MODIFIKASI MODEL PEMBELAJARAN THINKING ALOUD PAIRS PROBLEM SOLVING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Desti Komalasari ◽  
Karlina Karlina
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Learning Model ◽  
Thinking Aloud ◽  
Task Strategy ◽  
Group Members ◽  
The Way

Still weakness learning process in Indonesia is a problem that must be taken with seriously especially by the teacher. Therefore the teacher must be able to be actively involved in the learning process. This research aims to change the character of students in Indonesia who tend to be lazy in doing assignments. Thinking aloud pairs problem solving learning model is a of learning based learning in groups where students are required to be able to work together between group members. So that students are responsible for the assignments given by the teacher, a task and force learning strategy emerges so that students can change the way of learning both group and individually. Therefore with the modification between the learning model of thinking aloud pairs problem solving with task and forced strategies is expected to be more active in the learning process. This research also aims to train students to be responsible, disciplined and think critically. To apply modifications between the thinking aloud pairs problem solving learning model with the task strategy and forced, teachers should make the planning carefully, the teacher should master all the stages. The teacher must also motivate students to be more enterprising and better in learning so that the learning outcomes obtained can be maximized.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA MATA PELAJARAN KIMIA DI MADRASAH ALIYAH

2017 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Ramli Abdullah
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Strategy ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Materials ◽  
Student Activities ◽  
Good Communication

Cooperative learning using the jigsaw type is a learning strategy that can foster effective communication, create an active learning environment, and can provide satisfactory learning outcomes. Many studies show that peer teaching is more effective than teacher teaching, the application of jigsaw type cooperative learning on the subject matter can improve student activity and learning outcomes, can also encourage good communication and high social interaction Fellow students. That is expected from the learning activity is the occurrence of student activities in learning materials chemistry subjects during the learning process took place by applying cooperative learning model type jigsaw classified as very good, the occurrence of student responses in learning subject matter Chemistry during the learning process took place by applying the model Jigsaw type cooperative learning is categorized as very good, and the achievement of learning achievement of students in learning materials of reasoning subject of Chemistry with the application of cooperative learning model of jigsaw type happened improvement of learning result belonging to good category.

MODIFIKASI MODEL PEMBELAJARAN DOUBLE LOOP PROBLEM SOLVING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Dita Anggi Yulinda Ekayati ◽  
Dinda Khoirunisa ◽  
Mardita Galuh Utami
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Model ◽  
Double Loop ◽  
Student Responsibility ◽  
Double Loop Learning ◽  
The Right ◽  
Loop Problem

This writing aims to implement a learning model based on the characteristics and analysis of students' thinking by using the right model and strategy in order to obtain optimal learning outcomes. There are problems in education when students are faced with a problem to solve, some students have been able to solve, but some students have problems. Students do not maximize the existing learning resources, students are only fixated on one source, namely the book used, not trying to find answers in other sources. The learning model is one component that is needed in supporting the success of a learning process. The learning model is a learning design that is designed to facilitate the learning process. Learning model Double Loop Problem Solving is one of the learning models that can improve the analysis process of thinking students in solving problems. But the double loop learning model of problem solving has a lack of discipline and lack of student responsibility in solving a problem. Therefore modifications are needed in implementing the learning model Double Loop Problem Solving with task and forced strategies. Forced and forced learning strategies are in the form of giving assignments routinely with little coercion to be collected in a short time or a specified time. The purpose of modifying the Double Loop Problem Solving learning model is to develop individual abilities of students and get maximum learning outcomes with high discipline.

scholarly journals PEMBINAAN KOMPETENSI SUPERVISI KEPALA SEKOLAH DASAR

2019 ◽  
Author(s):  
Syahril Syahril
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Process ◽  
Learning Strategy ◽  
Public Official ◽  
The Way

This article presents that important role of a principal a school to give guidance for teachers. Guidance that the principal must to give for teachers was supervision. As we know, not all the teachers have good performance in a learning process. One of the way to reach it by the guidance that the participal has given. In the fact, supervision that has done by the participal can’t make a change in the learning process. There’s no progress of a teachers both of learning strategy of metods. Some of teachers feeling bad and afraid when supervision was done. The participal do that supervision like inspection. Cause the reason, public official consisting of education administration’s lecturer really want to help the participal of elementary school who locatted in Gunung Talang sub-district. The point in this event is giving training about supervision competence. Methods where used are discussion and problem solving.

scholarly journals Pengaruh Model Pembelajaran Thinking Aloud Pair Problem Solving Terhadap Hasil Belajar IPA Fisika Siswa

2018 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Rina Mariyana ◽  
Sukainil Ahzan ◽  
Baiq Azmi Sukroyanti
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Science Learning ◽  
Design Research ◽  
Control Design ◽  
Sampling Technique ◽  
Learning Model ◽  
Thinking Aloud ◽  
Quasi Experimental ◽  
Class Viii

[Title: The Effect of Thinking Aloud Pair Problem Solving Learning Model Toward Student Physics Science Learning Outcomes]. This study aims to determine the effect of learning model Thinking Aloud Pair Problem Solving on the results of science learning Physics Class VIII SMPN 6 Praya Timur. This research is a quasi-experimental research with Posttes -Only Control Design research design. The samples of this research are taken using Purposive Sampling technique with class VIIIc as the experiment class is 24 students and VIIId as the control class is 24 students. The instrument used in the form of test description in the form of 10 questions that are tailored to the learning indicators. The result of data analysis obtained using t-test at 5% significant level shows that the value of tcount> ttable (tcount = 0.634 & ttable = 0201) then Ha in receipt. so it can be concluded that the learning model Thinking Aloud Pair Problem Solving can affect the results of science learning Physics Student.

