scholarly journals Application of Blended Learning (Discovery Learning, Small Group Discussion, Case Study, Role Play & Simulation, Cooperative Learning, and Collaborative Learning) to Improve Learning Activities and Achivements in Lobby and Negotiation Course

2021 ◽  
Author(s):  
Yesi Puspita
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Blended Learning ◽  
Group Discussion ◽  
Role Play ◽  
Discovery Learning ◽  
Learning Activities ◽  
Small Group Discussion ◽  
Role Play Simulation

scholarly journals Perancangan Struktur Metode Student Centre Learning (SCL) Dalam Mata Kuliah Sistem Akuntansi Dengan Kurikulum Berbasis Kompetensi (KBK)

2015 ◽  
Vol 10 (2) ◽  
pp. 29-39
Author(s):  
Zahara ◽  
Zalida Afni
Keyword(s):  
Action Research ◽  
Small Group ◽  
Group Discussion ◽  
Role Play ◽  
Discovery Learning ◽  
Small Group Discussion ◽  
Second Step ◽  
Accounting System ◽  
System Study ◽  
Package Program

This research porpuse to design the structure of Student Centre Learning (SCL) methode in accounting system subject that use curriculum based on competency. This is an action research in accounting system study at accounting departement of Padang State Polytechnic. This research uses Kemmis dan Mac Tanggart model which is devided in 5 steps that are: 1. Planning, 2. Action&Observation, 3. Reflecting&Replanning, 4. Action&Observation and 5. Reflecting. The application of SCL metode in accounting system study will be evaluated based on the score of studying observation, student respons and student score academic in accounting system. The observation and student respons questioners are measured by Linkert scale for 5 level as well as student academic score there are: 5=A=Very Good, 4=B=Good, 3=C=Enought, 2=D=Bad, and 1=E=Very Bad. All of score data will be process by SPSS package program to define the appropriateness of SCL methode for accounting system subject. This research is still going on to the second step. There are 5 SCL model that chosen as the result of the first step research (planning) i.e. Small Group Discussion, Discovery  Learning, Role Play, Contextual Instruction  dan Problem Based Learning.

scholarly journals Analisis Penerapan Model Rancangan Struktur Metode Student Centre Learning (Scl) Dalam Mata Kuliah Sistem Akuntansi Dengan Kurikulum Berbasis Kompetensi (KBK)

2016 ◽  
Vol 11 (1) ◽  
pp. 64-79
Author(s):  
Zahara ◽  
Zalida Afni
Keyword(s):  
Action Research ◽  
Small Group ◽  
Group Discussion ◽  
Role Play ◽  
Problem Based Learning ◽  
Discovery Learning ◽  
Small Group Discussion ◽  
Accounting System ◽  
System Study ◽  
Research Planning

This research porpuse to design the structure of Student Centre Learning (SCL) methode in accounting system subject that use curriculum based on competency. This is an action research in accounting system study at accounting departement of Padang State Polytechnic. This research uses Kemmis dan Mac Tanggart model which is devided in 5 steps that are: 1. Planning, 2. Action&Observation, 3. Reflecting&Replanning, 4. Action&Observation and 5. Reflecting. The application of SCL metode in accounting system study will be evaluated based on the score of student respons and student academic score in accounting system. The student respons questioners are measured by Linkert scale. Datas of student respons and student academic score are classified for 5 level such as: 5=A=Very Good, 4=B=Good, 3=C=Fair, 2=D=Bad, and 1=E=Very Bad. All of score data will be analysed to define the appropriateness of SCL methode for accounting system subject. This research evalued the applicatian of 5 (five) SCL model that chosen as the result of the first step research (planning) i.e. Small Group Discussion, Discovery  Learning, Role Play, Contextual Instruction  dan Problem Based Learning. The result shown all the SCL method that is used in this research are “good” for accounting system subject, based on student respons as “good” as their academic score.

