scholarly journals METODE RESITASI (PENUGASAN) DALAM MENINGKATKAN MOTIVASI BELAJAR BIMBINGAN DAN KONSELING DI MAN 2 BANYUWANGI

2019 ◽  
Vol 17 (1) ◽  
pp. 37
Author(s):  
Jon Iskandar Bahari
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Motivation ◽  
Report Cards ◽  
Learning Methods

Problems occurred in the process of teaching and learning classes include students ' lack of interest in material with guidance and counselling, is evident when students are given assignments, students are always asking for the value of the results of that task. Students are also less interested in guidance and counselling to the materials due to subjects guidance and counselling is not included in the assessment of students ' report cards like other subjects. Students also concede rarely read books module that had belonged to him. Also teaching methods that have been applied to teachers BK less attractive and varied, this can be shown when the teacher would do with multimedia learning methods many tools that are not available by the school and can be known that with apply method resitasi can improve the learning motivation of students in this class, because by giving many variations in giving the task of making students do not get tired, especially when the implementation of the tasks carried out were not monotonous in the classes only. From the suggestions and criticisms from students to teachers can praktikan known that the students love it when given a task that many model variations and interesting.

TEACHING AND LEARNING METHODS USED BY PROPHET MUHAMMAD P.B.U.H AND THEIR IMPLEMENTATION IN VETERINARY ANATOMY EDUCATION

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Reda Mohamed
Keyword(s):  
Learning Styles ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Anatomy Education ◽  
Learning Methods ◽  
Face To Face ◽  
Methods And Techniques

The use of various teaching methods allows the teachers to accommodate the different learning styles of the students and allow the students to be active learners and to understand the subjects better as well as to be motivated to learn more. Prophet Muhammad (P.B.U.H) was the first perfect teacher and instructor, and one of his duties was to teach people the revelations that he received from Allah. He selected the best and most effective brilliant methods of teaching, thus helping the listener to clearly understand and remember the knowledge he taught. The learning-teaching methods of the Prophet Muhammad were extracted from his education activities such as face- to-face lecturer, writing method, Question-Answer method, teaching by practice, practical lessoning, brainstorming, and drawing to teach the foundations of Islam. Learning-teaching methods and techniques that the Prophet Muhammad (P.B.U.H) used in spreading his mission were proven to be effective and successful by applying them in today’s educational understanding of veterinary anatomy. 

PondokLearning Methods in Developing Students’ Nonverbal Politeness

2021 ◽  
Vol 12 (3) ◽  
pp. 352-369
Author(s):  
Siti Saniah Abu Bakar Et.al
Keyword(s):  
Education System ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Learning Methods ◽  
Religious Knowledge ◽  
Mainstream Education ◽  
Teachers And Students

Studying in thepondok institution is increasingly gaining ground in the society because this institution has produced many generations of students who have deep religious knowledge and high moral rectitude. Hence, this study was carried out to: (i) identify the methods practised by the teachers at the pondok learning institution in producing students who are polite in terms of nonverbal aspects and (ii) analyse the students’ acceptance of the methods employed in the pondok institution in shaping nonverbal politeness of the students. Phenomenological approach was used to explore the teaching and learning methods used in the pondok institution. Data were obtained through observations and interviews. The founder, teachers and students of one of the pondokinstitutions in AlorSetar, Kedah were selected as the study’s respondents. Findings of the study show that three methods of teaching are practised in the pondok learning institution, namely the talaqqi method, the tafaqquh method, and the itqan method. Through these three methods, the pondok teachers instilled good manners and shapedthestudents into polite students who are modest in their dressing, courteous, obedient and well-mannered while learning. This study also shows that the teaching methods practised in this pondok institution are well received by the students. It is evident that the teaching methods used in this pondokinstitution are able to develop the students’ nonverbal politeness. The effectiveness of these methods warrants the integration andimplementation of these methods in the mainstream education system so that the characteristics of these nonverbal politeness can be applied in the daily schools which are presentlylacking in terms of politeness values.

scholarly journals Teacher’s Strategies In Teaching Speaking During Covid-19 Pandemic

2021 ◽  
Vol 5 (3) ◽  
pp. 349-367
Author(s):  
Arya Fitri ◽  
Hermansyah Hermansyah ◽  
Etty Pratiwi ◽  
Aswadijaya Aswadijaya
Keyword(s):  
Teacher Learning ◽  
Junior High School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Teacher ◽  
Learning Methods ◽  
Teaching Objectives ◽  
Assignment Method ◽  
The Government ◽  
Research Show

