Modifikasi Sistem Asistensi dan Responsi Kelas Kecil pada Praktikum Parasitologi Blok Digestif dan Hematoimunologi Fakultas Kedokteran Universitas Riau

2017 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Suri Dwi Lesmana ◽  
Esy Maryanti
Keyword(s):  
Large Class ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Small Class ◽  
Laboratory Practice ◽  
Large Classes ◽  
Average Value ◽  
Competency Based

Faculty of Medicine University of Riau has been implementing Competency Based Curriculum (KBK) with theProblem Based Learning (PBL) since 2007 with the implementation of teaching and learning activities of the systemconsists of a tutorial activities, skillab, expert lectures, independent and practical. However, there are still manyproblems in the implementation of the KBK on preclinic degree. One part of the block that is identified to be one ofthe causes of low graduation exam block is less efective coaching laboratory practice. Parasitology is one part of thetask is to provide laboratory practice in several blocks on the stage of preclinic especially digestive and hematoimunologyblock. This study aimed to compare the results of the evaluation of parasitology laboratory practice in hematoimunologyand digestive assistance and posttest in large classes with small class. Assistance and posttest in large class performedon the digestive block implementation and hematoimunologi in 2011 while assisting and posttest of small classes ona block implementation in 2012. Average value of small class digestive laboratory practice was not significantlylower than the large class but the proportion of the value of quality B and C more many in small classes. The meanvalue of the block hematoimunologi laboratory practice significantly higher on small class assistance and posttest aswell as the proportion of the value of quality A, B and C was higher in small classes than large classes.

Penggunaan Permainan Edukasi pada Pembelajaran Daring Mata Pelajaran Geografi Kelas XII di MA PPPI Miftahussalam Banyumas

2021 ◽  
Vol 1 ◽  
pp. 20-22
Author(s):  
Faris Salman Faza
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Educational Games ◽  
Learning Activities ◽  
Qualitative Description ◽  
Learning Goals ◽  
Face To Face ◽  
Average Value ◽  
Geography Teaching ◽  
The Right

The existence of the COVID-19 outbreak has an impact on all sectors of life, one of which is in the education sector, many schools are forced to dismiss their students and teaching and learning activities are carried out online. the transition of Geography teaching and learning activities at MA PPPI Miftahussalam Banyumas from face to face to online creates new problems in learning so that a special strategy is needed in this learning. Although online learning is not effective for achieving learning goals, the teacher must be able to make new innovations so that learning objectives can be achieved. This study uses a qualitative description method by observing the behavior of students when online learning takes place. Learning online Geography class XII at MA PPPI Miftahussalam Banyumas uses educational games. This study aims to find out the right media in learning Geography class XII during the COVID-19 pandemic at MA PPPI Miftahussalam Banyumas. The results of this study showed that 76 students of class XII MA PPPI Miftahussalam Banyumas who had taken the test showed an average value> 8.00. This shows satisfactory results.

scholarly journals Lived experiences of nurse educators on teaching in a large class at a nursing college in Gauteng

Curationis ◽  
2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Maria G. Ndawo
Keyword(s):  
Large Class ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Negative Impact ◽  
Holistic Nursing ◽  
Large Classes ◽  
Individual Interviews ◽  
Phenomenological Research Design ◽  
Nursing College ◽  
Teaching Learning

Background: The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators.Objectives: To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning.Method: A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness.Results: The themes that emerged from this study were that nurse educators experienced difficulty in recognising learners as individuals in a large class, using innovative pedagogical strategies, and managing a large class. These findings had a negative impact on meaningful teaching and learning as they interfered with an enabling learning environment.Recommendations: Nurse educators should be empowered with facilitative skills in order to effectively manage a large class and hence to achieve teaching and learning abilities.Conclusion: There is a need for nurse educators to finding alternative ways to overcome challenges associated with teaching in large classes and prepare learners to render individualised, caring and holistic nursing care to each unique patient in the healthcare setting.Keywords: Large class, Teaching, Learning; Hindrance

scholarly journals Contextual Categorisation of Academics’ Conceptions of Teaching

2017 ◽  
Vol 8 ◽  
Author(s):  
Scott Daniel ◽  
Alex Mazzolini ◽  
Llewellyn Mann
Keyword(s):  
Large Class ◽  
Physics Education ◽  
Class Size ◽  
Online Survey ◽  
Teaching Method ◽  
Research Question ◽  
Intermediate Stage ◽  
Small Class ◽  
Conceptions Of Teaching ◽  
Large Classes

