scholarly journals The Development Of Social Studies Learning And Assessment Materials Based On Local Potential For Secondary School

2019 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Dwi Atmono ◽  
Muhammad Rahmattullah ◽  
Sri Setiti
Keyword(s):  
Social Studies ◽  
Character Education ◽  
Planning Process ◽  
Group Discussion ◽  
Local Potential ◽  
Independent Learning ◽  
Learning Material ◽  
Design Learning ◽  
Teachers Training ◽  
Direct And Indirect Methods

This research aimed to analyze student needs in social studies classroom in purpose to design learning model using local potential in Banjarmasin area. This research used qualitative approach. Data collected through literature analysis, observation, and interviews through focus group discussion and focused on 7th grade materials. Data analyzed with qualitative method. The result showed that those are seven basic competences on 7th grade that can be developed for social studies learning with the using of local potential. Learning process can be applied through direct and indirect methods, interactive learning, independent learning, field observation, and discussion. It required supplement books based on local potential, the increasing of MGMP’s empowerment for social studies teachers, teachers’ training on learning planning, process, and evaluation based on local potential, and the developing of learning media through film documentary with local potential contents. In term of curriculum changing, to increase teachers’ competence in assessment it required training about authentic assessment, classroom assessment, character based assessment, and competence based assessment. It is necessary to create local potential roadmap as guidance for social studies learning material in Banjarmasin as the implementation of local excellence and character education for social studies learning.

ORAL HISTORY SOURCES AS LEARNING MATERIALS: A CASE STUDY OF THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

2016 ◽  
Vol 3 (2) ◽  
pp. 82-93
Author(s):  
Gugulethu Shamaine Nkala ◽  
Rodreck David
Keyword(s):  
Oral History ◽  
Learning Experience ◽  
Science And Technology ◽  
Group Discussion ◽  
Human Interaction ◽  
Learning Material ◽  
Wide Range ◽  
National Archives ◽  
National University ◽  
Set Up

Knowledge presented by Oral History (OH) is unique in that it shares the tacit perspective, thoughts, opinions and understanding of the interviewee in its primary form. While teachers, lecturers and other education specialists have at their disposal a wide range of primary, secondary and tertiary sources upon which to relate and share or impart knowledge, OH presents a rich source of information that can improve the learning and knowledge impartation experience. The uniqueness of OH is presented in the following advantages of its use: it allows one to learn about the perspectives of individuals who might not otherwise appear in the historical record; it allows one to compensate for the digital age; one can learn different kinds of information; it provides historical actors with an opportunity to tell their own stories in their own words; and it offers a rich opportunity for human interaction. This article discusses the placement of oral history in the classroom set-up by investigating its use as a source of learning material presented by the National Archives of Zimbabwe to students in the Department of Records and Archives Management at the National University of Science and Technology (NUST). Interviews and a group discussion were used to gather data from an archivist at the National Archives of Zimbabwe, lecturers and students in the Department of Records and Archives Management at NUST, respectively. These groups were approached on the usability, uniqueness and other characteristics that support this type of knowledge about OH in a tertiary learning experience. The findings indicate several qualities that reflect the richness of OH as a teaching source material in a classroom set-up. It further points to weak areas that may be addressed where the source is considered a viable strategy for knowledge sharing and learning. The researchers present a possible model that can be used to champion the use of this rich knowledge source in classroom education at this university and in similar set-ups. 

scholarly journals Analyzing Project Management Methods in Organizing Sports Events

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097094
Author(s):  
Martin Schnitzer ◽  
Kathrin Kronberger ◽  
Filippo Bazzanella ◽  
Sebastian Wenger
Keyword(s):  
Project Management ◽  
Focus Group ◽  
Knowledge Transfer ◽  
Focus Group Discussion ◽  
Planning Process ◽  
Group Discussion ◽  
Quantitative Survey ◽  
Progress Control ◽  
Sports Events ◽  
Research Questions

The purpose of this study was to investigate the use and importance of project management (PM) methods in organizing sports events (SEs). Furthermore, the study analyzed differences in usage and importance of PM methods in relation to the type of SE. Finally, reasons for and obstacles to the implementation of PM methods in organizing SEs were identified. To assess the research questions, a quantitative survey ( n = 78) and a focus group discussion ( n = 5) were carried out. The results showed that PM methods were employed for SEs with higher usage and importance rates in large compared with small SEs. Requirements by event stakeholders, knowledge transfer, confidence building, progress control, and justification as well as opportunities to save money by introducing an improved planning process were identified as the main reasons for using PM in the organization of SEs. This study is the first work to provide an overview of the usage of specific PM methods in organizing SEs.

