scholarly journals SISTEMPEMBELAJARAN TERPADU DI SEKOLAH

2013 ◽  
Vol 12 (1) ◽  
pp. 1 ◽  
Author(s):  
Hasnawati Hasnawati
Keyword(s):  
Learning Experiences ◽  
Meaningful Learning ◽  
Learning Approach ◽  
Integrated Learning ◽  
Direct Experience ◽  
Approach To Learning ◽  
Knowledge And Skills

Integrated learning is an approach to learning that links several aspects of both the intra-subject and between subjects. With the approach of the students will acquire knowledge and skills in their entirety so that learning becomes meaningful to students. Provide meaningful learning in integrated learning means that studentswill be able to understand the concepts they learned through direct experience and concrete links between the concept of intra-subject and between subjects. Integrated learning as a concept is an approach to learning that involves some subjects to providemeaningful learning experiences for children. Integrated learning approach that is believed to be as practice-oriented learning in accordance with the needs of today’s children. With integrated learning students are expected to have the ability to identify, collect, assess and use information around them significantly.

scholarly journals Model Pembelajaran Meaningful Learning

2021 ◽  
Author(s):  
suci khoirun nisa
Keyword(s):  
Meaningful Learning ◽  
Learning Model ◽  
Learning Approach ◽  
Learning Methods ◽  
Approach To Learning

This study aims to: Knowing the method of meaningful learning, meaningful learning, application of learning, approach to learning methods, learning steps, the method used in this study is literacy (library study) by examining several sources related to the Meaningful Learning learning model.

Pedagogical Content Knowledge in Co-Teaching for Special Educators

2021 ◽  
pp. 1-9
Author(s):  
Bharti Tandon
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Special Educators ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Pedagogical Content ◽  
Knowledge And Skills ◽  
Inclusive Settings ◽  
The Subject

More than three decades ago, Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the ways of representing and formulating the subject matter to make it comprehensible to others. It involves understanding of how particular subject matter topics and issues are organized and represented in order to teach in an effective way. It also involves understanding the needs and struggles of the students. Shulman (1987) identified PCK as one of seven categories of teachers’ knowledge which is essential for providing meaningful learning experiences to all students including children with disabilities. This calls for special educators in inclusive settings to possess the knowledge and skills to implement PCK in teaching all students. There is no global PCK model; researchers have explained it differently in terms of components in the field. This paper attempts to explain the concept of PCK, its importance for special educators teaching in co-teaching and two models of PCK namely Shulman’s Model and Ball’s Model.

An Integrated Prediction Method for Identifying Protein-Protein Interactions

2020 ◽  
Vol 17 (4) ◽  
pp. 271-286
Author(s):  
Chang Xu ◽  
Limin Jiang ◽  
Zehua Zhang ◽  
Xuyao Yu ◽  
Renhai Chen ◽  
...  
Keyword(s):  
Protein Interactions ◽  
Feature Vector ◽  
Prediction Method ◽  
Feature Representation ◽  
Protein Interaction Networks ◽  
Learning Approach ◽  
Biological Processes ◽  
Integrated Learning ◽  
Protein Protein Interactions ◽  
Training Process

Background: Protein-Protein Interactions (PPIs) play a key role in various biological processes. Many methods have been developed to predict protein-protein interactions and protein interaction networks. However, many existing applications are limited, because of relying on a large number of homology proteins and interaction marks. Methods: In this paper, we propose a novel integrated learning approach (RF-Ada-DF) with the sequence-based feature representation, for identifying protein-protein interactions. Our method firstly constructs a sequence-based feature vector to represent each pair of proteins, viaMultivariate Mutual Information (MMI) and Normalized Moreau-Broto Autocorrelation (NMBAC). Then, we feed the 638- dimentional features into an integrated learning model for judging interaction pairs and non-interaction pairs. Furthermore, this integrated model embeds Random Forest in AdaBoost framework and turns weak classifiers into a single strong classifier. Meanwhile, we also employ double fault detection in order to suppress over-adaptation during the training process. Results: To evaluate the performance of our method, we conduct several comprehensive tests for PPIs prediction. On the H. pyloridataset, our method achieves 88.16% accuracy and 87.68% sensitivity, the accuracy of our method is increased by 0.57%. On the S. cerevisiaedataset, our method achieves 95.77% accuracy and 93.36% sensitivity, the accuracy of our method is increased by 0.76%. On the Humandataset, our method achieves 98.16% accuracy and 96.80% sensitivity, the accuracy of our method is increased by 0.6%. Experiments show that our method achieves better results than other outstanding methods for sequence-based PPIs prediction. The datasets and codes are available at https://github.com/guofei-tju/RF-Ada-DF.git.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

Radiography ◽  
2009 ◽  
Vol 15 (3) ◽  
pp. 242-246 ◽  
Author(s):  
M.M. Cockbain ◽  
C.M. Blyth ◽  
C. Bovill ◽  
K. Morss
Keyword(s):  
Learning Experiences ◽  
Approach To Learning

PENINGKATAN KEMAMPUAN MENULIS PUISI DENGAN METODE PICTURE AND PICTURE PADA SISWA KELAS V SDN 1 SUKAMENANTI BANDAR LAMPUNG

2020 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Kusrina Kusrina
Keyword(s):  
Action Research ◽  
Initial Conditions ◽  
Integrated Approach ◽  
Class Action ◽  
Learning Approach ◽  
Integrated Learning ◽  
Self Reflection ◽  
Average Value ◽  
Fifth Grade Students ◽  
Classroom Action Research

The problem raised in this research is to improve the ability to write poetry of students with an integrated learning approach in learning Indonesian in class V SDN 1  Sukamenanti Kedaton Bandar Lampung Academic Year 2017 / 2018. This research was conducted because of the reality in the field that the ability to write class poetry V in SDN 1 Sukamenanti is classified as low, it is obtained that data in the basic competence of writing poetry the average value of students is 57.39 The average value obtained by these students in general has not reached the specified KKM, which is 65. Of the 28 students in SD Negeri 1 Sukamenanti Bandar Lampung only 10 or 36% of students achieved mastery. The rest, students can achieve completeness after taking remedial once, twice, or even up to three times. This shows that the ability to write poetry of fifth grade students at SD Negeri 1 Sukamenanti Bandar Lampung is low. For this reason, the most integrated learning approach is used in order to improve the ability to write poetry. To achieve the above research objectives, the authors use the "Classroom Action Research" research method abbreviated as CAR or class action research (CAR). Classroom action research (CAR) is action research carried out by teachers in the classroom. This model uses a spiral system of self-reflection that starts from plans, actions, observations, reflections, and re-planning which is the basis for a problem-solving design. And use an integrated approach in learning. Based on the results of the study it can be concluded that an increase in the ability to write poetry of students of SDN 1 Sukamenanti VB class after applying an integrated approach in learning Indonesian this can be seen in the initial conditions of the acquisition of an average value of 57.39 with the highest KM of 3.57%. In the first cycle the average value of 68.68 and the highest KM was 57.14%. In cycle II the average acquisition value is 71.93 and the highest KM is 64.29%, whereas the acquisition value in cycle III is an average of 77.04 and the highest KM in cycle III is 78.57%

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