A Study on the Korean Filial Piety Culture Education Plan Using Korean Pop Songs- Focusing on the Proposal of a Collaborative Inquiry-Learning Teaching and Learning Model Based on Language and Culture Integrated Education -

2021 ◽  
Vol 10 (2) ◽  
pp. 195-210
Author(s):  
hwa suk Kwon ◽  
Keyword(s):  
Teaching And Learning ◽  
Filial Piety ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Learning Model ◽  
Integrated Education ◽  
Language And Culture ◽  
Model Based ◽  
Collaborative Inquiry Learning ◽  
Culture Education

scholarly journals Construction of Mobile Learning Model Based on Network Collaborative Inquiry from Bigdata

2018 ◽  
Vol 232 ◽  
pp. 01032
Author(s):  
Cizhen Zhang ◽  
Jiaming Zhong
Keyword(s):  
Information Technology ◽  
Learning Style ◽  
Mobile Learning ◽  
Collaborative Inquiry ◽  
Rapid Development ◽  
Inquiry Learning ◽  
Information Age ◽  
Learning Model ◽  
Work Life ◽  
Collaborative Inquiry Learning

The rapid development of information technology represented by media and network is changing our work, life, and learning style. In recent years, with the development of information age and bigdata, mobile learning is being widely used in numerous industries and areas. It is also gradually penetrated into information education. Through the creation of network collaborative inquiry learning model and its application in teaching, this paper tries to study a mobile learning model of network collaborative inquiry based on bigdata.

scholarly journals The Influence of Collaborative Inquiry Learning Model and Scientific Attitudes on 4th Grade Students' Learning Outcomes in Style Material

2020 ◽  
Vol 3 (1) ◽  
pp. 119-126
Author(s):  
Dinda Widyastika ◽  
Ajat Sudrajat ◽  
Abdul Murad
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Collaborative Inquiry Learning ◽  
Scientific Attitudes ◽  
Class Iv

This study aims to determine: student learning outcomes using collaborative and scientific inquiry learning model are higher than direct learning models (Direct Instruction) on style material, student learning outcomes that have high scientific attitudes are better than students who have low scientific attitudes on material style; and the interaction of collaborative inquiry learning model and scientific attitudes towards student learning outcomes in style material. This research is a quasi-experimental study. The population in this study are 28 class IV-A students and 28 class IV-B students. The sample in this study is selected by total sampling of two classes. The instrument consisted of a style of learning outcomes test in the form of multiple choice tests and a scientific attitude questionnaire. Data analysis using two-way ANAVA at the level of α = 0.05 with the help of IBM SPSS Statistics 25 and Excel 2013. The results shows that: the learning outcomes of student style material taught using the Collaborative Based Inquiry learning model 82.96 higher than the average the learning outcomes of style material using the Direct Instruction learning model of 74.67, the learning outcomes of students who have high scientific attitudes have an average of 83.67 and the learning outcomes of students who have low scientific attitudes on average 72.76, and there are the interaction between learning models and scientific attitudes in influencing student learning outcomes material style.

scholarly journals UPAYA PENINGKATAN MOTIVASI, KEAKTIFAN DAN HASIL BELAJAR MELALUI MODEL PEMBELAJARAN INKUIRI KOLABORATIF

2021 ◽  
Vol 1 (2) ◽  
pp. 167-177
Author(s):  
WARDAH UMI BAROKAH
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Learning Model ◽  
Moderate Activity ◽  
Research Subjects ◽  
Collaborative Inquiry Learning ◽  
Improved Learning ◽  
Initial Results

