scholarly journals MODEL PEMBELAJARAN PENANAMAN NILAI-NILAI PANCASILA PADA PELAJARAN KEWARGANEGARAAN MELALUI PENDEKATAN CONTECTUAL TEACHING AND LEARNING

Nuansa ◽  
2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Irwan Satria
Keyword(s):  
Civic Education ◽  
Teaching And Learning ◽  
Life Experience ◽  
Learning Experience ◽  
Real Life ◽  
Contextual Learning ◽  
Life Itself ◽  
Main Thing ◽  
Relationship Of ◽  
The Relationship

Contextual learning, enabling the learner to be active, evolves according to its potential. In the learning pro- cess, the main thing  is to link all these aspects. To relate it can be done in various ways, such as material that is studied directly related to the factual  conditions associated with real life experience. CTL approach is the relationship of matter or topic  with real life. So in the contextual learning is how to have  the learning experience owned by students always associated with actual problems that  occur  in the  environment. Thus learning in civic education based on Pancasila values  through contextual learning emphasizes the introduction, love and  application of Pancasila values  to learners. Learners are led to adaptation to the values of Pancasila so that it becomes a prophetic man, a human that is useful both for life itself and society, nation and states.

scholarly journals The development of the effective learning environment by creating an effective teaching in the classroom.

2017 ◽  
Vol 1 (1) ◽  
pp. 79
Author(s):  
Sanchia Janita Prameswari ◽  
Cucuk Budiyanto
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Real Life ◽  
Pedagogical Practices ◽  
Effective Learning ◽  
Creative Commons ◽  
The Creation ◽  
The Relationship

<p>The changes in learning management typically involve the introduction of various alternative learning methods. The development of an effective learning experience requires the modification of conventional learning. Teaching and learning constructively synchronize instructions and assessment toward the desired learning outcomes. Notwithstanding the vast literature on the creation of effective learning, the lack of explanation on how the relationship between effective teaching and effective classroom would likely leave practitioners and academia without a clear guidance on how to operationalize the creation of effective learning in real life. A systematic literature review procedure was conducted upon published papers between 2007 and 2015 in outstanding education journals. This paper contributes to the literature by amassing the knowledge on pedagogical practices in effective learning creation. In addition, to obtain a granular elaboration about the matter, a framework to operationalize the creation of effective learning is suggested. Three aspects compose the framework namely teachers' intrinsic capabilities, educational institution support, and student’s participative involvement. The roles of each party were extracted from the knowledge contained in the reviewed literature.</p><p> </p><p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p>

scholarly journals EVALUATING THE EFFECTS OF A BOARD GAME IN COGNITION IN LEARNING SHIPPING MANAGEMENT FOR HIGHER EDUCATION

2020 ◽  
Vol 2 (7) ◽  
pp. 180-210
Author(s):  
Shanizan Herman Mohd Radzi ◽  
Hoe Tan Wee ◽  
Amri Yusoff
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Life Experience ◽  
Learning Experience ◽  
Real Life ◽  
Performance Comparison ◽  
Control Group ◽  
Board Game ◽  
Control Group Design

This study proposes the use of board games for teaching and learning shipping management in higher education and examines its effects on cognition. It employs a game-based learning approach to engage students with real-life experience in shipping management so that students are able to experiment with the causes and effects of their decisions based on the theory they have learned. An instance of a shipping management game was developed from the board game framework which stands on the discreet event simulation of a realistic shipping process and activity. A quasi-experimental research design was adopted to measure the effectiveness of the board game in giving students some understanding of shipping operations. Data were gathered from a sample of 67 undergraduate students, using a non-equivalent control group design. Students who received the game-based method performed better in the post-test assessment. A performance comparison indicated that there was a difference in students’ achievement for the tramp services and liner services contents. The use of board game aims to expose students to the best learning experience when they immerse themselves in solving problems and making decisions in the game. Moreover, the board game provides a transparent learning space, which encourages students to make knowledge discovery at their own pace in a non-threatening environment.

scholarly journals Edusemiotics as process semiotics: Towards a new model of semiosis for teaching and learning

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 45-57 ◽  
Author(s):  
Andrew Stables
Keyword(s):  
Teaching And Learning ◽  
New Model ◽  
Relationship Of ◽  
The Relationship