The Covid-19 Pandemic situation made the Government announce  online learning activities.  This policy and it was relationship with teacher strategy at interesting teaching to learn. So that, This research was focused on the strategy that the teacher and used in impelemanting learning during the Covid-19 pandemic. Namely distance learning (PJJ), so that it could runned effectively, optimally, and run well. This research aimed to describe the strategy of teachers in teaching Speking during the Covid-19 Pandemic. This research used a descriptive qualitative approach. The research subject was class VIIB  English teacher, and grade VIIB students. Data collection techniques in this research were observation, interviews, and documentation. The results of the research show that the teacher used an expository strategy that emphasized the teaching and learning process directed to achieve learning objectives.  Analysis of online teacher learning methods with virtual media as a supporting means used two learning methods, first, the assignment method through the google classroom application, the results of the answer sheets were collected directly to the school, and then the second learning method was question and answer through Zoom Meeting and WhatsApp Group. The conclusion obtained from this research was that the teacher strategy in teaching speaking at Junior High School Prabumulih during the Covid-19 Pandemic could be seen from: teaching objectives, teaching approach, and teaching methods.

scholarly journals PENELITIAN TINDAKAN KELAS BAGI GURU AGAMA HINDU

2021 ◽  
Vol 8 (1) ◽  
pp. 77
Author(s):  
Ida Ayu Made Pradnyawati
Keyword(s):  
Action Research ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Literature Study ◽  
Learning Methods ◽  
Hindu Religion ◽  
Classroom Behaviour ◽  
Classroom Action Research

<strong><em>Teachers, including teachers of the Hindu religion, are often expected to upgrade their practices and learning methods. It is necessary to do this so that the process of learning is contextual. Contextual learning involves modifying the idea of teaching and learning or learning in class according to the creation of thoughts and changes. Situations and circumstances of learning should continually alter. According to these modifications, learning methods and approaches must therefore be established. However, without a well-thought-out strategy, this transition in teaching methods cannot be carried out, and the operational steps must be systematically defined. A study is needed for teachers to understand whether improvements in teaching strategies have been directed following the learning goals and in line with the anticipated learning outcomes. This study is called research into classroom behaviour. In addition to experience as a teacher who had performed classroom action research, this study was carried out based on a literature study on Classroom Action Research—starting from compiling a classroom action research proposal (planning), implementing behaviour, observing and reflection, the classroom action research steps. Observations, data collection, follow-up and classroom action study studies were also performed alongside the action's introduction.</em></strong>

scholarly journals STUDENTS’ PERCEPTION IN ENGLISH SUBJECT USING COOPERATIVE LEARNING IN PRIMARY SCHOOL

2020 ◽  
Vol 2 (7) ◽  
pp. 128-140
Author(s):  
Ummi Salehah Hamzah ◽  
Nurfaradilla Mohamad Nasri
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Survey Method ◽  
Learning Methods ◽  
High Achieving Students ◽  
Low Achieving Students ◽  
High Achieving

Cooperative learning is one of the PAK-21 learning methods that emphasize student-centered learning. This method makes students work together in seeking knowledge which in turn makes the learning process more interesting. Thus, the Ministry of Education Malaysia has strived to improve student development by encouraging the use of cooperative learning methods during the teaching and learning process. The objectives of the study are to identify the differences in high-achieving and low-achieving students’ perceptions of the effectiveness of cooperative learning, to identify high and low-achieving students' perceptions of the effectiveness of cooperative learning and to identify high-achieving and motivated learning motivations in cooperative learning in English primary school. A total of 227 Year 5 students from 3 schools were randomly selected using the survey method. The results show that there is no significant difference in the perception of high-achieving students and low-achieving students on the effectiveness of cooperative learning. Meanwhile, the average mean for the level of perception of high-achieving and low-achieving students on the effectiveness of primary school cooperative learning is high at 4,076 and the mean for the level of learning motivation of high-achieving and low-achieving students on the effectiveness of cooperative learning in primary school English is also high at 3.998. Cooperative learning has a positive impact on the learning motivation and perception of the next high-achieving students and low-achieving students can work together and establish good relationships during the teaching and learning process.

scholarly journals Teaching and Learning Methods in Geography Promoting Sustainability

2019 ◽  
Vol 10 (1) ◽  
pp. 5 ◽  
Author(s):  
Eija Yli-Panula ◽  
Eila Jeronen ◽  
Piia Lemmetty
Keyword(s):  
Sustainable Development ◽  
Teaching Methods ◽  
Environmental Sustainability ◽  
Outdoor Education ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Thinking Skills ◽  
Geography Education ◽  
Learning Methods ◽  
The Sustainable Development

Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

scholarly journals SoSTeM Model Development for Application of Soft Skills to Engineering Students at Malaysian Polytechnics

2015 ◽  
Vol 8 (11) ◽  
pp. 204
Author(s):  
Ahmad Esa ◽  
Suhaili Padil ◽  
Asri Selamat ◽  
Mohammad Talha Mohamed Idris
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Soft Skills ◽  
Model Development ◽  
Technical Skills ◽  
Job Market ◽  
Learning Methods ◽  
Engineering Programs

