TEACHING AND LEARNING METHODS USED BY PROPHET MUHAMMAD P.B.U.H AND THEIR IMPLEMENTATION IN VETERINARY ANATOMY EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Reda Mohamed
Keyword(s):  
Learning Styles ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Anatomy Education ◽  
Learning Methods ◽  
Face To Face ◽  
Methods And Techniques

The use of various teaching methods allows the teachers to accommodate the different learning styles of the students and allow the students to be active learners and to understand the subjects better as well as to be motivated to learn more. Prophet Muhammad (P.B.U.H) was the first perfect teacher and instructor, and one of his duties was to teach people the revelations that he received from Allah. He selected the best and most effective brilliant methods of teaching, thus helping the listener to clearly understand and remember the knowledge he taught. The learning-teaching methods of the Prophet Muhammad were extracted from his education activities such as face- to-face lecturer, writing method, Question-Answer method, teaching by practice, practical lessoning, brainstorming, and drawing to teach the foundations of Islam. Learning-teaching methods and techniques that the Prophet Muhammad (P.B.U.H) used in spreading his mission were proven to be effective and successful by applying them in today’s educational understanding of veterinary anatomy. 

scholarly journals METODE DAN TEKNIK PEMBELAJARAN PELATIHAN MENJAHIT PADA WARGA BELAJAR HETEROGEN DI UPTD PELATIHAN KERJA KOTA BENGKULU

2020 ◽  
Vol 3 (2) ◽  
pp. 100-109
Author(s):  
Tiara Priz Erizah ◽  
Agus Zainal Rachmat ◽  
Bayu Pradikto
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Teaching Methods ◽  
Learning Methods ◽  
Learning Techniques ◽  
Work Training ◽  
Heterogeneous Learning ◽  
Methods And Techniques ◽  
Data Validity ◽  
Teaching Learning

This research was descriptive qualitative research aimed to describe the sewing training implementation for heterogeneous learning citizens methods and techniques of learning. Participants in this study were heads of administrative sub-sections, instructors and sewing training citizens learning. This research was conducted at UPTD Bengkulu Work Training on 10 to 31 March 2020. Data collection was carried out through interviews, observations and documentation. The data were analyzed and validated using triangulation data validity technique. From research results, the sewing training instructors apply lecture learning methods, question and answer learning methods, discussion learning methods, demonstration learning methods, group teaching learning methods and individual teaching learning methods. The instructional methods applied by instructors to heterogeneous learning citizens was different, namely by applying group teaching methods with participatory coaching learning techniques. Keywords: sewing training, learning citizens, heterogeneous. 

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

Collaboration in Online Communications

2011 ◽  
pp. 264-268 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately.

Collaboration in Online Communications

2011 ◽  
pp. 314-318 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Accurate Solution ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately. In addition, we must distinguish between groups in which people act independently from those who act collaboratively. As Surowiecki (2004) has pointed out, when all the results are aggregated, a large number of people acting independently may give a more accurate solution to a problem than an expert. Interdependent groups may often produce results inferior to the results obtained by their best-performing members or may be affected by a “groupthink” mentality.

Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools

2017 ◽  
Vol 118 (3/4) ◽  
pp. 170-184 ◽  
Author(s):  
Rekai Zenda
Keyword(s):  
Academic Achievement ◽  
Secondary Schools ◽  
Effective Teaching ◽  
Teaching Methods ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Physical Sciences ◽  
Content Type ◽  
Face To Face ◽  
Hands On

Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

scholarly journals Anatomy Teaching and Learning in Malaysia During the COVID-19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 71-81
Author(s):  
Tg Fatimah Murniwati Tg Muda ◽  
Madihah Rushaidhi ◽  
Ker Woon Choy ◽  
Jagadeesh Dhamodharan ◽  
Norzana Abdul Ghafar ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Public Institutions ◽  
Faculty Members ◽  
Online Classes ◽  
Anatomy Education ◽  
Online Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Hands On ◽  
Anatomy Teaching

