scholarly journals PERBEDAAN TINGKAT PROKASTINASI PADA MAHASISWA DITINJAU DARI METODOLOGI PEMBELAJARAN

2017 ◽  
Vol 6 (2) ◽  
pp. 75-81
Author(s):  
Aliffia Ananta
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Academic Procrastination ◽  
Learning Method ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Purposive Sampling ◽  
Teacher Centered

Abstract                  Procrastination is a deliberate deliberate postponement and does other unnecessary work. Prokrastinya many experienced by students and influential on learning outcomes so it is important to be studied. This study aims to determine the level of student academic procrastination in terms of learning methods used by lecturers. Learning method in this research is Teacher Centered Learning (TCL) and Student CenteredLlearning (SCL). Subjects in this study as many as 150 students taken by purposive sampling, 75 subjects were students who got TCL method and 75 subjects were students who got SCL method. Data collection is done by using procrastination scale. Procrastination Scale consists of 16 items that have the validity of ≥ 0.03 with reliability of 0.805. The result of the research shows that there is no difference of academic procrastination between students who get TCL learning method with students who get SCL learning method.Key Words: Procrastination, Teacher Centered Learning, Student Centered Learning

scholarly journals Efektifitas Metode Pembelajaran Klinik Terhadap Kemampuan Berpikir Kritis Dan Kepercayaan Diri Mahasiswa Keperawatan : A Literature Review

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Try Ayu Patmawati ◽  
Ariyanti Saleh ◽  
Syahrul Syahrul
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Literature Review ◽  
Clinical Judgment ◽  
Learning Method ◽  
Clinical Environment ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence

Background : Critical thinking of nursing students have to be increased considering the importance of these things in making decisions, problem solving and clinical judgment and supported by self confidence. Although critical thinking and self confidence are important, but all of students are not able to do that. For this reason, clinical instructor have to make innovation through learning methods to achieve this. The purpose of this literature review is to identify the clinical learning method affecting the critical thinking and self confidence of nursing students.Method:   the data base used in making this review of literature are Pubmed, Science Direct, and Google Scholar published in 2007-2018. Result:  From the 12 articles used in this literature review, it was found that in order to improve the critical thinking and self confidence of nursing students in a clinical environment, the clinical supervisor can use student-centered learning methods and can even involve patients. The learning methods include simulation, nursing round method, demonstration models, clinical conference, and concept mappimg.Conclusion :   the learning method affected the critical thinking and self confidence of nursing students including clinical conference, simulations, demonstration models, concept mapping and nursing rounds. Therefore the supervisor must be able to know and choose what method is appropriate for clinical guidance.  

scholarly journals The Influence of Problem-Based Learning and Direct Teaching on Students’ Learning Outcomes

2018 ◽  
Vol 24 (1) ◽  
pp. 62-71
Author(s):  
Heru Raharjo ◽  
M. Khairudin ◽  
Jamil Abd Baser
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Subject ◽  
Vocational High Schools ◽  
Direct Teaching ◽  
The Difference

One of the student-centered learning methods which is able to improve the students’ learning outcomes is Problem-Based Learning (PBL). This study examined (1) the difference in the learning results of students using PBL and Direct Teaching (DT) with high and low learning motivation and creativity, (2) the influence of learning methods with motivation and creativity toward learning outcomes, and (3) the difference in the learning results of students using PBL and DT in terms of learning motivation and creativity. The subject consisted of students of Vocational High Schools or Sekolah Menengah Kejuruan N 1 Ngawen. The data analysis used an ANOVA test and a T-test. The results revealed (1) insignificantly different  learning outcomes between the use of PBL and DT, (2) insignificantly different learning outcomes with the significance of 0.652 between students with high and low motivation, (3) significantly different learning outcomes with the significance of 0.039 between students with high and low creativity, (4) influence of the interaction between learning methods with learning motivation to the  learning outcomes, (5) influence of the interaction between learning methods with creativity to the learning outcomes, (6) insignificantly different  learning outcomes between students using PBL and DT in terms of learning motivation, and (7) insignificantly different learning outcomes between students using PBL and DT in terms of creativity.