<p class="apa">Soft skills are some of the skills needed to ensure that graduates fulfill the needs of the job market. Until 2010, almost 30% of unemployed graduates in Malaysia are technical graduates and one third comes are graduates from polytechnic. Most engineering graduates are proficient in technical skills but lack in soft skills. The lack of relevant knowledge among lecturers in order to identify appropriate ways and methods in the process of teaching and learning is one of the causes of lack in soft skills application. This study aims to identify the suitable teaching methods for the application of soft skills in the engineering programs for engineering students in Malaysian polytechnics. 488 students and 332 lecturers in engineering courses at the polytechnic had been questioned using questionnaires and interviews. The results showed that there is a relationship between the level of application of soft skills element with the teaching &amp; learning methods used by lecturers. Based on these relationships, researchers had produced <em>SoSTeM </em>model as the model of application of soft skills for engineering students. Researchers also discovered that the use of teaching &amp; learning methods for applying soft skills in engineering programs vary according to the elements of soft skills.</p>

scholarly journals Farmer-preferred learning methods and utilised teaching approaches by Egerton University, Kenya

2020 ◽  
Vol 28 (s1) ◽  
pp. 203-213
Author(s):  
E.O. Ondiege ◽  
M. Mutuku ◽  
N.W. Mungai
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Focus Group Discussions ◽  
Cross Sectional Survey ◽  
Group Discussions ◽  
Learning Methods ◽  
Cross Sectional ◽  
Knowledge And Skills ◽  
Key Informant ◽  
Effective Community

Universities are centres of frontier knowledge and skills, with the capacity to transform communities,when appropriately and adequately transmitted to users. The aim of this paper was to compare farmer-preferred learning methods and those utilised in teaching during Egerton University’s outreach activities, with a view to drawing useful insights for more effective community future engagements. A cross sectional survey was conducted in 2017, using researcher-administered questionnaires, on a sample of 84 farmers purposefully selected from communities where Egerton University implemented extension outreach programmes. Key informant interviews and focus group discussions were also conducted for community leaders and extension officers in the selected Wards, to supplement data collection. Results showed that the decision to participate in the outreach activities implemented by Egerton University was personal, with nearly all the respondents (99%) citing acquisition of new knowledge and skills as the major reason. Demonstrations were the most preferred and utilised methods (90 and 92%, respectively); while the use of group discussions were preferred by 51% of the respondents and utilised in 86% of the outreach activities. Results also showed significant relations for demonstration (c2 = 17.21, P<.001), touring university model farms (c2 = 68.11, P<.001) and use of training videos (c2 = 40.98, P<.001) between farmer-preferred learning methods and utilised teaching methods. This explains the popularity of demonstrations as a teaching and learning method of Egerton University in connecting theoretical and scientific aspects, to practice. Learner centred teaching methods, with the capacity to facilitate collaborative or cooperative learning, should be enhanced.

ANALYSIS OF BLENDED LEARNING METHODS IN INCREASING STUDENT LEARNING MOTIVATION IN ELEMENTARY SCHOOL

2021 ◽  
Vol 4 (1) ◽  
pp. 1-11
Author(s):  
Abroto Abroto ◽  
Seka Andrean ◽  
Aulia Diana Devi
Keyword(s):  
Elementary School ◽  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Research Approach ◽  
Learning Program ◽  
Learning Methods ◽  
Library Research ◽  
Library Resources

ABSTRACTAlong with the development of science and technology requires teachers to make an innovation in teaching and learning activities, one of which is by using strategies and learning models. The purpose of this study is to describe the use of blended learning methods in improving students' learning motivation. The method used is the library research approach through library resources related to blended learning methods in improving learning motivation as well as various other literature sources. Then analyzed and presented the findings of the data objectively. The results showed that Blended Learning is a learning that combines conventional learning, self-learning and online selflearning. In improving learning motivation with Blended Learning method in elementary school can be done with several steps, namely 1) preparing the syllabus and Learning Program Plan (RPP), 2) making a draft assessment 3) determining suitable methods, and 4) implementing the learning process that takes place effectively. With this, the teaching and learning process can take place well and produce an educated generation, who are able to compete and answer future challenges, as well as excel.Keywords: Method, Blended Learning, Motivational Learning.

scholarly journals Innovative Teaching and Learning

2018 ◽  
Vol 3 (S1) ◽  
pp. 23 ◽  
Author(s):  
D. Kalyani ◽  
K. Rajasekaran
Keyword(s):  
Human Development ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Classroom Experience ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Development Goal ◽  
Innovative Methods ◽  
Teaching Learning

The biggest challenge any teacher faces is capturing the students’ attention, and putting across ideas in such a way that it stays with them long after they have left the classroom. For this to happen, classroom experience should be redefined and innovative ideas that make teaching learning methods more effective should be implemented. So here are some innovative ideas that will help teachers reinvent their teaching methods and make their classes interesting. The use of innovative methods in educational institutions has the potential not only to improve education, but also to empower people, strengthen governance and galvanize the effort to achieve the human development goal for the country. The purpose of this paper is to suggest useful innovative teaching methods which could easily be imparted knowledge to the students.

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