scholarly journals DEVELOPING AN INNOVATION MANAGEMENT TEACHING MODEL

2020 ◽  
Vol 4 (2) ◽  
pp. 285
Author(s):  
Tai-Ho Yang ◽  
Chin-Chiuan Lin
Keyword(s):  
Social Responsibility ◽  
Innovation Management ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Teaching Model

Penelitian ini bertujuan untuk mengembangkan model pengajaran manajemen inovasi (IMT) yang mencakup tanggung jawab sosial universitas (USR) dan pembelajaran berbasis masalah (PBL) menggunakan proyek USR yang diselenggarakan oleh penulis selama dua tahun terakhir. Setelah dua tahun dilakukan. Hasil menunjukkan bahwa siswa yang berpartisipasi dalam model IMT dapat meningkatkan motivasi belajar mereka, rasa prestasi, dan rasa hormat. Selanjutnya, beberapa masalah objek regional (kabupaten Guantian) juga dapat diselesaikan setelah melakukan proyek USR.This study aimed to develop an innovation management teaching (IMT) model which included university social responsibility (USR) and problem-based learning (PBL) using a USR project that hosted by the authors during recent two years. After two years performed. Results showed that the students who participate in the IMT model can enhance their learning motivation, sense of accomplishment, and sense of honour. Furthermore, some problems of the regional object (Guantian district) also can be solved after perform the USR project.

PENGARUH MODEL PROBLEM BASED LEARNING (PBL) DAN GROUP INVESTIGATION (GI) DALAM PEMBELAJARAN SEJARAH DITINJAU DARI MOTIVASI BELAJAR DI SMA MARTAPURA

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Muhammad Dody Hermawan
Keyword(s):  
Critical Thinking ◽  
Interaction Effect ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Positive Influence ◽  
Critical Thinking Skills ◽  
Learning Motivation ◽  
Influence Model ◽  
Data Collection Technique

The purpose of this reaserch are (1) find differences influence model of Group Investigation (GI) and Problem Based Learning (PBL). (2) find differences influence learning motivation of students to critical thinking abilities of learners. (3) find the interaction effect between learning models and learning motivation of the critical thinking skills of learners. This study will be conducted in SMA Martapura, Banjar regency, South Kalimantan. Subjects of the study were students of class XI SMA Martapura academic year 2015/2016. This type of research to be carried out in this study is a quantitative study using experimental methods. Design of this research is 2 X 2 factorial design to data collection technique motivation questionnaire and tests critical thinking skills. The result, 1) There is a difference between the positive influence of the Model Group Investigation (GI) and Problem Based Learning (PBL). 2) There are differences positively influence the motivation of students to critical thinking ability of students in learning the history. 3) There are nointeractions influence student learning model and motivation for students' critical thinking skill There is no interaction effect Learning Model and the Motivation of students' critical thinking skills of students in Learning Historys. Keywords: PBL Models, GI Models, Learning Motivation

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

scholarly journals The Teaching Model through Problem-Based Learning in a Course on Bibliographic Research

2018 ◽  
Vol 22 (2) ◽  
pp. 1
Author(s):  
Ruth Cristina Hernández-Ching
Keyword(s):  
Focus Groups ◽  
Online Survey ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Research Approach ◽  
Epistemological Foundation ◽  
Communication Processes ◽  
Survey Results ◽  
The One ◽  
Formative Learning

The experience of applying problem-based learning (PBL) technique in the Bibliographic Research course from a Bachelor of English study plan of a public university during the first half of 2014 is shared. The investigation aimed to answer the following question: Does the problem-based learning technique in the Bibliographic Research course allows to implement the main tenets of the teaching model: epistemological foundation, learning theory, methodology and didactics, and communication processes? The research approach proposed was qualitative, and triangulation for measuring variables was implemented. The following instruments were applied: observation, experience record books, and focus groups. Furthermore, formative learning was measured by means of an online survey. Results of the instruments were categorized using technology-based tools such as Wordle (observation), NVivo (record books) and MindNode (focus groups). A convenience sampling was used to collect data from eight students enrolled in the Bibliographic Research course, ten students of Integrated English II for non-English majors, and the researcher, as professor of the courses. It was determined that the PBL technique permitted to reach the main tenets of the teaching model. It was identified that the teacher was the main learner, and the one who benefited from the process, since a culture of knowledge, throughout the course, was created. It was also concluded that this technique allowed to develop twenty-first century skills. It would be valuable to quantify whether the development of the four basic skills of English, especially the conversation one, improves using the technique along with technologies.

scholarly journals Keefektifan model search, solve, create, and share ditinjau dari prestasi, penalaran matematis, dan motivasi belajar

2017 ◽  
Vol 4 (1) ◽  
pp. 87
Author(s):  
Rody Satriawan
Keyword(s):  
High School Students ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
T Test ◽  
Learning Motivation ◽  
Control Group ◽  
Teaching Model ◽  
Model Search ◽  
Class Viii ◽  
Better Than

Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan pembelajaran matematika dengan model search, solve, create, and share (SSCS) dan apakah pembelajaran matematika dengan model SSCS lebih baik dibandingkan dengan model konvensional ditinjau dari prestasi, penalaran matematis, dan motivasi belajar. Penelitian ini merupakan penelitian eksperimen semu dengan desain kontrol grup non-ekuivalen. Populasi dalam penelitian adalah seluruh siswa kelas VIII SMP Muhammadiyah Banguntapan yang terdiri dari lima kelas. Sampel penelitian diambil dua kelas secara acak, yaitu kelas VIII-D dan VIII-E. Analisis data yang digunakan adalah uji T2 Hotteling’s, uji MANCOVA, dan uji lanjut dengan prosedur t-test. Setiap analisis dilakukan pada taraf signifikansi 5%. Hasil penelitian ini adalah pembelajaran matematika dengan model SSCS efektif ditinjau dari prestasi dan motivasi belajar, tetapi tidak efektif ditinjau dari penalaran matematis siswa dan pembelajaran matematika dengan model SSCS lebih baik dibandingkan dengan pembelajaran konvesional ditinjau dari prestasi dan penalaran matematis, tetapi tidak lebih baik ditinjau dari motivasi belajar siswa kelas VIII SMP Muhammadiyah Banguntapan.Kata Kunci: model SSCS, model konvensional, prestasi belajar, penalaran matematis, motivasi belajar siswa The Effectiveness of the Model of Search, Solve, Create, and Share Terms of Achievement, Mathematical Reasoning, and Motivation to Learn AbstractThe purpose of this study is to describe the effectiveness of teaching with the teaching model search, solve, create, and share (SSCS) and to describe whether teaching by teaching model SSCS better than by model conventional regarding students’ achievement, mathematical reasoning, and mathematics learning motivation. This research was quasi-experimental with the non-equivalent control group design. The population was all students of class VIII SMP Muhammadiyah Banguntapan consisting of five classes. The sample taken at random consisted of two classes: classes VIII-D dan VIII-E. Class VIII-D was taught by using the model conventional, while class VIII-E was taught by using the SSCS teaching model. The data were analyzed by using a multivariate test Hotelling's T2, MANCOVA test, and tested further by using t-test procedures. Each analysis regarding at the significance level of 5%. The results showed that: the first, the teaching of mathematics by using the SSCS model is effective regarding students’ achievement and students’ mathematics learning motivation, but it is not effective in terms of mathematical reasoning Banguntapan Muhammadiyah junior high school students of class VIII. The second, the SSCS teaching model is better than the conventional teaching model regarding students’ achievement and mathematical reasoning abilities, but not better terms of students’ mathematics learning the mathematics of class VIII SMP Muhammadiyah Banguntapan.Keywords: teaching model of SSCS, teaching model of conventional, academic achievement, mathematical reasoning ability, mathematics learning motivation

scholarly journals Efektivitas Penerapan Problem-Based-Learning Untuk Meningkatkan Motivasi Belajar, Kreativitas dan Penguasaan Konsep Siswa [Efectivity of Problem-Based-Learning Implementation to Improve Student's Learning Motivation, Creativity and Mastery of the Concept]

2021 ◽  
Vol 1 (3) ◽  
pp. 189
Author(s):  
Jessica Ayudia
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Due Process ◽  
Action Observation ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Male Students ◽  
Test Results ◽  
Math Learning

<p>This study aims to determine the implementation of Problem-Based Learning in Mathematics, as well as determine the increase motivation, creativity and mastery of the concept of student learning outcomes through the implementation of Problem-Based Learning in Class 5A SDS Lentera Harapan Curug. Subjects were students in class 5A in SDS Lentera Harapan by the number of students by 36 students consisting of 19 female students and 17 male students. The study was conducted using a model of classroom action research conducted three cycles, each cycle consisting of four stages: planning, action, observation and reflection. The data collection is done by using observation observer, student test results, and additional instruments such as interview sheets, sheet learning motivation and creativity sheet. The results showed that the Problem Based Learning Math can help the learning process. Stages Problem Based-Learning helps students to understand the issues in the matter and the process to get a response. The development is seen in students' motivation in cycle 1 to cycle 3 to increase. Creativity and mastery of the concept of student learning outcomes have not been able to increase in cycle 1 to cycle 3 with entirely due process of problem-based learning-Learning newly conceived and performed by students. Math learning outcome of the results of the summative second cycle in which more than 70% the number of students successfully meet the KKM.</p>

scholarly journals Keefektifan pendekatan PBL dan CTL ditinjau dari komunikasi matematis dan motivasi belajar siswa SMP

2016 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Abdul Khamid ◽  
Rusgianto Heri Santosa
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
T Test ◽  
Learning Motivation ◽  
Learning Approach ◽  
Mathematical Communication ◽  
Significance Level ◽  
Communication Ability ◽  
Contextual Teaching

