scholarly journals تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي (Vigotsky) دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية

2018 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Aulia Mustika Ilmiani
Keyword(s):  
Social Interactions ◽  
Learning Strategies ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Reading Skill ◽  
Skill Learning ◽  
Learning Materials ◽  
The Third ◽  
Evaluation Of Learning

AbstractOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data  should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of  IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory,  can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.

scholarly journals تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية

2017 ◽  
Vol 5 (2) ◽  
pp. 117-126
Author(s):  
Aulia Mustika Ilmiani
Keyword(s):  
Social Interactions ◽  
Learning Strategies ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Reading Skill ◽  
Skill Learning ◽  
Learning Materials ◽  
The Third ◽  
Evaluation Of Learning

AbstrakOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data  should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of  IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory,  can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.Keywords: reading skill and Vygotsky’ social constructivism theory

scholarly journals Self-Regulated Learning Strategy Instructions in Reading Comprehension Skill Learning During Outbreak Era

2020 ◽  
Vol 5 (2) ◽  
pp. 191
Author(s):  
Ratih Laily Nurjanah ◽  
Mochamad Rizqi Adhi Pratama
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Reading Skill ◽  
Skill Learning ◽  
Self Regulated Learning ◽  
Comprehension Skill ◽  
Is Research ◽  
Development Cycle ◽  
Regulated Learning

<em>The online learning should be limited by principles and apply proper strategies. One of them is Self-Regulated Learning (SRL) strategy. Applying this strategy must be guided by proper instructions and procedures. In reading skill teaching and learning, this strategy is considered suitable to make students learn independently without letting them lost in the processes. This study aims to; 1) develop tasks instructions on reading comprehension skill to help students learn independently during outbreak era, 2) get students’ perspectives on how SRL works on them. The method is research and development cycle. The students’ perspectives are measured using Likert scale. The results showed that there need to be specific and clear instructions stating time, purposes of the tasks, giving students log to monitor their learning process, encouraging them to get help from lecturers or peers, and encouraging themselves to evaluate the process to find proper strategy for them.</em>

scholarly journals Philosophical Reflections: Critical Analysis of Learning Strategies for Science Practicum During the COVID-19 Pandemic

2020 ◽  
Vol 1 (2) ◽  
pp. 78-89
Author(s):  
Budiyono Saputro ◽  
Muh Saerozi ◽  
Fadhil Ardhiansyah
Keyword(s):  
Social Media ◽  
Learning Strategies ◽  
Critical Analysis ◽  
Research Method ◽  
Learning Strategy ◽  
Descriptive Study ◽  
Natural Sciences ◽  
Qualitative Descriptive ◽  
Student Center ◽  
Evaluation Of Learning

The purpose of this study is to obtain a critical description of the learning strategy for science practicum during the COVID-19 pandemic. The research method was a qualitative descriptive study. The respondents of this study were lecturers and students of the Natural Sciences within the Indonesia Natural Sciences Tadris Association. The research instruments were in the form of questionnaires and a list of questions related to the learning of science practicum during the COVID-19 pandemic. The results showed the highest percentage of each learning strategy indicator for science practicum used by lecturers as follows: (1) 68.75% for the student center approach, (2) 50% for problem-based learning strategy, (3) 31.25% for self-practicum technique, (4) 31.25% for WhatsApp media, (5) 31.25% for self-assignment evaluation, (6) 93.75% for the indicator of the success of self-practicum, (7) 68.75% social media and signal supporting factors, (8) 31.25% for internet network obstacle, (9) 68.75% for the method to discover the practicum skills by playing the video of student’s results of practicum at home. The recommendation of this study should be carried out independently in each student's home by utilizing tools and materials around their environment and evaluation of learning is done through self-assignments or practicum videos sent to lecturers.

scholarly journals Learning Strategies at SMP Muhammadiyah 3 Pandaan During Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Muhlasin Amrullah ◽  
Devi Wulandari
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Process ◽  
Learning Activities ◽  
Learning Challenges ◽  
Teachers And Students ◽  
History Of ◽  
Using Data

