Discovery Learning Strategies In English

2012 ◽  
Vol 2 (1) ◽  
pp. 57-62
Author(s):  
Singaravelu .G ◽  
Keyword(s):  
Learning Strategies ◽  
Discovery Learning

Optimal Variability and Complexity

2013 ◽  
pp. 328-351 ◽  
Author(s):  
Joshua L Haworth ◽  
Srikant Vallabhajosula ◽  
George Tzetzis ◽  
Nicholas Stergiou
Keyword(s):  
Learning Strategies ◽  
Human Movement ◽  
System Optimization ◽  
Discovery Learning ◽  
Optimal Solutions ◽  
Systems Perspective ◽  
History Of ◽  
Self Discovery ◽  
Set Up ◽  
Management Staff

Management seeks to provoke system optimization throughout ever changing environmental and internal conditions. Typically, perturbations to stable organizations are unpredictable and difficult to define, except from within a chaos perspective. How should management staff set up their workforce to be best responsive to these changes? It is proposed that a dynamic systems theoretical approach to the organization of the management system would foster the ideal scenario. This approach lends well to the inclusion of discovery learning strategies that promote the valuable use of optimal variability in the exploration and self-discovery of optimal solutions to existent and novel problems. In this text, the authors walk the reader through a brief history of the development of the systems perspective on human movement optimization. Next, they extend the related discoveries to applications within management systems. It is hoped that a new appreciation for complexity and beneficial aspects of variability is conveyed.

scholarly journals Strategi Pembelajaran Pendidikan Agama Kristen di Era Society 5.0

2021 ◽  
Vol 2 (1) ◽  
pp. 62-74
Author(s):  
Ya’aman Gulo ◽  
Talizaro Tafonao ◽  
Rita Evimalinda
Keyword(s):  
Qualitative Research ◽  
Blended Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
Research Method ◽  
Discovery Learning ◽  
Virtual Space ◽  
Qualitative Research Method ◽  
Community Concept ◽  
Descriptive Qualitative

Abstract: The purpose of writing this article is to explain learning strategies that are relevant in the 5.0 era of society in learning Christian religious education. The author observes that the learning strategy is a means to achieve the learning objectives that have been set. Because one of the challenges faced by teachers today is the development of technology. The era of society 5.0 demands a teacher to be more creative, innovative and informative. That's why, the author reviews this paper to provide some tricks and tips so that teachers are able to compete and use appropriate learning strategies in the era of society 5.0. The method used in this study is a descriptive qualitative research method by examining the learning strategies of Christian religious education in the era of society 5.0. The method used in this study is a descriptive qualitative research method by examining the learning strategies of Christian religious education in the era of society 5.0. The results obtained in this study show that one of the learning strategies for Christian religious education in the era of society 5.0 that are still relevant are participatory strategies, inquiry strategies, discovery learning strategies, cooperative strategies, and blended learning strategies. Thus, the era of society 5.0 is a community concept that was developed to apply and balance the use of technology in everyday life so that access occurs in virtual space and physical space to solve social problems in order to create super smart humans.Abstrak: Tujuan penulisan artikel ini adalah menjelaskan strategi pembelajaran yang relevan di era society 5.0 dalam pembelajaran Pendidikan Agama Kristen. Penulis mengamati bahwa strategi pembelajaran merupakan sarana untuk mencapai tujuan pembelajaran yang sudah ditetapkan. Karena salah satu tantangan yang dihadapi oleh guru saat ini adalah perkembangan teknologi. Era society 5.0 menuntut seorang guru untuk lebih kreatif, inovatif dan informatif. Oleh karena itu, penulis mengkaji tulisan ini untuk memberi beberapa trik dan tips agar guru-guru mampu bersaing dan menggunakan strategi pembelajaran yang tepat di era society 5.0. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif deskriptif dengan mengkaji strategi pembelajaran Pendidikan Agama Kristen di era society 5.0. Hasil yang dapatkan dalam kajian ini menunjukan bahwa salah satu strategi pembelajaran Pendidikan Agama Kristen di era society 5.0 yang masih relevan adalah strategi partisipatif, strategi inkuiri, strategi discovery learning, strategi koorperatif, dan strategi blended learning. Dengan demikian  bahwa era society 5.0 adalah sebuah konsep masyarakat yang dikembangkan untuk mengaplikasikan dan menyeimbangkan penggunaan teknologi dalam kehidupan sehari-hari sehingga terjadinya akses dalam ruang virtual dan ruang fisik untuk memecahkan masalah sosial agar terciptanya manusia yang super smart.

