scholarly journals Pelatihan penerapan pembelajaran “PAIKEM” Bagi Guru Sekolah Dasar Muhammadiyah di Desa Randu, Kec. Subah, Kab. Batang Tahun 2010

Warta LPM ◽  
2017 ◽  
Vol 19 (3) ◽  
pp. 111-119
Author(s):  
Zaenal Abidin
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Model ◽  
School Development ◽  
National Education ◽  
Set Up ◽  
The One ◽  
Participative Learning

Learning is an urgent issue in educating nations, to build natonal character, and to set up the noble moral. This clearly defined in the function and the objective ofnational education, that the national education functioned to develop the ability, tobuild character, and to raise the value of national civilization in order to brightennational life. Its goal is to develop the potential of the student in order to be a faithfuland pious person toward God the One, to have the good moral, to be healthy, learned,be capable, creative, autonomous, and to become a democrative and responsiblecitizen.Desa Randu, Kecamatan Subah is the supportive area in Kabupaten Batang. Desa Randu is one of the Branch of Muhammadiyah which quite progressive in Kecamatan Subah, but most of the school development in Kecamatan Subah not welldeveloped yet.In order to fulfill the need, so it necessary to held a training and teaching practices in Microteaching that conditioned as the active learning to the teacher especially the private teachers (Muhammadiyah) with the materials designed by and for the teacher in Teaching and Learning Process.The method used to realizationing this program is in form of training to design PAIKEM Learning (Active, innovative, creative, effective, and exciting) for teacherin SMP Darul Hijrah Desa Randu, Kecamatan Subah Kabupaten Batang.After training, the teacher feel the benefit of participative learning model alsothey feel happy about the training.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

scholarly journals Internalisasi Karakter melalui Model Project Citizen pada Pembelajaran Pendidikan Pancasila dan Kewarganegaraan

2015 ◽  
Vol 6 (2) ◽  
pp. 132
Author(s):  
Surya Dharma ◽  
Rosnah Siregar
Keyword(s):  
Learning Strategies ◽  
Civic Education ◽  
Learning Model ◽  
National Education ◽  
Wide Range ◽  
Model Project ◽  
Project Citizen ◽  
Character Building ◽  
Participative Learning

This writing deals with developing moral values by the ‘project citizen’ through several stages of its learning. Hopefully this article could act its role in enlightening and motivating for the teachers to be able to use this model later. Starting from the idea of character building by John Dewey (1859-1952) through the flow of Progressivism. He explains that "schools should make students as citizens to be more democratic, free thinking and intelligent". It can be interpreted that the role of the school as an institution must provide learning that can develop a wide range of student competence. The most appropriate learning strategies to achieve what is thought of this school is by using learning model of ‘project citizen’. This model is basically based on the strategy of inquiry learning, discovery learning, problem solving, and research-oriented learning. From the experiments which conducted, using the model is able to achieve competency in the subject of Civic Education. The model of project citizen learning has become the best model, which is able to develop the character of students through the process of participative learning. Therefore, educating character as a pillar of our national education goals, could be developed through the learning model of project citizen.

scholarly journals THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING MODEL IN ENVIRONMENT EDUCATION IN KINDERGARTEN

EDUTECH ◽  
2016 ◽  
Vol 15 (1) ◽  
pp. 81
Author(s):  
Heny Djoehaeni
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Environmental Issues ◽  
Learning Model ◽  
Early Age ◽  
Inquiry Based Learning ◽  
National Education ◽  
Environment Education ◽  
Contextual Teaching ◽  
Teaching Learning