Background: Despite large-class research-based instructional strategies being firmly established in the literature, traditional teacher-centred lecturing remains the norm. This is particularly the case in physics, where Physics Education Research (PER) has blossomed as a discipline in its own right over the last few decades, but research-based strategies are not widely implemented. This variation in practice is underpinned by variations in beliefs and understandings about teaching. Studies investigating the spectrum of conceptions of teaching held by teachers and, in particular, academics have almost uniformly identified a single dimension from teacher-centred to student-centred. These studies have used a phenomenographic approach to capture the variety of conceptions of teaching, but have excluded contextual issues like class size. Research Question: How does class size affect academics’ conceptions of teaching? Method: This study used an online survey to compare and contrast respondents’ experiences of small and large classes, and in particular lectures. The survey was promoted to Australian university academics from a range of disciplines, predominantly science, technology, engineering, and mathematics (STEM). Responses to the sets of small-class questions were analysed independently from the sets of equivalent large-class questions. For each respondent their small-class responses were categorised, where possible, as either being student-centred or teacher-centred, and likewise, independently, for their large-class responses. Results: In total, 107 survey responses were received. Of these, 51 had the sets of both their large- and small-class responses unambiguously categorised. Five of these were student-centred regardless of class size, and 17 of these were teacher-centred regardless of class size. All of the remaining 29 responses were teacher-centred in large classes, but student-centred in small classes. Conversely, none of the responses corresponded to a conception of teaching that was student-centred in large classes and teacher-centred in small classes. Implications: This result demonstrates that the one-dimensional analysis of conceptions of teaching along the spectrum of teacher-centred to student-centred is too simplistic. Conceptions are contextual. At the very least they depend on class size, and perhaps other factors. It confirms the hierarchy of understanding from teacher-centred to student-centred reported elsewhere in the literature, with the added feature of an intermediate stage of differing focus depending on class size. One recommendation from this finding is that teaching professional development programs should be focused on developing studentcentred conceptions and practices in large classes in particular, as this occurs infrequently but leads to the best student learning outcomes. Moreover, further research on contextspecific conceptions of teaching need to be explored.

scholarly journals PENGGUNAAN MODEL PEMBELAJARAN LANGSUNG (DIRECT INSTRUCTION) UNTUK MENINGKATKAN HASIL BELAJAR BIOLOGI SISWA KELAS X IPA 1 SMA NEGERI 15 KOTA TAKENGON TAHUN PELAJARAN 2018-2019

2019 ◽  
Vol 7 (2) ◽  
pp. 115
Author(s):  
Wira Yanti
Keyword(s):  
Learning Outcomes ◽  
Direct Instruction ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Average Score ◽  
Instructional Model ◽  
Multiple Choice Questions ◽  
Average Value ◽  
Teachers And Students ◽  
Descriptive Method

This study aims to improve the teaching process and learning outcomes with the application of Direct Instruction model in class X IPA 1 at SMAN 15 Takengon. This research is Classroom Action Research with descriptive method that uses two cycles, each cycle consisting of four stages: planning, implementation, observation, and reflection. Subjects were researchers as a biology teacher and the entire class of students of SMA 15 X IPA 1 SMAN 15 Takengon that consists of 30 boys and 18 girls. Data collection techniques were observation and tests, while the research instrument consisted of observation sheets and test sheets. Observation sheet is used to describe teaching and learning activities and test sheets is used to describe the results of learning outcomes in the form of multiple choice questions. The teachers’ activities in cycle I obtained an average score of 17 (good) while in cycle II increased to 21 (excellent). The students learning activities in cycle I earned an average score of 16 (enough), while in cycle II increased to 21 (excellent). In cycle I the average value of the grade is 66.67 with the classical grade not completed (43.33 %), while in cycle II the average value increased to be 85.33 with percentage of classical grade 80 % (complete). It was concluded that the direct instructional model can improve the teachers and students learning activities while also improve students learning outcomes in class X IPA 1 SMA 15 Takengon.

scholarly journals Developing Students’ Worksheet Based Educational Comic for Eleventh Grade of Vocational High School Agriculture

2020 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Suhono Suhono ◽  
Defika Andriana Sari
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Development Research ◽  
Research Model ◽  
Design Development ◽  
Vocational High School ◽  
Teaching Materials ◽  
Average Value ◽  
Final Score

