scholarly journals VALIDASI DAN IMPLEMENTASI MODEL-MODEL STUDENT CENTERED LEARNING UNTUK MENINGKATKAN PENALARAN DAN KARAKTER SISWA SEKOLAH MENENGAH ATAS

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
I Wayan Santyasa
Keyword(s):  
Research And Development ◽  
Nature Of Science ◽  
Problem Based Learning ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning

Penelitian ini bertujuan mendeskripsikan tanggapan ahli isi, media, desain, dan penilaian guru terhadap model-model student centered learning (SCL) dan pedoman guru, dan dampak implementasinya untuk meningkatkan penalaran dan karakter siswa SMA. Model-model SCL yang dikembangkan, adalah (1) conceptual chagne model (CCM), (2) problem-based learning (PBL), (3) project-based learning (PjBL), (4), nature of science (NOS), (5) group investigation (GI), dan (6) self regulated learning (SRL). Metode yang digunakan adalah research and development (R&D). Subyek penelitian adalah 2 orang ahli, 40 orang guru, dan 314 orang siswa SMA. Instrumen penelitian terdiri dari angket untuk uji ahli dan guru, tesdan angket untuk uji kelas (siswa). Data dianalisis secara deskriptif dan statistik uji kesamaan nilai rata-rata antara sebelum dan setelah implementasi model-model SCL. Hasil penelitian menunjukkan bahwa (1) ahli isi, ahli media, dan ahli desain secara berturut-turut memberikan tanggapannya dengan kategori sesuai, sesuai, dan sangat baik. 2) Guru memberikan penilaiannya dengan kategori sangat baik dan baik. (3) Skor-skor pascates penalaran siswa secara signifikan lebih tinggi dibandingkan dengan skor-skor prates.(4) Setelah implementasi, kualitas penalaran siswa bergerak dari kategori cukup,baik, dan sangat baik, sedangkan karakter siswa berkategori cukup dan baik. Jadi, model-model SCL telah memenuhi kriteria pengembangan dan dapat meningkatkan penalaran dan karakter siswa SMA.

scholarly journals The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 127
Author(s):  
Mohamed Yassine Zarouk ◽  
Eugénio Olivera ◽  
Paula Peres ◽  
Mohamed Khaldi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Self Regulation ◽  
Project Based Learning ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Impact

Student-centered learning approaches such as project-based learning and flipped classroom stress the active role of the learner by applying knowledge rather than absorbing knowledge, and preparing higher education students for professional development. Student-centered learning environments are more effective when students regulate their learning and learn autonomously. There-fore, the purpose of this study is to examine the impact of a proposed ap-proach of flipped project-based learning on various facets of students' self-regulated learning, including motivational beliefs and learning strategies in higher education. A flipped project-based learning environment was designed and developed to improve students’ self-regulated learning skills. In this regard, multiple case studies were conducted according to a pretest-posttest quasi-experiment design to investigate the effectiveness of the proposed approach by four groups of students from different disciplines. The study employed a mixed-method research approach for data collection. Overall, the results re-vealed that the flipped project-based learning approach significantly enhanced students’ self-regulated learning skills. It was found that the approach fostered the students’ self-regulation performance among different groups across dif-ferent disciplines and levels. Moreover, participants also claimed that the approach was useful and ef-fective. The findings indicated that students who actively engaged within flipped PBL activities demonstrated increases in cognitive and metacognitive functioning both individually and collaboratively. This study contributes to an advance in the understanding of how the development of SRL can be inte-grated into a flipped project-based learning environment in higher education.

scholarly journals Implementasi Pendidikan Karakter di Sekolah dan Perguruan Tinggi Melalui Pembelajaran Aktif

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Abdul Latif Samal
Keyword(s):  
Collaborative Learning ◽  
Problem Based Learning ◽  
Learning To Learn ◽  
Student Centered ◽  
Student Centered Learning ◽  
Inquiry Based Learning ◽  
Self Regulated Learning ◽  
Regulated Learning

Berbagai pendekatan dan metode digunakan dalam pembelajaran aktif sehingga melahirkan istilah-istilah seperti pembelajaran berpusat pada siswa (student-centered learning), pembelajaran yang diatur sendiri (self-regulated learning), pembelajaran kolaboratif (collaborative learning), pembelajaran untuk belajar (learning to learn), pembelajaran berbasis masalah (problem based learning), pembelajaran berbasis inkuiri (inquiry based learning) yang kesemuanya mengharapkan siswa terlibat secara aktif dalam pembelajaran mereka sendiri.Kata Kunci: Pendidikan Karakter, sekolah, perguruan tinggi

scholarly journals The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self– Regulated learning skills of university students