Abstract. This research is encouraged by environmental issues that occurred recently, so these require a full concern from various fields, including the education field. Environmental education taught from early age will foster young learner's positive attitude towards the environment. Therefore, to deal with these issues, it is required an environmental education learning model that can be used as guidelines by teacher. This research used Contextual-Inquiry Based Learning Model that oriented to child's daily environment. Environmental education should be introduced at an early age, so it is very important to implement Contextual-Inquiry Based Learning Model in kindergarten's Environmental Education. In conducting this research, the planning of Environment Education learning using Contextual-Inquiry Based Learning Modelthe implementation of the Environment Education learning using Contextual-Inquiry Based Learning Model the evaluation of Environment Education using Contextual-Inquiry Based Learning Model The method used is descriptive analytical method. The results in this research revealed that the plan developed by teachers in the implementation of Contextual-Inquiry Based Learning Model in teaching environmental education refers to Regulation of Ministry of  National Education No. 58 of 2009 as well as the local content of environmental education. Implementation of learning was conducted through three main stages, namely the introduction, core and closing. While the assessment was carried out using  techniques and procedures to the characteristics of early childhood and learning needs.Keywords: Contextual-Inquiry Based Learning Model, environmental education, early childhood.Abstrak. Penelitian dilatarbelakangi oleh permasalahan lingkungan hidup yang terjadi dewasa ini, yang memerlukan perhatian dari berbagai sektor termasuk sektor pendidikan. Pendidikan lingkungan yang ditanamkan sejak usia dini akan menumbuhkan sikap positif anak terhadap lingkungan hidup. Untuk itu diperlukan sebuah model pembelajaran pendidikan lingkungan hidup yang dapat dijadikan pedoman oleh guru. Model yang dikembangkan adalah Model Pembelajaran Contextual Teaching Learning (CTL) yang berorientasi pada keseharian anak. Mengingat bahwa Pendidikan Lingkungan Hidup sejatinya ditanamkan sejak usia dini, maka sangat penting kiranya untuk mengimplementasikan model pembelajaran CTL dalam pembelajaran Pendidikan Lingkungan Hidup di Taman Kanak Kanak. Secara lebih khusus  perencanaan pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL) pelaksanaan pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL)bagaimana penilaian pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL) Metode penelitian yang digunakan adalah metode deskriptif analitis. Hasil penelitian menunjukan bahwa perencanaan yang dikembangkan oleh guru dalam implementasi model pembelajaran CTL dalam pembelajaran pendidikan lingkungan hidup mengacu pada Permendiknas No 58 tahun 2009 serta Kurikulum Muatan Lokal Pendidikan Lingkungan Hidup. Pelaksanaan ditempuh melalui tiga tahapan utama yaitu pendahuluan, inti dan penutup. Sementara penilaian dilakukan menggunakan teknik dan prosedur yang relevan dengan karakteristik anak usia dini,  serta kebutuhan pembelajaran. Kata Kunci : pembelajaran Contextual Teaching Learning, pendidikan lingkungan hidup, anak usia dini.

scholarly journals Model Pembelajaran Qur’any (Studi Kasus di Yayasan Pendidikan Nasional Ikatan Pendidik IMTAQ Surabaya)

2020 ◽  
Vol 2 (2) ◽  
pp. 83-93
Author(s):  
Siti Hesniyatul Jamila
Keyword(s):  
Active Learning ◽  
Model Evaluation ◽  
Learning Model ◽  
Educational Institutions ◽  
National Education ◽  
Integrated Method ◽  
Question And Answer ◽  
Discussion Question ◽  
Practice Of Teaching

This study describes: 1. Implementation Qur-any learning model, The method of model Qur-any, material Qur-any learning model, evaluation Qur-any learning model, excellence Qur-any learning model, and weakness Qur- any learning model in the  national education foundation (IMTAQ educator bound) Surabaya. Implementation of Qur-any learning called Active Learning Understood. However, Learning Qur-any superior due also to approach culture through song Qur-any and tikror and drill method. Method: Integrated method drill, tikror, discussion, question and answer, simulations and recitation. Evaluation: Write without copying, the practice of teaching/training and memorized. Material: Qur-any 1, 2, 3, 4, 5, A, B. 6a, 6b, 6c, 6d. Tafsir Amaly. Excellence:  Fast, easy, fun, varied, students managed, provided a medium of learning, flexible and inexpensive, regeneration, in accordance with the rules of learning in the Quran, and complete. Weakness: If not paying attention to the principle and guidelines for implementing the learning model Qur-any. Suggestion: Qur-any system that is under the auspices of the national education foundation (IMTAQ educator bound) SK MENKUMHAM: AHU-06844.50.10.2014 Jln. Gayung Kebonsari XV/1, For a while it has a lot of positive  values. Therefore, it is worthy of consideration to be implemented  throught national and eveninternational policies in all educational institutions.

