scholarly journals Application of dynamic electricity: Series and Parallel learning model with ISLE-based STEM approach for students with disabilities

2020 ◽  
Vol 10 (1) ◽  
pp. 17-20
Author(s):  
Yuli Andriani ◽  
Irwandi Irwandi ◽  
Mursal Mursal ◽  
Mailizar Mailizar ◽  
Elin Yusibani
Keyword(s):  
Students With Disabilities ◽  
Electric Circuit ◽  
Learning Model ◽  
Learning Activities ◽  
Research Center ◽  
Parallel Learning ◽  
In Series ◽  
And Mathematics ◽  
Banda Aceh ◽  
Model Approach

Abstrak. STEM Research Center telah mengembangkan beberapa modul dengan pendekatan model STEM berbasis Investigative Science Learning Environment (ISLE) dan telah berhasil mengimplementasikan pada sekolah umum di Aceh. Modul yang telah dikembangkan selanjutnya akan diterapkan kepada siswa penyandang disabilitas tunarungu di SMALB YPAC Kota Banda Aceh. Penerapan model pembelajaran menggunakan STEM berbasis ISLE yakni didasarkan pada kegiatan observasi dan diskusi berkaitan dengan empat bidang disiplin ilmu yakni sains, teknologi, enjinering dan matematika. Modul pembelajaran yang dikembangkan terdapat dua kegiatan belajar, yaitu kegiatan belajar yang berkaitan dengan eksperimen pengamatan dan kegiatan belajar yang berkaitan kegiatan eksperimen sederhana dengan menguji kebenaran hasil prediksi. Rangkaian listrik dinamis yang diberikan adalah rangkaian sederhana yang dipasangkan secara seri dan paralel. Untuk alat peraga listrik dinamis yang digunakan, pengamatan tidak mengalami permasalahan. Siswa dapat mengikuti lembar kerja modul ISLE dengan baik. Proses diskusi dalam kelompok masih dapat dilakukan, namun terdapat masalah dalam hal mengkomunikasikan ide-ide antar kelompok.Abstract. STEM Research Center has developed several modules with the ISLE-based STEM model approach and has successfully implemented them in regular schools in Aceh. The module that has been developed will then be applied to students with hearing disabilities at YPAC High School Banda Aceh City. The application of the learning model uses the ISLE-based STEM which is based on observation and discussion activities related to four fields, namely science, technology, engineering, and mathematics. The learning module developed has two learning activities, namely learning activities related to experimental observations and learning activities related to simple experimental activities by testing the correctness of the predicted results. A given dynamic electric circuit is a simple circuit that is paired in series and parallel. For dynamic electric props used, the observation does not experience any problems. Students can follow the ISLE module worksheets well. The discussion process in groups is still possible, but there are problems in communicating ideas between groups.Keywords: ISLE based STEM module, Deaf, Dynamic electricity

scholarly journals Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools

2020 ◽  
Vol 9 (3) ◽  
pp. 238-247
Author(s):  
Wulan Aulia Azizah ◽  
Sarwi Sarwi ◽  
Ellianawati Ellianawati
Keyword(s):  
Elementary Schools ◽  
Water Cycle ◽  
Sampling Technique ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Activities ◽  
Research Subjects ◽  
Great Opportunity ◽  
Creative Products ◽  
And Mathematics

Learning in 21st Century focuses on the development of students learning activities in order to increase their creativity through creative products. This study aims to describe the implementation of Project-based Learning model using STREAM-based approach (Science, Technology, Religion, Engineering, Art, and Mathematics) on students learning activities and the results of creative products made by students. The research method used was descriptive qualitative. The data source was chosen using purposive sampling technique. The research subjects are 3 elementary schools in Banjarmasin city, amounting to 80 students. Data collection techniques were done through observation and product assesment. The results showed that the implementation of the PjBL model using STREAM-based approach had an effect on increasing the result of students learning up to 92.1 (very good), and their activeness in learning activities made them become more creative in designing an interesting product. In this study there were 4 creative products created by the students namely drip irrigation, water cycle, water quality test, and religious-based picture story booklets. The implication of this research is a great opportunity for teachers in elementary schools to use PjBL model using STREAM-based approach in order to increase students’ interest, creativity, and social attitudes in learning.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TPS DI SMA NEGERI 12 BANDA ACEH

2014 ◽  
Vol 2 (1) ◽  
pp. 68
Author(s):  
Amna Emda
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Student Involvement ◽  
Active Role ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Activities ◽  
Mutual Cooperation ◽  
Banda Aceh ◽  
The Way