Reflection on Contradictory Learning Methods and Identity Formation in a New Academic Life Setting

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Aishah Rosli ◽  
Mohamed Yusuf Shahul Hamid
Keyword(s):  
Identity Formation ◽  
Teaching Method ◽  
Academic Careers ◽  
Academic Life ◽  
Learning Method ◽  
Student Centered ◽  
Student Centered Learning ◽  
Online Student ◽  
Future Improvement ◽  
Teacher Centered

Lecturers new to the academic life setting normally face similar types of challenges. These challenges were intensified for new lecturers starting their careers in the academic setting during the COVID-19 pandemic, when classes were conducted online. Student-centered learning has been the focus in engineering education recently, but many of the current lecturers have never experienced this method of learning as students, resulting in unfamiliarity and inexperience in conducting classes using this method of teaching. Our experiences as two new lecturers starting our academic careers during the pandemic using both the student-centered learning method and teacher-centered learning method in different classes are reported through collaborative autoethnographic methods. Both of our reflections revealed that stark differences can be seen as an effect of the teaching method, concluding that the student-centered learning method is superior to the traditional teacher-centered learning method. However, applying the former method also has some challenges. To overcome these challenges faced by new lecturers, some action plans have been listed for future improvement, which could be very meaningful and useful to other new lecturers as well as educators new to applying the student-centered learning method.

scholarly journals The Application of Accelerated Learning Method Assisted by a Media Playing Card to Improve Learning Outcomes and Interesting Learning in Science Students of SMP Negeri 1 Barru

2019 ◽  
Vol 7 (3) ◽  
pp. 277-290
Author(s):  
Nur Amaliah Akhmad ◽  
Syahruni Karim
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Junior High School ◽  
Accelerated Learning ◽  
Response To Treatment ◽  
Learning Method ◽  
Test Results ◽  
Purposive Sampling ◽  
Group Design ◽  
Interesting Learning

The purpose of this study to see an increase in science learning outcomes and student learning interest after being taught using the accelerated learning method assisted by media playing quartet cards. This type of research is quantitative with data collection using Quasi-experiments with models Pretest-Postest Nonequivalent-Group Design. The population in this study is the eighth-grade students of state junior high school Negeri 1 Barru  academic year 2018/2019. Sampling was done by purposive sampling with consideration of looking at 2 classes with the lowest score of daily test results in the previous material. Students in both classes almost have relatively similar test results. Data collection is taken through direct observation, learning outcomes tests, questionnaires, teacher interviews. After data collection was carried out using the pretest and posttest tests, data was obtained that there were differences in the increase in learning outcomes between the 2 classes. And the interest in learning in these two classes has a fairly good score in line with the good response to treatment that was tested on the experimental class.Keywords: Accelerated Learning; Quarted  Card Media, Science LearningTujuan dari penelitian ini untuk melihat peningkatan hasil belajar IPA dan minat belajar siswa setelah diajarkan menggunakan metode Accelerated learning berbantuan media bermain kartu kuartet. Jenis penelitian  ini adalah kuantitatif dengan pengambilan data menggunakan Quasi eksperimen dengan model Pretest- Postest Nonequivalent-Group Design. Populasi pada penelitian ini adalah siswa kelas VIII SMP Negeri 1 Barru tahun ajaran 2018/2019. Pengambilan sampel secara purposive sampling dengan pertimbangan melihat 2 kelas dengan nilai terendah hasil ulangan harian dimateri sebelumnya. Siswa di kedua kelas hampir memiliki nilai hasil ujian yang relatif sama  Pengumpulan data yang diambil melalui observasi langsung, tes hasil belajar, angket, wawancara guru. Setelah diakukan pengambilan data dengan tes pretest dan postest maka diperoleh data bahwa terdapat perbedaan peningkatan hasil belajar antara 2 kelas. Serta minat belajar di dua kelas ini memiliki skor yang cukup baik selaras dengan respon yang baik terhadap treatment yang diuji cobakan pada kelas eksperimen.Kata kunci: Accelerated Learning; Media Kartu Kuartet; Pembelajaran IPA

scholarly journals Perbedaan Tingkat Kemandirian Belajar Ditinjau Dari Metode Pembelajaran pada Anak