This Classroom Action Research (CAR) aims to determine the application of the Collaborative Inquiry learning model in increasing students' motivation, activity and learning outcomes in Biology Subjects. The research subjects were 36 students of class X MIPA-1 MAN 2 Sragen odd semester in 2019. The research was carried out in two cycles, using observation techniques to determine the collaborative inquiry learning process, increase motivation, activity and test for student learning outcomes. The results showed that the learning process using the Collaborative Inquiry model improved. Motivation from cycle 1 and cycle 2 has increased. Students in the high motivation category from 62% to 76% in the second cycle. Motivation is decreasing from 28% to 16%. Meanwhile, students with low motivation category decreased from 10% to 8%. The activity of cycle 1 and cycle 2 has increased. Cycle I students in the high active category from 54% to 80%. Moderate activity decreased from 27% to 14%. Low activity, decreased from 19% to 6%. Improved Learning Outcomes include the average class learning outcomes of students from the initial results of the pre-cycle < cycle I < cycle II sequentially: 67 < 71 < 80. Learning outcomes above Minimum Learning Completeness (KBM) from the initial results of the pre cycle < cycle I < second cycle in sequence are: 31% < 59% < 80%. While the learning outcomes under the KBM decreased from the initial results of the pre-cycle > cycle I > cycle II, respectively: 69.4% < 41% < 19.4%. Based on this research, it was concluded that the application of the Collaborative Inquiry learning model in biology subjects increased the motivation, activeness and learning outcomes of students in class X MIPA-1 MAN 2 Sragen in the odd semester of 2019. ABSTRAKPenelitian Tindakan Kelas (PTK) ini, bertujuan untuk mengetahui penerapan model pembelajaran Inkuiri Kolaboratif dalam peningkatan motivasi, keaktifan dan hasil belajar peserta didik pada Mata Pelajaran Biologi. Subjek penelitian adalah  36 peserta didik kelas X MIPA-1 MAN 2 Sragen semester ganjil tahun 2019. Penelitian dilaksanakan dalam dua siklus, menggunakan teknik observasi untuk mengetahui proses pembelajaran Inkuiri Kolaboratif, peningkatan motivasi, keaktifan dan tes untuk hasil belajar peserta didik. Hasil penelitian menunjukkan bahwa proses pembelajaran menggunakan model Inkuiri Kolaboratif  mengalami perbaikan. Motivasi dari, siklus 1 dan siklus 2 mengalami peningkatan. Peserta didik kategori motivasi tinggi dari 62% menjadi 76% pada siklus II.  Motivasi sedang menurun dari 28%  menjadi 16%. Sedangkan peserta didik yang memiliki kategori motivasi rendah, menurun dari 10% menjadi 8%. Keaktifan siklus 1 dan siklus 2 mengalami peningkatan. Siklus I peserta didik kategori keaktifan tinggi dari 54% menjadi 80%.  Keaktifan sedang menurun dari 27% menjadi 14%. Keaktifan rendah, menurun dari 19% menjadi 6%. Peningkatan Hasil Belajar meliputi rata-rata kelas hasil belajar peserta didik dari hasil awal pra siklus < siklus I < siklus II secara berurutan adalah: 67 < 71 < 80. Hasil belajar diatas Ketuntasan Belajar Minimal (KBM) dari hasil awal pra siklus < siklus I < siklus II secara berurutan adalah: 31% < 59% < 80%. Sedangkan hasil belajar dibawah KBM mengalami penurunan dari hasil awal pra siklus > siklus I > siklus II secara berurutan adalah: 69.4% < 41% < 19.4%. Berdasarkan penelitian tersebut disimpulkan bahwa penerapan model pembelajaran Inkuiri Kolaboratif  pada mata pelajaran biologi meningkatkan motivasi, keaktifan dan hasil belajar peserta didik kelas X MIPA-1 MAN 2 Sragen semester ganjil tahun 2019.

scholarly journals Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

2021 ◽  
Author(s):  
Tarja Pietarinen ◽  
Tuire Palonen ◽  
Marja Vauras
Keyword(s):  
Teacher Perceptions ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Science Classrooms ◽  
Student Groups ◽  
Teacher Guidance ◽  
Group Outcomes ◽  
Teacher Affect ◽  
Teachers And Students ◽  
Collaborative Inquiry Learning

AbstractTechnology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

Sign in / Sign up

Export Citation Format

Share Document