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

scholarly journals IMPROVING STUDENTS’ READING “DESCRIPTIVE TEXT” USING SMALL GROUP DISCUSSION, A CASE STUDY OF X MIPA-7 CLASS OF 11 SENIOR HIGH SCHOOL SEMARANG IN ACADEMIC YEAR 2018/2019

2019 ◽  
Vol 12 (2) ◽  
pp. 102
Author(s):  
Yongki Arya Permana ◽  
Erna Setyawati ◽  
Maria Yosephine
Keyword(s):  
High School ◽  
Small Group ◽  
Test Data ◽  
Group Discussion ◽  
Senior High School ◽  
Small Group Discussion ◽  
Post Test ◽  
Academic Year

Tujuan dari penelitian ini adalah untuk mendeskripsikan: (1) bagaimana penggunaan Small Group Discussion dapat meningkatkan kemampuan ketrampilan membaca siswa dalam materi descriptive text. (2) Kelebihan menggunakan Small Group Discussion dalam pembelajaran penguasaan ketrampilan membaca. Dalam penelitian tindakan kelas ini dilaksanakan dalam dua siklus pada siswa kelas X MIPA-7 SMA Negeri 11 Semarang. Setiap siklus terdiri dari empat tahapan: perencanaan, pelaksanaan, pengamatan, refleksi. Terdapat dua jenis data: data kualitatif dan data kuantitatif. Data kualitatif diperoleh dengan menggunakan lembar pengamatan, wawancara, dan catatan lapangan. Kemudian, data kuantitatif diperoleh menggunakan tes (pre-test dan post-test). Data kualitatif dianalisis menggunakan 5 tahapan yang disarankan oleh Burns (1999: 157-159) yakni sebagai berikut: menghimpun data, mencatat data, membandingkan data, membangun teori, dan melaporkan hasil penelitian. Data kuantitatif dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa penggunaan Small Group Discussion dapat meningkatkan kemampuan siswa dalam ketrampilan membaca. Selain itu, Small Group Discussion dapat digunakan untuk mendukung guru dalam pengelolaan kelas. Peneliti juga menemukan kelebihan Small Group Discussion dalam pembelajaran ketrampilan membaca. Small Group Discussion tidak hanya membuat suasana kelas menjadi nyaman dan menarik, akan tetapi juga meningkatkan partisipasi siswa dalam berbagi ide dan bertukar informasi dalam pembelajaran ketrampilan membaca descriptive text.

Introduction

2011 ◽  
pp. 1-24
Author(s):  
Chetan Sankar ◽  
Karl-Heinz Rau
Keyword(s):  
Group Discussion ◽  
Small Group Discussion ◽  
Success Factor ◽  
Erp Systems ◽  
Critical Success ◽  
Case Methodology ◽  
Individual Preparation ◽  
Large Group Discussion ◽  
Enterprise Resource Systems

• Identify why Enterprise Resource Systems (ERP) have emerged as a critical success factor for companies • Understand that the market for ERP systems is growing rapidly • Know that skills to effectively implement ERP systems are valued by industry • Understand the rationale supporting the selection of case methodology for this book • Know how to use individual preparation, small group discussion, and large group discussion to analyze the case study • Understand the organization of the book

scholarly journals Blended Learning in a Paragraph Writing Course: A Case Study

2018 ◽  
Vol 2 (3) ◽  
pp. 216-226
Author(s):  
Anggri Muhtia ◽  
Suparno Suparno ◽  
Sumardi Sumardi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Activities ◽  
Writing Performance ◽  
Face To Face ◽  
Writing Class ◽  
Writing Course ◽  
Specific Formula ◽  
Face To Face Learning

The emergence of online learning offers the opportunities that are not possessed by the traditional face-to-face learning environment. Combining the strengths of the online learning and face-to-face learning, known as blended learning, is believed to enhance the quality of learning. Different subjects may have different designs of blended learning because there is no specific formula for the best practices of blended learning. This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph writing course and to find out the extent to which it affected students’ writing paragraph performance. The participants of this case study, who were selected purposively, involved one lecturer and six students of a paragraph writing class. The techniques for collecting data included interviews, observations, and document analysis, and the data were analyzed using Miles and Huberman’s interactive model. Ten blended learning activities, including five activities in face-to-face settings and five activities online, were identified in the course. The students’ paragraph writing performance seen from the result of final test was satisfying, indicating that the use of blended learning had a positive effect on students’ writing performance.

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