The purpose of this study is to examine several aspects, including: the history of the establishment of SMP Muhammadiyah 3 Pandaan, learning strategies carried out in the midst of the covid 19 pandemic, learning methods, learning challenges, and effectiveness in learning at SMP Muhammadiyah 3 Pandaan. The research process uses descriptive qualitative methods. in the research process using data collection techniques by means of observation, interviews, and photos when the research was conducted. This study aims to determine the learning strategy in SMP Muhammadiyah 3 Pandaan. The strategy used at SMP Muhammadiyah 3 Pandaan in the midst of a pandemic is to use online learning strategies. Learning is carried out using zoom, google meet, wa, and youtube media, this is as an intermediary for learning in the midst of a pandemic, using these strategies can facilitate teaching and learning activities carried out by teachers and students online. SMP Muhammadiyah 3 Pandaan also experienced several challenges in carrying out learning in the midst of the covid-19 pandemic, one of which was that many students did not have the tools to do online learning such as cellphones, laptops, or computers, and some had problems such as having cellphones but many did not. have a quota or it is difficult to reach a signal when online learning is done. Although there are many challenges in carrying out learning activities in the midst of a pandemic like this, it does not eliminate the enthusiasm to keep learning even though you have to be at home online

scholarly journals Development of Student Entrepreneurship Skills in LKP Kresna Informatika

2020 ◽  
Vol 5 (1) ◽  
pp. 84-91
Author(s):  
Usup Usup ◽  
Supriyono Supriyono ◽  
Hardika Hardika ◽  
Endang Sri Redjeki
Keyword(s):  
Data Collection ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Entrepreneurship Education ◽  
Research Subjects ◽  
Accounting Data ◽  
Student Entrepreneurship ◽  
Special Approach ◽  
Evaluation Of Learning ◽  
Module Development

The purpose of this study is 1) Describe the ideal and feasible model of the allocation of an entrepreneurship education curriculum for learners at a course institution. 2) Describe an ideal and feasible model of an entrepreneurship education learning strategy for learners in a course institution. Qualitative research is also called naturalistic research. Subjects in this study are students and alumi in course programs organized by LKP Kresna Informatika such as English courses courses, computer and office accounting. Data collection techniques in the context of this study have a significant role considering the quality of various types of data obtained at each stage of module development. Observation and documentation, interviews and tests are the data collection techniques used in this research before it will be analyzed. Stages of data analysis pursued after the need for data both secondary and primary when it has been fulfilled which includes; (1) data reduction, (2) display data, and (3) conclusion drawing/verification. The results in the study conclude that to establish entrepreneurial attitude in the courses and training programs conducted by LKP Kresna Informatika include; 1) The prerequisite of one's attitude input and one's entrepreneurial nature in LKP Kresna Informatika includes; discipline, high commitment, honest, reative and Innovative. 2) Design learning strategies in growing and developing entrepreneurship skills of learners in LKP Kresna Informatika through a special approach that is called 4 in 1 or with four stages. 3) Implementation of learning strategies in growing and developing entrepreneurship skills of learners in LKP Kresna Informatika; Identification of Business Opportunities, entrepreneurship learning based on the development of attitudes, knowledge and entrepreneurship skills, Evaluation of Learning Outcomes and Business Assistance and Pioneering.  

scholarly journals How Thai EFL Learners Deal With English Regular Past Forms: A Case Study of a Speech Sound Perspective

2018 ◽  
Vol 11 (7) ◽  
pp. 1
Author(s):  
Kotchawara Yaowaratana ◽  
Apichai Rungruang
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Speech Sound ◽  
Past Tense ◽  
First Year ◽  
The Third ◽  
Significant Difference ◽  
Identification Test ◽  
L2 Learners

The pronunciation of regular past tense verbs seems to be difficult for most L2 learners, especially in L2 learners whose first language phonological system is different from the English one. It is predicted that Thai EFL students could encounter difficulties perceiving English coda clusters like the ‘-ed’ ending sounds. For this reason, this research investigates the extent to which the first-year and the third-year English major undergraduate students in a public university perceive the English regular past tense verbs. To be precise, this study compares the ability to perceive the regular past tense of the first-year and third-year students. In addition, the strategies they use to perceive the ‘-ed’ ending verbs among the three different allomorphs ([t], [d] and [ɪd]) are investigated. The data collection was derived from the perception tests of 30 first-year and 30 third-year students and a Pronunciation Learning Strategy (PLS) questionnaire. The perception tests were divided into two subtests: perception test and perception syllable identification test. The PLS questionnaire was employed to find out the strategies they used in English pronunciation learning. The overall results show that the third-year students demonstrated a better performance than the first-year students in both tests (t=-2.778; p<.01 in the perception test; t=-1.466; p>.05 in the syllable identification test). However, the syllable identification test’s results do not show consistency with Solt et al.’s (2004) model, while the perception test’s do. Moreover, the findings from the questionnaire reveal no statistically significant difference between the first and the third-year students in terms of pronunciation learning strategies (p>.05).