This article was development students’ worksheet based educational comic for eleventh grade of vocatational high school (SMK) agriculture in Bumi Nabung.The development research model used is 4D which stands for Define, Design, Development and Disseminate. Based on the data analysis of the research obtained an average final score by media experts of 69 that is very worth category, on average by material experts of 44 that is worth category, average by language expert of 36 that is worth category, as well as testing students' worksheets conducted on 5 students obtained an average value of 71,6 that is very worth category. This shows that the developed teaching materials are suitable to be used as teaching materials in teaching and learning activities. Keywords : Developing, Students' Worksheets, Educational Comic

scholarly journals The Effectiveness of Using Community Language Learning Method Toward Students Speaking Ability

2021 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Iqbal
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Computer Application ◽  
Learning Method ◽  
Average Value ◽  
Oral Test ◽  
11Th Grade ◽  
Community Language

The purpose of this study was to determine whether the Community Language Learning Method (CLLM) is more effective on the ability to speak 11th-grade students of MIPA SMA Negeri 4, Tanjungpinang. This type of research used in this study is Quasi Research. The tool used to obtain research data is an oral test. The population in this study was eleventh grade students of SMA Negeri 4 Tanjungpinang. This study uses a method that requires students to carry out speaking activities in a group with topics that have been mutually agreed upon in each group. Researcher gave a pretest before learning activities. After the learning activities, the researcher gives a posttest that is added to the rubric of assessment, calculating the average value, and analyzing with the help of a computer application namely SPSS. The application of the Community Language Learning Method (CLLM) during the learning process turns out to have an effect on the ability of students to carry out conversations in groups that have been formed. It can be seen during the teaching and learning process students look more active and enthusiastic about learning to speak situations using the Community Language Learning Method (CLLM).  

scholarly journals Upaya Meningkatkan Hasil Belajar IPS Menggunakan Model Pembelajaran CTL (Contextual Teaching and Learning) dengan Media Gambar pada Sdn 6 Selat Hilir Kuala Kapuas Tahun Pelajaran 2016/2017

2017 ◽  
Vol 3 (1) ◽  
pp. 34-44
Author(s):  
Lola Selvia ◽  
Hendri Hendri
Keyword(s):  
Data Analysis ◽  
Social Studies ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Fifth Grade ◽  
Average Score ◽  
Average Value ◽  
Contextual Teaching

This study aims to find out: (1) Describe the learning activities of students in social studies subjects using the CTL (Contextual Teaching And Learning) model with picture media. (2) Improving social studies learning outcomes using the CTL (Contextual Teaching and Learning) model with picture media. The type of research used by researchers is Classroom Action Research (CAR). With the subjects in this study were all fifth grade students of SDN 6 in the Lower Strait of Kuala Kapuas, totaling 17 students, 10 men and 7 women. Data collection techniques in this study used a written test at the end of the learning process and observation to find out the activity during the learning process. The data analysis technique uses qualitative and quantitative data analysis. The results of the study showed that: (1) Learning activities of students in social studies learning using the CTL (Contextual Teaching and Learning) model in class V of SDN 6 in the Lower Kapat Kuala Kapuas became good. In the first cycle, the activities of the students obtained a score of 36 with an average rating of 2.57 with quite good criteria. In Cycle II the activities of students received an average score of 53.5 with an average score of 3.82 with suitable measures. (2) There is an increase in learning outcomes of students in social studies learning using the CTL model (Contextual Teaching and Learning) in the fifth grade of SDN 6 in the Lower Straits of Kuala Kapuas. In the pre-test, it can be seen that the percentage of the results is 23.53% (4 people), the students who complete and the students who do not complete 70.48% (12 people) with an average value of 50. The results obtained in the first cycle are the percentage results learners reach 70.59% (12 people) students complete and 23.53% (5 people) students who do not complete with an average value of 72. In cycle II, the acquisition of student learning outcomes is 100% (17 people) who complete with an average score of 91. There is an increase in social studies learning outcomes from pre-test to cycle I which is as much as 47.06% while from cycle I to cycle II there is an increase in learning outcomes which is as much as 29.41%. It can be concluded that there is an increase in learning outcomes by using the CTL (Contextual Teaching and Learning) model in the fifth grade of SDN 6 in the Lower Strait of Kuala Kapuas.

scholarly journals Upaya Meningkatkan Kemampuan Komunikasi Matematis Siswa Melalui Pembelajaran Kooperatif Tipe Think Pair Share (TPS) Berbantuan Mr Math

2020 ◽  
Vol 8 (1) ◽  
pp. 63
Author(s):  
Moh Taoefik
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Average Score ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Average Value ◽  
Academic Year ◽  
Total Average

