scholarly journals BAHASA INDONESIA LEARNING COMMUNICATION BY USING COOPERATIVE MODEL APPROACH

2018 ◽  
Vol 3 (4) ◽  
pp. 685
Author(s):  
Syaiful Rohim
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Group Learning ◽  
Learning Achievement ◽  
Student Centered ◽  
Cooperative Model ◽  
The Impact ◽  
Bahasa Indonesia ◽  
Better Than ◽  
Model Approach

Communication in education and learning gives a great contribution in the success and effectivity learning achievement which is expected. The same as a teachers when they making communication in the class. There are a lot of model and innovation in learning communication, for example Cooperative Learning (CL), Contextual Teaching and Learning (CTL), Inquiry, and Problem Solving. This learning model concern that every learning process of active students create their own knowledge (student centered). By using positivisme percepective that tends to avoid talking about reality which is can not be observed (Rohim, 225:2009). The approach which is used in this research is using quantitative approach because it is needed to measure the impact of indepent variable to dependent variable, in other words to measure the cause and effect (causal), (Sugiyono, 2010:190). This research shows that learning strategy and cooperative communication significantly give a big impact to students’ achievement, this data is supported with the data that shows students’ learning achievement in Bahasa Indonesia is better than students’ learning achievement which is using convensional group learning strategy.

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

scholarly journals The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

2021 ◽  
Vol 4 (2) ◽  
pp. 325
Author(s):  
Dian Istiqorini Setiarufi
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Visual Media ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Cooperative Model ◽  
Student Teams ◽  
Success Indicators ◽  
Motivation And Learning

The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.

Teaching a ‘Managing Innovation and Technology' Course

2016 ◽  
Vol 6 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

scholarly journals A Survey of Norwegian Nursing Students’ Responses to Student-Centered Small Group Learning in the Study of Human Anatomy and Physiology

2021 ◽  
Vol 7 ◽  
pp. 237796082110458
Author(s):  
Guanglin Cui ◽  
Jann-Briger Laugsand ◽  
Wei Zheng
Keyword(s):  
Nursing Students ◽  
Small Group ◽  
Teaching Practice ◽  
Learning Strategy ◽  
Group Learning ◽  
Human Anatomy ◽  
Small Group Learning ◽  
Student Centered ◽  
Anatomy And Physiology ◽  
Performance Satisfaction

Introduction Small group learning (SGL) is a main learning strategy in the study of bioscience subjects in nursing schools. Objectives We evaluated Norwegian nursing students’ responses to the student-centered SGL approach in the study of anatomy and physiology (A&P) and tried to determine what aspects educators should improve regarding the use of SGL in the study of biosciences. Methods A descriptive questionnaire survey was conducted to evaluate Norwegian nursing students’ responses and experiences, for example, motivation, performance, satisfaction, and effectiveness of this new SGL strategy in the study of human A&P. Results Nursing students showed a high motivation and varied experience, for example, different attendance rates, satisfaction, and effectiveness in response to the student-centered SGL strategy in the study of human A&P. In addition, some students reported a low completion rate of assigned work for each SGL session. Additional concerns were collected in the open-end survey section. Subsequent thematic analysis of these comments identified that SGL arrangement and teacher tutorials were the main themes that needed to be improved in future SGL practice. Conclusions The information from this survey might provide new insights to educators to understand what and how we should improve the student-centered SGL work in future teaching practice.

scholarly journals KAJIAN PENERAPAN TEORI PEMBELAJARAN BERMAKNA AUSUBEL BERDASARKAN PERSPEKTIF ALKITABIAH PADA MATERI HIDROKARBON [A STUDY ON THE APPLICATION OF AUSUBEL'S MEANINGFUL LEARNING THEORY ON HYDROCARBON CHEMICAL LEARNING BASED ON A BIBLICAL PERSPECTIVE]

2020 ◽  
Vol 16 (2) ◽  
pp. 141
Author(s):  
Sekar Kinasih ◽  
Kelly Sinaga
Keyword(s):  
Learning Theory ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Meaningful Learning ◽  
Contextual Learning ◽  
Contextual Approach ◽  
Literature Study ◽  
Contextual Teaching ◽  
Biblical Perspective ◽  
Bahasa Indonesia