scholarly journals Pedagogical continuity: myth or reality?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lalina Coulange ◽  
Kari Stunell ◽  
Grégory Train
Keyword(s):  
Distance Learning ◽  
Mathematics Teachers ◽  
Teaching Practices ◽  
Multidimensional Analysis ◽  
Online Questionnaire ◽  
Content Type ◽  
National Education ◽  
National Education System ◽  
The Social ◽  
Set Up

PurposeIn March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.Design/methodology/approachA review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.FindingsWe found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.Practical implicationsThe challenge of maintaining dialogic activities – teacher education to combat inequalities.Originality/valueA quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

scholarly journals Implementation and Analysis Zhu-Takaoka Algorithm and Knuth-Morris-Pratt Algorithm for Dictionary of Computer Application Based on Android

2017 ◽  
Vol 1 (1) ◽  
pp. 8 ◽  
Author(s):  
Handrizal Handrizal ◽  
Andri Budiman ◽  
Desy Rahayu Ardani
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Computer Application ◽  
Learning Resource ◽  
Matching Algorithm ◽  
Running Time ◽  
Text Types ◽  
Word Search ◽  
The One

The string matching algorithm is the one of the most important parts in the various processes related to data and text types, which is the word search on computer dictionary. Computers have a basic role in the field of education, especially in teaching and learning activities. So that the classical learning model, that is by using the book as learning resource can be boring. To make it easier for users who searching words, we made an offline dictionary application based on Android by applying Zhu-Takaoka algorithm and Knuth-Morris-Pratt algorithm. The performance of Zhu-Takaoka is doing a search starts from the end of pattern that is tailored to the text, but in Knuth-Morris-Pratt algorithm starts from the beginning of pattern till match which the pattern used is word searched. The result of this research indicates that the Zhu-Takaoka algorithm is faster than the Knuth-Morris-Pratt algorithm which showed the running time of each algorithm.

scholarly journals PENINGKATAN KUALITAS PEMBELAJARAN SERTA AKTIFITAS BELAJAR SISWA PADA PELAJARAN PKN MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE BERMAIN KOCOK DADU DI SMP NEGERI 5 KOTA SERANG

2018 ◽  
Vol 4 (01) ◽  
pp. 135
Author(s):  
Komariah Komariah
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Activity ◽  
Student Activities ◽  
Traditional Game

Teaching and learning activities at school should be interesting and funny, student activities as learning is always enthusiastic in following each subject. But the reality in the field shows another, learning activities that should attract, full of activities, creativity and bright ideas that do not exist, there is only a passive class hanayalah. Teachers are the spearhead in the success of teaching and learning process, therefore teachers are required to be able to innovate and master the various methods in delivering learning meteri that will be conveyed to the students. Lack of variation in the model of learning is one of the factors lazy students in following the teaching and learning process resulting in the level of mastery of student learning. To cultivate the spirit, cheerfulness in learning and not boring required a method of learning such as "shake the dice" as one of the active learning model, is essentially a traditional game with the aim that students in implementing learning is not saturated because this learning invites students to play while learning. Keywords. Learning Activity, Learning Model, Beat Dice

scholarly journals The Technological Challenge to the Notion of Rurality in New Zealand Education – Repositioning the Small School