2017 ◽  
Vol 6 (3) ◽  
pp. 144
Author(s):  
Hala El-Senousy ◽  
Jumana Alquda
Keyword(s):  
Flipped Classroom ◽  
Control Group ◽  
Learning Skills ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Post Test ◽  
Experimental Group

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students’ achievement and self-regulated learning skills (SRLS) for 60 students enrolled in Comp101N course. The findings revealed a significant difference in both the mean of achievement test scores and SRLS scale of experimental group students and control group students in favor of the experimental group. A similar difference was found in the pre- and post-test achievement scores of experimental group students in favor of the post-test. The study recommended wider use of the FCRS in higher education and for post-graduate students.

scholarly journals The Influence of Self Regulated Learning to Mathematics Critical Thinking Ability on 3D-Shapes Geometry Learning using Geogebra

2018 ◽  
Vol 7 (1) ◽  
pp. 40 ◽  
Author(s):  
Destia Wahyu Hidayati ◽  
Lenny Kurniati
Keyword(s):  
Critical Thinking ◽  
Quantitative Research ◽  
Student Centered ◽  
Student Centered Learning ◽  
Critical Thinking Ability ◽  
Self Regulated Learning ◽  
Thinking Ability ◽  
Regulated Learning ◽  
And Mathematics ◽  
3D Shapes

<p>3D-Shapes Geometry is one of the subjects material that must be taught to students in Mathematics Education Program, which later after graduation will become a math teacher. Learning 3D-Shapes Geometry has relevance to the mathematics critical thinking ability. Students who have the ability to think critically can think rationally by collecting information as completely as possible. Learning that can stimulate the ability of critical thinking should be learning in which there are activities that are student-centered learning. One of the lessons in 3D-Shapes Geometry that can be used is learning using <em>Geogebra Software</em> . Learning 3D-Shapes Geometry using <em>GeoGebra</em> aided is very possible to make students practice independently spatial capabilities that will foster self regulated learning. The existence of self-regulated learning in the student's learning will make the students able to interpret, analyze, evaluate, and infer in learning. These capabilities will form the mathematics critical thinking ability. The purpose of this research is to determine whether or not there is a relationship between self regulated learning and mathematics critical thinking ability and to find out coefficient of correlation of them. This research is a quantitative research. Before the research begins, the researchers took the value of the task as the preliminary data and it is tested normality. Data collection techniques in this research is the scale of self regulated learning and tests in the form of mathematics critical thinking ability. The scale of self regulated learning and mathematics critical thinking ability tests are validated first. Data test of mathematics critical thinking ability of is tested normality, then data of scale self regulated learning and test of mathematics critical thinking ability are tested regression. The result of this research is there is influence of self regulated learning to the mathematics critical thinking ability of 45 , 7 %.</p>

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

PENINGKATAN KEMANDIRIAN BELAJAR SISWA SMP MELALUI PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Problem Based Learning ◽  
Mathematic Teacher ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Independent Variable ◽  
Direct Learning ◽  
The Difference ◽  
And Control ◽  
Learning Data

The purposes of this research were to know: the difference of improvement in self-regulated learning of students that given problem-based learning with students that given  direct learning. The type of this research is a quasi-experimental research by taking samples from the existing population. The variable of this research consist of independent variable that is problem based learning model while the dependent variable isself regulated learning of student.The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control)  with total 60 students. The instrument of this research were: scale of self-regulated learning. Data that have been collected then analyzed and performed hypothesis testing by using T-test. Based of the results analysis, it showed that: improvment  of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning His then, suggested that problem-based learning be used as an alternative for mathematic teacher to improved students’ ability in mathematical critical thinking and self-regulated learning.

How Much Can Computers and Internet Help?

2011 ◽  
Vol 7 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Chia-Wen Tsai
Keyword(s):  
Online Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Vocational Schools ◽  
Long Term Effects ◽  
Computing Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Computing Skills

Computing education in Taiwan is ineffective. Most teaching efforts in private vocational schools have been devoted to helping students pass tests through a “spoon-feeding” teaching method. Under such constraints, students may lose their long-term competence in practical terms. In this study, the author conducted a series of quasi-experiments to examine the long-term effects of web-mediated problem-based learning (PBL), self-regulated learning (SRL), and their combinations on students’ computing skills over three years. The author re-examined students’ long-term computing skills three years after the start of the related course. Results reveal that effects of web-mediated PBL, SRL, and their combinations on students’ long-term computing skills are significant. The implications for scholars and teachers engaged in online learning were also discussed.

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

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