The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

scholarly journals The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

2020 ◽  
Vol 2 (2) ◽  
pp. 648-652
Author(s):  
Abd. Mukti ◽  
Zulheddi ◽  
Elfi Syahroini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Significant Difference ◽  
Quasi Experimental ◽  
High Motivation ◽  
Low Motivation

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

PENGARUH STRATEGI PEMBELAJARAN DAN APRESIASI TERHADAP HASIL BELAJAR SENI MUSIK SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 60
Author(s):  
Testi Bazarni Zebua ◽  
Julaga Situmorang ◽  
R Mursid
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Higher Learning ◽  
Discovery Learning ◽  
Music Students ◽  
Art Students ◽  
Analysis Techniques ◽  
Quasi Experimental ◽  
High Level

Abstrak: Tujuan penelitian ini adalah: (1) untuk mengetahui apakah belajar seni musik siswa yang diajar dengan menggunakan strategi pembelajaran discovery learning lebih tinggi dari strategi ekspositori, (2) untuk mengetahui apakah hasil belajar seni musik siswa yang memiliki tingkat apresiasi tinggi lebih tinggi dari tingkat apresiasi rendah, dan (3) Untuk mengetahui apakah ada interaksi antara strategi pembelajaran dan apresiasi dalam memberikan pengaruh terhadap hasil belajar seni musik siswa. Metode penelitian menggunakan quasi eksperimen dengan desain penelitian penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikan α = 0,05. Temuan penelitian menunjukkan : (1) Hasil belajar seni musik siswa yang diajar dengan strategi pembelajaran discovery learning dari konstruktivisme (79,67) lebih tinggi dibandingkan siswa yang diajar dengan strategi pembelajaran ekspositori (76,67). (2) Hasil belajar seni musik siswa yang memiliki tingkat apresiasi tinggi (79,50) lebih tinggi dibandingkan siswa yang memiliki tingkat apresiasi rendah (74,93). (3) Terdapat interaksi antara strategi pembelajaran dan tingkat apresiasi dalam mempengaruhi hasil belajar seni musik siswa. Siswa dengan apresiasi tinggi akan memperoleh hasil belajar yang lebih tinggi jika diajar dengan strategi pembelajaran discovery learning dari konstruktivisme. Demikian pula dengan siswa yang memiliki apresiasi rendah, akan memperoleh hasil belajar yangg lebih tinggi jika diajar dengan strategi pembelajaran ekspositori. Kata Kunci: strategi pembelajaran, apresiasi, hasil belajar seni musik Abstract: The purpose of this study are: (1) to find out whether learning music art students taught by using discovery learning learning strategies is higher than expository strategies, (2) to find out whether the results of students learning music are higher than low level of appreciation, and (3) To find out if there is an interaction between learning strategies and appreciation in influencing students' learning outcomes in music. The research method uses quasi-experimental research design with 2 x 2 factorial research. Data analysis techniques using two-way ANAVA at a significant level α = 0.05. The findings of the study show: (1) The results of learning the music arts of students taught by discovery learning learning strategies of constructivism (79.67) are higher than students taught with expository learning strategies (76.67). (2) The results of learning the music arts of students who have a high level of appreciation (79.50) are higher than students who have a low appreciation level (74.93). (3) There is an interaction between learning strategies and the level of appreciation in influencing students' learning outcomes in music. Students with high appreciation will obtain higher learning outcomes if taught with discovery learning learning strategies from constructivism. Likewise with students who have low appreciation, will get higher learning outcomes if taught with an expository learning strategy. Keywords: learning strategies, appreciation, learning outcomes of music art

scholarly journals Medical Education: Effectiveness of Two Simulation Teaching Methods in Developing Intubation Skills of Year Level Six Medical Students (Clinical Clerks)

2017 ◽  
Vol 51 (2) ◽  
Author(s):  
Ryner Jose DC Carrillo ◽  
Nomar M. Alviar ◽  
Leo Daniel D. Caro ◽  
Ruzanne M. Caro ◽  
Armando C. Crisostomo ◽  
...  
Keyword(s):  
Medical Students ◽  
Experiential Learning ◽  
Learning Strategies ◽  
Teaching Methods ◽  
Absolute Risk ◽  
Absolute Risk Reduction ◽  
Discovery Learning ◽  
Video Assisted ◽  
Simulation Based ◽  
Self Discovery

