline Gwyn-Paquette
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Student Teaching ◽  
Knowledge Construction ◽  
Cooperating Teachers ◽  
Qualitative Approach ◽  
Teaching Approach ◽  
Learning Activities ◽  
Stimulation Of

Using a qualitative approach, in this article, the author explores the conversations which take place between preservice teachers and their university supervisor, analysing sequences which serve as support for experimentation of a ‘new’ teaching approach and situations of knowledge construction by preservice teachers. They were asked to use cooperative learning activities during student teaching although such strategies were not necessarily modelled by their cooperating teachers or familiar to the students. As their researcher/supervisor, the author provided support in planning conferences and coaching through post-observation conferences. It is suggested that there is more to supervisory conversations than simply providing moral support for the preservice teachers or evaluation of their performance. They are occasions for knowledge construction, notably, through problem-solving and solution finding, stimulation of reflection and discussion of theory.

scholarly journals Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability

2002 ◽  
Vol 3 (1) ◽  
pp. 26-36
Author(s):  
JANINE E. TREMPY ◽  
MONICA M. SKINNER ◽  
WILLIAM A. SIEBOLD
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Student Satisfaction ◽  
Learning Model ◽  
Learning Activities ◽  
Group Processing ◽  
Engineering And Technology ◽  
The World ◽  
Key Concepts ◽  
Individual Accountability

A microbiology course and its corresponding learning activities have been structured according to the Cooperative Learning Model. This course, The World According to Microbes , integrates science, math, engineering, and technology (SMET) majors and non-SMET majors into teams of students charged with problem solving activities that are microbial in origin. In this study we describe development of learning activities that utilize key components of Cooperative Learning—positive interdependence, promotive interaction, individual accountability, teamwork skills, and group processing. Assessments and evaluations over an 8-year period demonstrate high retention of key concepts in microbiology and high student satisfaction with the course.

scholarly journals PROGRAM SCIENCES KIDS COMMUNITY BERBASIS GROUP INVESTIGATION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SISWA MADRASAH IBTIDAIYAH

2018 ◽  
Vol 6 (2) ◽  
pp. 13
Author(s):  
Anggun Zuhaida
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Science Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
Problem Solving Skills ◽  
Community Program ◽  
Model Community ◽  
High Motivation

The Science Kids Community program is implemented using Group Investigation (GI) model which is part of cooperative learning. This study aims to explain the implementation of the Science Kids Community program based on GI and also to determine the results of improving problem-solving skills in students. This research is focused on the implementation of science learning in Madrasah Ibtidaiyah (MI) students. The method used in this research is descriptive with qualitative approach. Instruments in this study, using questionnaire, problem solving test, and interview. Subjects in this study were the students of 5th class MI NU Miftahul Ulum 2 Kudus. The implementation of the Science Kids Community program with the GI model provides wider opportunities and authority for students to jointly solve problems of science learning. The results of problem solving skills, focused on 2 groups of students, namely students with high motivation category (category A) and students with moderate motivation category (category B). Obtained results, in Category A students: the maximum at the stage identify the problem, define the purpose, and execute the strategy. While the category B students, the new maximum at the stage of implementing the strategy. This can make the input for teachers, to more often implement group-based learning model / community to be able to improve students problem solving skills

scholarly journals Analysis of Learners’ Classroom Interaction Using Listing and Comparing Task in English Study Program of Cenderawasih University Teaching Context

2019 ◽  
Vol 4 (2) ◽  
pp. 81-94
Author(s):  
Monika Gultom
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
English Language ◽  
Group Learning ◽  
Classroom Interaction ◽  
Language Education ◽  
Learning Activities ◽  
University Teaching ◽  
Study Program ◽  
Pair Group

The main focus of this research is the analysis of interactions between students (learner-to-learner interaction) in the context of cooperative learning through pair-group learning activities. The pair-group learning activities were provided to make sure the intense of the interaction that focus on doing the ordering, task listing, and problem solving tasks. This current research uses descriptive qualitative method by collaborating with students as the subject of this study acting as a key instrument in order to collect data as authentically as possible in the data collection of interactions that occur between students through voice recording. The results showed that the interaction occurred in within the English language education study program FKIP UNCEN are still dominated by lecturers, such as asking questions, error corrections, lectures, explained and waiting for the learners’ response, and therefore suggested to create an encouraged atmosphere of activeness and participation regarding the kinds of learning activities that "force" students to interact in smaller groups to ensure the equal opportunities to interact within the group using cooperative learning activities with a focus on ordering task, listing task, and problem solving task.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah Melalui Model Pembelajaran Berbasis Masalah pada Siswa Kelas XI-IPA SMAN 1 Sinjai Tengah (Materi Pokok Laju Reaksi)

2020 ◽  
Vol 21 (1) ◽  
pp. 1
Author(s):  
Irsyam Irsyam
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Qualitative Data ◽  
Problem Based Learning ◽  
Learning Model ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Classroom Action Research ◽  
The Ideal ◽  
Learning Chemistry

