scholarly journals Promoting The Learning Quality of Islamic Elementery School Through Constructive - Inovative Model

2019 ◽  
Vol 4 (2) ◽  
pp. 177
Author(s):  
Hilma Pami Putri
Keyword(s):  
Community Service ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Model ◽  
Service Research ◽  
Innovative Environment ◽  
Innovative Model ◽  
Innovative Learning

<p class="abstrak">Learning is interpreted as a process of obtaining behavioral changes as a result of getting knowledge and experience in doing interaction with the environment. The problem found in Islamic Elementery School 1 Pasaman (MIN 1 Pasaman) was the way the teacher tought the students and the teacher never create the innovative environment to make the students to be able to construct their ideas in learning. The teachers were still not familiar with the name and the application of constructive innovative learning models in order to create the fun learning for the students. The situation impacts to the student’s development and achievement during teaching and learning process. It leads the team to do the community service research to the application of constructive - innovative models to improve the quality of teaching and learning in MIN 1 Pasaman. The result of this community service shown that the teachers already able to comprehend the constructive -inovative learning model in teaching and learning process, and the teacher can apply various types of learning model as well as able to design a good lesson plan about constructive and innovative model in the classroom.</p><p class="abstrak"><em>Belajar diartikan sebagai proses perubahan perilaku sebagai hasil dari mendapatkan pengetahuan dan pengalaman dalam melakukan interaksi dengan lingkungan. Masalah yang ditemukan di Madrasah Ibtidaiyah 1 Pasaman (MIN 1 Pasaman) adalah cara guru mengajar siswa dan guru tidak pernah menciptakan lingkungan belajar yang inovatif untuk membuat siswa dapat membangun ide-ide mereka dalam belajar. Para guru masih belum tahu dengan nama dan juga cara menerapkan dengan model pembelajaran konstruktif- inovatif agar pembelajaran menyenangkan bagi siswa. Situasi ini berdampak pada perkembangan dan prestasi siswa selama proses belajar mengajar. Keadaan ini mengarahkan tim untuk melakukan penelitian pengabdian masyarakat pada penerapan model inovatif - konstruktif untuk meningkatkan kualitas pengajaran dan pembelajaran di MIN 1 Pasaman. Hasil pengabdian masyarakat ini menunjukkan bahwa para guru sudah mampu memahami model pembelajaran konstruktif-inovatif dalam proses belajar mengajar, dan guru dapat menerapkan berbagai jenis model pembelajaran yang konstruktif serta mampu merancang rencana pembelajaran yang konstruktif dan inovatif di kelas.</em></p><p class="abstrak"><strong><em>Kata Kunci: </em></strong><em>pembelajaran, konstruktif- innovative, model</em></p>

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

scholarly journals Meningkatkan Hasil Belajar Siswa Kelas XI IPA-1 SMA Negeri 1 Jorong Melalui Pembelajaran Kooperatif Tipe Somatic Auditory Visual And Intellectual Pada Pokok Bahasan Impuls Dan Momentum

2013 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Dewi Dewantara ◽  
M. Arifuddin Jamal ◽  
Syubhan An'nur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Model ◽  
Model Type ◽  
Classroom Action Research ◽  
Evaluation Sheet ◽  
Observation Results

The low of student’s achievements were indicated because the students were not active and the teacher’s lack of skill. This condition needs a further research in order to improve the student’s achievement through cooperative learning type SAVI in impulse and momentum subject. The specific purposes of this research are to describe: 1) teacher’s skill, 2) the student’s achievements; 3) the students’ participation in the classroom; and 4) the students’ responses. These research were classroom action research that consists of 3 cycles. The instruments were used Lesson Plan, Worksheet, Evaluation Sheet, affective scoring sheet, teacher’s skill and student’s participation observation sheet, and the students’ response observation sheet. The data were acquired by the observation results, questionnaire, and documentation. The results of this research were: 1) The teacher’s skill was improved from 99.21% to 96% and 99.28%; 2) the students’ achievements including cognitive and affective aspects were improved from 81.46% to 88.1%, and 90.96%; 3) The participation of students in teaching and learning process were also increased from 63.67% to 84.43%, and 85.5% in cycle III, 4) the students’ responses during teaching and learning process were very good. According to the results, it can be concluded that the achievements of XI IPA-1 students of SMA Negeri 1 Jorong in learning impulse and momentum were improved after the treatment of cooperative learning model type SAVI.