Students are studying subjects that are required to play an active role in learning activities. The way that can be done to enable such students through the implementation of cooperative learning model, one of which is TPS. TPS application of cooperative learning in the learning of chemistry can stimulate students to express opinions or ideas, mutual cooperation, respect the opinions of others, helping to solve problems and develop students' creativity. Active student involvement in learning will lead to learning motivation that will have an impact on the improvement of learning outcomes

Technology for Gifted Students

2022 ◽  
pp. 306-326
Author(s):  
Cindy L. Anderson ◽  
Kevin M. Anderson
Keyword(s):  
Students With Disabilities ◽  
Design Process ◽  
Software Design ◽  
Gifted Students ◽  
Learning Activities ◽  
Instructional Software ◽  
Good Activity ◽  
Instructional Games ◽  
Science Technology ◽  
And Mathematics

This chapter proposes that software design using software with programming capabilities, such as Classroom Suite, is a good activity for gifted students to increase their science, technology, engineering, and mathematics (STEM) skills while designing appropriate learning activities for all students, including those with disabilities. The chapter describes design techniques that gifted students can apply during the development, offers as an example the design process for one of the authors' own Classroom Suite instructional games, and concludes with a description of several other games designed by the authors as further examples of the kinds of instructional software that gifted students can develop for students with disabilities using Classroom Suite.

Technology for Gifted Students

2020 ◽  
pp. 196-216
Author(s):  
Cindy L. Anderson ◽  
Kevin M. Anderson
Keyword(s):  
Students With Disabilities ◽  
Design Process ◽  
Software Design ◽  
Gifted Students ◽  
Learning Activities ◽  
Instructional Software ◽  
Good Activity ◽  
Instructional Games ◽  
Science Technology ◽  
And Mathematics

This chapter proposes that software design using software with programming capabilities, such as Classroom Suite, is a good activity for gifted students to increase their science, technology, engineering, and mathematics (STEM) skills while designing appropriate learning activities for all students, including those with disabilities. The chapter describes design techniques that gifted students can apply during the development, offers as an example the design process for one of the authors' own Classroom Suite instructional games, and concludes with a description of several other games designed by the authors as further examples of the kinds of instructional software that gifted students can develop for students with disabilities using Classroom Suite.

Peningkatan Aktivitas Dan Hasil Belajar Bahasa Indonesia Pada Materi Teks Eksposisi Melalui Model Contextual Teaching And Learning (CTL) Siswa Kelas X IS 3 SMAN 4 Banda Aceh

2020 ◽  
Vol 1 (3) ◽  
pp. 289-298
Author(s):  
Yuslina Yuslina
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Model ◽  
Observation Data ◽  
Process Data ◽  
School Year ◽  
Data Collection Technique ◽  
Written Test ◽  
Banda Aceh

he purpose of this study was to increase the activities and results of Indonesian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh. The learning model used in this study is the CTL learning model. The subjects of this study were students of class X IS 3 SMAN 4 Banda Aceh. The number of students is 35 students with 16 male students and 19 female students. This research was conducted in the 2019/2020 school year for a period of 3 months, from August 2019 to October 2019 in the odd semester. The research methodology is Classroom Action Research (PTK) consisting of two cy-cles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observ-ing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by looking at the activeness of students in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in student learning activities in both cycles, from good enough to good categories and to very good categories. Completeness of student learning outcomes has increased from 48.57% in the pre cycle increased to 68.57% in cycle I and increased to 88.57% in cycle II. The use of the CTL learning model can increase the activities and results of Indone-sian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh Academic Year 2019/2020

Meningkatkan Kemampuan Guru dalam Menerapkan Model Pembelajaran Problem Centered Learning Melalui Focus Group Discission di Sekolah Dasar Negeri 187/X Bangun Karya Tahun 2019/2020

2020 ◽  
Vol 10 (1) ◽  
pp. 86
Author(s):  
Mujiem Mujiem
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Focus Group ◽  
Initial Conditions ◽  
Learning Model ◽  
Class Action ◽  
Learning Activities ◽  
Implementation Phase ◽  
The Subject ◽  
Academic Year

This research is a classroom action research that aims to improve the ability of teachers to apply the problem centered learning model of learning in the Elementary School 187/ X Bangun Karya, Academic Year 2019/2020. The subject of this study was a teacher at 187 / X Bangun Karya Elementary School, Rantau Rasau District, Tanjung Jabung Timur District, Jambi Province. This class action research was carried out in two cycles, each cycle consisting of two meetings. The results of the evaluation are converted into a recapitulation table of the results of cycle I. The conversion results state that the research has not yet reached the target, it needs to be continued with cycle II. The results of observers in the implementation phase of the second cycle showed that all parts of the learning activities were going well, so that there were no more parts of the learning activities that needed to be improved. While the results of the second cycle are converted with the results of the recapitulation table states that the study has reached the target limit of completeness criteria in the first cycle that is equal to 50% and an average of 68.7 in the initial conditions of improvement in the second cycle completeness criteria to be 100% and the average namely 91.7 states that the Focus Group Discission can improve the ability of teachers to apply the Problem Centered Learning learning model in learning in 187 / X Public Elementary School Build Work Year 2019/2020.

MENINGKATKAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE QUESTION STUDENT HAVE (QSH) PADA SISWA KELAS IV SDN SAGA V TANGERANG BANTEN

2015 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Zerri Rahman Hakim
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Social Studies ◽  
Learning Outcomes ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Activities ◽  
Fourth Grade Students ◽  
Planning Implementation ◽  
Classroom Action Research

The objectives of this research were to determine: 1) Students’ learning activities in social studies after using Question Student Have (QSH) in Cooperative Learning Model, 2) Students’ learning outcomes in social studies after using Question Student Have (QSH) in Cooperative Learning Model. The method used in this research is Classroom Action Research (CAR) with Stephen Kemmis and Mc. Taggart Model which consists of four stages, namely planning, implementation, observation and reflection. This study was conducted by the researcher in two cycles. Instruments used in this research are observational sheet, interview, and test in the last cycle. From the analysis of the data, the researcher found that there is an improvement in students’ learning outcomes. On the basic value, there was only 43,33% students who achieve the learning mastery. In the first cycle, the students who achieve the learning mastery were increased, it was about 30% from the basic value, it reached 73,33%. On the second cycle, the student who achieve the learning mastery were increased about 26,70% from the first cycle, become 100%. The same thing also happened to the students' learning activities. In the first cycle, students’ learning activities is 71,42% and on the second cycle, students’ learning activities were incrased about 21,43% from the first cycle, become 92,85%. Based on the analysis of data of this study it can be concluded that the use of Question Student Have (QSH) in Cooperative Learning Model can improve students’ learning outcomes and learning activities fourth grade students of SDN Saga V in social studies.Keywords: social studies learning outcomes, cooperative learning QSH type.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 018 UKUI 1 KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 591
Author(s):  
Narko '
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Civic Education ◽  
Preliminary Data ◽  
Primary Schools ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activities

This research was motivated by lack of civics student learning outcomes. Low learningoutcomes are caused by: (a) students do not really follow civics and they talk to each othersawaktu teacher explains the lesson; (B) students are not active in learning; (C) if the teacherasking questions, very few students who answered; and (d) very few students were askedabout the learning that has not been understood, in addition to the learning activities in theclassroom dominated by teachers and children are much more powerful. This study aims toimprove learning outcomes civics through cooperative learning model NHT. This study is aclass action, which was conducted in 018 primary schools Ukui 1 Subdistrict Ukui. This studyfocused on students' learning outcomes data civics. Based on the results of the study revealedthat the civic education learning outcomes of students has increased. This is evidenced by:Improved student learning outcomes at the preliminary data the number of students who passare 15 students (50%), increasing in the first cycle increased to 26 students (87%) and incycle II further increased up to 27 students (90 %).

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

IMPLEMENTATION THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSIC TEACHER BASED-ON STUDENTS LEARNING OUTCOMES AT SMAN 4 BANDA ACEH

2016 ◽  
Vol 4 (3) ◽  
pp. 321
Author(s):  
Saminan Saminan ◽  
Roza Zulfira
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Outcomes ◽  
Content Knowledge ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Pedagogical Content ◽  
Physic Teacher ◽  
Average Value ◽  
Teacher Success ◽  
Banda Aceh

One of the factors of low student learning outcomes on physic learning coursed lack of ability teachers in effecting the pedagogic practice and knowing subject matter in the learning environment. Pedagogical content knowledge (PCK) is the blending of pedagogical knowledge and content knowledge which must have by teachers in realizing learning objectives. This research aims to showed the implementation pedagogical content knowledge (PCK) of physic teacher based on students learning outcomes on measurement and magnitude material at class of X IA4 SMAN 4 Banda Aceh. Outcomes of this research are: the average value of students learning outcomes is 80 with description the PCK of physic teacher are 95% teacher have understood students of characteristics in learning process, 67% teacher success in planning of learning, 70% teacher success in implementing learning activities, 67% teacher success in evaluating learning outcomes, 75% teacher has been able developing the potentials of the students, and 75% teacher has mastered the science of substances.

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