PENERAPAN MODEL PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR PADA MATERI SEPAK BOLA SISWA KELAS IVB SD NEGERI 013 MEKARSARI

2017 ◽  
Vol 6 (2) ◽  
pp. 472
Author(s):  
Aslinda Aslinda
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Oral Tests ◽  
Class Iv

This study aims to describe learning outcomes through the application of PAKEM learning model. The subjects of the study were the students of grade IVb SD Negeri 013 Mekarsari. Improvement of learning outcomes in terms of four categories, namely the ability to absorb, the effectiveness of learning, mastery of student learning both mastery of individual and classical completeness and mastery of learning outcomes. Instruments used for data collection are oral tests and written tests in the form of LKS conducted after the learning process. The results showed that the percentage of student completeness increased from 19.40% to 55.40% categorized well, the effectiveness of learning is categorized very effective with an average of 88.46%. While the completeness of student learning outcomes expressed. Based on the results of the study, it can be concluded that the application of PAKEM learning model can improve learning outcomes on the material of the students of class IV B grade SD Negeri 013 Mekarsari.

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

Implementation of Guidance nuanced Learning Model at MAN 1 Bandar Lampung

2020 ◽  
Vol 7 (1) ◽  
pp. 47-52
Author(s):  
Rifda El Fiah ◽  
Saiful Bahri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Formal Education ◽  
Rating Scale ◽  
Soft Skills ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Expert Rating ◽  
Hard Skills ◽  
Process Implementation

This research was conducted based on the problems that often arise in formal education learning. This problem has an impact on learning achievement results obtained by students. This research was conducted at MAN 1 Bandar Lampung. The purpose of this study was to determine the feasibility of the instructional model nuanced guidance data collection techniques using expert rating scale and user rating scale. The results of this study indicate that the nuanced learning model meets the achievement of student learning outcomes in MAN 1 Bandar Lampung, by developing students' knowledge and skills in the form of soft skills and hard skills. Guidance nuanced learning model design consists of learning process planning standards, learning process implementation standards, learning process outcome standards, and learning process control standards. 

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

scholarly journals Architecture Studio Learning: Strategy to Achieve Architects Competence

2018 ◽  
Vol 41 ◽  
pp. 04004 ◽  
Author(s):  
Ahmad Saifudin Mutaqi
Keyword(s):  
Learning Process ◽  
Learning Strategy ◽  
Three Dimensional ◽  
Learning Model ◽  
Final Report ◽  
Three Dimensional Model ◽  
Education Standards ◽  
Research Technology ◽  
Study Materials ◽  
The Impact

In most Schools of Architecture, Architecture Studio is at the core of the architectural learning process. In the process, students are trained to have the skills of architectonic spaces design based on the study of the site, its function, and its aesthetics. Students are also trained to have awareness and understanding about the impact of their design on the surrounding environment, both physically and socially. Also, students are trained to present their designs in various forms such as visual graphics, verbal narratives, and three dimensional model animations. Indonesian Association of School of Architecture (APTARI Asosiasi Perguruan Tinggi Arsitektur Indonesia) and Indonesian Institute of Architects (IAI - Ikatan Arsitek Indonesia) has formulated an education Standards, Curriculum, and Achievements of Architect Professional Program to be referred by Ministry of Research, Technology, and Higher Education (KEMENRISTEKDIKTI – Kementerian Riset, Teknologi, danPerguruanTinggi) as the guidance for the implementation of Architect Professional Program (PPA - Pendidikan Profesi Arsitek) in Indonesia. One of the eight recommendations is the PPA Content Standard which contains the learning for the achievement of IAI Architect Competencies through the recommended study materials. However, the recommended study materials did not indicate the activity of the Architecture Studio learning model (Final Report of APTARI Part II and IAI). Will architect’s competence be achieved if the learning process withoutarchitectural studio learning model? The formulation of the curriculum that is developed independently by the IAI recommends the learning of Architectural Studio as Professional Studio. The size of the SKS is large enough to enable someone who follows the lesson to intensively gain experience in designing the building as a real architectural work. This Architecture Studio learning model is interpreted by PPAr organizer universities with various forms, among others: (1) apprenticeship of architects; (2) supervised studios; And (3) project simulation studio. From various models of Architecture learning model mentioned above, all aim to achieve 13 Architect Competence as formulated by IAI. Which model is effective in learning the Architectural Studio mentioned above? This exploratory study would like to compare the three forms of Architecture Studio learning model to see how much the achievement of the targeted competencies by measuring the success of Competency Test activities still use the standards implemented by LPJK by involving assessors from IAI. The results of the comparison will show the compatibility of the implementation of the Architecture Studio learningmodel what is considered effective. These findings will certainly benefit the development of future PPAr implementation, especially if the Architecture Studio model can be commensurate with the studios developed by the School of Architecture in various countries, at least in the region of 21 member countries ARCASIA.

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