ABSTRAK Jenis penelitian ini adalah penelitian tindakan kelas (classroom action research) yang terdiri atas dua siklus dengan pendekatan deskriptif kualitatif. Subjek dalam penelitian ini adalah siswa klas XI-MIPA SMAN 7 Kabupaten Sinjai sejumlah tiga puluh tiga orang. Data tentang aktivitas siswa dan aktivitas guru dikumpulkan dengan lembar lembar instrumen observasi, dan data mengenai respon siswa tentang pembelajaran berbasis masalah menggunakan angket. Data tersebut dianalisis dengan menggunakan teknik analais data kualitatif. Hasil penelitian menunjukkan bahwa (1) pembelajaran kimia melalui model pembelajaran berbasis masalah, dapat meningkatkan kemampuan pemecahan masalah, hingga mencapai atau melampaui KKM, (2) pembelajaran kimia melalui pendekatan pemecahan masalah dengan menerapkan model pembelajaran berbasis masalah, dapat meningkatkan kualitas proses belajar kimia siswa yang ditunjukkan oleh aktivitas siswa mencapai kriteria ideal, (4) respon siswa terhadap kegiatan pembelajaran yang dialaminya mencapai rata-rata 92,42% . Kata Kunci: pemecahan masalah, pembelajaran berbasis masalah ABSTRACT The study is a classroom action research which consists of two cycles with descriptive qualitative approach. The subjects of the study were 33 students of grade XI of Science at SMAN 1 of Central Sinjai in Sinjai District. Data on students and tearchers’activities were collected by using observation sheet instrument and data on students’ responses conserning problem-based learning were collected by employing questionnaire. Those data were analyzed by employing qualitative data analyisis teacnique.The results of the study reveal that (1) learning Chemistry through problem-based learning model can improve problem solving competence and achieve or pass sthe KKM, (2) learning Chemistry through problem solving approach by applying problem-based learning model can improve students’ quality in learning Chemistry shown by students’ activities which achieved the ideal criteria, (4) students’ responses on learning activities achieved 92,42% in average. Keywords: problem based, problen-based learning

Teaching Database Courses to Engineering Students

2006 ◽  
Author(s):  
Abe Zeid
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Teaching Approach ◽  
Assessment Tools ◽  
Learning Activities ◽  
Abstract Concepts ◽  
Undergraduate Level ◽  
Design Concepts ◽  
Hands On ◽  
New Perspective

The teaching of databases to engineering students at the undergraduate level has proven challenging for multiple reasons. First, the course is a nontraditional engineering course. Second, the concepts of databases are highly abstract. Third, engineering students prefer the problem-solving, hands-on, and project-based method of learning over the coverage of database design concepts. Fourth, there is a lack of engineering-oriented database textbooks. This paper presents an effective teaching approach that overcomes these challenges. The approach mixes and integrates the database abstract concepts with hands-on and capstone-based learning activities. The approach incorporates engineering students' feedback during the course. The paper discusses the database course objectives, content, project requirements, the skill set students learn, the software tools they use, and assessment tools. Sample projects and students' comments are included. The paper concludes with some observations that can be useful to use in traditional engineering courses to provide a new perspective of teaching in engineering.

scholarly journals IMPLEMENTATION OF THINKING ALOUD PAIR PROBLEM SOLVING MODEL WITH MIND MAP TO INCREASE STUDENT’S ACTIVITIES AND THEIR LEARNING OUTCOME

2021 ◽  
Vol 6 (2) ◽  
pp. 88
Author(s):  
Evilidia Ketaren
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Learning Activities ◽  
Thinking Aloud ◽  
Learning Achievement ◽  
Learning Competencies ◽  
Improve Student Learning

This research was based on the problem that occur in SMAN 1 Lembah Melintang where the method of learning that applied with the usual discussion method lack influence on learning competencies of students in learning biology. Therefore, researches apply giving homework by making mind map task before cooperative learning with Thinking Aloud Pair Problem Solving type that aims to improve student learning competency through activities and learning outcomes at XII grade of SMAN 1 Lembah Melintang. Sample of this study was taken from XII IPA3 class because compared to other class of XII IPA, the activity and learning achievement were lowest. This research was conducted in two cycles in which each cycle consisted of planning, acting, observing and reflecting. Based on the results of the researcher’s observation on student’s learning activities of eight indicators from the first cycle to the second cycle, there was an improvement on the number of student’s activities in the first cycle were in good category and the second cycle, were in very good category. Student’s learning achievement improved from 57,94% in the first cycle into 85,29% in the second cycle. Based on the result of the research, the researcher concluded that the use cooperative learning Thinking Aloud Pair Problem Solving assisted with mind map task, can improve student’s activities and ther learning achievement as well at XII IPA3 class in SMAN 1 Lembah Melintang.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) DALAM MENINGKATKAN HASIL BELAJAR BENTUK ALJABAR SISWA KELAS VII SMP