<p>Learning about hydrocarbons in a chemistry class requires a high understanding of concepts and memory. Students usually only focus on memorizing and understanding the material when studying hydrocarbons in order to get good grades during exams, as happened to the grade 11 students in one of the schools in Lampung. This results in students not really learning about hydrocarbons and how they are useful for daily life. The purpose of writing this paper is to explain the study of the application of Ausubel's meaningful learning theory with the Contextual Teaching and Learning (CTL) strategy on hydrocarbon material based on a biblical perspective. Ausubel's meaningful learning theory with a Contextual Teaching and Learning strategy can help students find the meaning of learning because this theory emphasizes the integration of information that is relevant to a student's life or context. Through contextual learning students also obtain life values based on a biblical perspective. The method of writing this research is a literature study based on 20 reference sources. The conclusion obtained is that each stage in Ausubel's meaningful learning theory with a contextual approach can help students find the meaning of learning by connecting old knowledge with new knowledge that is more relevant to life. Students can also add value to their life by becoming wise users of petroleum which is a hydrocarbon.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Hidrokarbon adalah salah satu materi pembelajaran kimia yang membutuhkan pemahaman konsep  dan daya ingat yang tinggi. Siswa biasanya hanya fokus menghafalkan dan memahami materi ketika belajar hidrokarbon agar bisa memperoleh nilai yang baik  saat ujian, seperti yang terjadi pada siswa kelas XI SMA di salah satu sekolah di Lampung. Hal tersebut mengakibatkan siswa tidak menemukan makna dalam pembelajaran hidrokarbon yang  berguna bagi kehidupan sehari-hari. Tujuan penulisan makalah ini adalah untuk memaparkan setiap tahapan dalam penerapan teori pembelajaran bermakna Ausubel dengan strategi <em>Contextual Teachin</em><em>g and Learning</em> (CTL) pada materi hidrokarbon berdasarkan perspektif Alkitabiah<em> yang </em>dapat menolong siswa menemukan makna pembelajaran yang relevan dengan kehidupan siswa atau kontekstual. Melalui pembelajaran yang kontekstual siswa juga memperoleh nilai-nilai kehidupan berdasarkan perspektif Alkitabiah. Metode penulisan penelitian ini adalah kajian  literatur berdasarkan 20 sumber referensi. Kesimpulan yang diperoleh yaitu setiap tahapan dalam teori pembelajaran bermakna Ausubel dengan pendekatan kontekstual dapat menolong siswa menemukan makna belajar melalui  menghubungkan pengetahuan lama dengan pengetahuan baru yang lebih relevan dengan kehidupan. Siswa juga dapat memperoleh nilai kehidupan untuk menjadi pribadi yang berhikmat dan bijaksana dalam menggunakan minyak bumi.</p>

Teaching a ‘Managing Innovation and Technology' Course

2020 ◽  
pp. 1075-1093
Author(s):  
Despo Ktoridou ◽  
Epaminondas Epaminonda
Keyword(s):  
Teaching And Learning ◽  
Working Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Entrepreneurial Skills ◽  
Management Of Innovation ◽  
Innovation And Technology ◽  
Inductive Methods ◽  
The University ◽  
The Impact

In the last few years an increasing emphasis on developing entrepreneurship has been evident in many universities in an effort to prepare students to integrate effectively into the competitive working environment of the 21st century. A key question is how to do this. This work examines the impact of Student Centered Learning (SCL) introduced in a multidisciplinary undergraduate course of Management of Innovation and Technology at the University of Nicosia. It examines students' and lecturer experiences, benefits and challenges of implementing SCL, and gives recommendations to lecturers for designing a SCL based curriculum, incorporating inductive methods. The findings may be useful for academics who teach entrepreneurship related topics and seek ways to incorporate innovative approaches in their teaching and learning processes in order to motivate students towards the development of entrepreneurial skills and thinking.

scholarly journals Nursing faculty and student transition to a context–based learning curriculum

2017 ◽  
Vol 7 (7) ◽  
pp. 54 ◽  
Author(s):  
Vivian Afrah Puplampu ◽  
Carolyn Ross
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Nursing Faculty ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Nursing Theory ◽  
Student Centered ◽  
Student Transition ◽  
Undergraduate Nursing ◽  
Teaching And Learning Strategies

Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students’ perception about their transition to CBL.Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses.Results: Five themes emerged from the students’ data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL.Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

scholarly journals A STUDY OF THE TEACHERS’ ROLES IN THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH AT SMP NEGERI 1 SINGARAJA

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
K.P.P. Ayustina ◽  
I.G. Batan ◽  
N.W.S. Mahayanti
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Teaching English ◽  
Descriptive Model ◽  
Student Centered ◽  
Student Centered Learning ◽  
Scientific Approach ◽  
Model Approach

