scholarly journals Meningkatkan Respon Belajar Siswa Melalui Pembelajaran Multimedia Terintegrasi Kurikulum dengan Sistem shift

Mimbar Ilmu ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 440
Author(s):  
Kadek Wikan Paramasila
Keyword(s):  
Integrated Curriculum

Rendahnya respon belajar siswa disebabkan adanya pandemi covid-19. Pandemi Covid-19 telah memicu perubahan signifikan dalam sistem pendidikan di seluruh dunia yang mengakibatkan penutupan sekolah sehingga sistem pengajaran harus beralih dari pelajaran tatap muka menjadi model yang sepenuhnya virtual. Salah satu caranya adalah dengan membuat pembelajaran berbasis multimedia. Tujuan dari penelitian ini yaitu menciptakan produk ajar multimedia interaktif yang nantinya mampu meningkatkan respon belajar siswa, khususnya pada pembelajaran praktik animasi 2 dimensi, sehingga kegiatan pembelajaran berjalan dengan lancar sesuai dengan tujuan pembelajaran yang diinginkan. Metode penelitian yang digunakan adalah Research & Development dengan menggunakan model Borg & Gall. Subjek dalam penelitian ini adalah ahli desain, ahli media, ahli isi dan siswa kelas XI Multimedia. Metode pengumpulan data dilakukan dengan metode wawancara dan angket dengan menggunakan teknik analisis desktiptif kuantitatif. Hasil penelitian menunjukkan bahwa ahli media memperoleh kalkulasi 87%, ahli desain memperoleh 89% dan ahli isi memperoleh 88%. Selanjutnya ujicoba dilakukan oleh siswa kelas XI Multimedia dengan hasil yaitu uji perseorangan memperoleh hasil 90%, ujicoba kelompok kecil memperoleh 91% dan ujicoba kelompok besar memperoleh 89%. Dari analisis ujicoba yang sudah dilakukan membuktikan bahwa multimedia interaktif berbasis Integrated curriculum dengan Shift Mode pada pembelajaran praktik animasi 2 dimensi efektif dan layak digunakan. Implikasi penelitian yang telah dilakukan dengan memanfaatkan multimedia interaktif berbasis Integrated curriculum adalah terjadi peningkatan respon belajar siswa sehingga berdampak langsung terhadap semangat belajar siswa dan keaktifan serta partisipasi siswa dalam pembelajaran, karena dapat digunakan sebagai media pembelajaran mandiri.

scholarly journals Teaching Pathology in an Integrated Preclinical Medical School Curriculum and Adaptations to COVID-19 Restrictions

2021 ◽  
Vol 8 ◽  
pp. 237428952110153
Author(s):  
Matthew D. Krasowski ◽  
John L. Blau ◽  
Stephanie J. Chen ◽  
Karra A. Jones ◽  
Thomas J. Schmidt ◽  
...  
Keyword(s):  
Medical School ◽  
Small Groups ◽  
Integrated Curriculum ◽  
Sudden Change ◽  
Health Professions ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Professional Schools ◽  
Large Group ◽  
Virtual Instruction

The coronavirus disease 2019 (COVID-19) pandemic has had a major impact on education at all age levels, including professional schools and health professions programs. We describe the experience of adapting preclinical medical school courses within an integrated curriculum to virtual instruction. A major feature of two of the courses were pathology small groups adapted from pathology courses in the previous medical school curriculum. These small groups were designed to use facilitated groups of 8 to 10 students. With a sudden change to virtual learning, these small groups were shifted to large group virtual sessions. In general, the conversion went well, with ongoing optimization of the format of the large group sessions mainly occurring over the first several sessions. End-of-course student evaluations were generally positive, but with a preference toward returning to live sessions in the future. Scores on 5 multiple choice examinations in the spring 2020 course were essentially identical in mean, standard deviation, and distribution to examinations in the previous 2 years of the course that had similar layout and topic organization. We discuss the challenges and successes of the switch to virtual instruction and of teaching pathology content within an integrated medical school curriculum.

When the Army Got Progressive: The Civil Affairs Training School at Stanford University, 1943–1945

2011 ◽  
Vol 51 (3) ◽  
pp. 330-361 ◽  
Author(s):  
Benjamin Justice
Keyword(s):  
Small Group ◽  
Prior Knowledge ◽  
Integrated Curriculum ◽  
Role Playing ◽  
Field Trips ◽  
Lecture Hall ◽  
Training School ◽  
Group Activities ◽  
Points Of View ◽  
Small Group Activities

They sat in the Cubberley Education Lecture Hall to hear visiting experts. More often they could be found meeting in reduced-size classes, or working on small-group activities. They usually took notes; sometimes they took field trips. They memorized lists and sat for exams, but they also watched films and acted out scenarios. Rather than take regular courses in the disciplines, they studied an integrated curriculum referred to as “Area Relationships.” Some faculty collaborated, team taught, and drew on students' prior knowledge. Even some administrators joined in the role-playing for the big culminating activity. The head of the program explained the reason for such a break from the traditional Stanford experience: “Special effort must be made to supply the student with points of view and methods of procedure which will enable him most quickly and most surely to survey a situation, analyze a problem, and formulate a solution.”

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