1995 ◽  
Author(s):  
Ken Stevens
Keyword(s):  
New Zealand ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Electronic Networks ◽  
National Education ◽  
National Education System ◽  
Virtual Class ◽  
Virtual Classes ◽  
Small Rural Schools ◽  
The One

Small rural schools in New Zealand are in the forefront of changes in the application of information and communication technologies to teaching and learning. The emergence of rural school electronic networks is an important step towards the development of virtual classes in New Zealand, requiring new ways of organising teaching and learning. It is particularly appropriate to reconsider the pedagogy of the one- and two-teacher school in relation to the emerging virtual class. These small schools could have a new role in the information age and should, accordingly, be repositioned within the national education system.

scholarly journals Pengaruh Pendekatan Contextual Teaching and Learning terhadap Hasil Belajar PKn Siswa Kelas SMP Negeri 21 Makassar

2019 ◽  
Author(s):  
Muhajir
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Male Students ◽  
Average Score ◽  
Learning Approaches ◽  
Contextual Teaching ◽  
The One ◽  
Positive Effect

This type of research is experimental research that include one class as a class experiment with the aim to determine the effect of Contextual Teaching and Learning Approaches toward Learning Outcomes Civics in Seventh Grade Students of SMPN 21 Makassar. The study design used is the One-group pretest-posttest design, sample in this study is a class VII SMP Negeri 21 Makassar number of students as many as 29 students consisting of 10 male students and 19 female students. Data collection techniques used were conducted preliminary tests (pretest), applying the learning model Contextual Teaching and Learning, then the next action is to do a final test (posttest) to determine the effect of learning model Contextual Teaching and Learning on student learning outcomes. The results showed that the average score achievement test Civics on the pretest was 66.55 and the students who completed as many as 19 students or 65.51%, while the average score of posttest learning outcomes increased to 79.48 and students who pass as many as 29 people or 100%. Based on these results, it can be concluded that the application of learning models Contextual Teaching and Learning positive effect on learning outcomes Civics in Class VII SMP Negeri 21 Makassar

scholarly journals COPUS, PORTAAL, or DART? Classroom Observation Tool Comparison From the Instructor User’s Perspective

2021 ◽  
Vol 6 ◽  
Author(s):  
Mitra Asgari ◽  
Asha M. Miles ◽  
Maria Sol Lisboa ◽  
Mark A. Sarvary
Keyword(s):  
Active Learning ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Classroom Observation ◽  
Assessment Tools ◽  
Constructive Feedback ◽  
Time Investment ◽  
Observation Protocol ◽  
Available Resources

Classroom observation tools are used to evaluate teaching and learning activities, and to provide constructive feedback to instructors. To help instructors with selecting a suitable tool based on their needs and available resources, in this study, a group of observers assessed lectures of an introductory biology course using three, broadly cited classroom assessment tools in the STEM field: the Classroom Observation Protocol for Undergraduate STEM (COPUS); the Practical Observation Rubric to Assess Active Learning (PORTAAL); and the Decibel Analysis for Research in Teaching (DART). From a user’s perspective, we evaluated 1) the type and extent of information each tool provides, and 2) the time investment and difficulty of working with each tool. The assessment result of each tool was compared, with a list of expected outcomes generated by surveying a group of college instructors and with the result of a self-teaching assessment tool, Teaching Practices Inventory (TPI). Our findings conclude that each tool provided valuable assessment with a broad range of outcomes and time investment: PORTAAL offered the most detailed information on the quality of teaching practices and students’ engagement, but it demanded the greatest time investment. DART provided a basic estimation of active learning proportion with the least effort. The level of assessment outcome and the time investment when using COPUS was found to be less than PORTAAL, and more than DART. The TPI self-assessment outcome was found to be slightly optimistic regarding the proportion of active learning practices used in the studied course. This comparative study can help instructors in selecting a tool that suits their needs and available resources for a better assessment of their classroom teaching and learning.

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