scholarly journals The Impact of Online Training on Saudi Medical Students’ Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy

2016 ◽  
pp. 4-15
Author(s):  
Sahar Alzahrani ◽  
Julie Watson
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Group Discussion ◽  
Strategy Training ◽  
Strategy Development ◽  
Learning Material ◽  
Language Learning Strategies ◽  
Research Questions ◽  
Students Attitudes ◽  
The Impact

In the context of ongoing debate about the relationship between strategy training and autonomous learning, this study set out in the belief that they are inextricably linked and sought to explore three important aspects of learner strategy development more deeply. An experiment was designed to investigate the effectiveness of learner training with three groups of Saudi students taking a course in English for Medical Purposes: control (no treatment), offline (treatment delivered on paper), and online (online treatment). The treatments used supplementary learning material focused on language learning strategies (LLS). The design and the delivery of the treatments was informed by Rubin, Chamot, Harris, and Anderson (2007), Cohen (1998), Murphy and Hurd (2011), and Murphy (2008a). This paper sought to answer three research questions related to the impact of learner training on students’ attitudes, awareness, and use of LLS in relation to their autonomous abilities after exposure to the treatment. Qualitative data from students’ reflective writings, interviews and focus group discussion was used to answer these questions. For the two treatment groups, the treatment impact was found to be positive in relation to the research questions and negative in the control. The online group outperformed the offline one in all the three investigated aspects.

scholarly journals Effect of animation and review video making (arvima) in non-classical learning model on independent learning and students’ learning outcome

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Muhammad Fath Azzajjad ◽  
Miswandi Tendrita ◽  
Dewi Satria Ahmar
Keyword(s):  
Chemistry Education ◽  
Learning Outcome ◽  
Learning Model ◽  
Independent Learning ◽  
Learning Material ◽  
Study Program ◽  
Education Study ◽  
Research Population ◽  
Quasi Experimental ◽  
Spatial Independence

The non-classical learning model used in this study was a jigsaw type cooperative learning model with the assignment treatment of making learning material video which is expected to make it easier in finding knowledge in teaching materials, with the creativity of students’ forming skills. The purpose of this study are to determine: (a) the effect of animation video and review video making in non-classical learning model on the ability to learn independently of students of the chemistry education study program at USN Kolaka, (b) the effect of animation video and review video making in non-classical learning model on the ability of spatial independence of students in the chemistry education study program at USN Kolaka, and (c) the effect of animation video and review video making in non-classical learning model on the learning outcome of students in the chemistry education study program at USN Kolaka. This research was a quasi-experimental research (quasy experiment) with a posttest only research design. The research population was students in the IV and VI semester of Chemistry Education Study Program. The instrument used was a questionnaire of learning independence, spatial ability and learning outcome.

scholarly journals Pembelajaran Inovatif dalam Pembentukan Karakter Siswa

2019 ◽  
Vol 4 (1) ◽  
pp. 21-34
Author(s):  
Purwadhi Purwadhi
Keyword(s):  
Cooperative Learning ◽  
Character Education ◽  
Learning Strategy ◽  
Affective Learning ◽  
Contextual Learning ◽  
Learning Material ◽  
National Education ◽  
Peace Of Mind ◽  
Thinking Ability ◽  
Innovative Learning