2018 ◽  
Vol 7 (1) ◽  
pp. 60-68
Author(s):  
Nindia Pratitis
Keyword(s):  
Data Analysis ◽  
Higher Learning ◽  
Learning Method ◽  
Test Technique ◽  
Student Centered ◽  
Student Centered Learning ◽  
Significant Difference ◽  
Self Learning ◽  
Learning Data ◽  
Teacher Centered

This study aims to determine whether there are differences in learning independence in terms of learning methods in children. Subjects in this study consisted of children aged 6-12 years amounted to 84 people, which is divided into two groups where the first group is a child using student centered learning method while the second group is a group that uses teacher centered learning method learning. Data collecting tool is a self-learning questionnaire prepared by the author. The questionnaire consisted of 36 items of statement items. The data analysis was done by independent sample t test technique with the help of SPSS version 17 statistic program. The result of data analysis showed that there was a significant difference of learning independence level in terms of learning method in children where children using student centered learning method have higher learning independence level than children using teacher centered learning method. Keywords: Learning Independence, Learning Method

scholarly journals STUDENTS’ PERCEPTIONS AND ATTITUDES TOWARDS THE LEARNING OF GLOBAL ISSUES VOCABULARY USING COOPERATIVE LEARNING METHODS

2020 ◽  
Vol 5 (36) ◽  
pp. 150-161
Author(s):  
Lamis Abdulkarim Al-Shuga'a ◽  
Kamariah Yunus
Keyword(s):  
Cooperative Learning ◽  
English Language ◽  
Survey Method ◽  
Learning Method ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Intervention Phase ◽  
Global Issues ◽  
Perceptions And Attitudes

As a matter of fact, the cooperative learning method is considered one of the most effective student-centered learning methods used in teaching English language classes. It is an updated and effective pedagogic method that should be incorporated in classrooms. The previously reviewed studies showed that group work is better than individual work since student-centered learning methods may improve students’ knowledge of the language because of their effective cooperative engagement. This paper aims at investigating students' perceptions and attitudes towards the learning of global issues vocabulary using cooperative learning methods. The study employed a survey method research design where the quantitative data collection method was conducted. 25 participants are subjected to the intervention phase for seven weeks (40 hours) at MALI institute in Taiz, Yemen. Then a well-prepared questionnaire was conducted on the participants within a period of two days, immediately after the intervention phase. The descriptive statistic SPSS (Statistical Package for Social Sciences) version 25.0 was used to analyze data. Percentages were used for the questionnaire. The results from the questionnaire indicated that cooperative learning techniques had positive effects on students’ writing in classrooms. The participants gained confidence and their language skills were improved. Social skills like leadership, decision-making, trust-building, communication, and conflict-management skills were also developed. The study concludes that cooperative learning contributes to cognitive growth, increased autonomy, and productivity. The cooperative learning method should be integrated into English language classrooms to improve the growth and productive knowledge of students.

scholarly journals Mengapa PBL (Masih) Diperdebatkan di Fakultas Kedokteran?

2012 ◽  
Vol 1 (2) ◽  
pp. 11
Author(s):  
Elisabeth Rukmini
Keyword(s):  
Problem Based Learning ◽  
Medical Schools ◽  
Learning Method ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Empirical Progress ◽  
Rule Out

Problem-based learning (PBL) has been implemented widely in most of faculty of medicine in Indonesia. Nevertheless, PBL as a learning method is still debated. This article tried to unravel the debate of PBL implementation in medical schools, as well as recommending important notes in order to find a well-defined PBL and to improve its implementation. PBL should be acknowledged as one of the student centered learning methods. Therefore, this condition would not rule out the possibility of the empirical progress in PBL implementation in faculty of medicine in Indonesia.