Objective. To describe outcomes of two simulation teaching methods in developing intubation skills of year level six medical students (clinical clerks). Methods. Students were shown a 6-minute video on intubation. Students were exposed to video-assisted learning, videoassisted learning with instructor-guided simulation, and videoassisted learning with experiential learning. Each student was assessed by a non-graded 11 point objective structured clinical examination. Results and Discussion. The three learning strategies: 1. Videoassisted learning, 2. Video-assisted learning with instructorguided simulation, 3. Video-assisted learning with experiential learning (self-discovery learning) simulation showed OSCE mean scores (standard deviations) of 5.76 (2.16), 7.21 (2.35) and 7.60 (1.72), respectively. Failure of intubation was 21% (8/38), 2% (1/40) and 0% (0/36), respectively. There is an absolute risk reduction of 27-30% in failure of intubation when either VGL or VEL is used. Students recognized the contribution of the simulation-based activities to the development of their intubation skills. They appreciated the opportunity to actually perform intubation in a rehearsal setting before doing the procedure on real patients. Conclusion. Medical simulation enhanced student skills development. Experiential learning or self-discovery learning method may be as effective as instructor guided simulation.

scholarly journals INFLUENCE OF LEARNING STRATEGIES AND SOCIAL INTERACTIONS ON THE LEARNING OUTCOMES PKn OF GRADE V STUDENTS AT SD NEGERI 014711 SIPARE-PARE IN BATUBARA DISTRICT

2020 ◽  
Vol 1 (2) ◽  
pp. 193-201
Author(s):  
Dimas Agung Prasetyo ◽  
Reh Bungana Br. Perangin-angin ◽  
Daulat Saragi
Keyword(s):  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Discovery Learning ◽  
Interaction Data ◽  
Strategy Research ◽  
Analysis Techniques ◽  
Level Of Significance ◽  
Student Team

This study aims to find out: (1) differences in students' PKn learning outcomes using Discovery Learning learning strategies with Student Team Achievement Division (STAD) learning strategies, (2) differences in student PKn learning outcomes have cooperative social interactions with competitive social interactions, and (3) interactions between learning strategies and social interactions with students' PKn learning outcomes. The population of this research is grade V students of SD Negeri Negeri 014711 Sipare-Pare and grade V of SD Negeri 013869 Indrapura with a total of 58 people. The sample of this study was determined grade V SD Negeri 014711 Sipare-Pare = 30 following the learning strategy of Discovery Learning and grade V SD Negeri 013869 Indrapura = 28 following the learning using the STAD strategy. Research instruments to measure learning outcomes used multiple-choice form tests and questionnaires for student social interaction. Data analysis techniques use a two-track ANAVA at the level of ? significance = 0.05. The conclusion of the study is (1) The learning outcomes of PKn students in Discovery Learning class are higher than the Student Team Achievement Division class, (2) PKn students' learning outcomes have higher cooperative social interactions than students' learning outcomes have competitive social interactions, (3) There are interactions between learning strategies and social interactions of students in influencing students' PKn learning outcomes.

scholarly journals Scientific literacy: a key part of school contexts

2021 ◽  
Vol 14 (33) ◽  
pp. e15611
Author(s):  
Stefanny Colonia Cerna ◽  
Doris Fuster-Guillén ◽  
Angélica Sánchez Castro ◽  
Hugo Wálter Maldonado Leyva ◽  
Teodoro Víctor Cabezas Ramírez
Keyword(s):  
Learning Strategies ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Actual World ◽  
Project Based Learning ◽  
Discovery Learning ◽  
School Contexts ◽  
Four Dimensions ◽  
Learning Research ◽  
Teaching Learning

The work conducted a bibliographic review on alphabetization scientific, which is understood as the ability to use scientific knowledge in order to understand and help make decisions about the actual world. It also sought to explain the evolution of the dimensions of scientific literacy and to present theoretical proposals for methodological strategies to help improve it. Articles, doctoral theses and PIS test reports were reviewed to reach  two   conclusions:     1) it is essential to develop the four dimensions of scientific literacy, because, in this way,  scientifically literate students will be trained; that is, they are able to become world that goes through constant scientific and technological and 2) it is necessary to update the teaching-learning strategies  by  those that are part of the so-called  active methodology such as discovery learning,  research-based learning and  project-based learning.

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