Penelitian ini bertujuan untuk menguji keefektifan pendekatan Problem-Based Learning (PBL) dan Contextual Teaching and Learning (CTL) ditinjau  dari kemampuan komunikasi matematis dan motivasi belajar siswa dan manakah yang lebih efektif diantara keduanya. Penelitian ini merupakan penelitian eksperimen semu. Populasinya adalah seluruh siswa kelas VIII SMP Negeri 1 Margasari Kabupaten Tegal. Sampel penelitian kelas VIII-A dan VIII-H. Untuk menguji keefektifan pendekatan pembelajaran data dianalisis dengan uji one sample    t- test pada taraf signifikansi 5%. Untuk mengetahui perbedaan keefektifan pembelajaran data diukur dengan  uji Hotelling’s Trace pada taraf signifikansi 5% dan selanjutnya digunakan uji independent sample t-testuntuk mengetahui pembelajaran mana yang lebih efektif. Hasil penelitian menunjukkan bahwa: pendekatan PBL dan CTL efektif ditinjau dari kemampuan komunikasi matematis dan motivasi belajar siswa dan pendekatan PBL lebih efektif dibandingkan dengan pendekatan CTL ditinjau dari motivasi belajar siswa, namun tidak lebih efektif ditinjau dari kemampuan komunikasi matematis.Kata Kunci:  pendekatan Problem-Based Learning, pendekatan Contextual Teaching and Learning,   kemampuan komunikasi matematis, dan motivasi belajar siswa. The Effectiveness of PBL Approach and CTL Viewed from Mathematical Communication and Learning Motivation of Students Junior High School  AbstractThis study aims to examine  the effectiveness of Problem Based-Learning (PBL) and Contextual Teaching and Learning (CTL) viewed from students’ mathematical communication ability and learning motivation and which more effective instruction between PBL approach and CTL approach. This study was quasi experiment research. The population covered all grade VIII students of SMP Negeri 1 Margasari in Tegal Regency.  The sample of class VIII-A and VIII-H. To test the effectiveness of the PBL and CTL approaches, the data were analyzed using the one-sample t-test at the significance level of 5%. To determine differences in the effectiveness of mathematics teaching data were analyzed using Hotteling Trace at the significance level of 5% and followed by independent sample t- test to determine which approach was more effective. The results of this study show that: the PBL approach and CTL is effective to increase students’ communication ability and learning motivation and the PB L approach is more effective than the CTL approach viewed from students’ learning motivation but not more effective viewed from mathematical communication ability .Keywords: Problem-Based Learning approach, Contextual Teaching and Learning approach, mathematical communication ability, student’s learning motivation.

scholarly journals The Influence of Problem Based Learning Model and Learning Motivation to Expository Writing Text Ability of Students Grade VII MTsN 1 Bukittinggi

2018 ◽  
Vol 2 (4) ◽  
Author(s):  
Yendrawaty Yendrawaty
Keyword(s):  
Expository Text ◽  
Descriptive Analysis ◽  
Writing Skills ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Expository Writing ◽  
Learning Models ◽  
High Learning ◽  
Better Than

This research aimed to describe the influence of Problem Based Learning Model and Learning Motivation to Expository Text Writing Skills of Students Grade VII MTsN Bukittinggi. The type of research is quasi experiment and the design used is factorial design 2x2. Sampling is done by purposive sampling. Data analysis and discussion were conducted through descriptive-analysis. The analysis results of data were as follows. First, writing expository text taught using the Problem Based Learning model is better than students taught by conventional learning models. Second, Second, writing the expositional text of students who have high learning motivation taught by using Problem Based Learning model is better than those taught with conventional learning model. Third, writing the expositional text of students who have low learning motivation taught by using Problem Based Learning model is better than those taught with conventional learning model. Fourthly, there is no interaction between learning motivation and the learning model in influencing the ability to write expository text of students. In the next description, PBL is used for Problem Based Learning.

Methodology Applied Problem-Based Learning in Teaching HCI

2016 ◽  
pp. 159-177 ◽  
Author(s):  
Ana Grasielle Dionísio Corrêa ◽  
Valéria Farinazzo Martins
Keyword(s):  
Human Computer Interaction ◽  
Problem Based Learning ◽  
Usability Evaluation ◽  
Professional Life ◽  
Applied Problem ◽  
Online Course ◽  
Teaching Model ◽  
Real Problem ◽  
Future Performance ◽  
Computer Interaction

Problem-based Learning (PBL) is an instructional approach that uses a real problem to focus, motivate and facilitate learning relevant to the future performance of student conceptual, procedural and attitudinal knowledge as professional life. This paper presents and discusses the implementation of PBL teaching model in Human Computer Interaction (HCI), specifically in teaching usability evaluation of an online course. The model was applied to three classes of the HCI course, involving 16 students, a Brazilian University and 82 users. The methodology and results are presented in this work.

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