Peningkatan Motivasi Hasil Belajar Ekonomi Melalui Model Pembelajaran Student Centered Learning

2019 ◽  
Vol 1 (1) ◽  
pp. 40
Author(s):  
Mastufah Mastufah
Keyword(s):  
Action Research ◽  
Key Words ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Scenarios ◽  
Strong Motivation ◽  
Classroom Action Research ◽  
Motivation And Learning

In the process of learning Economics (Accounting) required a certain strategy and strong motivation. Teachers play a very important role, especially in terms of designing learning scenarios. Teachers should be able to choose a learning model that can increase the motivation of learners, in accordance with the characteristics of subjects, and characteristics of learners so that learning can take place optimally. The aim of this classroom action research is to improve the learning of learners using the student centered learning model. This research was conducted in class XI IPS1, MAN 1 Cilegon semester 1, material Posting from Juku Kebuku Besar Journals, post to a subsidiary "using cycles, in this study the author tries to 2 cycles. The results show that in each cycle of understanding the accounting, cycle of a merchandising company on post material from a special journal to the ledger, posting to the auxiliary book, gained increased motivation and learning outcomes. In general it can be concluded that the use of student centered learning model can improve the motivation and learning outcomes of learners. Key words: Student Centered Learning Model, Learn Economics Accounting

scholarly journals Meta Analisis Pengaruh Integrasi Pendidikan STEM dalam Model Project Based Learning Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurul Izzah ◽  
Venny Mulyana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Stem Education ◽  
Meta Analysis ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
And Mathematics

Education is essentially an activity carried out by students which results in changes in themselves. This principle implies that what must be prioritized is the learning activities of students instead of something that is given to students. STEM-based learning (Science, Technology, Engineering, and Mathematics) can train students to apply their knowledge to create designs as a form of solving environmental problems by utilizing technology. The learning model recommended for use in the 2013 curriculum is a student-centered learning model, one of which is the Project Based Learning model. This study will analyze how much influence STEM education with the PjBL model has on student learning outcomes. This study uses a meta-analysis method. determined via the Effect Size (ES). Research data were obtained from 25 national and international journals. The meta-analysis study is based on three categories, namely education level, subjects and student learning outcomes. The results showed that; first, the influence of the PjBL model of STEM education based on the level of education is most effective in SMP. ES value = 1.89 and categorized as high. Second, based on the type of subject, the most effective influence of the PjBL model of STEM education is Mathematics. ES value = 3,7 and categorized as high. Third, based on student learning outcomes, the influence of the PjBL model of STEM education is the most effective in the aspect of skills. ES value = 1.68 and categorized as high.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP DAYA INGAT DAN HASIL BELAJAR SISWA PADA MATERI HIDROLISIS GARAM KELAS XI IPA SMA KEMALA BHAYANGKARI 1 SUNGAI RAYA

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Sahara Sahara ◽  
Dedeh Kurniasih ◽  
Rizmahardian Azhari Kurniawan
Keyword(s):  
Statistical Analysis ◽  
Data Collection ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Effect Size ◽  
Teaching Method ◽  
Control Group ◽  
Learning Method ◽  
Control Group Design ◽  
And Control

ABSTRACT The process of learning chemistry which only focused on teacher as informant caused the students’ memory lower. This could make the students’ learning outcomes lower, thus, it was needed STAD type of Cooperative Learning Method which had the process of interaction between student and teacher, and could help the students comprehend the material. Therefore, it was necessary to make a research which had the purpose to know the difference between students’ learning outcomes and memory which used STAD type ofCooperative Learning Method and lectures teaching method as well as how large the effect of STAD type of Cooperative Learning Method on salt hydrolysis material was. This research was Quasi Experimental Nonequivalent Control Group Design. The sample of the research was choosen by using saturated sampling which XI IPA 1 as experimental class and XI IPA 2 as control class. The techniques of data collection used measurement technique, observation, and interview while the tools of data collection used tests such as essayquestion, observation sheet, and interview guide. The statistical analysis of posttest result using U-man whitney test obtained significant value 0.000. This value was smaller than α (0.005) which meant that there was difference in learning outcome between experimental and control class. The statistical analysis result of U-man whitney delayed test obtained significant value 0.006, this value was smaller than α (0.005) which meant that there was difference between students’ memory in experimental and control class. The calculation of effect size showed value 1.64 with high criteria which gave high effect on students’ learning outcomes which was 44.95%, while the calculation of students’ memory effect size showed value 0.69 with moderate criteria which gave effect on students’ memory which was 26,42%. Keywords : Memory, Learning Outcomes, Salt Hydrolysis, STAD type of Cooperative Learning Method

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