Metode Pembelajaran Peer Teaching sebagai Solusi Dalam Pembelajaran Matamatika

Indra Joni; Rian Vebrianto; Zubaidah Amir MZ

doi:10.24014/idj.v3i2.10303

Metode Pembelajaran Peer Teaching sebagai Solusi Dalam Pembelajaran Matamatika

Instructional Development Journal ◽

10.24014/idj.v3i2.10303 ◽

2020 ◽

Vol 3 (2) ◽

pp. 69

Author(s):

Indra Joni ◽

Rian Vebrianto ◽

Zubaidah Amir MZ

Keyword(s):

Peer Teaching

Penelitian ini dilatarbelakangi oleh penyelenggaran pendidikan dasar masih sangat memprihatinkan, dimana guru masih banyak menggunakan metode-metode lama dalam mengajar dikelas sehingga kurangnya keterlibatan siswa dalam proses pembelajaran. Hal ini berpengaruh terhadap motivasi belajar siswa yang rendah Oleh karena itu, penelitian ini bertujuan untuk meningkatkan motivasi belajar dan hasil belajar siswa menggunakan metode pembelajaran Peer Teaching sebagai solusi dalam pembelajaran matamatika. Jenis penelitian yang digunakan adalah kajian lapangan yaitu dengan wawancara dan penelitian kepustakaan yang diperoleh dari buku atau jurnal-jurnal yang berhubungan dengan permasalahan utama. Adapun teknik pengumpulan data dengan cara wawancara dengan wali kelas V dan VI dan melihat arsip nilai ulangan semester ganjil tahun ajaran 2019/2020. Teknik analisis dalam penelitian ini menggunakan analisis deskriptif kualitatif. Berdasarkan kajian-kajian literatur yang penulis lakukan diperoleh informasi bahwa sudah banyak peneliti yang menerapkan metode pembelajaran tutor sebaya (peer teaching) diberbagai tingkatan pendidikan mulai dari tingkat SD/MI, SMP/MTs dan SMA/SMK dapat meningkatkan motivasi belajar dan juga dapat meningkatkan hasil belajar matematika siswa.

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Sono4Students – sonographische Lehre nach dem Peer-teaching Prinzip

Ultraschall in der Medizin - European Journal of Ultrasound ◽

10.1055/s-0034-1389403 ◽

2014 ◽

Vol 35 (S 01) ◽

Author(s):

J Jahns ◽

F Recker ◽

V Thiessen ◽

K Rüenauver ◽

B Bailer

Keyword(s):

Peer Teaching

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The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

Journal of Education College Wasit University ◽

10.31185/eduj.vol1.iss33.771 ◽

2019 ◽

Vol 1 (33) ◽

pp. 693-714

Author(s):

. Muntaha Sabbar Jebur

Keyword(s):

Basic Education ◽

Teaching Method ◽

Research Work ◽

Peer Teaching ◽

Control Group ◽

College Of Basic Education ◽

Significant Difference ◽

Post Test ◽

Efl Students ◽

Experimental Group

Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors. The researcher proposes that the use of students peer teaching may promote students' achievement and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its effect on Iraqi EFL students' achievement in the course of Library and Research Work . The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017. The same materials were presented to both groups. This included units from Writing Research Paper by Lester D. . Post-test was constructed and exposed The t-test for independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

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Penerapan metode penugasan dalam perkuliahan aljabar linier dan matriks

Majalah Ilmiah UNIKOM ◽

10.34010/miu.v12i2.29 ◽

2014 ◽

Vol 12 (2) ◽

Author(s):

Kania Evita Dewi ◽

Ednawati Rainarli

Keyword(s):

Peer Teaching

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan perkuliahan Aljabar Linier dan Matriks dengan metode penugasan terhadap peningkatan kemampuan berpikir nalar mahasiswa. Penelitian ini merupakan penelitian eksperimen pretes-postes dengan kelas kontrol. Sampel penelitian yang digunakan adalah dua kelas tingkat 2 di Prodi IF UNIKOM. Instrumen yang digunakan dalam penelitian ini, yaitu: tes kemampuan berpikir nalar.Hasil penelitian menunjukkan peningkatan kemampuan berpikir nalar mahasiswa yang mendapat perkuliahan aljabar linier dan matriks dengan metode penugasan lebih baik dibandingkan dengan mahasiswa yang mendapat perkuliahan aljabar linier dan matriks biasa. Hal-hal yang mendukung dalam perkuliahan ini adalah potensi nalar mahasiswa, mahasiswa terlibat aktif dalam perkuliahan. Sedangkan hambatan dalam perkuliahan ini adalah waktu yang kurang memadai dan lemahnya pemahaman konsep dan materi prasyarat mahasiswa.Berdasarkan hasil penelitian maka diajukan beberapa saran, yaitu: Membuat diktat aljabar linear dimana didalam diktat tersebut tidak hanya berisi materi yang akan disampaikan namun juga berisi langkah-langkah kegiatan perkuliahan dengan menggunakan metode penugasan (bisa dalam bentuk lembar kerja); Mengkaji kecocokan metode penugasan untuk materi yang berbeda di Aljabar Linear dan Matrik; Melakukan eksperimen dengan menggunakan metode perkuliahan lainnya seperti metode peer teaching yang dapat digunakan pada kelas

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The Efficacy of Interdisciplinary Near-Peer Teaching Within Neuroanatomical Education—Preliminary Observations

Medical Science Educator ◽

10.1007/s40670-021-01238-6 ◽

2021 ◽

Author(s):

Charles F. C. Taylor ◽

Octavia R. Kurn ◽

Steven P. Glautier ◽

Deepika Anbu ◽

Oliver Dean ◽

...

Keyword(s):

Medical Students ◽

Positive Feedback ◽

Medical Curriculum ◽

Psychology Students ◽

Peer Teaching ◽

Interdisciplinary Education ◽

Knowledge Assessment ◽

Perceived Knowledge

AbstractNear-Peer Teaching (NPT) is increasingly becoming an integral part of the medical curriculum. When considered alongside the increasing popularity of interdisciplinary education, it seems appropriate to explore NPT within an interdisciplinary context. In these observations, 3rd-year medical students taught 2nd-year psychology students neuroanatomy. The session was evaluated using three objective and subjective assays. A knowledge assessment test showed significant improvement after teaching, and there were significant improvements on self-perceived knowledge/attitudes towards neuroanatomy, as well as positive feedback on the use of NPT. These observations evidence the successful use of Interdisciplinary Near-Peer Teaching (INPT) within a neuroanatomical curriculum.

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