The abrupt transition from face-to-face to online anatomy teaching amidst the COVID-19 pandemic has posed great challenges to anatomy lecturers in Malaysia, as they have had to adapt to new skills to prepare and deliver online classes. These online classes were delivered either synchronously via a web teleconferencing application or asynchronously through pre-recorded videos that were uploaded to the learning management system (LMS). The online delivery of anatomy practical classes has become a major concern among anatomy lecturers and students, especially in public institutions, as there is a lack of hands-on experience and social interaction. Nevertheless, some private medical schools have adapted well to both online lectures and practical classes, as they had been venturing towards online learning and virtual reality tools even before the pandemic commenced. The Malaysian Anatomical Association (MAA) webinar, “Transformation of Anatomy Education in Malaysia during COVID-19 Pandemic”, discussed the issues related to lecturers’ and students’ receptivity to online anatomy classes. This study discusses the issues related to online anatomy teaching and learning (T&L) and the actions taken by the university’s governance and anatomy faculty members to resolve the issues discussed in the academic discourse.

scholarly journals Teaching to Different Learning Styles

EDIS ◽  
2009 ◽  
Vol 2009 (2) ◽  
Author(s):  
James E. Dyer
Keyword(s):  
Learning Styles ◽  
Agricultural Education ◽  
Teaching Methods ◽  
Fact Sheet ◽  
Gregorc Style Delineator ◽  
Methods And Techniques

WC083, a 3-page illustrated fact sheet by James E. Dyer, defines learning styles, types of learning styles (per the Gregorc Style Delineator), and preferred teaching methods and techniques for each style. Includes references. Published by the UF Department of Agricultural Education and Communication, December 2008.

scholarly journals METODE RESITASI (PENUGASAN) DALAM MENINGKATKAN MOTIVASI BELAJAR BIMBINGAN DAN KONSELING DI MAN 2 BANYUWANGI

2019 ◽  
Vol 17 (1) ◽  
pp. 37
Author(s):  
Jon Iskandar Bahari
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Motivation ◽  
Report Cards ◽  
Learning Methods

Problems occurred in the process of teaching and learning classes include students ' lack of interest in material with guidance and counselling, is evident when students are given assignments, students are always asking for the value of the results of that task. Students are also less interested in guidance and counselling to the materials due to subjects guidance and counselling is not included in the assessment of students ' report cards like other subjects. Students also concede rarely read books module that had belonged to him. Also teaching methods that have been applied to teachers BK less attractive and varied, this can be shown when the teacher would do with multimedia learning methods many tools that are not available by the school and can be known that with apply method resitasi can improve the learning motivation of students in this class, because by giving many variations in giving the task of making students do not get tired, especially when the implementation of the tasks carried out were not monotonous in the classes only. From the suggestions and criticisms from students to teachers can praktikan known that the students love it when given a task that many model variations and interesting.

scholarly journals Teaching and Learning Process During the Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
pp. 81-84
Author(s):  
Maulinda Anjarsari ◽  
Muhlasin Amrullah
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Data Retrieval ◽  
Research Process ◽  
Learning Activities ◽  
Learning Methods ◽  
Face To Face ◽  
Using Data

This research discusses the teaching and learning process that was implemented in the midst of the Covid-19 pandemic situation. Analyzing among others learning strategies, learning methods, media used and evaluation. In the process of this research using data retrieval techniques in the form of interviews, observations, photos during the research process is conducted. This research aims to find out how the teaching and learning process conducted by SD Muhammadiyah 1 Candi Sidoarjo in the midst of the Covid-19 pandemic. The results show that there are several slightly different strategies and media in the teaching and learning process that take place. One of them is the implementation. Before the pandemic the teaching and learning process was carried out normally face-to-face. However, during a pandemic like this the learning process is done online. But the learning process or learning activities such as the pray when going to start the learning process is still carried out such as reading prayers, singing songs and so on. Everything is the same as when normal learning is just the implementation online or virtual.

scholarly journals Pemantapan Pelajar Aliran Syariah di Institusi Pengajian Tinggi Melalui Pengajian Kitab Turath Jawi: Tinjauan Terhadap Pelaksanaan Pengajian Talaqqi di Universiti Sains Islam Malaysia