This classroom action research aims to improve the mathematical communication skills at X grade student of SMA Negeri 2 Narmada Kab. Lombok Barat through cooperative learning type Think Pair Share (TPS) with Mr Math (Microsoft Mathematic). This research was conducted in 2 cycles, with the research subjects were students of class X2 of SMA Negeri 2 Narmada in the academic year 2016/2017 with a total of 24 students. From the research that has been carried out, it is found that the average value of the test of students' mathematical communication skills in the first cycle is 57.58 and the second cycle is 70.05. The percentage of classical completeness in the first cycle was 22.72% and the second cycle was 82.60%. This shows that students' mathematical communication skills have increased. The total average score of students' oral mathematical communication skills in the first cycle was 2.43 with a good enough category and the second cycle was 2.98 with a good category. This shows that students' verbal mathematical communication skills have increased and have reached the specified indicators. The total average score of observations of teaching and learning activities (KBM) in the first cycle was 2.70 with a good category and the second cycle was 3.15 with a good category. Thus, it can be concluded that the Think Pair Share (TPS) type of cooperative learning with Mr.Math can improve students' mathematical communication skills

scholarly journals Pengembangan Buku Cerita Bergambar Islami Berbasis Pendidikan Lingkungan Hidup untuk Pembelajaran Membaca di SD/MI

2021 ◽  
Vol 5 (1) ◽  
pp. 27
Author(s):  
Nurul Hidayah ◽  
Rohmatillah Rohmatillah
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Picture Book ◽  
Learning Activities ◽  
Design Development ◽  
Class Iii ◽  
Average Percentage ◽  
Average Value ◽  
Picture Story ◽  
Grade Iii

This research stems from the lack of variation in instructional media in teaching and learning activities, so it is necessary to develop a product in the form of a picture story book as a learning medium. The formulations of the problem are: (1) How is the development of learning media for Islamic picture book based on environmental education for reading learning in class III SD / MI, (2) Is it feasible to teach Islamic picture book learning media based on environmental education for learning to read in the classroom? III SD / MI, (3) How is the response of educators and students to the learning media of Islamic picture book based on environmental education for reading learning in class III SD / MI. This study aims to make students more interested and motivated in teaching and learning activities and understanding the importance of protecting the environment. This research is a research development or Research and Development with the ADDIE model which includes 5 steps, namely analysis, design, development, implementation evaluation. The product feasibility test was carried out by several validators, namely 2 media experts, 2 material experts, 2 linguists, 1 religious expert, 2 class III educators on grade III SD/MI students. The results showed that the learning media for Islamic picture book based on environmental education obtained an average value of the percentage of media experts who obtained a score of 80.25% with a very feasible category, material experts of 86.5% with a very decent category, linguists obtained a score 82.5% in the very feasible category, religious experts obtained a score of 87% in the very feasible category, the assessment of educators obtained an average percentage of 88.25% with the very feasible category and the response of students obtained an average percentage of 95.5% with a very decent category. This shows that the Islamic picture story book based on environmental education for reading learning in grade III SD / MI is very suitable for use as a learning medium.

scholarly journals MANAGEMENT OF LEARNING ASSESSMENT USING CURRICULUM 2013 (CASE STUDY IN ISLAMIC PRIMARY SCHOOL (MI) MUHAMMADIYAH 5 WONOASRI PONOROGO - EAST JAVA - INDONESIA)

2019 ◽  
Vol 8 (2) ◽  
pp. 108
Author(s):  
Afiful Ikhwan
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
Assessment System ◽  
Learning Activities ◽  
Learning Assessment ◽  
Standard Assessment ◽  
Competency Based

The teaching and learning process really requires an assessment to find out the effectiveness of the learning that has been done. Assessment in the learning process aims to determine various issues related to development and reciprocity, so that learning is expected to be oriented towards developing an assessment of the quality of learning in school. The results of the assessment can be used by the teacher to improve learning activities. In this case, the assessment must be seen as an important thing that can give ideas for the teacher to carry out further learning. General subjects in MI Muhammadiyah 5 Wonoasri use the KTSP curriculum. In line with the characteristics of the competency-based curriculum that is oriented to mastery of competencies, the assessment system applied is in the form of a competency-based assessment system. Thus the standard of educational assessment for competency-based curriculum is a standard assessment system that is oriented to the level of mastery of competencies targeted in the curriculum. In the 2013 curriculum carried out on religious subjects, the assessment carried out was authentic assessment.

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