scholarly journals ADAPTASI PEMBELAJARAN SANGGAR ANAK ALAM YOGYAKARTA DI MASA PANDEMI COVID-19

Kebudayaan ◽  
2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Alfina Fadilatul Mabruroh ◽  
Gunarhadi ◽  
Herry Widyastono
Keyword(s):  
Experiential Learning ◽  
Narrative Inquiry

Pandemi membuat sejumlah institusi pendidikan menutup sekolah guna mencegah penyebaran virus. Secara global, Covid-19 mengubah pembelajaran secara tatap muka menjadi pembelajaran jarak jauh. Pandemi bukan hanya mengubah penyelenggaraan pembelajaran di sektor pendidikan formal, namun juga sektor pendidikan nonformal. Tujuan dari kajian ini yaitu untuk menganalisis bagaimana perubahan dan adaptasi proses belajar sebelum dan selama pandemi Covid-19 di Sanggar Anak Alam Yogyakarta. Proses adaptasi pembelajaran dikaji menggunakan pendekatan narrative inquiry. Data dikumpulkan melalui observasi dan wawancara. Hasil penelitian menunjukkan bahwa ada perubahan proses belajar di Sanggar Anak Alam Yogyakarta, yang sebelumnya kegiatan pembelajarannya diselenggarakan secara langsung di lingkungan luar menjadi kegiatan belajar dari rumah. Proses belajar sebelum pandemi berjalan setiap Senin sampai Jumat dengan proses belajar yang melibatkan proyek riset dengan model pembelajaran experiential learning, sementara di masa pandemi Covid-19 proses belajar mempertahankan proyek riset per semester dengan proses pendampingan yang sedikit berbeda. Experiential learning dan model pembelajaran berbasis proyek tetap dipertahankan sebagai strategi pembelajaran supaya apa yang dipelajari peserta didik relevan dengan kehidupan nyata dan proyek risetnya mampu diaplikasikan untuk memecahkan masalah di kehidupan sehari-hari. Penelitian ini menyarankan Sanggar Anak Alam Yogyakarta mengembangkan dan menggunakan teknologi pada proses pembelajaran agar peserta didik siap menghadapi Revolusi Industri 4.0.

scholarly journals The Stories of The Student Teacher Extensive Reading Activity As Their Experiential Learning: A Narrative Inquiry

2019 ◽  
Vol 7 (2) ◽  
pp. 226
Author(s):  
Dheannisa Septiani ◽  
Nur Arifah Drajati ◽  
Ellisa Indriyani PH
Keyword(s):  
Experiential Learning ◽  
Narrative Inquiry ◽  
Student Teacher ◽  
Female Students ◽  
Learning Cycle ◽  
Extensive Reading ◽  
Central Java ◽  
Concrete Experience ◽  
Reading Activity

<p>This research aims to explore the stories of student-teacher extensive reading activity as their experiential learning. The participants of this research are two student teacher in their 4<sup>th</sup> and 8<sup>th</sup> semester in a University in Surakarta Central Java. The participants consist of 2 female students with range age 20 to 22 years old. Both of the participants were chosen under some consideration of their reading activity. This research is a narrative inquiry-based research. The data of this research was collected through interview sessions with the participants. The finding reveals that, firstly, both of the participants did doing the ten principles of the extensive reading by Day &amp; Bamford. However, under some conditions, the participants also not following the ten principles. Second, the experiential learning goes through time, the four stages of the experiential learning cycle which are concrete experience, reflective observation, abstract conceptualization, and active experimentation, did not happen once at a time but also repeatedly happen at the time when the process of learning occurs.</p>

scholarly journals Developing a supervisor identity through experiential learning: Narratives of three novice academics working in a South African University

2021 ◽  
Author(s):  
Sibonelo Blose ◽  
Vusi Msiza ◽  
Freedom Chiororo
Keyword(s):  
Experiential Learning ◽  
Narrative Inquiry ◽  
South African ◽  
Lived Experiences ◽  
Role Identity ◽  
Higher Learning ◽  
Significant Other ◽  
Postgraduate Students ◽  
Institutions Of Higher Learning

One of the critical tasks of academics in any research-intensive university is the supervision of postgraduate students. Given the central role of this activity, how novice academics learn to supervise is significant. In this paper, we present our narratives as novice academics, and we focus on our learning of the supervision role. We drew from experiential learning and role identity theories to frame our understanding of this process. Using a narrative inquiry methodology, we shared and examined our narratives of lived experiences as novice supervisors. Upon examining our narratives, we identified four sources of learning that were significant in developing our supervisor identity: our current or previous supervisors; senior colleagues; meaningful corridor talks; and the practice of reflexivity. We recommend that institutions of higher learning pay added attention to the development of novice supervisors. Although structured programmes are significant, other learning avenues need to be explored to assist novice supervisors to develop a supervisor identity.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

Implemetasi STEAM dalam Pembelajaran Biologi: Upaya Pemberdayaan Guru Biologi Madrasah Aliyah DKI Jakarta

2020 ◽  
Vol 2 (1) ◽  
pp. 7-14
Author(s):  
Nurmasari Sartono ◽  
Ade Suryanda ◽  
Tinia Leyli Shofia Ahmad ◽  
Zubaidah Zubaidah ◽  
Yulisnaeni Yulisnaeni
Keyword(s):  
Experiential Learning

Tercapainya indikator pembelajaran yang dibuat oleh seorang guru, salah satunya ditentukan oleh keterampilan guru dalam merancang pembelajaran dengan menggunakan pendekatan yang sesuai. Kegiatan pengabdian ini didasari kenyataan pada umumnya guru masih memiliki kesulitan dalam pengembangan dan pengimplementasian pembelajaran STEAM. Tujuan kegiatan ini adalah memberi peningkatan keterampilan guru Biologi dalam mengembangkan dan mengimplemtasikan pembelajaran biologi berbasis STEAM di sekolah masing-masing. Pelatihan ini menggunakan Metode experiential learning dengan pendekatan participant-centered melalui teknik studi kasus, dan simulasi, dilanjutkan dengan proses pembuatan media pembelajaran sederhana. Secara umum kegiatan ini berlangsung dengan baik dan sesuai dengan tujuan dan peserta dapat mengembangkan pembelajaran Biologi berbasis STEAM serta dibutuhkan pembinaan dan pengembangan berkelanjutan dengan instansi terkait.Kata kunci: biologi, experiential learning, participant-centered, STEAM 

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