AbstractStandard definitions posit the sign as a discrete entity in relation with other signs and standing for an object (either physical or psychological). Thus the sign has two roles, as prompt and as substitutive representation. The latter raises difficult questions about the relationship of the semiotic to the non-semiotic or pre-semiotic, which can be resolved logically (as in Peirce) or rejected as unanswerable (as in Saussure), but which can never be satisfactorily resolved empirically as the phenomenal cannot be divorced from the semiotic. This impasse can be resolved if we drop the assumption that the sign is essentially substitutive. The assumption of discrete entities, at either the phenomenal or the noumenal levels, is a function of discredited substance metaphysics. On a process metaphysical account, the reality of the sign is not attached to the discreteness of any pre-existing entity. The sign remains as prompt and as relational but not (other than sometimes with respect to other signs) substitutive. Rather than defined as standing for an object, the sign can now be regarded much more simply as a feature of an event. This conception of the sign is explored in terms of its implications for teaching and learning.

scholarly journals Improving Teaching and Learning in Physical Education: Using a Developmental Continuum and Eliminating Traditional Grading / Unapređenje procesa nastave i učenja u fizičkom vaspitanju: Upotreba razvojnog kontinuuma i eliminisanje tradicionalnog ocjenjivanja

2016 ◽  
Vol 10 (2) ◽  
Author(s):  
Adrian J Haug ◽  
Mila Fischer
Keyword(s):  
Physical Education ◽  
Student Performance ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Traditional Grading ◽  
Health Related ◽  
Risk Takers ◽  
Differentiated Learning ◽  
Physical Skills ◽  
The Relationship

Assessment methods and the ownership of learning in Physical Education remain, in most cases, as highly traditional practices which do not fully allow students to be active and enthusiastic participants in the process of learning physical skills and health related knowledge. This study focuses on the improvements of student accountability and ownership for learning in Physical Education classes when traditional grading is removed and a year-level-only curriculum is replaced with a developmental learning continuum. The context of this study is to identify the relationship between student motivation, interest in learning, and the accountability to reach set goals when grade rewards are replaced with clear descriptions of student performance and development along a schema of skills and knowledge in PE. The research of our project will determine that the modifications made to the process of teaching and learning has improved the learning experience of our test subjects. The study has proven that when traditional grading is removed and students have the opportunity for true differentiated learning, they demonstrate far more intrinsic motivation in their learning. The students have taken grater ownership over their development and have become more accountable for their own process of learning. To truly unlock the potential of each child, we educators need to support our students to be risk takers who are inquiring and reflective.

scholarly journals METODE CONTEXTUAL TEACHING AND LEARNING (CTL) PADA PEMBELAJARAN BE GOING TO VS WILL DI SMK NEGERI 2 MANADO

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Agnes B. B. Mamiasa ◽  
Maya Pinkan Warouw ◽  
Jenny Hilda Pakasi
Keyword(s):  
Teaching And Learning ◽  
Short Form ◽  
Future Tense ◽  
Stop Smoking ◽  
Contextual Understanding ◽  
Contextual Teaching ◽  
To Come ◽  
Relationship Of ◽  
The Relationship ◽  
Time Form

Contextual Teaching and Learning Approach (CTL) is one form of approach that can be said to be capable and very suitable to be a model of appropriate learning when applying the form of material in the classroom. Learning the form of CTL is closely related to the context, atmosphere or circumstances that can be interpreted also as learning related to a particular atmosphere. Talking about the atmosphere has to do with the use of the time form also known as tense. A little interesting about the Simple Future Tense that is raised to the core of learning because of this Tense became one of the important parts in the use of Grammar on learning English where we can express or declare actions in the future. This form uses the word 'will' and 'shall' (short form:’ll) plus infinitive. Besides using the form of 'going to' to be able to declare the time to come and the intention of the speaker to do something, for example I'm going to stop smoking '. CTL's role can make learning more effective and even create a fun and non-boring atmosphere, providing experiences that are closely related to the real world of learners and using a variety of learning resources; and therefore the method on CTL can provide understanding, development of science, the develop of knowledge and contextual understanding of learners about the relationship of subjects with what found learners in everyday life.Keywords : CTL, BE GOING TO vs WILL

scholarly journals What You Do Know Can Hurt You: An Instructional Case Requiring Application of Professional Standards to an Ethical Dilemma Facing an Auditor and Tax Preparer