Sains Insani ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 27-37
Author(s):  
Syed Salim Syed Shamsuddin
Keyword(s):  
Teaching And Learning ◽  
Higher Learning ◽  
Primary Sources ◽  
Structured Interviews ◽  
Learning Methods ◽  
Face To Face ◽  
Primary Teaching ◽  
Islamic Jurisprudence ◽  
Muslim Communities ◽  
Learning Institutions

This article investigates the role of learning Jawi classical book as one of the important teaching and learning methods in Islamic sciences especially in the study of Islamic Jurisprudence in Malaysia. The method of using the classical Jawi texts has been in place in the Malay Archipelago since a long period of time. However, it is no longer becoming the primary teaching and learning methods nowadays. Thus, this study will look into the effects and significance of learning the classical Jawi texts in understanding the Islamic sciences, particularly the Islamic Jurisprudence. The analysis will also focus on the implementation of learning classical Jawi texts through the talaqqi (face to face) method in several academic faculties at the Universiti Sains Islam Malaysia. For this purpose, descriptive qualitative method is utilized as well as questionnaires and coupled with semi-structured interviews. The study concludes that the learning of classical Jawi texts through talaqqi method is extremely essential in Malaysia specifically to Shariah students. These texts are considered the main sources in the study of Islamic sciences in this region. The understanding of such primary sources in Islamic studies empowers students with well-grounded knowledge before they embark into the study of other modern discipline of knowledge. With such well-grounded knowledge students are able to withstand themselves from other influences which may affect their understanding of their religion. The tradition of studying of classical Jawi texts should be reintroduced to the Malay Muslim communities in Malaysia especially to the students at higher learning institutions in the country.Keywords: Islamic Turath; Islamic Education; Malay Civilizaton; Pondok System; Jawi Classical Book. ARTIKEL: Artikel ini meninjau peranan pengajian kitab turath Jawi sebagai satu bentuk kaedah pengajaran dan pembelajaran ilmu-ilmu Islam yang penting terutama kepada pengajian ilmu fiqah di Malaysia. Tradisi pengajian yang menggunakan teks turath Jawi telah lama dipraktikkan di Alam Melayu. Namun begitu, sistem pengajian moden tempatan dilihat kurang memberi penekanan kepada pengambilan teks turath Jawi sebagai teks utama dalam pengajaran dan pembelajaran. Oleh itu, artikel ini cuba melihat kesan dan kepentingan pengajian teks turath Jawi untuk memahami ilmu-ilmu Islam, khususnya ilmu fiqah. Di samping itu, perbincangan artikel ini turut melihat perlaksanaan pengajian talaqqi kitab turath Jawi di beberapa buah fakulti di Universiti Sains Islam Malaysia. Untuk tujuan ini, kaedah kualitatif deskriptif digunapakai di samping soal selidik dan temu bual berstruktur separa. Hasil kajian ini mendapati bahawa pengajian talaqqi kitab turath Jawi merupakan satu kaedah yang sangat penting dalam dunia pendidikan di Malaysia terutama kepada pelajar aliran syariah. Kitab turath Jawi dianggap sebagai sumber utama dalam pengajian ilmu-ilmu Islam di rantau ini. Kefahaman terhadap teks turath Jawi ini dapat memantapkan para pelajar dengan ilmu-ilmu asas Islam yang kukuh sebelum mula mempelajari ilmu-ilmu moden. Dengan itu, mereka dapat mempertahankan diri daripada pelbagai pengaruh luar yang boleh menjejaskan kefahaman mereka terhadap Islam. Tuntasnya, tradisi pengajian kitab-kitab turath Jawi perlu diketengahkan semula dalam masyarakat Melayu di Malaysia khususnya masyarakat kampus di institusi-institusi pengajian tinggi tempatan.Kata Kunci: Turath Islami; Pendidikan Islam; Tamadun Melayu; Sistem Pondok; Kitab Jawi.

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