scholarly journals Connecting the World: The Quality of Teachihg and Learning Process Reflected from Students’ Creativity on Micro Teaching Subject

2016 ◽  
Vol 3 (2) ◽  
pp. 227-241
Author(s):  
Rohmat Rohmat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Instructional System ◽  
Islamic Education ◽  
Learning Goals ◽  
Education Major ◽  
The World

Abstract This research is intended to see students’ creativity level on microteaching subject of Islamic Education Major Program Faculty of Tarbiyah and Teachers’ Training of IAIN Surakarta in 2015. This research was descriptive. The 6th semester students of Islamic Education Major Program were the participants of this research in micro teaching class. Interview and document were used as the instruments with the microteaching lecturer as the informant. Interactive analysis was applied for data analysis. The results show that the quality of students’ creativity in developing lesson plan as follows: (1)The lesson plan (RPP) developed before teaching improves learning quality (2)the interactive activities mentioned in the lesson plan (RPP) contain the learning strategies and facilities encouraging teaching and learning process (3)learning goals were achieved during the teaching and learning process. (4)the learning techniques is associated with the component of instructional system (5)teaching media was used to conduct conducive learning situation (6)some contents emphasized in the lesson plan (RPP) were suitable with the instructions existed in course book and curriculum (7)some specific activities done by the students in the learning process are their ways to master the materials they taught (8)The learning focus is emphasized on PAIKEM (Active, Innovative, Creative, Effective, and Fun Learning) and on evaluation to check the result, process, and comprehensible instruction. Abstrak Penelitian ini bertujuan untuk mengetahui tingkat kreatifitas siswa pada pembelajaran micro teaching pada jurusan Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruan IAIN Surakarta tahun 2015. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Populasi dalam penelitian ini adalah mahasiswa mata kuliah micro teaching semester VI. Instrumen penelitian yang digunakan adalah wawancara dan dokumen yang mana dosen mata kuliah tersebut menjadi informan penelitian. Hasil penelitian menunjukkan bahwa kreatifitas para siswa pada matakuliah micro teaching sebagai berikut: 1)Pembuatan RPP dapat meningkatkan kualitas pembelajaran. 2)kegiatan interaktif yang tertera dalam RPP berisi langkah-langkah strategi pembelajaran interaktif dan fasilitas yang mendukung proses belajar mengajar; 3)tujuan didapatkan dalam proses belajar mengajar. 4)teknik pembelajaran dilakukan dan disesuaikan dengan kandungan dari sistem instruksional. 5)penggunaan media ajar kondusif. 6)penekanan yang dipaparkan dalam RPP disesuaikan dnegan instruksi yang ada dalam buku dan kurikulum. 7)hal-hal spesifik yang dilakukan para mahasiswa dalam proses pembelajaran merupakan strategi untuk menguasai materi yang akan diajarkan. 8)fokus dalam pembelajaran ditekankan pada PAIKEM (Pembelajaran Aktif, Inovatif, Kreatif, Efektif, dan Menyenangkan) dan evaluasi untuk mengetahui hasil, proses, dan instruksi yang komprehensif. How to Cite : Rohmat. (2016) Connecting the World: The Quality of Teachihg and Learning Process Reflected from Students’ Creativity on Micro Teaching Subject. TARBIYA: Journal of Education in Muslim Society, 3(2), 227-241. doi:10.15408/tjems.v3i2.4062. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v3i2.4062

scholarly journals The Application of Cooperative Learning Model during Online Learning in the Pandemic Period

2020 ◽  
Vol 3 (3) ◽  
pp. 1683-1691
Author(s):  
Tiodora Fermiska Silalahi ◽  
Ahmad Fakhri Hutauruk
Keyword(s):  
Online Learning ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Program ◽  
Face To Face ◽  
Cooperative Process

In improving the quality of school education and learning in the future, it is necessary to change the mindset that will be used as the basis for implementing a learning program. What's more in the co-19 pandemic period that requires students to be able to study at home without interacting in class for a while. In the past the learning process was conventional, namely face-to-face in class. But even then, most teaching processes are still dominated by teachers. As a result, teaching and learning activities place more emphasis on teaching and not on learning. Learning activities favor the interests of those who teach. Efforts for learning to be focused on students, it is necessary to apply a cooperative learning model which is a form of change in mindset in learning activities at school. However, during this pandemic, the next challenge is how the cooperative process can take place in the online learning process. The absence of a physical meetup becomes an obstacle that can be minimized by the adaptation of the teacher in the distance learning process. In this case the teacher no longer dominates the learning activities, but rather becomes the facilitator and mediator of the process. The cooperative learning model is designed by giving opportunities to students together to build their own knowledge.