ABSTRAKSI: Pembelajaran inovatif di sekolah merupakan strategi pembelajaran yang menekankan kepada penyampaian materi pembelajaran kepada siswa, yang berupa ekspositori, inkuiri, pembelajaran berbasis masalah, peningkatan kemampuan berpikir, pembelajaran koperatif, pembelajaran kontekstual, pembelajaran afektif, dan pendekatan ilmiah. Pembentukan karakter siswa yang perlu dikembangkan dalam pilar pendidikan nasional adalah merujuk pada pengolahan nilai dalam kawasan pikiran, perasaan, fisik atau raga, dan pengolahan hati yang menjadi spirit dalam menggerakan pikiran, perasaan, dan kemauan; atau dikenal dengan istilah olah-pikir, olah-rasa, olah-hati, dan olah-raga. Pembentukan karakter siswa juga harus dikembangkan, antara lain, karakter toleransi dan cinta damai untuk lebih ditonjolkan, karena kemajemukan bangsa dan negara Indonesia. Nilai kejujuran dan tanggung jawab juga sangat urgen di saat bangsa Indonesia kini tengah menghadapi berbagai kasus korupsi. Dengan menggunakan metode dan pendekatan kualitatif, serta studi literatur atau kepustakaan, artikel ini mencoba mengelaborasi tentang pembelajaran inovatif dan kaitannya dengan pembentukan karakter siswa. Didalamnya dikaji dan dianalisis tentang Pembelajaran Inovatif; Pembentukan Karakter Siswa; serta Gerakan Penguatan Pendidikan Karakter di Indonesia.KATA KUNCI: Pembelajaran Inovatif; Pembentukan Karakter Siswa; Gerakan Penguatan Pendidikan Karakter di Indonesia. ABSTRACT: “Innovative Learning in Forming the Student Characters”. Innovative learning in the schools is a learning strategy that emphasizes the delivery of learning material to students, in the form of expository, inquiry, problem-based learning, increased thinking ability, cooperative learning, contextual learning, affective learning, and scientific approaches. The formation of student character that needs to be developed in the pillar of national education is referring to the processing of values in the domains of mind, feeling, physical, and processing of the heart, which becomes the spirit of moving thoughts, feelings, and will; or known as thought, taste, care, and exercise. The formation of student character must also be developed, among others, the character of tolerance and peace of mind to be more highlighted, because of the diversity of the nation and state of Indonesia. The value of honesty and responsibility is also very urgent, when the Indonesian nation currently is facing various the corruption cases. By using qualitative methods and approaches, as well as literature studies or reviews, this article tries to elaborate on innovative learning and its relation to student character formation. Inside it is reviewed and analyzed about Innovative Learning; Formation of Student Characters; and the Character Education Strengthening Movement in Indonesia.KEY WORD: Innovative Learning; Formation of Student Characters; Character Education Strengthening Movement in Indonesia.About the Author: Dr. Purwadhi adalah Dosen Senior dan sekarang menjabat sebagai Rektor Universitas BSI (Bina Sarana Informatika), Jalan Terusan Sekolah No.1-2 Antapani, Cicaheum, Kiaracondong, Bandung 40282, Jawa Barat, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: [email protected] Citation: Purwadhi. (2019). “Pembelajaran Inovatif dalam Pembentukan Karakter Siswa” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(1), Maret, pp.21-34. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (December 27, 2018); Revised (February 15, 2019); and Published (March 30, 2019).

Optimization of Character Education in Social Studies Learning at Merdeka Belajar Era

2021 ◽  
Author(s):  
Sudarmiani Sudarmiani ◽  
Muhammad Hanif ◽  
Sutinah Sutinah
Keyword(s):  
Social Studies ◽  
Character Education

Making Learning Meaningful

2013 ◽  
Author(s):  
Janet Allen ◽  
Christine Landaker
Keyword(s):  
World War Ii ◽  
Social Studies ◽  
Point Of View ◽  
Independent Learning ◽  
World War ◽  
Social Studies Teacher ◽  
New Students ◽  
Historical Expertise ◽  
Bias Point

When encouraging readers of history, we have several broad goals for our students as readers and as learners. We want them to leave their reading with some knowledge of content and to be able to discriminate among ideas for significance, bias, point of view, and perspective. We would like them to think about what they learned and how they learned it, acknowledging the value of talk and others’ opinions and ideas when they are forming their own opinions. We would also hope the study we’ve done would prompt them to ask new questions that lead them to further reading and study. At this stage in their lives, these readers have assumed the reader role of “Text Critic” as they analyze, synthesize, apply, and extend their learning into independent learning and historical expertise. Many of us have enjoyed students who see themselves as historical experts. On Christine’s first day as a social studies teacher, before the bell had rung to allow students to enter class, she encountered her first expert in her new students, Stephen:… “So, you’re going to be my U.S. History teacher. What do you know about Patton?” “Do you mean George Patton from World War II?” “Yes. If you’re going to expect me to learn from you, you better know your World War II stuff. And, you’re going to have to have seen the movie. Have you seen it?” “Well, no. But if you have it . . . “I have it right here with me. Watch it tonight and we can talk about it tomorrow.”… Christine had found her first expert—and her first ally. This is the kind of student we hope we foster as we are planning curriculum and instruction throughout the year. In Ways That Work: Putting Social Studies Standards into Practice, Tarry Lindquist expects these outcomes and plans for them at the beginning of the unit. “Whenever I plan a unit, I first brainstorm ways my students can acquire knowledge, manipulate data, practice skills, and apply their understanding through group activities” (1997, 101). As a result of the time Christine and her students spend working on questioning, thoughtful and careful reading, exposure to multiple texts, and sharing ideas with others, the satisfaction of those goals is evident in her classroom.

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