2017 ◽  
Vol 11 (1) ◽  
pp. I1-I9
Author(s):  
David J. Hess ◽  
Mark H. Haney ◽  
Carol S. MacPhail
Keyword(s):  
Ethical Dilemma ◽  
Income Tax ◽  
Life Experience ◽  
Ethical Issues ◽  
Learning Experience ◽  
Real Life ◽  
Professional Standards ◽  
Local Branch ◽  
Tax Preparer ◽  
Tax Returns

SUMMARY This instructional case, based on a real-life experience, introduces students/professionals to an ethical dilemma faced by a CPA who serves as both an auditor and a tax preparer for related parties. The CPA becomes aware of a large amount of gambling activity undertaken by an individual income tax client who is employed as the executive director of the local branch of a national charitable organization. The local branch also happens to be an audit client of the CPA. Through the case, students/professionals gain an understanding of and appreciation for a realistic ethical dilemma faced by a CPA who also prepares personal income tax returns for related parties. To help the CPA resolve the issues in this case, students/professionals must understand and apply relevant professional standards, including the AICPA Code of Professional Conduct, AU-C Section 240 “Consideration of Fraud in a Financial Statement Audit,” and IRS Circular 230 “Regulations Governing Practice Before the Internal Revenue Service.” A survey questionnaire administered to students who completed the case during an upper-level accounting course suggests that students found the case to be an enjoyable and valuable learning experience that helped them to recognize personal and professional ethical issues facing auditors and tax professionals, as well as to access and apply professional standards to such ethical issues.

Big Data and Enterprise Applications

2020 ◽  
pp. 185-218
Author(s):  
Ahmet Doğan ◽  
Emin Sertaç Arı
Keyword(s):  
Big Data ◽  
Business Processes ◽  
Real Life ◽  
Competitive Environment ◽  
The Public ◽  
Enterprise Applications ◽  
Definition Of ◽  
Relationship Of ◽  
The Relationship ◽  
A Company

Today, a company continues its activities in a highly competitive environment regardless of the sector in which it operates. An important point has been emphasized in many developments by experienced managers and academics which have been released to the public. From marketing to finance, human resource management, auditing and planning, all business processes have entered an incredible innovative process. One of the topics in this process is big data. When cumulative data are not used, they cannot transcend being huge piles of garbage. However, it is not possible to analyze such large, complex, and dynamic data via conventional methods. At this point, the concept of big data has emerged. In this study, after the explanation and definition of the concept, a vast literature review was conducted in order to present the relationship of big data with IoT, big data-related topics, and academic researches on big data. Afterwards, real-life enterprise applications were exemplified from various industries.

scholarly journals Seeking Pedagogical Places

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Andrew Foran ◽  
Margaret Olson
Keyword(s):  
Elementary Teacher ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Learning Experience ◽  
Social World ◽  
Educational Discourse ◽  
The Right ◽  
Relationship Of ◽  
The Relationship ◽  
Opening Up

In this paper, we explore the meaning of pedagogical place by focusing on significant relations between teachers, students, and the various places in which they appear to find pedagogical thoughtfulness. By opening up educational discourse to consider pedagogy beyond established notions of classroom practice, we invite readers to step outside perceived limits of classroom instruction. How might we know a pedagogical moment when we encounter one? When does a place become pedagogical? Formerly an outdoor educator of youth and an elementary teacher, now university teacher educators, we explore what it means to be in the right place, pedagogically. Some observations on pedagogical place that emerged after reflecting on the lived experiences of various teachers include: different places are appropriate for engaging in different kinds of pedagogical activities with students; activities can be experienced as in place or out-of-place; dwelling pedagogically is being absorbed, being able to dwell authentically in a learning experience without interruption or distraction; nature involves such areas as the natural ability and interests of the child, the relationship of the natural physical and social world, and the nature of learning.

Once upon a time…. Storytelling to Enhance Teaching and Learning

2007 ◽  
Vol 68 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Daphne Lordly
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Life Experience ◽  
Real Life ◽  
Ways Of Knowing ◽  
Professional Students ◽  
External Focus ◽  
Teaching And Learning Environment ◽  
Survey Responses ◽  
The Impact

Purpose: The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. Methods: A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Results: Survey responses (n=15, 88% response) indicate that educators’ and students’ storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Conclusions: Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.

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