scholarly journals PERBEDAAN HASIL BELAJAR IPA BIOLOGI MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN GROUP INVESTIGATION (GI)

2020 ◽  
Vol 6 (1) ◽  
pp. 12-20
Author(s):  
Ester Stasya Lawalata ◽  
Alwi Smith ◽  
S Liline
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Measurement Data ◽  
Problem Based Learning ◽  
Learning Model ◽  
T Test ◽  
Post Test ◽  
Innovative Learning ◽  
Class Viii

Background: One of the causes of students' lack of understanding of a concept is teacher-centered learning and a lack of motivation from students in following the learning process. Then we need an innovative learning model that can help students in the learning process. To achieve learning objectives, teachers are required to be able to choose suitable learning models to be applied at an educational level. Method: This research was conducted from January 14 to February 14, 2020 using descriptive methods, student learning outcomes are seen through the final value that is seen based on cognitive aspects (LKS), affective and psychomotor and pre-post test scores. Measurement data were analyzed using the t test formula. Results: Based on the t test, obtained the results of tcount 1.573 and ttable 2.010, tcount <ttable, the hypothesis (H1) was rejected and (H0) was accepted. Conclusion: There is no difference in the learning outcomes of students taught using the Problem Based Learning model and Group Investigation on the material of the human digestive system in class VIII SMP Negeri 7 Ambon, but there is an increase in learning outcomes after teaching and learning using the Problem Based Learning and Group Investigation models so the results of the t-test show that tcount <ttable (1.573 <2.010).

scholarly journals PENINGKATAN KEMAMPUAN GURU DALAM MENYUSUN RPP MELALUI BIMBINGAN BERKELANJUTAN DI SDN 10 NANGA TAYAP

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Suripto Suripto
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Educational Background ◽  
Lesson Plans ◽  
Learning Activities ◽  
Standard Process

The first stage in learning according to the standard process is learning planningthat is realized by the preparation of the Implementation Lesson Plan. In theframework of implementing the 2013 curriculum, teachers must prepare lessonplans by adjusting some components to the curriculum documents. There are some teachers who are confused when they have to formulate lesson plans because the subjects taught are different from their educational background, it has an impact on the failure of the learning process and also inhibits the improvement of the quality of the school itself. The problem solving that is applied in this research is to provide continuous guidance to the teacher in creating lesson plans. This study uses two rounds of action research. Each round consists of four stages: designing, implementing, observing, and reflecting. The targets of this study are all teachers at SDN 10 Nanga Tayap. The data obtained in the form of observations of teaching and learning activities. From the results of the analysis it was found that the ability of teachers in arranging lesson plans has increased from cycle I to cycle II, that is, cycle I in the range of 109, with quite good categories, and in the second cycle in the range of 152 with very good categories. The conclusion from this study is that the method of sustainable guidance can positively influence the ability of teachers in preparing lesson plans at SDN 10 Nanga Tayap.

INOVASI PEMBELAJARAN PAI DENGAN PENGEMBANGAN MODEL CONSTRUCTIVISM PADA JENJANG PENDIDIKAN DASAR DAN MENENGAH

2017 ◽  
Vol 1 (1) ◽  
pp. 161-174
Author(s):  
Syaifuddin Syaifuddin
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Assessment Process ◽  
Student Centered ◽  
Lecture Method ◽  
Conventional Teaching ◽  
Learning Centered ◽  
The Impact

So far, the methods used by teachers in the learning process tend to conventional teaching methods which only includes students come , sit, write material that has been written by the teacher on the board , listening to the teacher explaining the material and do the work , using the lecture method . The impact, learning tends to be passive and bored quickly. This kind of learning situation is almost no opportunity for students to express their creativity, so the quality of the quality of learning also becomes low. Constructivism learning model seems to be one of the answers to these problems. Therefore, in this learning model students are preferred. Teaching and learning process in constructivism model student centered more colored than teacher centered. Constructivism model is more empowering for the class as a learning centered not for teaching; not teaching process but learning process. This is in accordance with the curriculum 2013, is autenthic assessment; assessment process and results.