2019 ◽  
Vol 10 (1) ◽  
pp. 01
Author(s):  
Syaiful Barsa Arta Diantoro ◽  
Mahsup Mahsup ◽  
Dewi Pramita
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Seventh Grade ◽  
The Subject ◽  
Student Ability ◽  
Classical Point

Abstrak: Pembelajaran yang masih bersifat konvensional menyebabkan siswa merasa kesulitan dalam menyelesaikan masalah dalam setiap materi pembelajaran bentuk aljabar. Akibatnya hasil belajar siswa rendah. Tujuan peneltian ini adalah untuk meningkatkan hasil belajar siswa kelas VII SMP melalui penerapan model pembelajaran TSTS pada pokok bahasan bentuk aljabar. penerapan model pembelajaran TSTS adalah selalu melibatkan siswa dalam setiap penyelesaian masalah dan mencari informasi sendiri karena guru hanya sebagai fasilitator.Subyek pada penelitian ini yaitu kelas VII SMPN 18 Mataram yang terdiri dari 23 siswa. Adapun indikator keberhasilan penelitian ini adalah aktivitas belajar siswa dan guru dikatakan meningkat apabila berkategori baik, serta peningkatan hasil belajar siswa dikatakan meningkat apabila mencapai nilai rata-rata 70 dengan ketuntasan klasikal 75%. Hasil penelitian ini menunjukan terjadi peningkatan hasil belajar siswa dari siklus I sampai Siklus II. Rata-rata hasil belajar siswa pada siklus I 71,01 dengan ketuntasan klasikal 68,56%, sedangkan pada siklus II meningkat menjadi 82,61% dengan rata-rata nilai 76,38. Untuk rata-rata skor aktivitas siswa dan guru adalah 55,76 dan 80,77 yang termasuk berkategori cukup baik dan sangat baik. Kesimpulan penerapan model pembelajaran TSTS pada pokok bahasan bentuk aljabar dapat meningkatkan hasil belajar siswa kelas VII SMP. Abstract:  The convention learning was difficult in teaching aljabar at the students. It made effect to improving student ability. The purpose of study to improve the student ability toward applying cooperative learning of TSTS in teaching aljabar at the students. Applying of TSTS learning model is followed by the students in problem solving and found out the information by their self because teacher as a facilitator. The subject of research were the students of seventh grade of SMPN 18 Mataram who are 23 students. The indicators of result study were the students learning activities and teacher were improved if it was good and KKM of score was about70, the classical point 75%. The result of study showed the applying cooperative learning TSTS model in teaching aljabar at the students was improved from cycle I until II. The result of score in cycle I 71,01 with classical score 68,56 %, meanwhile in cycle II was improved score 82,61 with mean score 76,38. The result of students and teacher was 55,76 and 80,77, it was included better. The concluded of applying TSTS in teaching aljabar can improved the students ability.

scholarly journals Analisis Kemampuan Pemecahan Masalah Matematis Siswa Kelas VIII SMP Dalam Menyelesaikan Soal- Soal Geometri Bangun Ruang

2022 ◽  
Vol 6 (1) ◽  
Author(s):  
Ilham Ilham ◽  
Faradiba Jabnabillah ◽  
Siska Dwi Astiati
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Descriptive Analysis ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Mathematical Problem Solving ◽  
High Ability ◽  
Analysis Techniques ◽  
Analysis Technique

Students' mathematical problem solving ability is one thing that must be considered. This is because when students are given problem solving problems in the form of routine students are able to solve these problems, but if a non-routine problem arises, students will have difficulty. During teaching and learning activities students are able to solve problems when presented with questions of the same type. However, if given a variety of questions, some students have difficulty working on them. This study aims to explore and describe students' mathematical problem solving abilities in solving spatial problems. This study uses a descriptive qualitative approach. The data analysis technique in this study used descriptive analysis techniques. The results of the analysis show that high-ability subjects can understand the problem by writing steps, solving problems, re-examining the results of work very precisely and correctly. Students with moderate abilities can only solve problems without writing what is known and asked. Meanwhile, low-ability students cannot fulfill all aspects of mathematical problem solving.

Preservice Teachers' Sources of Decisions in Teaching Secondary Mathematics

1986 ◽  
Vol 17 (1) ◽  
pp. 21-30
Author(s):  
William S. Bush
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Secondary Mathematics ◽  
Methods Course ◽  
University Supervisor ◽  
Before And After ◽  
Teaching Decisions

Five preservice teachers' perceived sources of teaching decisions were studied as the teachers proceeded through a course on methods of teaching secondary mathematics and through student reaching. They were interviewed before and after lessons they taught during the methods course and student teaching. The sources cited most often included rhe content of the methods course, school textbooks, suggestions made during teaching episodes in the methods course, past teachers' performances, and cooperating teachers' performances. Suggestions from cooperating teachers were cited more often than suggestions from rhe university supervisor. Limitations and suggestions for further research are discussed.

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