The implementation of Curriculum 2013 indicated that there is a switch of the teachers’ role in the process of teaching and learning from resource becoming facilitator. This study aimed to find out the roles that the teachers play in the classrooms when teaching English at SMP Negeri 1 Singaraja and to know responses of the students toward it. It followed qualitative interactive descriptive model, approach, and design which was adopting the framework of Maxwell (2012). It involved 3 teachers and 174 students. The required data for this study were collected through observation and distributing questionnaire. Since the data were analyzed descriptively, it was adopted the framework developed by Miles and Huberman (1994). The results of data analysis show that there are five roles the teachers played in the classroom when teaching English at SMP Negeri 1 Singaraja such as prompter or motivator, facilitator, controller, organizer, and assessor and the responses of the students toward it mostly dominated by positive attitude. In short, most of the roles that the teachers played support the student-centered learning. It is the result of the classroom focused activities developing on giving exercises, completing task, and doing practice of language used. Keywords: assessor, controller, facilitator, organizer, prompter, scientific approach

scholarly journals Academic Writing Within An Online Learning Environment: Assessing The Impact Of Peer Evaluation On Lesson Planning, Execution & Assessment

2013 ◽  
Vol 9 (2) ◽  
pp. 115-126
Author(s):  
Karen Sanderson Cole ◽  
Danielle Watson
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Lesson Planning ◽  
English For Academic Purposes ◽  
Peer Evaluation ◽  
Online Learning Environment ◽  
The Impact

Peer evaluation, as a learning strategy, is commonly used among educators in an attempt to promote higher performance goals and improved teaching and learning outcomes through the sharing of complementary proficiencies for a familiar intent. It is commonly viewed as a technique for raising the bar' through exposing educators to alternative perspectives. Within the online learning environment, there is a high degree of isolation among educators involved in the delivery of the same course. Although individuals interact in established teacher forums about administrative issues, a forum is not provided where interaction about teaching content, delivery and conceptualization of critical concepts can be explored and discussed. As such, the provision of a forum for collaboration among peers involved in different aspects of course delivery within the online learning environment is believed to address the issue of isolated instruction while also providing support and evaluation as to the effectiveness of teaching strategies employed. The aim of the research is to investigate the impact of an established peer partnership between 14 colleagues working in pairs geared towards assessing feedback and discussions on lesson planning, execution and assessment processes. It seeks to ascertain its usefulness as a strategy to be incorporated into the teaching of English for Academic Purposes within an online learning environment. The study seeks to provide actionable direction for peer evaluation and collaboration, as a teaching and learning tool, through the mapping, assessing and evaluation of the processes involved.

scholarly journals UPAYA MENINGKATKAN PRESTASI DAN KUALITAS BELAJAR BAHASA INDONESIA PADA MATERI BERBICARA DAN MEMBACA DENGAN MENERAPKAN METODE STAD DAN METODE ROLE PLAYING PADA SISWA KELAS VI SDN SINTUNG TIMUR

2018 ◽  
Vol 9 (1) ◽  
pp. 56
Author(s):  
Sri Rudiawati
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Role Playing ◽  
Learning Activities ◽  
Model Learning ◽  
Learning Achievement ◽  
School Year ◽  
Academic Year ◽  
Test Result ◽  
Bahasa Indonesia

Abstrak: Tujuan penelitian ini ingin mengetahui peningkatan prestasi belajar melalui penerapan pembelajaran model STAD dan Role Playing terhadap siswa Kelas VI SDN Sintung Timur Tahun Ajaran 2015/2016.  Penelitian ini menggunakan penelitian tindakan kelas tiga suiklus. Pengumpulan data berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar. Didapatkan bahwa prestasi belajar siswa mengalami peningkatan dari siklus I sampai siklus III yaitu, siklus I (68,18%), siklus II (77,27%), siklus III (86,36%). Kesimpulan bahwa penerapan model STAD dan Role Playing dapat meningkatkan prestasi belajar Siswa kelas VI SDN Sintung Timur Tahun Ajaran 2015/2016.Abstract:  The purpose of this study would like to know the improvement of learning achievement through the application of STAD and Role Playing model learning to the students of Class VI SDN Sintung Timur in School Year 2015/2016. This study used a classroom action research of three cycles. Data collection in the form of formative test result, observation sheet of teaching and learning activities. It was found that students' learning achievement increased from cycle I to cycle III that is, cycle I (68,18%), cycle II (77,27%), cycle III (86,36%). The conclusion that the application of STAD and Role Playing model can improve the learning achievement of grade 6 students of SDN Sintung Timur in the academic year 2015/2016.

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