scholarly journals INNOVATION OF DEVELOPMENT OF THE CONTEXTUAL AND VALUE CLARIFICATION TECHNIQUE (CVCT) IN LEARNING CITIZENSHIP EDUCATION IN INDONESIA

2020 ◽  
Vol 8 (2) ◽  
pp. 844-853
Author(s):  
Sutoyo ◽  
Anita Trisiana
Keyword(s):  
Learning Process ◽  
Citizenship Education ◽  
Lesson Plan ◽  
Learning Model ◽  
Learning Needs ◽  
Quality Of Results ◽  
Is Research ◽  
Student Centred Learning ◽  
Citizenship Learning

Purpose of the study: Analyze Innovation the contextual value clarification technique model (CVCT) implementation in learning Citizenship. Methodology: The method used in this research is research and development. Development research is research-oriented to develop and validate products used in education. Main Findings: Contextual value clarification technique Model (CVCT) implementation in Citizenship learning may work well according to the lesson plan and CVCT learning model steps. The contextual value clarification technique Model (CVCT) can increase the internalization of learners’ values of Pancasila. Applications of this study: In learning Citizenship Education needs to be done a paradigm shift, from learning that emphasizes transfers of knowledge to transfers of values. The motivational-based CVCT learning model can improve the quality of processes and the quality of results in Citizenship Education learning. Novelty/Originality of this study: The implementation of teacher-centred learning needs to be changed into student-centred learning. This is intended so that students are active in the learning process so that the teacher's role does not dominate during the learning process, but rather as a moderator, facilitator, and resource person. If this learning paradigm can be understood and carried out by teachers, the learning process will be of quality.

scholarly journals The The Effect of TPS-Type Cooperative Learning Model on Student Learning Motivation at STIMI Meulaboh

2021 ◽  
Vol 6 (2) ◽  
pp. 128-133
Author(s):  
Yenni Muflihan ◽  
Nur Fajri ◽  
Eka Syani
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Experimental Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Quality Of Learning

Successful learning is learning that can make students motivated, fun and comfortable in the teaching and learning process. Cooperative learning is one way for lecturers so that students can enjoy learning. Therefore, it is very important for lecturers to create fun and comfortable student learning without pressure. The purpose of this study was to determine the effect of the application of the TPS type cooperative learning model on students' learning motivation at STIMI Meulaboh. This type of research is experimental research by applying the TPS type cooperative learning model and the results are by distributing questionnaires and observations. The results of this study are the TPS type cooperative learning model has an effect on students' learning motivation. Therefore, it can be said that the TPS type of cooperative learning model is feasible to be used in the Economics I statistics learning process in the classroom to improve students' understanding and quality of learning.

scholarly journals Improvement of Teacher Capability Using Contextual Teaching and Learning Models Through in House Training

2019 ◽  
Vol 3 (3) ◽  
pp. 281
Author(s):  
Suhelmidam Suhelmidam
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Lesson Plan ◽  
Learning Model ◽  
Teacher Competence ◽  
Teacher Skills ◽  
Post Test ◽  
Training Activities ◽  
Contextual Teaching

The learning process at SMP N 6 Tualang is not satisfactory due to the relatively low teacher's competence. Therefore it is necessary to improve teacher quality. The improvement made is the ability to use the learning model. One of them is the use of the Contextual Teaching and Learning (CTL) model through In-House Training (IHT) activities. The purpose of this study is to describe and explain how effective the In House Training activities for improving teacher skills in the application of the CTL model. This study involved all teachers of SMP N 6 Tualang. The researcher conducted a pre-survey to find out the learning process in the classroom. Observation, Pre-test and interview techniques were also used to collect data. Each cycle's pre-test and post-test showed better improvement in the teacher's ability to apply this model. The teacher's assessment in designing the lesson plan learning model CTL in cycle 1 shows the average teacher's ability of 75.62% (good), in the second cycle it becomes 90.57% (very good). The results of supervision from 70.05% (good) in cycle 1, to 82.40% (good) in cycle 2, and teachers felt positive benefits from IHT activities. In conclusion, IHT activities were able to improve teacher competence using the CTL learning model.

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