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Barbara Sinclair ◽  
Karen Ferguson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

scholarly journals JOYFUL LEARNING UNTUK PENINGKATAN PRESTASI BELAJAR ALJABAR KELAS SMP NEGERI 1 WONOMERTO

2020 ◽  
Vol 1 (1) ◽  
pp. 28-35
Author(s):  
Mr. Mujiono
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Research Subjects ◽  
Improve Student Learning

Penelitian ini bertujuan meningkatkan hasil belajar dengan menggunakan Strategi Joyful Learning. Strategi joyful learning membantu guru untuk lebih kreatif dalam proses belajar mengajar dan dapat meningkatakan hasil belajar siswa. Desain penelitian   ini  adalah  Penelitian  Tindakan Kelas  (PTK) yang  dilakukan  secara  kolaboratif. Subjek  penelitian   adalah  peserta  didik kelas VII B  berjumlah  22  orang, 5 putri dan 17 putra. Penerapan strategi joyful learning menunjukkan peningkatan pada hasil belajar. Siklus I meningkat menjadi 21 siswa yang mencapai ketuntasan dengan nilai rata-rata kelas 95. Pada siklus I memperoleh nilai rata-rata IPG 73% dengan kategori baik, IRS 88 % dengan kategori sangat baik, dan IKL 80% dengan kategori baik. This study aims to improve learning outcomes by using the Joyful Learning Strategy. Joyful learning strategies help teachers to be more creative in the teaching and learning process and can improve student learning outcomes. The design of this research is Classroom Action Research (PTK) which is conducted collaboratively. The research subjects were 22 students of class VII B, 5 girls and 17 boys. The application of joyful learning strategies shows an increase in learning outcomes. The first cycle increased to 21 students who achieved completeness with an average grade of 95. In the first cycle, the IPG average score was 73% in the good category, 88% IRS in the very good category, and 80% IKL in the good category.

scholarly journals LEARNING STYLE AND LANGUAGE LEARNING STRATEGIES OF STUDENTS FROM VARIOUS ETHNICS IN INDONESIA

2020 ◽  
Vol 39 (2) ◽  
pp. 480-492
Author(s):  
Bonifasius Widharyanto ◽  
Heribertus Binawan
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
The Third ◽  
First Finding ◽  
Language Learning Strategy

Learning styles, language learning strategies, and ethnicity are three important factors in language learning. The information about these three things is very useful for language teachers to prepare and implement effective language learning. This study was conducted to describe the students ' learning style and language learning strategy and to know the similarities/differences from the two elements of Java, Papua, Flores, Dayak, and Batak ethnics. A number of 175 participants were involved in the study. Research data were obtained through the Fleming's learning VARK questionnaire and a language learning strategy questionnaire from Oxford. The results of the two questionnaires were analyzed to determine the type of learning style and language learning strategy. The first finding suggests that the main learning styles of students from the five ethnics are variants [aural] and [kinesthetic] including variations in bimodal, and trimodal. The second finding shows that the major language learning strategy is metacognitive and affective. The third finding reveals some similarities and unique differences in their learning style and learning strategy.

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN UNTUK MENCIPTAKAN PEMBELAJARAN AKTIF DAN INOVATIF

Edupedia ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 67-74
Author(s):  
Achmad Yusuf ◽  
Mahmudi Mahmudi
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Time Allocation ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
School Principals ◽  
Effective Learning ◽  
Creative Learning ◽  
Different Characteristics ◽  
To Receive

the effective learning is the learning that can stimulate the enthusiasm and enjoyment of students follow the learning process. However, the obstacle of that, there are no many Islamic religious education teachers who are skilled in preparing and implementing lessons that are able to arouse the enthusiasm of their students and the lack of attention from school principals on the development of PAI learning in schools, including the availability of inadequate facilities and infrastructure. Therefore, teachers must be creative in designing learning activities, one of which is using appropriate learning strategies. The learning strategy that can create active and creative learning is the PAIKEM strategy. PAIKEM is a teaching and learning strategy that contains six important elements, that are learning, active, innovative, creative, effective and fun. The six elements have different characteristics and interpretations and must be integrated by the teacher who will apply them. The supporting factors of PAIKEM implementation include infrastructure, the ability of teachers to implement PAIKEM, and the readiness of students to receive the lessons. The inhibiting factors in implementing PAIKEM include the number of students, time allocation, and schedule changes.

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